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Tsaap-Notes – An Open Micro-Blogging Tool for Collaborative Notetaking during Face-to-Face Lectures
The document presents TSAAP-Notes, an innovative micro-blogging tool designed to facilitate collaborative note-taking during large lectures. It addresses challenges in existing notetaking tools by allowing personalized views and leveraging personal response systems to enhance student engagement. Initial experiments show promising results, indicating the potential for further development and application in educational settings.
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Tsaap-Notes – An Open Micro-Blogging Tool for Collaborative Notetaking during Face-to-Face Lectures
- 1. Tsaap-Notes – AnOpen Micro-Blogging Tool for Collaborative Notetaking during Face-to-Face Lectures Franck Silvestre, Philippe Vidal, Julien Broisin IRIT, University of Toulouse III, France ! ICALT 2014 July 7 2014 1
- 2. Context of research •Notetaking during face to face lecture 2
- 3. Context of research •Notetaking during face to face lecture • Collaborative notetaking 2
- 4. The challenge How tofoster collaborative notetaking activity during lectures addressed to a large audience ? 3
- 5. Notetaking during lectures •60 to 95% of students are used to notetaking • Covers all disciplines • A way to enrich the content of the lecture • Improves the retention of information 4 Steimle et al. 2007
- 6. Collaborative notetaking • Collaborativeknowledge building • Better student engagement • May act as feedback for teachers 5
- 7. Kam et al.2005,
- 8. O’Neill 2005 Kam etal. 2005,
- 9.
- 10. Drawbacks of currenttools • « Single shared document» approach • No personalized views • Not designed for large audience - Student side: hard to contribute - Teacher site: hard to get representative feedback • No« intelligence » in the tool 7
- 11. How microblogging canhelp ? 8 Social network approach for sharing and building knowledges Cheng et Evans 2009
- 12. How microblogging canhelp ? • Personalized views • Designed for large audience • « learning analytics ready » 8 Social network approach for sharing and building knowledges Cheng et Evans 2009
- 13. Personal Response Systems(PRS) can help too! • All-round world champion in learner engagement and motivation • PRS improve learner outcomes • Designed to get feedback from a large audience • Good at triggering confrontations and discussions between learners and teachers 9 Gauci et al. 2009
- 14. Our goal Designing andexperimenting a notetaking system built on a microblogging approach, extended with PRS features in order to overcome the limits of current tools 10
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- 17. General features As auser I can • post notes with a max length of 280 characters • add Hashtags, mentions in my notes • answer to a note • mark a note as favorite • « follow » what’s happening on a scope • be notified by email 12
- 18. A scope ?What for ? 13
- 19. A scope ?What for ? 13 A way to link a list of notes to a course material published as a Web resource !
- 20. The concept offragment • a fragment is an identifier of a part of a web resource • a note can be linked to a scope and to a fragment • a note can be linked to a sub-part of a course material published as a Web resource 14
- 21. Annotation of aWeb slide 15
- 22. Note as aquestion 16
- 23. Note as aquestion 16
- 24. Display of theresults 17
- 25. The first experiment •Master course of Computer Science, University of Toulouse III • Main topic of the course: collaborative development • 40 students • 62 slides presented during 4 hours of lecture 18
- 26. PRS impact onnotetaking 19 Count of notes 23 Count of contributors 10 Mean count of notes per slide 0,37
- 27. PRS impact onnotetaking 19 Count of notes 23 Count of contributors 10 Mean count of notes per slide 0,37 Proportion of students answering questions 78 % Proportion of notes taken on slides having question 65 % Mean count of notes per slide having question 3
- 28. Conclusion • Tsaap-Notes -collaborative notetaking system, microblogging, PRS • Encouraging initial results • Need more various and rigorous experiments 20
- 29. Perspectives • Semi-automatic generationof tests that use the student notes as feedback • Learner production metadata • The use of these metadata to improve adaptivity in learning management systems 21
- 30. • Thank youfor your attention! • Questions?