Freshmen taking science classes (CS, math, physics...) in college.
There is a general trend of ACTIVE / PARTICIPATORY learning for cognitiveengagement in the classroom:
Clicker / Personal Response systems widely used
Also some clickers that communicate student understanding to teacher, but notnecessarily to other students
Nothing addressing the stigma of asking a strange question in class... nothinghelping students to understand each other’s collective knowledge or to engagethe teacher in cooperation
existing systems are generally expensive; no low-cost solution to this need
Current work aimed at increasing teacher feedback is primarily focused on increasingstudent cognitive engagement. The intent of these systems is to keep students engagedby answering questions, with a secondary benefit of giving the teacher feedback on in-the-moment student understanding.However, these systems fail to address two needs: the needs of students to feel safeand not judged for actually asking a question by raising their hand during class, and theneed of the teacher for post-lecture data about student understanding.
Most of our observations come from the CS109 class (“probability for computer scientists”). One of our team member (Bertrand) is currently taking that class. Weobserved TA’s office hours / lectures / interviews with students. Large lecture hall withhundreds of students. In situ, totally appropriate location and user groups. We were