Changing Lecture Culture
Daniel GreeneDavid SelassieBertrand Schneider
USER GROUP
Freshmen taking science classes (CS, math, physics...) in college.
EXISTING WORK
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.
EMPATHY OBSERVATIONS
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
not intrusive. Students in lecture were watching and taking notes or surfing the web;sometimes students ask overly-advanced questions that aren’t helpful for the class.Students in office hours were working, getting help from the TA, or waiting.
SYNTHESIS
STUDENT 1
●
“There is a crucial moment when you learn a newformula, and you have to stop listening to the professor in order to mentally compute each steps.”
●
“Lack of big picture; you’re just flooded with informationand you need to recall as much stuff and procedures aspossible.”
●
“Video tapping is helpful because you can stop and dosome consult other resources when needed.”
●
“I love when the teacher says a joke after a complexequation, because it gives me time to conceptualize it.”
●
“A huge cognitive load comes from the fact that youhave to mentally replace the indices and variables inaddition to knowing what they represent; writing their name in terms of the problem (concretely) helps a lot.”
Search History:
Result 00 of 00
00 results for result for
p.
Notes
Load more
