Vers un nouveau design d'audio-vidéo-cours à l'Université : " l'encre numérique ": Description du dispositif et première analyse d'usages

7 pagesInternational audienceThis article presents a new audio-video lecture design for University teaching and reports its impact on the students' learning process. The system is composed of an original lecture presentation tool (the Tablet PC), associated with an online workbook. The lecture is first saved, sequenced, and then uploaded in small parts in the different directories of the workbook. The students may then use its contents as much as they wish. This system was tested on relatively weak students in order to support the "Succeed your Bachelor's degree" plan. The test essentially focused on correlations with results on exams, and on how often the video sequences were watched and tracked their activity and navigation in the different parts of the workbook.Cet article présente un nouveau design d'audio-vidéo-cours dans le cadre d'un enseignement universitaire et rend compte de son impact sur l'apprentissage des étudiants. Le dispositif se compose d'un outil original de présentation du cours magistral (Tablet PC) associé à un cahier de textes en ligne. Le cours est enregistré, séquencé et déposé dans l'arborescence du cahier de textes. Les étudiants peuvent alors consulter son contenu autant que de besoin. L'évaluation de ce dispositif entre dans le cadre du plan " Réussite en Licence ". Elle s'appuie sur les résultats aux examens et sur la fréquence de consultation des vidéos et un suivi (tracking) précis de la " navigation " dans les différents contenus du cahier de textes en ligne

Patterns for Active E-learning in CMS Environments

The proliferation of course management systems (CMS) in the last decade stimulated educators in establishing novel active e-learning practices. Only a few of these practices, however, have been systematically described and published as pedagogic patterns. The lack of formal patterns is an obstacle to the systematic reuse of beneficial active e-learning experiences. This paper aims to partially fill the void by offering a collection of active e-learning patterns that are derived from our continuous course design experience in standard CMS environments, such as Moodle and Black-board. Our technical focus is on active e-learning patterns that can boost student interest in computing-related fields and increase student enrollment in computing-related courses. Members of the international e-learning community can benefit from active e-learning patterns by applying them in the design of new CMS-based courses – in computing and other technical fields

Principles of Asking Effective Questions During Student Problem Solving

ABSTRACT Using effective teaching practices is a high priority for educators. One important pedagogical skill for computer science instructors is asking effective questions. This paper presents a set of instructional principles for effective question asking during guided problem solving. We illustrate these principles with results from classifying the questions that untrained human tutors asked while working with students solving an introductory programming problem. We contextualize the findings from the question classification study with principles found within the relevant literature. The results highlight ways that instructors can ask questions to 1) facilitate students' comprehension and decomposition of a problem, 2) encourage planning a solution before implementation, 3) promote self-explanations, and 4) reveal gaps or misconceptions in knowledge. These principles can help computer science educators ask more effective questions in a variety of instructional settings

Principles of Asking Effective Questions During Student Problem Solving

ABSTRACT Using effective teaching practices is a high priority for educators. One important pedagogical skill for computer science instructors is asking effective questions. This paper presents a set of instructional principles for effective question asking during guided problem solving. We illustrate these principles with results from classifying the questions that untrained human tutors asked while working with students solving an introductory programming problem. We contextualize the findings from the question classification study with principles found within the relevant literature. The results highlight ways that instructors can ask questions to 1) facilitate students' comprehension and decomposition of a problem, 2) encourage planning a solution before implementation, 3) promote self-explanations, and 4) reveal gaps or misconceptions in knowledge. These principles can help computer science educators ask more effective questions in a variety of instructional settings

Multimodal e-feedback: An Empirical Study

This thesis investigated the applicability of unique combinations of multimodal metaphors to deliver different types of feedback. The thesis evaluates the effect of these combinations on the usability of electronic feedback interfaces and on the users’ engagement to learning. The empirical research described in this thesis consists of three experimental phases. In the first phase, an initial experiment was carried out with 40 users to explore and compare the usability and users’ engagement of facially animated expressive avatars with text and natural recorded speech, and text with graphics metaphors. The second experimental phase involved an experiment conducted with 36 users to investigate user perception of feedback communicated using avatar with facial expressions and body gestures, and voice expressions of synthesised speech. This experiment also aimed at evaluating the role that an avatar could play as virtual tutor in e-feedback interfaces by comparing the usability and engagement of users using three different modes of interaction: video with tutor that presented information with facial expressions, synthesised spoken messages supported with text, and avatars with facial expressions and body gestures. The third experimental phase, introduced and investigated a novel approach to communicate e-feedback that was based on the results of the previous experiments. This approach involved speaking avatars to deliver feedback with the aid of earcons, auditory icons, facial expressions and body gestures. The results demonstrated the usefulness and applicability of the tested metaphors to enhance e-feedback usability and to enable users to attain a better engagement with the feedback. A set of empirically derived guidelines for the design and use of these metaphors to communicate e-feedback are also introduced and discussed.Saudi Higher Education Ministr

PAPIERCRAFT: A PAPER-BASED INTERFACE TO SUPPORT INTERACTION WITH DIGITAL DOCUMENTS

Many researchers extensively interact with documents using both computers and paper printouts, which provide an opposite set of supports. Paper is comfortable to read from and write on, and it is flexible to be arranged in space; computers provide an efficient way to archive, transfer, search, and edit information. However, due to the gap between the two media, it is difficult to seamlessly integrate them together to optimize the user's experience of document interaction. Existing solutions either sacrifice inherent paper flexibility or support very limited digital functionality on paper. In response, we have proposed PapierCraft, a novel paper-based interface that supports rich digital facilities on paper without sacrificing paper's flexibility. By employing the emerging digital pen technique and multimodal pen-top feedback, PapierCraft allows people to use a digital pen to draw gesture marks on a printout, which are captured, interpreted, and applied to the corresponding digital copy. Conceptually, the pen and the paper form a paper-based computer, able to interact with other paper sheets and computing devices for operations like copy/paste, hyperlinking, and web searches. Furthermore, it retains the full range of paper advantages through the light-weighted, pen-paper-only interface. By combining the advantages of paper and digital media and by supporting the smooth transition between them, PapierCraft bridges the paper-computer gap. The contributions of this dissertation focus on four respects. First, to accommodate the static nature of paper, we proposed a pen-gesture command system that does not rely on screen-rendered feedback, but rather on the self-explanatory pen ink left on the paper. Second, for more interactive tasks, such as searching for keywords on paper, we explored pen-top multimodal (e.g. auditory, visual, and tactile) feedback that enhances the command system without sacrificing the inherent paper flexibility. Third, we designed and implemented a multi-tier distributed infrastructure to map pen-paper interactions to digital operations and to unify document interaction on paper and on computers. Finally, we systematically evaluated PapierCraft through three lab experiments and two application deployments in the areas of field biology and e-learning. Our research has demonstrated the feasibility, usability, and potential applications of the paper-based interface, shedding light on the design of the future interface for digital document interaction. More generally, our research also contributes to ubiquitous computing, mobile interfaces, and pen-computing