Tsaap-Notes -- An Open Micro-Blogging Tool for Collaborative Notetaking during Face-to-Face Lectures

International audienceSocial theories of learning demonstrated that collaborative note taking during face-to-face lecture provides important benefits: better learner engagement, collaborative learning, and knowledge building. In this paper we present Tsaap-Notes, an open micro-blogging platform dedicated to collaborative note taking that can be used as a standalone application, or fully integrated into existing virtual learning environments. Tsaap-Notes provides users with advanced features such as annotations, questions, or filtering that encourage learners to participate in the collaborative activity. Our tool has been experimented with a cohort of forty students during a short period of time, results show that learners are getting more and more familiar with Tsaap-Notes and that this application becomes useful when the time of preparing exams has come

Online tests based on contributions provided by teachers and students during face-to-face lectures

National audienceOur previous work has introduced the "Tsaap-Notes" platform to increase the motivation and engagement of students in the process of collaborative note taking during lectures. In this paper, we introduce the approach "Notes as Feedback" which consists of recycling interactive questions asked during a lecture in order to semi-automatically build computer based self-assessment tests where feedback provided to students is based on the notes taken by students. A first experimentation on a group of 54 students enrolled in a computer science Master course helped to highlight the benefits of this work: increased participation in note-taking, a massive engagement of students to play the self-assessment tests, and improved student results at the final exam

Génération semi-automatique de tests d'auto-évaluation pourvus de feedback résultant de la prise de notes collaborative

International audienceNos travaux prédécents ont introduit la plate-forme Tsaap-Notes pour augmenter la motivation et l'engagement des étudiants dans le processus de prise de notes collaborative pendant les cours dispensées en face-à-face. Dans cet article, nous introduisons l'approche « Notes as Feedback » consistant à recycler les questions interactives posées pendant le cours afin de produire semi-automatiquement des tests d'auto-évaluation informatisés pourvus de feedback issus des notes prises par les étudiants. Une première expérimentation réalisée sur un groupe de 54 étudiants inscrits en Master Informatique a permis de mettre en avant les bénéfices de ces travaux : une participation accrue à la prise de notes collaborative, un engagement significatif des étudiants dans les tests de révision, et des résultats en hausse à l'examen terminal

Reflexive learning, socio-cognitive conflict and peer-assessment to improve the quality of feedbacks in online tests

International audienceOur previous works have introduced the Tsaap-notes platform dedicated to the semi automatic generation of multiple choice questionnaire providing feedbacks: it reuses interactive questions asked by teachers during lectures, as well as the notes taken by students after the presentation of the results as feedbacks integrated into the quizzes. In this paper, we introduce a new feature which aims at increasing the number of contributions of students in order to significantly improve the quality of the feedbacks used in the resulting quizzes. This feature splits the submission of an answer into several distinct phases to harvest explanations given by students, and then applies an algorithm to filter the best contributions to be integrated as feedbacks in the tests. Our approach has been validated by a first experimentation involving master students enrolled in a computer science course

Reflexive learning, socio-cognitive conflict and peer-assessment to improve the quality of feedbacks in online tests

Our previous works have introduced the Tsaap-notes platform dedicated to the semi automatic generation of multiple choice questionnaire providing feedbacks: it reuses interactive questions asked by teachers during lectures, as well as the notes taken by students after the presentation of the results as feedbacks integrated into the quizzes. In this paper, we introduce a new feature which aims at increasing the number of contributions of students in order to significantly improve the quality of the feedbacks used in the resulting quizzes. This feature splits the submission of an answer into several distinct phases to harvest explanations given by students, and then applies an algorithm to filter the best contributions to be integrated as feedbacks in the tests. Our approach has been validated by a first experimentation involving master students enrolled in a computer science course