Document

AirTransNote:
An Instant Note Sharing and
Reproducing System to Support
Students Learning
Motoki MIURA
Susumu KUNIFUJI
Japan Advanced Institute of Science and Technology
Yasuyuki SAKAMOTO
Senior High School at Sakado, Univercity of Tsukuba
Contents of this talk
 Developed
a system “AirTransNote”
our “Augmented Classroom”
concept with advanced technologies
 Realizing
 Applied
for Geometry lecture
 Dynamic
reproducing of student note will
faciliate retrospective and reflective thinking
Conventional Classrooms
How to fluidly introduce interactive learning
environment into conventional
classrooms?
Our solution :
Using Paper and Digital Pen
AirTransNote


A computer-mediated collaboration system for
conventional classroom
provides real-time note sharing


Note written by students on a paper is transmitted to
teacher’s computer
Teacher can browse, show, store and analyze the notes
immediately
ATN Mediator (student)
(2) The sensors detect the
ultrasonic waves, and calculate
position data of the pen tip
(4) PDA
transmits the
data via
wavelan
(3) The data is sent to
PDA via infrared
connection
(1) Tap the pen tip
on the paper, ultrasonic
wave is diffused
ATN Browser (Shared View)
Outline of AirTransNote
 Basic
Functions：
 Capture
students’ note and transmit
 Teacher can show the note with projector
• Reduce times to re-write on Blackboard
 Purpose：
 Facilitate
communication between class
members
 Encourage active learning
 A successor
of response analyzer (ex.
EduClick[Huang 2001])
Key Functions of AirTransNote
 (1)
Dynamic Reproducing of student’s
note
 (2)
Handwritten note recognition and
feedback on Students’ PDA
 (3) Dynamic note rearrangement by
answer
(1) Dynamic Reproducing of note
(2) Handwritten note recognition
and Feedback on Students’ PDA
(3) Dynamic note rearrangement
by answer
Experimental Lecture
 Purpose
 Investigate
effect of immediate handwriting
sharing & reproducing on students learning
 Topic
of Course
 Trigonometric
functions (sin,cos,tan)
 Introduce the definition over 90 degrees
 Participants
 40
Highschool students (15-16 years old)
 23 with ATN / 17 without ATN
Topic of Course
 Introduce
definition of trigonometric
functions over 90 degrees
 Students
had learned for 0-90 degrees
θ> 90
θ<90
Procedures
1.
2.
3.
4.
Students were asked to try to draw a
triangle of 120 degrees (with right angle)
Teacher introduced definition of
trigonometric func. over 90 degrees.
Students were asked to draw lines which
make angles of 225, 510, -1000 degrees
respectively
Teacher showed the students’ responces
(with animated reproducing)
実践授業の様子


510度の角をとるときに，180度毎にペンを止め，あと何度回せばよ
いのか考えながら角度を書いている様子がみられた
それを受け，別の生徒の筆記を再生しているあいだに「自分は先に
線を引いて，それから角を書いたんだ」という発話があった


自分と他人の回答プロセスを比べていた
再生された筆記を見ることで，自己の回答プロセスに対する内省（リフ
レクション）が起きていた可能性がある
Findings from Observation
 Two
 (1)
notable phenomena
Detailed process could be recognized
 Some
pen movements briefly stopped every 180
degrees (on x-axis)
 (2) A Student
focused on other students’
process, and compared with their activities
 “I
first drew the angle line, then convolutions”
Questionnaire result
2
**Q3: Satisfaction（χ (3)=11.91, p<.01 ）
2
* Q5: Activeness （χ (3)=9.09, p<.05 ）
were significantly differed in distributions of ratings (4-point
scale)


Without Pen+PDA
0%
Q1: Did you enjoy the lecture?
20%
40%
2
Q2: Did you understand the contents?
60%
Q3: Did you satisfy with the lecture?
Q5: Did you actively participate to the class?
1
Q6: Did you compare your answer with others?
1
8
8
6
2
Q9: Can you explain the contents to others?
2
8
1
6
8
yes (2)
2
no (1)
20%
40%
NO (0)
80%
4
3
5
5
7
Q7:
6
* Q8:
6
4
YES (3)
3
6
2
10
6
2
2
7
Q6:
100%
4
7
Q4:
Q9:
60%
9
* Q5:
2
4
YES (3)
1
5
9
Q8: Did you explain your idea well?
Q2:
** Q3:
3
3
0%
Q1:
1
6
Q7: Did you feel the other's answers were useful?
100%
2
4
1
80%
8
3
Q4: Did you concentrate on the lecture?
With Pen+PDA
2
6
4
4
1
9
3
5
yes (2)
1
1 1
5
3
3
4
no (1)
NO (0)
Comments and Feelings from PenUsed Students
 80%
of students rated positive value
 The
lecture with pen was fun.
 I could actively participate than usual.
 I want to take the lecture with pen again.
 “Anonymity
in publicizing note was
controversial
 Uneasy/ashamed
for wrong answers
 Depends on atmosphere of class?
Conclusion
 Introduced
system for instant sharing of
student note in Geometry Lecture
 Dynamic reproducing of student note will
facilitate
 Recall
their thinking process
 Reflection based on objective view
 Comparison their own process with others
System Improvement
 Ultrasonic
 Stable
pen ⇒ Anoto pen
transmission of 40 students note via
Bluetooth connection
 (Digital Pen Gateway System
by NTT Comware Corp.)
Thank you!
 Contact
 Motoki
MIURA ([email protected])
 http://css.jaist.ac.jp/~miuramo/
Merit of Dynamic Note Reproducing
 Easy
to grasp thinking process
 (Hidden
formulas can be revealed)

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