Interactive Class with Tablet PC and Smartphone
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The document presents an overview of an interactive class application called iClass, developed for educational purposes at the University of Hong Kong. It highlights its features, such as multimedia support, peer review capabilities, and integration with social media, showcasing how it enhances student engagement and collaborative learning in various courses. The application is demonstrated through specific examples in engineering and environmental management courses, illustrating its effectiveness in facilitating idea generation, consensus-building, and interactive pedagogical practices.
Interactive Class with Tablet PC and Smartphone
- 1. Application of smartphone and tablet PC for interactive class - iClass Dr. Wilton Fok e-Learning Technology Development Laboratory Department of Electrical and Electronic Engineering The University of Hong Kong
- 2. Agenda • Market overview • Introduction of iClass • Demonstration • Application examples
- 3. Trend on Apps E-Books and Educations are on top of the list
- 4. Growth rate of educational applications
- 6. Trend on devices • Phone or Tablet?
- 7. Trend on OS
- 8. Agenda • Market overview • Introduction of iClass • Demonstration • Application examples
- 11. Component of iClass mobile
- 12. Features of iClass mobile • Support multimedia contents • Support Peer review • Various formats for presenting the feedbacks – E.g. pie chart, bar chart, tag cloud, to meet different pedagogy demand. • Integrate with Facebook for knowledge exchange and sharing • Support 2D Barcode – For sharing knowledge on lecture notes for quick access to the right session and download the right image from the server. • Location base service – ease the selection of the near-by courses
- 13. Function of iClass Mobile
- 14. Application: Sharing ideas by drawing
- 15. Application: Sharing ideas by drawing
- 16. Application: Sharing ideas by Keywords
- 17. Application: Sharing ideas by Keywords
- 18. Application: Sharing ideas by Keywords • Teacher can also Get image from Lecturer pre-load a Worksheet / template for students to work on
- 19. Application: Peer review/ in-course assessment
- 20. Application: Peer review/ in-course assessment
- 21. Share in Facebook • Students’ works can be shared with their peer through Facebook
- 22. Enhancement for efficiency – 2D barcode • The 2D Barcode code on the notes Notes can link iClass Session 2.5.2 Mobile directly to the right session and download the Image32.jpg Session 2.5.2 right template more efficient and effective.
- 23. Agenda • Market overview • Introduction of iClass • Demonstration • Application examples
- 24. Agenda • Market overview • Introduction of iClass • Demonstration • Application examples
- 25. Application examples: in HKU • Applied in – Faculty of Engineering – Department of Statistics and Actuarial Science – Kadoorie Institute – Faculty of Dentistry
- 26. Application example In the Engineering summer courses • Students are required to design and build a solar water distiller
- 27. Application example In the Engineering summer courses • In the debrief session, students are required to draw their design on an iPad and share their design with others – “Show and tell”
- 28. HKU Department of Statistics and Actuarial Science STAT8017 Data Mining Ask student to draw a neutral network Student draw their works Download image from lecturer Share and comment
- 29. Students’ feedbacks: The feature that it shows the More percentage and interaction feedback is attractive More interaction Innovative Interactive Motivation to participate
- 30. Students’ feedbacks: More screens would be good Timer should be bigger and clearer The information screen can be larger It is better if it can show that I have press the button or not
- 31. Using iClass in M.Sc. Environmental Management Dr. Jacqueline Lam • iClass was used in ENVM 7016 Environmental Policy” – provides students with the basic understanding of the relationship between technology, society and the environment.
- 32. Activity 1: Visualise ideas by drawing • Students were asked to share their views, on how new environmental technologies can solve some highly complex and interrelated environmental challenges in connection with climate change. • The visualization and rating features significantly shorten the feedback loops. • Collective learning and consensus- building have been enhanced as a result.
- 33. Visualise ideas by drawing • The visualization function can visualise all creative ideas on individual iPad and the lecture screen 4-5 students formed a group to discuss how the climate change challenge can be tackled technologically.
- 34. Visualise ideas by drawing • They were asked to draw pictures to express their ideas. • With its visualizing function, students could: – express their group ideas quickly visually, – engage in debates and discussion, and – provide instantaneous feedback to other groups’ findings, through real-time transfer of all group findings back to the lecture screen (see Figure 10-3).
- 35. Visualise ideas by drawing • A wide range of climate change technological solutions was put forward by different groups of students: – renewable energy technologies – carbon capture and sequestration – individual innovation such as generation of biofuels – systemic and integrated innovation…etc
- 36. Peer Review • Enables students to easily vote for the solutions that they think are the best. – E.g. The highest rating suggested that an integrated green energy and transport system, in combination with more sustainable living, will offer the needed strategy to combat the climate change problem.
- 37. Peer Review • The rating ensures that the most or least supported options can be easily identified. • Further investigation into why one option is preferred over the others can be followed up subsequently.
- 38. iClass for consensus building • To combat climate change problem, stakeholder engagement and consensus-building are needed to build trust and derive the most commonly agreeable solutions to enhance policy effectiveness and legitimacy. • The capacity to discuss and build consensus constitutes is essential in this course, which can be accelerated by the iClass
- 39. iClass for consensus building • Consensus building by Keywords • Students were asked to input their non-technical solutions to climate change in the form of keywords. – A wide range of policy options were provided: • ranging from laws and regulations • emission targets, • caps and charges, • incentive-based policies such as subsidies, and • economic policies such as carbon taxation
- 40. Statistics of the ideas • The rating feature displayed what most of the groups considered: – the most effective (economic - tax and subsidies) and – the least effective (voluntary – education or planning) policy options. • The preferences were presented in bar chart, pie chart, tag cloud, or list view displays Before regrouping
- 41. Grouping ideas • The lecturer then further adjusted the keyword grouping • The generalization of individual, diverse opinions, and the identification of mainstream opinions to facilitate consensus-building, can be made possible. After re-grouping
- 42. Conclusions • iClass system creates a facilitating learning environment to stimulate idea generation, sharing, refinement and consolidation. – 1. students are able to explain their ideas and concepts visually through drawings and keywords.
- 43. Conclusions – 2. the technology allows students to provide real-time, instantaneous feedback to ideas posed by other groups of students. – It speeds up the process of knowledge sharing and facilitates debates and discussion among students as well as the lecturers (see Figure 10-4).
- 44. Conclusion • 3. the interactive, engaging and collective learning process sharpens the students’ critical thinking and strengthens their capabilities to understand and appreciate the views of others.
- 45. Conclusion • Through the process, further refinement of ideas and consensus-building can be made possible. • Such process is particularly important for handling highly complex and interdisciplinary environmental issues as many different types of innovative solutions to solving a complex environmental problem can be generated through the collective inputs of different groups of students.
- 46. HKU Faculty of Dentistry: Course: Metal-Ceramic Systems Class exercise: Matching the causes and problems Pre-defined Worksheet Download image from lecturer
- 47. HKU Faculty of Dentistry: Students do that matching exercise
- 48. HKU Faculty of Dentistry: Share their works on the screen
- 49. Using iClass in Dentistry Dr. James Tsoi • Journal-based Learning (JBL) is one of the learning modes in the MSc course • Traditional JBL – Students are expected to read and study some prescribed journal articles on specific topics, and discuss among themselves along with the facilitation provided by knowledgeable and experienced facilitators during the tutorial lessons.
- 50. Using iClass in Dentistry • Various journal articles may have various arguments, views and discussion points – students may not have enough knowledge to justify which one is correct – facilitator becomes very important to assist in the justification and help to direct a right way for discussion. • Two interactive objects: – Student-to-student (SS) and – Facilitator-to-student (FS).
- 51. iClass for Tutorials – Students size: < 10; – Journal articles: • pre-selected from facilitator and each student is distributed with 2 different journal articles to read before the lessons; – All students are equipped with iPhone/iPad with iClass apps.
- 52. Using Keywords to share views • Let students to input and express their views on present questions • After submission, the facilitator can group the similar opinion and start the discussion.
- 53. Grouping ideas • Grouping function – gather the journal articles’ information together (contributed from the students) and the facilitator is grouping the information. • During the grouping, the facilitator keeps the mind-exchanging with the students (FS interaction) – E.g. to illustrate why the points are being grouped.
- 54. Grouping ideas • After that, various grouped keywords are being discussed among the students group (SS interaction). • Merits of the ‘Keywords’ function – a mind-mapping tool, – coined facilitator and students mind, knowledge and information together. – FS interaction becomes much more obvious – Students are also allowed to explain/defence their ‘Keywords’, so SS interaction is clearer among students
- 55. Drawing • Facilitator pre-loaded some pictures (with errors ) from some journal articles • Students are required to identify the ‘problems’ of the pictures •Students can draw on the pictures to point out the problems •Upload it to the server.
- 56. Peer review • Peer review – Then, all students can review others’ pictures according to facilitator’s instruction.
- 57. Comparing with traditional learning – Such an error identification exercise is an homework, with unidirectional FS interaction – With the aid of iClass, SS and FS can be done in parallel. – FS or SF is synchronic interaction at this case.
- 58. Comments by Dr. Tsoi • iClass is a powerful and useful teaching tool in dental subjects. • Although facilitator may need some extra time to prepare the materials and well-equipped so as to interact with the students, this is worthwhile and beneficial to both parties. • More investigation should be stressed not only on the apps functions, but the pedagogy of the apps teaching, the integration to curriculum, and the adaptability to the students and teachers.
- 59. Q&A