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University “Politehnica” of Bucharest I-TRACE PROJECT 2nd Partners Meeting, Potsdam, June 8-9, 2006 Artificial Intelligence and Multi-Agent Systems Laboratory http://turing.cs.pub.ro/ai_mas
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I-TRACE PROJECT, 2nd Partners Meeting, Posdam, June 8-9, 2006 What we have done A1. Investigate the use of pen-based input and graphical interaction to understand how annotational capabilities may be used for educational activities: What does exist? (documentation) Use of annotation techniques in computer science What is to be done next A2. Study the impact of hand-written note-taking, sketching, and graphical annotation on learner's preferences, learning styles, and the provided added value: In progress A4. Use of pen based input and graphical interaction for creating cognitive maps: What does exist? (documentation) Use of cognitive maps and pen-based input to improve educational activities What is to be done next
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I-TRACE PROJECT, 2nd Partners Meeting, Posdam, June 8-9, 2006 Use annotational capabilities for educational activities Survey of existing techniques and pedagogical approaches Focus on the use of pen-based input and graphical interaction in teaching computer science – review of 16 articles Facilitate the development of active and collaborative learning Supports both traditional and interactive lectures Used in student evaluation and submissions of solutions Pedagogical techniques: annotate slides by hand-writing, answer questions and share answers, team work, learning by doing Why important in CS: annotated diagrams, hand-written graphical solutions
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I-TRACE PROJECT, 2nd Partners Meeting, Posdam, June 8-9, 2006 Use annotational capabilities for educational activities Survey of existing techniques and pedagogical approaches Possible problems/challenges legibility, color usage and clutter of ink which affect the comprehensibility of the presentation the frequent use of ink in a manner analogous to physical gestures the tension between the ephemeral meaning of ink and its persistent representation on the display the moderate use of system features by the instructors
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I-TRACE PROJECT, 2nd Partners Meeting, Posdam, June 8-9, 2006 Use annotational capabilities for educational activities Software reviewed 14 products: open source, free, proprietary Summarised by: Description and features Platform Licence Documentation Community support Overall rating http://turing.cs.pub.ro/pen_tech/
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I-TRACE PROJECT, 2nd Partners Meeting, Posdam, June 8-9, 2006 Use annotational capabilities for educational activities Technologies used PC tablets or other pen-based devices + digital ink Desktop applications + multicast – frequent Real time or asynchronous Web annotation - textual and graphical annotations systems for web, but none of them had support for digital ink
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I-TRACE PROJECT, 2nd Partners Meeting, Posdam, June 8-9, 2006 Use annotational capabilities for educational activities What is to be done next A course module and assessment module on Data Structures and Algorithms using digital ink, based on our own software A set of good practices of use of hand-written note-taking, sketching, and graphical annotation of teaching materials in Computer Science with focus on DSA = summarize documentation on experience and systems + our own experience with the DSA course Evaluate effectiveness of the approach
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I-TRACE PROJECT, 2nd Partners Meeting, Posdam, June 8-9, 2006 Use of pen based input and graphical interaction for creating cognitive maps Survey of existing techniques and pedagogical approaches Concept maps are used to stimulate idea generation, and are believed to aid creativity. Increase of meaningful learning Retention of information Integration of new knowledge with existing knowledge Can be modified as new concepts are learned so that misconceptions will not persist.
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I-TRACE PROJECT, 2nd Partners Meeting, Posdam, June 8-9, 2006 Use of pen based input and graphical interaction for creating cognitive maps Can be used in: Summarizing Readings Summarizing Lectures Making Notes in a Seminar Reviewing for an Exam Working on an Essay Creative Writing
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I-TRACE PROJECT, 2nd Partners Meeting, Posdam, June 8-9, 2006 Use of pen based input and graphical interaction for creating cognitive maps Software reviewed 13 products: open source, free Summarised by: Description and features Platform Licence Documentation Overall rating http://turing.cs.pub.ro/concept_maps/
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I-TRACE PROJECT, 2nd Partners Meeting, Posdam, June 8-9, 2006 Use of pen based input and graphical interaction for creating cognitive maps Technologies used All reviewed products do not use digital ink Classical input for creating cognitive maps: advantages + disadvantages Challenge: Use digital ink to draw cognitive maps – many benefits - easily express ideas - rapidity - easily accessible
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I-TRACE PROJECT, 2nd Partners Meeting, Posdam, June 8-9, 2006 Use of pen based input and graphical interaction for creating cognitive maps What is to be done next An interactive module to construct cognitive maps using both classical and pen based input A set of relevant good practices of use of cognitive maps to enhance learning efficiency Integrate in the DSA course Evaluate effectiveness of the approach
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I-TRACE PROJECT, 2nd Partners Meeting, Posdam, June 8-9, 2006 More next steps What is to be done next A minimal set of relevant features for characterising the learner’s preferences and the learning style, particularly focussed on graphical interaction techniques. Conduct several experiments with a target group of 50 students at DCS Survey results of A3 and A5 Disseminate project results
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I-TRACE PROJECT, 2nd Partners Meeting, Posdam, June 8-9, 2006 A1. Investigate the use of pen-based input and graphical interaction to understand how annotational capabilities may be used for educational activities: A2. Study of the impact of hand-written note-taking, sketching, and graphical annotation on learner's preferences, learning styles, and the provided added value A3. Evaluation of the interfaces allowing pen-based graphical interaction based on the outcome of A1 A4. Use of pen based input and graphical interaction for creating cognitive (mind) maps for: summarising lectures supplementary readings A5. Evaluation of the added value and impact of the use of cognitive maps on increasing efficiency of the learning process
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