Lessons Learned from eClass Assessing Automated Capture and Access in the Classroom
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: Lessons Learned from eClass Assessing Automated Capture and Access in the Classroom
Lessons Learned from eClass Assessing Automated Capture and Access in the Classroom
Lessons Learned from eClass: AssessingAutomated Capture and Access in the ClassroomJASON A. BROTHERTONUniversity College LondonandGREGORY D. AB0WDGeor Lessons Learned from eClass Assessing Automated Capture and Access in the Classroomrgia Institute of TechnologyThis paper presents results from a study of an automated capture and access system, eClass. eClass was designed to capture the materials presented in college lectures for later review by students. In this paper, we highlight our lessons learned from our three-year study f Lessons Learned from eClass Assessing Automated Capture and Access in the Classroomocusing on the effect of capture and access on grades, attendance, and use of the captured notes and media. We then present suggestions for building fLessons Learned from eClass Assessing Automated Capture and Access in the Classroom
uture systems discussing improvements from our system in the capture, integration, and access of college lectures.Categories and Subject Descriptors: Lessons Learned from eClass: AssessingAutomated Capture and Access in the ClassroomJASON A. BROTHERTONUniversity College LondonandGREGORY D. AB0WDGeor Lessons Learned from eClass Assessing Automated Capture and Access in the Classroomion/methodology: Hypertext Navigation: Video: H.5.4 [Information Interfaces and Presentation]: Hypertext/HypermediaGeneral Terms: Design, Experimentation, Human FactorsAdditional Key Words and Phrases: Educational applications, ubiquitous computing, capture and access, evaluation, multimedia foragin Lessons Learned from eClass Assessing Automated Capture and Access in the Classroomg and salvaging , human-computer interaction.1INTRODUCTIONMultimedia and web-enhanced learning has become increasingly attractive to schools both forLessons Learned from eClass Assessing Automated Capture and Access in the Classroom
financial and technological reasons. Students spend a significant portion of the day listening to and recording the surrounding events that occur in cLessons Learned from eClass: AssessingAutomated Capture and Access in the ClassroomJASON A. BROTHERTONUniversity College LondonandGREGORY D. AB0WDGeor Lessons Learned from eClass Assessing Automated Capture and Access in the Classroom topic with This research was supported in part by National Science Foundation CAREER grant #IRI-I different approaches and contributions [Brotherton 2001].Authors' addresses: Jason A. Brotherton, UCLIC, University ệollege London, 3i/32Werdefta&.tloeNCfflptiueianTbacGftas ỊMữbleóìeg^^nB. aeHeạe clas Lessons Learned from eClass Assessing Automated Capture and Access in the Classroomsroom College of Computing. Georgia Institute of Technology, 29 .Technologyinformation (such asPefP^fehof part of this work for personal or classroomLessons Learned from eClass Assessing Automated Capture and Access in the Classroom
use ISgranted without fee provided that the copies are not made or distributed for profit or commercial advantage, the copyright notice, the title of Lessons Learned from eClass: AssessingAutomated Capture and Access in the ClassroomJASON A. BROTHERTONUniversity College LondonandGREGORY D. AB0WDGeor Lessons Learned from eClass Assessing Automated Capture and Access in the Classroomn servers, or to redistribute to lists, requires prior specific permission and/or a fee.whiteboard), while integrating it with existing information (such as presentation slides) so that the new information can be successfully accessed at a later date. We consider materials 'successfully accessed' wh Lessons Learned from eClass Assessing Automated Capture and Access in the Classroomen they are found at the proper level of detail (as defined by the accessor) with minimal effort.The impact of capture and access on students in the cLessons Learned from eClass Assessing Automated Capture and Access in the Classroom
lassroom still remains largely undocumented. This is due mostly to the difficulty involved with using these systems in an authentic setting over a susLessons Learned from eClass: AssessingAutomated Capture and Access in the ClassroomJASON A. BROTHERTONUniversity College LondonandGREGORY D. AB0WDGeor Lessons Learned from eClass Assessing Automated Capture and Access in the Classroomusefulness of these approaches have been conducted to identify critical factors for success.1.1 Capture and Access in the ClassroomOur previous work [Abowd et al. 1996] introduced eClass (formerly called Classroom 2000) as an automated note taking service for college lectures and provided several pr Lessons Learned from eClass Assessing Automated Capture and Access in the Classroomeliminary qualitative results on the impact of this technology on students. At that time, we did not present data on how students actually used the onLessons Learned from eClass Assessing Automated Capture and Access in the Classroom
line notes, leaving an important question unanswered: Is the media augmentation of captured notes is actually useful, and if so, how do students use tLessons Learned from eClass: AssessingAutomated Capture and Access in the ClassroomJASON A. BROTHERTONUniversity College LondonandGREGORY D. AB0WDGeor Lessons Learned from eClass Assessing Automated Capture and Access in the Classroomains such as meeting rooms and conferences1.This paper shows how ubiquitous computing can help solve the capture and access problem in a specific setting, the college classroom, where success depends largely on the ability to capture and later access information at a later moment. Our research is mo Lessons Learned from eClass Assessing Automated Capture and Access in the Classroomtivated by the notion that wrote copying of presented materials from college lectures via traditional note taking techniques can be time consuming, diLessons Learned from eClass Assessing Automated Capture and Access in the Classroom
fficult, and prone to error. We are not arguing against note taking in general; rather, we are trying to reduce instances of copious note taking. By aLessons Learned from eClass: AssessingAutomated Capture and Access in the ClassroomJASON A. BROTHERTONUniversity College LondonandGREGORY D. AB0WDGeor Lessons Learned from eClass Assessing Automated Capture and Access in the Classroomignificant overlap with the classroom; namely, how to best capture the materials, and how the materials are later used in access.augmenting traditional notes with media we can provide a more detailed record of a lecture than is possible with just pen and paper. We also believe that providing student Lessons Learned from eClass Assessing Automated Capture and Access in the Classrooms with access to these notes can improve their review and study sessions.1.2 Overview of PaperIn section two, we briefly highlight previous work in caLessons Learned from eClass Assessing Automated Capture and Access in the Classroom
pture and access and on systems designed for classroom capture. Section three describes eClass, our automated note taking service for college lecturesLessons Learned from eClass: AssessingAutomated Capture and Access in the ClassroomJASON A. BROTHERTONUniversity College LondonandGREGORY D. AB0WDGeor Lessons Learned from eClass Assessing Automated Capture and Access in the Classroomts and teachers and examines the usage patterns of the online notes by students over a three-year period showing their media use characteristics, and factors contributing to online note use. Specifically, we show that students both desire and use the captured notes and the media linked to them and w Lessons Learned from eClass Assessing Automated Capture and Access in the Classroome describe the student access patterns of online lecture notes. We conclude with sections six and seven, highlighting our 'lessons learned' and givingLessons Learned from eClass Assessing Automated Capture and Access in the Classroom
advice on building, using, maintaining, and evaluating automated capture and access systems.2BACKGROUND AND RELATED WORKThere has been considerable wLessons Learned from eClass: AssessingAutomated Capture and Access in the ClassroomJASON A. BROTHERTONUniversity College LondonandGREGORY D. AB0WDGeor Lessons Learned from eClass Assessing Automated Capture and Access in the Classroome and access (see review [Brotherton 2001]), there are a few notable studies of the user experience. The majority of that evaluation work provides either qualitative or quantitative assessment of access behaviors, when an end user tries to review some previously captured experience. An important dis Lessons Learned from eClass Assessing Automated Capture and Access in the Classroomtinction in these studies is between short-term controlled access experiments and longer-term longitudinal studies of more authentic and less controllLessons Learned from eClass Assessing Automated Capture and Access in the Classroom
ed access behaviors.Filochat [Whittaker et al. 1994] and the Audio Notebook [Stifelman et al. 2001] are two examples of systems that extend traditionaLessons Learned from eClass: AssessingAutomated Capture and Access in the ClassroomJASON A. BROTHERTONUniversity College LondonandGREGORY D. AB0WDGeor Lessons Learned from eClass Assessing Automated Capture and Access in the Classroom evaluated in a controlled setting to determine how the augmented note taking compared with traditional note taking and how simple memorization impacted performance (based on speed and accuracy) on post-lecture quizzes. Audio Notebook, built to more resemble a traditional notebook, examined the more Lessons Learned from eClass Assessing Automated Capture and Access in the Classroom qualitative reaction of a small number of users in different settings (classroom and one-on-one reporter interviews) to give a better idea of what auLessons Learned from eClass Assessing Automated Capture and Access in the Classroom
gmented note taking might be like in authentic settings. Both systems concluded that there is a user need for note taking assistance, and that augmentLessons Learned from eClass: AssessingAutomated Capture and Access in the ClassroomJASON A. BROTHERTONUniversity College LondonandGREGORY D. AB0WDGeor Lessons Learned from eClass Assessing Automated Capture and Access in the Classroomn the media access characteristics of a single user whose task was to summarize technical meetings. One interesting feature of the Tivoli studies was the ability to track how the single user adapted his capture and access behavior as he developed familiarity with the system. In addition, this tracki Lessons Learned from eClass Assessing Automated Capture and Access in the Classroomng allowed them to categorize salvaging techniques for perusing captured media. We will revisit these salvaging techniques later in the paper.ResearchLessons Learned from eClass Assessing Automated Capture and Access in the Classroom
ers at Microsoft Research have reported on a number of controlled studies exploring summarization and skimming techniques and the impact on rapid browLessons Learned from eClass: AssessingAutomated Capture and Access in the ClassroomJASON A. BROTHERTONUniversity College LondonandGREGORY D. AB0WDGeor Lessons Learned from eClass Assessing Automated Capture and Access in the Classrooms explore a number of different domains from meetings to education. While we do not address 'accelerated playback' in our work, they have shown that such features, given a generalized capture system, would be desirable for access. A particular prototype system of theirs. Flatland [White et al. 1998] Lessons Learned from eClass Assessing Automated Capture and Access in the Classroom, was targeted towards distance education, allowing everyone to be present virtually in an auditorium, but it was not studied for longterm on studentLessons Learned from eClass Assessing Automated Capture and Access in the Classroom
access trends.Other educational capture systems have been built (AutoAuditorium, [Bianchi 1998], Lecture Browser [Mukhopadhyay and Smith 1999], STREAMGọi ngay
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