Abstract:

This presentation reports on early results from an on-going investigative project. Our project aims to enhance the learning experience for students in the M269 (Algorithms, Data Structures and Computability) module by integrating a collaborative notetaking tool within the Jupyter Labs environment. Traditionally, Jupyter infrastructure lacks built-in collaborative features, which can result in students working in isolation, repeating mistakes, and asking redundant questions in forums. This project introduces a tool designed to facilitate asynchronous collaborative notetaking and commenting, promoting a more interactive and supportive learning environment.

The project seeks to investigate the impact of collaborative notetaking on student learning, module results, and retention rates. Specific areas for investigation include:
1. the effects of the tool on student learning and module outcomes,
2. the user experience of collaboration,
3. potential future developments to enhance the tool's impact.

The overarching goal is to determine the extent to which asynchronous collaborative notetaking can improve learning opportunities within the Jupyter environment.

Initial phases of the project involve a literature survey of existing collaborative notetaking tools and their impacts on learning. The tool is to be trialled across three phases of the M269 module presentation, corresponding to the three module assessments points. These phases will run from August 2024 to May 2025, with iterative improvements to the tool based on Real-Time Student Feedback (RTSF).

Data collection will include RTSF, student surveys, and focus group discussions. The project will continue to refine and improve the tool based on feedback and performance data, with final analysis and reporting scheduled for completion by December 2025.

This project aims to address the challenges of isolation and repetitive queries in online learning environments by leveraging collaborative technologies to foster a more connected and supportive educational experience. By embedding collaborative notetaking within the Jupyter environment, the project aims to improve retention and progression rates, contributing to the broader understanding of effective online learning strategies.

The tool's development and iterative improvements, guided by student feedback, aim to transform the online learning experience. Due to the entirely Jupyter-driven nature of M269 the project is of particular use within this module. However, future work will focus on further refining the tool and exploring its applicability across other modules and educational settings which use Jupyter in differing ways.

Keywords:

Note taking, collaboration, collaborative learning, jupyter.