About this paper

Appears in:
Pages: 2390-2397
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.1504

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

MAKING SENSE OF TEXTS GATHERED WITH CLASSROOM RESPONSE TECHNOLOGY

G.A. Stoica, T.M. Thorseth

Norwegian University of Science and Technology (NORWAY)
Technology is used more and more in the educational settings, a trend that is fueled by the ever increasing ubiquity of mobile devices and access to internet. The classroom experience becomes interactive and engaging for the participants by making use of audience response technology. Response technology allows us to ask a question in the classroom and instantly get back the replies from the students.

In this paper we present our early experiences in crafting meaningful and useful interactive visualisations aimed to be included in the response technology enabled classroom.

When we use multiple choice questions, the aggregation and visualisation of the gathered responses can be done through simple charts which provide enough information for the teacher to allow her to give immediate feedback to the students. However, sometimes an important part of the classroom work involves text. This is especially relevant for language learning where there is a plethora of exercises that require free-text responses.

Visualising and aggregating text responses must facilitate teacher ability to give immediate feedback to the class, thus the responses received must be represented in a way that is manageable in a very short time. In designing our visualization we take into account the teacher task and her goal in that particular case. An exercise that calls for just a word would most likely require a different visualisation from another exercise that asks to make sentences from a limited set of words.

Moreover the visualisations should allow various interactions that render them a flexible discussion support with the students. The results could be displayed on the shared screen of a smart-board allowing the teacher to interact upon the visualisation and highlight elements or switch perspectives as needed.
The same set of responses can be represented in multiple ways. In our design and prototypes we strongly consider multi-modal representations.
The paper presents our proposed solutions for visualising and aggregating the text for several use cases.
@InProceedings{STOICA2016MAK,
author = {Stoica, G.A. and Thorseth, T.M.},
title = {MAKING SENSE OF TEXTS GATHERED WITH CLASSROOM RESPONSE TECHNOLOGY},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.1504},
url = {http://dx.doi.org/10.21125/inted.2016.1504},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {2390-2397}}
TY - CONF
AU - G.A. Stoica AU - T.M. Thorseth
TI - MAKING SENSE OF TEXTS GATHERED WITH CLASSROOM RESPONSE TECHNOLOGY
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.1504
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 2390
EP - 2397
ER -
G.A. Stoica, T.M. Thorseth (2016) MAKING SENSE OF TEXTS GATHERED WITH CLASSROOM RESPONSE TECHNOLOGY, INTED2016 Proceedings, pp. 2390-2397.
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