Transcript Methodology(Cont.)

國立雲林科技大學
N.Y.U.S.T.
I. M.
National Yunlin University of Science and Technology
Using annotation services in a
ubiquitous Jigsaw cooperative
learning environment
Presenter : Su, Wun-Huei
Authors : Yueh-Min Huang and Tien-Chi Huang ,
Meng-Yeh Hsieh
ETS (2008)
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Outline
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Motivation
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Objective
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Methodology
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Experiments
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Conclusion
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Personal Comments
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Motivation
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Most of studies focus on providing the learning opportunities
at the right place rather than providing right resources.
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The appropriate learning materials should render to
different learners according to their different learning
abilities.
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Another issue related to wireless learning is the use of
annotation systems in educational settings.
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Objective
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The process of material design needs experts to highly
involve in.
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In this paper, we present how to carry out the discussion
process among topic experts in a ubiquitous learning
environment.
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We investigate how to embed mobile annotation services in
learners’ cooperative learning.
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Methodology
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Jigsaw learning activities are performed in a
traditional classroom with four essential steps:
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Methodology(Cont.)
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Topic assignment
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The course instructor assigned topics to each Jigsaw group, and all
topics were designated by the instructor beforehand.
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each learner studied a different topic with his or her group members
Individual study
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Since the course materials are stored in our LMS(Learning Management
System), learners in our study could download the assigned materials to
their own handheld devices.
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In order to ensure that learners could effectively obtain expert
knowledge from the studying process, the SQ3R (Survey, Question,
Read, Recite and Review) study method was used.
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Methodology(Cont.)
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Expert group meeting
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Each expert needed to upload the annotation files that are the
form of XML format and then the other experts in the same topic
downloaded these files so that the annotation review and discussion
process could begin.
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The purpose of this phase was to validate and extend the knowledge
gleaned through individual study via discussions with the other
experts
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Methodology(Cont.)
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Methodology(Cont.)
Annotation review and discussion module
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annotation clarification
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error correction
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annotation classification
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Brief
Medium
Abounding
The questionnaire used was a composite, using both
survey type and quiz type questions.
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Methodology(Cont.)
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The responses of the survey type questionnaire were
classified into one of three groups: does not
understand, understands to some extent (medium), and
understands fully.
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Methodology(Cont.)
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The other type of questionnaire is an exam which contains
several questions related to the given topic.
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Methodology(Cont.)
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Jigsaw group meeting
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each expert was required to upload the annotation files into the
classified annotation repository and then inform the members of
the original Jigsaw of the location of annotated course materials,
indicated by an URL.
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Therefore, group members could see the annotated course materials
and then access the knowledge embedded in attached annotations.
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Before a learner could read an annotated material, he needed to reply to
questions in the questionnaire designed by his expert peers.
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a beginner, expert, or middle learner.
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Experiments
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Experiments (Cont.)
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EXPERIMENTS (CONT.)
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Conclusion
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devised cooperative learning process certainly did help
learners. However, based on learners’ responses,
deficiencies in software design need to be addressed.
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The findings also showed that 3G wireless network and
synchronous communication tools were the most
appropriate network.
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Comments
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Advantage
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Drawback
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Application
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u-learning, learning materials creation, summary share
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