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31 results on '"Interactive classroom"'

1. Developing Inclusive and Interactive Learning Strategies in First-and Second-Year University Courses

Author

Hamilton, Ryan, Kacprzyk, Janusz, Series Editor, Gomide, Fernando, Advisory Editor, Kaynak, Okyay, Advisory Editor, Liu, Derong, Advisory Editor, Pedrycz, Witold, Advisory Editor, Polycarpou, Marios M., Advisory Editor, Rudas, Imre J., Advisory Editor, Wang, Jun, Advisory Editor, Guralnick, David, editor, Auer, Michael E., editor, and Poce, Antonella, editor

Published
2024
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2. Blockchain-Integrated Metaverse for Academia: A Solution for Virtual Classes, Lectures, and Project Fundings

Author

Ramya, R. S., Ramesh, Babu D. R., Kumudavalli, M. V., Joshi, Pareekshit, Venugopal, K. R., Kacprzyk, Janusz, Series Editor, Gomide, Fernando, Advisory Editor, Kaynak, Okyay, Advisory Editor, Liu, Derong, Advisory Editor, Pedrycz, Witold, Advisory Editor, Polycarpou, Marios M., Advisory Editor, Rudas, Imre J., Advisory Editor, Wang, Jun, Advisory Editor, Kaiser, M. Shamim, editor, Xie, Juanying, editor, and Rathore, Vijay Singh, editor

Published
2024
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3. The Construction of Higher Vocational English Blended Classroom Based on Bloom’s Taxonomy

Author

Lin, Chubei, Huang, Zedong, Striełkowski, Wadim, Editor-in-Chief, Black, Jessica M., Series Editor, Butterfield, Stephen A., Series Editor, Chang, Chi-Cheng, Series Editor, Cheng, Jiuqing, Series Editor, Dumanig, Francisco Perlas, Series Editor, Al-Mabuk, Radhi, Series Editor, Scheper-Hughes, Nancy, Series Editor, Urban, Mathias, Series Editor, Webb, Stephen, Series Editor, Chen, Youbin, editor, Khan, Intakhab Alam, editor, Shen, Chaoqun, editor, and Mishra, Deepanjali, editor

Published
2024
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4. Aprendizagem na cibercultura em aulas da pós-graduação utilizando 'whatsaula'.

Author

Leopoldo Mercado, Luís Paulo, de Oliveira Brito, Renato, Soares de Araújo, Mylena, and Sales Neves, Nasson Paulo

Subjects
*CLASSROOMS, *VIRTUAL communications, *INTERACTIVE videos, *INFORMATION sharing, *GRADUATE students, *TEACHERS
Abstract

This article addresses the use of mobile devices in the learning process. It shows, from a activity training, that the virtual communication application whatsapp, can be used as an enhancer in graduate classes, allowing the exchange of information between them, sending text, video, audio and images, something versatile for accessing the involvement of graduate students with formal knowledge and among them, the teacher (facilitator), in a dynamic and innovative way, using this resource as a teaching strategy in extra-class classes. Discusses interactivity in an inverted classroom proposal 'whatsaula' (Alves, Porto, & Oliveira, 2019) involving the debate of two videos at various interactive moments in a Strictusensu graduate course. It analyzes the contributions of whatsapp as a support application for learning processes and 'whatsaula'as a viable pedagogical proposal in extra-class contexts. [ABSTRACT FROM AUTHOR]

Published
2023
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5. Student response systems in the family law classroom.

Subjects
*DOMESTIC relations, *LAW teachers, *FORMATIVE tests, *STUDENT response systems, *JURISPRUDENCE, *GENERATION Z, *LAW schools
Abstract

This pedagogy article provides advice for Family Law professors about using student response systems. Although the included problem sets are specific to Family Law, the advice about using student response systems is applicable to all law professors. This article includes practical advice for any law professor who teaches Gen Z students, has a HyFlex course, or needs to engage in formative assessment. Key points for the family court community: Student response systems are an easy way to increase active learning opportunities for law students during classroom time.Small changes to classroom practices are achievable by professors and meaningful to students. One small change is the adoption of student response systems. The included sample problem sets will ease the adoption of this pedagogy technique for Family Law professors.Using student response systems can increase student participation, prompt discussion, provide formative assessment, and create a fun and lively learning environment.Student response systems allow professors to collect necessary data to meet ABA and school formative assessment requirements. [ABSTRACT FROM AUTHOR]

Published
2022
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6. Promoting Student Questioning in EFL Classroom: Teacher’s Strategies in 2013 Curriculum Context

Author

Desi Wijayanti Ma'rufah

Subjects
student questioning, teacher strategies, interactive classroom, critical thinking, Language and Literature
Abstract

The government expects that the learning process in the 2013 curriculum uses inspiring, interactive, fun, and challenging activities that engage students’ participation in the class. The students’ involvement and critical thinking in meaningful learning are increased when the students ask questions productively in the classroom. However, Indonesian EFL students are indicated to have little space for interacting in the classroom, not to mention questioning. For that reason, this study aims to explore the teacher’s strategies in encouraging student questioning in EFL class. A qualitative research design was conducted through observation, interview, and questionnaire. The findings showed that the teacher used various strategies in promoting student questioning: providing a free question time, using turn-taking questioning, evolving a receptive classroom atmosphere, and giving explicit instruction in the teaching and learning process. Finally, this study implies that Indonesian EFL students would be encouraged to ask questions actively when: (a) the activities to pose questions were set; (b) objects or topics of questioning to scaffold students were provided; (c) classroom climate was accepted questions; (d) clear instructions were given. Thus, student questioning could be raised through instructional interventions from the teacher.

Published
2021
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9. Research on evaluation model for interactive classroom enabled with mobile terminals.

Author

Li, Yushun, Lin, Qun, Qian, Chunlan, and Zhao, Shuxia

Subjects
*EDUCATIONAL technology, *CLASSROOM environment, *LEARNING, *TECHNOLOGY, *EDUCATIONAL sociology
Abstract

Information and Communication Technology (ICT) has improved education widely in China, transforming traditional teaching into an interactive one. It is important to build a new evaluation model to measure teaching efficiency in an "ICT-enabled classroom". This study designed an evaluation model named "TPOCME Deep classroom" through ongoing five iterations. It includes six dimensions, which are higher-order Thinking, classroom Participation, Openness of educational system, Cooperative learning, Meaningful learning and Effectiveness of technology use (named TPOCME). This model helps educational researchers and teachers gain a comprehensive understanding of ICT in education. [ABSTRACT FROM AUTHOR]

Published
2019
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12. Creating Interactive Classrooms: Barriers for the Teachers in Pakistan.

Author

Dayan, Uzma and Bano, Abida

Subjects
*EDUCATION, *CLASSROOMS, *TEACHER attitudes
Abstract

One of the essential features of modern teaching strategies is creating an interactive classroom environment. Such a classroom environment, however, is hard to find in Pakistani schools. This mixed-methods research aimed at exploring Secondary school teachers' experiences and problems of making their classrooms interactive. The sample of the study included fifty teachers from High (Secondary) schools (25 males and 25 females) from Khyber Pakhtunkhwa, Pakistan. The study used two tools of data collection i.e. questionnaire and interviews. The qualitative data was analyzed thematically. Quantitative data analysed and presented through simple frequency count and percentages, for augmenting the qualitative findings and triangulation purposes. Results reveal that most teachers tried to promote effective schooling by adopting learner-centered approaches during their teaching. They, however, faced substantial barriers in applying such strategies. These barriers included lack of cooperation between the head of the schools and teachers, lack of resources, and traditional school cultures that promoted teacher-centered approaches of teaching. The study concludes that for the promotion of interactive approaches in Pakistani schools, a culture of trust and collaboration among the school staff, head teacher and educational officials is essential. [ABSTRACT FROM AUTHOR]

Published
2018

13. Aprendizaje en cibercultura en clases de posgrado utilizando ‘whatsaula’

Author

Mercado, Luis Paulo Leopoldo, Brito, Renato de Oliveira, Araújo, Mylena Soares de, and Neves, Nasson Paulo Sales

Subjects
whatsapp, whatsaula, sala de aula interativa, práticas pedagógicas, interactive classroom, pedagogical practices, ‘whatsaula’, aula interactiva, prácticas pedagógicas
Abstract

This article addresses the use of mobile devices in the learning process. It shows, from a activity training, that the virtual communication application whatsapp, can be used as an enhancer in graduate classes, allowing the exchange of information between them, sending text, video, audio and images, something versatile for accessing the involvement of graduate students with formal knowledge and among them, the teacher (facilitator), in a dynamic and innovative way, using this resource as a teaching strategy in extra-class classes. Discusses interactivity in an inverted classroom proposal ‘whatsaula’ (Alves, Porto, & Oliveira, 2019) involving the debate of two videos at various interactive moments in a Strictusensu graduate course. It analyzes the contributions of whatsapp as a support application for learning processes and ‘whatsaula’as a viable pedagogical proposal in extra-class contexts. Este artículo aborda el uso de dispositivos móviles en el proceso de aprendizaje. Muestra, a partir de una actividade-capacitación que la aplicación de comunicación virtual whatsapp, puede usarse como un potenciador en las clases de posgrado, permitiendo el intercambio de información entre ellos, enviando texto, video, audio. e imágenes, algo versátil para acceder a la participación de estudiantes graduados con conocimiento formal y entre ellos, el maestro (facilitador), de una manera dinámica e innovadora, utilizando este recurso como estrategia de enseñanza en clases extra-clase. Discute la interactividad en una propuesta de aula invertida ‘whatsaula’(Alves, Porto, & Oliveira,2019) que involucra el debate de dos videos en varios momentos interactivos en un curso de posgrado Strictu sensu. Analiza las contribuciones de whatsapp como una aplicación de apoyo para los procesos de aprendizaje y ‘whatsaula’ como una propuesta pedagógica viable en contextos extra-clase. Este artigo aborda o uso de dispositivos móveis no processo de aprendizagem. Mostra, a partir de uma atividade formativa, que o aplicativo de comunicação virtual whatsapp pode ser utilizado como potencializador nas aulas da pós-graduação, permitindo a troca de informações entre eles, envio de texto, vídeo, áudio e imagens, algo polivalente para o acesso do envolvimento dos pós-graduandos com o conhecimento formal, e entre eles e o docente (facilitador), de maneira dinâmica e inovadora, adotando esse recurso como estratégia de ensino em aulas extraclasse. Discute a interatividade numa proposta de sala de aula invertida ‘whatsaula’ (Alves, Porto, & Oliveira, 2019), compreendendo o debate de dois vídeos em vários momentos interativos numa disciplina da pós-graduação stricto sensu. Analisa as contribuições do whatsappcomo aplicativo de suporte para processos de aprendizagem e da ‘whatsaula’ como proposta pedagógica viável em contextos extraclasse.

Published
2022

15. TAKING THE PULSE OF THE CLASSROOM WITH RESPONSE TECHNOLOGY.

Author

STOICA, George Adrian and PEIN, Raoul Pascal

Subjects
EFFECTIVE teaching, STUDENT response systems, TECHNOLOGICAL innovations, INSTRUCTIONAL systems, TEACHING methods
Abstract

The core goal of response technology is to facilitate gathering the input from a large audience. The results should be available to the presenter fast enough and in a form that allows further use in the dialogue with that audience. Obviously, there are many ways to achieve this and even more methods for using the obtained instant feedback. The technology is trying to establish a dialogue between lecturer and audience instead of having a unidirectional communication. In the last two and a half decades the response technology has been gradually adopted in educational settings at various levels and in several fields. There are many terms used to describe the response technology systems but they normally fall into one of the following broad categories: voting systems and clickers - based on proprietary hardware and communication, online and mobile based response systems - based on standard data networks and leveraging existing hardware and software and finally mixed systems that combine both approaches. This paper presents a short introduction to response technology in general and then it focuses on one2act response technology tools and in special the Student Response System (SRS). SRS is concerned with obtaining instant feedback from the students during the class. The system can use students' own smart-phones, tablets or laptops as interaction tools. HiST1 has over the past years developed tools which utilize existing infrastructure (e.g. wi-fi) to gather feedback from students, both in-class and outside of classes. Considerable research has gone into developing methods which allow the teacher to harness student feedback to achieve effective teaching. Feedback facilitates ownership of the learning process, in the sense that it enables students to become active actors in their own learning process, with the teacher as a guide and facilitator. Students get to see that they can influence the learning process, which in turn has the effect of increasing their engagement with the activities. When used for in-class quizzes or tests, response technology can be used to quickly uncover misunderstandings and misconceptions, and then let the teacher provide feedback and corrective actions at a time when the students are most receptive to learn. Students can be engaged in peer learning processes which let share and reflect on concepts and learning strategies. The paper ends with a discussion about challenges in adopting response technology and influence on the teaching methods. [ABSTRACT FROM AUTHOR]

Published
2016
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16. Development and Application of Videoconferencing Systems

Author

Arijana Macura and Dragan Peraković

Subjects
videoconference, ISDN, video signal, interactive classroom, types of videoconferences, Transportation engineering, TA1001-1280
Abstract

Videoconferencing is the best-known form of teleconferencing.It allows concwrent transmission of images and soundvia computer network for the communication of several personsphysically distant in real time. The computers are networkedand additionally equipped with camera, microphone,voice and video card, and adequate programmes. Video signalsare digitized and compressed before network transmission. Studentsand lecturers may lead discussions and exchange documentsand other malelials via the computer.

Published
2005
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17. Flipped classroom e sala de aula interativa no ensino do inglês língua estrangeira: uma pesquisa-formação na cibercultura, no 2º ciclo

Author

Oliveira, Eunice and Santos, Edméa

Subjects
Sala de aula interativa, Inglês língua estrangeira, Research-training in cyberculture, Cibercultura, 2º ciclo, B-learning, Flipped classroom, 04:Educação de Qualidade [ODS], 09:Indústria, Inovação e Infraestruturas [ODS], Interactive classroom, Blearning, English foreign language, Pesquisa
Abstract

O Ensino Básico em Portugal vive momentos de mudanças com a aplicação da Autonomia e Flexibilidade Curricular que abre portas a metodologias de ensino/aprendizagem que procuram ir ao encontro do Perfil do Aluno do Século XXI . A nossa investigação partiu da pergunta: pode a metodologia Flipped Classroom aliada à Sala de Aula Interativa, potenciar a aprendizagem do Inglês Língua Estrangeira potenciar a aprendizagem Inglês Língua Estrangeira no sexto ano do segundo ciclo do ensino básico? Desenvolvemos o dispositivo Flipped Mobile English Learning, que no seu desenho didático combina Flipped Classroom (Bergmann & Sams, 2016) com Sala de Aula Interativa (Silva, 2014), contemplando tempos de aprendizagem presencial e online, dentro e fora da sala de aula, com recursos educacionais diversificados que visam desenvolver as competências comunicativas, intercultural e estratégica (conforme as Aprendizagens Essenciais, 6º ano). Esta pesquisaformação na cibercultura (Santos, 2014) demonstra que a aprendizagem de Inglês Língua Estrangeira não só é potenciada como também possibilita percursos de aprendizagem diferenciados, que ocorrem quer na mediação pedagógica, na aprendizagem colaborativa, na avaliação formativa ou até na autorregulação das aprendizagens. A sala de aula online criada na aplicação Edmodo não se limitou a ser um repositório de recursos educacionais, mas promoveu interações múltiplas que potenciaram a aprendizagem. Por outro lado, a construção colaborativa da aprendizagem possibilitou autoria, desenvolveu espírito crítico e permitiu o crescimento da autonomia e responsabilidade competências desejáveis ao Perfil do Aluno do século XXI. Seria interessante prolongar este estudo ao longo de um ano letivo numa investigação futura. The Basic Educational system in Portugal is undergoing an enhancing transformation moment with the application of the Curricular Flexibility and Autonomy that opens doors to methodologies of teaching/learning that seek to meet the Profile of the 21st century learner. Our research started from the question: can the Flipped Classroom methodology, combined with Interactive Classroom, enhance English Foreign Language learning in the sixth year of the second cycle of basic education? We developed the Flipped Mobile English Learning research artifact, which in its didactic design combines FC (Bergmann & Sams, 2016) with Interactive Classroom (Silva, 2014), contemplating in-person and online learning times, inside and outside the classroom, with diversified educational resources aiming to develop the communicative, intercultural, and strategic skills (according to Aprendizagens Essenciais, 6º ano). This research-training in cyberculture (Santos, 2014) demonstrates that English Foreign Language learning is not only enhanced but also enables differentiated learning paths, which occur either in pedagogical mediation, in collaborative learning, in formative assessment or even in self-regulation of learning. The online classroom created on the Edmodo app was not limited to being a repository of educational resources but promoted multiple interactions that greatly improved learning outcomes. On the other hand, the collaborative construction of learning enabled authorship, developed a critical thinking, and allowed an increase in both autonomy and responsibility skills desirable to the 21st century learner. In future research it would be interesting to extend this study over an academic year. A investigação realizada no âmbito desta Dissertação /Projeto está integrada nas linhas de investigação da Unidade de Investigação e Desenvolvimento - Laboratório de Educação a Distância e eLearning (UID 4372/FCT), da Fundação para a Ciência e Tecnologia do Ministério da Ciência, Tecnologia e Ensino Superior.

Published
2021

18. Inclusive, Interactive Classroom as Student-Learning Facilitator

Author

Celia Lo and Allison Monge

Subjects
Inclusive classroom, Interactive classroom, Student learning, Hybrid courses, Qualitative data, Quantitative data, Theory and practice of education, LB5-3640
Abstract

Using principles underlying the social constructivist approach, we redesigned an undergraduate course on social problems, seeking to employ three learning activities (online assignments and small-group and class discussions) to facilitate knowledge construction by students and promote their intellectual capabilities and critical-thinking skills. We collected qualitative and quantitative data from students enrolled in the redesigned, hybrid course (it comprised class meetings on campus plus online work), two sections of which were taught. Students in both sections completed two feedback evaluation surveys about satisfaction and learning; this survey data comprised narrative comments completed across the fall and spring semesters of 2010–2011. We examined the data, seeking social processes linking the three learning activities to student satisfaction and to student learning. Results showed a link between student satisfaction and student learning generated from, notably, in-class small-group and class discussions. Some implications for pedagogy are outlined.

Published
2013
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19. Comparison of the Interactive Classroom Cultures in Japan and Bangladesh : Muhammmad Nur-E-Alam SIDDIQUEE

Author

Kubota, Kenichi

Subjects
dialogue, Bangladesh, 関西大学, ComputingMilieux_COMPUTERSANDEDUCATION, Kansai University, interactive classroom, comparative study
Abstract

The objective of this study is to compare the interactive classroom cultures in Japan and Bangladesh. A qualitative research design and especially an ethnographic video study were employed as a part of this unique study. Twenty science lessons from elementary education of both countries' were recorded. Video lessons were transcribed verbatim and analyzed with coded categories. The results of our study revealed that there were notable gaps between the classroom culture in Japan and Bangladesh. More specifically, it was observed that the current teaching practices in the elementary science classroom in Bangladesh are unable to effectively promote active learning, This research was supported by JSPS KAKENHI Grant Number 17H04572.

Published
2019

20. Inclusive, Interactive Classroom as Student- Learning Facilitator.

Author

Lo, Celia and Monge, Allison N.

Subjects
UNDERGRADUATES, SOCIAL problems, ONLINE education, LEARNING ability, ADULT learning, LEARNING assessment
Abstract

Using principles underlying the social constructivist approach, we redesigned an undergraduate course on social problems, seeking to employ three learning activities (online assignments and small-group and class discussions) to facilitate knowledge construction by students and promote their intellectual capabilities and critical-thinking skills. We collected qualitative and quantitative data from students enrolled in the redesigned, hybrid course (it comprised class meetings on campus plus online work), two sections of which were taught. Students in both sections completed two feedback evaluation surveys about satisfaction and learning; this survey data comprised narrative comments completed across the fall and spring semesters of 2010-2011. We examined the data, seeking social processes linking the three learning activities to student satisfaction and to student learning. Results showed a link between student satisfaction and student learning generated from, notably, in-class small-group and class discussions. Some implications for pedagogy are outlined. [ABSTRACT FROM AUTHOR]

Published
2013
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21. Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills.

Author

Klegeris, Andis and Hurren, Heather

Subjects
*SURVEYS, *UNDERGRADUATES, *PHARMACOLOGY, *INTERACTIVE learning, *PROBLEM-based learning
Abstract

Problem-based learning (PBL) can be described as a learning environment where the problem drives the learning. This technique usually involves learning in small groups, which are supervised by tutors. It is becoming evident that PBL in a small-group setting has a robust positive effect on student learning and skills, including better problem- solving skills and an increase in overall motivation. However, very little research has been done on the educational benefits of PBL in a large classroom setting. Here, we describe a PBL approach (using tutorless groups) that was introduced as a supplement to standard didactic lectures in University of British Columbia Okanagan undergraduate biochemistry classes consisting of 45-85 students. PBL was chosen as an effective method to assist students in learning biochemical and physiological processes. By monitoring student attendance and using informal and formal surveys, we demonstrated that PBL has a significant positive impact on student motivation to attend and participate in the course work. Student responses indicated that PBL is superior to traditional lecture format with regard to the understanding of course content and retention of information. We also demonstrated that student problem-solving skills are significantly improved, but additional controlled studies are needed to determine how much PBL exercises contribute to this improvement. These preliminary data indicated several positive outcomes of using PBL in a large classroom setting, although further studies aimed at assessing student learning are needed to further justify implementation of this technique in courses delivered to large undergraduate classes. [ABSTRACT FROM AUTHOR]

Published
2011
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22. BLENDED LEARNING: FROM CONCEPT TO IMPLEMENTATION.

Author

CARAIVAN, LUIZA

Subjects
BLENDED learning, LEARNING, EDUCATIONAL technology, STUDENTS, EDUCATION
Abstract

The paper analyzes the concept and process of blended learning, the key ingredients that form this process, and the models that have been elaborated during the past ten years. It also takes into consideration the possible definitions of this concept and the way they influence the students' and teachers' perception. The use of technology is put into discussion as well as the students' increased responsibilities in the process of blended learning. [ABSTRACT FROM AUTHOR]

Published
2011

23. Open Smart Music Classroom: Aula de música inteligente basada en un concepto de aula abierta

Author

Michelena Martin, Lara and Mogas Recalde, Jordi

Subjects
TIC, aula de música inteligente, ICT, Tecnologia de la informació -- TFM, aula interactiva, interactive classroom, Information technolog -- TFM, Tecnología de la información -- TFM, intelligent music classroom, aula de música intel·ligent
Abstract

Open Smart Music Classroom , es un trabajo de fin de máster, donde se presenta la propuesta de remodelación de una aula tradicional de música en el centro escolar público Anaitasuna de Ermua, Vizcaya. Partiendo de los avances educativos y tecnológicos que se están creando e impulsando en todo el mundo, se propone la creación de una aula de música inteligente, interactiva y abierta, aplicando nuevas tendencias educativas y fomentando el uso de las TIC. Open Smart Music Classroom , is a master's thesis, which presents the proposal for remodeling a traditional music classroom in the public school Anaitasuna of Ermua, Vizcaya. Based on the educational and technological advances that are being created and promoted around the world, we propose the creation of an intelligent, interactive and open music classroom, applying new educational trends and promoting the use of ICT. Open Smart Music Classroom , és un treball de fi de màster, on es presenta la proposta de remodelació d'una aula tradicional de música en el centre escolar públic Anaitasuna d'Ermua, Biscaia. Partint dels avanços educatius i tecnològics que s'estan creant i impulsant a tot el món, es proposa la creació d'una aula de música intel·ligent, interactiva i oberta, aplicant noves tendències educatives i fomentant l'ús de les TIC.

Published
2020

24. Primjena modela interaktivne nastave likovne kulture u trećem razredu osnovne škole

Author

Negovetić, Sara and Tomljenović, Zlata

Subjects
active learning, teaching methods, visual arts, interactive classroom, creativity
Abstract

Spoznaja da školstvo treba mijenjati nije nova niti revolucionarna. Dok se na razini sustava traže rješenja kako stvoriti školu koja će odgovarati potrebama djeteta, učitelji su ti koji bi trebali preuzeti tiho vodstvo; svjesni razine autonomije i odgovornosti koja im je u rukama, oni su ti koji potrebama svakodnevno trebaju izlaziti u susret. Da bi to i učinili, dužni su u nastavu uvrstiti strategije i metode učenja i poučavanja koje će služiti djeci s ciljem zadovoljavanja njihovih potreba za igrom, izražavanjem, emocionalnom povezanošću, kretanjem; udovoljiti njihovoj znatiželji te učenje učiniti što zanimljivijim i svrsishodnijim. Stoga će se ovim radom će se ukazati na prednosti i načine kreiranja “sustava unutar sustava” pomoću modela interaktivne nastave - pristupa koji od učitelja ponajprije zahtjeva spoznaje o blagodatima istog, kao i praktična rješenja za njegovu primjenu, o čemu će u radu biti riječi. Fokus ovog rada leži na istraživanju primjene interaktivnog modela unutar nastave likovne kulture - predmetu velikog potencijala kroz kojeg bi se moglo razvijati mnogo više od motoričkih vještina u uporabi raznih likovnih tehnika, kao što je to često slučaj u praksi. Dosadašnje spoznaje o načinima izvođenja nastave likovne kulture ukazale su na realnost u kojoj su učitelji nedovoljno osvješteni o mogućnostima utjecaja na učenikov život i razvoj koje se kroz predmet nude; također su u nedovoljnoj mjeri pripremljeni za kvalitetno metodičko osmišljavanje nastave likovne kulture. Zbog toga će se ovim radom pokušati ukazati na probleme koji u praksi izvođenja nastave likovne kulture postoje, te na potencijale koji bi se u nastavi mogli ostvariti. Isto tako, bit će ponuđena neka praktična rješenja primjene interaktivnih modela u nastavi likovne kulture. U teorijskom dijelu rada govori se o teorijskim postavkama interaktivne nastave općenito i u kontekstu predmeta Likovna kultura, dok empirijski dio rada uključuje i istraživanje o primjeni interaktivnog modela u nastavi likovne kulture, u kojem će se prikazati kvantitativna i kvalitativna analiza 178 učeničkih radova iz dva treća razreda Osnovne škole Nikola Tesla u Rijeci. Rezultati analize potvrdili su hipoteze o pozitivnom učinku interaktivnog pristupa na sve dimenzije učeničkog stvaralaštva koje su se procjenjivale, a to su: uporaba likovnih tehnika i materijala, znanje i razumijevanje likovnih problema i pojmova te likovna kreativnost. Svrha istraživanja bio je predstaviti model interaktivne nastave likovne kulture u svrhu poboljšanja kvalitete nastave likovne kulture, kao i ponuditi temelj za daljnja istraživanja na ovom području., It has become apparent that the formal educational system we have relied upon for quite some time did not yield the best results, so the general tendecy of the modern educational policy is now revolving around the idea of creating a system that would fit a child's needs. Until this idea becomes something more than a concept on paper, teachers should be aware of their autonomy and responsibility, since it is they who every day tend to the children's needs.That being said, a part of this paper will include scientific insights about creating a „system within a system“, based on the interactive approach in the classroom. It is not only beneficial for every teacher to know about the implications of this approach, but also mandatory for them to do their research on implementing the methods and strategies of it, as well as to include it in their every day classroom lives. Focus of this paper is the application of the interactive approach in the visual arts class. Visual arts is a subject of great potential, but unfortunately, this potential has yet to be be recognized in practice. It has also been shown that teachers are, methodically speaking, inadequately prepared for a contemporary visual art class. Therefore, the aim of the theoretical part of the paper is to shed light on some problems from practice of teaching and learning in visual arts, as well as on the hidden potentials of the subject. Some practical solution for implementing the interactive approach in visual arts class will also be included. Finally, the empirical part of this paper includes a research conducted on the application of the interactive approach in third grade visual arts class. The research included a quantitative and qualitative analysis of 178 children's artworks, and the results confirmed all three of the hypothesis about a positive influence the interactive approach has on children's: understanding visual arts problems, use of the techniques and materials, as well as their creativity in visual arts. The purpose of the research was to provide tools for further research, as well as to present a model to aid in creating a more wholesome approach in teaching and learning visual arts.

Published
2019

25. Aula interactiva per l'aprenentatge de la programació

Author

Ortiz Gallardo, David, Universitat Autònoma de Barcelona. Escola d'Enginyeria, and Valveny Llobet, Ernest

Subjects
Professor, Teacher, Programació, Exercises, Estudiants, Exercicis, Ejercicios, Aula interactiva, Web, Feedback, Programación, Estudiantes, Moodle, Programming, Interactive classroom, Students, Plugin, Profesor
Abstract

Aula interactiva per l'aprenentatge de la programació consisteix en el desenvolupament d'una aplicació web interactiva que faciliti la docència d'assignatures de programació. Aquest aplicatiu web ha de permetre que el professor d'una assignatura de programació pugui proposar de forma interactiva exercicis, els quals, els alumnes han de poder resoldre directament a través de la interfície web mitjançant un editor de text i un compilador per tal d'executar-ho tot en un mateix entorn. El projecte, també ha de permetre la interacció entre professors i alumnes per poder proporcionar feedback entre ells. Aula interactiva para el aprendizaje de la programación consiste en el desarrollo de una aplicación web interactiva que facilite la docencia de asignaturas de programación. Este aplicativo web tiene que permitir que el profesor de una asignatura de programación pueda proponer de forma interactiva ejercicios, los cuales, los alumnos tienen que poder resolver directamente a través de la interfaz web mediante un editor de texto y un compilador para ejecutarlo todo en un mismo entorno. El proyecto, también tiene que permitir la interacción entre profesores y alumnos para poder proporcionar feedback entre ellos. Interactive classroom for the learning of programming consists in the development of an interactive web application that facilitates the teaching of programming subjects. This web application should allow the teacher of a programming subject to propose interactive exercises, which, students must be able to solve directly through the web interface using a text editor and a compiler to run everything in the same environment. The project, also, must allow the interaction between teachers and students to be able to provide feedback among them.

Published
2018

26. Aula interactiva para el aprendizaje de la programación

Author

Díaz Guardabrazos, Urko, Universitat Autònoma de Barcelona. Escola d'Enginyeria, and Valveny Llobet, Ernest

Subjects
Pàgina web, Moodle, Website, Compilador, Compiler, Web application, Interactive classroom, Aplicació web, Página web, Aplicación web, Aula interactiva, Feedback, Plugin
Abstract

El proyecto de Aula interactiva para el aprendizaje de la programación consiste en el desarrollo de una aplicación web interactiva que facilite la docencia de diversas asignaturas de programación. Esta aplicación web permitirá que el profesor de una asignatura de programación pueda proponer ejercicios, para que los alumnos de la asignatura puedan resolverlos directamente a través de la interfaz web mediante un editor de texto y un compilador con el fin de ejecutar todo en un mismo entorno. El proyecto también debe permitir la interacción entre profesores y alumnos a tiempo real para que el profesor pueda ver cómo están trabajando los alumnos y poder mostrarlo a los demás alumnos en caso de necesitarlo. Para ello, es necesario que los alumnos puedan acceder a los ejercicios propuestos por el profesor directamente desde el aplicativo web sin necesidad de descargar ningún programa o archivos. Los alumnos podrán de este modo ver los ejercicios propuestos por el profesor, editar el código, guardarlo, corregir los ejercicios y subirlos al servidor comprimidos en formato zip o rar. El profesor, de esta manera, podrá ofrecer su feedback a los alumnos y ayudarles de una manera más sencilla a aprender a programar. The Interactive classroom for learning programming project consists in the development of an interactive web application that helps the teaching of various programming subjects. This web application will allow the teacher of a programming subject to propose exercises so that the students of the subject can solve them directly through the web interface through a text editor and a compiler in order to execute everything in the same environment . The project must also allow interaction between teachers and students in real time so that the teacher can see how students are working and show it to other students if needed. For this, it's necessary that students can access the exercises proposed by the teacher directly from the web application without having to download any program or files. Students can see the exercises proposed by the teacher, edit the code, save it, correct the exercises and upload them to the server compressed in zip or rar format. The teacher, in this way, can offer their feedback to students and help them in a simpler way to learn to program. El projecte d'Aula interactiva per l'aprenentatge de la programació consisteix en el desenvolupament d'una aplicació web interactiva que faciliti la docència de diverses assignatures de programació. Aquesta aplicació web permetrà que el professor d'una assignatura de programació pugui proposar exercicis, perquè els alumnes de l'assignatura puguin resoldre'ls directament a través de la interfície web mitjançant un editor de text i un compilador per tal d'executar tot en un mateix entorn . El projecte també ha de permetre la interacció entre professors i alumnes a temps real perquè el professor pugui veure com estan treballant els alumnes i poder mostrar-ho als altres alumnes en cas de necessitar-ho. Per a això, cal que els alumnes puguin accedir als exercicis proposats pel professor directament des de l'aplicatiu web sense necessitat de descarregar cap programa o arxius. Els alumnes podran d'aquesta manera veure els exercicis proposats pel professor, editar el codi, guardar-lo, corregir els exercicis i pujar-los al servidor comprimits en format zip o rar. El professor, d'aquesta manera, podrà oferir el seu feedback als alumnes i ajudar-los d'una manera més senzilla a aprendre a programar.

Published
2018

27. stellar polyhedra, geometry, interactive classroom, high school, teacher training

Author

Lemos, Wellington Gon?alves, Pereira, Pedro Carlos, Pereira, Orlando dos Santos, and Mattos, Jos? Roberto Linhares de

Subjects
high school, geometry, poliedros estrelados, sala de aula interativa, forma??o de professores, interactive classroom, stellar polyhedra, geometria, ensino m?dio, Educa??o, teacher training, Matem?tica
Abstract

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-12T13:19:24Z No. of bitstreams: 1 2015 - Wellington Gon?alves Lemos.pdf: 9868472 bytes, checksum: c653096dd1677c18027859c47248be69 (MD5) Made available in DSpace on 2017-01-12T13:19:24Z (GMT). No. of bitstreams: 1 2015 - Wellington Gon?alves Lemos.pdf: 9868472 bytes, checksum: c653096dd1677c18027859c47248be69 (MD5) Previous issue date: 2015-08-31 Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES Currently working with stellar polyhedra in high school is not registered in official national proposals. Such polyhedra arouse interest in teachers and also the students because of its beauty and also for its conceptual struture. Therefore, the presente work aims to analyze how a classroom dedicated to diversity, and not just to students skill limitations, cognitive and contribues differently for learning each of them when the topic studied are the stellar polyhedra. We show you an interactive room is able to include students who easily exclude school due to a difficulty to perform activity with a feature that exposes its limitations. This architeture of classroom challenges educators to rethink different possiblities for analysis of teaching-learning process. In addition to curricular innovations, we believe that the results of the work bring new perspectives for the analysis of mathematical learning through the use of foldings, adjutments, animations and instutional videos Atualmente o trabalho com poliedros estrelados no ensino m?dio n?o possui registro nas propostas oficiais nacionais. Tais poliedros despertam interesse nos professores, tamb?m nos alunos, devido sua beleza e tamb?m pela sua estrutura conceitual. Assim, o presente trabalho tem o objetivo de analisar como uma sala de aula interativa voltada para a diversidade, e n?o apenas para limita??es de habilidades dos alunos, contribui cognitiva e diferentemente no aprendizado de cada um deles quando o tema estudado s?o os poliedros estrelados. Mostramos como uma sala interativa ? capaz de incluir alunos que facilmente se excluem da aula devido a uma dificuldade apresentada ao realizar atividade com um recurso que exp?e suas limita??es. Essa arquitetura de sala de aula desafia os educadores a repensarem as diferentes possibilidades para an?lise do processo ensino-aprendizagem. Al?m de propor inova??es curriculares, acreditamos que os resultados do trabalho tragam novas perspectivas para a an?lise do aprendizado matem?tico mediante o uso de dobraduras, planifica??es, anima??es e v?deos did?ticos

Published
2015

28. Aplicación de nuevos métodos didácticos en el aula para asignaturas de computación: utilización de un software cliente / servidor

Author

Juan José Leiva Olivencia and José Luis Leiva Olivencia

Subjects
Comunicación interactiva, Secondary education, Cliente, Aplicación informática, aula interactiva, software servidor-cliente, Nuevas Tecnologías de la Información, interactive communication, Aula interactiva, lcsh:Education (General), nuevas tecnologías de la información, Psychiatry and Mental health, aplicación informática, new technologies of the information, comunicación interactiva, Computer equipment, software servant / client, interactive classroom, lcsh:L, lcsh:L7-991, Humanities, Software servidor, computer application, lcsh:Education
Abstract

En el presente trabajo queremos exponer de forma breve los aspectos basicos de un metodo didactico que estamos utilizando actualmente en algunas asignaturas de computacion, basado en el uso de software cliente / servidor, en el que aplicar las nuevas tecnologias de la informacion y la comunicacion (NTIC). Este metodo, llevamos experimentandolo en nuestro centro en diversas asignaturas de Informatica (Educacion Secundaria, Bachillerato y Universitaria), pero consideramos que puede ser muy viable su utilizacion en otro tipo de materia, no solo en las de Informatica. El software que nosotros utilizamos, realmente se compone de dos programas que se iran ejecutando simultaneamente: el modulo o software del profesor, que estara instalado unicamente en el ordenador del profesor y que podemos denominar aplicacion servidor y el software de los alumnos, que denominamos aplicacion cliente, el cual debera instalarse en todos los equipos informaticos que vayan a utilizar los alumnos. En este sentido, si bien en el mercado existen diferentes aplicaciones que son similares a la que nosotros utilizamos, nuestro trabajo pretende ser una aportacion innovadora acerca de nuestra experiencia practica sobre las mismas, en lo que seria la integracion de las TICs en la docencia. We are going to expose brief the methodological aspects of a didactic method based on software Client/ Servant in that to apply the new technologies of the information and the communication (NTIC). This method we go it experimenting on our center on diverse subjects of Computer science (Secondary Education and High Secondary Education), but we think that it can be very viable his utilization in another type of matter, not only in those of Computer science, but his possibilities can be extended as didactic resource in other subjects or matters of the curriculum in the same educational levels. The software that we use, really i consists of two modules: the module of the teacher, which only will establish itself in the computer of the teacher and that we prune names an application servant and the module of the pupils, that we name application client, who will have to establish in all the computer equipment’s that are going to use the pupils. In this respect, though on the market there exist different applications that are similar to that we use, our work tries to be an innovative contribution brings over of our practical experience on the same ones, in what it would be the integration of TICS in the teaching.

Published
2011

29. On the Development of a Web-Based M-Learning System for Dual Screen Handheld Game Consoles

Author

Hend S. Al-Khalifa

Subjects
Computer Networks and Communications, Computer science, classroom, Game console, mobile, TK5101-6720, computer.software_genre, ninntendo, Development (topology), Human–computer interaction, Ninntendo DS, interactive, Web application, Interactive classroom, D-pad, Handheld Game console, learning, handheld, Multimedia, business.industry, console, Mobile Learning, ComputingMilieux_PERSONALCOMPUTING, Usability, DUAL (cognitive architecture), Computer Science Applications, M-learning, Telecommunication, game, business, computer, Mobile device
Abstract

This paper presents our experience on the design and development of an M-Learning web-based system for the Nintendo DSi game console. The paper starts by addressing the difficulties that emerged from the lack of resources on design guidelines for dual screen devices also the absence of adequate techniques and methods to support the design decisions. Then it explains how we overcame these challenges by adopting a design decision suitable for the screen requirements of the Nintendo DSi console. Finally, we present the components of our M-Learning system and the results of a preliminary usability evaluation.

Published
2011
Full Text
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30. A Study of Distant Interactive Classroom through the Space Collaboration System (SCS).

Author

Park, Hyeoun-Ae, Murray, Peter, Delaney, Connie, Yamamoto, Toshie, Yamagishi, Hitomi, Hekizono, Miyuki, Wazumi, Yoshiko, and Chien, Shukukun

Abstract

The purpose of this study was to clarify what students learned through a Distant Interactive Classroom from the data of the VTR recorded in the classroom and questionnaires after the class. Our classroom was at a local nursing university in Japan, and was connected with another classroom in the metropolitan area with the SCS. A few 4th-year-students made presentations about their clinical practice experiences, and one hundred students among different years participated in discussion. The topics were; how to understand clients' situations, what interventions were decided, and what the outcomes were. The findings were: 1) As the students were mixed in years, the decision process was more clearly understood through questions and answers. First-year students could imagine what nurses were doing and 4th-year students could feel their own development in the views of nursing by presenting their own nursing processes. 2) The students understood differences in the lifestyles of clients as well as their own in terms of cultural differences on the basis of regional difference. 3) The students were surprised with getting responses in an instant and enjoyed real-time exchange experiences. Some were bothered by the noise, though. The researchers found that it's fruitful to discuss common information on nursing care among students and teachers of distant universities with different backgrounds and cultures. The students hoped to have the interactive classroom more often. The findings suggested a possibility for students to grow through the cultural exchanges, which is important in order to understand clients' lives. More utilization of technological devices is necessary in nursing by taking cost performance into consideration. [ABSTRACT FROM AUTHOR]

Published
2006

31. Development and application of videoconferencing systems

Author

Macura, A. and Dragan Perakovic

Subjects
videoconference, types of videoconferences, ComputingMethodologies_IMAGEPROCESSINGANDCOMPUTERVISION, video signal, lcsh:TA1001-1280, interactive classroom, ISDN, lcsh:Transportation engineering
Abstract

Videoconferencing is the best-known form of teleconferencing.It allows concwrent transmission of images and soundvia computer network for the communication of several personsphysically distant in real time. The computers are networkedand additionally equipped with camera, microphone,voice and video card, and adequate programmes. Video signalsare digitized and compressed before network transmission. Studentsand lecturers may lead discussions and exchange documentsand other malelials via the computer.

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