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Need to add ePresence here.

[1] Pan, Y., Jiang, D., Picheny, M., and Qin, Y. 2009. Effects of real-time transcription on non-native speaker's comprehension in computer-mediated communications. CHI 2009, 2353-2356.

Comments: RTC improves comprehension and performance for people who are viewing content in their second language. Results are consistent for both audio only and audio/video. Also improved user satisfaction and did not affect cognitive load. This is a nice reference for reasons why ClassInFocus can generalize and benefit more than just dhh students.

[2] Mediasite by Sonic Foundry is a tool for quickly creating websites and study materials from classroom content (slides, video, notes, etc.)

[3] Richard E. Mayer, Julie Heiser and Steve Lonn . Cognitive Constraints on Multimedia Learning: When Presenting More Material Results in Less Understanding. Journal of Educational Psychology Volume 93, Issue 1, March 2001, Pages 187-198.

Comments: When students received concurrent on-screen text that summarized (Experiment 1) or duplicated (Experiment 2) the narration of the lecture, they performed worse on tests of retention and transfer than did students who received no on-screen text. This redundancy effect is consistent with a dual-channel theory of multimedia learning in which adding on-screen text can overload the visual information-processing channel, causing learners to split their visual attention between 2 sources.

[4] Leonard Springer, Mary Elizabeth Stanne, Samuel Donovan. Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis. Paper presented at Annual Meeting of the Association for the Study of Higher Education (22nd, Albuquerque, NM, November 6-9, 1997).

Comments: The results of the meta-analysis suggest that small-group learning has significant and positive effects on undergraduates in [STEM] courses and programs.

[5] Beth Simon, Ruth Anderson, Crystal Hoyer, and Jonathan Su. Preliminary experiences with a tablet pc based system to support active learning in computer science courses. In ITiCSE ’04: Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education, pages 213–217. ACM Press, 2004.

[6] R. Anderson, J. Chen, L. Jie, N. Li, N. Linnell, V. Razmov, and F. Videon. Supporting an interactive classroom environment in a cross-cultural course. In ASEE/IEEE Frontiers in Education, to appear., 2007.

Comment: Out of all of the Classroom Presenter publications, I chose this one because I thought it was a neat and slightly relevant application of the technology with the cross-cultural component.

[7] Rand W. Guthrie and Anna Carlin Waking the Dead: Using interactive technology to engage passive listeners in the classroom. Proceedings of the Tenth Americas Conference on Information Systems, New York, New York, August 2004

Comments: Presents audience response system that displays histogram of student responses to multi-choice questions. Basically concludes that anything that encourages active-learning is beneficial. This paper has a nice set of hypothesis for measuring success of educational technology (primarily based on student perceptions).

[8] Bill Penuel, Jeremy Roschelle, and Louis Abrahamson. Theorizing the networked classroom. Audience Response Systems in Higher Education: Applications and Cases (61:5):50–54, 2004.

[9] eClass: J. A. Brotherton and G. D. Abowd. Lessons learned from eClass: Assessing automated capture and access in the classroom. In CHI ‘04: Proceedings of the SIGCHI conference on Human factors in computing systems, 121–155, New York, NY, USA, 2004. ACM Press.

[10] Harnessing High Bandwidth: Applications In Speech Recognition Picone, Joseph, Issac Alphonso, and Christopher Atkeson; application demonstration, Internet 2 March Member Meeting. March, 2000.

Comments: Also part of the eClass initiative. Not specifically designed for deaf/hh, but could be useful for that.

[11] LiveNotes: M. Kam, J. Wang, A. Iles, E. Tse, J. Chiu, D. Glaser, O. Tarshish, and J. Canny. Livenotes: a system for cooperative and augmented note-taking in lectures. In CHI ‘05: Proceedings of the SIGCHI conference on Human factors in computing systems, 531–540, New York, NY, USA, 2005. ACM Press.

[12] David Lindquist, Tamara Denning, Michael Kelly, Roshni Malani, William G. Griswold, Beth Simon. Exploring the potential of mobile phones for active learning in the classroom. ACM SIGCSE Bulletin (March 2007) Volume 39, Issue 1, 384-388.

Comments: Sort of like the Clicker system but with cell phones. Uses UW's Classroom Presenter as a base.

[13] S. Mukhopadhyay and B. Smith. Passive capture and structuring of lectures. In MULTIMEDIA ’99: Proceedings of the ACM international conference on Multimedia (Part 1), 477–487, New York, NY, USA, 1999. ACM Press.

      • Enabling Technology:

[14] J. Beavers, T. Chou, R. Hinrichs, C. Moffatt, M. Pahud, and J. V. Eaton. The learning experience project: Enabling collaborative learning with ConferenceXP. Microsoft Research Technical Report MSR-TR-2004-42, April 2004.

[15] Adobe Systems Incorporated. Adobe acrobat connect. http://www.adobe.com/products/acrobatconnect/, 2007.

[16] Chen, F., Myers, B., and Yaron, D. Using Handheld Devices for Tests in Classes. Tech. Rep. CMU-CS-00-152, Carnegie Mellon University School of Computer Science, and Tech. Rep. CMU-HCII-00-101, Human Computer Interaction Institute, July 2000; see www.cs. cmu.edu/~pebbles/ papers/CMU-CS-00-152.pdf. http://citeseer.ist.psu.edu/article/chen00using.html

Comments: Classroom tech projects from CMU that Jake Wobbrock worked on for a while.