Cheolil Lim

Modeling Student’s Handwritten Examination Data and Its Application Using a Tablet Computer

In this work, we propose a model of students’ examination data which can contain timestamp and handwriting information using a tablet computer. Stored data is consumed by students’ achievement recording software so that both teachers and students can trace their records at any time. The handwriting data in this work can be expressed as XML description so that other applications can use the data easily. The scope of this work is limited to store students’ examination information so that it is recommended to be combined with students’ profile or other valuable data. Inside the data, this work treats the examination information, question information, students’ response time of each question, and moreover, students’ behavioral factors including page navigation, removal and writing activities. With the students’ behavioral data, a visualization software can give user to suppose the student’s activity easily and vividly. In this work, we describes an example of visualization software which allows user to review recorded secondary students’ mathematics examination. Not only score-based assessment, our work may contribute to improve student’s assessment and feedback with various educational insights.

Promoting socially shared metacognitive regulation in collaborative project-based learning: a framework for the design of structured guidance

ABSTRACT Despite the emergence of collaborative project-based learning in higher education settings, how it can be supported has received little attention. We noted the positive impact of socially shared metacognitive regulation on students’ collaboration processes. The purpose of this study was to present a framework for the design and implementation of socially shared metacognitive regulation supports. We (a) proposed a framework for designing guidance for socially shared metacognitive regulation and (b) implemented the design as collaboration scripts. An empirical study was conducted to validate the framework by examining the effect of collaboration script on 32 students’ interactions in a real setting. Data included 2695 utterances resulting from participants’ team discussions. The results indicated that the collaboration scripts used to support socially shared metacognitive regulation positively influenced participants’ interactions regarding team planning and knowledge construction. The findings provide validation for the suggested framework. Implications for research and practice were also discussed.

Designing the Flipped Classroom in Higher Education

Many reports exist of courses in which a flipped classroom model was implemented, putting a much greater emphasis on conducting various learning activities during class. The redesign of existing university lecture courses as flipped classrooms, however, is limited by reports that simply describe learning activities and their effects on individual courses. In this study, two different university courses were redesigned as flipped classrooms and evaluated based on observation, survey, and interview data collected. The comparative analysis of the different course implementations and learner responses of each case showed that the type and amount of learning activities in the redesigned classrooms varied by levels of the learners, the subject matter, the teaching approaches of the previous course, and the types of activities that instructors thought were significant but insufficient. Moreover, surveys and interviews with learners on positive and negative aspects of the online video lectures, learning activities, assignments, and the overall flipped classroom model revealed differences based on characteristics of learners and composition of learning activities. This study is significant in demonstrating that flipped classrooms can be designed and managed according to the diverse composition of different courses, and in providing guidance on how to design a flipped course based on its unique features.

Development of e-PBL Prototype with IMS Learning Design

The purpose of this study is to develop an e-PBL prototype using IMS Learning Design(IMS LD). The e-PBL prototype using IMS LD included 1) developing learning contents and learning activities together, 2) designing learning contents and learning activities which are appropriated to learning outcome and students` roles, and 3) designing the expected notification supporting learners` activity and lessening the engagement of instructors in a process of e-PBL. The implications of this prototype are to expand the boundary of e-learning design for contents-oriented design to activity-oriented design and to suggest the possibility of adaptive and collaborative e-learning.