The proliferation of Internet of Things devices and services and their integration in everyday environments led to the emergence of intelligent offices, classrooms, conference, and meeting rooms that ...adhere to the paradigm of Ambient Intelligence. Usually, the type of activities performed in such environments (i.e., presentations and lectures) can be enhanced by the use of large Interactive Boards that—among others—allow access to digital content, promote collaboration, enhance the process of exchanging ideas, and increase the engagement of the audience. Additionally, the board contents are expected to be plenty, in terms of quantity, and diverse, in terms of type (e.g., textual data, pictorial data, multimedia, figures, and charts), which unavoidably makes their manipulation over a large display tiring and cumbersome, especially when the interaction lasts for a considerable amount of time (e.g., during a class hour). Acknowledging both the shortcomings and potentials of Interactive Boards in intelligent conference rooms, meeting rooms, and classrooms, this work introduces a sophisticated framework named CognitOS Board, which takes advantage of (i) the intelligent facilities offered by the environment and (ii) the amenities offered by wall-to-wall displays, in order to enhance presentation-related activities. In this article, we describe the design process of CognitOS Board, elaborate on the available functionality, and discuss the results of a user-based evaluation study.
The infusion and diffusion of the interactive whiteboard (IWB) has attracted considerable interest in educational contexts over the past years. However, research to date has been controversial with ...regard to the effectiveness of IWB-based instruction on cognitive learning outcomes. This study identified empirical publications that examine students' cognitive learning outcomes and applied a meta-analysis to determine the overall effectiveness of IWB-based instructions. A systematic database search and literature review identified 23 high-quality, peer-reviewed journal articles that met the inclusion criteria. The meta-analysis was conducted using Review Manager 5.3 software; the calculated effect size showed that the IWB-based instruction can positively influence students' cognitive learning outcomes, compared to traditional lecture-based lectures. A moderator variable analysis suggests that the pedagogical approach and the year of publication significantly moderate the effectiveness of IWB-based instruction. These results indicate that the IWB-based instruction has matured overtime after several years of application in educational environments, helping students improve their cognitive learning across interdisciplinary research reports. Furthermore, the IWB-based instruction was most effective when instructors applied an independent learning approach, suggesting that IWB-based instruction can be useful for personalized student learning.
The prerequisites of this study were the practices of using innovative educational methods and technologies in higher education during the global COVID-19 pandemic, as well as their potential ...prospects for using already in the post-pandemic period. The purpose of the study was to assess the prospects and give innovative forecasts used in the framework of distance learning in post-pandemic higher education. To achieve this goal, such methods were used: analysis, inductive-deductive method, comparison method, as well as experimental and forecasting methods. The main result of the study is the conclusion that the prospects for using innovations of the pandemic period in post-pandemic higher education take place mainly in organizing the educational process in a hybrid (or a mixed) format, which involves the simultaneous use of traditional and innovative teaching methods and technologies. At the same time, among the innovative educational technologies that emerged during the pandemic and promising in the post-pandemic period, the following aspects were identified: remote lectures; remote seminars using online whiteboards, online video conferences, virtual and augmented reality technologies; interactive online learning technologies; remote technologies for organizing the educational process. Traditional educational technologies, in turn, included the following: personal consultations with a teacher; personal communication with a supervisor on student research papers; interactive practical classes, as well as a number of other technologies that are built on direct communication between students within a group or on communication between students and a teacher.
The paper discusses the classroom discourse participation process of students with intellectual disabilities. In lessons containing activities for independent living in a special education school, we ...assigned some students with the role of moderators and supported them using an interactive whiteboard. The research subjects were two students with mild intellectual disabilities (MID). We videotaped five lessons and examined them using classroom discourse analysis, focusing on the level of students' initiative in contributing to classroom discourse sequences, their contents as well as the focal points of the eyes of four student observers. Findings revealed that first, the increase in student-led discourse sequence stemmed from changes in the classroom activity system. Second, initiative participation enhanced students' awareness of their role as moderators. Third, students' initiative participation and student observers' acknowledgments were interactive. These suggest that transforming the way of MID students' participation should be regarded as a dynamic process involving multiple actors. This process makes teachers aware of different positive detours of development in children with intellectual disabilities.
Research on interactive learning space classrooms has reported that instructors and students find them engaging, and engagement is expected to increase learning outcomes. Positive findings about ...interactive classrooms, though, are often confounded with active learning pedagogy since instructors who teach in interactive classrooms tend to also promote active learning pedagogy. More research is needed to tease apart learning gains from the instructional design, classroom context, and the related incorporation of technology. This study examined the relationship between learning gains and classroom context (traditional and interactive learning space) in a pretest/posttest design and reviewed student survey responses about learning experiences. Participants were enrolled in one of two sections of a course. Both groups were taught by the same instructor using active learning pedagogy with the same activities, materials, and assignments. The results showed that classroom context did not result in differences in students learning overall. Some findings pointing to subtle differences, however, indicate that the interactive classroom could have made the classroom instruction more effective and efficient.
Lighting and discomfort in the classroom Winterbottom, Mark; Wilkins, Arnold
Journal of environmental psychology,
03/2009, Letnik:
29, Številka:
1
Journal Article
Recenzirano
Aspects of classroom lighting and décor that can promote discomfort and impair task performance through glare, and imperceptible 100
Hz flicker from fluorescent lighting, were examined in a sample of ...UK schools. In 90 classrooms, across eleven secondary schools and six local education authorities variables measured included flicker, illuminance at desks, and luminance of whiteboards. Results showed that 80% of classrooms are lit with 100
Hz fluorescent lighting that can cause headaches and impair visual performance. Mean illuminance (from excessive day- and artificial lighting) was in excess of recommended design illuminance in 88% of classrooms, and in 84% exceeded levels beyond which visual comfort decreases. Lighting could not be adequately controlled due to classroom design and infrastructure. Ceiling-mounted data-projectors directed at whiteboards mounted vertically on the wall resulted in specular reflection from the whiteboard, visible as a glare spot with luminance high enough to cause discomfort and disability glare. The intensity of the glare spot varied between different brands of whiteboard. Ambient lighting, needed for close work at pupils' desks, reduced image contrast. Venetian blinds in 23% of classrooms had spatial characteristics appropriate for inducing pattern glare. There was significant variation between schools and local authorities. These findings may provide insights into small-scale reports linking pupils' attainment, behaviour and learning to classroom lighting, and may also help explain some of the benefits of coloured overlays for pupils' reading.
This study aims to investigate the ways in which a particular digital technology, the Interactive Whiteboard (IWB), mediates preschool teachers' teaching. Over five months in 2017 and early spring ...2018, five preschool teachers and 22 children aged 4-6 were video observed. By identifying aspects of IWB as a mediational means, the findings of the study have shed light on the relationship between mediational means and teachers' mediated teaching actions and mapped what is privileged. This study highlights seven ways that using a particular digital technology, the IWB, informs teachers' teaching practices. This study, furthermore, maps the possible consequences of using IWB in terms of opportunities and constraints in early education.
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