Kam-2005 - CHI 2005 PAPERS: Educational & Help Systems...

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Livenotes: A System for Cooperative and Augmented Note-Taking in Lectures Matthew Kam, Jingtao Wang, Alastair Iles, Eric Tse, Jane Chiu, Daniel Glaser, Orna Tarshish and John Canny Computer Science Division, and Berkeley Institute of Design University of California at Berkeley 387 Soda Hall, Berkeley, CA 94720-1776, U.S.A. {mattkam@cs, jingtaow@cs, iles@nature, etse@, pikachiu@, dcg@cs, ornat@, jfc@cs}.berkeley.edu ABSTRACT We describe Livenotes, a shared whiteboard system and educational practice that uses wireless communication and tablet computing to support real-time conversations within small groups of students during lectures, independent of class size. We present an interface design that enables group members to interact with one another by taking lecture notes cooperatively, as well as to augment student note-taking by providing instructor slides in the background to annotate over. Livenotes was designed to facilitate more efficient, stimulating modes of learning that other collaborative approaches do not. We report how the system impacts cooperative learning in an undergraduate class and how students interacted with background slides in the workspace. We conclude with directions for improving the system and learning practice. Author Keywords Augmented note-taking, Cooperative note-taking, Collaborative learning, Computer-Supported Collaborative Learning (CSCL), Cooperative Learning, Education, E- Learning, Peer Instruction, Shared whiteboard, Small group learning, Tablet PC ACM Classification Keywords H5.3. Group and Organization Interfaces: Collaborative computing; Computer-Supported Cooperative Work; Synchronous Interaction. INTRODUCTION Small groups are a key facilitator of learning [4, 6, 11]. Well- structured groups enhance student learning through shared goals, interdependence such that learners need one another in order to succeed, and social support [11, 12]. Dialogue between students in groups may facilitate learning when a learner is presented with ideas that are incompatible with his or her existing ideas [3], or when prompted to break out of cycles of negative thoughts to view events more methodically [23]. As discussed in [17, 18], there is value in students asking questions and giving explanations. Social theories of learning, such as Bakhtin’s notion of dialogicality [15], argue that learning is the reconciliation of multiple perspectives, including that of the lecturer, the authors of educational resources like textbooks and class handouts (e.g. lecture slides), the learner himself, and other students in the group [4]. Small groups with shared learning and interest in an organization, named as communities of practice, have been recognized as crucial to the exchange and interpretation of information [22]. Our goal is to stimulate interaction within small teams of
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This note was uploaded on 02/13/2012 for the course CS 91.550 taught by Professor Yanco during the Spring '11 term at UMass Lowell.

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Kam-2005 - CHI 2005 PAPERS: Educational & Help Systems...

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