Getting Students Involved in a Classroom with an iPhone App
Getting Students Involved in a Classroom with an iPhone App
复制标题
使用 iPhone 应用程序让学生参与课堂
DOI：
10.18260/1-2--21426
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
S. Bakrania
中科院分区：
文献类型：
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作者：
S. Bakrania
一个常见的方法来评估理解过程中的讲座是定期中断讲座的问题向观众。就其基本形式而言，这些问题是开放的，任何人都可以回答，并且通常由少数天生能够回答的人来回答--这种情况自然会导致对正在进行的学习的错误概括。一个更好的方法是随机选择一个学生来回答问题，或者使用课堂反应系统来获得全班的反馈。后者通常需要教师做更多的准备，问题仅限于对/错和多项选择的格式。对于随机选择，教师经常依靠“从帽子里挑”的方法，这就像课堂反应系统一样，有保持课堂注意力的额外好处。为了自动化这项活动，苹果开发了一个名为Pikme的iOS应用程序，可以在iPhone或iPod Touch设备上操作，用于教学用途。Pikme的设计允许教师从班级中随机选择一名学生，并能够快速评估他们的反应，以供日后评估。该应用程序使教师能够生成一个照片名册，可以通过摇动设备洗牌。这种方法被用于两个不同的课程定期衡量理解，同时提高课堂参与。本文强调了Pikme的特点，从教师的角度提出了这种实现的主要成果，并讨论了学生的反应在课堂上使用这样的技术的调查。总的来说，学生们认为该应用程序为每个人提供了一个贡献的机会，因此，提高了他们对自愿参与课堂的舒适度。
A common approach to assessing comprehension during lecture is to regularly interrupt the lectures with questions addressed to the audience. In its basic form, the questions are open for anyone to respond and are often answered by the selected few who are inherently able to respond - a situation that naturally leads to a false generalization of the learning in progress. A better approach involves randomly selecting a student to answer the questions or using a classroom response system to gain feedback from the whole class. The latter typically requires more preparation from instructors, and questions are limited to true/false and multiple choice formats. For random selection, instructors often rely on ‘picking-out-of-a-hat’ method, which like the classroom response system, has the added benefit of keeping the class attentive. To automate this activity, an Apple iOS App, called Pikme, was developed that can be operated on an iPhone or an iPod Touch device for instructional use. Pikme was designed to allow instructors to randomly select a student from the class and be able to quickly assess their response for later evaluation. The app enables instructors to generate a photo-roster that can be shuffled by shaking the device. This approach was utilized in two different courses on a regular basis to gauge understanding and simultaneously improve class participation. This paper highlights the features of Pikme, presents the key outcomes of this implementation from the instructor’s perspective, and discusses a survey of student responses to the use of such a technology in classrooms. Overall the students felt the app provided an opportunity for everyone to contribute and, as a result, improved their comfort towards voluntary class participation.