Juho Kim
Elena L. Glassman
Andrés Monroy-Hernández
Meredith Ringel Morris
ABSTRACT
Teachers in conventional classrooms often ask learners to express themselves and show their thought processes by speaking out loud, drawing on a whiteboard, or even using physical objects. Despite the pedagogical value of such activities, interactive exercises available in most online learning platforms are constrained to multiple-choice and short answer questions. We introduce RIMES, a system for easily authoring, recording, and reviewing interactive multimedia exercises embedded in lecture videos. With RIMES, teachers can prompt learners to record their responses to an activity using video, audio, and inking while watching lecture videos. Teachers can then review and interact with all the learners' responses in an aggregated gallery. We evaluated RIMES with 19 teachers and 25 students. Teachers created a diverse set of activities across multiple subjects that tested deep conceptual and procedural knowledge. Teachers found the exercises useful for capturing students' thought processes, identifying misconceptions, and engaging students with content.
Supplemental Material
- Anderson, R., Anderson, R., Davis, P., et al. Classroom presenter: Enhancing interactive education with digital ink. Computer 40, 9 (2007), 56--61. Google Scholar
Digital Library
- Bandura, A. Self-efficacy: toward a unifying theory of behavioral change. Psychological review 84, 2 (1977).Google Scholar
- Basu, S., Jacobs, C., and Vanderwende, L. Powergrading: a Clustering Approach to Amplify Human Effort for Short Answer Grading. TACL 1, (2013), 391--402.Google ScholarCross Ref
- Bloom, B.S. and Krathwohl, D.R. Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. (1956).Google Scholar
- Bonwell, C.C. and Eison, J.A. Active Learning: Creating Excitement in the Classroom. 1991 ASHEERIC Higher Education Reports. ERIC, 1991.Google Scholar
- Breslow, L., Pritchard, D.E., DeBoer, J., Stump, G.S., Ho, A.D., and Seaton, D.T. Studying learning in the worldwide classroom: Research into edX's first MOOC. Research & Practice in Assessment 8, (2013), 13--25.Google Scholar
- Brooks, M., Basu, S., Jacobs, C., and Vanderwende, L. Divide and correct: using clusters to grade short answers at scale. Learning at Scale '14, ACM (2014), 89--98. Google ScholarDigital Library
- Cambre, J., Kulkarni, C., Bernstein, M.S., and Klemmer, S.R. Talkabout: small-group discussions in massive global classes. Learning at Scale '14, ACM (2014). Google ScholarDigital Library
- Chi, M.T. Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science 1, 1 (2009), 73--105.Google ScholarCross Ref
- Chi, M.T., Bassok, M., Lewis, M.W., Reimann, P., and Glaser, R. Self-explanations: How students study and use examples in learning to solve problems. Cognitive science 13, 2 (1989), 145--182.Google Scholar
- Coetzee, D., Fox, A., Hearst, M.A., and Hartmann, B. Chatrooms in MOOCs: All Talk and No Action. Learning at Scale '14, ACM (2014), 127--136. Google ScholarDigital Library
- Cohen, J. A coefficient of agreement for nominal scales. Educational and Psychological Measurement 20, (1960), 37--46.Google ScholarCross Ref
- Fox, A. From MOOCs to SPOCs. Communications of the ACM 56, 12 (2013), 38--40. Google ScholarDigital Library
- Freeman, S., Eddy, S.L., McDonough, M., et al. Active learning increases student performance in science, engineering, and mathematics. PNAS 111, 23 (2014).Google ScholarCross Ref
- Gibbons, J.F. Tutored Videotape Instruction. (1977).Google Scholar
- Hausmann, R.G. and Chi, M.H. Can a computer interface support self-explaining. Cognitive Technology 7, 1 (2002), 4--14.Google Scholar
- Kim, J., Nguyen, P.T., Weir, S., Guo, P.J., Miller, R.C., and Gajos, K.Z. Crowdsourcing Step-by-step Information Extraction to Enhance Existing How-to Videos. CHI'14, ACM (2014), 4017--4026. Google ScholarDigital Library
- Kizilcec, R.F., Piech, C., and Schneider, E. Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses. LAK'13, ACM (2013), 170--179. Google ScholarDigital Library
- Koile, K., Chevalier, K., Rbeiz, M., et al. Supporting Feedback and Assessment of Digital Ink Answers to Inclass Exercises. IAAI'07, (2007), 1787--1794. Google ScholarDigital Library
- Krathwohl, D.R. A revision of Bloom's taxonomy: An overview. Theory into practice 41, 4 (2002), 212--218.Google Scholar
- Markoff, J. Essay-grading software offers professors a break. The New York Times Apr. 4, 2013, (2013).Google Scholar
- Monserrat, T.-J.K.P., Li, Y., Zhao, S., and Cao, X. L.IVE: An Integrated Interactive Video-based Learning Environment. CHI'14, ACM (2014), 3399--3402. Google ScholarDigital Library
- Mory, E.H. Feedback research revisited. Handbook of research on educational communications and technology 2, (2004), 745--783.Google Scholar
- Noer, M. One Man, One Computer, 10 Million Students: How Khan Academy Is Reinventing Education. Forbes, Nov. 19, 2012 (2012).Google Scholar
- Piech, C., Huang, J., Chen, Z., Do, C., Ng, A., and Koller, D. Tuned models of peer assessment in MOOCs. arXiv preprint arXiv:1307.2579, (2013).Google Scholar
- Preston, M., Campbell, G., Ginsburg, H., et al. Developing New Tools for Video Analysis and Communication to Promote Critical Thinking. EdMedia'05, (2005), 4357--4364.Google Scholar
- Prince, M. Does Active Learning Work? A Review of the Research. J. of Engineering Education 93, 3 (2004).Google ScholarCross Ref
- Sadler, D.R. Formative assessment and the design of instructional systems. Instructional science 18, 2 (1989).Google Scholar
- Sams, A. and Bergmann, J. Flip your classroom: Reach every student in every class every day. International Society for Technology in Education (ISTE), (2012).Google Scholar
- Shumski, D. MOOCs by the numbers: How do EdX, Coursera and Udacity stack up? Education Dive August 15, 2013, (2013).Google Scholar
- Weir, S., Kim, J., Gajos, K.Z., and Miller, R.C. Learnersourcing Subgoal Labels for How-to Videos. CSCW'15, ACM (2015). Google ScholarDigital Library
- Wilkerson, M., Griswold, W.G., and Simon, B. Ubiquitous presenter: increasing student access and control in a digital lecturing environment. ACM SIGCSE Bulletin 37, 1 (2005), 116--120. Google ScholarDigital Library
- Williams, J.J., Kovacs, G., Walker, C., Maldonado, S., and Lombrozo, T. Learning Online via Prompts to Explain. CHI EA'14, ACM (2014), 2269--2274. Google ScholarDigital Library
- Wylie, R. and Chi, M.T. 17 The Self-Explanation Principle in Multimedia Learning. The Cambridge Handbook of Multimedia Learning, (2014), 413.Google Scholar
- Zhang, D., Zhou, L., Briggs, R.O., and Nunamaker Jr, J.F. Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management 43, 1 (2006), 15--27. Google ScholarDigital Library
- Zheng, A.Y., Lawhorn, J.K., Lumley, T., and Freeman, S. ASSESSMENT: Application of Bloom's Taxonomy Debunks the "MCAT Myth." Science 319, 5862 (2008).Google Scholar
Index Terms
- RIMES: Embedding Interactive Multimedia Exercises in Lecture Videos
Recommendations
Understanding the Effect of In-Video Prompting on Learners and Instructors
CHI '18: Proceedings of the 2018 CHI Conference on Human Factors in Computing SystemsOnline instructional videos are ubiquitous, but it is difficult for instructors to gauge learners' experience and their level of comprehension or confusion regarding the lecture video. Moreover, learners watching the videos may become disengaged or fail ...
Towards an educational design pattern language to support the development of open educational resources in videos for the MOOC context
PLoP '19: Proceedings of the 26th Conference on Pattern Languages of ProgramsThe creation and adoption of Massive Open Online Courses (MOOCs) can bring many benefits and impact on education, such as put forward diversity in education; enhance student's learning by encouraging and engaging them for lifelong learning; connect with ...
Toward the Evaluation of Educational Videos using Bayesian Knowledge Tracing and Big Data
L@S '15: Proceedings of the Second (2015) ACM Conference on Learning @ ScaleAlong with the advent of MOOCs and other online learning platforms such as Khan Academy, the role of online education has continued to grow in relation to that of traditional on-campus instruction. Rather than tackle the problem of evaluating large ...
Comments