Please use this identifier to cite or link to this item: http://repositorio.unicamp.br/jspui/handle/REPOSIP/90257
Type: Artigo de periódico
Title: Design And Model Of A Ubiquitous Classroom Response System Through Context Factors
Author: Caceffo R.
da Rocha H.V.
Abstract: The Active Learning Model, based on the constructivist theory, encourages students to have an active role in their own learning process. Currently, technology supports the Active Learning model through the Classroom Response Systems, electronic systems that enable the teacher to propose activities to the students and receive back their resolutions, allowing classroom collaboration, discussion and feedback. In order to support a more dynamic, natural and non-invasive use of technology, this work proposes the use of classroom related context information to support a Ubiquitous Classroom Response System (UCRS). In UCRS, teacher and student's context information are gathered and used to set and update mathematical variables and data records, like the affinity factor among students (which defines how productive the collaboration among two students is), the activity difficulty degree (which defines how difficult is for each student solve an activity), and the activity educational factor (which defines how educationally relevant an activity is). These factors allow UCRS to provide smart and dynamic features like the autonomous activity proposal for teachers (which suggests to the teacher the best activity to be offered to students at some time in the class), the automatic student's group formation (which considers the similarity among activities' resolutions and students' affinity factors), and a dynamic help request process among students. © Common Ground, Ricardo Caceffo, Heloisa Vieira da Rocha, All Rights Reserved.
Editor: 
Rights: fechado
Identifier DOI: 
Address: http://www.scopus.com/inward/record.url?eid=2-s2.0-84875994332&partnerID=40&md5=5e7bf7efd76c6dc53b2462d25a0061be
Date Issue: 2012
Appears in Collections:Unicamp - Artigos e Outros Documentos

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