This paper focuses on peer-reviewing classrooms, which is a helpful activity for teachers to improve teaching skills, involving students in their course, and using chalks and slides better. This kind of activities mainly consists of a lecture that is open to other teachers and a reflective discussion with the teachers after the lecture. In order to encourage such activities and make them more fruitful, we introduced an eyetracking technique to understand visual attention of the experts on the actual classroom observations. Beginners on classroom observations are also measured and compared with the experts. From the results of the experiments, a trend of comparative gaze on the elements in classroom like the teacher, the slides, and the students is typically found among the experts. Peer-reviewing with recorded video files from four angles is also being evaluated. These trends may be applied to training programs in faculty development.
This paper deals with a design of a CSCL (Computer Supported Collaborative Learning), referred to as "ProjectBoard", which displays an awareness of task status and division of labor in Project-based Learning (PBL). According to the situated learning theory, learners learn not only the cultural practice but also the "legitimate learning strategy," which refers to the way in which learners can learn effectively in the community using their meta cognition. Based on this concept, learners are expected to monitor the actual status of their achievement by themselves in order to improve their learning in PBL. The authors designed a CSCL which supports learners in the self assessment of their PBL. "ProjectBoard" was developed to enhance learners' reorganization of their learning activity based on the awareness of the status of their collaboration. Through its implementation in an undergraduate course, the learners evaluated the effectiveness of ProjectBoard in monitoring their learning activity.
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