Collaborative note taking

Singh, Gaurav; Denoue, Laurent; Das, Arijit

doi:10.1109/wmte.2004.1281375

Cited by 18 publications

(9 citation statements)

References 7 publications

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“…Notepals [5] is a system for note-taking on Personal Digital Assistants (PDAs), but collaborative review of lecture notes takes place only after the notes have been uploaded onto a "Notepals" website following the lecture. A recent system [19] supports live collaboration on PDAs but with a fraction of the affordances of Livenotes.…”

Section: Motivationmentioning

confidence: 99%

Livenotes

Kam

Wang

Iles

et al. 2005

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

110

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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.

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Section: Motivationmentioning

confidence: 99%

Livenotes

Kam

Wang

Iles

et al. 2005

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

110

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“…A pilot study indicated added value for learning. Collaborative note taking (Singh et al, 2004) enables students in a class to take notes on their PDAs and share them with their 'study group' in real time. The system has been evaluated in a graduate-level course and has proved to be a helpful utility.…”

Section: Literature Reviewmentioning

confidence: 99%

A generalised framework to support field and in-class collaborative learning

Ahmad

Pinkwart

2014

IJMLO

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Mobile technologies have proven their value in field learning. Meanwhile, classroom technologies such as multi-touch interactive tables are gaining attention as well. With shareable interfaces and larger displays, multitouch tables enable multiple students to interact and collaborate more flexibly. Thus, today's technology provides different means to facilitate learning both indoor and outdoor, in the form of specialised devices; yet an integrative view is missing in the literature so far. The goal of this paper is to propose a generic framework, capable of connecting different kinds of devices, such that the most suited device can be employed for each specific learning activity. Based on this framework, a pilot system has been developed that allows students to collect data through tablets on a field trip and share it with other peers via Bluetooth. Learners could also take part in a quiz, sent by the teacher to their mobile devices, and send their results back to the teacher through Bluetooth.

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“…Singh et al proposed a system whereby users take notes using PDAs and then share these with their group in real time [8]. In order to reduce the amount of typing while constructing notes, students can use the text they receive from other students and from the instructors' slides.…”

Section: Related Workmentioning

confidence: 99%

Effect of workspace awareness for the all-for-one-type multilingual conference support system

Miyabe

Yoshino

2010

2010 International Conference on User Science and Engineering (I-USEr)

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The all-for-one-type multilingual conference support system has been proposed to help foreigners understand the content of conferences. In our context, "all-for-one" implies that Japanese participants support the content understanding of foreigners during lectures or conferences held in Japan. Japanese participants create the summary of a conference cooperatively using the proposed system. However, the proposed system has some drawbacks. First, the system cannot overcome the problems associated with work collision between the participants working to support the audience. We believe that while the supporting participants possibly participate in the original conference support systems, work collision is relatively less of a concern in these systems because there are not many users. On the other hand, in the all-for-one-type support system, there is a high possibility of frequent work collision because many users operate at the same time. To reduce this work collision, we developed a function that takes into account the participants' workspace, and used the same in our experiments. Second, the effect of this support on the content understanding of the Japanese participants has not been verified. Hence, we performed experiments to compare the content understanding between the participants and the audience at the conference or lecture. The following conclusions were drawn from the results of our experiments: (1) Presenting the contents inputted by each participant in real time helps reduce work collision in terms of content. (2) Using the telepointer function and color function for identifying each participant reduces the work collision in the operating objects. (3) Making summaries of the conference topics is a hard task for the participants and can lead to a poor understanding of the content.

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Collaborative note taking

Cited by 18 publications

References 7 publications

Livenotes

Livenotes

A generalised framework to support field and in-class collaborative learning

Effect of workspace awareness for the all-for-one-type multilingual conference support system

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