Encouraging Initiative in the Classroom with a Fragmented Social Mirror

Bergstrom, Tony; Karahalios, Karrie

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https://hdl.handle.net/2142/17405 Copy

Description

Title

Encouraging Initiative in the Classroom with a Fragmented Social Mirror

Author(s)

• Bergstrom, Tony
• Karahalios, Karrie

Issue Date

2010-09-25

Keyword(s)

• Audience Response System
• classroom
• education
• social mirror

Abstract

Inspiring and maintaining student participation in large classes can be a difficult task. Students benefit from an active experience as it helps them better understand the course material. However, it’s easy to stay silent. There are few opportunities for students to speak and evaluation anxiety often discourages them. The Fragmented Social Mirror (FSM) provides students with the ability to anonymously initiate classroom dialog with the lecturer. The system encourages participation by enabling anonymous expressive feedback to reduce evaluation anxiety. The FSM further catalyzes participation by allowing for many simultaneous participants. In this paper, we introduce the FSM as a classroom device, discuss its design, and describe a pilot test of the interface. Initial results indicate a promising direction for future feedback systems.

Type of Resource

text

Language

en

Permalink

http://hdl.handle.net/2142/17405

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