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Title:Encouraging Initiative in the Classroom with a Fragmented Social Mirror
Author(s):Bergstrom, Tony; Karahalios, Karrie
Subject(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.
Issue Date:2010-09-25
Genre:Article
Conference Poster
Type:Text
Language:English
URI:http://hdl.handle.net/2142/17405
Publication Status:unpublished
Peer Reviewed:not peer reviewed
Date Available in IDEALS:2010-11-16


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