{"title":"动态作业批注","authors":"B. C. Dean","doi":"10.1109/PLT.2007.7","DOIUrl":null,"url":null,"abstract":"We present the first case study involving the use of dynamic homework annotation, where an instructor uses a pen input device and a microphone to record audio comments while marking up an electronic copy of a student's homework assignment. The student can then view the resulting animation using any web browser, for an experience similar to that of sitting beside an instructor who personally explains the strong and weak points of the student's work. As one might imagine, dynamic homework annotation requires more time and technical expertise on the part of the instructor, but holds the promise of giving much more useful feedback to students. In this paper, we discuss our assessment of both of these issues resulting from use of dynamic homework annotation in a semester-long graduate data structures course at Clemson University.","PeriodicalId":408508,"journal":{"name":"First International Workshop on Pen-Based Learning Technologies (PLT 2007)","volume":"96 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2007-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":"{\"title\":\"Dynamic Homework Annotation\",\"authors\":\"B. C. Dean\",\"doi\":\"10.1109/PLT.2007.7\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"We present the first case study involving the use of dynamic homework annotation, where an instructor uses a pen input device and a microphone to record audio comments while marking up an electronic copy of a student's homework assignment. The student can then view the resulting animation using any web browser, for an experience similar to that of sitting beside an instructor who personally explains the strong and weak points of the student's work. As one might imagine, dynamic homework annotation requires more time and technical expertise on the part of the instructor, but holds the promise of giving much more useful feedback to students. In this paper, we discuss our assessment of both of these issues resulting from use of dynamic homework annotation in a semester-long graduate data structures course at Clemson University.\",\"PeriodicalId\":408508,\"journal\":{\"name\":\"First International Workshop on Pen-Based Learning Technologies (PLT 2007)\",\"volume\":\"96 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2007-05-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"First International Workshop on Pen-Based Learning Technologies (PLT 2007)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/PLT.2007.7\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"First International Workshop on Pen-Based Learning Technologies (PLT 2007)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/PLT.2007.7","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
We present the first case study involving the use of dynamic homework annotation, where an instructor uses a pen input device and a microphone to record audio comments while marking up an electronic copy of a student's homework assignment. The student can then view the resulting animation using any web browser, for an experience similar to that of sitting beside an instructor who personally explains the strong and weak points of the student's work. As one might imagine, dynamic homework annotation requires more time and technical expertise on the part of the instructor, but holds the promise of giving much more useful feedback to students. In this paper, we discuss our assessment of both of these issues resulting from use of dynamic homework annotation in a semester-long graduate data structures course at Clemson University.
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