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Related publications (57)

Displaying Teacher’s Gaze in a MOOC: Effects on Students’ Video Navigation Patterns

Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma

We present an eye-tracking study where we augment a Massive Open Online Course (MOOC) video with the gaze information of the teacher. We tracked the gaze of a teacher while he was recording the content for a MOOC lecture. Our working hypothesis is that dis ...

Springer2015

Bucket-Server: A system for including teacher-controlled flexibility in the management of learning artifacts in across-spaces learning situations

Luis Pablo Prieto Santos

Recent technological advances in mobile devices enable the connection of classrooms with other virtual and physical spaces. Some approaches aim at helping teachers carry out learning situations across such spaces. However, these proposals tend to be isolat ...

2015

The burden of facilitating collaboration: Towards estimation of teacher orchestration load using eye-tracking measures

Pierre Dillenbourg, Kshitij Sharma, Luis Pablo Prieto Santos, Yun Wen

Teacher facilitation of CSCL activities is widely recognized as one of the main factors affecting student learning outcomes in formal face-to-face settings. However, the orchestration load that such facilitation represents for the teacher, within the const ...

International Society of the Learning Sciences2015

A review: Can robots reshape K-12 STEM education?

Francesco Mondada, Séverin Lemaignan, Mohammad Ehsanul Karim

Can robots in classroom reshape K-12 STEM education, and foster new ways of learning? To sketch an answer, this article reviews, side-by-side, existing literature on robot-based learning activities featuring mathematics and physics (purposefully putting as ...

IEEE2015

Holistic Analysis of the Classroom

Pierre Dillenbourg, Mirko Raca

Should we judge the quality of the class by the grades the students and teacher get at the end of the semester or how the group collaborated during the semester towards acquiring new knowledge? Up until recently, the later approach was all too inaccessible ...

2014

“With-me-ness”: A gaze-measure for students’ attention in MOOCs

Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma

We propose a gaze-based indicator of students’ attention in a MOOC video lecture. We report the results from an eye-tracking study during a MOOC lecture. We define the gaze- based indicator of students’ attention as “with-me-ness”. This answers a question ...

ISLS2014

Studying Teacher Cognitive Load in Multi-tabletop Classrooms Using Mobile Eye-tracking

Pierre Dillenbourg, Kshitij Sharma, Luis Pablo Prieto Santos, Daniela Caballero Díaz, Yun Wen

Increasing affordability is making multi-tabletop spaces (e.g., in school classrooms) a real possibility, and first design guidelines for such environments are starting to appear. However, there are still very few studies into the usability of such multi-t ...

ACM2014

Beginning teacher standards for physical education: Promoting a democratic ideal?

Roland John Tormey

The framing of teaching standards within restrictive managerial or collaborative democratic ideologies impacts significantly on initial teacher education. Semi-structured interviews were used to explore teacher educators’ (n = 13) perspectives on beginning ...

Elsevier2012

Developing Emotionally Competent Teachers; Emotional Intelligence and Pre-Service Teacher Education

Roland John Tormey

Classrooms are emotional places, filled at different times with enjoyment, excitement, anger, hurt and boredom. The teacher's skill in working with emotional information and in regulating their own and their pupils' emotion impacts upon what and how pupils ...

Peter Lang2012

How emotionally intelligent are pre-service teachers?

Roland John Tormey

Although there is evidence that teacher emotional intelligence is important for pupil adjustment and learning and for teachers in managing the emotional demands of their work, little is known about the levels of emotional skill of teachers and beginning te ...

Elsevier2012

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