Education Technology Presentation.pdf

USING CLASS NOTEBOOK

TO ENHANCE ENGAGEMENT

IN THE SYNCHRONOUS
REMOTE CLASSROOM

Leslie Washington, Chemistry Instructor
[e-mail]

Staci Weeks, Mathematics Instructor
[e-mail]

Staci and Leslie have been teaching remotely for the South Carolina Govenor’s School for Science and

Mathematics since 2016.

The importance of reducing student dropout in remote courses

Theoretical framework and pedagogy underlying our techniques

Recent research regarding student engagement in remote classrooms

Class Notebook demonstration

Quizizz demonstration

Open discussion/ sharing of ideas/ questions

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Agenda

KEY TOPICS DISCUSSED IN THIS PRESENTATION

The Remote Learning Impact on

Education

As remote learning increases in popularity, research and interest is focused
on how to encourage student engagement when teachers and students are

not in the same physical location.

Although virtual education has increased dramatically in recent years,

research shows students enrolled in online learning are more likely to drop
the course or otherwise end enrollment unsuccessfully than their face-to-

face counterparts.

Community of Inquiry
Framework

STUDENT ENGAGEMENT

Behavioral
Emotional/psychological
Cognitive
Academic

Engagement is defined as “the
amount of physical and
psychological energy the student
devotes to the academic
experience” (Shah & Cheng, 2019,
189).

Source: Garrison, Anderson, & Archer. (2000).

What does
the current
research
say?

CILOGLU & USTUN,
2023

Students are drawn to using new
technologies, especially when
they feel those tools may be
beneficial for their learning.
Augmented reality (AR) was used to
help students learn biology.

KIM ET AL., 2020

Amount of both student and
teacher usage on open
educational resource platforms
had positive effects on the
duration students would
continue to use the platform.

SHAH AND CHENG, 2019

Found that a lack of sense of
belonging was often a precursor
for student withdrawal of online
educational programs or courses.

SIDDIQUE ET AL., 2019

This is likely due to the program’s
ability to adjust to the individual
needs of students.

Study showed use of
adaptive learning systems
produced positive learning
results for students.

ALMENDINGEN ET AL.,
2021

When students felt a sense of
isolation or lack of belonging, it
led to reduced motivation and
effort.

Educators can positively impact

their students‘ use of digital

tools by using those tools

themselves. (Kim et al., 2020)

Quizizz

Quizizz is primarily a web-based quiz tool that
operates like a gameshow.

Other similar options exist, such as Quizlet and
Kahoot! Quizizz uses the best features of those
and includes gamification, meme editing, and
music picks to make the experience more
immersive for students.

Experiences can be assigned as student-paced or
instructor-paced.

Parent emails can be attached to student logins
for automatic parent reporting and
communication about student progress.

Flip (formerly Flipgrid)
Microsoft application where
educators create safe, online
groups for students to express
their ideas in short video, text,
and audio messages.

Personalize their virtual space.

Personalize birthday announcements.

Personal achievements outside of academics.

Give them time to share.

Relate the virtual space to topic teaching.

Community
Building

Wheel
Spinner

Customize wheel for
instructional activities, pop-up
messages, or anything you want
to randomize.

VIRTUAL EQUITY STICK

Allows students to be called on equitably.

PERSONALIZE THE WHEEL WITH STUDENT PICTURES

Increase student sense of belonging to part of a learning
community.

INCLUDE VARIOUS SOUNDS TO LIVEN UP CLASS

Just like in the face-to-face classroom, breaking up monotony
will help keep students attentive and engaged.

Microsoft OneNote
and Wacom
CONNECTING THE VIRTUAL
CLASSROOM TO THE BRICK-
AND-MORTAR CLASSROOM

We have had success providing our
students with Wacom One tablets
and using Class Notebook, an
extension of Microsoft OneNote, to
allow us to share, view, assess,
and collaborate with students and
their hand-written work in real-
time remote class sessions.

OneNote at
a Glance

(Adapted from Microsoft
promotional website)

INK AND TAG

Highlight can’t-miss notes with
Important and To-Do tags.

Draw your thoughts and
annotate your notes,
using a stylus or your
finger.

ORGANIZE

Sort content across
notebooks, sections, and
pages.

CLIP AND SAVE

Use the OneNote Web
Clipper to save content
with a click.

MIX MEDIA

Record audio notes,
insert online videos, and
add files.

SHARE

Share notebooks with
coworkers, friends, and
family.

Class
Notebook

Class Notebook is an extension of Microsoft
OneNote.

Within Class Notebook, the instructor owns a
Class Notebook and invites students to join the
class.

Each notebook contains four sections that
function differently.

These include the Collaboration Space, Content
Library, Teacher Only Space, and Individual
Student Notebooks.

Wacom One tablets
OUR STUDENTS USE
DIGITAL TABLETS TO INPUT
HAND-WRITTE WORK

Wacom is a brand name, but one of
the most commonly used nation-
wide.

You can various models used in
financial institutions, healthcare
offices, retail establishments,
hospitality and tourism locations,
and government offices.

We thought why not bring them
into our classrooms so we can see
our students’ work in real time?

Combining
Wacom
and Class
Notebook

BENEFIT 1

Bring aspects of the
tradtional classroom
experience, such as
immediate feedback, to
remote students.

What are the

benefits?

BENEFIT 3

Allows remote students to
receive individualized
feedback in real time.

BENEFIT 2

Replace whiteboards.
Notebook includes
spaces where students
can write formulas,
equations, or annotate
abstract shapes.

BENEFIT 4

Allow students and
teachers to collaborate,
annotate work, and show
thinking in visual formats
and then save that work
in the notebook for later
reference.

Wacom
Integrates
well with
apps you
already use.

Collaboard

Explain Everything

Kami

Limnu

Pear Deck

References

Almendingen, K., Morseth, M. S., Gjolstad, E., Brevike, A., & Torris, C. (2021). Student’s experiences with online teaching
following COVID-19 lockdown: A mixed methods explorative study. PloS ONE, 16(8), 1 - 16.
https://doi.org/10.1371/journal.pone.0250378

Ciloglu, T. & Ustun, A. B. (2023). The effects of mobile AR-based biology learning experience on students’ motivation, self-
efficacy, and attitudes in online learning. Journal of Science Education and Technology, 32(1), 309 - 337.
https://doi.org/10.1007/s10956-023-10030-7

Garrison, D. R., Anderson, R. & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in
higher education. The Internet and Higher Education, 2(2 - 3), 87 - 105. https://doi.org/10.1016.S1096-7517(00)00016-6

Kim, D., Lee, Y., Leite, W. L., & Huggins-Manley, A. C. (2020). Exploring student and teacher usage patterns associated with
student attrition in an open educational resource-supported online learning platform. Computers & Education,
156(103961), 1 - 14. https://doi.org/10.1016/j.compedu.2020.103961

Shah, M. & Cheng, M. (2019). Exploring factors impacting student engagement in open access courses. Open Learning: The
Journal of Open, Distance, and E-Learning, 34(2), 187 - 202. https://doi.org/10.1080/02680513.2018.1508337

Siddique, A., Durrani, Q. S., & Husnain, A. N. (2019). Developing adaptive e-learning environment using cognitive and
noncognitve parameters. Journal of Educational Computing Research, 57(4), 811 - 845.
https://doi.org/10.1177/0735633118769433

Do you have
any questions?

We hope you learned something new.