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NM4210 Assignment 3Emotion design probe
Improving learning experience in Lecture Theatres
By: Loh Weiye (U061162E)
Nilar Aye (U050024A)
Shen Weiwei (U047212R)
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Improving Learning Experience in Lecture Theatres Emotion design probe from 3 perspectives:
Cultural Probe Laddering Ethnography Study
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Cultural ProbeConvenient Sampling
Sampling size: 3
Probe PackNotebook x 1Pen x 1
Period of experiment1 week (11th to 15th Feb’08)
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Findings: Non-lecture related experienceTiredness
Long travelling time to/ fro campus
Lack of seats on bus and trainsLack of sleep
Morning rushNo time for breakfast before
early lecture I NEED MY COFFEE!!! (Source: http://blog.simplyjean.com/)
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Findings: Non-lecture related experienceDay of the week
Monday blues Mid-week crisis It’s Friday! (Read let’s skip lecture and go
out shopping)
Time of the year We should have 1 week break for CNY I’m so happy to see my friends after the
break
Peer influence My friend decided to skip lecture today,
so I’m skipping it too
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Findings: Lecture related experience Lecturer
He/ She’s HOT/ NOT!!
Lecture Content Uninteresting topic Confusing topic
Lecturing Style Monotonous lecturing Reading off the slides Incomprehensible accents I love her French accent! C’est romantique
beaucoup
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Findings: Lecture related experienceLecture Timing
Too early (8am – 10am) Too late (7pm – 10pm) Day of the week
Peer influence The group behind me is irritating!
Can’t stop talking! The LT is so empty! Where’s
everyone? My friend is sleeping during lecture
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Laddering – Questionnaires (1) Participant is a third year student from FASS.
Interviewer: Please tell me something you like or dislike about learning in lecture theatre.
Participant: I don’t like the size of the lecture theatre. Interviewer: What do you not like about the size? Participant: The size is too big. Interviewer: Why is it not good to have a big sized lecture theatre? Participant: There are too many students and they sit scattered in the theatre.
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Laddering – Questionnaires (2) Interviewer: Why is having many students sitting scattered in the lecture a bad
thing? Participant: They talk very loud. Interviewer: Why is talking very loudly a bad thing? Participant: I get distracted from what the lecturer is saying. Interviewer: Why is getting distracted from the lecturer’s a bad thing? Participant: I paid for the class, not for hearing other people’s talking.
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Laddering – Questionnaires (3) Interviewer: Why does the fee matter? Participant: It is very expensive. Interviewer: Why is it important to listen to the lecture? Participant: I AM IN CLASS!!!
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The Ladder
Making full use of tuition
Listening to lecture is very important
Distraction from the students’ talking
Talk very loud
Many students sitting scattered
Big size
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Ethnography Study Methodology
“Crash” a lecture Observe Collection information on everything exposed to Make notes on everything seen and heard However, don’t judge or think
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Key Findings (1) Students bring in their notebook computers and surf the internet during
lecture
Students fill up the back row seats, and talk amongst themselves
Some students bring in food and drinks
Some students sleep
Students’ limbs and belongings keep crashing into the seats in front
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Key Findings (2) Lecture notes and writing materials almost falling off the writing tablets
Speakers have a hissing noise, drowning out the lecturer’s voice
Projector screen not focused enough, lighting casts a glare on it
Flipping and jostling of papers
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Key Findings (3) Lecturer gives too little pause to allow students to catch up writing;
sometimes pauses too long and students start talking
When a student asks a question, everyone else strains to hear it; same with the lecturer’s reply
Lecture theatre half filled
Students cough and sneeze
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Analysis – Common Problems (1) LT Design Factor
Size too big – hence LT half filled Hence, temperature too cold, makes people sneeze People like to sit at the back Those at the back talk, distract others Lecturer’s voice cannot reach back of LT, students behind cannot hear those in
front asking question Space between rows too restrictive
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Analysis – Common Problems (2) Lecturer Factor
Lecturing style, speech/language, nuances, accents “Crowd control” of inattentive/noisy students Appropriate pauses for questions/taking down notes Grooming, personal appearance
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Analysis – Common Problems (3) Student Factor
Poor time management, bad lifestyle, not getting enough sleep Peer influence – talking/sleeping/eating, distract others Insensitive to other students’ presence Incorrect learning attitude, Monday blues etc
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Solutions? (1) Timetabling
Avoid lectures starting during peak hours – students either arrive late or frustrated or both
Avoid too many back to back lectures, resulting in students having to resort to eating in lecture
Students Sleep early, wake up early, take earlier bus Have a more positive attitude towards learning Be more considerate and sensitive to others
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Solutions? (2) LT Design
Seminar style teaching, max 30 per class Split up big class into smaller lecture groups Eliminates the need for large LTs, resulting in cold temperature, lecturer not being
heard etc Lecturer can maintain better eye contact, students more involved and proactive Regular maintenance for projectors and sound system
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Solutions? (3) Lecturers
Improve lecturing style, less monotonous, speak good English, do not read from slides
Proper crowd control Grooming, appear more like a speaker and less like a sloppy scientist/engineer Thought process – do not think so ahead, give students more time to catch up and
take notes Repeat students’ questions so that everyone can hear
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The End