Home // ACHI 2014, The Seventh International Conference on Advances in Computer-Human Interactions // View article
Authors:
Christian Grund Sørensen
Keywords: education; assessment; Conceptual Pond; kairos; aptum, continous
Abstract:
In most situations where teaching is involved, the need for learner feedback is of utmost importance. Rhetorical theory of communication (concepts of aptum and kairos) underscores the significance of understanding foreknowledge (Gadamer). Since foreknowledge is by nature assessed prior to the learning experience and observed learning outcomes are assessed after the experience, a temporal gap in assessment is obvious. The aim of this paper is to suggest a method for observing learner attitudes, interests and level of learning in realtime during the learning experience. This is exemplified through the use of the Conceptual Pond application to facilitate an insight for the educator into the process of learning and immersion of the learner. Two use cases are discussed in detail as well as the consequences for teaching.
Pages: 325 to 330
Copyright: Copyright (c) IARIA, 2014
Publication date: March 23, 2014
Published in: conference
ISSN: 2308-4138
ISBN: 978-1-61208-325-4
Location: Barcelona, Spain
Dates: from March 23, 2014 to March 27, 2014