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![Page 1: 1 Cross-Cultural Issues in a Tutored Video Instruction Course Natalie Linnell, University of Washington Richard Anderson, University of Washington Jane.](https://reader035.fdocuments.in/reader035/viewer/2022081513/56649ebd5503460f94bc671e/html5/thumbnails/1.jpg)
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Cross-Cultural Issues in a Tutored Video Instruction Course
Natalie Linnell, University of WashingtonRichard Anderson, University of Washington
Jane Prey, Microsoft Research External Research and Programs
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The CourseBeihang University contacted the
instructor about offering an American-style Algorithms course ◦Improve quality of the course◦Side benefit: Improve students’
technical EnglishWent forth with remote offering
in Autumn 06
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The ProblemOffer an American-style course at a
Chinese university◦Using distance learning◦Preserve interactive learning atmosphere
Our solution:◦Tutored Video Instruction augmented with
Tablet PC-based classroom interaction system Additional materials: Activities, Lecture
Summaries
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OutlineIntroductionThe Augmented TVI MethodologyCultural IssuesConclusions
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Tutored Video Instruction (TVI)Method of distance learning
pioneered by Gibbons (Gibbons et al. 1977)
Video shown by a facilitator who stops the video for questions and discussion
Facilitator need not have strong background in subject
More interactive than other distance learning techniques
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Classroom Presenter at UWTablet PC-based classroom
presentation and interaction system
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Webviewer
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Classroom Presenter at Beihang
Students
Facilitator
Public Display
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The Beihang ClassroomThree sectionsThree TAs/Facilitators~25 students in each section8 tablet PCsPublic display switched between
video and Classroom PresenterMet twice a week for two hoursGraduate students
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A Unique TVI DeploymentCross-Cultural Setting
◦Students unfamiliar with interactive classroom environment
◦Language differenceAugmented TVI framework
◦Active Learning using classroom technology
◦Supporting Materials Lecture Summaries, activities
Amount of data collected◦Surveys, interaction data, artifacts
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Lessons from Other TVI Deployments
Ownership of course at remote site
Skill level and motivation of facilitators
Student options and valuesQuality of materials
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OutlineIntroductionThe Augmented TVI MethodologyCultural IssuesConclusions
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Cultural IssuesLanguage issues and culturally-
specific referencesRelationships between Beihang
and UWAtmosphere of interaction
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Addressing the Issue of Language and Cultural ReferencesSupporting Materials provided
Lecture videos available online◦17 of 19 students reported spending
between 1 and 4.5 hours a week reviewing lecture video outside of class
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Language Wasn’t a Major Block to Student Learning
“Did the instructor speaking English make it difficult for you to understand the course content?” ◦ <10% “Very difficult”
“Did the American cultural references in the lecture video make it difficult…” ◦ <5% “Very difficult”
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Forming and Maintaining Relationships Between UW and Beihang Teams
Communicating UW team’s investment in course◦Instructor made two visits to Beihang
Institutional RelationshipsLocal grading
◦All grading done by TAsTAs’ ownership of the course
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Evidence of TAs’ Investment in the Course
Preparation ◦TAs reported ~10 hours/week
Inking on slides◦TAs inked on 24% of slides
TAs taught sections of the course◦Re-creating instructor ink and
portions of lectureInking during video
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Individual TA Inking Styles
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Creating an Atmosphere of Interaction: The Problem Very different from traditional
Chinese classroom◦Students reported speaking once a
week in a traditional classVery important for TVI
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Creating an Atmosphere of Interaction: Our SolutionTraditional TVI centered on
student-initiated interaction Added infrastructure for TA-
initiated interactions◦Active learning exercises with CP◦Lecture Summaries
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Interaction Comparable to an American Class
2/3 interaction events of UW class
Students reported speaking ~3 times a week
19.5 student speech acts/class ~6.1 different students
spoke/class◦About a quarter of the students
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Informal Classroom AtmosphereLaughter observed in person, in
videosStudent submissions
TAs were peers
Is it that to find the smallest n is O(log n) ? Negate the problem, then find the minimum;Then negate the minimum to get the maximum.
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OutlineIntroductionThe Augmented TVI MethodologyCultural IssuesConclusions
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The Course was SuccessfulStudent grades on midterm and
final exams comparable to American students’
Achieved interaction comparable to an American course
Students reacted positively to both the course and the course methodology
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AcknowledgementsJie Luo, Jing Li, Ning Li, Valentin
Razmov, Jiangfeng Chen, Fred Videon, Lolan Song, Harry Shum, Wei Li
Microsoft Research Asia and Microsoft Research External Research and Programs
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Thank you!
Classroom Presenter: Free for downloadhttp://
classroompresenter.cs.washington.edu/
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Implications for Future TVI DeploymentsWas direct contact with UW
necessary?◦ Future deployment: stable
materials, technologyWere Tablet PCs necessary?
◦Activities could be done on paperAutomate creation of some
supporting materials
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Students preferred the course to other courses at their university“How would you rate this class
overall in comparison to other classes at your university?”
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Students reported high levels of learning“How would you rate your
learning in this class in comparison to other classes at your university?”
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Study GoalsNew TVI methodology
◦Evaluate success in promoting interaction
Cultural issues◦Understand issues at play◦Evaluate techniques for overcoming
issues
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Language Background8 years of English studyLots of experience in writing,
little in speaking◦Highly variable
English TV and movies
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