Fostering the classroom attention using collective intelligence education tools
Tipus de documentText en actes de congrés
EditorInternational Association of Technology, Education and Development (IATED)
Condicions d'accésAccés obert
Keeping students' attention in class remains a challenge in the teaching-learning process. The consumption of time trying to focus the attention of the student on the tasks of the class generates fatigue to both teacher and students. Several researchers conclude that using technology in the classroom has proven to be a distraction element of care rather than becoming a supportive element. From the scenario raised emerges the question: Could the ICT tools be used to improve attention and learning in class? This research explores the application of a web tool called Flash Learning (FL) using Problem Based Learning approach (PBL) . Flash Learning allowed implement a strategy with a real-time learning activity that helps in the process of concentrating student attention during a class. Flash Learning was designed with the aim of integrating classroom management with the attention of its students and allowing self-reflective analysis of students in front of their classmates. On the other hand, the teacher allows him to obtain real-time clues about the tendencies of understanding and learning of the subject matter. Based on the results, we consider that the use of new forms of teaching and learning based on the emerging paradigms is necessary. Therefore, the combination of Flash Learning could become an effective way to keeping students' attention in class and fostering the collective intelligence.
CitacióSimo, E., Monguet, J.M., Meza, J. Fostering the classroom attention using collective intelligence education tools. A: International Conference on Education and New Learning Technologies. "EDULEARN17 proceedings: 9th International Conference on Education and New Learning Technologies: Barcelona, Spain, 3-5 July, 2017". International Association of Technology, Education and Development (IATED), 2017, p. 3182-3188.
Versió de l'editorhttps://iated.org/edulearn17/
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