Takashi Nagatsuka

1. A Note-Taking Data Sharing System for Improving Student’s Performance as a New Perspective of Digital Library Takashi Nagatsuka Dept. of Library, Archival and Information Studies, Tsurumi University nagatsuka-t@tsurumi-u.ac.jp December 10, 2013 Takashi Nagatsuka

2. 1. Introduction – (1) • The academic libraries are undergoing a radical transformation • deriving from changes in teaching and learning, new information technologies, and the new needs of students. • “Learning Commons” ・・・ Student Centered • to enrich student learning • “Information Commons”, “Knowledge Commons” or “Academic Commons” • A New Role of Academic Libraries • How to support student’s learning in close cooperation with faculties during the courses Takashi Nagatsuka

3. 1. Introduction – (2) • The practice of annotating university textbooks with pen or pencil • the most familiar illustration of active reading. • They scribble comments • in the margin, highlight elements, underline words and phrases, and correlate distinct parts to foster critical thinking. • Many computer-based annotation systems • many people still prefer to actually print out digital documents and then make annotations on physical paper using standard pen and pencil. Takashi Nagatsuka

4. Takashi Nagatsuka

5. 1. Introduction – (3) • With the growth of digital media, the document tradition is moving forward ・・・ while the annotation tradition is being left behind. • Many kinds of digital annotation systems have been proposed ・・ • It is clear we need to address these problems regarding annotation in the digital environment as a new perspective of Digital Library. Takashi Nagatsuka

6. 1. Introduction – (4) • There is other important student behavior ・・・taking note with a pen and paper which is known traditional note-taking. • Traditional note-taking remains an activity that many students in higher education continue to rely upon heavily. • We have studied the process of traditional pen-on-paper note taking・・・ the relationship between note taking and the storage function on notes or one’s score on a test and optimal note-taking behaviors, etc. Takashi Nagatsuka

7. 1. Introduction – (5) • Many studies or projects involving in-class and online educational technology include note-taking or annotation applications. • In-class and online note-taking or annotation systems ・・・are often based upon the methodologies of traditional note-taking or annotation on paper documents. • It is valuable to know the ways in which students today manage their note-taking and annotation practices Takashi Nagatsuka

8. 1. Introduction – (6) • Our study highlights two main factors influencing students・・・eventual grade, quantity and quality of annotation. • Whether students who wrote a lot of comments and focused upon the more important keywords in the text have a tendencyto receive a higher grade. Takashi Nagatsuka

9. 2. Method 2.1 Overview – (1) • The authors chose the digital textbooks(DTs) using Microsoft Word 2003 because of its annotation and note-taking features. • In the MS Word the composition of a textual annotation takes place in a sub-window within the main editing window. • MS Word is the only digital system that supports inline annotations in many annotation and note-taking systems. • In the DT, comments are inserted without overwriting the original text and also are indicated by assigning the annotator’s name between double brackets. Takashi Nagatsuka

10. 2. Method 2.1 Overview – (2) Fig. 1. Extraction process of comments inserted by students on Digital Textbooks. Takashi Nagatsuka

11. 2. Method 2.1 Overview – (3) • (Stage 1 in Fig 1) Digital textbooks(DTs) are uploaded onto our department’s server • (Stage 2) Students download the DTs to their portable personal computers for using in lectures • (Stage 3) Students write comments on DTs in their classrooms • (Stage 4) The DTs with comments inserted by students were collected at each end of the semester in 2005, 2006 and 2007. • (Stage 5) The authors analyze the comments inserted into DTs. Takashi Nagatsuka

12. 2. Method 2.1 Overview – (4) • (Stage 6) HTML tags are added into each set of comments with the selected text in the DT with a macro for Word 2003 • (Stage 7) Each set of comments with the selected text to add HTML tags is extracted from HTML documents with PerlScript Motoki, A., Harada, T., Nagatsuka, T.: The relation between comments inserted into digital textbooks by students and grades earned in the course. ICADL'10 Proceedings. LNCS, Springer-Verlag, 40--49 (2010) Takashi Nagatsuka

13. A page including the figure of the digital textbook. Takashi Nagatsuka

14. The comments inserted by students on the digital textbook. Takashi Nagatsuka

15. The digital textbooks are used by students in their classrooms. Takashi Nagatsuka

16. 2. Method 2.2 Subjects – (1) Fig. 2. Comment with a selected portion of text inserted by student in Digital Textbook. Takashi Nagatsuka

17. 3. Data Analysis and Results • Both courses of “Introduction to Networks” and “Introduction to Multimedia” are required courses during the first year in the Department of Library, Archival and Information Studies, at Tsurumi University. • The total number of students who registered for the two courses over three years of 2005, 2006 and 2007 was 510. • The average percentage of all students who submitted their DTs per the total number of students was 74.1. Takashi Nagatsuka

18. 3. Data Analysis and Results Table 1. The number and percentage of students who added comments to Digital Textbooks(DTs). Motoki, A., Harada, T., Nagatsuka, T.: The relation between comments inserted into digital textbooks by students and grades earned in the course. ICADL'10 Proceedings. LNCS, Springer-Verlag, 40--49 (2010) Takashi Nagatsuka

19. 3. Data Analysis and Results Table 2. The average number of comments inserted by each student onto DT and their eventual grades earned in two courses of “Introduction to Networks” and “Introduction to Multimedia”. Motoki, A., Harada, T., Nagatsuka, T.: The relation between comments inserted into digital textbooks by students and grades earned in the course. ICADL'10 Proceedings. LNCS, Springer-Verlag, 40--49 (2010) Takashi Nagatsuka

20. 3. Data Analysis and Results Fig. 3. Scatter plots of the number of comments inserted by each student on DT in their eventual grade earned in two courses of “Introduction to Networks” and “Introduction to Multimedia”. Motoki, A., Harada, T., Nagatsuka, T.: The relation between comments inserted into digital textbooks by students and grades earned in the course. ICADL'10 Proceedings. LNCS, Springer-Verlag, 40--49 (2010) Takashi Nagatsuka

21. 3. Data Analysis and Results • We already mentioned before the eventual grade was worked out based on the weighted combination of the three following requirements: • class participation, • assignment and /or quiz, and • examination. • However, it needs to be investigated further why some students who did not add many comments could receive a higher eventual grade. Takashi Nagatsuka

22. 3. Data Analysis and Results Table 3. The higher frequency terms picked out from all words and phrases selected by students to add comments onto the DT of “Introduction to Networks”. Motoki, A., Harada, T., Nagatsuka, T.: The relation between comments inserted into digital textbooks by students and grades earned in the course. ICADL'10 Proceedings. LNCS, Springer-Verlag, 40--49 (2010) Takashi Nagatsuka

23. 3. Data Analysis and Results Table 4. The higher frequency terms picked out from all words and phases selected by students to add comments onto the DT of “Introduction to Multimedia”. Motoki, A., Harada, T., Nagatsuka, T.: The relation between comments inserted into digital textbooks by students and grades earned in the course. ICADL'10 Proceedings. LNCS, Springer-Verlag, 40--49 (2010) Takashi Nagatsuka

24. 3. Data Analysis and Results • Some terms were translated from Japanese to English and then listed in tables. • The number of comments is calculated automatically in each word or phrase at first and then similar words or phrases were brought together in a single term manually. Takashi Nagatsuka

25. 3. Data Analysis and Results Fig. 4. The similarity of high frequency terms picked out all words and phrases selected by students verified among four grades used grade S as of control point. Motoki, A., Harada, T., Nagatsuka, T.: The relation between comments inserted into digital textbooks by students and grades earned in the course. ICADL'10 Proceedings. LNCS, Springer-Verlag, 40--49 (2010) Takashi Nagatsuka

26. 3. Data Analysis and Results Fig. 5. The similarity of high frequency term picked out all words and phrases selected by students verified among four grades used grade C as of control point. Motoki, A., Harada, T., Nagatsuka, T.: The relation between comments inserted into digital textbooks by students and grades earned in the course. ICADL'10 Proceedings. LNCS, Springer-Verlag, 40--49 (2010) Takashi Nagatsuka

27. 3. Data Analysis and Results • Fig. 4 and Fig. 5 show the similarities of terms which appeared often among four grades. • Grade S is used as of control point in Fig 4, and grade C is used as of control point in Fig 5. • Being based on the lists of higher frequency terms picked up from each grade Takashi Nagatsuka

28. 4. Conclusion (1) • we found the average number of comments per student being aimed at a group of the same grade related to the eventual gradesearned at the end of course. • In other words, high-performing students who got better grades added more comments in the form of annotations than under-performing students who received a poor grade. Takashi Nagatsuka

29. 4. Conclusion (2) • The digital textbooks should be improved and applied to the lessons for increasing student motivation and for encouraging better grades. • The next major step will be to make a system to extract a set of annotated text and annotation data added by students onto the digital textbooks and then to analyze the data automatically. Takashi Nagatsuka

30. 5. Effect of the Number of Comments inserted by Students during each Lecture on their Grades in the Course Fig. 1. The cumulative number of comments inserted by each student during each lecture and their grades in the course of “Introduction to Networks” in 2008(A) and 2010(B). Motoki, A., Harada, T., Nagatsuka, T.: Effect of the Number of Comments Inserted by Students during Each Lecture on Their Grades in the Course. ICADL'11 Proceedings. LNCS, Springer-Verlag, 390--391 (2011) Takashi Nagatsuka

31. 5. Effect of the Number of Comments inserted by Students during each Lecture on their Grades in the Course Table 1. The correlation coefficient between the number of comments inserted by each student during each lecture and their grade point values in the course of “Introduction to Networks” in 2008 and 2010 Motoki, A., Harada, T., Nagatsuka, T.: Effect of the Number of Comments Inserted by Students during Each Lecture on Their Grades in the Course. ICADL'11 Proceedings. LNCS, Springer-Verlag, 390--391 (2011) Takashi Nagatsuka

32. 5. Effect of the Number of Comments inserted by Students during each Lecture on their Grades in the Course • The average number of comments per student within a group achieving the same grade during each lecture • had a positive relation in most lectures of the course with their grades in the course. • The values of the correlation coefficient during the early stages of the course • were lower than those during mid to late stages of the course. Takashi Nagatsuka

33. 6. A Note-Taking Data Sharing System • These findings suggest that if both teacher and students can access data about comments that students wrote into digital textbooks just after each lecture • They may use it for improving student’s performance at the next lecture in their own way. Takashi Nagatsuka

34. Fig. 1. A note-taking data sharing system for improving student’s performance. Akihiro Motoki and Takashi Nagatsuka.ANote-Taking Data Sharing System for Improving Student’s Performance. Lecture Notes in Computer Science, ICADL 2012, LNCS 7634, 361-362, 2012, Springer (November 2012) Takashi Nagatsuka

35. The digital textbooks are used by students in their classrooms. Takashi Nagatsuka

36. The introduction of new feature for teachers made it possible to check a list of all students’ data about the number of comments in each lecture. • The teachers received the list via email from the system just after each lecture. • The new feature for students • permits to access the students’ learning data achieved in their classroom just after each lecture through the execution of login procedures to My Page (Learning History). Takashi Nagatsuka

37. With the growth of digital environment, • One of the new perspectives of Digital Library • The university libraries will have a significant role to play an important part in the development of learning-support environment for students in close cooperation with faculties • the note-taking data sharing system contributes to the further development of digital library. Takashi Nagatsuka

38. 非常感谢 どうもありがとう Thank you Takashi Nagatsuka Dept. of Library, Archival and Information Studies, Tsurumi University December 10, 2013 Takashi Nagatsuka