{"id":167898,"date":"2015-04-01T00:00:00","date_gmt":"2015-04-01T00:00:00","guid":{"rendered":"https:\/\/cm-edgetun.pages.dev\/en-us\/research\/msr-research-item\/mudslide-a-spatially-anchored-census-of-student-confusion-for-online-lecture-videos\/"},"modified":"2018-10-16T20:00:38","modified_gmt":"2018-10-17T03:00:38","slug":"mudslide-a-spatially-anchored-census-of-student-confusion-for-online-lecture-videos","status":"publish","type":"msr-research-item","link":"https:\/\/cm-edgetun.pages.dev\/en-us\/research\/publication\/mudslide-a-spatially-anchored-census-of-student-confusion-for-online-lecture-videos\/","title":{"rendered":"Mudslide: A Spatially Anchored Census of Student Confusion for Online Lecture Videos"},"content":{"rendered":"<div class=\"asset-content\">\n<p>Educators have developed an effective technique to get feedback after in-person lectures, called \u201cmuddy cards.\u201d Students are given time to reflect and write the \u201cmuddiest\u201d (least clear) point on an index card, to hand in as they leave class. This practice of assigning end-of-lecture reflection tasks to generate explicit student feedback is well suited for adaptation to the challenge of supporting feedback in online video lectures. We describe the design and evaluation of Mudslide, a prototype system that translates the practice of muddy cards into the realm of online lecture videos. Based on an in-lab study of students and teachers, we find that spatially contextualizing students\u2019 muddy point feedback with respect to particular lecture slides is advantageous to both students and teachers. We also reflect on further opportunities for enhancing this feedback method based on teachers\u2019 and students\u2019 experiences with our prototype.<\/p>\n<\/div>\n<p><!-- .asset-content --><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Educators have developed an effective technique to get feedback after in-person lectures, called \u201cmuddy cards.\u201d Students are given time to reflect and write the \u201cmuddiest\u201d (least clear) point on an index card, to hand in as they leave class. This practice of assigning end-of-lecture reflection tasks to generate explicit student feedback is well suited for [&hellip;]<\/p>\n","protected":false},"featured_media":0,"template":"","meta":{"msr-url-field":"","msr-podcast-episode":"","msrModifiedDate":"","msrModifiedDateEnabled":false,"ep_exclude_from_search":false,"_classifai_error":"","msr-author-ordering":null,"msr_publishername":"ACM - Association for Computing Machinery","msr_publisher_other":"","msr_booktitle":"","msr_chapter":"","msr_edition":"Proceedings of CHI 2015","msr_editors":"","msr_how_published":"","msr_isbn":"","msr_issue":"","msr_journal":"","msr_number":"","msr_organization":"","msr_pages_string":"","msr_page_range_start":"","msr_page_range_end":"","msr_series":"","msr_volume":"","msr_copyright":"\u00a9 ACM. This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. 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