Abstract
Rwanda is a low-income country in Africa. It is a small sized country that has experienced a rapid growth in its economic and social sectors since the genocide in 1994. The country aims to transform the society from agriculture-based to knowledge-based with middle-income status by 2035. To meet the demand of well-educated citizens required to achieve this goal, a complete curriculum reform was performed in 2016. This required teachers to employ active learning during their lessons, to prepare students for jobs that have not yet been created. From 2017 to 2019, Japan and Rwanda have conducted a joint project, which provided on-the job training for in-service teachers to equip them with the necessary active learning skills. Several conversations between students and teachers during practical lessons were transcribed through the activities of this project. Subsequently, we developed a system that visualizes the trends in these conversations from the transcribed data of each lesson to objectively verify if teachers appropriately engage students in active learning. The system generated various meaningful images. This was our first attempt to effectively guide in-service teachers to transform their mode of teaching. This paper presents the background of our study, the architecture of the prototype system, and an overview of the pre-trials on 75 lessons.
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Iio, J., Sugiyama, R. (2020). Development of a Visualization System to Analyze Student-Teacher Conversations. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. Human and Technology Ecosystems. HCII 2020. Lecture Notes in Computer Science(), vol 12206. Springer, Cham. https://doi.org/10.1007/978-3-030-50506-6_5
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