An IoT-Based Energy Conservation Smart Classroom System

With the increase of energy consumption worldwide in several domains such as industry,education,and transportation,several technologies played an influential role in energy conservation such as the Internet of Things(IoT).In this article,we describe the design and implementation of an IoT-based energy conser-vation smart classroom system that contributes to energy conservation in the edu-cation domain.The proposed system not only allows the user to access and control IoT devices(e.g.,lights,projectors,and air conditions)in real-time,it also has the capability to aggregate the estimated energy consumption of an IoT device,the smart classroom,and the building based on the energy consumption and cost model that we propose.Moreover,the proposed model aggregates the estimated energy cost according to the Saudi Electricity Company(SEC)rates.Furthermore,the model aggregates in real-time the estimated energy conservation percentage and estimated money-saving percentage compared to data collected when the system wasn't used.The feasibility and benefits of our system have been validated on a real-world scenario which is a classroom in the college of computer science and engineering,Taibah University,Yanbu branch.The results of the experimental studies are promising in energy conservation and cost-saving when using our proposed system.

Reform and Practice of the Course “Road Engineering Construction Technology and Organization” Based on Smart Classroom

Smart classroom is an inevitable result of the deepening integration of new-generation information technology and education means,and it is an unavoidable choice of university education informatization in the intelligent era.The Bridge-in,Outcomes,Pre-assessment,Participatory Learning,Post-assessment,and Summary(BOPPPS)model is used to construct the effective teaching mode of a smart classroom based on the analyses of the connotation and characteristics of a smart classroom,and the teaching reform and practice are carried out on the“Road Engineering Construction Technology and Organization”course.Through a questionnaire survey,it is found that the construction of a smart classroom effective teaching model can fully mobilize students’learning enthusiasm and improve the efficiency and effectiveness of students’learning.

Practice Exploration of Blended Teaching Based on Smart Classroom

Facing the information age,college teachers need to innovate teaching methods constantly and realize student-centered teaching reform.This paper takes the“Agile estimation”teaching unit of“Software Project Management”as the research object,and carries out the teaching process design and application of BOPPPS model based on smart classroom according to the teaching purpose and content of the teaching unit.In teaching practice,multi-dimensional blended teaching mode is adopted and a variety of teaching methods are used to realize the teaching loop from online to offline and then to online.The results show that the teaching mode enhances students’learning enthusiasm,enhances students’participation and subjective initiative,and effectively improves the teaching effect of the course.

Research and Application of Smart Classroom in Surgical Practice Teaching

With the advancement of science and technology as well as the rapid development of next generation information technologies,such as big data and artificial intelligence,smart classrooms have emerged as the times have demanded.Adopting innovative teaching modes in smart classrooms allows the realization of various teaching techniques that cannot be achieved in traditional classrooms.Especially for some courses in medical schools,due to changes in the medical environment and the improvement of patients’awareness of medical rights and interests,the traditional teaching methods are becoming more restricted.For example,in clinical surgery,due to the increasing number of medical students in recent years and requirements for strict aseptic principle adherence in operating rooms,practical teaching has encountered great restrictions,thus preventing it from meeting the needs of students.In order to solve this problem,this research constructs a smart classroom teaching model for surgical practice teaching based on hardware equipment,such as smart classrooms,interconnected surgical mobile broadcast equipment,and intelligent medical simulators.Through this teaching model,the teaching effect and quality are further analyzed,laying a foundation for smart teaching in future medical courses.

The Learning Effectiveness of Smart Classrooms:A Meta-Analysis of 48 Empirical Studies

As an important teaching method in the era of education informatization 2.0,the smart classroom has become a hot topic in terms of whether it can really improve students’learning effectiveness.Many scholars have carried out empirical studies in this field,but the conclusions are not the same.By the use of meta-analysis,this study quantitatively analyzes 48 experimental and quasi-experimental studies in China and other countries to explore the smart classroom’s effect and influencing factors.The results show that,on the whole,the smart classroom has a better-than-average promotion effect on students’learning effectiveness;from the perspective of moderating variables,the learning outcome of smart classrooms is influenced by the factors of learning stage,knowledge type,teaching cycle,class scale,and equipment condition,but is not moderated by the factors of subject,teaching strategy,and evaluation tool.Specifically,smart classrooms can become a suitable partner for large-class teaching,short-term courses,and experimental courses.However,the misuse of technology and equipment should be avoided in the application process.

智慧课堂环境下指向数学学科能力的学情分析研究:理论框架与实践进路

数学学科能力培养是落实数学核心素养的关键路径,指向学科能力的学情分析成为实现因材施教的关键所在。如何科学表征指向数学学科能力的学情内容、学情数据,并开展学情分析实践,成为亟待研究的问题。该文在探寻形成数学学科能力的内隐认知与外显行为机制的基础上,深入剖析学科能力、学情内容、学情数据三者间的具象、量化、关联表征关系。将观察、判断、类比、解释、验证、质疑等数学学科能力外显行为与数学概念、性质、关系、规律相结合,以智慧课堂环境为培养数学学科能力提供的技术支撑为依托,构建了指向数学学科能力的学情分析框架,其中包含识别表达数学概念、表达数学关系、发现数学规律等学情内容,及测评数据、评价数据、在线学习数据、知识网络数据等学情数据。最后,基于指向数学学科能力的学情分析框架,以学科能力行为表现、学情分析工具设计、学情数据智能采集、学生学情深入剖析作为四大实践环节,将实时互评、自动批阅、在线测评、任务打卡、学情报告等功能作为技术辅助,提出智慧课堂环境下指向数学学科能力的学情分析实践路径。

基于BOPPPS模型的5G+智慧课堂在临床护理教学中的应用

目的 探讨基于BOPPPS模型的5G+智慧课堂在胸外科护理临床教学中的应用效果。方法 将胸外科实习的90名本科护生按照实习时间分为对照组43名,试验组47名。对照组采用传统教学方法;试验组采用基于BOPPPS模型的5G+线上、线下、临床实践三位一体智慧课堂教学模式。比较两组护生实习成绩、自主学习能力和对教学模式的满意度。结果 试验组护生实习成绩、自主学习能力得分显著高于对照组(均P<0.05);两组教学满意度比较,差异无统计学意义(P,>0.05)。结论 基于BOPPPS模型的5G+智慧课堂教学模式的应用可提高护生实习成绩及自主学习能力,提升临床教学效果。

OBE理念下智慧教室监控系统案例设计

将基于学习产出的教育模式(Outcome Based Education,OBE)引入单片机课程实践教学之中,设计了智慧教室监控系统的教学案例。系统可实现手动控灯和自动控灯、时钟显示、语音播报等功能。在实践中,以目标成果为导向,分功能模块,设计不同难度的学习目标,将虚拟仿真和实物搭建相结合,训练和培养学生基础模块知识、系统分析设计能力、专业素养和人文素养,循序渐进,并将融入思政元素和培养能力贯穿教学全过程,为其他专业课程实践教学提供参考。

智慧课堂下在线开放课程学习危机预警与干预研究

在线开放课程学习者的学习参与度偏低、学习成效不高等问题是业界学者较为关注的热点。精准的学习危机预警与个性化的教学干预是破解上述难题、提高教学质量的重要措施。针对现有学习预警与干预存在的不足,本研究构建了智慧课堂学习环境下在线开放课程学习预警与干预研究框架。框架从学习者的学习行为数据、知识点掌握情况数据和学习情绪数据三个维度对其学习状态进行诊断预警,并根据诊断预警报告精细设计对应的干预策略,应用学习分析与数据挖掘等方法精准匹配干预策略以确保干预效果,最终达到提高学习成效的目的。

智慧课堂能够促进课堂互动吗?——来自行为序列分析的经验证据

充分的课堂互动是激发学生学习主动性和自主性,培养学生高阶思维能力和提升教学质效的重要途径。以安徽省蚌埠市某高校2022—2023年度第一、二学期的核心专业课教学过程为对象进行准自然实验,通过互动行为编码和序列分析,探讨智慧课堂环境对师生互动行为的影响。研究显示:与传统多媒体课堂相比,智慧课堂中教师发起的主动谈话频率显著下降,教师的观察和指导行为以及技术操作和测试方面的活动频率显著增加;智慧课堂中的学生主动谈话和行动频率显著增加,被动行为频率显著减少;智慧课堂通过激发更丰富的学生主动行为和教师被动行为,有助于提升学生学习的主体性和积极性。

E2E-MFERC:AMulti-Face Expression Recognition Model for Group Emotion Assessment

In smart classrooms, conducting multi-face expression recognition based on existing hardware devices to assessstudents’ group emotions can provide educators with more comprehensive and intuitive classroom effect analysis,thereby continuouslypromotingthe improvementof teaching quality.However,most existingmulti-face expressionrecognition methods adopt a multi-stage approach, with an overall complex process, poor real-time performance,and insufficient generalization ability. In addition, the existing facial expression datasets are mostly single faceimages, which are of low quality and lack specificity, also restricting the development of this research. This paperaims to propose an end-to-end high-performance multi-face expression recognition algorithm model suitable forsmart classrooms, construct a high-quality multi-face expression dataset to support algorithm research, and applythe model to group emotion assessment to expand its application value. To this end, we propose an end-to-endmulti-face expression recognition algorithm model for smart classrooms (E2E-MFERC). In order to provide highqualityand highly targeted data support for model research, we constructed a multi-face expression dataset inreal classrooms (MFED), containing 2,385 images and a total of 18,712 expression labels, collected from smartclassrooms. In constructing E2E-MFERC, by introducing Re-parameterization visual geometry group (RepVGG)block and symmetric positive definite convolution (SPD-Conv) modules to enhance representational capability;combined with the cross stage partial network fusion module optimized by attention mechanism (C2f_Attention),it strengthens the ability to extract key information;adopts asymptotic feature pyramid network (AFPN) featurefusion tailored to classroomscenes and optimizes the head prediction output size;achieves high-performance endto-end multi-face expression detection. Finally, we apply the model to smart classroom group emotion assessmentand provide design references for classroom effect analysis evaluation metrics. Experiments based on MFED showthat the mAP and F1-score of E2E-MFERC on classroom evaluation data reach 83.6% and 0.77, respectively,improving the mAP of same-scale You Only Look Once version 5 (YOLOv5) and You Only Look Once version8 (YOLOv8) by 6.8% and 2.5%, respectively, and the F1-score by 0.06 and 0.04, respectively. E2E-MFERC modelhas obvious advantages in both detection speed and accuracy, which can meet the practical needs of real-timemulti-face expression analysis in classrooms, and serve the application of teaching effect assessment very well.

智慧课堂情境的课程核心素养评价范式

《义务教育课程方案(2022年版)》提出,要培育学生课程核心素养,倡导将核心素养评价贯穿整个教学过程,达到“教—学—评”一致。然而,智慧课堂课程核心素养评价还存在很多问题。基于此,文章提出以教学为核心、理论与数据双向驱动的课程核心素养评价新范式。该范式包含课程核心素养理论模型构建、学习活动设计与实施、多模态数据采集与存储、相关特征的提取、评价模型的构建、评价结果的反馈应用六个环节,旨在实现以评促教、以评促学,提升学生的课程核心素养。文章还提出智慧课堂课程核心素养评价的原则:数字技术发展要以核心素养培育为目标、支持基于证据的过程性评价方法、创新情境嵌入式的评价手段、促进多元主体个性化评价反馈。

智慧教室环境下数学课堂互动教学双编码分析系统开发与行为模式挖掘

如何充分利用智慧教室环境中积淀的教育大数据驱动课堂互动教学高质量发展,已成为我国教育数字化转型亟需解决的问题。对此,文章首先参考国内外课堂互动教学行为的量化分析成果,遵循媒体技术融合于课堂互动教学行为的理念,以5节具有高级智慧教室环境特征的数学优课为例,构建了智慧教室环境下数学课堂互动教学双编码分析系统,并采用肯德尔和谐系数验证了其有效性。接着,文章将30节用于教学行为模式挖掘的数学优课作为研究样本,采用S-T分析法,提炼出数学优课的混合型、对话型、讲授型课堂教学模式。之后,文章对混合型、对话型数学优课的课堂互动教学进行矩阵分析,并采用滞后序列法对混合型、对话型数学优课的课堂互动教学行为模式进行挖掘。最后,文章整合基于教学行为大数据的静态编码频次分析与动态前后关联分析,提炼出智慧教室环境下数学课堂互动教学的典型特征与最新趋向。文章的研究旨在挖掘教学行为大数据的应用价值,循证赋能我国教育的高质量发展与数字化转型。

基于多模态数据的智慧课堂学生学习行为研究

新兴技术赋能下的智慧课堂为学生学习行为监测、评价、反馈、预警提供丰富的教育多模态数据,充分采集、处理和分析教育多模态数据能够为教育研究和实践提供参考。首先,梳理已有智慧课堂学习行为分析和多模态数据教学研究,借鉴学习行为分类系统,构建基于多模态数据类型的“声音数据—图像数据—文本数据”三维的多模态数据分析框架,从言语学习活动、位置移动、身体动作、技术使用四个方面呈现智慧课堂下学生学习行为变化;其次,将体现学生学习行为特征的多模态数据编码,并进行质性表征形成编码体系;最后,从情境和时序行为分析视角出发,对课例中的学习行为多模态数据进行频度变化及周期性变化分析。研究得出,在智慧课堂环境下,学生课堂学习参与性、主动性、专注度均在不断提升,课堂学习氛围朝着积极的方向发展,无效及无关学习行为逐渐减少。此外,通过对学生学习行为多模态数据的剖析,以期为学生了解自身学习行为及状态、教师进行个性化教学,以及研究者构建学习评价体系提供数据来源、科学依据。

基于物联网技术的智慧教室系统研究与设计

物联网技术迅速发展,万物互联已成为不可逆转的趋势,教师如能充分利用这些技术的优势,将极大提升学校的信息化管理水平,改善学生的学习体验。针对传统多媒体教室的管理瓶颈,结合智慧教室的定义和系统功能需求,提出基于物联网技术的智慧教室系统四层架构,智能设备的部署、数据传输、移动小程序等核心模块设计,以及门窗控制、照面控制、通风及温湿度控制、多媒体设备控制、消防系统控制等核心模块的系统实现,最后对系统使用维护给出了建议。

基于“一平三端”的工程材料智慧课堂教学方法

为了提高学生的自主学习能力,使用超星平台、教室端、移动端、管理端开展工程材料智慧课堂教学,在课前预习、课堂学习、课后作业三个阶段实施智慧教学的课程改革模式。基于项目引导式的课程内容改革,建立题库,在课堂上充分利用课堂签到、线上测验、互动等智慧应用。实践证明,该方法能够激发学生的自主学习性,具有较好的教学效果。

面向高效互动教学的智慧课堂教学设计研究——以《配送中心运营管理》为例

智慧课堂作为一种智能技术与智慧教学深度融合的人工生态系统,其核心特征是强交互性。文章分析了智慧课堂教学新诉求,在对《配送中心运营管理》传统课堂教学模式困扰剖析的基础上,提出了面向高效互动教学的智慧课堂教学设计,以便更好的应对复杂又多样的教学环境,实现师、生、技术三者之间的全方位、高效互动。

基于智慧课堂模式的叙事教育在社区护理教学中的应用研究

目的:分析基于智慧课堂模式的叙事教育在社区护理教学中的应用研究效果。方法:选取我校2019级120名护生作为研究对象,随机分为对照组和试验组,每组各60名学生,对照组采用常规社区护理教学,试验组在对照组的基础上联用智慧课堂模式的叙事教育,分析组间应用效果差异。结果:试验组干预后社区护理理论及操作评分、人文关怀能力各项评分及同理心评分、对教学质量满意评分均高于对照组(差异有统计学意义,P<0.001)。结论:通过对护生实施基于智慧课堂模式的叙事教育,能够显著提升学生的社区护理理论水平、操作水平、教学质量满意度等,有利于学生人文关怀能力、同理心的品质培养。

高职“生态·智慧”课堂教学路径优化与实施

通过界定“生态·智慧”课堂的内涵与属性,明确“生态·智慧”课堂是将生态课堂与智慧课堂相融合的课堂教学新形态,是基于育人为本的教育理念创设的智慧型生态课堂,具有思政性、生态性、智慧性和动态平衡性四种属性;提出了课堂教学的优化路径:搭建智慧教学环境(平台)—共建共享教学(学习)资源—打造师生、生生学习共同体—师师、师生、生生有效合作,实现师生共长;以“财务管理”课程为例,探索并实施了基于线上线下智慧化学习环境与资源的“定目标—创情境—明分工—互合作—共成长”课堂教学路径,打造“有灵魂、有活力、有智慧、有秩序、有效果”的“五有”课堂。

人工智能时代高职院校智慧课堂评价体系构建研究

人工智能时代下,高职院校智慧课堂的核心架构在于全流程数字化教学模式,构建逻辑强调打造全资源互动化教学平台,主流价值体现在塑造全周期多元化教学课堂。文章设计问卷对人工智能时代下高职院校智慧课堂现状进行调查,得到30项具体评价指标。经过信效度检验后,从教学准备、教学环境、教学效果、教学能力、信息素养、课堂互动、课堂调控和课堂适应性8个方面着手,构建人工智能下高职院校智慧课堂综合评价指标体系。据此,提出立足深入应用学习行为数据,提升教学效果;加速场景驱动实践探索,强化课堂调控;构建多媒体培训平台,加强课堂互动多维评价体系应用策略,为高职院校智慧课堂建设与人工智能技术加速融合注入动能。