CN110827583A - Classroom multimedia system - Google Patents

Abstract

A classroom multimedia system belongs to the field of teaching equipment. It consists of a multimedia computer system, a projection whiteboard, a projector, etc. The multimedia computer supports multiple monitors, can extend the desktop to the projector, the presentation software runs the presenter view, the projector runs the viewer view, the teacher plays the courseware, the students respond by writing on the blackboard, the teacher Evaluate student responses, repeat the cycle, and continue to advance. Students use blackboard writing and teachers use electronic whiteboards. The two are both technically independent and task-cooperative, with compact interaction. With the support of wireless transmission technology, they have opened up a new situation in multimedia teaching.

Description

A classroom multimedia system

technical field

A classroom multimedia system belongs to the field of teaching equipment, and particularly relates to a classroom multimedia system that supports the differentiation of roles of teachers and students.

Background technique

The interactive electronic whiteboard, because it liberates the shackles of the computer for teachers, simulates the traditional blackboard with electronic technology, and becomes the iconic equipment of the modern classroom. However, its inherent problems are gradually exposed to educators:

1. Teachers and students share a screen, and the teacher's computer operation for teaching interferes with students' learning (see Figure 2). The most typical example is that teachers mix the content of auxiliary teaching and the content that students are required to master into the courseware, which increases the difficulty for students to master. Teachers also switch between playback and annotation, switch between different annotation items, and frequently call menus, which will interfere with students' learning.

2. Teachers and students share a display method, which limits the development of activities. The basic links of classroom multimedia interaction mainly include: teachers play the courseware, students display learning results, teachers comment on student display. In these links, the control right of the interactive electronic whiteboard is transferred twice, from teachers to students and from students to teachers in turn. If the students still make changes and the teacher revises the comments, the control of the interactive whiteboard will be transferred cyclically. If multiple students are involved in the interaction, control of the interactive whiteboard is frequently transferred. There are many classroom activities in primary and secondary schools, and the frequent transfer of control rights of the interactive electronic whiteboard amplifies the waste of classroom time. Moreover, the display activities that require high compactness cannot even be carried out at all.

3. Teachers are confined to the electronic whiteboard. The interactive electronic whiteboard is the product of liberating teachers from being bound by computers, but the restraint on teachers has not been fundamentally solved. It is just that the activity space has been slightly expanded from the front of the computer to the front of the electronic whiteboard. Teachers are at the top, it is easy to widen the psychological distance with students, and it is not conducive to teachers to understand the learning situation of students. This situation may not be a problem at all in colleges and universities, but it seriously affects the classroom effect in primary and secondary school classrooms.

4. Students frequently encounter technical difficulties in their presentation activities. The interactive electronic whiteboard is complicated to operate, such as switching back and forth between courseware playback and annotation, and between different annotation items. Teachers have been trained in operation skills, and there are still more or less problems. Students who have not been trained, especially elementary school students, are not mentally sound. They want to annotate, but turn to the next page of the courseware. Even if nothing goes wrong, the time waste is serious. Moreover, there are many failure points of the electronic whiteboard, and it is often impossible to maintain it in time, which brings great challenges to the electronic whiteboard to play its due benefits.

SUMMARY OF THE INVENTION

The inventor has repeatedly researched and found that the fundamental crux of the above-mentioned problems of the interactive electronic whiteboard system is that it is based on the teaching-oriented classroom and cannot adapt to the classrooms of primary and secondary schools with many activities. Insufficient understanding of the laws of classroom interaction based on multimedia results in the lack of targeted use of multimedia methods, which can neither improve the corresponding multimedia methods nor realize the integration of modern technical methods and traditional technical methods. On the one hand, the teaching-based classroom style is the soil for the formation of problems, and the active classrooms in primary and secondary schools have not received real attention. Technical departments, and do not understand the real needs of primary and secondary classrooms. Based on the perspective of teacher-student interaction, the present invention provides a classroom multimedia system that distinguishes teacher-student roles, reasonably allocates technical means, and integrates traditional technology and modern technology.

1. A classroom multimedia system, including a multimedia computer system, a projection whiteboard fixed on the wall of the podium, a projector fixed above the podium and connected to the multimedia computer, a presentation software is installed on the multimedia computer, and the courseware for the presentation software is demonstrated through projection. display on the projection whiteboard. Optionally: the multimedia computer has at least two video output interfaces, which are connected to the monitor and the projector respectively; set the operating system of the multimedia computer to support multiple monitors and extend the monitor to the projector; set the presentation software to support the presenter view, so that the The multimedia computer screen runs the presenter view (see Figure 1), and makes the projector run the viewer view at the same time; the projection whiteboard supports chalk writing, responds to courseware presets at the corresponding position of the courseware, and accepts comments from the multimedia computer at the corresponding position of the chalk writing .

In order to solve the interference of teachers' teaching on students' learning in a shared screen environment, it is necessary to separate the monitor from the projector. To this end, the multimedia computer has two video output interfaces, and is connected to the display or projector through a separate data line to achieve hardware separation (see Figure 3). At the same time, the operating system should support the extension of the display to the projector, and the presentation software should support the presenter's view to realize the separation of video data. In order to solve the limitation of teachers' teaching on students' activities due to the shared computer display method between teachers and students, this scheme introduces traditional chalk writing on the blackboard, making it as a multimedia method to actively interact with the preset display of courseware and multimedia annotations. Of course, using an electronic whiteboard is also possible, but it should be limited to a weak interaction level, preferably only simulating chalk writing.

2. Preferably, the multimedia computer is wirelessly connected to the projector.

The separation of teachers and students' display methods lays the foundation for teachers to leave the podium for teaching. In order to let the computer annotation method follow the teacher, it is necessary to liberate the wired connection between the multimedia computer and the projector, and replace it with a wireless connection. At present, the main wireless methods are various, and the typical ones are WIFI connection method and WHDI method. No matter what method is used, the transmitter is set on the multimedia computer, and the receiver is set on the projector. The only difference is the connection method used. The multimedia computer and the projector must have corresponding interfaces that are paired. To meet the needs of wireless connection, most computers and projectors integrate WIFI function, but basically do not integrate WHDI, and special equipment is required. WHDI not only has advantages in high definition and low latency, but also realizes the simultaneous wireless transmission of audio and video, which has obvious advantages (see Figure 4). After the multimedia computer and the projector are wirelessly connected, the teacher can place the multimedia computer on the mobile podium and leave the fixed podium to teach.

3. Preferably, the multimedia computer is a tablet computer with a built-in wireless transmitter, and the projector is provided with a wireless receiver that matches the wireless transmitter.

The mobile podium is relatively clumsy, which still limits the range of movement of teachers and affects the comfort of teachers' teaching. Tablets solve this problem because of their modest screen size and light weight. As the functions of mobile phones continue to become stronger, they can realize the functions of tablet computers and can also be used in multimedia classrooms. Some projectors have built-in wireless projection capabilities, and a tablet compatible with these projectors can be preferred.

4. Preferably, the multimedia computer is an industrial computer.

As a modern technical means, classroom multimedia has many technical failure points, and its stability has been low. Classrooms are highly time-sensitive, one lesson has the content of one lesson, one session after another. If the courseware prepared by the teacher cannot be played in time, it will affect the teacher's mood and teaching effect. Because of its super stability, industrial computer can well meet the stability requirements of classroom multimedia. Under the condition that the performance is satisfied, the industrial computer is preferably small and easy to arrange, such as the use of a touch LCD and an integrated host and peripherals, such as a tablet-type industrial computer.

Beneficial effects:

1. The teacher and student views are separated, and the presenter view not only increases the support of the remarks view for teachers' teaching, but also reduces the interference of function switching on students. The two are in harmony and improve the efficiency of teachers' teaching and students' listening.

2. Teachers use keyboard and mouse or touch screen, and students use chalk to write on blackboards. On the one hand, teachers can leave the podium and leave a display space for students. On the other hand, two independent display methods interact at the same time, shortening the waiting time between presentations , which improves the compactness of the display interaction and lays the foundation for the colorful display and interaction activities.

3. The wireless connection of multimedia computers and projectors and the addition of tablet computers lay the foundation for teachers to teach in the student area, especially suitable for primary and secondary school classrooms with high requirements for teachers and students to be intimate.

4. The complex computers are operated by teachers with professional skills, and students without professional skills use chalk to write on blackboards. The means of teachers and students are technically isolated from each other, which improves the stability of the classroom multimedia system. The professional industrial computer further improves the stability of the multimedia system.

5. The projection whiteboard supports chalk writing on the blackboard, responds to the courseware presets at the corresponding position of the courseware, and accepts annotations from the multimedia computer at the corresponding position of the chalk writing, which can better realize the teaching activities with high location requirements. For example, the courseware presets several triangles. The teacher asks the students to draw the heights of these triangles. (See Figure 5)

6. Improve students' practical ability and curb the tendency of multimedia classroom demonstration. When students go to the podium, they have changed from presentation viewers to presenters; even in presentation activities, students have picked up traditional tools, such as drawing the height of a triangle, and they have picked up the triangular board as a teaching aid.

7. Corrected the technical bias of the interactive electronic whiteboard system to pursue powerful functions. Since the birth of the interactive whiteboard, from the most basic simulation of chalk writing on a blackboard to a comprehensive teaching aid solution, most of the gimmicks of the technical department have been reduced to classroom decoration. This plan returns to the original face of the interactive electronic whiteboard, and even returns to the function of the electronic whiteboard, but grasps the core of classroom preset and generation, promotes the integration of traditional methods and modern methods, and promotes the diversification of teaching activities.

8. The roles of teachers and students in the classroom multimedia system are differentiated, which has found a breakthrough for the standardization of activity courseware design. This kind of courseware not only has clear content for students to watch, but also remarks for teachers' teaching. It also reserves blackboard writing space for students' feedback. In the extra-curricular preset stage, there is a clear division of teacher and student roles and time sequence.

Description of drawings

Figure 1: Schematic diagram of the PPT presenter view. It is mainly composed of four large blocks: 1 is the demo display area, which is the same as the viewer's view; 2 is the active prompt area; 3 is the demo toolbar, which has many annotation buttons. Clicking different buttons has different annotation forms, such as line styles. , thickness, color, etc.; 4 is the process control bar, each frame corresponds to a slide, which can quickly switch slides. This image is for illustration only, and the exact location may vary.

Figure 2: Schematic diagram of the connection of the interactive electronic whiteboard. The computer is connected to the monitor and the projector respectively through the one-point-two function of the central control.

Figure 3: Schematic diagram of wired connections. The two video output ports of the computer are respectively connected to the monitor and the projector.

Figure 4: Schematic diagram of wireless connection. The computer is connected to the projector through the wireless connection device, the video output interface of the computer is connected to the transmitter of the wireless connector, and the video input interface of the projector is connected to the receiver of the wireless connector.

Figure 5: Schematic diagram of classroom interaction. It is divided into three groups: upper, middle and lower groups. The upper group is the image that is preset by the courseware and projected to the electronic whiteboard; the middle group is the image after the students have drawn high with chalk; the lower group is the image that the teacher annotated on the computer. Students can also make revisions, and teachers can also remark. Of course, the content of the teacher's comments is not only checked, for example, the third one can be modified.

Detailed ways:

This scheme is different from the teaching perspective of the interactive electronic whiteboard system, aiming at the disadvantages of multimedia in the classrooms of primary and secondary schools, promotes the multimediaization of classroom activities in primary and secondary schools, improves the effectiveness of multimedia classrooms in primary and secondary schools, and corrects the one-sided pursuit of electronic whiteboards. According to the claims, the following four implementation cases are listed. It is hereby stated that there are far more than these four implementation schemes, and any improvement in the efficiency of multimedia interaction by means of separating the view and the displayed teachers and students should be included in the protection scope of this scheme, and the listed cases cannot be used as the basis for limiting this scheme. .

Option One:

1. Configure multimedia computer hardware to ensure two video output interfaces. The two video output interfaces are distributed on a display card. The traditional electronic whiteboard only needs one video signal output interface, this solution is different from the electronic whiteboard. This is the hardware basis for view separation.

2. Arrange a projection whiteboard on the podium wall. The interactive electronic whiteboard system uses an interactive electronic whiteboard, and the input terminal often fails due to poor contact. Even if the hardware is normal, it is often confused due to complicated operations, especially not suitable for primary and secondary school students and elderly teachers. This scheme removes the interactivity of the interactive electronic whiteboard, and only retains the projection whiteboard. Students can write directly on the whiteboard, which improves the reliability of the display.

3. Arrange the projector on the top of the podium so that the projector is just projected onto the projection whiteboard. In the interactive electronic whiteboard system, the projection whiteboard displays two contents, one is the courseware preset, and the other is the interactive whiteboard annotation. In this scheme, the chalk writing item is added, although there are also comments, but not from the interactive whiteboard, but from the computer. The chalk writing on the blackboard was created due to the preset courseware, and became the object of computer annotation, and became the lever to leverage the classroom display activities.

4. Arrange the multimedia computer on the podium.

5. Select another video signal output interface of the multimedia computer, and connect it to the projector input interface with a video cable. In the traditional electronic whiteboard system, the multimedia computer is connected to the monitor and the projector through the central control, and the main function of the central control is to realize the video signal split into two. This solution is different from the traditional electronic whiteboard, the two video output interfaces must be connected to the monitor and the projector respectively. (See Figure 3) This is the data connection basis for this solution.

6. Configure multimedia computer software, install win7 system and PPT2016 presentation software. It can also be other operating systems, or even install software that supports multi-display functions separately, but it must be able to build a software environment that supports multi-display functions. The presentation software can be other versions, or even other software, but must support the presenter view function (see Figure 1). This is the software basis of this program. Interactive whiteboard systems can also run in this software environment, but this is not required to support multiple monitors and presenter views.

7. Set up the extended display to the projector in Win7. The specific operation is: open the Control Panel - Appearance and Personalization - Display - Screen Resolution in turn, and set "Change the appearance of the display". First select the monitor, then select "Extend these monitors" in the Multiple monitors box, and finally apply this setting. Note that multiple monitors can also be set to options such as "duplicate this monitor", which must not be selected.

8. Use Slide View to show slides. On the Slide Show tab, in the Monitors group, select Use Presenter View, and play the courseware. Presenter view is not only a video viewing view, but also a data entry view. The computer displays the presenter's view and the projector displays the viewer's view, providing the material basis for the separation of teacher and student views. The input of the mouse and keyboard is finally presented to the viewer's view as a feedback method, and presented on the projection whiteboard with the chalk writing on the blackboard. The overlap of the two provides the basis for co-location interaction. In the traditional electronic whiteboard system, the presenter view cannot be used, and even if the presenter view is forcibly invoked, the same presenter view as the monitor is displayed on the projector.

Option II:

At present, the main wireless methods include WIFI connection, wireless VGA and WHDI. No matter what method is used, the transmitter is set on the multimedia computer, and the receiver is set on the projector, as shown in Figure 4. However, the connection method used is different. There must be a paired interface on the multimedia computer and the projector. This program chooses WHDI.

1. Prepare a multimedia computer. Since WHDI receives the HDMI data of the multimedia computer, one of the video output interfaces of the multimedia computer is required to be an HDMI interface.

2. Arrange a projection whiteboard on the podium wall. together with the plan.

3. Arrange the projector on the top of the podium so that the projector is just projected onto the projection whiteboard. Since the WHDI end receives HDMI data and transmits it to the projector, the projector is required to have an HDMI data input interface.

4. Arrange the multimedia computer on the mobile podium. If there is no mobile podium, it can also be arranged in a place that is convenient for teachers to operate.

5. Connect the HDMI output interface of the multimedia computer to the HDMI interface of the projector, connect it with a WHDI device, and start the connection.

51. Prepare the wireless connection device. This solution uses WHD-200, which is produced by ZINWELL, Taiwan Province, China. The main body of WHDI is divided into transmitter and receiver, as well as power supply and HDMI cable.

52. Connect the computer to the transmitter. First, plug the transmitter into the HDMI video interface of the computer, and then plug the USB cable into the computer to supply power to the transmitter.

53. Connect the receiver to the projector. First, connect the receiver and the HDMI port of the projector with an HDMI cable, and then use a dedicated power supply to power the receiver.

54. Power-on adaptation. Follow the instructions.

6. Configure multimedia computer software. together with the plan.

7. Set up the extended display to the projector in Win7. together with the plan.

8. Use Slide View to show slides. together with the plan.

third solution:

1. Prepare the tablet. In order to run PPT efficiently, the operating system chooses WINDOWS instead of Android. This example uses Microsoft Surface, which installs the Windows operating system and integrates seamlessly with Office, which is the main reason.

2. Arrange a projection whiteboard on the podium wall. together with the plan.

3. Arrange the projector on the top of the podium so that the projector is just projected onto the projection whiteboard. Because of the use of Microsoft's wireless display adapter, the projector is required to have USB and HDMI data input interfaces. Plug the USB port into the projector's USB port, and plug the HDMI port into the projector's HDMI port.

4. Turn on the wireless display adapter and search for it on the tablet to complete the pairing.

5. Configure multimedia computer software. together with the plan.

6. Set up the extended display to the projector in Win7. together with the plan.

7. Use Slide View to show slides. together with the plan.

Option four:

1. Prepare the industrial computer. In this example, the core Shengmei I5-3317U is used. I5 processor, two video ports, and an additional touch monitor, easily capable of presenter view presentations. The display adopts H15 of Pexxus. Connect the host to the monitor with a VGA cable.

2. Arrange a projection whiteboard on the podium wall. together with the plan.

3. Arrange the projector on the top of the podium so that the projector is just projected onto the projection whiteboard. The VGA interface is the standard configuration of the projector, and there is no requirement for the interface.

4. Arrange industrial computer. The Xinshengmei I5-3317U is small in size and can be placed next to the electronic whiteboard together with the touch display.

5. Connect the HDMI output interface of the multimedia computer and the HDMI input interface of the projector with an HDMI cable.

6. Configure multimedia computer software. together with the plan.

7. Set up the extended display to the projector in Win7. together with the plan.

8. Use Slide View to show slides. together with the plan.

Claims (4)

1. The classroom multimedia system comprises a multimedia computer system, a projection white board fixed on the wall of a platform, and a projector fixed above the platform and connected with the multimedia computer in a data manner, wherein demonstration software is installed on the multimedia computer, courseware demonstrated by the demonstration software is demonstrated on the projection white board through the projector, and the classroom multimedia system is characterized in that: the multimedia computer is provided with at least two video output interfaces which are respectively connected to the display and the projector; setting an operating system of the multimedia computer to support multiple displays, and expanding the displays to the projector; setting the demonstration software to support the view of a presenter, enabling the screen of the multimedia computer to operate the view of the presenter and enabling the projector to operate the view of a viewer at the same time; the projection white board supports chalk blackboard writing, responds to courseware presetting at the corresponding position of the courseware, and receives annotations from the multimedia computer at the corresponding position of the chalk blackboard writing.

2. The classroom multimedia system as defined in claim 1, wherein: the multimedia computer is in wireless connection with the projector.

3. The classroom multimedia system as claimed in claim 1 or 2, characterized in that: the multimedia computer is a tablet computer, a wireless transmitting end is arranged in the multimedia computer, and the projector is provided with a wireless receiving end matched with the wireless transmitting end.

4. The classroom multimedia system as claimed in claim 1, 2 or 3, wherein: the multimedia computer is an industrial control computer.

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