Extract diagrams and label them
An interactive software associated with the visualizer provides pen and marker tools which can be used to annotate and calibrate the diagrams and pictures captured from a visualizer. The images can be captured and directly transferred to the connected PC via USB. This transferred and saved image can be further processed for annotating. In a typical classroom, it is a very useful tool to engage the students to label the various parts of an extracted image for a thorough practice of them. A student response system can also be incorporated to have a quick review of understanding the images or diagrams among the student.
Keep doodling besides a graph/ piece of bar chart/diagram to explain
A visual representation of the concept also requires written support to explain the in and out of a concept. A continuous visualization of an associated image along with the textual explanation helps learners to co-relate the concepts with the images in a more focused manner. In any academic or a corporate arrangement the visualization of objects or any statistical data can be presented with the help of a visualizer. In a classroom the large whiteboard can be used for projecting image from the visualizer and on the blank porting of the whiteboard can be used for writing the formulas, questions and key points for a better understanding among the participants without affecting the original object or piece of document. This saves extra resources required for printing and writing on a paper for a better explanation.
Mathematical questions on one side of the board and solutions on the other side
Maths classes are more subjected to regular practices. Such practices are also assigned as home works to the students. A visualizer can be used to enlarge and project the mathematical problems on a large whiteboard surface. At the same time, a porting of the whiteboard can be saved for solutions or explanations. While it is difficult for the students to purchase costly books having such practice questions, it is also cumbersome to pass the same book among all the students to note down all the questions which eventually requires more time too. An efficient and time-saving maths teacher would project the part of a book having those questions onto the haft porting of the teaching board so that all students can note down the questions and solutions simultaneously and save time in re-writing the questions.
Extract different images and compare them side by side
There are various instances in teaching-learning setups where the comparison is required to be made to assess the effectiveness of a given concept. For example, growth and continuous change in the structure of a growing plant can be captured with the help of a document camera. These images captured over a period of time can be arranged together side by side to mark all the changes occurred within the anatomy of a plant over this period of time. This comparative visualization was difficult in traditional ways of observation. Similar to this such comparison techniques can be very easily adopted with the help of visualizer and software in any kind of classroom, lab, seminars or any corporate training.
Combine the magic of voting pads with extracted images diagrams
Images and diagrams can be easily captured in high resolution with the help of document cameras. Such images and diagrams can be exported to a PC having dedicated software to handle and manage such images. These images may be diagrams or graphical representation of any statistical data for instance. To make the learners understand the concepts and principals diagrams are most easy and traditional ways of teaching. To assist the students/learners the various parts and points of a given diagram the instructor annotates or calibrates these diagrams. To help memorize these diagrams the teachers can set up quick quizzes or in session cross questioning with the help of voting pads assisted games. For example, a teacher can write the names of parts of the diagram with the visualizer software initially and then hide or remove these annotations. The teacher can throw questions to recalibrate the diagram by students.
Store annotated pages from the interactive software, create a pdf and send to students.
Today’s world of the digital classroom has curtailed the use of pen-paper.To meet the fast-paced sessions and cover a huge pool of learning content the teaching-learning setup is eventually shifting towards e-content shared within the classrooms. A document camera can be used to capture and annotate with explanations scribed on the images. These scribed images can be saved in various formats and can be share to students for quick notes and future references.
One can very easily find and print images or diagrams over a given topic with the help of an internet connected computer system. Although such an advantage would kill the skill of drawing and imaging among the learners. Hence it becomes necessary to incorporate drawing skills in the academic curriculum. To foster this a document camera can be used to project a large image of a given diagram for all the students of a classroom to view. Then with a single click, the image can be hidden and the students may be asked to redraw the diagram either in their notebooks or directly on the whiteboard. Such seen drawing can be further compared with the reference diagram to check for the correctness and drawing skills of the students.