{"id":502,"date":"2015-02-26T16:25:59","date_gmt":"2015-02-26T21:25:59","guid":{"rendered":"http:\/\/courses.digitaldavidson.net\/dig210\/?p=502"},"modified":"2015-02-26T16:26:43","modified_gmt":"2015-02-26T21:26:43","slug":"focus-as-a-function-of-time","status":"publish","type":"post","link":"https:\/\/courses.digitaldavidson.net\/dig210\/2015\/02\/26\/focus-as-a-function-of-time\/","title":{"rendered":"Focus as a Function of Time"},"content":{"rendered":"

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In class today and Tuesday, I attempted to plot the overall class attention in relation to time, using a variety of indicators. Every 10 minutes, I recorded the number of students who were making eye contact with Dr. Sample, or with the student speaking, and the number of students making eye contact with either their computer or the class screen.<\/p>\n

I quickly realized that these were poor groupings, with the potential to limit the data, as some of the readings discussed. I may have imposed my own demonstrations of attention on the entire class, who may have various learning styles. Further the data may be tainted due to both the non-traditional nature of the class, in which we are often working in groups or working alone, or if a person is staring into space in Dr. Sample’s direction, or staring at their phone. It further does not take into account people leaving, having their own conversations or falling asleep at their desks, which could be other indicators of attention in class.<\/p>\n

That being said, it is clear from the graph from today’s class when we are working on activities involving screens, 1:50, 2:20 and 2:40. Focus also appears to be more inconsistent on Thursdays, as would be expected. It is more continuous, and decreases with time on Tuesday.<\/p>\n","protected":false},"excerpt":{"rendered":"

In class today and Tuesday, I attempted to plot the overall class attention in relation to time, using a variety of indicators. Every 10 minutes, I recorded the number of students who were making eye contact with Dr. Sample, or with the student speaking, and the number of students making eye contact with either their … Continue reading Focus as a Function of Time<\/span><\/a><\/p>\n","protected":false},"author":16,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[17,7],"tags":[],"class_list":["post-502","post","type-post","status-publish","format-standard","hentry","category-group-4","category-observers"],"_links":{"self":[{"href":"https:\/\/courses.digitaldavidson.net\/dig210\/wp-json\/wp\/v2\/posts\/502","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.digitaldavidson.net\/dig210\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/courses.digitaldavidson.net\/dig210\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/courses.digitaldavidson.net\/dig210\/wp-json\/wp\/v2\/users\/16"}],"replies":[{"embeddable":true,"href":"https:\/\/courses.digitaldavidson.net\/dig210\/wp-json\/wp\/v2\/comments?post=502"}],"version-history":[{"count":2,"href":"https:\/\/courses.digitaldavidson.net\/dig210\/wp-json\/wp\/v2\/posts\/502\/revisions"}],"predecessor-version":[{"id":514,"href":"https:\/\/courses.digitaldavidson.net\/dig210\/wp-json\/wp\/v2\/posts\/502\/revisions\/514"}],"wp:attachment":[{"href":"https:\/\/courses.digitaldavidson.net\/dig210\/wp-json\/wp\/v2\/media?parent=502"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/courses.digitaldavidson.net\/dig210\/wp-json\/wp\/v2\/categories?post=502"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/courses.digitaldavidson.net\/dig210\/wp-json\/wp\/v2\/tags?post=502"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}