Optimizing Class Integration Using Comprehensive L...
In a 20-person，120-minute interpreting class，a challenge is how to effectively utilise class time to carry out as many diverse learning activities as possible，achieve personalized learning，and strive to optimise opportunities within the classroom to meet the teaching，learning，and interaction needs of both the teacher and students to maximise efficiency and effectiveness.
Teachers use the MAD system to create and upload pre-prepared course materials and self-study learning materials，which are managed by the teachers to the relevant classes and courses.The system allows for the specific assigning of teaching activities and requirements，enabling teachers to send and receive messages or work for students to revise.All media activities conducted within the classroom are displayed on the teacher’s monitor.Teachers can pre-install audio，video，picture，and text files regardless of whether they are pre-existing or self-made digital files，and such files can be shared with other teachers for use in their teaching.As such，teachers can upload MP4 files through the MAD platform，and arrange for students to watch the video and answer the related questions，or upload an MP3 file or use their own software to record a piece of audio independently，thereby requiring students to perform listening activities by using microphones to record their own answers.Alternatively，students can type text responses to answer short questions，or select options within a multiple-choice format.For example，a knowledge test regarding the professional ethics of interpreting may utilize either the functions of a multiplechoice format or a“fill-in-the-blank test”to automatically generate a score.Teachers can also inspect student responses and activity，correct/modify scores，and leave comments and critique.