oct. 28, 2003webed classroom presentation and interaction with tablet pcs richard anderson, crystal...
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Oct. 28, 2003 WebEd
Classroom Presentation and Interaction with Tablet PCs
Richard Anderson, Crystal Hoyer, and Steve Wolfman
Department of Computer Science and Engineering
University of Washington
Oct 28, 2003 WebEd
UW CSE EdTech Group
Technology to enhance classroom instruction Presentation tools Classroom interaction
Support for Active Learning Classroom Assessment Techniques (CATs)
Distributed and Traditional Classrooms
Oct 28, 2003 WebEd
Educational Technology
…in the winter of 1813 & '14 … I attended a mathematical school kept in Boston…On entering [the] room, we were struck at the appearance of an ample Black Board suspended on the wall, with lumps of chalk on a ledge below, and cloths hanging at either side. I had never heard of such a thing before. [Samuel J. May, 1855]
Oct 28, 2003 WebEd
Large lecture classes
Challenges Maintaining attention Communication Feedback from students Conducting activities in class Flexibility in presentation materials
Oct 28, 2003 WebEd
Tablet PC based presentation Affordances
High-quality ink Wireless communication Portability
Goals Combine slide presentation with digital ink Advantages of slides and whiteboard Entry path to more ambitious technologies
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Outline
Introduction (Steve) Classroom Presenter (Crystal) Student inking (Crystal) Structured interactions (Steve) Inking study (Steve) Discussion (You)
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Classroom Presenter Initial focus on the instructor
Clear problem to address Entry point to the classroom
Distributed application Separation of instructor device from
display machine Distributed classrooms Interaction with student devices
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Oct 28, 2003 WebEd
Controls
Basic pen and navigation controls Designed for ease of use while delivering
presentation Not shown in projector view
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Oct 28, 2003 WebEd
Workflow
Instructor creates PPT deck Export deck to Presenter file format
Use DeckBuilder or PPT Plug-in Load slides on
instructor/student/display devices Drive presentation from instructor
device
Slides.ppt
Slides.csd
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Configurations Single Machine
Direct projection from instructor view Single view, tethered
Projection of second monitor from tablet Multiple views, but tethered
Multiple Machine Wireless connection to display view
Multiple views, untethered
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Classroom Deployments
Since summer 2002, it has been used in about 35 CSE courses
Intro programming courses to masters’ courses
Used at University of Virginia and University of San Diego starting spring 2003.
Oct 28, 2003 WebEd
Positive reception from instructors and students Positive comments and repeat use by
instructors Student surveys
Student comparison vs. PowerPoint
less no change more
Attention to lecture 4% 39% 57%
Understanding of lecture
2% 52% 46%
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Instructor innovations and suggestions
Taking tablet to the audience Elaborate preparation of instructor
notes on second deck of slides Improved navigation Collective brainstorming
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Instructor notesInstructor Slide with notes
Displayed Slide without notes
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Slide previews with navigation
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Outline
Introduction (Steve) Classroom Presenter (Crystal) Student inking (Crystal) Structured interactions (Steve) Inking study (Steve) Discussion (You)
Oct 28, 2003 WebEd
Classroom interaction Integrate Presenter with student
devices for classroom activities Instructor directed activities supported
with slides Two main approaches
Free form submission Inked slides submitted for instructor’s view
Structured Interaction Planned exercises automatically displayed and
integrated into slides
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Student ink contributions
Student viewing devices allow inking
Students may submit inked slides to instructor
Class exercise scenario Student submissions displayed on
shared display for class discussion
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Trace the path of Hurricane Isabel
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Instructor view of ink submissions
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Find the roots of x2 + 3x + 4
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Show that increasing supply of housing lowers equilibrium price
p
QD,QS
pe
100
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Outline
Introduction (Steve) Classroom Presenter (Crystal) Student inking (Crystal) Structured interactions (Steve) Inking study (Steve) Discussion (You)
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Structured Interactions Vision
Enable instructors to design presentations with interactive elements just as they currently design passive presentations:
by laying out simple objects on slides and collecting these into a presentation.
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Example: America Before Columbus [Cross and Angelo]
Oct 28, 2003 WebEd
Example: America Before Columbus [Cross and Angelo]
1. How many people lived in North America in 1491?
2. How many years had they been there by 1491?
3. What significant achievements had they made in that time?
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Your Impressions of America Before Columbus
1. How many people lived in North America in 1491?
2. How many years had they been there by 1491?
3. What significant achievements had they made in that time?
Oct 28, 2003 WebEd
Your Impressions of America Before Columbus
% completed
% completed
% completed
1. How many people lived in North America in 1491?
2. How many years had they been there by 1491?
3. What significant achievements had they made in that time?
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How many people?
From To400 2,500,000
0 10 100 1000 10,000 100,000 1,000,000 10,000,000
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Why Structure?
Spread cognitive effort over planning time Mediate classroom activity Achieve specific goals Attain broader participation and more input Share activities across instructors and
terms Enable computation over data
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SIP multiple-choice exercise.
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MC result + ink exercise.
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SIP Summary
Support for many types of exercises Integration of exercises into
presentations unifies design process eases sharing of presentations simplifies in-class execution of exercises
Scales to large classes
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Outline
Introduction (Steve) Classroom Presenter (Crystal) Student inking (Crystal) Structured interactions (Steve) Inking study (Steve) Discussion (You)
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Inking Study
Careful study of recorded lectures to look at instructor’s use of digital ink
Main results A substantial amount of ink is
ephemeral Ink used as gestures Ink provides a linkage between spoken
utterance and slide content
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Instructor Ink Examples
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Diagramatic Examples
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For more information
www.cs.washington.edu/education/dl/presenter
www.cs.washington.edu/research/edtech/
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Oct 28, 2003 WebEd
Five day forecast (9-15)
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Goals of class exercises
Participation Discussion Active learning Student contribution and
involvement Interaction Spontaneity
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Higher supply: Lower price
p
QD,QS
pe
100
Oct 28, 2003 WebEd
Shared view of ink exercise
Instructor view of ink exercise
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Why Computer Support?
Administrative efficiency Data organization, persistence,
sharing Scaling: aggregation and
communication Enforce guidelines/policies New modalities
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Why in Presentations?
Unify design of classroom activities Facilitate “transitions” during class Simplify archival use Match what many instructors already
do
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Text based exercises
Students submit textual answers Distribute answers to students for
analysis Distributed Human Computation
Aggregate results for shared display
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Text exercise
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Students evaluate each others’ ideas.
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SIP aggregatesthe results.
Copyright © Steven A. Wolfman, 2002.
Copyright © Steven A. Wolfman, 2002.
Constructing Structured Interactions
• Design exercise
• Interleave:– Lay out static elements– Lay out and name input widgets– Lay out and customize display widgets
Copyright © Steven A. Wolfman, 2002.
How many people?
From To
Free Text
Numerical
Multiple Choice
Checkbox
Response List
Response from group
Line graph
Scatter graph
Numerical Statistic
Input Widgets
Display Widgets
Copyright © Steven A. Wolfman, 2002.
How many people?
From To
Free Text
Numerical
Multiple Choice
Checkbox
Response List
Response from group
Line graph
Scatter graph
Numerical Statistic
Input Widgets
Display Widgets
Copyright © Steven A. Wolfman, 2002.
How many people?
From To
0 10 100
Free Text
Numerical
Multiple Choice
Checkbox
Response List
Response from group
Line graph
Scatter graph
Numerical Statistic
Input Widgets
Display Widgets
Copyright © Steven A. Wolfman, 2002.
How many people?
From To
0 10 100
Free Text
Numerical
Multiple Choice
Checkbox
Response List
Response from group
Line graph
Scatter graph
Numerical Statistic
Input Widgets
Display Widgets
Some sort of Wizardy thing pops up:
Where would you like to get the data for this display?
NumPeople1491 – Numerical Input, Slide 7NumYears1491 – Numerical Input, Slide 7Accomplishments1491 – Free Input, Slide 7Hand-enter data…Choose later
Next >
Copyright © Steven A. Wolfman, 2002.
How many people?
From To
0 10 100
Free Text
Numerical
Multiple Choice
Checkbox
Response List
Response from group
Line graph
Scatter graph
Numerical Statistic
Input Widgets
Display Widgets
num To
Copyright © Steven A. Wolfman, 2002.
How many people?
From To
0 10 100
Free Text
Numerical
Multiple Choice
Checkbox
Response List
Response from group
Line graph
Scatter graph
Numerical Statistic
Input Widgets
Display Widgets
num To
Some sort of Wizardy thing pops up:
Where would you like to get the data for this display?
NumPeople1491 – Numerical Input, Slide 7NumYears1491 – Numerical Input, Slide 7Accomplishments1491 – Free Input, Slide 7Hand-enter data…Choose later
Next >
Copyright © Steven A. Wolfman, 2002.
How many people?
From To
0 10 100
Free Text
Numerical
Multiple Choice
Checkbox
Response List
Response from group
Line graph
Scatter graph
Numerical Statistic
Input Widgets
Display Widgets
num To
Some sort of Wizardy thing pops up:
What would you like to show in this display?
MaximumMinimumAverage (Median)Average (Mode)More choices…Choose later
Next >
Copyright © Steven A. Wolfman, 2002.
How many people?
From To
0 10 100
Free Text
Numerical
Multiple Choice
Checkbox
Response List
Response from group
Line graph
Scatter graph
Numerical Statistic
Input Widgets
Display Widgets
min To max