Transcript Classroom Presenter

Promoting Student Engagement
with Classroom Presenter
Richard Anderson
Department of Computer Science
and Engineering
University of Washington
10/16/2007
Applied Mathematics Seminar
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Classroom Presenter
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Distributed, Tablet PC
Application
Initial development,
2001-2002 at MSR
Continuing development
at UW
Collaboration with
Microsoft
CP3 will be released
“any day”
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Simple application
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Ink Overlay on images
Export PPT to image
Real time ink broadcast
UI Designed for use
during presentation on
tablet
Presentation features
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Instructor notes on slides
Slide minimization
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Classroom Presenter as a
distributed application
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Designed as distributed
application for distance
learning
Enables many scenarios
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Mobility
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Sharing materials with
students
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Walking and talking
Note taking
Classroom interaction
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Student submissions
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Ink based presentation
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Tablet PC Inking on images
Simple pen based controls
Whiteboard, slide extension
Multiple views – instructor/display
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(dual monitor)
Multiple slides decks with filmstrip
navigation
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Classroom Presenter
Instructor View
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Public Display
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“Typical ink usage”
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Draw a picture of something from
Seattle
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Student Attention vs. Time
Attention
10
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20
30
40
50
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Time
8
8
Classroom Presenter
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Deployment Studies
University of Washington
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Computer Science
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College of Forestry
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Environmental Science and Resource Management
Classroom set of HP 1100 Tablet PCs
Average of one activity based lecture per week
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Algorithms, Data Structures, Software Engineering, Digital
Design
Remaining lectures standard slide based lectures
One to three students per tablet
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Key results
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Successful classroom deployments
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Regular use throughout term
Generally positive evaluation by all participants
Effective tool for achieving instructors’
pedagogical goals
Lecture – Activity model
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Alternating lecturing with activities
Avg. 4 activities per lecture (50 min. classes)
4 min work time, 2 min discussion time per activity
50% of class time associated with activities
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Classroom Activities
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Pedagogical Goals
Classroom Activities
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Discussion Artifact
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Use student generated example to
explore different aspects of a topic
Assess overall understanding
Diagnose misconceptions
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Seattle Precipitation and Temperature
Temperature
80
8
60
6
Precipitation
inch per month
4
Use Red
Daily average,
degrees F
40
Use Blue
20
2
0
December
January
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Discovery Activity
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Have students derive a concept from an
example
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Topological Sort
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Given a set of tasks with precedence
constraints, find a linear order of the
tasks
321
322
401
142
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143
341
326
370
378
421
431
Label vertices with integers 1, 2, . . ., n
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If v precedes w, then l(v) < l(w)
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Find a topological order for the
following graph
H
E
I
A
D
G
J
C
F
K
B
L
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Collective Brainstorm
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Generate student ideas for discussion
Build a list of ideas
Analyze and evaluate responses
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Special problem: Large Size
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List at least three problems trees must
face (& solve) because of their large sizes.
1.
2.
3.
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Problem Introduction
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Have students explore an instance of a
problem before topic is introduced
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Determine the LCS of the following
strings
BARTHOLEMEWSIMPSON
KRUSTYTHECLOWN
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Submissions
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Challenge problems
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Competition in getting solutions
Simultaneous work
Submission and discussion
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Handwriting Recognition:
Identify the following words
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Recognition results
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Additional Activities from CSE
421
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Order the following functions in
increasing order by their growth rate
a)
b)
c)
d)
e)
f)
g)
h)
n log4n
2n2 + 10n
2n/100
1000n + log8 n
n100
3n
1000 log10n
n1/2
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Who was Dijkstra?
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What were his major contributions?
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Compute the bottleneck shortest
paths
d
6
d
6
a
4
4
4
-3
s
e
c
3
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c
s
g
5
b
e
-2
3
2
a
5
g
b
f
7
f
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Find a maximum flow
Value of flow:
20
a
20
5
5
20
d
5
5
30
20
20
5
20
5
s
g
b 20
e
10
5
h
20
5
5
20
c
20
f
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Construct a maximum flow and indicate the flow value
30
t
25
i
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Determine an optimal mine
-5
-3
-4
-4
2
-4
3
-1
-7
-10
-1
-3
-3
3
4
4
-3
-10
-10
-10
4
7
-2
-10
3
-10
-10
-10
-10
6
8
6
-3
-10
-10
-10
-10
-10
-10
1
4
4
-10
-10
-10
-10
-10
-10
-10
-10
-10
-10
-10
-10
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AND
Circuit SAT
OR
OR
Find a satisfying assignment
AND
AND
AND
AND
NOT
OR
NOT
OR
AND
x
1
AND
NOT
NOT
OR
OR
AND
NOT
AND
x
x
x
x
2
3
4
5
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Traveling Salesman Problem
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Given a complete graph with edge weights,
determine the shortest tour that includes all
of the vertices (visit each vertex exactly once,
and get back to the starting point)
3
7
7
2
5
1
2
4
1
4
Find the minimum cost tour
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Classroom Usage
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Data from Undergraduate Algorithms course
Logged data – timings of submissions
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Work time – students working independently on activities
Discussion time – student work shown on public display
Average work time 4:29
Average display time 2:41
Participation Rates
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Percentage of students present submitting work
 Min 11%, Max 100%, Average 69%
Some students would answer without submitting
Resubmission common
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Collaboration
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One to three students per tablet
Interaction between students often
encouraged
Instructors would survey and
occasionally comment on student work
during activity phase
Student work a key part of classroom
discussion
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Anonymity
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Work displayed on public display without any
identification
Limited information about submission
displayed on the instructor machine
Anonymous display valued by the students
Students often believe the instructor can
identify their work
Tagging behavior observed
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Results
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Comparison with classroom networks
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Classroom response systems, “clickers”
Single display of rich responses versus
aggregated, finite responses
Support different classroom goals
Comparison with paper based activities
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Most of the activities can be done with paper!
Improved logistics with digital system
Anonymity
Key is ability to incorporate into public display
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Classroom Presenter 3
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3.0 Release – any day now!
Current builds available from
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Most significant changes from CP2
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www.cs.washington.edu/education/dl/presenter/downloads/CP3/
Support for TCP/IP networking
Improved ink support
Direct import of PPT (no need for deckbuilder)
For more information contact
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Richard Anderson, [email protected]
Natalie Linnell, [email protected]
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Any questions?
For more information, contact Richard Anderson ([email protected])
http://www.cs.washington.edu/education/dl/presenter/
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Acknowledgement
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This work has been supported by NSF, HP,
and Microsoft Research External Research
and Programs
Classroom Presenter users have provided
incredibly important feedback to the project
Many people have contributed to the project
including Ruth Anderson, Crystal Hoyer,
Jonathan Su, K. M. Davis, Craig Prince,
Valentin Razmov, Oliver Chung, Julia
Schwarz, Fred Videon, Jay Beavers, Jane
Prey, Chris Moffatt, Natalie Linnell, Steve
Wolfman, Eitan Feinberg, Peter Davis, Beth
Simon