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Understanding and Promoting Interaction in the Classroom

Education Technology . Understanding and Promoting Interaction in the Classroom. UNIVERSITY LEVEL. Ph.D. Defense Steven A. Wolfman Computer Science & Engineering University of Washington. The Blackboard.

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Understanding and Promoting Interaction in the Classroom

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  1. Education Technology Understanding and Promoting Interaction in the Classroom UNIVERSITY LEVEL Ph.D. Defense Steven A. Wolfman Computer Science & Engineering University of Washington

  2. The Blackboard “…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… I had never heard of such a thing before.” [Samuel J. May, 1855] BENEFITS: successful ed tech CHALLENGES: few such successes LEVERAGE PNT: public mediating artifact BIG EXCEPTION: PowerPoint Steve Wolfman Understanding and Promoting Interaction

  3. Mediating Artifact [Vygotsky] An external object or structure that participates in cognition by supporting or shaping thought. Vygotsky: thought is social DISTRIBUTED COGNITION Steve Wolfman Understanding and Promoting Interaction

  4. Slides as Mediating Artifact • In the classroom: • facilitate communication • structure discussion • Outside the classroom: • used as memory aid • used as study guide • Across terms: • reify course knowledge Persistent context for communication! Steve Wolfman Understanding and Promoting Interaction

  5. Thesis Question How can computer technology exploit the mediating nature of presentation slides to support and shape interactive learning and teaching? UNIVERSITY LEVEL Steve Wolfman Understanding and Promoting Interaction

  6. Research History Distance & Large Class Studies ClassroomPresenter ClassroomFeedbackSystem Gestural Modelof Ink Feedback Patterns Structured Interaction Presentation system Steve Wolfman Understanding and Promoting Interaction

  7. Design Experiment Methodology [Brown] Theoretical framework Class studies Systemdesign Evaluation & user-centered design Steve Wolfman Understanding and Promoting Interaction

  8. Outline • Introduction • Classroom Presenter • Classroom Feedback System (CFS) and feedback patterns • Structured Interaction Presentation System (SIP) • Conclusions Steve Wolfman Understanding and Promoting Interaction

  9. Classroom Presenter Goals PETTT studies suggest like: organization / preparation • Maintain strengths of slideware (organization, preparation, sharing, execution) • Mitigate weaknesses of slideware(inflexibility, immobility, passivity) • Secure classroom adoption • Prepare for more ambitious systems Prelim studies indicate need: flexibility/contextual writing Explore slides as mediating artifact Response to dist stud: INK in CONTEXT TRANS: benefit from separating views (fract med art) Steve Wolfman Understanding and Promoting Interaction

  10. Steve Wolfman Understanding and Promoting Interaction benefit from separating views (fract med art)

  11. Instructor view with notes Displayed view without notes COMPARE WRITTEN NOTES WITH INK!

  12. Innovations from User-Centered Design • Instructor notes • Filmstrip and slide previews • “Whiteout” • “TV Talk Show” Tablet • Collective brainstorming Flexibility/interaction enabled by exploiting: SEPARATION OF VIEWS, INK IN CONTEXT, SLIDES AS MED ART Steve Wolfman Understanding and Promoting Interaction

  13. Classroom Deployments Surveyed since Spring ’02: • 37 courses • 21 instructors • 2,000+ students • CSE courses: introductory to Master’s level • UW, U. of Virginia, & U. of San Diego Steve Wolfman Understanding and Promoting Interaction

  14. Survey Results • Positive comments and repeat use by instructors • Instructor survey: N = 9 • Student surveys: N = 479 Omits all project participants. Steve Wolfman Understanding and Promoting Interaction

  15. Contributions (Presenter) • Combined strengths of slides w/increased flexibility, mobility, potential for interaction • Developed features that exploit slides as mediating artifact: • Ink in context • Separation of views • Secured broad adoption • Established basis for student extensions Steve Wolfman Understanding and Promoting Interaction

  16. Outline • Introduction • Classroom Presenter • Classroom Feedback System (CFS) and feedback patterns • Structured Interaction Presentation System (SIP) • Conclusions Steve Wolfman Understanding and Promoting Interaction

  17. CFS Goals • Understand challenges to interaction • Develop system exploiting slides as mediating artifact to respond to challenges • Evaluate impact of feedback system • Understand how feedback system changes interaction NOT FOCUS today. Steve Wolfman Understanding and Promoting Interaction

  18. Challenge to Interaction:Feedback Lag A student hesitates to pose a question until the instructor finishes a point. When the instructor moves on, the question seems out of place and is left unasked. • EVIDENCE: Survey/focus group responses (3/12 in pilot; 5/11 in final) • Lagged questions in video archives; Personal experience • TRANS: built CFS in response to challenges WE identified like this one Steve Wolfman Understanding and Promoting Interaction

  19. Leaving Feedback on Current Slide Steve Wolfman Understanding and Promoting Interaction

  20. Leaving Feedback on Last Slide Steve Wolfman Understanding and Promoting Interaction

  21. Instructor View Steve Wolfman Understanding and Promoting Interaction

  22. So, did it work? “Retrospective” Feedback Students’ response (n=12; 7 sessions; 150 students total): • 29 episodes of retrospective feedback • CFS helped all who reported feedback lag Instructor’s response: • Retro. feedback is important; often responded • Retro. feedback upset pacing Imagine n=150! Adoption lessons for classroom tech. Not enough retrospect Steve Wolfman Understanding and Promoting Interaction

  23. “Prospective” Feedback What if a student leaves feedback ahead of the discussion? “…if I’m smooth enough… the class will just think ‘Oh, he’s going to talk about [that] now.’ … [To them,] here’s something that for some reason I decided to talk about towards the end of the slide.” Steve Wolfman Understanding and Promoting Interaction

  24. Prospective Feedback Episode Steve Wolfman Understanding and Promoting Interaction

  25. Contributions (CFS) • Identified interaction challenges • Proposed slide context as interaction medium • Developed contextual feedback system • Established potential for student feedback • Discovered novel interaction patterns • retrospective feedback: addressing feedback lag • prospective feedback: enabled by computer-mediated communication Steve Wolfman Understanding and Promoting Interaction

  26. Outline • Introduction • Classroom Presenter • Classroom Feedback System (CFS) and feedback patterns • Structured Interaction Presentation System (SIP) • Conclusions Steve Wolfman Understanding and Promoting Interaction

  27. “Conductor-of-Performances” Model Computer-Supported Collaborative Learning (CSCL) has been “a move from ‘sage-on-the-stage’ … to ‘guide-by-the-side’”. New CSCL systems will be “much more like the ‘conductor-of-performances’ for an orchestra: students … [will contribute] to an overall performance.” [Roschelle & Pea] Leader-of-theater? Steve Wolfman Understanding and Promoting Interaction

  28. Goals of Structured Interaction Presentation System (SIP) • Mitigate slides’ passivity, oversimplification • Maintain intuitive, flexible design • Explore enabled interactions • Understand how integrated exercises affect the classroom Support the design, use, sharing, and reflection on the “orchestra’s” score. interactive exercises +rich student data w/PPT-style design + widgets Steve Wolfman Understanding and Promoting Interaction

  29. EXPLAINING SIP “by example” Experimental class on “Risk Assessment” 24 “students” 50 minutes 6 SIP exercises Took ~1 hour to convert static => interactive Designed INSIDE PPT USING SIP, etc. Steve Wolfman Understanding and Promoting Interaction

  30. SIP Architecture Presenter + SIP exercises Presentation design environment Instructor view SQL back-end for reliability/archival reuse. Presentation/Widgetdatabase Viewer scrnsht Viewer scrnsht Interactive widget designenvironment Viewer scrnsht Student views Pluggable widgets. Support interactive version of PPT vision. Steve Wolfman Understanding and Promoting Interaction

  31. REMIND: exercises from experimentalclass; REAL DATA Steve Wolfman Understanding and Promoting Interaction

  32. REMIND: exercises from experimentalclass; REAL DATA Steve Wolfman Understanding and Promoting Interaction

  33. Steve Wolfman Understanding and Promoting Interaction

  34. Distributed Human Computation (DHC) • Are these on the same or distinct topics? • Which would you rather discuss? Of those who died from receiving the vaccine, what percentage had compro-mised immune systems? What are the death rates for specific groups who received this vaccine? Steve Wolfman Understanding and Promoting Interaction

  35. Steve Wolfman Understanding and Promoting Interaction

  36. DHC Results: Instructor’s View Group “winners” Group members Steve Wolfman Understanding and Promoting Interaction

  37. Experimental Class Results • Interaction analysis (video/audio/logs): substantial engagement by students • Student survey results • Factors supporting interaction: highlights particular strengths of integration • Factors hindering interaction: highlights important design lessons Steve Wolfman Understanding and Promoting Interaction

  38. 98% participation in SIP exercises 4-7 interactions reported/student (median) 3 recorded voicings/student (72 total) Interaction Analysis 68% K-12norm teacher talk (62%) student talk (15%) studentdiscussion (13%) studentthinking (5%) other (5%) Steve Wolfman Understanding and Promoting Interaction

  39. 78% cited supporting factors EXCLUDING NOVELTY Factors Supporting Interaction (n=18) “anonymity encouraged honest participation” “I felt as though I … didn’t have much choice but to participate … I think this is a good thing.” Steve Wolfman Understanding and Promoting Interaction

  40. 50% cited aspect hindering interaction Factors Hindering Interaction (n=18) Steve Wolfman Understanding and Promoting Interaction

  41. Contributions (SIP) • Proposed “score” as role of slides as mediating artifact in “orchestra” CSCL model • Developed prototype SIP system • Designed novel interactive exercises (e.g., DHC, “sampled quiz”) • Identified advantages and pitfalls of integrated interactivity Steve Wolfman Understanding and Promoting Interaction

  42. Conclusions • Developed and evaluated widely-adopted Classroom Presenter system • Developed and evaluated Classroom Feedback System • Developed and evaluated Structured Interaction Presentation System Demonstrated how to exploit slides as mediating artifact across all three systems (e.g., separated views, contextual feedback, “forced” participation) Steve Wolfman Understanding and Promoting Interaction

  43. Related Systems DISCUSS HOW CP/CFS/SIP FIT IN • Ubiquitous Computing: • eClass/Classroom 2000 [Abowd & Brotherton] • ActiveClass [Griswold, Ratto, Truong, et al.] • Cell-phone feedback [Brittain] • Education/Educational Technology: • ClassTalk [Dufresne] • Debbie/DyKnow [Berque] • WILD [Roschelle & Pea] • HCI: Pebbles [Myers] Steve Wolfman Understanding and Promoting Interaction

  44. Related Pedagogy • Active learning [Bonwell & Eison] • Active learning in CS [McConnell] • Classroom Assessment Techniques “CATs” [Angelo & Cross] • CATs in CS [Schwarm & VanDeGrift] • Collaborative Learning [Johnson & Johnson] Steve Wolfman Understanding and Promoting Interaction

  45. Acknowledgments • Richard Anderson and the Committee • Rachel Pottinger • Education and Educational Technology Group • Microsoft Research LST Group • Experiment participants • Faculty, staff, and students of UW CSE • Intel, MERL, Microsoft, and NSF for funding • Everyone Steve Wolfman Understanding and Promoting Interaction

  46. SPARES

  47. WARNING: overgeneralization, but borne out by research Modern Pedagogy vs. Modern Practice Opportunity for audience participation? active learning lecture student-directed instructor-dominated interactive disconnected participatory passive ~80-90% lectures Thielens, 1987 Many ways to resolve tension: reduce class size, retrain instructors, etc. QUOTE ON RQ SLIDE Steve Wolfman Understanding and Promoting Interaction

  48. Pedagogy of Active Learning • Encourage “connected” learning • Constructivism [Bruner] • Social learning [Lave] • Recapture flagging attention • Attention studies [Stuart & Rutherford] • Heart rate/memory [Bligh] • Skin conductivity [Picard] • Address varied learning styles • Index of Learning Styles [Felder & Silverman] • Bloom’s taxonomy Smiley plot Steve Wolfman Understanding and Promoting Interaction

  49. Bruner (constr.) Lave (soc. Learning) • Attention studies [Stuart & Rutherford] • Heart rate/memory [Bligh] • Skin conductivity [Picard] • ILS [Felder & Silverman] • Bloom’s taxonomy Large class challenges • Maintaining attention • Communication/Feedback • Spontaneous discussion • Management of class activities CFS: 2.4 voicngs/class, 90-120 studs Tech problems in distance Our experience & McConnell Steve Wolfman Understanding and Promoting Interaction

  50. Slides as Externalization/Mediating Artifact Saljo: the significance of new technologies does not lie in their enhancing learning in a linear sense… the important point about new technologies is that they, if they are powerful enough, transform basic features of how people communicate knowledge and skills in society and how information is organised. In this sense, new media may imply that learning will become different. Technologies are ultimately about the regulation and improvement of human relationships Draw mental arith– paper and pencil – mem Elec calculator --alg: communicates in familiar symbolic representation HK Jade market : comm burden Steve Wolfman Understanding and Promoting Interaction

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