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Classroom Technology

Classroom Technology. Richard Anderson CSE UW. Educational Technology.

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Classroom Technology

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  1. Classroom Technology Richard Anderson CSE UW

  2. Educational Technology …in the winter of 1813 & '14 … I attended a mathematical school kept in Boston…On entering his 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]

  3. UW Educational Technology and CS Education Projects • Professional Masters’ Program • Tutored Video Instruction Program • CSE 142/143 • Classroom Assessment Tools

  4. Large lecture classes • Challenges • Maintaining attention • Communication • Feedback from students • Flexibility in presentation materials • Conducting activities in class

  5. Our projects • Presenter • Initial development at MSR • Classroom Feedback System • Classroom Assessment Tools • Structured Interaction Presentations

  6. Presenter • Initial problem • Develop a distributed presentation space for use in a distance learning class • Later • Many of the same issues / challenges in large lecture classroom

  7. Background studies • Studied UW CSE PMP • Interviews, Surveys, Observations • Greatest pain in distance course • Presentation environment • “PowerPoint is a pain for the same reason it’s a pain in a non-distance course, the slides impose a rigid structure on the lecture and make it more difficult to adjust to the interactions that occur during it.” • “PowerPoint sucks the life out of a class.”

  8. Important features • Wireless • Integration of High Quality Ink and Slides • Multiple views • “Performance UI”

  9. Classroom Deployments • Since summer 2002, it has been used in about 20 CSE courses • Intro programming courses to masters’ courses • Used at UVa and University of San Diego starting spring 2003.

  10. Results • Observation, instructor comments, some system logging • Positive reception from instructors • Sustained use of writing through full term • Wide range of use • Highlighting / Attention • Derivations • Recording comments • Diagrams

  11. Results • System easy to use • Flexible navigation important • Superior to shuffling transparencies • Auxiliary inking surfaces useful • Whiteboard, border, mylar • Pen based UI for navigation and controls is critical • Generally works well (large buttons, workflow) • Remaining issues

  12. Questions • What is the educational impact of Presenter? • Across different disciplines, teaching styles • Different components of the system • UI Issues for delivering presentations • Future development plans • Integration with viewer devices • Expand use of ink • Manipulatives to go beyond virtual whiteboard

  13. Classroom Feedback System • Student feedback does not scale • Encourage participation • Ease of expression • If the method does scale, how does the instructor make sense of it

  14. Design choices • Low attention requirements • Embed in context of the slide • Slides are the mediating artifact • Fixed feedback • Avoid having to compose questions • Instructor control of feedback • Example, More Information, Got It • Slow Down,Question,Explain,Cool Topic

  15. Experiment • Roughly 12 students given laptops to use in class • 2 week deployment in CSE 142 • 4 weeks no intervention • 2 weeks Tablet PC • 2 weeks Tablet PC + feedback system • Extensive observations, logging, surveys, interviews

  16. Results • Mixed results • Classroom culture not what we had expected • Instructor goals different than expected • Interactions did increase • Pre CFS • 2.4 (spoken) episodes per class • With CFS • 2.6 (spoken) episodes per class • 14.8 (feedback) episodes per class • 5.0 (feedback – "Got it") episodes per class

  17. Structured Interaction Presentations • Assume students have wireless devices • Build interactive activities into lecture • Computer support to overcome logistical barriers

  18. Why Computer Support? • Facilitate execution • Unify design • Enforce polices

  19. Why Structure? • Attain broader participation and more input • Achieve specific goals • Spread cognitive effort over planning time • Mediate classroom activity • Share activities across instructors and across terms

  20. Example: America Before Columbus [Cross and Angelo] • How many people lived in North America in 1491? • How many years had they been there by 1491? • What significant achievements had they made in that time?

  21. Your Impressions of America Before Columbus • About how many people lived in North America in 1491? • About how many years had they been on this continent by 1491? • What significant achievements had they made in that time?

  22. Your Impressions of America Before Columbus • About how many people lived in North America in 1491? • About how many years had they been on this continent by 1491? • What significant achievements had they made in that time? % completed % completed % completed

  23. How many people? 0 10 100 1000 10,000 100,000 1,000,000 10,000,000 From 400 To 2,500,000

  24. “Solving” Natural Language Problem: handling free text responses in class is impractical Solution: “distributed student computation” • allows rapid, in-class turnaround • can be pedagogically sound

  25. Significant Achievements Get together with your neighbor and: • rate the significance of each achievement • note if an achievement repeats an earlier one

  26. Significant Achievements Get together with your neighbor and: • rate the significance of each achievement • note if an achievement repeats an earlier one

  27. Significant achievements

  28. Classroom prototype • Summer 2003 • HP Mobile Technology grant for 60 tablet PCs • Target – proof of concept demo • Full length class • 30 tablets in use by students • Wide variety of classroom activities

  29. Example slides

  30. x x x 1 2 3 OR plane P 1 P 2 P 3 P 4 AND plane f f 1 2 Figure 3.27. Customary schematic of a PLA.

  31. N 1 V f f To inputs of To inputs of x x n other inverters n other inverters C n (a) Inverter that drives n other inverters (b) Equivalentcircuit for timing purposes V for n = 1 f V DD V for n = 4 f Gnd 0 Time (c) Propagation times for different values of n Figure 3.55. The effect of fan-out on propagation delay.

  32. User studies for Tablet PC grading tool (paperless grading) • TAs annotate CS1 assignments using Tablet PC Quality of grading Efficiency of Grading Design and use of Annotation system Bring up Hawthorne effect

  33. User studies for Tablet PC grading tool (paperless grading) • TAs annotate CS1 assignments using Tablet PC Quality of grading Efficiency of Grading Design and use of Annotation system Bring up Hawthorne effect

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