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Expanding the reach of education through technology

Richard Anderson Department of Computer Science and Engineering University of Washington. Expanding the reach of education through technology. Research in Educational Technology. How can computing technology enhance education? Focus on classroom instruction Challenges:

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Expanding the reach of education through technology

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  1. Richard Anderson Department of Computer Science and Engineering University of Washington Expanding the reach of education through technology Microsoft Learning

  2. Research in Educational Technology • How can computing technology enhance education? • Focus on classroom instruction • Challenges: • Extending reach of education • Increasing interaction • Addressing problems of scale • Facilitating expression of ideas Microsoft Learning

  3. Past and Current Research Projects Video conferenced distance education UW PMP DISC ConferenceXP Center for Collaborative Technologies Presentation systems Classroom Presenter 2.0 Classroom Presenter 3.0 Classroom interaction systems Classroom Feedback System CATs for CS1 Structured Interaction Presentations (SIP) Student submissions with CP Tutored Video Instruction UW CC TVI Project Beihang TVI project Digital StudyHall Microsoft Learning

  4. Research Approach • Deployment driven • Classroom use • Technology development and promotion • Goals and success criteria • Adoption of technology and methodology • Influence educational practice • Target specific deployments • Innovate in some aspect of deployment Microsoft Learning

  5. Today’s Talk • Distance Learning and Video Conferenced Classes • Tutored Video Instruction • Digital Study Hall • Educational Technology for Low Resource Environments Microsoft Learning

  6. Video Conferenced Teaching • Multi-site internet based audio-video conferencing • UW Master’s Program • Site-to-site courses between UW and Microsoft since Winter 1997 • www.cs.washington.edu/education/dl/course_index.html • Master’s level courses • Goal: interaction across sites • Approximate single classroom • Various technologies have been used since the program was introduced Microsoft Learning

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  9. Distance Classes in UW CSE Master's Program • Initial phase • Winter 1997 – Winter 2002 • Polycom + Netmeeting for PPT and SmartBoard • MSR DISC Project • Target: UW, CMU, UCB, Brown graduate class • Spring 2002 • ConferenceXP • Since Spring 2003 • Four way courses, Autumn 2004, Autumn 2005, Autumn 2006 • UW, MSR, UCB, UCSD Microsoft Learning

  10. ConferenceXP • High quality, low latency video to support interactive classes • High bandwidth internet video conferencing • Internet2 • Multicast • Single machine deployment • High end PC • Performance limit: handling multiple high resolutions video streams • Innovative presentation tools Microsoft Learning

  11. Initial Challenges (Spring 2002) • What went wrong • Technology and systems failures • Multicast networking • High cost of interruptions • Audio • Loss of trust • Room configuration issues • Lack of control of lecture room • Production quality • Meta lesson • Learn more from failures than from successes • How to Fail at VideoConferenced Teaching • Microsoft Faculty Summit 2002 • Anderson & Beavers Microsoft Learning

  12. Success in distance classes • Goals • Real time interaction between sites • High quality video • Challenges • High bandwidth connections • Multicast vs. Unicast • Classroom Audio • Establishing a pattern of interaction Microsoft Learning

  13. Going International • March 29, 2008, LACCIR Meeting • Latin American and Carribbean Collaboration for ICT Research • Seattle and University of Chile, Santiago, Chile • Seminar presentation • October 15, 2008 • CXP Unicast reflector Microsoft Learning

  14. Masters class, UW - Pakistan • Masters class • University of Washington • Lahore University of Management Science • Microsoft • Computing for the Developing world Microsoft Learning

  15. Technical Challenges • Ensuring adequate bandwidth • Limited bandwidth to Pakistan • Reliability • Multicast • Ensuring this did not compromise UW-MS class • Limited time to prepare Microsoft Learning

  16. Basic PMP setup (2 sites) CXP Video cameras Video cameras PMP VENUE Audio Audio Video Displays Video Displays Speakers Speakers UW Microsoft Archiver Student Tablets Student Tablets CP3 Display CP3 Display CP3 Instructor CP3 Microsoft Learning

  17. 3-way setup for UW, MS, LUMS Microsoft LUMS CP3 CP3 PMP Venue 1 PMP Venue 2 Archiver UW CP3 CP3 Server Microsoft Learning

  18. Use of Classroom Presenter • Tablet PC based presentation and classroom interaction system • Ink based presentation • Classroom Activites Microsoft Learning

  19. Classroom Presenter Student Instructor Public Display Student Microsoft Learning

  20. Classroom Activities Microsoft Learning

  21. Project status • High connectivity for 9 out of 10 classes • One lecture originated from Pakistan • Only failure was on the UW-Microsoft Link (which also brought down UW-Pakistan) • Improved audio (microphone issues) • Participation of students from Pakistan • Student submissions • Questions and discussions • Multiple rounds of audio communication Microsoft Learning

  22. Key lessons • Participants must have incentive for a distance course • Instructor need to make an effort to create multisite interaction • Active participants at remote sites help • Time zones and scheduling are major issues Microsoft Learning

  23. Tutored Video Instruction • Video recorded lectures shown with facilitator • Original model: lectures stopped by students for discussion • Peer tutors • Developed by Jim Gibbons at Stanford University • Positive results reported in Science [1977] Microsoft Learning

  24. UW TVI Projects • Introductory programming • Address community college articulation • Experiment with alternate approaches to introductory computing instruction • UW – Beihang Algorithms course • Offering of UW Algorithms course in China • Digital StudyHall • Primary education in rural India Microsoft Learning

  25. Tutored Video Instruction • Recorded lecture materials • Generally based on live classes • Class model • Lecture playback alternating with facilitator led discussion • Facilitation models • Gibbons: Peer instruction • Active facilitation Microsoft Learning

  26. UW-Beihang Algorithms Class • Offer a course in Beijing based on UW course • UW instructor could not teach the course in China • Scheduling prevented a live course offering • 1:30 pm in Seattle is 4:30 am in Beijing • Materials captured from live class • Tutored Video Instruction • Slides, talking head, digital ink Microsoft Learning

  27. Involvement with Remote Site • Set up visit • Met with Teaching Assistants • Tested all technology • Trained Teaching Assistants in facilitation • Gave classes to students to demonstrate technology and TVI • Midterm visit • Observed classes • Gave lecture without recorded video • Regular communication with Teaching Assistants • Data collection Microsoft Learning

  28. Course Delivery • Applications displayed • Webviewer for video replay • Classroom Presenter • Teaching Assistants would show video or show CP for inking on slides or classroom interaction Microsoft Learning

  29. Summary of Project Results • Offering successful • Technology, institutional relationship • Cross-cultural issues • English language materials were comprehensible • Classroom discussion primarily in Chinese • Facilitation model • Significant support for facilitators • Classroom activities successful (and popular) • Facilitators innovative and reproduced some of the instruction • Interactive and informal classroom atmosphere Microsoft Learning

  30. Language Issues • Lectures delivered in English • Language exposure consider to be a positive side effect of the course • Teaching assistants facilitated in English • But discussions were generally in Chinese • Students reported using lectures outside of class • Instructor observations from site visit • Chinese students had substantially more English listening than speaking experience • Recorded lectures did contain some colloquial usage and cultural specific references which were lost Microsoft Learning

  31. Facilitation • Support provided for facilitators • Lecture notes • Activities • Facilitators invested a larger effort in preparation • Studying videos • Planning how to cover content • Active facilitation • Worked through lecture examples • Led activities • Asked questions to students • Example: facilitators working through example from lecture slides Instructor Facilitator A Facilitator B Facilitator C Microsoft Learning

  32. Classroom Activities • Tablet PC supported activities • Student submission model • Used for every lecture • Technology generally successful • Considered very positive by students • High rate of participation • Provided a structure for active learning Microsoft Learning

  33. Classroom Environment • Contrast to traditional large lecture class • Highly interactive class • Interaction episodes measured by observation logs and videos of Beihang classes • Average of 13 interaction episodes per class, 10 with students speaking • UW class averaged about 20 interaction episodes per equivalent length of time • Beihang episodes averaged a greater number of rounds of communication • Class atmosphere was informal Microsoft Learning

  34. Results • Offering successful • Technology, institutional relationship • Cross-cultural issues • English language materials were comprehensible • Classroom discussion primarily in Chinese • Facilitation model • Significant support for facilitators • Classroom activities successful (and popular) • Facilitators innovative and reproduced some of the instruction • Interactive and informal classroom atmosphere Microsoft Learning

  35. Digital StudyHall • Affiliated Project • Collaboration with Randy Wang in Lucknow • Tutored Video Instruction for primary education in rural India • YouTube + Netflix Microsoft Learning

  36. Key components • A people’s database • Mediation based pedagogy • Hub and spoke model • Content distribution by DVD Microsoft Learning

  37. Status: network of hubs and spokes • Operational hubs in Lucknow, Calcutta, Pune, and Bangladesh • Each hub works with a number of poor village or slum schools Microsoft Learning

  38. Digital StudyHall Evaluation Study • Classroom study starts July 2009 • Two year study • 12 schools in Uttar Pradesh • 12 DSH Classrooms • 12 Traditional Classrooms • Evaluate Learning gains through pretest/posttest • Classroom observations • Study impact on teachers Microsoft Learning

  39. What we’ve learned from all of this • Value of electronic materials in the process of classroom instruction • Tools for teaching • Teacher and students drive the process • Flexible and unpredictable use • Importance of high reliability • And attention to address issues • Broader context – interplay of technology and other issues Microsoft Learning

  40. Educational Technology for Low Resource Environments • Facilitated Video Instruction • Biggest opportunity to enhance expertise • Synchronous Distance • Limited applications – but some specific cases of interest • Classroom capture • Classroom Computing • Computer lab and individual devices • Computing Education • Lack of technical literacy is a limiting factor Microsoft Learning

  41. Facilitated Video Instruction • Recorded video with a facilitator • Take advantage of expertise • Facilitator has very important role • Applicable to a broad range of educational domains • Primary and secondary • Health • Agriculture • Vocational • College Microsoft Learning

  42. Facilitated Video Instruction • Applicability for low resource environments • Low cost • Replay (TV + DVD) • Digital Video + PC based editing • Locally created content • Key components • Facilitation methodology • Support for facilitator • Program structure • Content creation through delivery • Technology • Video production tool chain • Content distribution • Delivery • Feedback and monitoring Microsoft Learning

  43. Synchronous Distance Education • Bandwidth is a significant issue • Low bandwidth + high cost • May be relevant for institutional outreach programs • Arvind Eye Hospital, Tamil Nadu, India • International medical education • Positive side effect: classroom capture • Risk: Driven by need to justify infrastructure – not for educational needs Microsoft Learning

  44. Classroom Computing • School based computing • Risk: deployments leading educational goals • Challenge: maximize benefits of “computers for schools initiatives” • Models • Low cost educational devices • Classmate, OLPC, Asus eee, … • Shared use • Multipoint • School server Microsoft Learning

  45. Computing Education • Shortage of trained professionals • Hostile Computing Ecosystem • Very high virus infection • Poorly administered machines • Solutions • Computing practices and maintenance Microsoft Learning

  46. For more information • Richard Anderson • anderson@cs.washington.edu • Classroom Presenter • http://www.cs.washington.edu/education/dl/presenter/ • Center for Collaborative Technologies at UW • http://cct.cs.washington.edu/ • Digital StudyHall • http://dsh.cs.washington.edu/ Microsoft Learning

  47. Acknowledgements • Support from Microsoft Research, National Science Foundation, HP, Ford, UW CSE • Jay Beavers, Jane Prey, Randy Hinrichs, Chris Moffatt, Jason Van Eaton, Paul Oka, Steve Wolfman, Ken Yasuhara, Andrew Whitaker, Ruth Anderson, Craig Prince, Valentin Razmov, Natalie Linnell, Krista Davis, Jonathon Su, Sara Su, Peter Davis, Tammy VanDeGrift, Joe Tront, Alon Halevy, Gaetano Borriello, Ed Lazowska, Hal Perkins, Susan Eggers, Fred Videon, Rod Prieto, Oliver Chung, Crystal Hoyer, Beth Simon, Eitan Feinberg, Julia Schwarz, Jim Fridley, Tom Hinkley, Ning Li, Jing Li, Luo Jie, Jiangfeng Chen, Melody Kadenko, Julie Svendsen, Shannon Gillmore Microsoft Learning

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