Technology + Innovation = Pedagogy

1. Technology + Innovation = Pedagogy Bill Moss Roy Pargas Larry Grimes Barbara Weaver

2. Studio Calculus III and Differential Equations Bill Moss Department of Mathematical Sciences

3. Studio Calculus III & Diff Eq • Visualization is a strand that runs through both courses. • Calculus III students build 3D solids by constructing their bounding surfaces, one surface at a time. • This course is more technicallyadvanced than the traditionalpencil and paper course.

4. Characteristics • Reduced lecture: 10-15 mini-lectures • Course journal and Maple tutorials (TA graded) • Tutorials submitted via WebCT • Low-stakes quizzes, individual and team • Team projects (peer instruction) • Coaching by instructor • Practice exams

5. Maple Tutorials Include • Instructional Objectives with suggested problems for each objective • Main mathematical points with examples worked by hand and with Maple • Course journal homework assignments • Maple problems to be worked at the end of the tutorial • Click to see a tutorial

6. Pedagogy • Students take responsibility for learning. • Coaching enhances formative assessment. • Taking attendance and learning names is easy, e-mail absentees during studio time. • Frequent quizzes increase engagement. • Peer instruction is a goal ofteam projects. • Studio time mixes individualand cooperative learning.

7. Data Structures and Algorithms Roy Pargas Department of Computer Science

8. Data Structures and Algorithms • Third Computer Science course (required) for CS majors • Also required in other Science and Engineering curricula • Sophomore-level • Prerequisite for most junior- and senior-level CS courses Theory Architecture More Graphics Online Sys Networks Oper Sys Graphics Compilers Prog Lang Data Structures And Algorithms Comp Sci II Comp Sci I

9. Data Structures and Algorithms • Data Structure ≈ Software Tool • For each structure, students … • Learn behavior of data structure • Analyze structure complexity • Develop code implementing structure • Use code in application program • Data Structure ≈ Building Block • Student … • Learn how to piece different structures together to work seamlessly in a single application

10. Data Structures and Algorithms • Data Structure ≈ Dynamic • Starts empty • Grows and shrinks as software application executes • Sample Java Applet Demonstration • Binary Search Tree

11. Course Organization (Fall 2003) • Lecture • 1 section, ~100 students • Taught by one professor, 6 TAs • Meets 3 hrs/week • Labs • 1 lab, ~100 students • Taught by same professor and TAs • Meets 2 hours/week lab • Coordination among professor and TAs planned in weekly meetings Lecture Sessions Lab Session

12. Lecture Organization (75 mins) • After one year of experimentation • Large studio model • 1 professor, 6 TAs (~17 students/TA) • Format • 5-10 minute quiz/survey • ~20-30 minute lecture • ~30-40 minute structured laptop exercise • 5-10 minute quiz/survey

13. Sample Laptop Exercise • Student downloads exercise packet • Works Java applet describing structure • Binary Search Tree • Student activity guided by leading questions in packet • Student uploads responses to questions • Student responses automatically evaluated (as much as possible)

14. Lab Organization (110 mins) • Format • 5-10 minute quiz/survey • 15-30 minute lecture • Length depends on outcome of quiz/survey • 60-90 minute structured lab exercise • Development/Analysis/Testing of Programs

15. Conclusions • Distinction blurs between lecture and lab • Can use longer lab period for tests • Can use lecture period for smaller, more focused, lab exercises • More efficient use of resources • TAs can handle most (simple) questions from students • Professor called upon if question too difficult for TA to handle

16. Conclusions • Studio format works in Data Structures • Skills building course • Identifying candidate data structures • Evaluating candidate data structures • Selecting best data structure • Using data structure to develop application • Laptop and lab exercises hone student skills • Frequent individual coaching and frequent assessment identify potential problems early

17. Conclusions • Technology provides opportunities to experiment with new and better ways to educate students

18. Microsoft® NetMeeting® in the Classroom Larry Grimes Department of Experimental Statistics Click Here

19. Written, Oral, and Digital Communication Barbara Weaver OTEI/CLE Laptop Faculty Training Program and Department of Communication Studies

20. Laptop Courses • English 101 Composition I • English 102 Composition II • English 209 Contemporary Literature • Communication Studies 250 Public Speaking

21. Contemporary Literature Beat Generation Poets • Watched documentary • Formed teams • Selected poets • Researched • Internet and CU libraries • Biographical sketch and photo • Poetry

22. Arts in April • Class collaborated with Linda Dzuris’s carillon students • Based title on Bob Dylan’s song “All Along the Watch Tower” and CU’s Tillman Hall where carillon is located • Created program

23. All Along the Bell Tower • Created team multimedia presentations • Presented in class; other teams critiqued • Class determined organizational pattern, slide design, and merged all into one

24. An Evening of Song and Poetry • Carillon students performed first • Literature students followed in amphitheater • Music between team presentations provided by students • Everyone wore Beat attire: all black, sunglasses, beret, etc. • Served coffee and doughnut holes

25. The Benefits for Students • Led, created, and performed • Developed strong relationships with classmates and me • Experienced cross-discipline collaboration • Experienced public speaking • Served the community • Retained more information • Had fun!

26. Benefits for Me • Mentored/coached rather than lectured • Developed strong relationships with students • Collaborated with Linda Dzuris • Learned new information through students’ perspectives • Served the community; received grant • Had fun!

27. Public Speaking SC Botanical Garden Nature-Based Sculpture Program • Watched documentary • Toured garden • Formed teams • Selected elementary class

28. Research • Internet: previous sculptures • Vita • Public lecture, wrote critique • Interviews/discussions with Yolanda • Helping Yolanda with installation

34. Informative Speech to Elementary School Children • Analyzed audience • Planned hands-on project for children with Yolanda • Developed slides • Practiced in class • Traveled to schools

35. Their Performance • Recorded digitally (one team also filmed for next documentary) • Uploaded movie files to CU network • Watched movies on their laptops • Wrote self-critique

36. Benefits for Students • Varied research • Authentic audience; students rise to the occasion; say they learn more • Exposure to nature and art • Physical exercise • Opportunity to be in documentary • Community service • Convenience of watching movie on laptop • Fun!

37. Benefits for Me • Mini-lectures and mentoring/coaching • Exposure to nature and art • Physical exercise • Interesting, better speeches to grade; students rise to the occasion • Convenience of watching movies on laptop • Community service; received grant • Fun!

38. Questions? laptopfaculty.clemson.edu www.math.clemson.edu/~bmoss www.clemson.edu/exst www.cs.clemson.edu/~pargas