Activating Computer Architecture with Classroom Presenter

1. Beth Simon University of San Diego Richard Anderson, Steven Wolfman University of Washington Education Technology Activating Computer Architecture withClassroom Presenter Not normal talk Important features of system Basic setup for using system Example of how used in arch class Thank Dean and Larry for architecture slides

2. Classroom Presenter • System to allow for dynamic presentation of PowerPoint-style slides • High-quality Tablet PC-based inking • Wireless network connectivity • Supports separation of views • Instructor has one view on Tablet • Students have a different view on projector • Review of use in a small undergraduate Patterson and Hennessey-style architecture class • Sophomore level, small classes (10-20) Microsoft UW But orig for LARGE class 6,000 undergrads Liberal arts 20 majors a year

3. Basic Class Setup • Instructor has wireless Tablet PC and a “deck” of slides • Prepared in PPT, exported to a Presenter deck • Runs Presenter in “Instructor” mode • Exports deck • “Regular” machine drives projector • Runs Presenter in “Viewer” mode • Requests active deck • Slides are wirelessly transferred to projecting machine • Slide deck on viewer controlled wirelessly by instructor tablet

4. Classroom Presenter Highlights • Spontaneity: • Inking over for emphasis • Providing additional information • Slide shrink • Erasing • Solving problems interactively • Control • Filmstrip and preview • Whiteboard • Instructor Notes • Notes on “how” to explain concept • Answers to problems Demo this LAST:PLUG IN TABLET BEGIN DEMO LAST: Show filmstrip And whiteboard FIRST

5. Time versus throughput • Execution time is measured in time units/job. • For a SINGLE PROGRAM to execute on a system, usually in a dedicated environment • Throughput is measured in jobs/time unit. • Total amount of work (multiple jobs) done by a computer for a given amount of time. • But “time = 1/throughput” may be false. • It takes 4 months to grow a tomato.Can you only grow 3 tomatoes a year ?? NO! • If you run only one job at a time, • time = 1/throughput

6. Start with LEFT INK SAVING SPEC on Pentium III and Pentium 4 ET = IC * CPI * 1/CR -CT:doubling the GHz doesn’t double the SPEC number -IC: Bigger improvement on P4 on FP (SSE/2 instruction set – stack registers to regular FP register set had to recompile to use these instruction sets) • What do you notice?

7. Amdahl’s Law Practice • Way cool biological modeling code • 4 days ET on current machine, spends 20% of time doing integer instructions • How much faster must you make the integer unit to make the code run 8 hours faster? ETnew = ETold affected/ speedup + ETold unaffected (96-8) = .2*96/x + (96-.2*96) 88 = 19.2 /x + 76.8 11.2 = 19.2/x X = 1.714 Let’s say original integer unit takes 3ns ET(old) = 1.714*ET(new) X = 1.75ns

8. LW inst DISP empty lw without the displacement Red:PC Blue: Dest Green: Source 9 control lines: You must show values for all What if I want to Support both styles of lw/sw? Jump Branch MemRead MemWrite 0 0 1 0 ALUSrc ALUOp MemToReg RegWrite RegDest X X 1 1 0

9. Upcoming Classroom Presenter Features • Private Inking • Notes you take to yourself in class • Additional instructor notes off-screen • Pulled directly from PPT notes field • Shown filmstrip-view style • Tablets for Students • Group problem solving • Quick display and markup • Wireless Projectors • Large Classroom-specific • Classroom Feedback System (implemented) • Structured Interaction Some avail, not sure of interface

10. Where to get it: • Download Presenter from: • http://www.cs.washington.edu/education/dl/presenter/ • 1.1.03 most stable • No integrated instructor mode objects • Personally had few problems with Integrated IMode and PPT add in • Toolbar changes won’t stay • Please register with wolf@cs.washington.edu • Acknowledgements: • UW Educational Technology Group (Richard Anderson) Demo PPT? Review 4 view modes

11. Brainstorming Session:How would you use this technology?

12. OPTIONAL Classroom Feedback System • Problem: Student feedback does not scale • If method does scale, how does instructor handle load? • Solution: Embed clickable simple feedback options in slide deck received by students • Example, More Information, Got It • Students can click on current or previous slide • “Request” shows up color coded on instructor slide • SIP: Structured Interaction Presentation • Greatly enhance student interaction options • Allow large numbers of students to participate in pre-planned problem solving, • provide way of analyzing and aggregating the data quickly for use in discussion

13. Student provides feedback highlighter circle

14. Instructor receives feedback anonymized, aggregated one of many visual representa-tions

15. SIP Example

16. 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?

17. 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?

18. 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

19. How many people? 0 10 100 1000 10,000 100,000 1,000,000 10,000,000 from 400 to 2,500,000 Rachel found, 110 million for N & S Am.; early ests. at 1 million decide whether to cover natural language, computing with classroom audience

22. “Solving” Natural Language Problem: handling free text responses in class is impractical Solution: “distributed student computation” • allows rapid, in-class turnaround • Via wireless submission, database queries