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Promoting Student Engagement with Classroom Presenter

Promoting Student Engagement with Classroom Presenter. Richard Anderson University of Washington. Draw a picture of something from Pittsburgh. What will the higher education classroom look like … . If all students have computational devices

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Promoting Student Engagement with Classroom Presenter

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  1. Promoting Student Engagement with Classroom Presenter Richard Anderson University of Washington Carnegie Mellon University

  2. Draw a picture of something from Pittsburgh Carnegie Mellon University

  3. What will the higher education classroom look like … • If all students have computational devices • Laptops, Tablets, Ultra light tablets, PDAs, Cell Phones, Gameboys . . . • If the devices are all connected • If the devices are integrated into classroom instruction Carnegie Mellon University

  4. Wide range of potential classroom applications • Presentation • Demonstration • Simulation • Accessing external resources • Note taking • Feedback • Active learning • Peer communication Carnegie Mellon University

  5. Classroom Technology Vision Classroom Pedagogy Student Centric Applications Sustainable Device Deployment Carnegie Mellon University

  6. Study goals • Are devices effective in achieving instructor specific classroom goals in the traditional lecture model • What patterns of behavior arise when devices are deployed for classroom interaction Carnegie Mellon University

  7. Classroom Presenter Carnegie Mellon University

  8. Classroom Presenter Instructor Note • Distributed, Tablet PC Application • Initial development, 2001-2002 at MSR • Continuing development at UW • Collaboration with Microsoft • CP3 under development • Release Target, April 1, 2007 • Simple application • Ink Overlay on images • Export PPT to image • Real time ink broadcast • UI Designed for use during presentation on tablet • Presentation features • Instructor notes on slides • Slide minimization • White board Carnegie Mellon University

  9. Deployment StudiesUniversity of Washington • Computer Science • Algorithms, Data Structures, Software Engineering, Digital Design • College of Forestry • Environmental Science and Resource Management • Classroom set of HP 1100 Tablet PCs • Average of one activity based lecture per week • Remaining lectures standard slide based lectures • One to three students per tablet Carnegie Mellon University

  10. Key results • Successful classroom deployments • Regular use throughout term • Generally positive evaluation by all participants • Effective tool for achieving instructors’ pedagogical goals • Lecture – Activity model • Alternating lecturing with activities • Avg. 4 activities per lecture (50 min. classes) • 4 min work time, 2 min discussion time per activity • 50% of class time associated with activities Carnegie Mellon University

  11. Find a topological order for the following graph H E I A D G J C F K B L Carnegie Mellon University

  12. Who was Dijkstra? • List at least two of his contributions Carnegie Mellon University

  13. Determine the LCS of the following strings BARTHOLEMEWSIMPSON KRUSTYTHECLOWN

  14. Find a minimum value cut Capacity of Minimum Cut 6 6 5 8 10 3 6 2 t s 7 4 5 3 8 5 4

  15. Given a complete graph with edge weights, determine the shortest tour that includes all of the vertices (visit each vertex exactly once, and get back to the starting point) Minimum cost tour highlighted Traveling Salesman Problem 3 7 7 2 2 5 4 1 1 4 Find the minimum cost tour

  16. Special problem: Large Size • List at least three problems trees must face (& solve) because of their large sizes. 1. 2. 3. • Additional:

  17. Computing Intersections • What is the maximum number of self intersections of a stroke consisting of n points Carnegie Mellon University

  18. Submission Examples Carnegie Mellon University

  19. Beihang University Carnegie Mellon University

  20. Classroom Usage • Data from Undergraduate Algorithms course (Fall 2005) • 7 lectures, 26 activities • Logged data – timings of submissions Carnegie Mellon University

  21. Time per activity • Work time – students working independently on activities • Discussion time – student work shown on public display • Average work time 4:29 • Average display time 2:41 Carnegie Mellon University

  22. Time per activity Carnegie Mellon University

  23. Participation rates • Percentage of students present submitting work • Min 11%, Max 100%, Average 69% • Some students would answer without submitting • Resubmission common Carnegie Mellon University

  24. Submission Rates Carnegie Mellon University

  25. Display Behavior • Average of 6.15 slides per activity displayed (minimum of 1, maximum of 18) • Common pattern – show one or two for most of the time, and quickly show the others Carnegie Mellon University

  26. Submitted and Displayed Carnegie Mellon University

  27. Collaboration • One to three students per tablet • Interaction between students often encouraged • Instructors would survey and occasionally comment on student work during activity phase • Student work a key part of classroom discussion Carnegie Mellon University

  28. Anonymity • Work displayed on public display without any identification • Limited information about submission displayed on the instructor machine • Anonymous display valued by the students • Students often believe the instructor can identify their work • Tagging behavior observed Carnegie Mellon University

  29. Results • Comparison with classroom networks • Classroom response systems, “clickers” • Single display of rich responses versus aggregated, finite responses • Support different classroom goals • Comparison with paper based activities • Most of the activities can be done with paper! • Improved logistics with digital system • Anonymity • Key is ability to incorporate into public display Carnegie Mellon University

  30. Engagement and Participation • Student participation rates very high • Student submissions were optional • No observed trends in submission rates Carnegie Mellon University

  31. Positive survey results [1-5 scale] • Digital Design Survey • Impact on learning 4.4 • Value of seeing solutions displayed 4.3 • Recommend to other instructors 4.1 • Algorithms Survey • Overall evaluation 4.6 • Increased Engagement 3.5 Carnegie Mellon University

  32. Classroom Presenter 3 • Beta Release – April 1 • Current builds available from • www.cs.washington.edu/education/dl/presenter/downloads/CP3/ • Most significant changes from CP2 • Support for TCP/IP networking • Improved ink support • Direct import of PPT (no need for deckbuilder) • For more information contact • Richard Anderson, anderson@cs.washington.edu Carnegie Mellon University

  33. Any questions? For more information, contact Richard Anderson (anderson@cs.washington.edu) http://www.cs.washington.edu/education/dl/presenter/ Carnegie Mellon University

  34. Acknowledgement • This work has been supported by NSF, HP, and Microsoft Research External Research and Programs • Classroom Presenter users have provided incredibly important feedback to the project • Many people have contributed to the project including Ruth Anderson, Crystal Hoyer, Jonathan Su, K. M. Davis, Craig Prince, Valentin Razmov, Oliver Chung, Julia Schwarz, Fred Videon, Jay Beavers, Jane Prey, Chris Moffatt, Natalie Linnell, Steve Wolfman, Eitan Feinberg, Peter Davis, Beth Simon

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