Seeing Clearly Through Ink in Computer Science Courses Roy P. Pargas Clemson University PLT 2007, Catania, Italy 24 May 2007.

Seeing Clearly Through Seeing Clearly Through InkInk in Computer Science in Computer Science

CoursesCourses

Roy P. PargasRoy P. PargasClemson UniversityClemson University

PLT 2007, Catania, ItalyPLT 2007, Catania, Italy24 May 200724 May 2007

Roy P. Pargas ClRoy P. Pargas Clemson Universityemson University

PLT 2007 May 24, 2007 CaPLT 2007 May 24, 2007 Catania, Italytania, Italy

22

Where in the World isWhere in the World isClemson University?Clemson University?



33

PLT 2007, Catania, ItalyWhere is Clemson University?Where is Clemson University?

Clemson UniversityClemson, South Carolina



44

OverviewOverview MessageGridMessageGrid

• Web-based software tool to help Web-based software tool to help promote interactivity in the classroompromote interactivity in the classroom



55

OverviewOverview MessageGridMessageGrid Clemson laptop mandateClemson laptop mandate Proposed SolutionProposed Solution FeaturesFeatures

• Grid, Clickers, Grid, Clickers, InkInk, Mobile, , Mobile,

Evaluating Online DiscussionsEvaluating Online Discussions Current and Future WorkCurrent and Future Work AcknowledgementsAcknowledgements



66

2002 Clemson Laptop Mandate2002 Clemson Laptop Mandate

Every student is required to have a Every student is required to have a laptop computer with wireless access laptop computer with wireless access to the Internetto the Internet



77

The ChallengeThe Challenge

How can instructors use the laptop How can instructors use the laptop computers to advantage in and out computers to advantage in and out of the classroom?of the classroom?



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Our Solution: Our Solution: MessageGridMessageGrid

Web-basedWeb-based Basic grid: rows and columnsBasic grid: rows and columns Instructor designs gridInstructor designs grid Students post original submissions or Students post original submissions or

replies to submissionsreplies to submissions Anything displayed by a browserAnything displayed by a browser

• Text, image, audio, video, animation, Text, image, audio, video, animation, Ink, Ink, mapsmaps Why use such a tool?Why use such a tool?

• Student responses to in-class exercises, presentations, Student responses to in-class exercises, presentations, online discussions, student questions, feedback from online discussions, student questions, feedback from students, …students, …



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Gaining PopularityGaining Popularity

Current Users:Current Users:• English, Psychology, Nursing, Languages, English, Psychology, Nursing, Languages,

Chemistry, Freshman Engineering, Chemistry, Freshman Engineering, Mathematics, Performing Arts, Computer Mathematics, Performing Arts, Computer Science, Mechanical EngineeringScience, Mechanical Engineering

Uses:Uses:• Recitation, reading assignment, collaborative Recitation, reading assignment, collaborative

writing, in-class exercises, PowerPoint writing, in-class exercises, PowerPoint presentation review, team project presentation review, team project collaboration, faculty meetingscollaboration, faculty meetings



1010

EvolutionEvolution

Every semester since January

2004, more instructors use MessageGrid

At semester’s end, instructors discuss possible improvements

Suggestions with most instructor

support are implemented



1111

Current MessageGrid FeaturesCurrent MessageGrid Features



1212


MessageGrid



1313


MessageGrid

Basic Grid: Feedback/submissions from students



1414


Clickers:Assessment/Polling

MessageGrid




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MessageGrid


Ink: Submitting diagrams and equations, rather than text



1616




Mobile: Images, video, audio, GPS, and text in a portable, handheld grid

MessageGrid




1717

Current MessageGrid FeaturesCurrent MessageGrid FeaturesBasic Grid: Feedback/submissions from students


Discussion: Rubric to facilitate evaluation of online discussions

MessageGrid





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Current MessageGrid FeaturesCurrent MessageGrid FeaturesBasic Grid: Feedback/submissions from students(FIE 2005, ITiCSE 2006)

Clickers:Assessment/Polling(SIGCSE 2006)


MessageGrid

New!New!

New!New!

Ink: Submitting diagrams and equations, rather than text (PLT 2007)




1919


MessageGrid


FOCUS



2020

MessageGrid InkMessageGrid Ink

Students with Tablet PCs or WACOM Students with Tablet PCs or WACOM Graphire Tablets can submit Graphire Tablets can submit Ink Ink answers to questionsanswers to questions



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2323




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Classroom ExperimentClassroom Experiment

CPSC 212: Data Structures and AlgorithmsCPSC 212: Data Structures and Algorithms• Fall 2006Fall 2006• 26 students26 students• Sophomore/Junior levelSophomore/Junior level• Computer Science, Math, Science MajorsComputer Science, Math, Science Majors



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CPSC 212: Data Structures and AlgorithmsCPSC 212: Data Structures and Algorithms• Fall 2006Fall 2006• 26 students26 students• Sophomore/Junior levelSophomore/Junior level• Computer Science, Math, Science MajorsComputer Science, Math, Science Majors

WACOM Graphire TabletsWACOM Graphire Tablets



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Using WACOM Graphire TabletsUsing WACOM Graphire Tablets

Today, not many Clemsonstudents have Tablet PCs

WACOM Graphire tabletsWACOM Graphire tabletsprovided at start of each classprovided at start of each class



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Much research on active vs. passive learningMuch research on active vs. passive learning• Reduced lecture and active learningReduced lecture and active learning• Theory: learning is best achieved when students Theory: learning is best achieved when students

actively participate in learning processactively participate in learning process




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Much research on active vs. passive learningMuch research on active vs. passive learning• Reduced lecture and active learningReduced lecture and active learning• Theory: learning is best achieved when students Theory: learning is best achieved when students

actively participate in learning processactively participate in learning process

Suggested to promote active learningSuggested to promote active learning• Collaborative activities after brief lectureCollaborative activities after brief lecture• Anonymous quizzes at end of activity periodAnonymous quizzes at end of activity period• Team-answered test questionsTeam-answered test questions




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Modified course lecture/lab structureModified course lecture/lab structure

Four types of in-class exercisesFour types of in-class exercises• Mathematics ReviewMathematics Review• Data Structure BehaviorData Structure Behavior• Code DevelopmentCode Development• Analysis of AlgorithmsAnalysis of Algorithms



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Mathematics ReviewMathematics Review First week of semester, variety of exercisesFirst week of semester, variety of exercises Some answers were keyed, others Some answers were keyed, others InkedInked



3131

Mathematics ReviewMathematics Review First week of semester, variety of exercisesFirst week of semester, variety of exercises Some answers were keyed, others Some answers were keyed, others InkedInked



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Data Structure BehaviorData Structure Behavior Example: Enter the following values into a binary search tree: Example: Enter the following values into a binary search tree:

6, 9, 13, 8, 5, 7, …6, 9, 13, 8, 5, 7, … Some answers keyed, others Some answers keyed, others InkedInked



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Data Structure BehaviorData Structure Behavior Example: Enter the following values into a binary search tree: Example: Enter the following values into a binary search tree:

6, 9, 13, 8, 5, 7, …6, 9, 13, 8, 5, 7, … Some answers keyed, others Some answers keyed, others InkedInked



3434

Code DevelopmentCode Development Key a recursive Key a recursive

method that counts method that counts the leaves of a the leaves of a binary treebinary tree

InkInk a recursive a recursive algorithm that algorithm that counts the number counts the number of nodes with exactly of nodes with exactly one childone child



3535

Code DevelopmentCode Development Key a recursive Key a recursive

method that counts method that counts the leaves of a the leaves of a binary treebinary tree

InkInk a recursive a recursive algorithm that algorithm that counts the number counts the number of nodes with exactly of nodes with exactly one childone child



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Analysis of AlgorithmsAnalysis of Algorithms Analyze the Tower of Hanoi problemAnalyze the Tower of Hanoi problem Had not yet covered Proof by InductionHad not yet covered Proof by Induction Students allowed to key or Students allowed to key or Ink Ink answers answers

(about 1/3 used (about 1/3 used InkInk))



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Analysis of AlgorithmsAnalysis of Algorithms Analyze the Tower of Hanoi problemAnalyze the Tower of Hanoi problem Had not yet covered Proof by InductionHad not yet covered Proof by Induction Students allowed to key or Students allowed to key or Ink Ink answers (about 1/3 used answers (about 1/3 used InkInk))



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Questions SA A D SD a) Keying math expressions and equations is difficult 4 10 9 3 b) Inking math expressions and equations is difficult 2 2 8 13 c) I prefer to write math equations using Ink than keyboard 8 9 3 3 d) Keying descriptions of data structures is difficult 15 8 3 e) Drawing data structures using Ink is difficult 1 9 15 1 f) I prefer to draw data structures using Ink than keyboard 14 11 1 g) Inking tree traversal is difficult 7 15 3 h) Keying tree traversal is difficult 1 2 9 14 i) I prefer to specify traversal using Ink than keyboard 3 6 10 5 j) Keying short algorithms is difficult 1 6 19 k) Inking short algorithms is difficult 11 5 9 1 l) I prefer to write algorithms using Ink than keyboard 2 8 15 m) Justifying complexity of TOH using Ink is difficult 2 11 7 2 n) Justifying complexity of TOH using keyboard is difficult 1 7 15 3

Assessment: Preferences Assessment: Preferences ((Inking Inking vs. Keying)vs. Keying)



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Questions SA A D SD

I prefer reduced lecture, more student activity 11 11 3

I prefer a more traditional lecture class format 14 10

In-class exercises help me understand course material 14 12

Having others see my responses embarrasses me 7 7 8

Posting my picture on MessageGrid embarrasses me 14 10

Posting an interesting fact about me embarrasses me 13 12

Assessment: Preferences Assessment: Preferences (Class Format)(Class Format)



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Preferred Percentage for LecturePreferred Percentage for Lecture

Question 30 40 50 60 70

Preferred percentage for lecture, given reduced lecture

2 8 5 8 2



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Ease of UseEase of Use

Questions SA A D SD

Inking responses in MessageGrid is difficult 1 6 13 5

Keying responses in MessageGrid is difficult 4 14 8

MessageGrid is easy to use 13 12 1

WACOM tablets are easy to use 2 17 3 1



4242

Using MessageGrid Using MessageGrid Ink Ink in Algebra in Algebra and Calculus Coursesand Calculus Courses

Tablet PC-Enabled Active Learning in Tablet PC-Enabled Active Learning in Mathematics: A First StudyMathematics: A First Study

Presentation by Marilyn Reba and Presentation by Marilyn Reba and Barbara Weaver at 4:30 pm todayBarbara Weaver at 4:30 pm today



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Current / Future WorkCurrent / Future Work



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Basic Grid: Feedback/submissions from students(FIE 2005, ITiCSE 2006)

Clickers:Assessment/Polling(SIGCSE 2006)


MessageGrid

New!New!

New!New!






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Refine MessageGrid MobileRefine MessageGrid Mobile Refine MessageGrid DiscussionRefine MessageGrid Discussion Support Mathematics (Algebra and Support Mathematics (Algebra and

Calculus) use of MessageGrid Calculus) use of MessageGrid InkInk Provide access to MessageGrid to Provide access to MessageGrid to

limited number of non-Clemson limited number of non-Clemson facultyfaculty• If interested, please contact Roy Pargas, If interested, please contact Roy Pargas,

[email protected]@clemson.edu



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AcknowledgmentsAcknowledgments

2003-2007 (continuing) faculty fellowship grant 2003-2007 (continuing) faculty fellowship grant from Clemson University ETS-OTEI Laptop from Clemson University ETS-OTEI Laptop Faculty Development Program Faculty Development Program

2003 Microsoft Content and Curriculum 2003 Microsoft Content and Curriculum Development Grant (Tom Healy, Mgr.)Development Grant (Tom Healy, Mgr.)

2005 Microsoft Research Tablet PC and 2005 Microsoft Research Tablet PC and Computing Curriculum Grant (Jane Prey, Mgr.)Computing Curriculum Grant (Jane Prey, Mgr.)



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Thank you Thank you for your kind attention.for your kind attention.



5252

PLT 2007, Catania, ItalyWhere is Clemson University?Where is Clemson University?


Extra SlidesExtra Slides



5454

How Can MessageGrid be Used?How Can MessageGrid be Used?

MessageGrid

Feedback from students



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Analyze algorithms below and select among: (1) A is O(n log n) and B is O(n), (2) A is O(log n) and B is O(n2), (3) A is O(n log n) and B is O(n2), (4) A is O(n) and B is O(log n), (5) A is O(log log n) and B is O(n2), (6) None of the above.

As an assessment/polling tool (Software Clickers)



5656


Results



5757

Individual Work or Team Individual Work or Team Discussion, Individual Discussion, Individual

Responses Responses



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Student 1Student 1

Student 1

Student 2

Student 2 Student 2

Recursion ExercisesRecursion Exercises



5959

Pre-Lecture Reading AssignmentPre-Lecture Reading Assignment

Clickers: Ask, Clickers: Ask, then Ask Againthen Ask Again



6161

Software ClickersSoftware Clickers

Eric MazurEric Mazur• Harvard UniversityHarvard University• Physics for non-majorsPhysics for non-majors• Hardware clickersHardware clickers

How to Become a MillionaireHow to Become a Millionaire• Lifeline question to audienceLifeline question to audience



6262

Algorithm Analysis QuestionAlgorithm Analysis QuestionAnalyze algorithms below and select among: (1) A is O(n log n) and B is O(n), (2) A is O(log n) and B is O(n2), (3) A is O(n log n) and B is O(n2), (4) A is O(n) and B is O(log n), (5) A is O(log log n) and B is O(n2), (6) None of the above.



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Algorithm Analysis ResultsAlgorithm Analysis Results



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Algorithm Analysis Question Algorithm Analysis Question Revisited after Peer-discussionRevisited after Peer-discussion

Correct answer: 3



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Towers of Hanoi (Question)Towers of Hanoi (Question)

Brief applet demonstration of the solution to the problem for sizes n=3 and n=4

Question: How many moves does it take to solve the general n-disk problem?

Options: (1) 2n−1, (2) 2n−1−1, (3) 2n−1+1, (4) 2n+1, (5) 2n+1−1, (6) 2n+1+1, (7) 2n, (8) 2n−1, (9) 2n+1, (10) None of the above.



6666

Towers of Hanoi Towers of Hanoi (Didn’t show these results until (Didn’t show these results until

after 2after 2ndnd question asked) question asked)



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Towers of Hanoi (Revisited)Towers of Hanoi (Revisited)



6868

Mystery Recursion QuestionMystery Recursion Question What does the following recursive algorithm do? What does the following recursive algorithm do? public static int Mystery(TreeNode t) {public static int Mystery(TreeNode t) { if (t == null)if (t == null) return 0;return 0; if ((t.left != null) || (t.right != null)) {if ((t.left != null) || (t.right != null)) { return Mystery(t.left) + Mystery(t.right);return Mystery(t.left) + Mystery(t.right); elseelse return 1;return 1;} // Mystery} // Mystery



6969

Mystery Recursion OptionsMystery Recursion Options

Options: Options: 1.1. Counts total number of nodes in the tree, Counts total number of nodes in the tree,

2.2. Counts number of interior nodes, Counts number of interior nodes,

3.3. Counts number of nodes with one child, Counts number of nodes with one child,

4.4. Adds the values of all nodes, Adds the values of all nodes,

5.5. Adds the values of all interior nodes, Adds the values of all interior nodes,

6.6. Adds the values of all leaves,Adds the values of all leaves,

7.7. None of the above. None of the above.



7070

Mystery Recursion AlgorithmMystery Recursion Algorithm



7171

Mystery Recursion (Revisited)Mystery Recursion (Revisited)

Sensed palpable unease among Sensed palpable unease among studentsstudents

When asked “Who would like to When asked “Who would like to change their answer? And from what change their answer? And from what to what?”to what?”• Six raised their handsSix raised their hands• Of whom Of whom

Four from #1 to #7Four from #1 to #7 Two from #2 to #7Two from #2 to #7



7272

Mystery Algorithm RevisitedMystery Algorithm Revisited

+ 6 = 17

- 2 = 1

- 4 = 24



7373

Distance Teaching / Distance Teaching / LearningLearning



7474

Conducting Class RemotelyConducting Class Remotely



7575

Hotel Les AiglonsChamonix, France


15 March 2007 7:00 pm



7676


McAdams 119Clemson University South Carolina, USA


15 March 2007 7:00 pm

15 March 2007 2:00 pm



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Desktop Sharing(Breeze Live)


McAdams 119Clemson University




7878


VoIP (Skype)






7979


VoIP (Skype)

Interactivity(MessageGrid)






8080

Chamonix, FR, My Hotel RoomChamonix, FR, My Hotel RoomMarch 15, 2007 ~7:30 pmMarch 15, 2007 ~7:30 pm



8181




8282

Students Absent




8383

Clemson Laptop MandateClemson Laptop Mandate

Every student is required to have a Every student is required to have a laptop computer with wireless access laptop computer with wireless access to the Internetto the Internet

Update:Update:

Fall 2006, Tablet Fall 2006, Tablet

PC among PC among

university recom-university recom-

mended unitsmended units



8484


Students with Tablet PCs can submit Students with Tablet PCs can submit Ink Ink answers to questionsanswers to questions



8585




8686




8787


Online DiscussionsOnline Discussions



8989

Online Discussion BoardOnline Discussion Board

Alternative views of grid contentAlternative views of grid content• Tree-structured content, reflecting Tree-structured content, reflecting

discussion threadsdiscussion threads



9090

Online Discussion BoardOnline Discussion Board



9191

Tree-Structured View Tree-Structured View Discussion BoardDiscussion Board



9292

Student EvaluationStudent Evaluation

Student Assessment Results (a) (b) (c) (d) (e) (f) (g)

1. Clickers helps me learn the course material 8 23 12 1 1 0 0

2. Posting questions helps me recognize what is difficult in the reading

2 15 18 6 2 0 3

3. Peer-discussion in class helps me better understand the course material

15 20 10 1 0 0 0

4. Peer-discussion outside of class helps me better understand the course material

10 9 11 0 1 0 13

5. Working alone during class helps me learn better than working with seatmates

0 2 5 19 9 11 0

6. Clickers help me to focus on weaknesses in my understanding of the course material

14 19 11 1 1 0 0

7. MessageGrid is easy-to-use 10 14 16 4 2 0 0

Agree Disagree N/A



9393

Current ProjectsCurrent Projects



9494

Current Project:Current Project:MessageGrid MobileMessageGrid Mobile

Involves:Involves:• SmartphonesSmartphones• PDAsPDAs• GPS receiversGPS receivers• Wireless and bluetooth communicationWireless and bluetooth communication



9595

Available Devices: SmartphonesAvailable Devices: Smartphones

Palm Treo 700w

Audiovox XV6700



9696

Available DevicesAvailable DevicesPDA, GPS ReceiverPDA, GPS Receiver

Dell Axim X50 with GPS receiver

Pharos Bluetooth GPS Receiver



9797

MessageGrid MobileMessageGrid Mobile

Instructor gives field assignment to Instructor gives field assignment to studentsstudents



9898


MessageGrid Server

1. Students download grid onto handheld



9999


MessageGrid Server

2. Students collect info, image, audio, video, GPS location



100100


MessageGrid Server

3. Students upload grid



101101


MessageGrid Server

1. Download grid

2. Collect info, photo, audio, video, GPS location

3. Upload grid



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Instructor conducts class discussion Instructor conducts class discussion of results collected by studentsof results collected by students

Use of MessageGrid Use of MessageGrid Outside of ClassroomOutside of Classroom



104104

Current Project: Current Project: WHO Policy Development ToolWHO Policy Development Tool

Over 35 countries around the world, some in Asia, some in Eastern Europe, some in the Americas, but most in sub-

Saharan Africa, contribute health information through a web-based survey to a database housed in Clemson.



105105


The information is processed in Clemson under control of researchers based at WHO, Geneva



106106


Results are made available by WHO through MessageGrid to participating countries. Discussion among countries

conducted through MessageGrid.



107107


Refine MessageGrid MobileRefine MessageGrid Mobile Refine WHO Policy Development ToolRefine WHO Policy Development Tool Provide access to MessageGrid to Provide access to MessageGrid to

limited number of non-Clemson limited number of non-Clemson facultyfaculty• If interested, please contact Roy Pargas, If interested, please contact Roy Pargas,

[email protected]@clemson.edu



108108

AcknowledgmentsAcknowledgments

2003-2007 faculty fellowship grant from Clemson 2003-2007 faculty fellowship grant from Clemson University ETS-OTEI Laptop Faculty Development University ETS-OTEI Laptop Faculty Development Program Program

2003 Microsoft Content and Curriculum 2003 Microsoft Content and Curriculum Development Grant (Tom Healy, Mgr.)Development Grant (Tom Healy, Mgr.)

2005 Microsoft Research Tablet PC and 2005 Microsoft Research Tablet PC and Computing Curriculum Grant (Jane Prey, Mgr.)Computing Curriculum Grant (Jane Prey, Mgr.)



109109

Thank you Thank you for your kind attention.for your kind attention.



110110

WBE 2007, Chamonix, FranceWhere is Clemson University?Where is Clemson University?


Roy PargasClemson University

[email protected]



111111

OriginOrigin

Laptop Faculty Development ProgramLaptop Faculty Development Program• Small groups (6-8 faculty members) meet Small groups (6-8 faculty members) meet

weeklyweekly• Share ideas on how they are changing the way Share ideas on how they are changing the way

they teach using laptops, Tablet PCs, handheld they teach using laptops, Tablet PCs, handheld devices, iPodsdevices, iPods

• InterdisciplinaryInterdisciplinary English, Psychology, Math, Experimental Statistics, English, Psychology, Math, Experimental Statistics,

Chemistry, Computer Science, Nursing, Spanish, Chemistry, Computer Science, Nursing, Spanish, Mechanical Engineering, Sociology, Performing Arts, Mechanical Engineering, Sociology, Performing Arts, AdministrationAdministration



112112

Original Idea: Original Idea: MusicGridMusicGrid

Andrew Levin, Professor, Department Andrew Levin, Professor, Department of Performing Artsof Performing Arts• December 2003December 2003• 12 music categories (rows)12 music categories (rows)• 2-4 movements (columns)2-4 movements (columns)• Each student given specific listening Each student given specific listening

assignmentassignment



113113

MusicGridMusicGrid

Track 1Track 1 Track 2Track 2 Track 3Track 3 Track 4Track 4

HarmonyHarmony

RhythmRhythm

MelodyMelody

FormForm

etc.etc.



114114

MusicGridMusicGrid


HarmonyHarmony

RhythmRhythm JohnnyJohnny

MelodyMelody

FormForm

etc.etc.



115115

MusicGridMusicGrid


HarmonyHarmony


MelodyMelody

FormForm SusieSusie

etc.etc.



116116

MusicGridMusicGrid


HarmonyHarmony TawannaTawanna


MelodyMelody

FormForm SusieSusie

etc.etc.



117117

MusicGridMusicGrid


HarmonyHarmony TawannaTawanna


MelodyMelody MiguelMiguel

FormForm SusieSusie

etc.etc.



118118

Spring 2004Spring 2004MusicGrid Was BornMusicGrid Was Born

Word got outWord got out

Other faculty (Chemistry, Nursing, Other faculty (Chemistry, Nursing, Languages, English, Administration) Languages, English, Administration) wanted to use wanted to use MusicGridMusicGrid

MusicGridMusicGrid became became MessageGridMessageGrid

Seeing Clearly Through Ink in Computer Science Courses Roy P. Pargas Clemson University PLT 2007, Catania, Italy 24 May 2007.

Documents

messagegridwebbasedbasic

laptop computers

class exercises

student questions

clemson universityclemson

online discussionscurrent

student responses

computer science courses