Promoting Student Engagement with Classroom Presenter
Richard AndersonDepartment of Computer Science and EngineeringUniversity of Washington
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Classroom Presenter Distributed, Tablet
PC Application Initial development,
2001-2002 at MSR Continuing
development at UW Collaboration with
Microsoft CP3 just released
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
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Classroom Presenter as a distributed application Designed as
distributed application for distance learning
Enables many scenarios
Mobility Walking and talking
Sharing materials with students
Note taking Classroom interaction
Student submissions
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Ink based presentation Tablet PC Inking on images Simple pen based controls Whiteboard, slide extension Multiple views – instructor/display
(dual monitor) Multiple slides decks with filmstrip
navigation1/15/2008 4
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Classroom Presenter
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Instructor View Public Display
“Typical ink usage”
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Draw a picture of something from Seattle
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Student Attention vs. Time
8
Attention
10 20 30 40 50 60 Time
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Classroom Presenter
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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
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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
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Classroom Activities Active Science/Engineering Teaching Information dissemination with
activities to support understanding of the material
Pedagogical Goals Classroom Activities
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Discussion Artifact Use student generated example to
explore different aspects of a topic Assess overall understanding Diagnose misconceptions
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Seattle Precipitation and Temperature
January December
Temperature
Daily average, degrees F
Use Blue
Precipitation inch per month
Use Red
0
20
40
60
80
2
4
6
8
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Discovery Activity Have students derive a concept
from an example
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Topological Sort Given a set of tasks with precedence
constraints, find a linear order of the tasks
Label vertices with integers 1, 2, . . ., n If v precedes w, then l(v) < l(w)
142 143
321
341
370 378
326
322 401
421
431
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Find a topological order for the following graph
E
F
D
A
C
BK
JG
HI
L
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Collective Brainstorm
Generate student ideas for discussion
Build a list of ideas Analyze and evaluate responses
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Special problem: Large Size
List at least three problems trees must face (& solve) because of their large sizes.
1.
2.
3.191/15/2008 19
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Problem Introduction Have students explore an instance
of a problem before topic is introduced
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Determine the LCS of the following strings
BARTHOLEMEWSIMPSON
KRUSTYTHECLOWN
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Submissions
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Design discussion Collect student ideas for public
display and discussion
Note: CP3 allows students to send information to the instructor, the instructor cannot (currently) return these to students
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Sketch the layout of an office for teaching assistants to hold office hours
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Challenge problems
Competition in getting solutions Simultaneous work Submission and discussion
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Handwriting Recognition:Identify the following words
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Recognition results
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Classroom Usage Data from Undergraduate Algorithms course Logged data – timings of submissions
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
Participation Rates Percentage of students present submitting work
Min 11%, Max 100%, Average 69% Some students would answer without submitting Resubmission common
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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
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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 observed1/15/2008 30
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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
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Classroom Presenter 3 3.0 Release – Available now! Website
classroompresenter.cs.washington.edu 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, [email protected] Natalie Linnell, [email protected]
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Any questions?
For more information, contact Richard Anderson ([email protected])http://classroompresenter.cs.washington.edu
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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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