Oct. 28, 2003WebEd Classroom Presentation and Interaction with Tablet PCs Richard Anderson, Crystal Hoyer, and Steve Wolfman Department of Computer Science and Engineering University of Washington

Oct 28, 2003WebEd UW CSE EdTech Group Technology to enhance classroom instruction Presentation tools Classroom interaction Support for Active Learning Classroom Assessment Techniques (CATs) Distributed and Traditional Classrooms

Oct 28, 2003WebEd Educational Technology …in the winter of 1813 & '14 … I attended a mathematical school kept in Boston…On entering [the] room, we were struck at the appearance of an ample Black Board suspended on the wall, with lumps of chalk on a ledge below, and cloths hanging at either side. I had never heard of such a thing before. [Samuel J. May, 1855]

Oct 28, 2003WebEd Large lecture classes Challenges Maintaining attention Communication Feedback from students Conducting activities in class Flexibility in presentation materials

Oct 28, 2003WebEd Tablet PC based presentation Affordances High-quality ink Wireless communication Portability Goals Combine slide presentation with digital ink Advantages of slides and whiteboard Entry path to more ambitious technologies

Oct 28, 2003WebEd Outline  Introduction (Steve) Classroom Presenter (Crystal) Student inking (Crystal) Structured interactions (Steve) Inking study (Steve) Discussion (You)

Oct 28, 2003WebEd Classroom Presenter Initial focus on the instructor Clear problem to address Entry point to the classroom Distributed application Separation of instructor device from display machine Distributed classrooms Interaction with student devices

Oct 28, 2003WebEd

Oct 28, 2003WebEd Controls Basic pen and navigation controls Designed for ease of use while delivering presentation Not shown in projector view

Oct 28, 2003WebEd

Oct 28, 2003WebEd Workflow Instructor creates PPT deck Export deck to Presenter file format Use DeckBuilder or PPT Plug-in Load slides on instructor/student/display devices Drive presentation from instructor device Slides.pptSlides.csd

Oct 28, 2003WebEd Configurations Single Machine Direct projection from instructor view Single view, tethered Projection of second monitor from tablet Multiple views, but tethered Multiple Machine Wireless connection to display view Multiple views, untethered

Oct 28, 2003WebEd Classroom Deployments Since summer 2002, it has been used in about 35 CSE courses Intro programming courses to masters’ courses Used at University of Virginia and University of San Diego starting spring 2003.

Oct 28, 2003WebEd Positive reception from instructors and students Positive comments and repeat use by instructors Student surveys Student comparison vs. PowerPoint lessno changemore Attention to lecture 4%39%57% Understanding of lecture 2%52%46%

Oct 28, 2003WebEd Instructor innovations and suggestions Taking tablet to the audience Elaborate preparation of instructor notes on second deck of slides Improved navigation Collective brainstorming

Oct 28, 2003WebEd Instructor notes Instructor Slide with notes Displayed Slide without notes

Oct 28, 2003WebEd Slide previews with navigation

Oct 28, 2003WebEd Outline  Introduction (Steve)  Classroom Presenter (Crystal) Student inking (Crystal) Structured interactions (Steve) Inking study (Steve) Discussion (You)

Oct 28, 2003WebEd Classroom interaction Integrate Presenter with student devices for classroom activities Instructor directed activities supported with slides Two main approaches Free form submission Inked slides submitted for instructor’s view Structured Interaction Planned exercises automatically displayed and integrated into slides

Oct 28, 2003WebEd Student ink contributions Student viewing devices allow inking Students may submit inked slides to instructor Class exercise scenario Student submissions displayed on shared display for class discussion

Oct 28, 2003WebEd Trace the path of Hurricane Isabel

Oct 28, 2003WebEd Instructor view of ink submissions

Oct 28, 2003WebEd Find the roots of x 2 + 3x + 4

Oct 28, 2003WebEd Show that increasing supply of housing lowers equilibrium price p Q D,Q S pepe 100

Oct 28, 2003WebEd Outline  Introduction (Steve)  Classroom Presenter (Crystal)  Student inking (Crystal) Structured interactions (Steve) Inking study (Steve) Discussion (You)

Oct 28, 2003WebEd Structured Interactions Vision Enable instructors to design presentations with interactive elements just as they currently design passive presentations: by laying out simple objects on slides and collecting these into a presentation.

Oct 28, 2003WebEd Example: America Before Columbus [Cross and Angelo]

Oct 28, 2003WebEd Example: America Before Columbus [Cross and Angelo] 1. How many people lived in North America in 1491? 2. How many years had they been there by 1491? 3. What significant achievements had they made in that time?

Oct 28, 2003WebEd Your Impressions of America Before Columbus 1. How many people lived in North America in 1491? 2. How many years had they been there by 1491? 3. What significant achievements had they made in that time?

Oct 28, 2003WebEd Your Impressions of America Before Columbus % completed 1. How many people lived in North America in 1491? 2. How many years had they been there by 1491? 3. What significant achievements had they made in that time?

Oct 28, 2003WebEd How many people? FromTo4002,500, ,000100,0001,000,00010,000,000

Oct 28, 2003WebEd Why Structure? Spread cognitive effort over planning time Mediate classroom activity Achieve specific goals Attain broader participation and more input Share activities across instructors and terms Enable computation over data

Oct 28, 2003WebEd SIP multiple- choice exercise.

Oct 28, 2003WebEd MC result + ink exercise.

Oct 28, 2003WebEd SIP Summary Support for many types of exercises Integration of exercises into presentations unifies design process eases sharing of presentations simplifies in-class execution of exercises Scales to large classes

Oct 28, 2003WebEd Outline  Introduction (Steve)  Classroom Presenter (Crystal)  Student inking (Crystal)  Structured interactions (Steve) Inking study (Steve) Discussion (You)

Oct 28, 2003WebEd Inking Study Careful study of recorded lectures to look at instructor’s use of digital ink Main results A substantial amount of ink is ephemeral Ink used as gestures Ink provides a linkage between spoken utterance and slide content

Oct 28, 2003WebEd Instructor Ink Examples

Oct 28, 2003WebEd Diagramatic Examples

Oct 28, 2003WebEd For more information

Oct 28, 2003WebEd

Oct 28, 2003WebEd Five day forecast (9-15)

Oct 28, 2003WebEd Goals of class exercises Participation Discussion Active learning Student contribution and involvement Interaction Spontaneity

Oct 28, 2003WebEd Higher supply: Lower price p Q D,Q S pepe 100

Oct 28, 2003WebEd Shared view of ink exercise Instructor view of ink exercise

Oct 28, 2003WebEd Why Computer Support? Administrative efficiency Data organization, persistence, sharing Scaling: aggregation and communication Enforce guidelines/policies New modalities

Oct 28, 2003WebEd Why in Presentations? Unify design of classroom activities Facilitate “transitions” during class Simplify archival use Match what many instructors already do

Oct 28, 2003WebEd Text based exercises Students submit textual answers Distribute answers to students for analysis Distributed Human Computation Aggregate results for shared display

Oct 28, 2003WebEd Text exercise

Oct 28, 2003WebEd Students evaluate each others’ ideas.

Oct 28, 2003WebEd SIP aggregates the results.

Copyright © Steven A. Wolfman, 2002.

Constructing Structured Interactions Design exercise Interleave: –Lay out static elements –Lay out and name input widgets –Lay out and customize display widgets

Copyright © Steven A. Wolfman, How many people? FromTo Free Text Numerical Multiple Choice Checkbox Response List Response from group Line graph Scatter graph Numerical Statistic Input Widgets Display Widgets

Copyright © Steven A. Wolfman, How many people? FromTo Free Text Numerical Multiple Choice Checkbox Response List Response from group Line graph Scatter graph Numerical Statistic Input Widgets Display Widgets

Copyright © Steven A. Wolfman, How many people? FromTo Free Text Numerical Multiple Choice Checkbox Response List Response from group Line graph Scatter graph Numerical Statistic Input Widgets Display Widgets

Copyright © Steven A. Wolfman, How many people? FromTo Free Text Numerical Multiple Choice Checkbox Response List Response from group Line graph Scatter graph Numerical Statistic Input Widgets Display Widgets Some sort of Wizardy thing pops up: Where would you like to get the data for this display? NumPeople1491 – Numerical Input, Slide 7 NumYears1491 – Numerical Input, Slide 7 Accomplishments1491 – Free Input, Slide 7 Hand-enter data… Choose later

Copyright © Steven A. Wolfman, How many people? FromTo Free Text Numerical Multiple Choice Checkbox Response List Response from group Line graph Scatter graph Numerical Statistic Input Widgets Display Widgets numTo

Copyright © Steven A. Wolfman, How many people? FromTo Free Text Numerical Multiple Choice Checkbox Response List Response from group Line graph Scatter graph Numerical Statistic Input Widgets Display Widgets numTo Some sort of Wizardy thing pops up: Where would you like to get the data for this display? NumPeople1491 – Numerical Input, Slide 7 NumYears1491 – Numerical Input, Slide 7 Accomplishments1491 – Free Input, Slide 7 Hand-enter data… Choose later

Copyright © Steven A. Wolfman, How many people? FromTo Free Text Numerical Multiple Choice Checkbox Response List Response from group Line graph Scatter graph Numerical Statistic Input Widgets Display Widgets numTo Some sort of Wizardy thing pops up: What would you like to show in this display? Maximum Minimum Average (Median) Average (Mode) More choices… Choose later

Copyright © Steven A. Wolfman, How many people? FromTo Free Text Numerical Multiple Choice Checkbox Response List Response from group Line graph Scatter graph Numerical Statistic Input Widgets Display Widgets minTomax