Exploring Technology, Education, and Interaction with Classroom Presenter Steven A. Wolfman Computer Science & Engineering University of Washington

 t Steve Wolfman Technology, Education, and Interaction2 Mediating Artifact An external object or structure which participates in cognition by shaping or supporting thought.

 t Steve Wolfman Technology, Education, and Interaction3 Distance & Large Class Studies Presenter Ink Study Classroom Feedback System Retro/Prospective Feedback Patterns Structured Interaction Presentation system [SIGCSE ’02] [SIGCSE ’04] [CSCL ’03] [CHI ’04] [CHI ’03] Research History

 t Steve Wolfman Technology, Education, and Interaction4 Outline Distance & Large Class Studies Presenter Ink Study Classroom Feedback System Retro/Prospective Feedback Patterns Structured Interaction Presentation system

 t Steve Wolfman Technology, Education, and Interaction5 Outline Distance & Large Class Studies Presenter Ink Study Classroom Feedback System Retro/Prospective Feedback Patterns Structured Interaction Presentation system

 t Steve Wolfman Technology, Education, and Interaction6 Large class challenges Maintaining attention Communication/Feedback Spontaneous discussion Management of class activities

 t Steve Wolfman Technology, Education, and Interaction7 PowerPoint Good and Evil Good Organization Preparation Sharing Easier execution … Evil Passivity Simplification of ideas [Tufte] Inflexibility …

 t Steve Wolfman Technology, Education, and Interaction8 Slides as Mediating Artifact In the classroom: –facilitate communication –structure discussion Outside the classroom: –used as memory aid –used as study guide Across terms –reify course knowledge

 t Steve Wolfman Technology, Education, and Interaction9 Classroom Presenter Goals Maintain strengths of slides (organization, preparation, sharing, etc.) Mitigate weaknesses of slides (inflexibility, immobility, passivity, etc.) Secure classroom adoption Explore potential of computer-projected slides as mediating artifact Prepare for more ambitious interventions

 t Steve Wolfman Technology, Education, and Interaction10 Presenter Strategy Use TabletPC affordances (high-quality ink, wireless, portability) Focus on instructor first (single, necessary point of adoption) Distributed architecture & flexible rendering to support extensions

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 t Steve Wolfman Technology, Education, and Interaction12 Classroom Deployments Spring ’02–Summer ’03 studies: –21 courses –15 instructors –1,000+ students –Intro to Master’s across CSE –University of Washington, U. of Virginia, & U. of San Diego

 t Steve Wolfman Technology, Education, and Interaction13 Student/Instructor Reaction Positive comments and repeat use by instructors Instructor survey: N = 9 Student surveys: N = 479 Attention to lecture 10% less35% no change55% more Encourage future use 8% disc.22% neutral69% enc. Students engaged in lecture 0% less44% no change56% more Use in future 0% no33% maybe67% yes

 t Steve Wolfman Technology, Education, and Interaction14 Instructor innovations and suggestions “Donahue” Tablet Instructor notes Improved navigation (filmstrip and previews) Collective brainstorming

Instructor view with notes Displayed view without notes

 t Steve Wolfman Technology, Education, and Interaction16 Slide previews with navigation

 t Steve Wolfman Technology, Education, and Interaction17 Conclusions Designed effective & adoptable system supporting HCI/ET research

 t Steve Wolfman Technology, Education, and Interaction18 Ink Study Distance & Large Class Studies Presenter Ink Study Classroom Feedback System Retro/Prospective Feedback Patterns Structured Interaction Presentation system

 t Steve Wolfman Technology, Education, and Interaction19 Expected Use

 t Steve Wolfman Technology, Education, and Interaction20 Actual Use

 t Steve Wolfman Technology, Education, and Interaction21 Study Motivators Unexpected style of ink use Feature discovery issues Unexpected feature use UI problems

 t Steve Wolfman Technology, Education, and Interaction22 Ink Study Interpretive analysis [Erickson] of 3 courses: –Distance courses ( , A/V and ink archives) –“Slideware-style” –Experienced instructors LecturesTimeTopic Prof A.46 hrsCompilers Prof B.820 hrsAI Prof C.1023 hrsDatabases

 t Steve Wolfman Technology, Education, and Interaction23 Prevalence of Attentional Marks Segmented strokes from six hours of lecture into coherent episodes and coded into four categories: % of episodes% of strokes BCB+CBC Attentional Diagram Writing Other222121

 t Steve Wolfman Technology, Education, and Interaction24 Understanding Attentional Marks Properties: –brief, simple markings –occur with speech –augment meaning of speech –ad hoc form Is there a linguistic context in which to understand these marks?

 t Steve Wolfman Technology, Education, and Interaction25 Hand Gestures Hand gestures [McNeill]: –are synchronous w/speech –are co-expressive w/speech –are global-synthetic/non-combinatoric –lack standard of form Attentional marks share these properties.

 t Steve Wolfman Technology, Education, and Interaction26 Gesture Types: Iconic

 t Steve Wolfman Technology, Education, and Interaction27 Gesture Types: Metaphoric

 t Steve Wolfman Technology, Education, and Interaction28 Gesture Types: Deictic & Cohesive

 t Steve Wolfman Technology, Education, and Interaction29 Gesture Types: Beats Insight into “other”?

 t Steve Wolfman Technology, Education, and Interaction30 Persistent Representation vs. Ephemeral Meaning

 t Steve Wolfman Technology, Education, and Interaction31 Persistent Representation vs. Ephemeral Meaning

 t Steve Wolfman Technology, Education, and Interaction32 Design Recommendations Non-homogenous color to distinguish strokes Age cues to indicate co-occurrence and preserve ordering Incremental rendering for process information

 t Steve Wolfman Technology, Education, and Interaction33 Conclusions Designed effective & adoptable system supporting HCI/ET research Identified important patterns of ink use and framework for understanding ink use

 t Steve Wolfman Technology, Education, and Interaction34 Structured Interaction Presentation Distance & Large Class Studies Presenter Ink Study Classroom Feedback System Retro/Prospective Feedback Patterns Structured Interaction Presentation system

 t Steve Wolfman Technology, Education, and Interaction35 Richer Mediating Artifact CSCL has been “a move from ‘sage-on-the- stage’ … to ‘guide-by-the-side’”. New CSCL systems will be “much more like the ‘conductor-of-performances’ for an orchestra: students … [will contribute] to an overall performance.” [Roschelle & Pea]

 t Steve Wolfman Technology, Education, and Interaction36 Goals of Structured Interaction Presentation System (SIP) Mitigate more PowerPoint evil Support intuitive and flexible design Facilitate interaction in class Enable new kinds of interaction Support the design, use, sharing, and reflection on the “orchestra’s” score.

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 t Steve Wolfman Technology, Education, and Interaction44 Try Your Hand Are these on the same or distinct topics? Which would you rather discuss? Of those who died from receiving the vaccine, what percentage had compro- mised immune systems? What are the death rates for specific groups who received this vaccine?

 t Steve Wolfman Technology, Education, and Interaction45 Group Members

 t Steve Wolfman Technology, Education, and Interaction46 Group “Winners”

 t Steve Wolfman Technology, Education, and Interaction47 SIP Architecture Presentation design environment Presentation/ Widget database Instructor view Viewer scrnsht Viewer scrnsht Viewer scrnsht Student views Interactive widget design environment

 t Steve Wolfman Technology, Education, and Interaction48 Conclusions Designed effective & adoptable system supporting HCI/ET research Identified important patterns of ink use and framework for understanding ink use Designed system for interaction support Developed new interaction styles

 t Steve Wolfman Technology, Education, and Interaction49 Conclusions Designed effective & adoptable system supporting HCI/ET research Identified important patterns of ink use and framework for understanding ink use Designed system for interaction support Developed new interaction styles Designed feedback system Discovered new patterns of interaction

 t Steve Wolfman Technology, Education, and Interaction50 Future Directions Distance & Large Class Studies Presenter Ink Study Classroom Feedback System Retro/Prospective Feedback Patterns Structured Interaction Presentation system

 t Steve Wolfman Technology, Education, and Interaction51 Future Directions Presenter Ink Study Deixis resolution for blind students Augmented transcripts

 t Steve Wolfman Technology, Education, and Interaction52 Future Directions Support pedagogical decisions that are difficult to enforce consciously. “Summary” note-taking habits for students Student or instructor interaction goals (e.g., regular question solicitation) Instructor speaking habits (e.g., speed, audible pauses, deixis, etc.)

 t Steve Wolfman Technology, Education, and Interaction53 Related Systems Ubiquitous computing: –eClass [Abowd et al.] –ActiveClass [Griswold et al.] –Cell-phone feedback [Brittain] Education/Educational Technology: –ClassTalk [Dufresne et al.] –Debbie/DyKnow [Berque et al.] –WILD [Roschelle & Pea] HCI: Pebbles [Myers et al.]

 t Steve Wolfman Technology, Education, and Interaction54 Related Pedagogy Active learning [Bonwell and Eison] Active learning in CS [McConnell] Classroom Assessment Techniques “CATs” [Angelo & Cross] CATs in CS [Schwarm & VanDeGrift] Collaborative Learning [Johnson 2 ]

 t Steve Wolfman Technology, Education, and Interaction55 URLs for More Info Steve Wolfman (including publications): UW CS&E Education & Ed. Tech. Group: Classroom Presenter:

 t Steve Wolfman Technology, Education, and Interaction57 Question What are the three strongest motivating factors for you as a software developer

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 t Steve Wolfman Technology, Education, and Interaction59 Defining Efficiency Asymptotic Complexity - how running time scales as function of size of input Why is this a reasonable definition?

 t Steve Wolfman Technology, Education, and Interaction60 Measuring Empirical Complexity: Linear vs. Binary Search Linear Search Binary Search Time to find one item: Time to find N items: Find a item in a sorted array of length N Binary search algorithm:

 t Steve Wolfman Technology, Education, and Interaction61 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… I had never heard of such a thing before. [Samuel J. May, 1855]

 t Steve Wolfman Technology, Education, and Interaction62 Slides as Externalization/ Mediating Artifact