1. Exploring Technology, Education, and Interaction with Classroom Presenter Steven A. Wolfman Computer Science & Engineering University of Washington http://www.cs.washington.edu/homes/wolf/work/

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

3.  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

4.  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

5.  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

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

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

8.  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

9.  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

10.  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

11.  t Steve Wolfman Technology, Education, and Interaction11

12.  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

13.  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

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

15. Instructor view with notes Displayed view without notes

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

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

18.  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

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

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

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

22.  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

23.  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 Attentional777476495351 Diagram888978 Writing141615413840 Other222121

24.  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?

25.  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.

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

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

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

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

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

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

32.  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

33.  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

34.  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

35.  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]

36.  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.

37.  t Steve Wolfman Technology, Education, and Interaction37

38.  t Steve Wolfman Technology, Education, and Interaction38

39.  t Steve Wolfman Technology, Education, and Interaction39

40.  t Steve Wolfman Technology, Education, and Interaction40

41.  t Steve Wolfman Technology, Education, and Interaction41

42.  t Steve Wolfman Technology, Education, and Interaction42

43.  t Steve Wolfman Technology, Education, and Interaction43

44.  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?

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

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

47.  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

48.  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

49.  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

50.  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

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

52.  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.)

53.  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.]

54.  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 ]

55.  t Steve Wolfman Technology, Education, and Interaction55 URLs for More Info Steve Wolfman (including publications): http://www.cs.washington.edu/homes/wolf/work/ UW CS&E Education & Ed. Tech. Group: http://www.cs.washington.edu/research/edtech/ Classroom Presenter: http://www.cs.washington.edu/education/dl/presenter/

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

58.  t Steve Wolfman Technology, Education, and Interaction58

59.  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?

60.  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:

61.  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]

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