1. Classroom Interaction with the Tablet PC Richard Anderson February 2, 2006 HP Technology for Teaching Conference

2. Student Startup Sequence Verify network connection (cse370 peer to peer network) Rotate to Landscape mode Start Presenter 2.1 Maximize Application Role->Student Connect->Classroom 1

3. Draw a picture of yourself Student Submission To submit your picture, press the button

4. Student Attention vs. Time Attention 10 20 30 40 50 60 Time Student Submission

5. Which department are you in? A. Computer Science B. Engineering C. Science D. Business E. Other Student Quick Poll

6. Classroom Presenter Distributed, Tablet PC Application Initial development, 2001-2002 at MSR Continuing development at UW Collaboration with Microsoft Built on ConferenceXP Multicast networking 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

7. Classroom Deployments University of Washington courses Computer Science Undergraduate courses Usually 15 to 30 tablet pcs Wireless environment Instructor supplied tablets Software Engineering Digital Design Data Structures Algorithms Tablet PC Project Course CS Education Seminar Fourth grade math

8. Other deployments Presentation tool Widespread UCSD Ubiquitous Presenter UCSC, UMass, Virginia Tech, MIT

9. This talk Demonstrate pedagogy based on student devices Examples from real classes Please participate!

10. Pedagogical goals Active learning Have students do something in class Achieve specific learning goals Classroom Assessment Determine level of understanding to adjust material Inclusion of student materials into discussion Diversity of ideas Examples to illustrate points Discussion of misconceptions

11. Examples Minimum cut example Example to engage students Topological search Discovery UI Choices and criteria Brainstorming Criteria identification Handwriting recognition Challenge problem Involve students

12. Introduce Problem with a concrete example Fully understand problem definition Discover aspects of the problem, gain intuition Appreciate the difficulty of the problem Become engage with the problem

13. Minimum value cut u st v 40 10 Partition the vertices into disjoint sets A and B, with s in A and t in B to minimize the edge values from A to B

14. Find a minimum value cut Student Submission s t 6 6 10 7 3 5 36 2 4 5 8 5 4 8 Cut value

15. Use an example to make a pedagogical point Have all students think about the example Use student responses in the discussion

16. Topological Numbering Given a set of tasks with precedence constraints, find a linear order of the tasks Number tasks from 1 to n, such that if there is an edge from a to b, a has a smaller number than b DE A F I J G BC H K

17. Find a topological numbering for the following graph E F D A C B K J G H I L

18. Discovery activity Activity was to make a specific point – if a graph has a cycle, then there is no topological order Deception was present Problem was stated asking students to find something that wasn’t there Ah-ha moment “I have never understood this before – but it is obvious” Important to have all students work on this example

19. Exploratory example, follow up question Linked activities – Exploratory activity to get students to think about the range of pen based user interfaces Evaluation question Engage students in the problem area Generate different options Allow a question to answered with a specific context

20. Describe three different pen- based interfaces for tic-tac-toe

21. What criteria would you use to evaluate these user interface choices Student Submission

22. Challenge problem Example to have student think about issues of handwriting recognition Main point is to show how it is hard Students work simultaneously Competition in getting the answers right

23. Handwriting Recognition: Identify the following words Audience Submission

24. Recognition results

25. Invitation I am interested in finding additional deployments of Classroom Presenter Especially in disciplines other the Computer Science, and at range of institution types Contact me if interested Richard Anderson anderson@cs.washington.edu

26. What concerns would you have about using Tablet PCs in the Classroom? Audience Submission

27. Issues Wireless in the Classroom Still challenges associated with this Our solution has been to use ad hoc networking which works well (for us) Different style of teaching Requires an interactive instructor Shift in teaching paradigm More work (?)

28. CLASSROOM PRESENTER www.cs.washington.edu/education/dl/presenter For more information, contact anderson@cs.washington.edu