1. Beyond “Chalk and Talk”: Using Tablet PCs to Engage Students and Improve Student Understanding Steven A. Wolfman Computer Science University of British Columbia w/the Presenter teams at UW, UCSD, & UBC http://www.cs.ubc.ca/~wolf/work/

2.  t -2- My Stated Goal Get you interested in Classroom Presenter and excited about the idea of (re)designing instructional technologies for your own needs.

3.  t -3- My Secret Agenda Get you to develop the next great instructional technology (so I can use it for my students).

4.  t -4- Talk Format Quick overview of a developing technology Classroom Presenter design discussion Next steps for Classroom Presenter Next steps for you Throughout this talk, I’ll be using Classroom Presenter.

5.  t -5- Least Valuable Instructional Technology What is the least valuable technology for your students’ learning?

6.  t -6- Most Promising Technology What is the most promising, underutilized technology for your students’ learning?

7.  t -7- Study of a Failing Technology: Textbooks My students don’t read the textbook. (Can you believe it?!)

8.  t -8- Using Textbook Technology Effectively How do I use textbooks effectively? I interrogate them. How can I get students to use them effectively? Change the process so that students learn by practice to interrogate the book.

9.  t -9- Reclaiming Textbook Technology Every week, students submit a question, with no restrictions except that it must: be their own, be in their own handwriting, and include the referenced page # of the book.

10.  t -10- Reclaiming Textbook Technology… continued Great idea! Now you have 80 questions… Instructional technologies develop with real use! Our solution: select a random subset of 10 (plus any I specifically want to answer); post answers to a new newsgroup dedicated to weekly reading questions.

11.  t -11- How to Develop Classroom Presenter source of greatest pain available technology structured observation innovations of practice prior and related work

12.  t -12- Early Presenter source of greatest pain available technology structured observation innovations of practice prior and related work

13.  t -13- Source of Greatest Pain What’s wrong with PowerPoint? Take your PowerPoint pain, add tablets, and…

14.  t -14- Prehistoric Presenter (2002)

15.  t -15- “Separation of Views” source of greatest pain available technology structured observation innovations of practice prior and related work

16.  t -16- Prehistoric Projection View (2002)

17.  t -17-

18.  t -18- (Re)Building the User Interface and Social Processes source of greatest pain available technology structured observation innovations of practice prior and related work

19.  t -19- Scrolling in Practice Based on logs of dozens of hours: Almost no intentional scrolling… MUCH accidental scrolling.

20.  t -20- Explain-and-Erase Se ville dere dago Tousan buses inaro Nojo dose id trux Summit gesan summit dux

21.  t -21- Student Submissions [Simon, Anderson, Hoyer, Su, …] source of greatest pain available technology structured observation innovations of practice prior and related work

22. 22 Supporting Pedagogical Goals: Breaking the Ice, Engagement

23. 23 Why the Technology Is Key Gives instructor instant access to content from a broad range of students … not just from the few vocal students Increases instructor’s awareness of student ideas Enables instructor to immediately integrate student content into the lecture discussion Using actual examples of student work improves feedback Gives students a stake in constructing new knowledge Public display becomes a medium for sharing ideas Doing all this anonymously

24. 24 Supporting Pedagogical Goals: Active Learning, Eliciting Misconceptions

25. 25 Supporting Pedagogical Goals: Brainstorming, Diversity of Opinions

26.  t -26- Ubiquitous P & P-on-Paper [Wilkerson, Griswold, Simon & Lim,…] source of greatest pain available technology structured observation innovations of practice prior and related work

27. 27 Beth Simon University of California, San Diego Computer Science and Engineering

28.  t -28-

29.  t -29- How to Develop Classroom Presenter source of greatest pain available technology structured observation innovations of practice prior and related work

30.  t -30- Developing your Technology How can you get involved in developing instructional technologies?

31. References: Contact info Steve Wolfman (wolf@cs.ubc.ca) PoP, CPwolf@cs.ubc.ca Richard Anderson (anderson@cs.washington.edu) CPanderson@cs.washington.edu Beth Simon(esimon@cs.ucsd.edu) UPesimon@cs.ucsd.edu Classroom Presenter-related Downloads: http://www.cs.washington.edu/education/dl/presenter/ Papers: http://www.cs.washington.edu/education/dl/presenter/papers.html Ubiquitous Presenter http://up.ucsd.edu Acknowledgements: Thanks to the UW and UCSD educational technology teams. Classroom Presenter is built on top of the ConferenceXP research platform. This work was supported in part by grants from External Research and Programs, Microsoft Research and from the Jade and NECTAR Projects. Thanks to Jeff Forbes and Duke CS for bringing me and to Duke CIT for making this event happen!