# Classroom Interaction with the Tablet PC

Document Sample

```					Classroom Interaction with the
Tablet PC

Richard Anderson, UW
March 10, 2006
University of Illinois
Draw a picture of yourself

To submit your picture, press the   button   Student
Submission
Student Attention vs. Time
Attention

10   20   30   40   50   60     Time

Student
Submission
Classroom Presenter
   Distributed, Tablet PC         Simple application
Application                        Ink Overlay on images
   Initial development,               Export PPT to image
2001-2002 at MSR               Real time ink broadcast
   Continuing development         UI Designed for use
at UW                           during presentation on
   Collaboration with              tablet
Microsoft                      Presentation features
   Built on ConferenceXP          Instructor notes on slides
Multicast networking           Slide minimization
Classroom Deployments
   Computer Science             Software Engineering
   Usually 15 to 30 tablet      Data Structures
pcs                          Algorithms
   Wireless environment         Tablet PC Project
   Instructor supplied           Course
tablets                      CS Education Seminar
Other deployments
   Presentation tool
   UCSD
   Ubiquitous Presenter
   UCSC, UMass, Virginia Tech, MIT
This talk
   Demonstrate pedagogy based on
student devices
   Examples from real classes
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
Examples
   Minimum cut example
   Example to engage students
   Topological search
   Discovery
   UI Choices and criteria
   Brainstorming
   Criteria identification
   Handwriting recognition
   Challenge problem
   Involve students
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
Minimum value cut
u
40                  10

s                  10           t

10                  40
v

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
Find a minimum value cut

6           Cut value
6                     5
8
10           3       6

s         2                   t
7                    4
5
3                     8
5
4

Student
Submission
Use an example to make a
pedagogical point
   Have all students think about the
example
   Use student responses in the discussion
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

A        B         C

D        E         F        G        H

I        J         K
Find a topological numbering for
the following graph

H
E                       I
A

D           G
J
C

F
K
B

L
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
Exploratory example, follow
up question
   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
Describe three different pen-
based interfaces for tic-tac-toe
What criteria would you use to
evaluate these user interface choices

Student
Submission
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
Handwriting Recognition:
Identify the following words

Audience
Submission
Recognition results
Invitation
   We are interested in finding additional
deployments of Classroom Presenter
   Especially in disciplines other the Computer
Science, and at range of institution types
   Richard Anderson
   anderson@cs.washington.edu
What concerns would you have about
using Tablet PCs in the Classroom?

Audience
Submission
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
   More work (?)
CLASSROOM PRESENTER
www.cs.washington.edu/education/dl/pre
senter