2. Pen-based Computing in Distance Education Mikael Sjöberg, Centre for Teaching and Learning, Umeå University, 901 87 Umeå Sofia Mattson, Department of Pharmacology and Clinical Neuroscience,, Division of Clinical Pharmacology, Umeå University, 901 87 Umeå Annika Tengvall, Department of Chemistry, Umeå University, 901 87 Umeå Martin Burman, Department of Molecular Biology Umeå University, 901 87 Umeå

3. The presentation The Context The Case The Task The Setup The Result The Conclusion

4. The Context I (University)

5. The Context II

6. The Context III UmU’s education locales

7. The Case I Pharmaceutical Science Programme in Sweden –Virtual study groups Distance (20 students) –Locala study groups Sollefteå (20 students) Skellefteå (20 students) Vilhelmina + Arvidsjaur (10+10 students) Umeå (30 students)

8. The Case II

9. The Task To stream lectures to all students in a cost and time efficent way.

10. The Setup I Lecture capturing approach Stream ”on campus” lectures Hardware –Tablet PC, Video camera, Microphone Software –PowerPoint, Camtasia Work –Video and Camtasia mixing, encode to mediaserver

11. The Setup II Whiteboard approach Studio recorded lectures Hardware –Tablet PC, Microphone Software –Camtasia, PowerpointWork Work –encode to mediaserver

12. The Setup III Pre-scanned form approach Studio recorded lectures Hardware –Tablet PC, Microphone Software –Camtasia, Powerpoint Work –Scan material into PowerPoint, encode to mediaserver

13. The Result I Lecture capturing approach Whiteboard approach Pre-scanned form approach

14. The Result II Teacher Perspective Teacher training < 1hour Teacher comment –I have control over the recording and synchronisation of the PowerPoint’s. –It is positive to be able to draw, exemplify and complement directly on the PowerPoint during the recording of the lecture –I think that the example comes out much clearer when using Tablet PC than when using ordinary whiteboard and video recording. –Without the digital ink it would have been more or less impossible to do the lecture on the net

15. The Result III Student Perspective Student evaluation (second setup) –students had a positive attitude to the use of “digital whiteboards” –satisfied with the lectures –easy to follow how the calculations were proceeding

16. The Conclusion The system easy to learn and use. –The time from introduction of the new system to producing the first lecture is remarkable fast. The teachers and students seem to have a positive attitude towards the experience of lectures in distance education using digital ink. There seems to be a multitude of ways to produce presentations and lectures using digital ink. –This may open for teachers to experiment with the “teaching styles” in distance education, which may, eventually lead to a more creative and better distance education.