1. Not Listening: Interaction, Technology, and Education Steven A. Wolfman Computer Science & Engineering University of Washington http://www.cs.washington.edu/homes/wolf/work/

2.  t -2- Modern Pedagogy vs. Modern Practice active learning participatory interactive student-directed lecture instructor-dominated passive disconnected

3.  t -3- Pedagogy of Active Learning Encourage “connected” learning –Constructivism [Bruner] –Social learning [Lave] Recapture flagging attention –Attention studies [Stuart & Rutherford] –Heart rate/memory [Bligh] –Skin conductivity [Picard] Address varied learning styles –Index of Learning Styles [Felder & Silverman] –Bloom’s taxonomy

4.  t -4- Outline Develop pedagogical techniques for CS: Kinesthetic Learning Activities Use tools to understand interaction: retrospective and prospective feedback Design tools to facilitate interaction: Structured Interaction Presentation system How can computer scientists support active learning?

5.  t -5- Motivating Problem: Large Classes “Class Sizes & Course Section: smaller is better; large is survivable” – McKeachie’s Teaching Tips

6.  t -6- Turn the Question Around… How can a large class be an advantage? –“Madness of the Crowd” –Diversity –Amortized resources –Large N: human simulations [SIGCSE 2002]

7.  t -7- Be the Binary Tree [SIGCSE 2002]

8.  t -8- Kinesthetic Learning Activities (KLAs) Active learning exercises that physically engage students in the learning process http://www.cs.washington.edu/research/edtech/KLA/, [SIGCSE 2004]

9.  t -9- Why KLAs? Combat physical disengagement (e.g., [Bligh], [Picard]) Tap different learning styles –active, sensing, inductive [Felder & Silverman] –kinesthetic [Fleming] –sensorimotor learning [Piaget] Construct knowledge by analogy http://www.cs.washington.edu/research/edtech/KLA/, [SIGCSE 2004]

10.  t -10- Outline Develop pedagogical techniques for CS: Kinesthetic Learning Activities Use tools to understand interaction: CFS/WIFL Design tools to facilitate interaction: Structured Interaction Presentation system How can computer scientists support active learning?

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12.  t -12- Motivating Problem: Feedback Lag Evidence: –Pilot survey/focus group responses –Personal experience –Lagged questions in video archives A student hesitates to pose a question until the instructor finishes a point. When the instructor moves on, the student’s question seems out of place and is left unasked. [CSCL 2003]

13.  t -13- Classroom Feedback System (CFS) Demo Point A Point B Point C Point D Point E [CSCL 2003]

14.  t -14- CFS Evaluation Intro. programming course, summer 2002: –150 students total –12 with laptops –9 week course, 3 weeks with CFS Data: observations, surveys, focus groups, interview w/instructor, logs

15.  t -15- Retrospective Feedback Students’ response: –0.35 retrospective feedback/person/class –CFS helped 3 who cited feedback lag –2 others reported feedback lag w/CFS Instructor’s response: –Retro. feedback is important; often responded –Retro. feedback upset pacing [CHI 2003]

16.  t -16- Prospective Feedback What if a student leaves feedback ahead of the discussion? [CHI 2003]

17.  t -17- [CHI 2003]

18.  t -18- Outline Develop pedagogical techniques for CS: Kinesthetic Learning Activities Use tools to understand interaction: retrospective and prospective feedback Design tools to facilitate interaction: Structured Interaction Presentation system How can computer scientists support active learning?

19.  t -19- Motivating Problem: Is PowerPoint Evil?

20.  t -20- Goals of Structured Interaction Presentation System (SIP) Keep the good of PPT, counteract the evil Integrate into the “mediating” slides Support intuitive and flexible design Facilitate interaction in class Enable new kinds of interaction Make design and execution of interactive presentations as easy as for passive ones.

21.  t -21- SIP Architecture Presentation design environment Presentation/ Widget database Instructor view Viewer scrnsht Viewer scrnsht Viewer scrnsht Student views Interactive widget design environment

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29.  t -29- 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?

30.  t -30- Group Members

31.  t -31- Group “Winners”

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33.  t -33- Conclusion Developing pedagogical techniques for CS: Kinesthetic Learning Activities Using CS tools to understand interaction: retrospective and prospective feedback Designing CS tools to facilitate interaction: Structured Interactions Presentation system We learn by engaging. Computer scientists can support learning by…

34.  t -34- Related Work: KLAs Active learning [Bonwell & Eison] Active learning in CS [McConnell] “Manipulatives” [Hollingsworth] Computerless labs [Pollard & Forbes] Learning Styles Index [Felder & Silverman] Sensorimotor learning [Piaget]

35.  t -35- Related Systems: CFS & SIP ActiveClass [Griswold] Cell-phone feedback [Brittain] ClassTalk [Dufresne] Pebbles [Myers] Debbie/DyKnow [Berque] WILD [Roschelle]

36.  t -36- Related Pedagogy: CFS & SIP Classroom Assessment Techniques [Angelo & Cross] CATs in Computer Science [Schwarm & VanDeGrift] Cooperative/Collaborative Learning [Johnson & Johnson]

37.  t -37- URLs for More Info Steve Wolfman (including publications): http://www.cs.washington.edu/homes/wolf/work/ UW CS&E Education & Ed. Technology Group: http://www.cs.washington.edu/research/edtech/ Kinesthetic Learning Activities: http://www.cs.washington.edu/research/edtech/KLA/

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42.  t -42- CFS increased interaction Voicings pre-CFS Voicings with CFS All inter- actions All but “Got it” # per class 2.42.615.97.9 p-value.91.04*.14

43.  t -43- Intentional Grouping Target specific goals when assigning groups: –diverse perspectives –avoid lone minority –Jigsaw Learning

44.  t -44- Research your estimate Check the accuracy of your answers with a partner. Check your device for your partner assignment. Get together with your partner!

45.  t -45- Research your estimate Check the accuracy of your answers with a partner. You are working with: Rex Bone (t-rex@cs.u.edu) IM RexIM Rex Rex gave these answers: 1.About 3,500,000 people lived in North America in 1491. 2.They had been on this continent for about 1,000 years. 3.They had made these significant achievements: Bow and arrow Music Fishing pole

46.  t -46- Classroom Feedback System

47. http://homes/wolf/work/