1. Supporting Classroom Interaction With The Tablet PC: Lessons Learned From Classroom Deployment Richard Anderson Professor of Computer Science and Engineering University of Washington Richard Anderson Professor of Computer Science and Engineering University of Washington

2. Classroom Presenter History [2001]Development started at MSR as part of DISC (Now ConferenceXP) [2002] Development continued at UW Deployment as a presentation tool in distance and standard classes [2003] Extensions to support classroom interaction [2005] Deployment in undergraduate courses as part of regular instruction [2001]Development started at MSR as part of DISC (Now ConferenceXP) [2002] Development continued at UW Deployment as a presentation tool in distance and standard classes [2003] Extensions to support classroom interaction [2005] Deployment in undergraduate courses as part of regular instruction

3. Todays Talk Big question: Is there potential for fully integrating student devices into the classroom? Classroom Presenter overview (See Classroom Presenter 3.0 at Demofest) Classroom Deployments Impact Thoughts on sustainable deployments Big question: Is there potential for fully integrating student devices into the classroom? Classroom Presenter overview (See Classroom Presenter 3.0 at Demofest) Classroom Deployments Impact Thoughts on sustainable deployments

4. What Will The University Classroom Look Like … If all students have computational devices Laptops, Tablets, Ultra light tablets, PDAs, Cell Phones, Gameboys... If the devices are all connected If the devices are integrated into classroom instruction If all students have computational devices Laptops, Tablets, Ultra light tablets, PDAs, Cell Phones, Gameboys... If the devices are all connected If the devices are integrated into classroom instruction

5. Wide Range Of Potential Classroom Applications Presentation Demonstration Simulation Accessing external resources Note taking Feedback Active learning Peer communication Presentation Demonstration Simulation Accessing external resources Note taking Feedback Active learning Peer communication

6. Device Enabled Classroom Can the integrated use of student devices in the classroom enhance the educational experience? What have we learned from the Classroom Presenter project that will help us understand the broad question? Can the integrated use of student devices in the classroom enhance the educational experience? What have we learned from the Classroom Presenter project that will help us understand the broad question?

7. Why Ask The Questions Integrated use of devices in the classroom might improve education or address a collection of challenges Students are going to be bringing computational devices to class – so lets figure out how to take advantage of them Co-opt student devices for an educational purpose, S. Wolfman Integrated use of devices in the classroom might improve education or address a collection of challenges Students are going to be bringing computational devices to class – so lets figure out how to take advantage of them Co-opt student devices for an educational purpose, S. Wolfman

8. Classroom Presenter Distributed, Tablet PC based application Instructor, Display, and Student machines Synchronized navigation of slide deck Instructor ink distributed in real time to all machines Student Submissions Slides used to distribute activities to students Student work sent to instructor Instructor shows student work on the public display Distributed, Tablet PC based application Instructor, Display, and Student machines Synchronized navigation of slide deck Instructor ink distributed in real time to all machines Student Submissions Slides used to distribute activities to students Student work sent to instructor Instructor shows student work on the public display

9. Classroom Presenter Student Student Instructor Public Display

10. Classroom Presenter Project Develop underlying technology around Tablet PC and wireless classroom Deploy in university courses Key limitations (wrt broad vision): Focus on instructor presentation and interaction with student devices Focus on homogeneous device deployment, Tablet PCs Unsustainable device model Department owned tablets distributed at start of each class Develop underlying technology around Tablet PC and wireless classroom Deploy in university courses Key limitations (wrt broad vision): Focus on instructor presentation and interaction with student devices Focus on homogeneous device deployment, Tablet PCs Unsustainable device model Department owned tablets distributed at start of each class

11. Key Results Successful classroom deployments Regular use throughout term Computer Science courses Algorithms, Data Structures, Software Engineering Analysis of deployments Effective tool for achieving instructors pedagogical goals Wide range of use Successful classroom deployments Regular use throughout term Computer Science courses Algorithms, Data Structures, Software Engineering Analysis of deployments Effective tool for achieving instructors pedagogical goals Wide range of use

12. Deployment Details Senior level algorithms class Approx 20 students Classroom set of HP TC1100 Tablet PCs One tablet based lecture per week Lecture – Activity model Alternating lecturing with activities Avg. 4 activities per lecture (50 min. classes) 4 min work time, 2 min discussion time per activity 50% of class time associated with activities Senior level algorithms class Approx 20 students Classroom set of HP TC1100 Tablet PCs One tablet based lecture per week Lecture – Activity model Alternating lecturing with activities Avg. 4 activities per lecture (50 min. classes) 4 min work time, 2 min discussion time per activity 50% of class time associated with activities

13. Activity Examples

14. Pedagogical Contribution Incorporation of individual artifacts into discussion Contrast with Classroom Networks (clickers) which rely on aggregation of responses Complementary approaches Individual artifacts Free form answers, exploration Unanticipated results and misconceptions Personalization Ideal with pen based input Incorporation of individual artifacts into discussion Contrast with Classroom Networks (clickers) which rely on aggregation of responses Complementary approaches Individual artifacts Free form answers, exploration Unanticipated results and misconceptions Personalization Ideal with pen based input

15. Individual Artifact Examples

16. What Technology Provides Digital domain Support for archiving, distribution, and analysis Integration with lecture Allows display with data projector Efficiency Reducing overhead of distribution and collection Simultaneity All students work at once to increase contribution rates and to encourage independent contributions Additional communication channels Easier to express certain ideas Overcomes communication barriers Digital domain Support for archiving, distribution, and analysis Integration with lecture Allows display with data projector Efficiency Reducing overhead of distribution and collection Simultaneity All students work at once to increase contribution rates and to encourage independent contributions Additional communication channels Easier to express certain ideas Overcomes communication barriers

17. Technology Examples

18. Classroom Presenter As A Tool Are lectures better when delivered with a chalk board or with PowerPoint? Wrong question – both are tools, which can be used well, or badly Classroom Presenter has been used in class to achieve specific instructional goals It is possible to assess whether or not instructional goals are achieved Assessing overall impact is much more difficult Are lectures better when delivered with a chalk board or with PowerPoint? Wrong question – both are tools, which can be used well, or badly Classroom Presenter has been used in class to achieve specific instructional goals It is possible to assess whether or not instructional goals are achieved Assessing overall impact is much more difficult

19. Instructional Goals Examples

20. High Rates Of Student Submissions High rates of participation in Algorithms and Data Structures class (60 – 90 %) No trends in participation rates Time in class or lecture in term Submission was anonymous, so students werent required to participate One incentive for students to participate was having their work displayed High rates of participation in Algorithms and Data Structures class (60 – 90 %) No trends in participation rates Time in class or lecture in term Submission was anonymous, so students werent required to participate One incentive for students to participate was having their work displayed

21. Importance Of Good Pedagogical Practice It is absolutely essential to base the use of technology in teaching on sound pedagogical principles Classroom Presenter lessons Importance of having specific goals for use of technology and the activities Value of planning how to work with student results (and anticipating results) Consideration of learning goals Learning goals -> Assessing goals -> Activity design -> Lecture content It is absolutely essential to base the use of technology in teaching on sound pedagogical principles Classroom Presenter lessons Importance of having specific goals for use of technology and the activities Value of planning how to work with student results (and anticipating results) Consideration of learning goals Learning goals -> Assessing goals -> Activity design -> Lecture content

22. Does This Scale To 300? Issues Wireless access Device deployment Cognitive load Reduce number of submissions TA Mediation Sampling Automatic clustering Pedagogy scaling Maybe aggregation is appropriate for this scale Issues Wireless access Device deployment Cognitive load Reduce number of submissions TA Mediation Sampling Automatic clustering Pedagogy scaling Maybe aggregation is appropriate for this scale

23. What Are The Costs? Infrastructure Wireless + Data Projector Instructor presentation device Student devices Mandated student devices Non-mandated devices Laptop Small form factor Fixed installation Infrastructure Wireless + Data Projector Instructor presentation device Student devices Mandated student devices Non-mandated devices Laptop Small form factor Fixed installation

24. What Are The Other Costs? Instructor preparation Loss of content coverage Student idle time Bringing devices to class Power Carrying device Desk real estate Distraction Doodling Outside communication Instructor preparation Loss of content coverage Student idle time Bringing devices to class Power Carrying device Desk real estate Distraction Doodling Outside communication

25. Assessment Of Costs And Benefits Benefits Classroom Feedback Identified lack of background Confirmed understanding of topic Pedagogy Active learning to convey particular points Engagement Working on problem instances to enhance interest Broad contributions Student perceptions Class structure Benefits Classroom Feedback Identified lack of background Confirmed understanding of topic Pedagogy Active learning to convey particular points Engagement Working on problem instances to enhance interest Broad contributions Student perceptions Class structure Costs Instructor Device Low (already in use) Infrastructure Low (already available) Student Devices Grant supported (High) Instructor Prep High (but should drop) Loss of content Minor Idle time Minor Devices in class Setup cost for TA/Instr Doodling and other apps Medium

26. Successful Sustainable Deployment Benefits must exceed costs Benefits must accrue to those who pay the costs Most promising deployment model Student owned devices Benefits must exceed costs Benefits must accrue to those who pay the costs Most promising deployment model Student owned devices

27. Achieving Sustainability Lowering cost Support a wide range of form factors, devices and platforms Target devices students would otherwise have with them Increasing benefit to students Other classroom applications Value of having class resources digital Lowering cost Support a wide range of form factors, devices and platforms Target devices students would otherwise have with them Increasing benefit to students Other classroom applications Value of having class resources digital

28. Classroom Applications Note taking Digital Capture and Replay Domain specific applications Simulations External resources Web Documents Communication Note taking Digital Capture and Replay Domain specific applications Simulations External resources Web Documents Communication

29. Keys For The Device Enabled Classroom Tablets will have a major role Form factor and device cost is critical Must include wide range of devices and platforms, including non-traditional computing devices Must provide reliable, consistent connectivity Low cost of entry Integration across classroom applications Tablets will have a major role Form factor and device cost is critical Must include wide range of devices and platforms, including non-traditional computing devices Must provide reliable, consistent connectivity Low cost of entry Integration across classroom applications

30. CLASSROOM PRESENTER www.cs.washington.edu/education/dl/presenter For more information, contact Richard Anderson anderson@cs.washington.edu Acknowledgements; Support from MSR ERP, Collaboration with ConferenceXP group, UW Team, HP, Beth Simon and Ubiquitous Presenter, feedback and ideas from many users www.cs.washington.edu/education/dl/presenter For more information, contact Richard Anderson anderson@cs.washington.edu Acknowledgements; Support from MSR ERP, Collaboration with ConferenceXP group, UW Team, HP, Beth Simon and Ubiquitous Presenter, feedback and ideas from many users

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