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Tablet PCs and the Electronic ClassroomRichard AndersonUniversity of Washington

1BackgroundDepartment of Computer Science and Engineering, University of WashingtonSince 1986ExperiencePhd., Stanford University, 1985Post doc, Math Sciences Research Institute, BerkeleyVisiting Professors, IISc, Bangalore, 1993Visiting Scientist, MSR, 2001Research InterestsEducational Technology, Pen Based Computing, Computing for the Developing World

2Integration of Student Devices in the Electronic Classroom

3What will the classroom look like . . .If all students have computational devicesLaptops, Tablets, Ultra light tablets, PDAs, Smart Phones, Gameboys . . . If the devices are all connectedIf the devices are all integrated into classroom instruction4Wide range of potential classroom applicationsPresentationDemonstrationSimulationAccessing external resourcesNote takingFeedbackActive learningPeer communication

5The Slide Based LectureWidely used in higher educationBut often criticized What are the good points?Provides structure for classSharing materials and persistent across course offeringsHigh quality diagrams and picturesMediating artifact for discussion

6What do good teachers do with PowerPoint?Use technology to leverage teaching skillsMaintain interaction with audienceAdjust presentation based on audience feedbackUse other mechanisms for altering displayed material7Ink in the ClassroomFlexibility to create contentRich expressionSymbolic and diagrammatic languagesShow processClassroom PresenterIntegrate digital ink and electronic slides on Tablet PC

8Classroom Presenter

9Typical ink usage

10Diagrammatic Ink

11Activity Based LessonActive LearningStudent based activities integrated into lessonSupported by many different educational theoriesGroup work, feedback, reinforcement, peer learning, constructivism, engagement12

Classroom Presenter

StudentStudentInstructorPublic Display13CSE 51913Activity Examples

10/2/200714CSE 51914Classroom goals (atmosphere)Encourage students to contribute in multiple waysPromote engagement in the classInterestAlertnessDemonstrate that all students have important opinionsPeer interaction

15Classroom Goals (specific activities)Feedback classroom assessmentCollection of ideasCollective brainstormStudent generation of examplesDiscovery of a pedagogical pointGain understanding of an exampleShow misconceptions

16History of Classroom PresenterInitially designed as presentation system for distributed classroomInk and slides for flexibility in distance learning presentationStand alone presentationsIntegration with student note takingActive learning with annotations from students2001-2002 Project started at MSRCode released to UW to allow continuation of projectIntegration with ConferenceXPMSR license Multicast networking2006, CP3 releasedImproved network communicationBSD Open source license

17Classroom Presenter as a distributed applicationDesigned as distributed application for distance learningEnables many scenariosMobilityWalking and talkingSharing materials with students Note takingClassroom interactionStudent submissions

18Basic Usage, Higher EducationInitially targeting Computer Science ClassesPicked up by a wide faculty in a wide range of disciplines

19Discussion ArtifactUse student generated example to explore different aspects of a topicAssess overall understandingDiagnose misconceptions

20Taipei Precipitation and TemperatureJanuaryDecemberTemperatureDaily average, degrees CUse BluePrecipitation mm per month Use RedStudent Submission01020304010020030040021Aside: Instructor Notes

Text that only appear on the instructors screenDiscovery ActivityHave students derive a concept from an example23Topological SortGiven a set of tasks with precedence constraints, find a linear order of the tasks

Label vertices with integers 1, 2, . . ., nIf v precedes w, then l(v) < l(w)14214332134137037832632240142143124Find a topological order for the following graphEFDACBKJGHIL25Collective BrainstormGenerate student ideas for discussionBuild a list of ideasAnalyze and evaluate responses26Special problem: Large SizeList at least three problems trees must face (& solve) because of their large sizes.

1.

2.

3.

2727Problem IntroductionHave students explore an instance of a problem before topic is introduced28Determine the LCS of the following stringsBARTHOLEMEWSIMPSON

KRUSTYTHECLOWN2929Submissions

30Challenge problemsCompetition in getting solutionsSimultaneous work Submission and discussion31Handwriting Recognition:Identify the following words

32Recognition results

33Example Submissions

34Example Submissions

35Interesting Case StudiesSynchronous Distance EducationTutored Video InstructionElementary School36ConferenceXP ProjectHigh quality, low latency video to support interactive classesHigh bandwidth internet video conferencingInternet2MulticastCollaboration between UW and MSRDistance learning support for UW Professional Masters ProgramDistance courses between UW and Microsoft37Masters class, UW - PakistanMasters classUniversity of WashingtonLahore University of Management ScienceMicrosoftComputing for the Developing world

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393-way setup for UW, MS, LUMSPMP Venue 1PMP Venue 2Archiver CP3CP3ServerCP3CP3CP3Video camerasAudioVideo DisplaysSpeakersUWVideo camerasAudioVideo DisplaysSpeakersMicrosoftVideo camerasAudioVideo DisplaysSpeakersLUMSThe 3 way setup between UW, Microsoft, and LUMS. The reason that two venues are used is that higher bandwidth is available between UW and MS so high bandwidth video goes into venue 1, and lower bandwidth (256kbps) goes into venue 240Classroom Activities

41Tutored Video InstructionRecorded lecture materialsGenerally based on live classesClass modelLecture playback alternating with facilitator led discussionFacilitation modelsGibbons: Peer instructionActive facilitation10/4/2007EE Colloquium424210/4/2007EE Colloquium43UW-Beihang, Algorithms courseOffer course based on UW course in BeijingUW Instructor could not give the course in BeijingScheduling prevented live course offering1:30 pm Seattle, 4:30 am BeijingMaterials captured from live classesTutored Video InstructionSlides, talking head, digital ink

43FacilitationSupport provided for facilitatorsLecture notesActivitiesFacilitators invested a larger effort in preparationStudying videosPlanning how to cover contentActive facilitationWorked through lecture examplesLed activitiesAsked questions to studentsExample: facilitators working through example from lecture slides

InstructorFacilitator AFacilitator BFacilitator C10/12/200744FIE 200744Classroom ActivitiesTablet PC supported activitiesStudent submission modelUsed for every lectureTechnology generally successfulConsidered very positive by studentsHigh rate of participationProvided a structure for active learning

10/12/200745FIE 200745Classroom EnvironmentContrast to traditional large lecture classHighly interactive classInteraction episodes measured by observation logs and videos of Beihang classesAverage of 13 interaction episodes per class, 10 with students speakingUW class averaged about 20 interaction episodes per equivalent length of timeBeihang episodes averaged a greater number of rounds of communicationClass atmosphere was informal10/12/200746FIE 200746ResultsOffering successfulTechnology, institutional relationshipCross-cultural issuesEnglish language materials were comprehensibleClassroom discussion primarily in ChineseFacilitation modelSignificant support for facilitators Classroom activities successful (and popular)Facilitators innovative and reproduced some of the instructionInteractive and informal classroom atmosphere10/4/200747EE Colloquium47Elementary SchoolClassroom visits with Tablet PCsSeattle Public School4th gradAfter school math clubMassachusetts Public SchoolsKimberle KoileClassroom Learning Partner

48Introductory activity

49Sample Math Problems

50Sample Math Problems

51Classroom Learning Partner

52School SummaryActivity model worked very wellPositive AspectsStudent engagementShowing work on public displayVisible processNegativesStudent distraction, excessive drawingFeature request limit access to highlighterStudents master technology instantlyTeachers may take longerFits naturally with elementary school pedagogyTechnology must be robust and easy to use

53Classroom Presenter:Going ForwardDistribution Model Academic FreewareEstablish Electronic Classroom InitiativeConsortium of industrial and educational institutionsAdvisory boardClassroom Presenter 4Improve performance (scale to large classes)Cross device compatibilityPlatform for others to extend (open source)Expand to K-12

54For more informationRichard Andersonanderson@cs.washington.eduFred Videonfred@cs.washington.eduCenter for Collaborative Technologiescct.cs.washington.eduClassroom Presenterclassroompresenter.cs.washington.edu

55AcknowledgementsSupport from Microsoft Research, National Science Foundation, HP, Ford, UW CSEJay Beavers, Jane Prey, Randy Hinrichs, Chris Moffatt, Jaime Puente, Lolan Song, Tom Healy, Jason Van Eaton, Tony Hey, Lee Dirks, Harry Shum, Paul Oka, Steve Wolfman, Ken Yasuhara, Ruth Anderson, Craig Prince, Valentin Razmov, Natalie Linnell, Krista Davis, Jonathon Su, Sara Su, Peter Davis, Tammy VanDeGrift, Alon Halevy, Gaetano Borriello, Ed Lazowska, Hal Perkins, Susan Eggers, David Notkin, Andrew Whitaker, Fred Videon, Rod Prieto, Oliver Chung, Crystal Hoyer, Beth Simon, Joe Tront, Eitan Feinberg, Julia Schwarz, Jim Fridley, Tom Hinkley, Ning Li, Jing Li, Luo Jie, Jiangfeng Chen, Melody Kadenko, Julie Svendsen, Shannon Gilmore, Umar Saif, Mansoor Pervaiz, Jim Vanides, Kimberle Koile

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