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Transcript of 1 Craig Prince General Examination Talk January 17, 2008 1.
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Craig Prince
General Examination Talk
January 17, 2008
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Motivation
Goal: Improve education by integrating computing devices into classroom.
Do in low-cost, sustainable way.
One way, leverage devices students carry!
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Before I Begin… Who has a laptop or Tablet PC with them?
Who has a cell phone or PDA with them?
College Students:
86.1% Cell Phone
12.0% Smart Phone
11.9% PDA
56.3% Digital Gaming Device
73.7% Laptop
Source: The ECAR Study of Undergraduate Students and Information Technology, 2007
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My Talk – In Three Parts Part I: Background
Active LearningClassroom Responses Systems (CRSs) Different CRS activities
Part II: SystemsTablet PC-based Handhelds
Part III: Future Work Improve type of exercises on handhelds Integrate diverse handhelds into class
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Part I: BackgroundActive LearningClassroom Responses Systems (CRSs) Different CRS activities
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Active Learning Active Learning = teaching pedagogy were
best way to teach students is to have them be active in the learning process
Abrahamson’s “Socratic teaching” method “Constructivism” vs. “Behaviorism” Student needs to:
Build on existing mental frameworkIncorporate existing knowledge and ideas
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Abrahamson A. L. “Teaching with Classroom Communication System – What it Involves and Why it Works”. Mini-Course presented at the VII Taller Internacional "Nuevas Tendencias en la Ensenanza de la Fisica". Puebla, Mexico, May 27-30, 1999.
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Quantitative Evidence
Hake’s study 62 physics courses>6000 studentsSet taught interactivelySet taught traditionally (lecture focus)
Students in interactive courses had learning gains 2 std. dev. greater than traditional courses
Hake R. “Interactive-engagement Versus Traditional Methods: A Six-thousand-student Survey of Mechanics Test Data for Introductory Physics Courses”. American Journal of Physics, 66 (1), Jan. 1998.
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Active Learning in the Classroom Mazur’s “Peer Instruction”
Mechanism for Active LearningBasis for many classroom technologies
Promotes:Discussing/collaborating between studentsIntegrating student work into lectures
Mazur, E. Peer Instruction: A User's Manual. Prentice-Hall, New Jersey, 1997.
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Classroom Network
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PublicDisplay
Instructor
Students
A
A
A B
B
C
D
Classroom Network
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PublicDisplay
Instructor
Students
Classroom Network
Classroom TechnologyCooperative Note-
taking
e.g. LiveNotes
PowerPoint Slides
Digital Whiteboards
Digital Ink Presentation Tools
Digital Whiteboards
Classroom Response Systems
Classroom Feedback Systems
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PublicDisplay
Instructor
Students
Classroom Network
ActivityActivityActivity
Classroom Response System (CRS): Learning Cycle
Activity
Activity
B
Activity
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Multiple-Choice Example
Clickers
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Multiple-Choice Example 2
Classtalk
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Textual Example
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Diagrammatic Example
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Diagrammatic Example
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Image Example
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Brainstorming Example
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What Activity Types are Best? No quantitative studies showing digital
ink makes for better activities in CRSs Advantages of Digital Ink
Strictly more expressiveSome activities clearly easier with Digital InkInstructors like using these types of activities
Disadvantages of Digital InkHarder to aggregate/understand
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Part II: SystemsTablet PC-basedHandhelds
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Tablet PC CRSs
General Properties:Support many types of exercises
Examples:Classroom PresenterUbiquitous PresenterDyKnowGroupScribbles
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Classroom Presenter
Devices:Tablet PCLaptop
Activities:Whole Slide, Ink/Text
Features:Anonymous
SubmissionsPush Model
Limits:Cost
Anderson R. J., Anderson R., Simon B., Wolfman S. A., VanDeGrift T., Yasuhara K. “Experiences with a Tablet PC Based Lecture Presentation System in Computer Science Courses”. SIGCSE '04, pp. 56-60, 2004. Site: http://classroompresenter.cs.washington.edu
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Ubiquitous Presenter
Devices:Web-browser
Activities:Whole Slide, TextMultiple-choice
Features:Same as Classroom
Presenter
Limits:Requires Web Server
Wilkerson M, Griswold W. G., Simon B. “Ubiquitous Presenter: Increasing Student Access and Control in a Digital Learning Environment”. SIGCSE ’05. 2005. Site: http://up.ucsd.edu/
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DyKnowDevices:
Tablet PC Laptop
Activities: Whole Slide, Ink/Text Multiple-choice
Features: Integrated System Instructor Control Pull Model
Limits: Cost
DyKnow Website: http://www.dyknow.com
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GroupScribbles
Devices:Tablet PCLaptop
Activities:Post-It Note, Ink/Text
Features:Multi-part ActivitiesMultiple Subs.Editing/Moving Sub.
Limits:Cost
Brecht J., DiGiano C., Patton C., Tatar D., Chaudhury R., Roschelle J., & Davis K. “Coordinating networked learning activities with a general-purpose Interface”. To appear in the International Review of Research in Open and Distance Learning.
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Handheld CRSs General Properties:
Many types of small devicesActivities more limited
Examples:ClickersClasstalkPebblesActiveClassPLS TXT UR ThoughtsUbiquitous Presenter (Mobile)
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Clickers
Devices:Custom
Activities:Multiple-choice
Features:Small and AffordableScales to 100s
Limits:Limited Utility HWUsed for Wrong
Reasons?
Duncan D. “Clickers: A New Teaching Aid with Exceptional Promise”. Astronomy Education Review, 5(1), 2006.
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Classtalk
Devices:PDACalculator (TI-83)
Activities:Multiple-choiceShort AnswerNumeric
Features:Binning (All Responses)
Limits:PDA Cost/Popularity
Dufresne R. J., Gerace W. J., Leonard W. J., Mestre J. P., Wenk L. “Classtalk: A Classroom Communication System for Active Learning”. Journal of Computing in Higher Education, 7, 3-47, (1996).
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Pebbles
Devices:PDA
Activities:Multiple-choiceQuestion Asking
Features:General FrameworkPebblesDrawShared Whiteboard
Limits:PDA Cost/Popularity
Myers B. A. “Using Hand-Held Devices and PCs Together”. Communications of the ACM. Volume 44, Issue 11. November, 2001. pp. 34 – 41.
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ActiveClass
Devices:PDA
Activities:Multiple-choiceQuestion Asking
Features:Voting on QuestionsResults Always Avail.
Limits:PDA Cost/Popularity
Ratto M., Shapiro R. B., Truong T. M., Griswold W. G. “The ActiveClass Project: Experiments in Encouraging Classroom Participation”. Computer Support for Collaborative Learning, 2003.
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PLS TXT UR Thoughts
Devices:Cell Phone
Activities:Question Asking
Features:SMS CommunicationAnonymous
Limits:Recurring SMS CostSMS Length (160)
Markett C., Sanchez I. A., Weber S., Tangney B. “Using short message service to encourage interactivity in the classroom”. Computers & Education, 46 280-293, 2006.
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Ubiquitous Presenter (mobile)Devices:
Cell Phone
Activities: Multiple-choice Short Answer Camera-based
Features: SMS Abbreviations Anonymous
Limits: Recurring SMS/MMS
Cost
Lindquist D., Denning T., Kelly M., Malani R., Griswold W. G., and Simon B. “Exploring the Potential of Mobile Phones for Active Learning in the Classroom”. SIGCSE ’07, March 2007.
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Summary of All SystemsDigital Ink Textual
Multiple-choice
Whole Slide Post-It
Whole Slide ? Asking
Short Answer Numeric
Tablet PC CP Grp. Scrb. CP DyKnow
DyKnow DyKnow
Laptop CP Grp. Scrb. CP DyKnow
DyKnow DyKnow Ubiq. Pres.
Ubiq. Pres.
PDA ActiveClass Classtalk Classtalk Classtalk
Pebbles ActiveClass
Pebbles
Calculator Classtalk Classtalk Classtalk
Phone Ubiq. Mob. PLS TXT Ubiq. Mob. Ubiq. Mob.
Custom Clickers
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Summary of All SystemsDigital Ink Textual
Multiple-choice
Whole Slide Post-It
Whole Slide ? Asking
Short Answer Numeric
Tablet PC CP Grp. Scrb. CP CP CP DyKnow
DyKnow DyKnow DyKnow DyKnow
Grp. Scrb. Grp. Scrb.
Laptop CP Grp. Scrb. CP CP CP DyKnow
DyKnow DyKnow DyKnow DyKnow Ubiq. Pres.
Ubiq. Pres. Ubiq. Pres. Ubiq. Pres.
Grp. Scrb Grp. Scrb.
PDA ActiveClass Classtalk Classtalk Classtalk
Pebbles ActiveClass
Pebbles
Calculator Classtalk Classtalk Classtalk
Phone Ubiq. Mob. PLS TXT Ubiq. Mob. Ubiq. Mob. Ubiq. Mob.
Custom Clickers
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Part III: Future WorkImprove type of exercises on handhelds Integrate diverse handhelds into class
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IntegrateExistingDevices
Increase
Mobile
Interaction
Enabling Adoption?
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$ $$$
Exp
ress
iven
ess
Cost
Digital Ink
Multiple Choice
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Challenges
“Increasing Mobile Interaction” Understand types of activities How to do them on mobile devices
“Using Existing Devices” Dealing with heterogeneous mix of devices
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Steps to Tackle Challenges
1. Look at styles of activities supported on different devices esp. what interactions are needed
2. Look at how well each device feature performs on these activity styles
3. Explore techniques for making activity styles feasible on mobile devices and test
4. Develop application that supports multiple device types
5. Develop tool for designing activities to suit multiple devices – design activity once, translate to several devices
6. Develop tool for taking responses of different forms and interpreting/aggregating them
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Step 1: Activity Styles TaxonomyWhat:
Activity Patterns:○ Brecht et al., ○ DiGiano et al.○ Classroom Presenter observations ○ Other Education Work
Focus on CRS activitiesHierarchical TaxonomyGoal: Benchmark
How:Large Corpus of ActivitiesCompile Taxonomy ManuallyExpand as needed
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Step 1: Potential Activity Styles Locate Item On Image
Single/Multiple items? Location? Scale? Boundaries?
Create a Diagram Elements? Labels? Connectivity?
Modify/Complete a Diagram Structure? Labels?
Highlight a Diagram
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Step 2: Existing TechniquesWhat:
Given device capabilities, quantize performanceTest feasibility of activity for each deviceUse existing research where avail.
○ Text input speed on different devices○ Pointing task research
Focus on diagrammatic/image responses
How:Literature reviewImplement techniquesLab studies to test performance on benchmarks
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Device Input CapabilitiesInput Modality (Hardware) Example Mobile Devices
Keyboard Laptop, Tablet PC (hybrid)
Keypad Mobile Phone
Directional Pad (2-way, 4-way, or 8-way)
Mobile Phone, PDA, Gaming Device
Mouse Laptop (external)
Trackball Laptop (external)
Touchpad (relative motion only) Laptop
Joystick Gaming Device
Accelerometer Mobile Phone, PDA
Stylus/Pen Tablet PC, PDA
Touch-screen iPhone, Tablet PC (some)
Camera Mobile Phone, iPhone
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Device Screen Sizes
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Physical Screen Width vs. Height
0
2
4
6
8
10
12
14
16
0 2 4 6 8 10
Screen Width (in.)
Scr
een
Hei
gh
t (i
n.) Phones
PDAs
Gaming
UMPCs
Tablets
Laptops
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Step 3: New Techniques
What:No adequate techniques? Try to invent new ones
How:Identify gaps from prev. stepExamples:
○ Stylus drawing on small screen w/ large virtual canvas
○ Drawing arbitrary regions without stylusTest performance using lab tests
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Step 3: Example Arbitrary Regions Rubber-band?
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Step 4: Develop ApplicationWhat:
Base on Classroom Presenter Requirements:
○ Identify device type/capabilities○ Screen size/resolution○ Open platforms? Android?
How: Use existing standards:
○ Ubiquitous Presenter uses HTML and JavaScript○ Wifi or SMS for networking
Support for:1. Stylus Devices (Tablet PC, PDA, Smart Phone, Nintendo DS)2. Touch Screen3. Keypad
Success = deployment & support for devices
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Step 5: Instructor Design ToolsWhat:
Consider classroom issues with different devices○ Envy○ Equality
Given benefits/drawbacks of different modalities, ○ Recommend alternative activity types?○ Balance activity types given?
How: Tool Input
○ Instructor activity (PowerPoint?)○ Activity metadata
Tool Internals○ Determine activity type○ Optimizes interaction for each device in class
Tool Output○ Recommendations for activity types
Evaluate with user-study of tool
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Step 6: Instructor Class UsageWhat:
Use activity metadataUse salient regions of responsesUnderstand and aggregate resultsFinding common misconceptions
How:Unsupervised/semi-supervised clusteringEvaluation
○ Test data from real classes○ Measure success on data○ User-study to observe utility
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Step 6: Example Tic-Tac-Toe
X, X, O
O, O, X
X, X, O==?
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Conclusions Two Problems
Increasing Mobile InteractionUsing Existing Devices
SolutionActivities and devicesTools:
○ Enable multiple devices○ Help instructor
GoalMake deploying CRSs a realityImprove Education
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Questions?
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