Supporting Classroom Interaction with Networked Tablet PCs

1. Supporting Classroom Interaction with Networked Tablet PCs Richard Anderson Professor of Computer Science and Engineering University of Washington

2. Today’s talk • Big question: what is the potential for fully integrating student devices into the classroom? • Classroom Presenter overview • Pedagogy • Impact and Issues

3. What will the 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

4. Wide range of potential classroom applications • Presentation • Demonstration • Simulation • Accessing external resources • Note taking • Feedback • Active learning • Peer communication

5. 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?

6. 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

7. 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

8. Classroom Presenter Student Instructor Student Public Display

9. 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 homogenous device deployment, Tablet PCs • Non sustainable device model • Department owned tablets distributed at start of each class each class

10. Key results • Successful classroom deployments • Regular use throughout term • Deployment in University Courses • Algorithms, Data Structures, Software Engineering, Digital Design, Environmental Science • Analysis of deployments • Effective tool for achieving instructors’ pedagogical goals • Wide range of use

11. Sample deployment details • Senior level algorithms class • Approx 30 students • Classroom set of HP TC1100 Tablet PCs • Two students per tablet • 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

12. Activity Examples

13. 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

14. Individual Artifacts

15. 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 • Additional communication channels • Easier to express certain ideas • Overcomes communication barriers

16. Inclusion

17. Instructional goals

18. 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

19. 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

20. 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 Assessment of Costs and Benefits

21. Successful sustainable deployment • Benefits must exceed costs • Benefits must accrue to those who pay the costs • Most promising deployment model • Student owned devices

22. 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

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

24. My predictions 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

25. CLASSROOM PRESENTER www.cs.washington.edu/education/dl/presenter For more information, contact Richard Anderson anderson@cs.washington.edu