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Lecture presentation from the tablet PC
Abstract
We have developed and deployed a lecture presentation system called Classroom Presenter in which the instructor uses a Tablet PC as a presentation device. The system has been deployed in courses at the University of Washington, University of Virginia, and the University of San Diego, and has been favorably received by students and instructors. In this paper we present an overview of the system and discuss particular uses and advantages of the system in small and large lectures as well as distance education scenarios. We discuss two system features in greater detail, a facility for supporting multiple versions of slides for instructor notes, and a facility for delivering student feedback in real time to the instructor. We report on in class use of these facilities.
... One path of research has been into how computer note-taking systems can be powerful tools for students. Examples of such projects include StuPad [12] that is part of the eClass project [1] [7], Classroom Presenter [2] [8] [11], DEBBIE [4], and BIRD [5]. This paper explores the idea of faculty (rather than the students) using a computer note-taking system during student presentations to support interaction, evaluation, and feedback. ...
As we have moved to a more technology-based classroom, much attention has been paid to using computers to present material. Computer-based presentations can be a powerful tool for faculty, but as more and more students are coming to class with laptop and tablet computers, attention is being paid to questioning the opportunities this could present to these students in the form of enhanced note-taking opportunities. This paper explores the idea of faculty (rather than the students) using a computer note-taking system during student presentations to support interaction, evaluation, and feedback. Good annotations and records of a presentation can assist in more organized and effective feedback both during class as well as after class. It can also be beneficial in the evaluation of grades during the assignment stage of a faculty member's work. The techniques discussed can be extended to a wide variety of student presentation assignments.
Over the past few years, with the rapid adoption of broadband communication and advances in multimedia content capture and delivery, Web-based meetings and lectures, also referred to as e-meeting and e-lecture, have become popular among businesses and academic institutions because of their cost savings and capabilities in providing self-paced education and convenient content access and retrieval. In fact, the technological achievements in capture, analysis, access, and delivery of e-meeting and e-lecture media have already resulted in several working systems that are currently of regular usage. This paper gives an overview of existing work as well as state-of-the-art in these two research areas which are bound to affect the way we teach, learn, and collaborate.
A novel system is described that significantly enhances the usefulness of handwritten notes taken during a presentation by creating a multimedia document that includes scanned images of handouts, personal notes, and links to a multimedia recording of the presentation. Notes are linked to the e-presentation media with automatic content analysis without any special notes capture device. Layout segmentation and template matching automatically detects the presence of presentation handouts during scanning. Presentation-level and slide-level linking of handouts to e-media use text and image features from slides. Experimental results show 95% accuracy in linking of the scanned handouts to the e-presentation media
TRADITIONAL METHODS for teaching science courses at the post-secondary level employ a lecture format of instruction in which
the majority of students are passively listening to the instructor and jotting down notes. Current views of learning and instruction
challenge the wisdom of this traditional pedagogic practice by stressing the need for the learner to play an active role in
constructing knowledge. The emerging technology of classroom communication systems offers a promising tool for helping instructors
create a more interactive, student-centered classroom, especially when teaching large courses. In this paper we describe our
experiences teaching physics with a classroom communication system calledClasstalk. Classtalk facilitated the presentation of questions for small group work as well as the collection of student answers and the display
of histograms showing how the class answered, all of which fed into a class-wide discussion of students’ reasoning. We foundClasstalk to be a useful tool not only for engaging students in active learning during the lecture hour but also for enhancing the
overall communication within the classroom. Equally important, students were very positive aboutClasstalk-facilitated instruction and believed that they learned more during class than they would have during a traditional lecture.
Synchronous distance education can partner students and professors from different geographic or cultural regions, allowing them to share and learn from each other. Technology must support the sharing of ideas and materials. Using an iterative design approach, we investigated challenges in synchronous distance learning environments through observation of masters-level courses connecting two learning sites. Through observations, interviews, and surveys we learned of two major challenges: (1) low-quality audio/video makes interaction difficult; and, (2) presentation technologies in distance learning environments make extemporaneous teaching difficult. We developed and deployed a new distance learning system using Internet based video conferencing and a pen computer based presentation system. We studied system use in a masters level course. Analysis of qualitative data (observation notes, surveys, interview transcripts) collected in the course suggest that technological interruptions increased the feeling of separation between the sites, while the integration of natural handwriting with slides increased flexibility and was perceived positively by students and instructors.
Provost David L. Potter of George Mason University chaired a joint task force and presented a report entitled ``Powerful Partnerships : A Shared Responsibility for Learnin'' in June 1998. The main goal is to make a difference in the quality of student learning. Further, it is important to assess this difference and document it. Clifford O. Young, Sr., & Laura Howzell Young of California State University, San Bernardino argue that a new paradigm for assessment, a learning paradigm, must be constructed to measure the success of new kinds of educational practices. Using two survey instruments, the Instruction Model Learning Model Questionnaire (IMLMQ) and the Student Evaluation of Teaching Effectiveness (SETE), they compared students' responses to the course when taught with traditional methods and with interactive methods. The results suggest that neither instrument effectively measures the kinds of learning promoted under the new paradigm. Linn, Baker, & Dunbar recommend that these newer assessment practices should be more authentic, that is, to involve students in the actual or simulated performance of a task or the documentation of the desired competency in a portfolio. Cerbin says that one of the most unfortunate consequences of a summative emphasis is that it inhibits open and productive discussions about teaching; in essence, it marginalizes the types of activity that could lead to better teaching (Cerbin, 1992). William Cerbin, who is the Director of the Center for Effective Teaching and learning, University Assessment Coordinator, and Professor of Psychology at the University of Wisconsin-LaCrosse is a recognized expert in the areas of cognition, language, and development. Edgerton, Hutchings, & Quinlan indicate that Teaching Portfolios may contain evidence of students' learning, but such information is optional, and when included, it may be only one of many pieces of material. Seldin, also supports this and stresses that the interplay between the instructor and the learner should be carefully observed and monitored. Forrest says that Student Portfolios, which document learning in more detail, seldom reveal how teaching contributes to students' progress. Cerbin further indicates that a course portfolio is essentially, a like a manuscript of scholarly work in progress. In this example, it is a work that explains what, how, and why students learn or do not learn in a course. In this paper, the author reports on a dozen techniques that could perhaps be used to document assessment of student learning. References : Cerbin, W. (1993). Fostering a culture of teaching as scholarship. The Teaching Professor, 7(3), 1-2. Edgerton, R., Hutchings, P., & Quinlan, P. (1991). The teaching portfolio: Capturing the scholarship in teaching. Washington, DC: American Association for Higher Education. Forrest, A. (1990). Time will tell: Portfolio-assisted assessment of general education. Washington, DC: American Association for Higher Education. Linn, R., Baker, E., & Dunbar, S. (1991). Complex, Performance-based Assessment: Expectations and Validation Criteria. Educational Researcher, 20 (8), 15-21. Narayanan, M. (2003). Assessment in Higher Education: Partnerships in Learning. Paper presented at the 23rd Annual Lilly Conference on College Teaching, Miami University, Oxford, OH. Seldin, P. (1991). The teaching portfolio. Bolton, MA: Anker. Young, C. O., Sr., & Young, L. H. (1999). Assessing Learning in Interactive Courses. Journal on Excellence in College Teaching, 10 (1), 63-76.
One potentially useful feature of future computing environments will be the ability to capture the live experiences of the occupants and to provide that record to users for later access and review. Over the last three years, a group at the Georgia Institute of Technology has designed and extensively used a particular instrumented environment: a classroom that captures the traditional lecture experience. This paper describes the history of the Classroom 2000 project and provides results of extended evaluations of the effect of automated capture on the teaching and learning experience. There are many important lessons to take away from this long-term, large-scale experiment with a living, ubiquitous computing environment. The environment should address issues of scale and extensibility, it should continuously be evaluated for effectiveness, and the ways in which the environment both improves and hinders the activity that it aims to support—in our case, education—need to be understood and acted upon. In d escribing our experiences and lessons learned, we hope to motivate other researchers to take more seriously the challenge of ubiquitous computing—the creation and exploration of the everyday use of computationally rich environments.