understanding and promoting interaction in the classroom ph.d. defense steven a. wolfman computer...
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Understanding and Promoting Interaction in the Classroom
Ph.D. Defense
Steven A. Wolfman
Computer Science & Engineering
University of Washington
UNIVERSITY LEVEL
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The Blackboard
“…in the winter of 1813 & '14 … I attended a mathematical school kept in Boston…On entering [the] room, we were struck at the appearance of an ample Black Board suspended on the wall… I had never heard of such a thing before.” [Samuel J. May, 1855]
BENEFITS: successful ed tech
CHALLENGES: few such successes
LEVERAGE PNT: public mediating artifact
BIG EXCEPTION: PowerPoint
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Mediating Artifact [Vygotsky]
An external object or structure that participates in cognition by supporting or
shaping thought.
Vygotsky: thought is socialDISTRIBUTED COGNITION
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Slides as Mediating Artifact
• In the classroom:– facilitate communication– structure discussion
• Outside the classroom:– used as memory aid– used as study guide
• Across terms:– reify course knowledge
Persistent context for communication!
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Thesis Question
How can computer technology exploit the mediating nature of
presentation slides to support and shape interactive learning and
teaching?UNIVERSITY LEVEL
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tDistance & Large Class StudiesClassroom
Presenter
Gestural Modelof Ink
ClassroomFeedbackSystem
Feedback PatternsStructured Interaction Presentation system
Research History
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Design Experiment Methodology [Brown]
Class studies Theoretical framework
SystemdesignEvaluation &
user-centered design
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Outline
• Introduction
• Classroom Presenter
• Classroom Feedback System (CFS) and feedback patterns
• Structured Interaction Presentation System (SIP)
• Conclusions
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Explore slides as mediating artifact
Classroom Presenter Goals
• Maintain strengths of slideware (organization, preparation, sharing, execution)
• Mitigate weaknesses of slideware(inflexibility, immobility, passivity)
• Secure classroom adoption
• Prepare for more ambitious systems
Response to dist stud: INK in CONTEXTTRANS: benefit from separating views (fract med art)
Prelim studies indicate need: flexibility/contextual writing
PETTT studies suggest like: organization / preparation
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benefit from separating views (fract med art)
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Instructor view with notes
Displayed view without notes
COMPARE WRITTEN NOTES WITH INK!
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Innovations from User-Centered Design
• Instructor notes
• Filmstrip and slide previews
• “Whiteout”
• “TV Talk Show” Tablet
• Collective brainstormingFlexibility/interaction enabled by exploiting:SEPARATION OF VIEWS, INK IN CONTEXT, SLIDES AS MED ART
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Classroom Deployments
Surveyed since Spring ’02:– 37 courses– 21 instructors– 2,000+ students– CSE courses: introductory to Master’s level– UW, U. of Virginia, & U. of San Diego
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Survey Results
• Positive comments and repeat use by instructors• Instructor survey: N = 9
• Student surveys: N = 479Attention to lecture 10% less 35% no change 55% more
Encourage future use 8% disc. 22% neutral 69% enc.
Students engaged in lecture
0% less 44% no change 56% more
Use in future 0% no 33% maybe 67% yes
Omits all project participants.
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Contributions (Presenter)
• Combined strengths of slides w/increased flexibility, mobility, potential for interaction
• Developed features that exploit slides as mediating artifact:– Ink in context– Separation of views
• Secured broad adoption
• Established basis for student extensions
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Outline
• Introduction
• Classroom Presenter
• Classroom Feedback System (CFS) and feedback patterns
• Structured Interaction Presentation System (SIP)
• Conclusions
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CFS Goals
• Understand challenges to interaction
• Develop system exploiting slides as mediating artifact to respond to challenges
• Evaluate impact of feedback system
• Understand how feedback system changes interaction
NOT FOCUS today.
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Challenge to Interaction:Feedback Lag
A student hesitates to pose a question until the instructor finishes a point. When
the instructor moves on, the question seems out of place and is left unasked.EVIDENCE: Survey/focus group responses (3/12 in pilot; 5/11 in final)Lagged questions in video archives; Personal experience
TRANS: built CFS in response to challenges WE identified like this one
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Leaving Feedback on Current Slide
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Leaving Feedback on Last Slide
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Instructor View
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“Retrospective” Feedback
Students’ response (n=12; 7 sessions; 150 students total):– 29 episodes of retrospective feedback– CFS helped all who reported feedback lag
Instructor’s response:– Retro. feedback is important; often responded– Retro. feedback upset pacing
Adoption lessons for classroom tech.Not enough retrospect
So, did it work?
Imagine n=150!
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“Prospective” Feedback
What if a student leaves feedback ahead of the discussion?
“…if I’m smooth enough… the class will just think ‘Oh, he’s going to talk about [that] now.’ … [To them,] here’s something that for some reason I decided to talk about towards the end of the slide.”
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Prospective Feedback Episode
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Contributions (CFS)
• Identified interaction challenges• Proposed slide context as interaction medium• Developed contextual feedback system• Established potential for student feedback• Discovered novel interaction patterns
– retrospective feedback: addressing feedback lag– prospective feedback: enabled by computer-mediated
communication
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Outline
• Introduction
• Classroom Presenter
• Classroom Feedback System (CFS) and feedback patterns
• Structured Interaction Presentation System (SIP)
• Conclusions
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“Conductor-of-Performances” Model
Computer-Supported Collaborative Learning (CSCL) has been “a move from ‘sage-on-the-stage’ … to ‘guide-by-the-side’”.
New CSCL systems will be “much more like the ‘conductor-of-performances’ for an orchestra: students … [will contribute] to an overall performance.”
[Roschelle & Pea]Leader-of-theater?
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Goals of Structured Interaction Presentation System (SIP)
• Mitigate slides’ passivity, oversimplification
• Maintain intuitive, flexible design
• Explore enabled interactions
• Understand how integrated exercises affect the classroom
Support the design, use, sharing, and reflection on the “orchestra’s” score.
interactive exercises +rich student data
w/PPT-style design+ widgets
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EXPLAINING SIP “by example”Experimental class on “Risk Assessment”24 “students”50 minutes6 SIP exercisesTook ~1 hour to convert static => interactiveDesigned INSIDE PPT USING SIP, etc.
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SIP Architecture
Presentationdesign
environment
Presentation/Widget
database
Instructor view
ViewerscrnshtViewer
scrnshtViewerscrnshtStudent views
Interactive widget designenvironment
Presenter + SIP exercises
SQL back-end for reliability/archival reuse.
Pluggable widgets. Support interactive version of PPT vision.
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tREMIND: exercises from experimentalclass; REAL DATA
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tREMIND: exercises from experimentalclass; REAL DATA
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Distributed Human Computation (DHC)
• Are these on the same or distinct topics?
• Which would you rather discuss?
Of those who died from receiving the vaccine, what percentage had compro-mised immune systems?
What are the death rates for specific groups who received this vaccine?
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DHC Results: Instructor’s View
Group members
Group “winners”
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Experimental Class Results
• Interaction analysis (video/audio/logs): substantial engagement by students
• Student survey results– Factors supporting interaction:
highlights particular strengths of integration– Factors hindering interaction:
highlights important design lessons
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Interaction Analysis
0:00:00 0:10:00 0:20:00 0:30:00 0:40:00 0:50:00 1:00:00
teacher talk
student talk
studentdiscussion
studentthinking
other
98% participation in SIP exercises4-7 interactions reported/student (median)3 recorded voicings/student (72 total)
68% K-12 norm
(62%)
(15%)
(13%)
(5%)
(5%)
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Factors Supporting Interaction (n=18)
Category % students
Sharing responses w/ whole class 39
Participatory feel 33
Novelty 22
Anonymity 17
Forced to participate 17
Helps follow instructor 11
Neighbor discussion 6
None 6
Did not respond 6“anonymity encouraged honest participation”“I felt as though I … didn’t have much choice but to participate … I think this is a good thing.”
78% cited supporting factors EXCLUDING NOVELTY
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Factors Hindering Interaction (n=18)
Category % students
None 56
Distracting applications 22
Distracted looking at my slides 17
Did not respond 11
Reduced coverage 11
Lack of student control 11
Pace too fast 6
Pair discussions 6
Anti-climactic exercise 6
50% cited aspect hindering interaction
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Contributions (SIP)
• Proposed “score” as role of slides as mediating artifact in “orchestra” CSCL model
• Developed prototype SIP system
• Designed novel interactive exercises (e.g., DHC, “sampled quiz”)
• Identified advantages and pitfalls of integrated interactivity
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Conclusions
• Developed and evaluated widely-adopted Classroom Presenter system
• Developed and evaluated Classroom Feedback System
• Developed and evaluated Structured Interaction Presentation System
Demonstrated how to exploit slides as mediating artifact across all three systems (e.g., separated views, contextual feedback, “forced” participation)
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Related Systems
• Ubiquitous Computing:– eClass/Classroom 2000 [Abowd & Brotherton]– ActiveClass [Griswold, Ratto, Truong, et al.]– Cell-phone feedback [Brittain]
• Education/Educational Technology:– ClassTalk [Dufresne]– Debbie/DyKnow [Berque]– WILD [Roschelle & Pea]
• HCI: Pebbles [Myers]
DISCUSS HOW CP/CFS/SIP FIT IN
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Related Pedagogy
• Active learning [Bonwell & Eison]
• Active learning in CS [McConnell]
• Classroom Assessment Techniques “CATs” [Angelo & Cross]
• CATs in CS [Schwarm & VanDeGrift]
• Collaborative Learning [Johnson & Johnson]
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Acknowledgments
• Richard Anderson and the Committee• Rachel Pottinger• Education and Educational Technology Group• Microsoft Research LST Group• Experiment participants• Faculty, staff, and students of UW CSE• Intel, MERL, Microsoft, and NSF for funding• Everyone
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SPARES
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Modern Pedagogy vs. Modern PracticeWARNING: overgeneralization, but borne out by research
active learning
participatory
interactive
student-directed
lecture
instructor-dominated
passive
disconnected
~80-90% lectures Thielens, 1987Many ways to resolve tension: reduce class size, retrain instructors, etc.QUOTE ON RQ SLIDE
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Pedagogy of Active Learning
• Encourage “connected” learning– Constructivism [Bruner]– Social learning [Lave]
• Recapture flagging attention– Attention studies [Stuart & Rutherford]– Heart rate/memory [Bligh]– Skin conductivity [Picard]
• Address varied learning styles – Index of Learning Styles [Felder & Silverman]– Bloom’s taxonomy
Smiley plot
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Large class challenges
• Maintaining attention
• Communication/Feedback
• Spontaneous discussion
• Management of class activities
Bruner (constr.) Lave (soc. Learning)Attention studies [Stuart & Rutherford]Heart rate/memory [Bligh]Skin conductivity [Picard]ILS [Felder & Silverman]Bloom’s taxonomy
CFS: 2.4 voicngs/class, 90-120 studs
Tech problems in distance
Our experience & McConnell
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Slides as Externalization/Mediating Artifact
Saljo: the significance of new technologies does not lie in their enhancing learning in a linear sense… the important point about new technologies is that they, if they are powerful enough, transform basic features of how people communicate knowledge and skills in society and how information is organised. In this sense, new media may imply that learning will become different. Technologies are ultimately about the regulation and improvement of human relationships Draw mental arith– paper and pencil – mem
Elec calculator --alg:communicates in familiar symbolic representation
HK Jade market : comm burden
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CP
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Slideware Strengths/Weaknesses
Strengths• Organization [PETTT]• Preparation [PETTT]• Sharing [Bligh]• Easy execution [Bligh]
Weaknesses• Passivity [PETTT]• Simplified ideas [Tufte]• Inflexibility [VanDeGrift]• Immobility
Preliminary studies indicated instructors needed: flexibility and contextual writing
PETTT studies suggest students like: organization and preparation.
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Slide previews with navigation
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CFS
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Design Experiment [Brown]
• Discover what inhibits interaction
• Understand what makes a good design
• Design intervention
• EvaluatePIPE DREAM!Iterative process: in particular, Ann Brown’s“design experiment” styleStill, will address the steps in this order.
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Feedback on Student View
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Instructor View (2/3)
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Instructor View (3/3)
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CFS Evaluation
Intro. programming course, summer 2002:– 150 students, 12 participants w/laptops– 9 week course, 3 weeks with CFS
Data: observations, surveys, focus groups, interview w/instructor, logs
Final evaluation iteration
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CFS increased interaction
Voicings pre-CFS
Voicings with CFS
All inter-actions
All but “Got it”
# per class
2.4 2.6 15.9 7.9
p-value .91 .04* .14
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SIP
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tREMIND: exercises from experimentalclass; REAL DATA
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TRANS: DESIGN
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Experimental SIP Class
Topic: Risk Assessment
Duration: 50 minutes
Students: 24, CS stud-ents, faculty, staff, each w/a Tablet PC
Presentation included six SIP exercises.
Results:• System successful• 98% participation in
SIP exercises• 4-7 interactions per
student (median)• 62% “teacher-talk”
Took ~1 hour to convert static => interactiveDesigned INSIDE PPT USING SIP, etc.62% T-T (compare to 68% K-12 norm)Median of 3-5 interactions through SIP
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Design Lessons
• SIP’s integrated exercises create “participatory feel”• Students’ social expectations support participation• SIP anonymity policies should be easy to specify
and understand• Student interface should present few distractions• Student interface should provide clear value
(independent navigation and notetaking)• Instructors must still motivate interactive pedagogy
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