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Tutored Video Instruction Classroom Interaction Technology

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Tutored Video Instruction + Classroom Interaction Technology ... shows student work on the public display Classroom Presenter Student Attention vs. Time ... – PowerPoint PPT presentation

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Title: Tutored Video Instruction Classroom Interaction Technology


1
Tutored Video Instruction Classroom Interaction
Technology
  • Richard Anderson
  • University of Washington

2
Draw a picture of something from Beijing
Student Submission
3
Where are you from?
Student Submission
4
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

5
Classroom Presenter
6
Student Attention vs. Time
Attention
10 20 30 40
50 60 Time
Student Submission
7
Classroom Activities
  • Active learning
  • Increase engagement
  • Feedback on learning
  • Both to student and instructor
  • Support for classroom instruction
  • Specific pedagogical goals
  • Discovery
  • Familiarity with examples

8
(No Transcript)
9
Sorting Algorithms
  • List three different sorting algorithms, along
    with their run times
  • Algorithm 1
  • Algorithm 2
  • Algorithm 3

Student Submission
10
Graph theory
  • Draw an undirected graph with six vertices that
    has
  • One vertex of degree one
  • One vertex of degree two
  • Three vertices of degree three
  • One vertex of degree four
  • Draw an undirected graph on five vertices where
    every vertex has degree three

Student Submission
11
Find a minimum spanning tree
2
5
4
6
2
1
3
2
3
2
3
1
2
3
4
Value
2
Student Submission
12
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

13
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

14
Classroom Deployment Experience
  • University of Washington, CSE
  • Algorithms, Data Structures, Software
    Engineering, Digital Design
  • UCSD, UCSC, Virginia Tech, UMass, MIT
  • Preliminary Evaluation
  • Surveys, interviews, observation
  • Activity Logs
  • Activity analysis

15
High rates of student submissions
  • High rates of participation in Algorithms and
    Data Structures class (60 90 )
  • No trends in participation rates
  • Time in class or lecture in term
  • Submission was anonymous, so students werent
    required to participate
  • One incentive for students to participate was
    having their work displayed

16
Why I am in Beijing
  • Offer undergraduate algorithms course at Beihang
  • Instructor is in Seattle
  • Time difference prevents a synchronous distance
    course
  • Offer the course using Tutored Video Instruction
  • Incorporate Classroom Presenter

17
Tutored Video Instruction
  • Base course on facilitated use of recorded
    materials
  • Materials recorded from a live class
  • Facilitator guides discussion around materials
  • Gibbons, Science 1977

18
Tutored Video Instruction (TVI)
  • Developed at Stanford University in the 1970s
  • On site Stanford Masters students
  • Off site HP Engineers
  • Students watch pre-recorded class material with a
    tutor
  • Tutor stops the material frequently for
    discussion and questions
  • The key aspect of TVI is peer-learning
  • At Stanford, off site students not only out
    performed students who watched the videos only,
    but out performed the Stanford students.

19
Previous UW TVI Experience
  • Introductory Programming Courses
  • Taught at University of Washington
  • Offered at Community Colleges
  • CC Instructors with limited experience
  • Need to align UW, CC courses
  • Lessons learned
  • Importance of relationship between institutions
  • Facilitator support

20
Parallel Courses
  • Course offered at University of Washington
  • Live lectures by Prof. Anderson
  • Course offered at Beihang University
  • Lectures recorded at University of Washington
  • Tutored Video Instruction
  • Facilitators Jie Luo, Ning Li, Jing Li

21
Making the course a success
  • Overcoming the language and culture barriers
  • Dual course offering
  • Materials are originating from University of
    Washington, but this is still a Beihang course
  • Tutored Video Instruction
  • This will require students ask questions and
    participate in the discussions
  • Classroom Interaction
  • Tablet PCs will support active learning

22
Course set up
  • Equipment setup and test
  • Facilitator training
  • Classroom Interaction Lecture
  • Introduce Technology
  • Assess background
  • TVI Lecture
  • Demonstrate facilitation techniques
  • Establish peer instruction model

23
Classroom Interaction in TVI
  • UW Course will be using classroom interaction
    techniques
  • Active learning central to Prof A.s teaching
    approach
  • Previous work has shown value of structured
    activities with TVI
  • Mechanism for establishing peer interaction

24
Do you have any questions?
Student Submission
25
CSE 421
  • Course Text Book
  • Algorithm Design, Kleinberg, Tardos
  • Chinese Edition (68 Yuan) / US Edition (94.00)
  • Course information
  • Richard Anderson
  • anderson_at_cs.washington.edu
  • Acknowledgements
  • Professors Li, Ma, and Han
  • Microsoft Research Asia

www.cs.washington.edu/education/courses/cse421/06a
u/
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