This article describes a system that produces web based learning modules as a by-product of regular classroom teaching. The lecturer uses a pen sensitive display in place of the traditional chalkboard. In addition to drawings, the electronic chalkboard handles a range of multimedia elements from the Internet. The system records all actions and provides both a live transmission and a replay of the lecture from the web. Remote students follow the lecture looking at the dynamic board content and listening to the recorded voice of the instructor. Several use cases of the system as well as a systematic evaluation in two universities are presented.

This paper presents E-Chalk, a software system which transforms a large touch sensitive screen into a smart teaching tool. The instructor writes on the screen using a special stylus and the software emulates a classical chalkboard. The lecturer can paste images to the board, can send queries to remote web services, can activate a computer algebra system, and can paste interactive Java Applets on the board. A copy of the lecture's audio, the board strokes (and an optional video) is stored on a server. The lecture is also transmitted live over the Internet and can be synchronized with teleconferencing systems for student feedback.The E-Chalk architecture is based on the metaphor of the classical chalkboard, enhanced by intelligent assistants running in the background. One assistant takes care of interpreting the handwritten input of the user. Another is a mathematical formula recognizer which processes handwritten queries for the algebraic server. A circuit simulator recognizes sketches of digital circuits and runs a simulation. An algorithm simulator accepts sketches of graphs as input data and runs graph algorithms, animating them on the screen. Further assistants can be incorporated using the E-Chalk API. E-Chalk is being used in our electronic classroom containing a 6 meter long by 1.15 meter wide rear projection "data wall".

Since robotics holds a special fascination among all the technological fields -due to its cross-disciplinary approach as well as its popularity through movies and literature -this field is attracting even the interest of pupils and students who are normally more reserved and cautious towards technological areas. In particular, practical experiences have shown that out of all the different technological areas robotics has a very high motivation impact on women. Thus, robotics can also be utilized as an instrument to bridge the gender gap in technological areas and fields of natural sciences.However, so far the majority of projects and initiatives focus on the instruction of the pupils and students themselves which naturally leads to restrictions concerning the scope of application. In order to enhance the impact factor, the integration of "multipliers", in particular the "educators" in elementary schools, middle schools und high schools -and even in the kindergarten -is an important task. Within this paper, we describe a concept for teaching teachers how to implement robotics curriculum into today's classrooms which is currently under development at the

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We consider a point pattern matching problem occuring in astronautics: Given are pictures from a camera with unknown orientation, showing a section of the starry sky. We want to determine the orientation of the camera by matching the constellations in the pictures with a star catalogue. This problem occurs for satellite attitude determination with star eld sensors. We present a new solution, which uses incremental Delaunay Triangulation.