Use of classroom presenter in engineering courses

Anderson, Richard; McDowell, Luke K.; Simon, Beth

doi:10.1109/fie.2005.1611913

Cited by 56 publications

(36 citation statements)

References 8 publications

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“…Having used this capability in the EI-100 course, we have had much success in energizing the class and increasing student participation in classroom activities since upon displaying the submission, the rest of the teams are asked to verify its correctness, seek an optimal solution, or propose alternative solutions. Students were very eager to participate in these types of exercises as reported elsewhere (Anderson et al, 2005;Kowalski et al, 2007;Tront, Eligeti, & Prey, 2006;Wise et al, 2006). Tools for solving engineering problems have become computer-based over recent years.…”

Section: Softwarementioning

confidence: 99%

“…In EI-100 we utilized InkSurvey, a web-based tool developed specifically to allow an instructor to pose open-ended questions to students during class and receive real-time student responses (Kowal-ski, Kowalski, & Hoover, 2007 & Simon, 2005). Each EI-100 instructor uses CATs to gauge student learning in real time and makes real-time pedagogical adjustments as needed.…”

Section: Softwarementioning

confidence: 99%

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High-Quality Learning Environments for Engineering Design: Using Tablet PCs and Guidelines from Research on How People Learn

et al. 2012

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A team of several faculty members and graduate students at Universidad de las Américas Puebla is improving engineering design teaching and learning by creating richer learning environments that promote an interactive classroom while integrating formative assessment into classroom practices by means of Tablet PCs and associated technologies. Learning environments that are knowledge-, learner-, community-, and assessment-centered as highlighted by the How People Learn framework, have been developed. To date, the redesign of the undergraduate course entitled Introduction to Engineering Design has significantly (p < 0.05) increased student participation; formative assessment and feedback are more common and rapid; and instructors are utilizing the information gained through real-time formative assessments to tailor instruction to meet student needs. Particularly important have been opportunities to make student thinking visible and to give them chances to revise, as well as opportunities for "what if" thinking.

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Section: Softwarementioning

confidence: 99%

Section: Softwarementioning

confidence: 99%

High-Quality Learning Environments for Engineering Design: Using Tablet PCs and Guidelines from Research on How People Learn

et al. 2012

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“…In a qualitative analysis of lecturer perceptions of their tablet lectures, Van Oosteveen & Muirhead (2007) discovered four main themes: (1) "enhancing mobility of faculty" (meaning mobility of faculty across different campuses, and also the mobility of the small, lightweight tablet which encouraged alternative tablet use such as note-taking during academic meetings); (2) "transforming the development of learning materials in and out of class" (i.e., half of lecturers prepared pre-lecture 'handwritten' notes with the tablet; lecturers also prepared slides with overlaid graphics that could be annotated during the lecture); (3) "enhancing faculty feedback to students" (particularly written comments on student assignments); and (4) "altering instructional pacing during lectures" (i.e., slowing lecture pace). Anderson, Anderson, McDowell & Simon (2005) developed tablet PC presentation software, called Classroom Presenter, which supports digital inking. They summarised common tablet digital inking by lecturers to include: "attentional marks for emphasizing slide content"; "short written phrases for emphasis"; "spontaneous written examples"; "diagrams used for explanation"; "annotation of diagrams on slides"; and "planned activities such as writing lists or filling in tables".…”

Section: Lecturer Experiences Of Tablet Pc Lecturingmentioning

confidence: 99%

Exploring tablet PC lectures: Lecturer experiences and student perceptions in biomedicine

Choate

Kotsanas

2014

AJET

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Lecturers using tablet PCs with specialised pens can utilise real-time changes in lecture delivery via digital inking. We investigated student perceptions and lecturer experiences of tablet PC lectures in large-enrolment biomedicine subjects. Lecturers used PowerPoint or Classroom Presenter software for lecture preparation and in-lecture pen-based inking. Using surveys and lecturer interviews, students and lecturers were asked to reflect on their tablet PC lectures in comparison to non-tablet lectures that used prepared images and a laser pointer. Quantitative survey responses suggested that students felt that the tablet lectures were more interesting, that they were more capable of keeping up with the lecturer, and they enhanced their understanding of the lecture content. Qualitative analysis of written comments indicated that students appreciated the real-time writing and drawings, particularly because these were visible on lecture recordings. When reflecting on their nontablet lectures, most lecturers used the pen-based writing, drawing and highlighting tablet functions and reduced lecture pace and content for their tablet lectures. Long-term tablet use led to lecturers making more use of digital inking, with less use of prepared images. Our results support the idea that tablet PC-supported lectures are conducive to improved management of cognitive load via reduced lecture pace and content.

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“…The only way of attracting students' attention was the laser pointer which is hardly visible in huge lecture halls. These were the main reasons that encouraged the development of interactive presentation systems that would support things like attention catching marks for emphasizing slide content, writing illustrating examples, annotating diagrams, drawings or pictures as well as promoting the audience interaction [1]. That means the system that can give audience the possibility to interfere directly with the presentation itself.…”

Section: Introductionmentioning

confidence: 99%

Enhanced Classroom Presenter

Jelemenska

Koine

Čičák

2012

Lecture Notes in Electrical Engineering

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Abstract-Nowadays perhaps the most widespread teaching style at the university lectures is based on slides presentation using computer and data projector. Compared to the previously used "blackboard and chalk" style, data projectors brought a substantial loss of interactivity between students and teacher into the teaching process. Students are often taking notes without even thinking what they are writing down. This can in no way develop their creative thinking. Recently the "active learning" teaching style emerged and is becoming more and more preferable. To use this style in conjunction with computer and data projector the interactive presentation system is one of the basic assumptions. Among the available open-source presentation systems supporting interaction the Classroom Presenter, developed at the University of Washington, seems to be one of the most promising. The article describes the extensions that were designed and implemented to this presentation tool at the Faculty of Informatics and Information Technologies, Slovak University of Technology in Bratislava mainly to enhance the editing, import, and export possibilities of the tool.

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Use of classroom presenter in engineering courses

Cited by 56 publications

References 8 publications

High-Quality Learning Environments for Engineering Design: Using Tablet PCs and Guidelines from Research on How People Learn

High-Quality Learning Environments for Engineering Design: Using Tablet PCs and Guidelines from Research on How People Learn

Exploring tablet PC lectures: Lecturer experiences and student perceptions in biomedicine

Enhanced Classroom Presenter

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