Digital inking systems are becoming increasingly popular across a variety of domains. In particular, many systems now allow instructors to write on digital surfaces in the classroom. Yet, our understanding of how people actually use writing in these systems is limited. In this paper, we report on classroom use of writing in one such system, in which the instructor annotates projected slides using a Tablet PC. Through a detailed analysis of lecture archives, we identify key use patterns. In particular, we categorize a major use of ink as analogous to physical gestures and present a framework for analyzing this ink; we explore the relationship between the ephemeral meaning of many annotations and their persistent representation; and we observe that instructors make conservative use of the system's features. Finally, we discuss implications of our study to the design of future digital inking systems.
There has been much research on the benefits of active and collaborative learning and on its use in computer science courses. As classroom technology becomes more prevalent it is natural to develop systems that support the use of these techniques. We have developed such a system as an extension to Classroom Presenter [2], a Tablet PC-based presentation system. In our system students (or groups of students) are equipped with tablet computers and at various points during the lecture, are asked to solve a problem or respond to a question. Students respond by writing their solution on the tablet and submitting it wirelessly to the instructor. The instructor can view all student responses, select one or more to display to the class, and annotate responses with ink as they are being displayed. Student responses can be saved for review after lecture by the instructor or made available electronically to the students. In this paper we describe the system and our initial experiences using the system in two classes (CS1 and Computer Ethics) at the University of San Diego in Fall 2003.
Computer Science and Computer Engineering programs across the country are increasingly concerned about the lack of women pursuing computer-related fields. To address this issue, we created a one credit seminar focused on the recruitment and retention of women in technology. The seminar targeted undergraduate women who were co-enrolled in introductory programming at a four year research institution. For approximately $500 per quarter, a staff member and an undergraduate teaching assistant ran the Women in Computer Science and Engineering (WICSE) seminar. The syllabus was shaped by the instructors' personal experiences, and research studies on gender disparity in computer science and engineering. Throughout the quarter we brought in guest speakers, visited research projects, and held discussions. Our activities concentrated on fostering a sense of community, encouraging a wider and more accurate view of computer engineering, and offering a safe environment for discussion and debate. At the end of each quarter we surveyed the students and found that they had uniformly positive reactions to the seminar. The women felt more comfortable in their programming course and became excited about the field of computing. Our paper will outline what we learned during our first three offerings of the course, and how we plan to improve upon our experience in the future. We will show how we developed creative solutions to support women in technology with minimal department resources.
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