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with the slides from the class and viewed at a later time. This has implications for allowing instructors to review, in greater detail, the material and discussions covered in a given class period. Students could also be given access to inked notes from class discussions, at the discretion of the instructor.

3. Presenter for Undergraduate Architecture We discuss one semester’s experimentation using Presenter in a small-class undergraduate Patterson and Hennessey- style computer architecture class. We give examples of the various usages of Presenter system components in creating

a more interactive organization and presentation. Many

lecture re-use of these

while still maintaining the features of an electronic examples echo recommended

practices of modern pedagogy, e.g., Classroom Assessment Techniques

active learning [9] and [2]. A survey of the

class

found

strong

student

approval

of

the

Tablet

PC-based

system, despite beta-testing.

occasional

technical

issues

involved

with

Inking-Over for Emphasis, Notes to Mention

Perhaps the most often used form of interaction enabled by the Presenter system is a simple circling or highlighting of a word or phrase on a slide. This can allow the instructor to visibly drive home an important concept or emphasize a term students should understand. In Figure 3(a) we see a

projector

view

execution

time

that might result versus throughput.

after a discussion of These circles were

added at students

the

same time a “verbal clue” was given showing emphasis or distinguishing

to the from

previously

discussed

concepts.

Additionally,

only objects (shown in Figure 3(b) in rounded

instructor- text boxes)

can

remind

the

instructor

of

additional

comments

to

make

or simply encourage verbal response.

the

instructor

to

prompt

the

class

for

a

Another instructor using Presenter combined inking for emphasis with a simple feature of Presenter to develop a new discussion style. His discussion of a slide would focus on certain features of the material (emphasizing these in ink with highlights, circles, or other marks), next he would erase the ink with the “chalkboard eraser” button in Presenter’s top toolbar, and then he would discuss the slide again from a different perspective and with different markings. The rapid erase feature enabled this new style and tempo of discussion.

Culling Participation from the Class

Next we show an example where the class will be shown two graphs and asked to propose various conclusions that can be drawn. Figure 4(a) shows the instructor view before class discussion, Figure 4(b) shows the instructor view after

Figure 3(a). Projector view with key points emphasized

via circling and highlighting. bottom of screen emphasize what clear in verbal lecture.

Additional notes at was, hopefully, made

Figure 3(b). Instructor view after discussion.

The

rounded text boxes are

instructor

objects,

not

seen on

the projected display. of points to emphasize

These objects in class.

can

hold

reminders

class discussion, and Figure 4(c) shows the projector view after discussion.

This slide wraps up a discussion of benchmarking

manner

of

evaluating

performance.

Students

as a are

encouraged to recall a previous concept then apply it to the given problem. Specifically, students are asked to explain why the doubling of the clock rate doesn’t produce a doubling of performance (circles on the left graph remind the instructor where to draw student attention). Instructor notes at the bottom of the slide prompt the instructor to write, one more time, the ET = IC * CPI * CT equation and provide a color-coded reminder of the main topics students

should bring up.

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