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  and . A survey of the
system, despite beta-testing.
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
that might result versus throughput.
after a discussion of These circles were
added at students
same time a “verbal clue” was given showing emphasis or distinguishing
to the from
only objects (shown in Figure 3(b) in rounded
instructor- text boxes)
or simply encourage verbal response.
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.
rounded text boxes are
the projected display. of points to emphasize
These objects in class.
class discussion, and Figure 4(c) shows the projector view after discussion.
This slide wraps up a discussion of benchmarking
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.