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# Activating Computer Architecture with Classroom Presenter - page 4 / 8

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Figure 4(a). Instructor view before discussion.

The

“hand drawn” circles and lines, arrow, and text instructor objects – not seen on projected slide.

box

are

Figure 4(b) Instructor view after discussion. In-class inking has occurred overtop of “instructor object” inking as issues are raised in class. Some “notes” at bottom have been “copied” for students.

Figure 4(c). Projector view after discussion. what the students see.

This is

Note that, in class, the instructor can “draw over” the circles and arrow instructor objects – either at the direction of an astute student, or as a hint to the class if no suggestion is forthcoming. If a student brings up some issue other than those “expected” by the instructor, the instructor is free to explore that topic, ignoring his own notes. If, after that discussion concludes, he wants to return to a “clean” version of the slide to discuss the planned topics, he can erase all ink at once using the chalkboard eraser icon on the top toolbar. If he wants to perform a partial erase of certain words, the pencil eraser erases ink one stroke at a time.

# Interactive, But Planned, Problem Solving

Figure 5 shows one example of interactive problem solving where the students can get a first experience with applying Amdahl’s Law. In order to be sure to cover all the “basics”, there are instructor notes to encourage the instructor to fully

set up the

equation and to

relieve him

of the need to

concentrate

on simple math.

A separate

instructor note

shows an omitted as

additional calculation time allows. A scroll

that can be discussed or bar on the instructor view

to of

“scroll up” the ink the Amdahl’s Law

(as on solution

an to

provide additional room to solve the speedup (alternately, he can shrink the current slide to ¾ show additional work around the edges). In Figure

equation size and 5(b), we

see up”

the projector version after the instructor has “scrolled some inked notes to solve an additional problem.

# Providing Unexpectedly Needed Review

“You all know how to convert from decimal to binary don’t you?” When it becomes clear that one has misjudged the background knowledge of the class, Presenter allows one to easily “break out” of a planned lecture sequence. This can be done either by jumping to a backup slide (perhaps stored at the end of the slide deck and accessed through the filmstrip view) or to a blank “whiteboard” slide to provide a quick review or to recommend a reference for student use.

# Presenter can add new life to the usual “here’s what’s

important from Chapter X” conclusion converting current summary bullets to an (not seen by students) can force students to

slides. Simply instructor object take notes as the

instructor

“overwrites”

key

topics

or

allow

the

class

to

brainstorm their opinions of the most important in the “Empty Outline” Classroom Assessment [2] pp.138-141.

material as Technique

# Adding an Instruction to a Single Cycle Datapath

The freedom of instructor mode objects (rather than just instructor mode text) is especially useful when explaining

and modifying charts, graphs, or diagrams.

The slide

shown in Figure 6 was developed as an in-class review of a homework assignment where several students had produced confused answers. They had been asked to modify the

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