Figure 5(a). Instructor view where a pre-planned
bubbles are instructor objects projected slide. Instructor can
and do not appear on “trace over” instructor
object equations to avoid skipping through solution quickly. Notes in bottom instructor object bubble be discussed or skipped as time permits.
Figure 5(b). Projector view of 5(a) after “scrolling up” first equation work to make room for new discussion. This new ink addresses the bottom instructor object bubble in 5(a).
MIPS single cycle datapath (developed in Patterson and Hennessey, chapter 5) to support only lw and sw instructions that had no displacement. In Figure 6(a) we see the instructor view before discussion. The datapath has been “drawn over” with instructor object lines in different colors. Notes are scattered around the slide as reminders of the format of the instruction and as a guide to an ordering for discussing the datapath modifications. In class, we see (Figure 6(b)) that the instructor has inked over the instructor objects as discussion of the problem progresses. Figure 6(c) shows the much less cluttered projected version.
4. Upcoming Features and Future Work
Additional Instructor Control Features
Currently, all instructor notes must fit within the available
management issues for instructors. In future versions, an optional extra pane will display PowerPoint notes.
Furthermore, instructor notes are currently distinguished from public slide elements by a shadow beneath the note, allowing instructors to quickly determine which slide elements students see and which are invisible to them. However, some instructors prefer other mechanisms such as making instructor object text all one color, or using only the rounded box shape for notes. We plan to support a broader range of mechanisms for distinguishing instructor notes.
Future plans for “instructor-only” inking would allow instructors to make private inked notes during class (visible only on the instructor tablet). These notes could reflect anything that pops into mind in class that the instructor
wants to comments confusion,
and possible homework or test problem ideas.
Tablets for Student Interaction in the Small Classroom
While in-class group problem solving is often viewed by students as very instructional, instructors often feel the class time spent on these group activities comes at the cost of lecture presentation time. Specifically, if students are to benefit from the evaluation of other students’ work, then one must ask different groups to present their results to the class in some form (at the board, etc.). This adds yet more time to the group activity.
Future versions of Presenter will support an additional, “student view” that will be wirelessly transmitted to Tablet PCs scattered throughout the class. While not every student may have a tablet, for the purposes of group work, each group (or a subset of groups) can be given a tablet on which
to record their work. method of previewing and selecting one to be this way, a group can
The instructor tablet will have a the various student tablet screens, projected by the data projector. In “show their work” instantaneously.
The group can be asked to describe using additional ink (circling, etc) to the discussion.
Some of the things students will be able do include working on a “blank screen”, solving a problem proposed on a slide, modifying a datapath diagram, or filling in an empty cache.