Based on this feedback, we are reassessing the lab ques- tions, creating more levels of difficulty and fme tuning the wording. We will then add these questions to our Web site so that exploratories users outside of the course can have access to them.
For us, in-class demos and homeworks have provided the most rewarding and workable methods for integrating in- teractive computer-based learning experiences into our introductory graphics programming course. The demos are universally well received and the homeworks not only compel students to take advantage of what our applets have to offer, but also seem to create a critical mass of student- driven applet use. The teaching assistants have recently come into the computer lab in the evening to find students not only using exploratories for their assignments, but also perusing ones that teach related topics or that add depth to the class presentations.
For all of the approaches, advance planning was essential in order to take care of logistics such as room reservations, AV setup, software testing, TA training, lecture timing, as well as to develop new content for use in labs or home- works.
We are working to create a comprehensive listing of cate- gories of integration techniques, such as in-class demo and extra lab session, for our Handbook. These, and the issues and solutions that we have gleaned, will be presented in the
pattern format 19 Our next step is
with examples from a range of projects. to create guidelines, templates, example
lists, and other materials that facilitate the ferent approaches.
We would like to acknowledge Charlie Currie, 1999 Head TA for CS123 for his critical reading and suggestions. This work is sponsored by NSF, Adobe, IBM, Microsoft Re- search, Sun Microsystems, and TACO.
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