Technology Innovation Pedagogy

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Technology Innovation Pedagogy

• Bill Moss
• Roy Pargas
• Larry Grimes
• Barbara Weaver

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Studio Calculus III and Differential Equations

• Bill Moss
• Department of Mathematical Sciences

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Studio Calculus III Diff Eq

• Visualization is a strand that runs through both
  courses.
• Calculus III students build 3D solids by
  constructing their bounding surfaces, one surface
  at a time.
• This course is more technicallyadvanced than the
  traditionalpencil and paper course.

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Characteristics

• Reduced lecture 10-15 mini-lectures
• Course journal and Maple tutorials (TA graded)
• Tutorials submitted via WebCT
• Low-stakes quizzes, individual and team
• Team projects (peer instruction)
• Coaching by instructor
• Practice exams

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Maple Tutorials Include

• Instructional Objectives with suggested problems
  for each objective
• Main mathematical points with examples worked by
  hand and with Maple
• Course journal homework assignments
• Maple problems to be worked at the end of the
  tutorial
• Click to see a tutorial

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Pedagogy

• Students take responsibility for learning.
• Coaching enhances formative assessment.
• Taking attendance and learning names is easy,
  e-mail absentees during studio time.
• Frequent quizzes increase engagement.
• Peer instruction is a goal ofteam projects.
• Studio time mixes individualand cooperative
  learning.

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Data Structures and Algorithms

• Roy Pargas
• Department of Computer Science

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Data Structures and Algorithms

• Third Computer Science course (required) for CS
  majors
• Also required in other Science and Engineering
  curricula
• Sophomore-level
• Prerequisite for most junior- and senior-level CS
  courses

Architecture
More
Theory
Oper Sys
Online Sys
Graphics
Networks
Graphics
Compilers
Prog Lang
Data Structures And Algorithms
Comp Sci II
Comp Sci I
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Data Structures and Algorithms

• Data Structure Software Tool
• For each structure, students
• Learn behavior of data structure
• Analyze structure complexity
• Develop code implementing structure
• Use code in application program
• Data Structure Building Block
• Student
• Learn how to piece different structures together
  to work seamlessly in a single application

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Data Structures and Algorithms

• Data Structure Dynamic
• Starts empty
• Grows and shrinks as software application
  executes
• Sample Java Applet Demonstration
• Binary Search Tree

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Course Organization (Fall 2003)

• Lecture
• 1 section, 100 students
• Taught by one professor, 6 TAs
• Meets 3 hrs/week
• Labs
• 1 lab, 100 students
• Taught by same professor and TAs
• Meets 2 hours/week lab
• Coordination among professor and TAs planned in
  weekly meetings

Lecture Sessions
Lab Session
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Lecture Organization (75 mins)

• After one year of experimentation
• Large studio model
• 1 professor, 6 TAs (17 students/TA)
• Format
• 5-10 minute quiz/survey
• 20-30 minute lecture
• 30-40 minute structured laptop exercise
• 5-10 minute quiz/survey

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Sample Laptop Exercise

• Student downloads exercise packet
• Works Java applet describing structure
• Binary Search Tree
• Student activity guided by leading questions in
  packet
• Student uploads responses to questions
• Student responses automatically evaluated (as
  much as possible)

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Lab Organization (110 mins)

• Format
• 5-10 minute quiz/survey
• 15-30 minute lecture
• Length depends on outcome of quiz/survey
• 60-90 minute structured lab exercise
• Development/Analysis/Testing of Programs

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Conclusions

• Distinction blurs between lecture and lab
• Can use longer lab period for tests
• Can use lecture period for smaller, more focused,
  lab exercises
• More efficient use of resources
• TAs can handle most (simple) questions from
  students
• Professor called upon if question too difficult
  for TA to handle

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Conclusions

• Studio format works in Data Structures
• Skills building course
• Identifying candidate data structures
• Evaluating candidate data structures
• Selecting best data structure
• Using data structure to develop application
• Laptop and lab exercises hone student skills
• Frequent individual coaching and frequent
  assessment identify potential problems early

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Conclusions

• Technology provides opportunities to experiment
  with new and better ways to educate students

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Microsoft NetMeeting in the Classroom

• Larry Grimes
• Department of Experimental Statistics
• Click Here

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Written, Oral, and Digital Communication

• Barbara Weaver
• OTEI/CLE Laptop Faculty Training Program
• and
• Department of Communication Studies

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Laptop Courses

• English 101 Composition I
• English 102 Composition II
• English 209 Contemporary Literature
• Communication Studies 250 Public Speaking

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Contemporary Literature

• Beat Generation Poets
• Watched documentary
• Formed teams
• Selected poets
• Researched
• Internet and CU libraries
• Biographical sketch and photo
• Poetry

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Arts in April

• Class collaborated with Linda Dzuriss carillon
  students
• Based title on Bob Dylans song All Along the
  Watch Tower and CUs Tillman Hall where carillon
  is located
• Created program

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All Along the Bell Tower

• Created team multimedia presentations
• Presented in class other teams critiqued
• Class determined organizational pattern, slide
  design, and merged all into one

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An Evening of Song and Poetry

• Carillon students performed first
• Literature students followed in amphitheater
• Music between team presentations provided by
  students
• Everyone wore Beat attire all black,
  sunglasses, beret, etc.
• Served coffee and doughnut holes

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The Benefits for Students

• Led, created, and performed
• Developed strong relationships with classmates
  and me
• Experienced cross-discipline collaboration
• Experienced public speaking
• Served the community
• Retained more information
• Had fun!

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Benefits for Me

• Mentored/coached rather than lectured
• Developed strong relationships with students
• Collaborated with Linda Dzuris
• Learned new information through students
  perspectives
• Served the community received grant
• Had fun!

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Public Speaking

• SC Botanical Garden Nature-Based Sculpture
  Program
• Watched documentary
• Toured garden
• Formed teams
• Selected elementary class

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Research

• Internet previous sculptures
• Vita
• Public lecture, wrote critique
• Interviews/discussions with Yolanda
• Helping Yolanda with installation

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Informative Speech to Elementary School Children

• Analyzed audience
• Planned hands-on project for children with
  Yolanda
• Developed slides
• Practiced in class
• Traveled to schools

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Their Performance

• Recorded digitally (one team also filmed for next
  documentary)
• Uploaded movie files to CU network
• Watched movies on their laptops
• Wrote self-critique

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Benefits for Students

• Varied research
• Authentic audience students rise to the
  occasion say they learn more
• Exposure to nature and art
• Physical exercise
• Opportunity to be in documentary
• Community service
• Convenience of watching movie on laptop
• Fun!

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Benefits for Me

• Mini-lectures and mentoring/coaching
• Exposure to nature and art
• Physical exercise
• Interesting, better speeches to grade students
  rise to the occasion
• Convenience of watching movies on laptop
• Community service received grant
• Fun!

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Questions?

• laptopfaculty.clemson.edu
• www.math.clemson.edu/bmoss
• www.clemson.edu/exst
• www.cs.clemson.edu/pargas