Tablet Computing Grant Case Studies
DR. HOLLY STRETZ
"many students added real-time annotation of a movie! "
- Student checkout to use as an instructional aide during their presentation
- Power Point presentations with annotations
- Hand-written note taking
- Archived a database of homework solutions with hand written diagrams, differential equations, notes and graphs eliminating the need for paper copies of homework solutions.
- Students wrote chemical formulas/structures in real-time
- real-time annotation of movie formats
Instructor Comments: "The typical student team used annotation of PowerPoint real-time during their presentation, with the aide of notes they had previously made for themselves. A common practice was to derive governing equations on a blank or partially filled out PowerPoint slide. Feedback: Informally the students were very positive about training themselves on a tablet, and two students bought such!"
DR. WILLIAM FISK
"Tablet technology was valuable in conducting research for designing new courses."
- Power Point with annotations for a digital whiteboard
- Wireless connectivity to online course and research development
- Windows Journal to score in-class activities eliminating paper handouts and evaluations
- Microsoft Excel
Instructor Comments: "The use of this technology has greatly helped me to become a more effective teacher; the tablet technology has enabled me to bring on-line, electronic applications into my traditional classroom setting and challenged me to improve my on-line courses."
DR. BRIAN HUGUENARD
"I had far fewer questions on 'how to do things' "
- Manage distance MBA course in a fully paperless mode
- Demonstration of computerized decision tools with audio and hand-written annotated notes
- Recorded live sessions with Camtasia
- Power Point presentations with hand-written annotations and audio
- Wireless connectivity to distance students
Instructor Comments: "With Camtasia software running on the tablet I was able to record live sessions with the software I was demonstrating, including audio commentary and handwritten annotations on the screen as the software was running. This type of recording provided a vastly improved resource for distance students learning to use new software…I had far fewer questions on “how to do things” with the many different software packages that were used in this class."
DR. STEVEN HAYSLETTE
"the ability to annotate slides allowed for modification of lectures 'on the fly' "
- PowerPoint presentations with live annotations
- Record data in Excel spreadsheets for research
Instructor Comments: With the Tablet, the ability to annotate slides allowed for modification of lectures “on the fly”, more student involvement, and hopefully, more interest in the subject matter and more learning. Students generally seemed pleased with the Tablet approach I took. Several who had not seen it in action previously said it seemed like “magic” – PowerPoint on which you can write!
DR RICHARD C. LE BORNE
"Each student most likely has a unique way of seeing things, i.e., a unique perspective"
- Windows Journal and projector for a whiteboard
Instructor Comments: Body language was a big part of my “old-style” lecture. I could walk around, pace back and forth, etc. to keep the students awake and alert. With the tablet on the desk, I would be seated facing the class, the class seeing all that I wrote on the screen behind me. This took a little adaptation on both our parts. Students had a practiced sense that the responsibility of the student began and ended with careful transcription of all that appears on the board. This applied to the screen behind me as well: I wrote something, the students copied it into their notebooks. However, when I began e-mailing the notes I wrote during lecture, the students began their transition; less note-taking, more interaction with what I was saying. Again, I found that another of my goals for my math lectures became a bi-product from the “new-style” of lecturing with the tablet; students began practicing structured thinking during each lecture rather than numbly copying down what is written by the professor. Students, concerned about their grade, started this because I only award one of the ten possible points for the correct answer. The write-up carried the other nine points. If one student asked if a theorem/definition could be used to start the solution, another student may very well raise his or her hand and ask whether they would have received points if another was used (different perspectives!).
DR J.P. BARFIELD
"Integrate classroom feedback into notes within the live setting (i.e., in “real-time”)."
- Projecting notes through the tablet enables me to make regular changes throughout the semester and provide “current” content within each class without having to continually manage iLearn content.
- Managing/using completely electronic files (rather than paper copies) is a tremendous asset and reduces both personnel costs (i.e., time committed to making copies) and supply costs (i.e., paper and copy charges).
- Enables me to add written comments, work computational problems, and integrate classroom feedback into notes within the live setting (i.e., in “real-time”)
- Collect data and document methods.
- The feedback component is especially important as I can use the tablet to include other student responses in the answer section when reviewing.
- Collecting paperless data enables me to analyze/evaluate information in multiple labs across campus as well as edit methods in real time. Therefore, I am able to both collect data and document reasons/explanations that influence scores or environmental conditions which affect the means by which data should be evaluated. The “one note” software is extremely helpful in this usage.
- PDF annotator with online classes.
Instructor comments: "Although a laptop may offer similar features, the benefit of the tablet is the ability to write notes/comments on files during data collection. I have become much more efficient with the tablet’s usage and therefore will increase its integration into my ground and online classes."
DR. SCOTT NORTHRUP
"an indispensible part of the way I teach chemistry."
- Digital whiteboard
- PowerPoint with annotations allowing students to observe the process of problem solving
- Web publishing of annotated notes
- Compose hand-written questions for use with Classroom Response System keypads
- The tablet is the host for the RF receiver to the Classroom Response System
- Audacity for recording lectures and creating podcasts of lectures making available through iTunes
- ElluminateLive with whiteboard features for help sessions and students joining from a distance
Instructor Comments: "The TabletPC that I received in Fall 2004 has become an indispensible part of the way I teach chemistry. I continue to make daily use of the Tablet PC and cannot imagine going back to teaching a lecture course without it."
DR. JIM BAIER
"Prepared presentations are more efficiently delivered."
- Presentation annotation and highlighting
- Publishing presentations and notes to the web with USB Bluetooth adapter and GlobalSat Bluetooth GPS receiver for collecting research position data collection
- Digital mapping tool for TTU's new Organic Research Farm using ArcPad and ArcView
- Provides an economic solution for recording activities at the farm for future Organic Certification.
Instructor Comments: "The learning environment is enhanced by allowing students to access the instructors’ personal notes that may otherwise be missed in a conventional lecture presentation. The tablet also benefits research activities by providing portable technology that can be used in field activities."