Teaching with CAA in an Interactive Classroom Death by Powerpoint
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1. e ma ka 2 alaj zje gt 2 ejm xa m oservation of spectral ines in the spectrum of a binary star system reveal several spectral absorption lines that remain stationary in wavelenath interspersed among lines that move back and forth periodically in response to the matian of the two stars What is the arian of these stationary ines s Responses Count absorption by atoms in the interstellar gas betwee54 6 absorption of starlight by cool gas at the stationa 18 2 these lines are the normal unshifted central lines 18 2 Unanswered combined 9 1 eal ie ou E Tear I 1 0 0 AST103 The Milky Way Lile in the Universe 2 1 fastronomers have been obser by observing stars at all ages and stages of by observing stars al all ages and stages of development and fitting these observations development and fiting these observations aR Taw to a model developed from laws of physics _to a model developed from laws of physics Stidert 0 1 uuavoleland tays omiled by now sate 3 1 region of interstellar space shining with a region of hot ionized gas region of hot ionized gas 4 stud 2 infrared radiation reddish hue is a x hO Student v 1 infrared radiation 42. 2001 discuss their use of the PRS system The PRS system is being used increasingly widely mainly because it is relatively cheap and simple to set up Draper et al 2003 Inverno 2003 Wit 2003 Furthermore there are several ways in which PRS can be integrated with Powerpoint to make its delivery smoother RxShow http www rxshow com Mitchell http www dcs gla ac uk mitchell PRS Downloads html IML http www iml Itd uk question_wizard htm The catchphrase Death by Powerpoint is frequently repeated and routinely ignored The technology provides a convenient means of avoiding any human interaction or human engagement with students in a class A lecturer can deliver a rigid set piece provide smart handouts make the presentation available on line and then walk away feeling that a good job has been done The net result is little different from or worse than copying from a blackboard The same could equally be said about computer based learning CBL VLE MLE or traditional CAA where authors inject content into software packages and expect students to engage with it remotely on an impersonal computer screen Engagement with traditional CAA has some advantage in that its use by students is primarily motivated by the need to pass exams Engagement in this context means computer engagement and interaction means computer interaction Such weapons of mass or math instruction are not generally effective without some form of human involvement In 25
3. 58 8 Info OK Tries Response x 1 Student 3 1 2 2 2 x 1 stud 2 1 2 2 2 x 12 Student 0 0 x 15 Student oj O 3 x 19 Student 1 2 2 3 x 2 Student 1 2 2 3 x 3 Student v 2 2 2 3 x 4 Student v 1 72 2 3 x 8 Student 0 o0 3 Figure 5 Live Tracking of Student Progress on a Mathematical Question Although it does not provide any automatic numeric or algebraic answer checking Discourse still provides a useful tool for mathematical questions For example algebraic questions can be delivered as open ended allowing for manual checking and selective return of answers to students for further discussion Past evaluation of Discourse has largely been in schools Yet when university students routinely ask Can t we have classes like this more often it is impossible to ignore its potential for use in higher education Itis planned to conduct more formal evaluations once regular use of Discourse is established Evolutionary Trends and the Future of CCS An idealised classroom communication system might have the following properties e simpleto install and use with large classes e delivery of full range of question types open closed and mathematical e lecturer or student controlled delivery modes e two way communication e wireless non directional input e low cost compact lightweight input devices handset PC e immediate flexible display of graphical
4. BC and yet the learning benefits of questions are still being analysed Thalheimer 2003 and questioning plays a central part in many recently developed teaching pedagogies For example Mazur 1997 describes Peer Instruction and Brookfield and Preskill 1999 describe Discussion as a Way of Teaching Steve Draper at the University of Glasgow has created a useful set of links for the effective use of handsets and group response systems in teaching at http www psy gla ac uk steve ilig Use of classroom communication systems is far less common because of the much higher cost of input devices Yet Classtalk Dufresne et al 1996 Abrahamson 1998 was a sophisticated CCS which used HP palmtop computers or TI graphing calculators successfully Discourse was first introduced in the mid 1980s though it is only relatively recently that its benefits for teaching in higher education are being recognised Discourse Teaching Environment Discourse allows live CAA based classes to be delivered in ways that engage every student without the isolation and detachment of traditional CAA but without the limitations of standard group response systems During the 2002 3 academic year two methods of delivering Discourse have been piloted Figure 2 A 1 desktop teacher PC e e 3 tabl student PCs Bint 20 deskt nae PCs 1 laptop teacher PC Figure 2 Discourse Set Up a Networked PC Teaching Lab left b Wireless Network right The fir
5. of current topic Summary of session aims Begin with open subjective questions Move towards more objective questions Use fill in questions for text numbers algebra Choice questions enable more precise feedback Any questions Conclusion Poll knowledge understanding of current topic Objective post test Self paced on current class topic Report on post test Any questions Key to Exercise Types Open questions OEQ open ended question VOT voting question Word questions KWD keyword Fill in questions FIB fill in blanks ROT routing Table 4 Typical Interactive Class Using Discourse QAA question and answer Closed choice questions MCQ multiple choice question HSP graphic hotspot EXERCISE TYPE IDP MCQ x 5 REP OEQ VOT IDP OEQ VOT KWD QAA FIB ROT MCQ HSP OEQ VOT MCQ x 5 REP OEQ Information IDP idea presentation RPT report S8 D Ea Machina T ried Eating Merl uedem Feobeck None Cas Complete the following proof that the maximum area enclosed by a rectangle of Suppose length of perimeter ie length of one side of rectangle aie xo Length of other side y p x Area of rectangle A p x x fixed perimeter is a square Area of rectangle a length x perimeter p Figure 4 Editing and Previewing a Routing Question The administration of teachers students classes and cou
6. v 1 What kinds of stars are responsible for the hot O and B stars hot O and B stars x 2 Student 1 infrared radiation lonization of the gas in an H Il emission a Sudent v tndrared radion jebula which results in the emission of x li Sudent x reread radiation almer Ha and other atomic spectral lines x 5 Student 0 1 ultraviolet and X rays emitted by new stars rom this region k A x 5 o any young stars in new clusters appear to the preferential scattering of blue starlight by emission from transitions in hydrogen x B Student v 4 infrared radiation z n e surrounded by a blue nebulous haze Very fine dust grains in the interstellar latoms predominantly in the blue part of the x p student O Z ingavavelengtr mda wasse emeied by naw sits e physical process that produces this medium sible spectrum x 4 Student 0 1 long wavelength radio waves emitted by new stars lue nebulosity is x P Student v 1 infrared radiation 6 0 0 Whatis the typical size of the particle thatis small dust grains about the size of smoke he source of the blue light by which we see parlicles that scatter starlight rellection nebula 70 0 eso reddening often causes more Blue light is scattered out of the beam of ss stars to look redder What physical starlight by grains of dust in interstellar rocess produces this reddening space a v servation of spectral lines in the spectrum absorption by atoms in the interstellar gas absorption by atoms
7. years from now will the university students of today remember an on line course or a lecturer The benefit of group response systems is that the technology can be used to promote human interaction and human engagement in large classes and is not limited to computer interaction and computer engagement The catch is that it takes skill to plan set up and deliver engaging interactive classes effectively When PRS is used with or without Powerpoint integration MCQ type questions are asked by the lecturer students respond via handsets and results are displayed for discussion PRS increases class engagement and interactivity if it is used intelligently Ways of using it effectively include short quick fire tests at the start and end of a class promotion of peer discussion among groups by asking questions during a class and evaluation of content delivery at the start or end of a class Live CAA questions are often quite different from traditional CAA by being simpler more open ended or even ambiguous Breaking up a larger question into smaller subsidiary questions is often highly appropriate Other handset systems have different benefits and drawbacks For example the CPS system allows students to work through a set of questions at their own pace Yet the first and most obvious drawback of PRS CPS and many other group response systems is the limitation of their handsets and software to MCQ type questions Considerable ingenuity is used devise questions
8. Teaching with CAA in an Interactive Classroom Death by Powerpoint Life by Discourse 10 June 2003 Michael McCabe michael mccabe port ac uk Department of Mathematics Faculty of Technology University of Portsmouth Buckingham Building Lion Terrace Portsmouth Hants PO 2DT Tan Lucas ilucas ets europe org ETS Technologies Educational Testing Service Abstract We describe our experience with an advanced PC based classroom communication system Discourse which allows live CAA based classes to be delivered in ways that engage every student without the isolation and detachment of traditional CAA Real time student responses are received keystroke by keystroke allowing immediate feedback to be given by a lecturer There is much greater variety in question types than available with wireless handsets such as PRS including open ended and routing questions Graphical hotspots questions linked to specific Web sites and mathematical questions can be authored Some questions can be authored and delivered on the fly to provide greater responsiveness Students can even be asked to pose the questions themselves Both social synchronous and self paced traditional asynchronous delivery modes are permitted Feedback can be given in text numeric and graphical form immediately using a range of styles from reports to charts The administration of teachers students classes and courses is done via an integrated Discourse Manager Discourse is run
9. conf99 pdf nicholls pdf Thalheimer 2003 The Learning Benefits of Questions http www work learning mall PP_WP003 asp 11 Wit E Who Wants to Be The Ue of a Personal Response System in Statistics Teaching MSOR Connections Vol 3 No 2 pp5 11 LTSN MSOR Newsletter Discourse http www etstechnologies com discourse Personal Response System PRS _http www educue com 19
10. el Inflexible scoring Administration and reporting Lack of confidence levels cf PRS Table 5 Some Pros and Cons of Discourse Case Studies In this pilot study Discourse has been used for in the teaching of astronomy mathematics and to a lesser extent computing Case Study 1 Astronomy Two level 1 elective units in astronomy have provided a good opportunity for introducing Discourse into teaching Students on these units come from a variety of scientific backgrounds but generally have no background in astronomy The units are designed to attract and motivate earth scientists biologists mathematicians and geographers alike Students are expected to read a textbook chapter attend a mostly Powerpoint delivered lecture and complete a weekly practical session Observation sessions at a local observatory are optional and dependent upon the weather so a variety of computer software and associated worksheets are used during the practical classes CAA is used for 50 of the unit assessment tests being taken at approximately three week intervals Since large databases of both formative and summative MCQs were already available it was relatively straightforward though tedious task to edit them in Discourse figure 3 The lack of facilities for importing questions slowed down the process which required repetitive cutting and pasting The important Don t know option was always added and students were encouraged to use it whenever nec
11. essary The MCQs were used in a revision class held the week before each test in a manner very similar to the PRS group response system but with a greater variety of feedback options Experimentation with other question types normally took place during a separate session Conveniently each textbook chapter began with a series of open ended questions such as How do you determine the temperature of a star These were often used at the beginning of a session before moving on to more objective question types Table 4 It quickly became apparent that all students even the weaker and less motivated ones were participating even if they did prefer anonymity towards the back of the room On many occasions verbal questions or discussion was provoked by the Discourse feedback and authored questions were not used because of the extra time taken up Powerpoint presentations rarely seem to have this problem Case Study 2 Mathematics and Computing There are many different ways of teaching undergraduate students to use computer algebra software effectively The classic approach is to use a balance of classroom lectures with software demonstrations and computer lab practicals In the computer lab student worksheets range from basic tutorials through to extended problem solving Engagement with students takes place primarily at an individual level during these practical classes with conventional CAA then used for summative testing of students ability
12. from a small Web server on the teacher machine and is accessed from student PCs via a Web browser A Discourse session could be delivered on line although it is primarily designed for face to face delivery Unlike conventional CAA the computer acts as an intermediary for communication with students allowing the lecturer to control delivery as much or as little as required When used in a teaching computer lab the input devices are already in place so no further costs are incurred We have used Discourse for teaching in several different subject areas including mathematics where students learn to use computer algebra software and in astronomy where existing question banks have been converted and adapted for Discourse lessons By comparing the best features of existing traditional CAA systems handset systems and classroom communication systems the most desirable features of an interactive classroom system are identified We conclude by speculating about future developments in classroom communication systems Keywords Classroom Communication Systems CCS Group Response Systems GRS face to face CAA student engagement Discourse Personal Response System PRS wireless network Interactive Engagement Past CAA conferences papers have described the use of group response systems for delivering live CAA in face to face teaching Nicholls 1999 used the IML Question Wizard Irving et al 2000 describe their use of Teamworker and McCabe et al
13. g the mathematical equation editor top left a pie chart of responses top right the bar showing correct responses and list of student choices lower left and a report on an individual student lower right d Discourse Teacher E universe chap20 meg3 universe chapZ0 mcq31 Unlocked Windom Heb hap20 meg3 1 Unto Kea al gt Ou Ofer 2 OB Re S wu rPe 2 OG e S a S concent Response fa E fe Jo uji ala m Mone Surmaye Essaien c specialis the spectum of aint sysler reveal ser oa socia sziplon nos that reman slater in wave Beven t Tee foires E ce Jarch riewpersed ananaines hat nave bach aa lerh abiodealpinrevoansota Tobe maton of he wo sar Exercise Frame Multiple Choice es ows oe Bly ull E zla e el TERT Observation of spectral ines in the spectrum of a binary star system reveal several spectral absorption lines that remain stationary in wavelength interspersed among lines Observation of spectral lines in the spectrum of a binary star system reveal several spectral absorption lines that remain stationary in wavelet interspersed among lines that move back and forth periodically in response to the motion of the two stars What is the origin of these Meee lines that move back and forth periodically in response to the motion of the two stars What is the origin of these stationary ines
14. in a style suitable for live delivery but the restrictive nature of the input can easily make classes tedious unless it is used sparingly Simply throwing in an occasional question to check understanding of a key topic is fine This can be done easily enough if students own or are loaned handsets and lecture theatres are all equipped with the necessary receivers and software Unfortunately though not every classroom is PRS equipped and it may be necessary to bring in a laptop Investment of the albeit modest time in setting up hardware and software plus distributing and collecting handsets to 100 students means that there is a strong temptation to exploit the facilities to the maximum extent possible For this reason early use of PRS at Portsmouth has been during end of unit revision sessions in preparation for exams rather than as a mainstream teaching tool Even when adopting teaching pedagogies such as peer instruction Mazur 1997 there is a strong temptation to use more questions than necessary not allowing enough time for reflection and discussion The second major drawback of standard handsets is that they are uni directional i e communication is one way from the student handsets to the central computer from which results are displayed to both students and lecturer This limitation is overcome by the use of a Classroom Communication System CCS A CCS is essentially a bi directional group response system i e there is two way communica
15. in the interstellar gas f a binary star system reveal several between the star system and Earth between the star system and Earth spectral absorption lines that remain fationary in wavelength interspersed mong lines that move back and forth eriodically in response to the motion of the fo stars alo e best place to search for stars thal are in in cold regions inside interstellar clouds inside large hot regions of ionized process of forming is hydrogen gas HII regions 10 0 p formed in the center of a compression of the dust and gas by gravity ondensing mass of dust and gas begins to Figure 3 Authoring and Student Responses for Different MCQs When an open ended question is asked e g Why do you think there was life on Mars or Enter a discontinous mathematical function answers are seen together on one screen as soon as they are typed If the answer is mathematical then all the different mathematical expressions entered by students can be seen together Responses to open ended questions are not processed in any way but the lecturer can choose to send some or all of the responses back to student screens with or without annotation for further discussion or comment Although the software can handle large numbers of answers to open ended questions perfectly well complex responses can easily lead to information overload In this pilot project students have worked in pairs when all teaching lab PCs have been in use but the number of
16. ion and reporting facilities handset battery maintenance Table 1 Some Pros and Cons of the PRS Group Response System The cost of input devices is important especially when there are large student numbers Reusability of the input devices for other purposes also needs to be taken into acount For a CCS these are necessarily PCs but the advent of modestly priced PDAs tablet PCs and wireless networking means that there is a standard alternative to handsets which are highly non standard and vary considerably from one manufacturer to another Furthermore the layout of a conventional computer lab can be rearranged to allow the use of existing facilities as a CCS Schematically the differences between traditional CAA a GRS and a CCS is presented in Figure 1 and Table 2 CAA Answer Student Question Feedback Computer GRS PRS _ mf ampate Haeren ANSWEe Input Status Results handsets PC pda tablet Questions Tae A Student sewers Lecturer Figure 1 Schematic View of the Differences between CAA GRS and CCS CAA GRS CCS Student input device PC e g desktop Handset PC e g tablet PDA Typical max numbers 500 200 30 Communication Two way One way Two way Question types Many Few MCQ Many Feedback screen Private Public Private Table 2 Characteristics of Traditional CAA GRS and CCS Pedagogy Technology and Classroom Communication Systems Teaching by questioning is as old as Socrates 469 399
17. less intrusive e g it can be used while sitting round a table in any classroom Face to face communication and full eye contact with students becomes possible because they are no longer peering over flat screen monitors Whether used in horizontal screen stylus mode or vertical screen keyboard mode a tablet PC does not limit student visibility Discourse Delivery Although a later version of Discourse was used on the portable system the basic features of he software are the same Real time student responses are received keystroke by keystroke allowing immediate feedback to be given by a lecturer Unlike PRS where the lecturer sees the results at the same time as the students Discourse allows the lecturer to see results in real time as soon as students enter their responses Students failing to participate can be picked up immediately and the correctness or validity of answers monitored It is at the discretion of the lecturer whether to convey this information to students either verbally or by using a range of software options for delivering feedback on student screens There is greater variety in question types than available with wireless handsets including MCQ FIB keyword open ended and routing questions When an MCQ is asked the lecturer can see percentages numbers choosing different choices or percentages numbers choosing the correct answer Coloured bars show the information graphically Figure 3 shows the authoring of an MCQ includin
18. or numerical feedback e networked or on line 1n No such system exists yet but it might in the future CAA software normally has the greatest variety of question types a GRS has the cheapest input devices while a CCS supports two way communication of the lecturer with students It is interesting to consider how CAA and group communication have developed CAA has evolved from optical readers to standalone networked and on line delivery CAA 1 generation 1975 OCR OMR student computer gt student 2 generation 1990 Networked computer based computer student 3 generation 2000 On line computer based computer student Group communication has advanced from low tech methods to group response systems and on line tools such as chat rooms where questions can be asked Group communication 1 generation low tech methods hands paper cards cubes student lecturer 2 generation GRS one way student handset gt computer lecturer 3 generation on line chat rooms white boards VLE communications Discourse a CCS student computers lecturer computer with two way on line communication of CAA could be regarded as a 4 generation tool While there is a rapid growth in on line courses there is remarkably an increasing demand for larger and better equipped lecture theatres too The ability of Discourse to deliver face to face and theoretically at a distance might well make it attractive in both context
19. rses is done via an integrated Discourse Manager For this pilot study students logged in with a dummy numbered user ID and password Although genuine student names could have been used the use of numbers helps maintain student anonymity when answers are displayed while helping the lecturer to locate students according to their position in the room Discourse is run from a small Web server on the teacher machine and is accessed from student PCs via a standard Web browser Internet Explorer Although it is designed for face to face delivery a Discourse session could be delivered on line to the room next door and beyond With additional video and audio facilities use of Discourse could in principle be extended to teaching at a distance Pros and cons of using Discourse are summarised in Table 5 Pros Cons Greater range of question types cf GRS Requires PC student input desk laptop PDA tablet Objective and subjective open questions Most computer labs arranged unsuitably Delivered on network or in wireless mode Expensive input devices Simple to use cheap software on single teacher PC Wireless delivery harder to set up Well integrated system using standard browser Lack of some question types cf CAA Standard input device Authoring limitations e g use of HTML Keystroke by keystroke responses Annotation with mouse tricky On the fly question authoring Lack of import export facilities e g IMS QML Mathematics tools Web Trav
20. s At the very least Discourse provides an exciting alternative to the mass slaughter from another Powerpoint presentation and handset zapper limitations References Abrahamson A L 1998 An Overview of Teaching and Learning Research with Classroom Communication Systems http www bedu com Publications Samos html Brookfield S D and Preskill S 1999 Discussion as a Way of Teaching ISBN 0 7879 4458 0 Dufresne R J et al 1996 Classtalk A Classrom Communication System for Active Learning Journal of Computing in Higher Education 7 3 47 http umperg physics umass edu projects ASKIT classtalkPaper Draper S W and Brown M I 2003 Increasing Interactivity in Lectures Using an Electronic Voting System CAL03 http www psy gla ac uk steve ilig draperbrown html Inverno R Making Lectures Interactive MSOR Connections Vol 3 No 1 18 19 LTSN MSOR Newsletter Irving A et al 2000 Use of Information Technology in Exam Revision 4 International CAA Conference http www lboro ac uk service fi flicaa conf2000 pdfs readm pdf Mazur E 1997 Peer Instruction A User s Manual Prentice Hall McCabe et al 2001 The Integration of Group Response Systems into Teaching 5 International CAA Conference http www lboro ac uk service fi flicaa conf2001 pdfs d2 pdf Nicholls J 1999 The Web between Lectures and Self Managed Learning 3 International CAA Conference http www lboro ac uk service fi flicaa
21. st was in a teaching computer lab where it was installed at the start of the academic year the second was a small portable wireless system which was tested towards the end of the academic year Most computer labs are unsuitable for face to face teaching normally being face to back as the lecturer peers over a student s shoulder to see their screen A computer teaching lab in which the teacher PC faced the 20 student PCs in the class was an adequate though not ideal location It was already used for applications such as NetOpSchool which allows a lecturer to control whether a student views the teacher PC or uses their local PC The room layout with 7 rows of PCs was hardly conducive to personal communication especially as the weaker students tended to congregate in the back rows If Discourse could be successful in helping to engage students despite such an unsatisfactory room layout then it would have overcome a significant obstacle The teacher PC could have delivered Discourse to other PC labs simultaneously but this would have defeated the purpose of the software in supporting face to face teaching In contrast to wired network delivery a small wireless system of three tablet PCs linked to a teacher laptop PC has also been trialled Figure 2b It is planned to extend this system to nine or more student PCs in the future and to use both tablet PCs and PDAs The advantages of this set up over the teaching lab are that it is portable and far
22. student inputs has never exceeded 20 The results of objective questions can be presented as feedback in text numeric histogram or pie chart form at any time that responses are coming in These results are initially viewed by the lecturer who controls whether they are displayed to the students and can annotate them The simpler question types can even be authored and delivered on the fly to provide greater responsiveness as can basic information and reports on individual progress during or after the class Exercise Type Frame Question Information On the fly Maths expressions Fill in blanks Question No Limited Hotspot Question No No Idea presentation Information No Yes Keyword Question No No MCQ Question No Yes True False Question Yes Yes Open ended Question Yes Yes Question amp Answers MRQ Question No No Routing Question No Limited Voting Question Yes No Report Information Yes No Table 3 Discourse Question Types and Information Screens Frames Graphical hotspot questions questions providing controlled links to specific Web sites and mathematical questions are readily authored In the latest version of the software a basic mathematical input tool is available both for authoring some question types and for inputting of student answers A simple but remarkably powerful use of Discourse is simply to add Have you any questions as an open ended question Students frequently praise the anonymity afforded by gro
23. tion from the student to the central computer controlled by the lecturer and from the central computer lecturer back to some or all of the students This provides a much more varied and interesting range of human computer interactions than is possible for a GRS A CCS combines the benefits of traditional CAA bi directional segregated users with a GRS uni directional linked users Although traditional CAA is routinely delivered on line nowadays student users are still segregated In theory a traditional CAA system such as TRIADS or QM Perception could be adapted for live in class use during a computer lab but unsuitable control of question delivery and the need for clear immediate feedback to both lecturer and students hinders this type of use A third drawback of the PRS system is the inflexibility of its feedback You get a frequency histogram every time whether you like it or not adding to the risk of repetitive delivery Pros and cons of using PRS are summarised in Table 1 Pros Cons small lightweight cheap handsets limited to MCQ or simple numeric 0 9 questions simple to use cheap software on single PC directional infra red input one way communication quite fast to set up multiple receivers needed portable system weakly integrated question display without add ins timed questions no self paced delivery add ins available for PPT linking no handset standard student confidence input inflexible feedback administrat
24. to solve problems with Maple In trials some practicals were replaced by Discourse interactive classroom sessions in which Maple was used to work out answers While some of the conventional CAA questions could be used in Discourse it was routinely found that these needed to be broken down into smaller questions in order to keep track of student progress In this subject area the questions tended to be more objective and the role of Discourse was in maintaining control of the class in monitoring progress and in provided feedback An interesting use of the routing question was in providing skeleton answers of mathematical working which students were required to complete Progress in filling in the missing details could be followed closely and assistance provided to those students who were failing to make progress or gave incorrect answers Figure 5 shows how answers to a routing question can be tracked Four students have finished the problem correctly in green two have made mistakes in red and three have not started d Discourse Teacher Appliedmaxmin1_77 Appliedmaxmin11 Locked E File Edit View Frame Response Reports Media Window Help 8X Ofr E 2 oo res G _coment response E x olmi xa m O HELP Question Answers Find the minimum value of the function a v a f x xt 4x41 v2 3 Within the domain 0 10 Mie al 21 of 36 pts
25. up response systems in answering questions but a CCS such as Discourse extends that anonymity to the asking questions as well Indeed a question asked by one student may then be presented on the fly back to the whole class as another open ended question It is emphasised that Discourse is viewed as a tool which primarily supports face to face teaching and that verbal discussion of questions and more traditional classroom interactions are never precluded Discourse provides a powerful tool for augmented teaching which combines both computer and human interactions Both social synchronous and self paced traditional delivery modes are permitted In other words the control of question delivery can be handed over from the lecturer to the students at any stage allowing them to proceed at their own pace as during a normal CAA session Table 4 shows how a class might be structured to exploit many of the Discourse features although in practice it is found that remarkably few questions sometimes as few as six can occupy a full hour teaching session Self paced mode is used to conduct short pre class or post class tests and social mode for the main interactive teaching PURPOSE Introduction Structure outline of class Objective pre test Self paced on previous class topic Report on pre test Any questions Main session delivered in social mode e g exploiting cyclical peer instruction Poll existing knowledge understanding
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