This paper presents E-Chalk, a software system which transforms a large touch sensitive screen into a smart teaching tool. The instructor writes on the screen using a special stylus and the software emulates a classical chalkboard. The lecturer can paste images to the board, can send queries to remote web services, can activate a computer algebra system, and can paste interactive Java Applets on the board. A copy of the lecture’s audio, the board strokes (and an optional video) is stored on a server. The lecture is also transmitted live over the Internet and can be synchronized with teleconferencing systems for student feedback. The E-Chalk architecture is based on the metaphor of the classical chalkboard, enhanced by intelligent assistants running in the background. One assistant takes care of interpreting the handwritten input of the user. Another is a mathematical formula recognizer which processes handwritten queries for the algebraic server. A circuit simulator recognizes sketches of digital circuits and runs a simulation. An algorithm simulator accepts sketches of graphs as input data and runs graph algorithms, animating them on the screen. Further assistants can be incorporated using the E-Chalk API. E-Chalk is being used in our electronic classroom containing a 6 meter long by 1.15 meter wide rear projection “data wall”.

SketchWizard allows designers to create Wizard of Oz prototypes of pen-based user interfaces in the early stages of design. In the past, designers have been inhibited from participating in the design of pen-based interfaces because of the inadequacy of paper prototypes and the difficulty of developing functional prototypes. In SketchWizard, designers and end users share a drawing canvas between two computers, allowing the designer to simulate the behavior of recognition or other technologies. Special editing features are provided to help designers respond quickly to end-user input. This paper describes the SketchWizard system and presents two evaluations of our approach. The first is an early feasibility study in which Wizard of Oz was used to prototype a pen-based user interface. The second is a laboratory study in which designers used SketchWizard to simulate existing pen-based interfaces. Both showed that end users gave valuable feedback in spite of delays between end-user actions and wizard updates.

In this paper, we present a study of how instructors draw diagrams in the process of delivering lectures. We are motivated by wanting to understand challenges and opportunities for automatically analyzing diagrams, and to use this to improve tools to support the delivery of presentations and the viewing of archived lectures. The study was conducted by analyzing a large group of examples of diagrams collected from real lectures that were delivered from a Tablet PC. The main result of the paper is the identification of three specific challenges in analyzing spontaneous instructor diagrams: separating the diagram from its annotations and other surrounding ink, identifying phases in discussion of a diagram, and constructing the active context in a diagram. 1 Background and Study Details Delivery of presentations using electronic tools is becoming prevalent. Advantages of electronic delivery include the high quality of displayed materials, ease of reuse, and the ability to share materials across machines and archive artifacts of the presentation. The technology to support presentation is rapidly advancing, in particular, there is growing use of digital ink with electronic slides. In many situations, the ability to draw spontaneous diagrams to support exposition greatly enhances communication. In this paper we explore

This paper presents the integration of ubiquitous computing systems into classroom settings, in order to provide basic support for classrooms and field activities. We have developed web application components using Java technology and configured a classroom with wireless network access and a web camera for our purposes. In this classroom, the students interact among each other and with the professor through an Internet-enabled personal digital assistant (PDA), using the different modules described in this paper. We include our evaluations about the performance and usability of the system in a computer science related course of the University of Tokushima, other practical uses including outdoor learning activities, and future research and development work.

Recent years have witnessed an increasing shift in interest from single user multimedia/multimodal interfaces towards support for interaction among groups of people working closely together, e.g. during meetings or problem solving sessions. However, the introduction of technology to support collaborative practices has not been devoid of problems. It is not uncommon that technology meant to support collaboration may introduce disruptions and reduce group effectiveness. Human-centered multimedia and multimodal approaches hold a promise of providing substantially enhanced user experiences by focusing attention on human perceptual and motor capabilities, and on actual user practices. In this paper we examine the problem of providing effective support for collaboration, focusing on the role of human-centered approaches that take advantage of multimodality and multimedia. We show illustrative examples that demonstrate human-centered multimodal and multimedia solutions that provide mechanisms for dealing with the intrinsic complexity of human-human interaction support.

and have found that it is complete and satisfactory in all respects,

Abstract—Results of a large four-year longitudinal study of issues affecting student learning has motivated the development of a new mode of teaching, which takes the context of student learning into account and enhances student understanding of subject material. This new mode of lecture delivery is based on digital capture and student-controlled, user-configurable playback of synchronized lecturer dynamic annotation and video. This approach was tested in a large undergraduate course during which lectures were delivered entirely via pre-recorded lecture material on DVD, and in which the face-to-face teaching time was used instead for focused discussion classes. We present the results of a study of this novel delivery mode, using an electronic whiteboard and DVD capture. Our evaluations show convincingly that students are better able to review and understand lecture material. Index Terms—self-directed learning, educational technology, evaluation, teaching modes I.

Abstract. PowerPoint is one of the most frequently used tools to present multimedia for educational purposes. Nevertheless, little is known about the users’ needs when using PowerPoint during lecturing. Our study focused on the presenter’s needs in this context of use. We interviewed nine university lecturers from the computer science department by means of a questionnaire. The results show that users require features that are not yet realised with PowerPoint. For example, the control and use of other media should be adequately integrated. Or the navigation within the slide collection should be improved to better meet the users ’ needs. Based on our findings, we outline required system features and suggest solutions in form of a prototype.

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Design students use a variety of physical and digital content in the course of their studies. Augmented paper interactions promise to address this tension, yet there have been few real-world evaluations of these systems. In this paper, we present results from the first longitudinal study of augmented paper interactions for student design teams. We describe our experiences with developing and deploying the iDeas learning ecology, a system that integrates digital pens and cameras into design practice. Across two quarter-long studies, fifty-eight design students used iDeas, authoring over 4,000 pages of content in the course of their classwork. We report on their design habits, the when, what and how of their notebook usage, and pinpoint further avenues of study, including device ensembles. Through observation and analysis, we discovered that integrated paper and digital interactions enable new practices, including the ability to instrument and study design activity itself. We then observe limitations of current form factor and maintenance that inhibit longitudinal use. We conclude by identifying guidelines for development and potential directions for future research into hybrid technology systems for creative work.