PaperCP: Exploring the Integration of Physical and Digital Affordances for Active Learning
Lecture Notes in Computer Science
Active Learning in the classroom domain presents an interesting case for integrating physical and digital affordances. Traditional physical handouts and transparencies are giving way to new digital slides and PCs, but the fully digital systems still lag behind the physical artifacts in many aspects such as readability and tangibility. To better understand the interplay between physical and digital affordances in this domain, we developed PaperCP, a paper-based interface for a Tablet PC-based
... ssroom interaction system (Classroom Presenter), and deployed it in an actual university course. This paper reports on an exploratory experiment studying the use of the system in a real-world scenario. The experiment confirms the feasibility of the paper interface in supporting student-instructor communication for Active Learning. We also discuss the challenges associated with creating a physical interface such as print layout, the use of pen gestures, and logistical issues. student involvement through activities, e.g., in Classtalk , and actively seeking feedback on the level of student learning  . The idea behind much of the work in classroom technology has been to enhance or offload certain activities, so that students and instructors can be more effective in the classroom. Opportunities for this include capturing the classroom experience to reduce note taking demands in Classroom 2000 , creating new communication channels for student-student in-class interaction in LiveNotes  and studentinstructor communication in Classtalk , ActiveClass , and Classroom Presenter . Specifically, Classroom Presenter supports sharing ink-based artifacts between students and the instructor in real-time. Other similar systems include Debbie (now DyKnow)  and Ubiquitous Presenter . Classroom Response Systems (also known as clickers) [10, 21] take a different approach, aggregating student information, as opposed to providing rich individual responses. The communication in Active Learning could also be non-real-time, e.g. without a fixed time relation between the actions of students and the instructor. For instance, ActiveClass  allows students to use PDAs to deliver asynchronous feedback to the instructor via web pages; Classroom Feedback Systems  are similar.