Tivoli: an electronic whiteboard for informal workgroup meetings
INTERCHI '93 Proceedings of the INTERCHI '93 conference on Human factors in computing systems
Teaching and learning as multimedia authoring: the classroom 2000 project
MULTIMEDIA '96 Proceedings of the fourth ACM international conference on Multimedia
Lessons learned from eClass: Assessing automated capture and access in the classroom
ACM Transactions on Computer-Human Interaction (TOCHI)
Podcasting computer science E-1
Proceedings of the 38th SIGCSE technical symposium on Computer science education
An evaluation of the mobile usage of e-lecture podcasts
Mobility '07 Proceedings of the 4th international conference on mobile technology, applications, and systems and the 1st international symposium on Computer human interaction in mobile technology
CoScribe: Using Paper for Collaborative Annotations in Lectures
ICALT '08 Proceedings of the 2008 Eighth IEEE International Conference on Advanced Learning Technologies
Interactive whiteboards: Real beauty or just "lipstick"?
Computers & Education
Let's go from the whiteboard: supporting transitions in work through whiteboard capture and reuse
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
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Educators face a shifting landscape as students are beginning to expect that even traditional classes have an online component that allows learning to happen both in the classroom and on-line. But for many classes, simple text or slide presentations don't capture the thought processes and analytical steps instructors would like to convey to students. For quick and dynamic exercises it's difficult to best chalk or markers for developing adhoc diagrams, formulas, or definitions. In this paper we give an overview of several systems that can be used to capture synchronized writing and audio. We consider digital whiteboard solutions, pencasting solutions, and then describe our own iPad based stroke capture tool, Touchcaster. We have used Touchcaster in a computer science algorithms class and based on this experience we present an early study on the perceived usefulness of the system as supplemental online instruction material from both a student and instructor viewpoint.