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Public Digital Note-Taking in Lectures

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Public Digital Note-Taking in Lectures UC San Diego UC San Diego Electronic Theses and Dissertations Title Public digital note-taking in lectures Permalink https://escholarship.org/uc/item/0j62q16k Author Malani, Roshni Publication Date 2009 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA, SAN DIEGO Public Digital Note-Taking in Lectures A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Computer Science and Engineering by Roshni Malani Committee in charge: William G. Griswold, Chair James D. Hollan James A. Levin Akos Rona-Tas Beth Simon 2009 Copyright Roshni Malani, 2009 All rights reserved. The dissertation of Roshni Malani is approved, and it is ac- ceptable in quality and form for publication on microfilm and electronically: Chair University of California, San Diego 2009 iii DEDICATION To my beloved family. iv TABLE OF CONTENTS Signature Page .................................... iii Dedication ....................................... iv Table of Contents ................................... v List of Figures ..................................... viii List of Tables ..................................... ix Acknowledgements .................................. x Vita and Publications ................................. xii Abstract of the Dissertation .............................. xiii Chapter1 Introduction .............................. 1 1.1 Lecturing and Note-Taking ................... 2 1.2 Technologies for Lecturing and Note-Taking .......... 5 1.3 Public Digital Notes ....................... 7 1.3.1 Hypothesis ....................... 8 1.3.2 Design Space ...................... 9 1.3.3 Prior Work ....................... 10 1.3.4 Specific Projects .................... 11 1.4 Contributions of the Thesis ................... 15 1.5 Outline ............................. 16 Chapter 2 Cognition, Learning, and Note-Taking ................ 17 2.1 Theories of Cognition ...................... 18 2.2 Theories of Learning ...................... 23 2.3 Pedagogical Practices ...................... 26 2.4 Application of Activity Theory ................. 28 2.4.1 Five Fundamental Principles .............. 28 2.4.2 Analysis of Note-Taking Activities ........... 30 2.5 Conclusion ........................... 37 Chapter 3 A Review of Note-Taking Technologies ............... 39 3.1 Active Learning ......................... 39 3.2 Active Reading ......................... 42 3.3 Group Note-Taking ....................... 46 v 3.4 Mediated Collaboration ..................... 47 3.5 Four Main Aspects ....................... 49 Chapter4 NoteBlogs ............................... 52 4.1 Introduction ........................... 52 4.2 Related Work .......................... 54 4.3 Data ............................... 57 4.3.1 Blog Events about Programming Concepts ...... 58 4.3.2 Blog Events within Code ................ 61 4.3.3 Blog Events that are Code ............... 63 4.3.4 Blog Events that are Related to Programming ..... 66 4.4 Blog Content Analysis ..................... 68 4.4.1 Methodology ...................... 69 4.4.2 Bloom’s Taxonomy Analysis .............. 69 4.4.3 SOLO Taxonomy Analysis ............... 73 4.4.4 Piaget’s Cognitive Development Theory Analysis ... 76 4.4.5 Instructor Evaluation .................. 79 4.4.6 Comparisons ...................... 82 4.5 Interviews of Bloggers and Watchers .............. 84 4.5.1 Methodology ...................... 84 4.5.2 Changes in Bloggers .................. 84 4.5.3 Changes in Watchers .................. 86 4.6 Conclusion ........................... 87 4.7 Acknowledgements ....................... 88 Chapter 5 Collaborative SearchNotes ...................... 89 5.1 Introduction ........................... 89 5.2 System Design ......................... 90 5.3 Methodology .......................... 90 5.4 Data ............................... 92 5.4.1 Surveys ......................... 92 5.4.2 Server Logs ....................... 93 5.4.3 Ethnographic Observations ............... 95 5.4.4 Informal Interviews ................... 97 5.5 Analysis ............................. 97 5.5.1 Searches in Lecture Context .............. 98 5.5.2 Automatically Saved Results .............. 98 5.5.3 Automatically Shared Results ............. 98 5.6 Conclusion ........................... 99 vi Chapter 6 Integrative Notes ........................... 100 6.1 Introduction ........................... 100 6.2 Experimental Design ...................... 101 6.3 Data ............................... 105 6.3.1 Surveys ......................... 105 6.3.2 Ethnographic Observations ............... 108 6.3.3 Content of Integrative Notes .............. 111 6.3.4 Interviews ........................ 115 6.4 Analysis ............................. 117 6.4.1 Form Factor ....................... 117 6.4.2 Process of Integrative Note-Taking ........... 119 6.4.3 Benefits and Costs ................... 120 6.5 Conclusion ........................... 120 Chapter7 Conclusion .............................. 122 7.1 Findings ............................. 123 7.1.1 Rationale ........................ 123 7.1.2 Comparative Evaluation of Applications ........ 125 7.1.3 Design Space ...................... 128 7.1.4 Design Guidelines ................... 129 7.2 Outlook ............................. 131 Bibliography ..................................... 133 vii LIST OF FIGURES Figure 1.1: Excavation of an ancient Sumerian classroom [Col05] ........ 3 Figure 1.2: Communication aspect of public digital note-taking ......... 12 Figure 1.3: Sharing aspect of public digital note-taking ............. 13 Figure 2.1: Engeström’s Activity System [Eng87] ................. 19 Figure 2.2: Engeström’s Activity System operationalized for note-taking .... 31 Figure 4.1: NoteBlog Example of Hints and Teaching with Questions ...... 59 Figure 4.2: NoteBlog Example of Pictorial Annotations ............. 62 Figure 4.3: NoteBlog Example of Connecting Output to Code .......... 64 Figure 4.4: NoteBlog Example of Shell Commands and Advice ......... 67 Figure 5.1: An example of searching a term .................... 91 Figure 5.2: An example of viewing a search result ................ 91 Figure 5.3: Search queries and the number of result views by students ...... 94 Figure 5.4: Example of ethnographic notation ................... 96 Figure 6.1: Livescribe Pulse smartpen, dot paper, and desktop software ..... 102 Figure 6.2: Example of juxtaposed integrative notes ............... 103 Figure 6.3: Example of superimposed integrative notes ............. 104 Figure 6.4: Summary of Integrative Notes Survey Results ............ 107 Figure 6.5: Example of seating chart ethnography ................ 108 Figure 6.6: Example of laptop activity monitoring ethnography ......... 109 Figure 6.7: Ethnographic notes of student activities during active learning . 110 Figure 6.8: Juxtaposed Integrative Notes with different perspectives ....... 114 viii LIST OF TABLES Table 1.1: Dimensions of public digital notes ................... 11 Table 4.1: Categories of blog events about programming concepts ........ 59 Table 4.2: Categories of blog events within code .................. 62 Table 4.3: Categories of blog events that are code ................. 65 Table 4.4: Categories of blog events that are related to programming ....... 67 Table 4.5: Blog event categories according to Bloom’s Taxonomy ........ 70 Table 4.6: Blog event categories according to the SOLO Taxonomy ....... 74 Table 4.7: Blog event categories according to Piaget’s Theory ........... 77 Table 4.8: Blog event categories according to instructor .............. 80 ix ACKNOWLEDGEMENTS I cannot begin to express the depth and sincerity of my gratitude to my advisor, Bill Griswold. From our first meeting and in every conversation thereafter, you have listened to me, you have been patient with me, you have supported me, and you have guided me. You have challenged me when I am confident in my ideas and have encouraged me when I am not. You have helped me weigh the benefits and consequences of my decisions. Your unfaltering faith in my abilities and your constant championing of my work has been invaluable. Your insight and vision has driven much of this work. You have shared so much of your wisdom with me. I am forever grateful to you, Bill. Thank you so very much, Beth Simon, for sharing your constant enthusiasm, amaz- ing energy, and sage advice with me. Your daily experience with and intuition of classroom technologies, has greatly influenced my thesis. Thank you for being an avid advocate of Ubiquitous Presenter. Beth, I aspire to be as extraordinary of a teacher as you are. I am very thankful to my other committee members. Thank you, Jim Hollan, for guiding my understanding of human cognition and how it can be distributed, for allowing me to participate in your lab meetings, and for exposing me to emerging digital paper technologies. Thank you, Jim Levin, for enlightening me about how human learning can be distributed and for providing me with invaluable references to related work. Thank you, Akos Rona-Tas, for clarifying various social research methods. I truly appreciate the different perspectives that you have all brought to my dissertation. I am indebted to all the users of Ubiquitous Presenter, instructors and students alike. In particular, my heartfelt gratitude extends to Beth Simon, Akos Rona-Tas, and Ed Price for permitting my experiments in their classrooms. I am also very thankful to all those that have contributed to
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