INSTRUCTOR INKING IN PHYSICS CLASSES WITH UBIQUITOUS PRESENTER

Edward Price, California State University San Marcos,        eprice@csusm.edu
Beth Simon, University of California, San Diego,        bsimon@cs.ucsd.edu

We analyze the use of digital ink by three instructors of introductory university physics classes, discussing how they organize their slides, the ways in which they ink, and how they support their dynamic classroom activity with instructor notes – a part of the Presenter (UP [1] and CP [2]) framework. We find modes of usage including using ink to explicitly link multiple representations; making prepared figures dynamic by animating them with ink; and preparing slides with sparse text or figures, then adding extensive annotations during class. We discuss each of these uses from a pedagogical standpoint. While the inking modes of other disciplines are not directly explored in this paper, we suggest that our analysis has relevance beyond physics.