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Engaging Clicker Experiences in Algorithms and Data Structures Course

Explore the incorporation of clickers in teaching algorithms and data structures for enhanced student engagement and feedback. Learn how to use clickers effectively for interactive and informative lectures. Gain insights from practical examples and improve lecture delivery with real-time student responses. Enhance learning outcomes and promote active participation through interactive questioning and feedback mechanisms.

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Engaging Clicker Experiences in Algorithms and Data Structures Course

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  1. dADS1 2011 GerthStølting Brodal • Introduction to Algorithms and Data Structures • Students: 152 • Lectures: 2+2 hours • Useclickersat lectures (new in 2011) • Theoretical TØ: 3 hours • Weeklymandatorygrouphandins • datLAB: Students preparehandin • Exam: Mix of multiple-choice & one-liners

  2. dADS1 2011 – clickerexperiencesGerthStølting Brodal • Slides oncoursewebpage – noclickerquestions • Slides withquestions password protectedafterlecture • Number of questions: ~ 2 per lecture (45 min) • Types of questions • Understanding of definitions • Understanding of algorithms • Constructive • Feedback – alwaysshown to the students • As expected • Converged to wronganswer (goodstarting point for discussion) • Questionbadlyphrased (back to the drawingboard...) • Noconvergence (to hard?) • Software: • PowerPoint (PresenterView) + TurningPointAnyWhere (I didn’tmanage to embedinto PowerPoint) • Usetwoprojectorsin auditorium: 1) Background info 2) Question

  3. Fourexamples from dADS1 • QuickSortLecture • Union-Findlecture • Interval treelecture • Amortizedanalysislecture ... and an example from an UNF talk

  4. Is the answer A or B ? a) Answer A • Answer B • Don’tknow

  5. Is the answer A or B ? a) Answer A • Answer B • Don’t know

  6. Sandsynlighedsteori Baggrund? • Ingen • Gymnasiet • Gymnasiet + Universitetet • Universitetet • Andet steds • Ved ikke

  7. Sandsynligheden for at slå krone 1/2

  8. EksperimentKast en Mønt • Plat • Krone • På højkant • Ingen mønt

  9. EksperimentAntal kast før man får krone ? • 1 • 2 • 3 • 4 • 5 • 6 • 7 • 8 • 9 eller flere • 1 • 2 • 3 • 4 • 5 • 6 • 7 • 8 • 9 eller flere

  10. EksperimentAntal kast før man får krone ? • 1 • 2 • 3 • 4 • 5 • 6 • 7 • 8 • 9 eller flere Sætning Forventede antal kast for at få krone = 2 Bevis □ s.s. for i’te kast er krone s.s. for først i-1 kast er plat # kast

  11. 1st vote a b c d e f g h i 2nd vote a b c d e f g h i Union-Find

  12. 1st vote a b c d e f 2nd vote a b c d e f Interval Tree

  13. 1st vote a b c d e 2nd vote a b c d e AmortizedAnalysis

  14. GooglePageRankTM MetodeRandomSurfer Start påknude 1 Gentag mange gange: Kast en terning: Hvis den viser 1-5: Vælg en tilfældig pil ud fra knuden ved at kaste en terninghvis 2 udkanter Hvis den viser 6: Kastterningenigenog spring hen til den knude somterningenviser

  15. GooglePageRankTM MetodeRandomSurfer Start påknude 1 Gentag mange gange: Kast en terning: Hvis den viser 1-5: Vælg en tilfældig pil ud fra knuden ved at kaste en terninghvis 2 udkanter Hvis den viser 6: Kastterningenigenog spring hen til den knude somterningenviser

  16. SimpelWebgraf — Sandsynlighedsfordeling

  17. My conclusionsaboutusingclickers... • Gives students time to understand the importantconcepts • Helpsmereflectonmylectures • Muchbetterfeelingwhere the students are • Use 2-3 hours per double lectureadding slides

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