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Inking Pedagogy

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Revolutionizing Education with Digital Ink

Part of the book series: Human–Computer Interaction Series ((HCIS))

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Abstract

Technology-enhanced instructional delivery is increasingly becoming the norm in the delivery of the engineering curriculum. Electronic inking is one such technology that has proven to afford enhanced learning experiences such as supporting note taking and sharing, including real-time distributed conversation. However, despite its proven benefits including other classroom technologies, several institutions still struggle with university-wide implementation or department-wide adoption. We review the key developments that some signature engineering schools have undertaken to foster the use of inking technology in the last two decades. We also examine the different aspects of inking as a classroom tool that makes learning in the 21st Century more enriching. While there are a plethora of studies that highlight computer use or other novel technologies in education, we demonstrate a couple of success stories and best practices for implementing inking technology in science and engineering disciplines. Findings from the review indicate that effective integration of inking pedagogies in delivering instruction spurs higher student engagement with content which in turn contributes to better learning outcomes/gains.

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Notes

  1. 1.

    Gilfus Educational Group, Education strategy, research and implementation; http://www.gilfuseducationgroup.com/.

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Acknowledgments

This work is based on research supported by the National Science Foundation Grant #1140425, funding the Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics (TUES) research in Virginia Tech’s College of Engineering. The opinions expressed in this article are those of the authors and do not necessarily reflect the views of the National Science Foundation.

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Authors and Affiliations

  1. College of Engineering, Virginia Tech, Blacksburg, VA, USA

    Dale Pokorski, Catherine Amelink & Glenda Scales

  2. Learning Sciences and Technologies, Virginia Tech, Blacksburg, VA, USA

    David Okoth, Vaishali Nandy & Julaine Fowlin

Authors
  1. Dale Pokorski
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  2. David Okoth
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  3. Vaishali Nandy
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  4. Julaine Fowlin
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  5. Glenda Scales
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Corresponding author

Correspondence to David Okoth .

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Editors and Affiliations

  1. Texas A&M University, College Station, Texas, USA

    Tracy Hammond

  2. Dept of Computer Science & Engineering, Texas A&M University, College Station, Texas, USA

    Stephanie Valentine

  3. Raytheon BBN Technologies, Cambridge, Massachusetts, USA

    Aaron Adler

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Pokorski, D., Okoth, D., Nandy, V., Fowlin, J., Amelink, C., Scales, G. (2016). Inking Pedagogy. In: Hammond, T., Valentine, S., Adler, A. (eds) Revolutionizing Education with Digital Ink. Human–Computer Interaction Series. Springer, Cham. https://doi.org/10.1007/978-3-319-31193-7_19

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  • DOI: https://doi.org/10.1007/978-3-319-31193-7_19

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-31191-3

  • Online ISBN: 978-3-319-31193-7

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