Narrative Databases and a Tablet–Instructional Platform
Narrative databases are databases where the content is designed to be revealed in discrete
incremental steps that are appropriate to the level of the audience. Narrative databases digitally
reproduce the traditional classroom instruction that the students are familiar with.
A narrative tablet–instructional platform (NTIP) is a teaching system where the instructor
utilizes a pen based tablet in conjunction with narrative databases as the main teaching tool.
The narrative example given below is constructed with Microsoft Power Point (PPT) though
any similar authoring software may be used for its construction.
Components of the NTIP
The components needed for the NTIP are listed below.
* a tablet PC for instruction
* narrative databases of the lessons
* a classroom with a projection system, preferably a wireless projection system
* online access of databases and other supplemental data
* a textbook based on the databases
Methodology
The content is delivered traditionally via the tablet where the concepts are revealed to the
students one step at a time. A new line is introduced only when the instructor is certain that
most of the class understands the current line. The instructor may comment, annotate or
provide clarification about the presentation directly on the tablet, (see the attachment for
example of the line–by–line databases), the instructor can access and incorporate any software
or online information, all at the tip of a digital pen.
The students have textbooks which contain a condensed form of the database. Because the
textbook already contains the printed version of the databases, it reduces the task of note–
taking and offers students a better chance to concentrate and comprehend the lectures in class.
The students may access the line-by-line narrative databases on the internet.
This combination of the databases, tablet presentations, the textbook, and internet access to the
database constitute the NTIP.
Here are two full Power Point pages in the PPT notebook.
Examples of a section from the PPT-textbook for the students
A.
B.
1–F2 Fractions
p
Fractions are numbers of the form q (or p/q) where
p, q  0 are whole numbers. Fractions are numbers that
measure parts of whole items.
Suppose a pizza is cut into 6 equal slices and we have 3 of
them, the fraction that represents this quantity is 3 .
6
3
6
The top number “3” is the
number of parts that we
have and it is called the
numerator.
b. 7 + 5 – 9
12
8
16
The LCD is 48. Multiply the problem by 48, expand the
multiplication, divide the result by 48.
47 65 39
( 12 + 8 – 16 ) * 48 / 48
= (4*7 + 6*5 – 3*9) / 48
= (28 + 30 – 27) / 48
= 31
48
The bottom number is the
number of equal parts in the
division and it is called the
denominator.
These example maybe accessed at the below URLs.
A: http://www.slideshare.net/math123a/1-f2-fractions
B.: http://www.slideshare.net/math123a/1-f5-addition-and-subtraction-of-fractions
Examples of line–by–line PPT slides appear online.
A.
Fractions
p
Fractions are numbers of the form q (or p/q) where
p, q  0 are whole numbers.
Fractions
p
Fractions are numbers of the form q (or p/q) where
p, q  0 are whole numbers.
3
6
Fractions
p
Fractions are numbers of the form q (or p/q) where
p, q  0 are whole numbers. Fractions are numbers that
measure parts of whole items.
Fractions
p
Fractions are numbers of the form q (or p/q) where
p, q  0 are whole numbers. Fractions are numbers that
measure parts of whole items.
Suppose a pizza is cut into 6 equal slices and we have 3 of
them, the fraction that represents this quantity is 3 .
6
3
6
3
6
Fractions
Fractions
p
Fractions are numbers of the form q (or p/q) where
p, q  0 are whole numbers. Fractions are numbers that
measure parts of whole items.
Suppose a pizza is cut into 6 equal slices and we have 3 of
them, the fraction that represents this quantity is 3 .
6
p
Fractions are numbers of the form q (or p/q) where
p, q  0 are whole numbers. Fractions are numbers that
measure parts of whole items.
Suppose a pizza is cut into 6 equal slices and we have 3 of
them, the fraction that represents this quantity is 3 .
6
3
6
3
6
The bottom number is the
number of equal parts in the
division and it is called the
denominator.
The bottom number is the
number of equal parts in the
division and it is called the
denominator.
Fractions
p
Fractions are numbers of the form q (or p/q) where
p, q  0 are whole numbers. Fractions are numbers that
measure parts of whole items.
Suppose a pizza is cut into 6 equal slices and we have 3 of
them, the fraction that represents this quantity is 3 .
6
3
6
The top number “3” is the
number of parts that we
have and it is called the
numerator.
The bottom number is the
number of equal parts in the
division and it is called the
denominator.
Fractions
p
Fractions are numbers of the form q (or p/q) where
p, q  0 are whole numbers. Fractions are numbers that
measure parts of whole items.
Suppose a pizza is cut into 6 equal slices and we have 3 of
them, the fraction that represents this quantity is 3 .
6
3
6
The top number “3” is the
number of parts that we
have and it is called the
numerator.
The bottom number is the
number of equal parts in the
division and it is called the
denominator.
3/6 of a pizza
Examples of line–by–line PPT slides
B.
Addition and Subtraction of Fractions
Addition and Subtraction of Fractions
We may use the following multiplier-method to add or subtract
fractions to reduce the amount of writing. This method is based
on the fact that if we multiply a quantity x by a, then divide by
a, we get back x.
For example, 2 * 5 / 5 = 10/5 = 2, 3 * 8 / 8 = 24/8 = 3.
We may use the following multiplier-method to add or subtract
fractions to reduce the amount of writing. This method is based
on the fact that if we multiply a quantity x by a, then divide by
a, we get back x.
For example, 2 * 5 / 5 = 10/5 = 2, 3 * 8 / 8 = 24/8 = 3.
Multiplier Method (for adding and subtracting fractions)
To add or subtract fractions, multiply the problem by the LCD
(expand it distributive using law), then divide by the LCD.
Multiplier Method (for adding and subtracting fractions)
To add or subtract fractions, multiply the problem by the LCD
(expand it distributive using law), then divide by the LCD.
Example C: a.
5
3
+
6
8
Example C: a.
5
3
6 + 8
The LCD is 24.
Addition and Subtraction of Fractions
Addition and Subtraction of Fractions
We may use the following multiplier-method to add or subtract
fractions to reduce the amount of writing. This method is based
on the fact that if we multiply a quantity x by a, then divide by
a, we get back x.
For example, 2 * 5 / 5 = 10/5 = 2, 3 * 8 / 8 = 24/8 = 3.
We may use the following multiplier-method to add or subtract
fractions to reduce the amount of writing. This method is based
on the fact that if we multiply a quantity x by a, then divide by
a, we get back x.
For example, 2 * 5 / 5 = 10/5 = 2, 3 * 8 / 8 = 24/8 = 3.
Multiplier Method (for adding and subtracting fractions)
To add or subtract fractions, multiply the problem by the LCD
(expand it distributive using law), then divide by the LCD.
Multiplier Method (for adding and subtracting fractions)
To add or subtract fractions, multiply the problem by the LCD
(expand it distributive using law), then divide by the LCD.
5
3
6 + 8
The LCD is 24. Multiply the problem by 24, then divide by 24.
Example C: a.
Example C: a.
5
3
6 + 8
The LCD is 24. Multiply the problem by 24, then divide by 24.
5
3
( 6 + 8 ) * 24 / 24
Addition and Subtraction of Fractions
Addition and Subtraction of Fractions
We may use the following multiplier-method to add or subtract
fractions to reduce the amount of writing. This method is based
on the fact that if we multiply a quantity x by a, then divide by
a, we get back x.
For example, 2 * 5 / 5 = 10/5 = 2, 3 * 8 / 8 = 24/8 = 3.
We may use the following multiplier-method to add or subtract
fractions to reduce the amount of writing. This method is based
on the fact that if we multiply a quantity x by a, then divide by
a, we get back x.
For example, 2 * 5 / 5 = 10/5 = 2, 3 * 8 / 8 = 24/8 = 3.
Multiplier Method (for adding and subtracting fractions)
To add or subtract fractions, multiply the problem by the LCD
(expand it distributive using law), then divide by the LCD.
Multiplier Method (for adding and subtracting fractions)
To add or subtract fractions, multiply the problem by the LCD
(expand it distributive using law), then divide by the LCD.
5
3
+
6
8
The LCD is 24. Multiply the problem by 24, then divide by 24.
Example C: a.
Example C: a.
45
3
( 6 + 8 ) * 24 / 24
Addition and Subtraction of Fractions
5
3
6 + 8
The LCD is 24. Multiply the problem by 24, then divide by 24.
45
33
( 6 + 8 ) * 24 / 24
Addition and Subtraction of Fractions
We may use the following multiplier-method to add or subtract
fractions to reduce the amount of writing. This method is based
on the fact that if we multiply a quantity x by a, then divide by
a, we get back x.
For example, 2 * 5 / 5 = 10/5 = 2, 3 * 8 / 8 = 24/8 = 3.
We may use the following multiplier-method to add or subtract
fractions to reduce the amount of writing. This method is based
on the fact that if we multiply a quantity x by a, then divide by
a, we get back x.
For example, 2 * 5 / 5 = 10/5 = 2, 3 * 8 / 8 = 24/8 = 3.
Multiplier Method (for adding and subtracting fractions)
To add or subtract fractions, multiply the problem by the LCD
(expand it distributive using law), then divide by the LCD.
Multiplier Method (for adding and subtracting fractions)
To add or subtract fractions, multiply the problem by the LCD
(expand it distributive using law), then divide by the LCD.
5
3
6 + 8
The LCD is 24. Multiply the problem by 24, then divide by 24.
Example C: a.
Example C: a.
45
33
( 6 + 8 ) * 24 / 24 = (4*5 + 3*3) / 24
5
3
6 + 8
The LCD is 24. Multiply the problem by 24, then divide by 24.
45
33
29
( 6 + 8 ) * 24 / 24 = (4*5 + 3*3) / 24 = 29/24 = 24
Advantages of the NTIP
Some of the advantages of the NTIP for the instructors are given here.
* The NTIP helps learners in synthesizing the knowledge.
* Once the database is constructed, it is easy to edit and polish as instructors gain experience in
the classroom. In other words, the database gets better as time goes on.
* The instructor can instantly access all necessary software or internet resources with the tablet,
allowing them to organize all curriculum material in one place via the tablet.
Some of the advantages of the NTIP for students are given here.
* The lessons are presented in discrete increments in accordance to their structure and the
background of the students in the same manner the instructor presents the lectures in class.
* Students may access the presentations online in the same narrative style that corresponds to
the lectures.
* The textbook which contains the condensed version of the database reduces the amount of in
class note taking by the students.
Some of the advantages and benefits of the pen tablets for the students classrooms
* With a wireless projection system the instructor is free to move around the classroom and
help the students individually while lecturing. The instructor will not be confined to the
blackboard area and can act as a tutor and as a presenter simultaneously.
* The tablet enhances communications in the classroom such as sharing student’s works
* NTIP is particularly helpful for instructors who have difficulty writing on the boards or who
is allergic to chalk dust and chemical.
* The tablet offers an incentive to instructors to take technology into the classroom hence
introduce the technology to the students
* The pen input is one form of input methods. Other common forms of are keyboard, voice and
touch input. The following are two example of present research in these areas involving pens.
A touch + pen input
MS grip–sensitive multipurpose pen.
http://www.gottabemobile.com/2011/03/09/smarter-pens-augmented-drawing-and-morenatural-user-interfaces-at-techfest-2011/
The pen dexterity is an important skill modern age. We need offer the opportunity for the
students to learn these skills. This will only happen through the instructors.