issues in the design of distributed intelligence and the growth of virtual learning communities

Issues in the Design of Distributed Issues in the Design of Distributed Intelligence and the Growth Intelligence and the Growth

of Virtual Learning Communities of Virtual Learning Communities

Issues in the Design of Distributed Issues in the Design of Distributed Intelligence and the Growth Intelligence and the Growth

of Virtual Learning Communities of Virtual Learning Communities

Roy D. PeaSRI International and Stanford University

“The University in the 21st Century”

U. California, Berkeley, CSHE

October 13, 1998

SRI InternationalSRI InternationalRoy PeaRoy Pea

OverviewOverviewOverviewOverview

Virtual learning communities Distributed intelligence: Concept, heuristic

framework Distributed intelligence as designed, and diverse

roles for information technologies Case studies of DI Designs Implications and Recommendations


Emergence of Virtual Learning CommunitiesEmergence of Virtual Learning CommunitiesEmergence of Virtual Learning CommunitiesEmergence of Virtual Learning Communities

Within or across classrooms or campuses Within or between businesses or homes School-home-community School-workplace-university Enables...

– Apprenticeship– Long-term mentoring– Distributed collaborative learning– Ongoing professional development– Learning in its context of use


Trends leading to Virtual Learning CommunitiesTrends leading to Virtual Learning CommunitiesTrends leading to Virtual Learning CommunitiesTrends leading to Virtual Learning Communities

Socially-situated conceptions of learning

Rapid growth of Internet use

Rethinking appropriate roles for the teacher (guide on side, not sage on stage)

Goal? Make learning more relevant for enabling the learners’ participation in cultural practices


Roles of information technologies in distributed Roles of information technologies in distributed

intelligence for virtual learning communitiesintelligence for virtual learning communities Roles of information technologies in distributed Roles of information technologies in distributed

intelligence for virtual learning communitiesintelligence for virtual learning communities

Meta-representational substrate

Communication channels in new social designs and “media spaces”

Interface to individual, group, and cultural memories

Establish virtual places and information spaces

Serve as cognitive tools for augmenting human performance


Concept of Distributed Intelligence (DI)Concept of Distributed Intelligence (DI)Concept of Distributed Intelligence (DI)Concept of Distributed Intelligence (DI)

The core image: people-in-action-in-context

In their activity, we see the configuring of distributed intelligence

Activity is enabled by intelligence

Intelligence is distributed across people, their environments, and situations

Intelligence is accomplished rather than possessed

There are both material and social aspects of this distribution


DI and Virtual Learning CommunitiesDI and Virtual Learning CommunitiesDI and Virtual Learning CommunitiesDI and Virtual Learning Communities

Explosive growth of the Internet —>heightened relevance of distributed intelligence to the design of learning communities

Examples:

1. CoVis Project (Northwestern University & SRI)

2. TAPPED IN Project (SRI and Partners)

3. ESCOT Project (SRI and Partners)

4. Center for Innovative Learning Technologies (CILT)


Virtual Learning CommunitiesVirtual Learning CommunitiesVirtual Learning CommunitiesVirtual Learning Communities


CoVis

(Learning throughCollaborativeVisualization)

1992-1998

Middle and highschool studentsand teachers,scientists, sciencemuseum, LTresearchers,companies

Establish andstudy pioneering“collaboratory” forprecollegestudents to learnscience throughproject-basedinquiries

CollaboratoryNotebook;WorldWatcher;Inter-schoolactivities in geo-and environmentalsciences; WW-2010

Project Partners Purpose Tools-Content



Tapped In

1996-2000+

Twelve K-12 TPDproviders,teachers, LTresearchers andCommunityService Providers(over 2000registered users)

Develop anditeratively refinewide-access, on-line teacherprofessionaldevelopmentinstitute

Tapped In VirtualConferenceCenter, Suites,Offices; SharedToolspace; Broadpalette of TPDobjects, functions,speaker events,office hours



ESCOT

(EducationalComponents ofTomorrow)

1998-2000+

LT researchers,publishers, webcommunityorganizers,teachers

Establish andstudy a distributednetwork creatinglink-ablerepresentationaltools for 5 MSmath curricula

Java componentsfor graphs, tables,calculators,equations,simulations thatcan mix&match,plug&play



CILT (Center forInnovativeLearningTechnologies)

1997-2001+

Universityresearch groupsand think-tanks;companies;schools; consortia

To catalyze thedevelopment &implementation ofimportant,technology-enabled solutionsto criticalproblems in K-14SMET learning

SOA ThemedWorkshops->‘Partnershipprototypes’

CILT knowledgenetwork of LTresources andbest practices.

http://www.covis.nwu.eduhttp://www.covis.nwu.edu


The CoVis ProjectThe CoVis ProjectThe CoVis ProjectThe CoVis Project

A wideband network that forms a distributed learning environment for improving science teaching by developing a culture of science practice

Integrated suite of tools for network-based project-enhanced science learning (since 1994) Internet direct to 6+ desktops per classroom Scientific visualization and inquiry tools--focus on earth and

atmospheric sciences Collaborative media spaces: Software to support collaboration,

communication, and video-conferencing with screen sharing Learning activities/web services for inter-school collaborations

Mentor database services for involving scientists Continuing professional development for teachers, with a focus on

project-oriented pedagogy


Design team partners — Northwestern, U.Colorado, U.Michigan, UIUC, U.Chicago, UniData, NCAR

CoVis Activities and Projects (Calendar-based interface ) to provide a range of scheduled learning activities to CoVis

teachers where student projects can be framed to encourage generation of new activities from participants

CoVis Resources — visualization tools and data, Virtual Field Trips, Interactive Weather Briefings; curriculum materials

CoVis Teacher Lounge — materials teachers need to conduct project-based science teaching, including links to tools, activities, assessment rubrics, mentors, and listservs

CoVis Student Lounge — information and materials students need to do project-based science


CoVis Network Testbed: Theoretical CoVis Network Testbed: Theoretical FoundationsFoundationsCoVis Network Testbed: Theoretical CoVis Network Testbed: Theoretical FoundationsFoundations

Project-enhanced science learning as pedagogy

‘Communities of practice’

Cognitive apprenticeship

Legitimate peripheral participation to engage ‘communities of learners’

Learner-centered scientific visualization and groupware tools

Participatory and iterative design


CoVis and DI Design ExamplesCoVis and DI Design ExamplesCoVis and DI Design ExamplesCoVis and DI Design Examples

Designed material aspects of DI Enabled social aspects of DI

(2) Space-collapsing communications

(1) Time-shifting communications

(3) “Semantically typed” hypermedia links in CoVis knowledge-building environment

Facilitates broad access to distributed group inquiry; Enables collaboration across global time zones.

Facilitates broad access to distributed group inquiry; Enables virtual field trips to remote places.

More readily-achieved structured scientific inquiry; Simplifies tracking learners’ questioning, inquiry processes.



(5) “Scaffolding” front-ends to scientific visualization tools

(4) Archival memory for communication records

(6) CoVis telementoring database

Creates ‘living’ community database of knowledge building community; persistent database of scientists and other mentors.

Enables broad learner access to complex science topics and systems; enables learners to pursue their open-ended questions.

Facilitates remote mentor participation and teacher identification of appropriate mentors.

CoVis and DI Design Examples (#2)CoVis and DI Design Examples (#2)CoVis and DI Design Examples (#2)CoVis and DI Design Examples (#2)


(5) “Scaffolding” front-ends to scientific visualization tools

(4) Archival memory for communication records

(6) CoVis telementoring database

Creates ‘living’ community database of knowledge building community; persistent database of scientists and other mentors.

Enables broad learner access to complex science topics and systems; enables novice learners to pursue their open-ended research questions

Facilitates remote mentor participation and teacher identification of appropriate mentors.


CoVis WorldWatcher as Example of ScaffoldingCoVis WorldWatcher as Example of ScaffoldingCoVis WorldWatcher as Example of ScaffoldingCoVis WorldWatcher as Example of Scaffolding

From scientists’ tools to learner-centered visualization tools…...


Scientists’ Visualization ToolsScientists’ Visualization ToolsScientists’ Visualization ToolsScientists’ Visualization Tools


WorldWatcher: Jan, July Surface TemperatureWorldWatcher: Jan, July Surface TemperatureWorldWatcher: Jan, July Surface TemperatureWorldWatcher: Jan, July Surface Temperature


Toward Learner-Centered DesignToward Learner-Centered DesignToward Learner-Centered DesignToward Learner-Centered Design

Empirical studies of scientists’ tool practices

Techniques: From tacit knowledge to explicit representational properties Geographical context underlay Explicit semantic units for data Provision of semantically constrained mathematical

operations on data General framework now encompasses over

30 public domain data sets (NASA, NOAA…)

Example 2: Example 2: SRI’s TAPPED IN ProjectSRI’s TAPPED IN Project(http://tappedin.sri.com.)(http://tappedin.sri.com.)

Example 2: Example 2: SRI’s TAPPED IN ProjectSRI’s TAPPED IN Project(http://tappedin.sri.com.)(http://tappedin.sri.com.)

SRI International -- Center for Technology in Learning (Mark Schlager, Patricia Schank, Judith Fusco, Richard Goddard)

Partners are twelve K-12 teacher professional development organizations devoted to science educational reform (e.g., LHS)

Goal: to develop, operate and study an easy-to-learn, multi-user virtual environment for ongoing teacher professional development

In 18 months: nearly 2000 registered users already

1996-2000 Funding:


A Web-based virtual environment that enables users to: log in from any computer with Internet access converse (publicly or privately) while sharing resources create, annotate, and store group documents jointly view text documents and Web pages maintain awareness of the actions of others around you customize the media-space to make it your place share a graphical sketchpad

And soon… Integrated asynchronous discussion forum Creation and viewing of video clips of teaching ‘cases’ Exhibit Hall for standards-based learning tools and materials

TAPPED IN: A Virtual Office Building with Offices, Suites, Design Studio, Resource Center


TAPPED IN Concept: A Working Community of Education Professionals & OrganizationsTAPPED IN Concept: A Working Community of Education Professionals & Organizations

TPD Program Support – ... for meetings, net-courses, discussion groups, F2F follow-up– learn technology skills in authentic, relevant context

Multiple organizations sharing a virtual place– cross-pollination: of ideas, experiences, expertise– one-stop “shopping”: for multiple perspectives on, and approaches to,

TPD

Community-Owned Gathering Place– sustainable, evolving on-line commons for pre- and in-service

teachers, teacher educators, researchers, administrators, librarians...


Shared Sketch Pad

BobJ

Point and Click Web Window Shared Web Browsing

WebViewer

Conversation and other dynamic actions

Who and What is here (awareness)

Bulletin Board

Whiteboard

Exits to other rooms

CommonCommands

Communication and Text Input Window

BOBJ says “I use the GLOBE biometrics and weather activities with my 6th grade class. The kids love them, they really view themselves as scientists

Judi wants to find out more about GLOBE!BobJ projects GLOBE welcome (gw) You see the URL:http://www.globe.gov/ghome/invite.html

Judi exclaims, “thanks! I see it. So from here I register for a GLOBE workshop?

Input Field

BASIC TAPESTRY USER INTERFACE ON-DEMAND FEATURES

TextDocument(with URL attachment)

GLOBE welcome (gw),

LHS GEMS Room

WebViewers

File Cabinets

Bulletin board, Whiteboard

Simulations

Guestbook Message box


Teachers Take Charge of Their Learning (Renyi, NFIE, 1996)Teachers Take Charge of Their Learning (Renyi, NFIE, 1996)

“Today's teachers... find themselves pressed for time and opportunities to learn. Teachers should work collaboratively; yet all day they are isolated from other adults.”

Re-Envisioning TPD: Professional Communities of Practice

Teaching for High Standards -- Darling-Hammond and Ball

“[Elements of effective TPD cannot] be adequately cultivated without the development of more substantial professional discourse and engagement in communities of practice.”


Bridging the Gap with TechnologyBridging the Gap with Technology

Technology may enable augmenting local TPD services by giving teachers easy access to high-quality TPD from work and home

New TPD models and environments must be co-invented so that they: Balance formal activities with informal, sustainable

professional development opportunities year-round Begin supporting teachers in pre-service education and

continue to serve them Bring diverse stakeholders and resources into the discourse

Organic growth: Co-invent on-line TPD models with leading TPD organizations ready to integrate on-line activities, serve as models


Research Informing PracticeResearch Informing Practice

Importance of persistent place and identity On-line discourse flexibility: Need support for multiple styles, modes,

paces of interaction

Must sustain regular, meaningful activities with diverse initiators—a mix of formal-informal, organization & teacher-initiated

Provide productivity support: Well-defined objectives, agenda, and timeline tied to off-line activities

Support quick build up of high-quality documents, Web sites tailored to teachers’ needs (Lesson plans, assessment rubrics, student products, curriculum frameworks, guidelines and standards documents)

Need for consistent, participatory leadership: encouragement, support, and reward


Background to Example 3:Background to Example 3:Educational Object Economy (EOE)Educational Object Economy (EOE)

Created by Jim Spohrer, et. al (Apple Computer)

Now a non-profit organization in San Jose

Building a sustainable community of small developers

producing free educational applets (http://www.eoe.org)

Over 2,300 applets thus far!


Problems with the EOE? Problems with the EOE?

No links to curriculum, or standards

Applets are “frozen,” and do not work together

Authors writing every tool themselves (little teacher involvement)


Example 4: ESCOT (Educational Example 4: ESCOT (Educational Software Components of Tomorrow)*Software Components of Tomorrow)*

A distributed network of teachers, researchers & developers creating link-able representational tools for real middle school math curricula

Curriculum Databaseorganizing information that links concepts, activities & technologies

Software Innovationdesigning pedagogically-soundre-usable, linkable components

Integration Teamscomposing or structuring lessons that tie components to curriculum

The ESCOT Testbed

*A new NSF grant (Pea, Roschelle, Kaput and DiGiano)


Distributed Intelligence: Role of componentsDistributed Intelligence: Role of components

Graphs, tables, calculators, geometry, simulations, equations, notepads… probably 100 or so core active representational objects that occupy parts of a screen

Enable mix-and-match, plug&play Cognitive research rationale:

– Dynamic, linked multiple representations key for deeper understanding

– Animated graphics for process history– Collaboration support– Assessment support

Leading to:• Lower cost• Better quality• More flexibility


ESCOT GoalsESCOT Goals

Collect broadly useful, powerful components

Link to curriculum needs

Combine in new activities

(*NOT building a complete suite of component software for middle school math reform—but creating conditions that support re-use and interoperability)


CollectCollect Powerful Components Powerful Components

Geometer’s Sketchpad


Database Database LinksLinks 5 New Middle School 5 New Middle School Math Curricula to TechnologyMath Curricula to Technology

Work with Work with ‘Show Me’ ‘Show Me’ Center at U-Center at U-Missouri, Missouri, ColumbiaColumbia


ESCOT Teams ESCOT Teams IntegrateIntegrate Re-usable Components from a Re-usable Components from a Shared, Web-Accessible Library into LessonsShared, Web-Accessible Library into Lessons

Teacher: Pedagogical Design Developer: Component Design Web facilitator: Web Design (and teamwork)


CILT: Center for Innovative Learning TechnologiesCILT: Center for Innovative Learning TechnologiesCILT: Center for Innovative Learning TechnologiesCILT: Center for Innovative Learning Technologies

Towards knowledge networking for improving learning technologies R&D and educational practices

HTTP://CILT.ORG Ask me more in the discussion!!


Closing: Implications and QuestionsClosing: Implications and QuestionsClosing: Implications and QuestionsClosing: Implications and Questions

Can we do better at integrating research and education? General lessons on “scaffolding” novice participation in expert community of practice with learner-centered tools in visualization

How shall we do learning assessments with DI systems (groups, tool-mediated work)?

How to assess the tradeoffs in “Covering” curriculum vs. “Knowledge-Building” communities?


RecommendationsRecommendationsRecommendationsRecommendations

Need to recognize that technologies neither “amplify” intelligence nor simply “automate” existing activities. More or less explicitly, we design distributed intelligence.

Use computer and communications tools to establish experiential testbeds for expanding and evolving intelligence–opening up new possibilities for what distributed intelligence may become.

CILT, Tapped In, and ESCOT are all “networked improvement communities”—might this cooperative model work for the 21st century university?


A Final ThoughtA Final Thought A Final ThoughtA Final Thought

New designs occasionally lead to "fingertip effects," a fit of tool to task so apt that it leads to precipitous social changes

Examples: World-Wide Web browsers for hyper-linked documents, electronic mail, fax saturation, Palm Pilot's design for pocket-size computing

What will be the fingertip effects that will come to exist for university-level net learning?

issues in the design of distributed intelligence and the growth of virtual learning communities

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