Nobel Symposium May 27, 2002 May 27, 2002 Stanford University Professor Roy Pea Learning Science...

Nobel SymposiumNobel Symposium May 27, 2002May 27, 2002

Stanford UniversityStanford UniversityProfessor Roy PeaProfessor Roy Pea

Learning Science through Collaborative Visualization over the Internet

Roy PeaRoy PeaStanford UniversityStanford University

Stanford Center for Innovations in LearningStanford Center for Innovations in Learning

Nobel Symposium: Virtual Museums 2002Nobel Symposium: Virtual Museums 2002



Collaborative Visualization

– Development of scientific knowledge…Development of scientific knowledge…

– Mediated by using scientific Mediated by using scientific visualization and CSCW tools…visualization and CSCW tools…

– In a collaborative context…In a collaborative context…

– Supported by constructivist pedagogy.Supported by constructivist pedagogy.



What was the CoVis Project?What was the CoVis Project?

– A wideband network that formed a distributed learning environment for reform-oriented science education by developing a culture of science practice, including:

– Integrated suite of tools for network-based project-enhanced science learning• Internet direct to 5-6 desktops per classroom, and all students with

individual accounts• Scientific visualization and inquiry tools--focus on earth and

atmospheric sciences• Collaborative media spaces: Collaboratory Notebook,

communication, and video-conferencing with screen sharing• Project-oriented pedagogy and services• Learning activities/web services for interschool collaborations

– Continuing professional development for teachers, with a focus on project-oriented pedagogy

– Mentor database services for involving scientists



But this was 1992 and there were no web browsers!

When the grant proposal was written in 1991, Internet-based videoconferencing was only possible with a $40,000 hardware codec.

Scientific visualization was not seen in the K-12 classroom.



Learning through Collaborative Visualization

The vision was to establish a prototype The vision was to establish a prototype of a future distributed multimedia of a future distributed multimedia learning environment for science that learning environment for science that would integrate distributed expertise would integrate distributed expertise including educators, learning including educators, learning researchers, scientists at universities, researchers, scientists at universities, and a science education museum. and a science education museum.



CoVis Guiding Principles

– Learn science by doing science – Invite and nurture open-ended questions – Foster refinements of questions in reflective discussions – Secure respect and value for the diversity of learners’

questions – Provide multiple representations as diverse and flexible

means for asking and answering questions – Teach inquiry by modeling inquiry – Support progress in learning by seeding it with the use of

powerful ideas – Reflect these principles in the assessment of student

activities



Use scenario: Global warming studies

Use scenario: Global warming studies

– First, staging activities guide learning about greenhouse effect, greenhouse gases, and variation in seasonal climate patterns using learner-centered scientific visualization tools and the same NASA and NOAA datasets used by the scientific community.

– Then, student teams collaborate across schools over the Internet on projects following questions of their interest.

– The 8-week cycle ends when they present findings at a global summit where diverse national or ideological perspectives are represented.



Distributed Learning Distributed Learning CommunitiesCommunities

Where did we start? With a vision and some

partners...

Where did we start? With a vision and some

partners...



Perspective on technologies for learningPerspective on technologies for learning– Historically, new representational systems provide cognitive power Historically, new representational systems provide cognitive power

and have social consequences (e.g., writing, algebra, graphing, and have social consequences (e.g., writing, algebra, graphing, computer models)computer models)

– ““Distributed intelligence” supports activity in human-technology Distributed intelligence” supports activity in human-technology systems.systems.• ““Cognitive” technologies: to see, design, build, what’s more difficult, error-Cognitive” technologies: to see, design, build, what’s more difficult, error-

prone, impossible without them.prone, impossible without them.• ““Social” technologies: Enable collective activity such as collaborations, Social” technologies: Enable collective activity such as collaborations,

cooperations, more difficult without them.cooperations, more difficult without them.

– Technologies often change the problems that it is possible to pose, Technologies often change the problems that it is possible to pose, not only to solvenot only to solve

– Leads to re-structuring of Leads to re-structuring of what it means to know and understand what it means to know and understand in in a discipline (and hence learning)a discipline (and hence learning)

– Historically, new representational systems provide cognitive power Historically, new representational systems provide cognitive power and have social consequences (e.g., writing, algebra, graphing, and have social consequences (e.g., writing, algebra, graphing, computer models)computer models)

– ““Distributed intelligence” supports activity in human-technology Distributed intelligence” supports activity in human-technology systems.systems.• ““Cognitive” technologies: to see, design, build, what’s more difficult, error-Cognitive” technologies: to see, design, build, what’s more difficult, error-

prone, impossible without them.prone, impossible without them.• ““Social” technologies: Enable collective activity such as collaborations, Social” technologies: Enable collective activity such as collaborations,

cooperations, more difficult without them.cooperations, more difficult without them.

– Technologies often change the problems that it is possible to pose, Technologies often change the problems that it is possible to pose, not only to solvenot only to solve

– Leads to re-structuring of Leads to re-structuring of what it means to know and understand what it means to know and understand in in a discipline (and hence learning)a discipline (and hence learning)



Perspective on science Perspective on science education reformeducation reform

Perspective on science Perspective on science education reformeducation reform

– View of science in terms of “communities of practice,” View of science in terms of “communities of practice,” sharing values and norms, language, tools, practices sharing values and norms, language, tools, practices

– ““Constructivist” conception of science learning as Constructivist” conception of science learning as building on a learner’s prior belief systemsbuilding on a learner’s prior belief systems

– Promoting science learning as “guided inquiry” in Promoting science learning as “guided inquiry” in practices akin to scientific ones, using similar toolspractices akin to scientific ones, using similar tools

– That science is a social practice is compatible with That science is a social practice is compatible with science being nonetheless science being nonetheless aboutabout a material world a material world

Internet



Changing the processes of Changing the processes of learninglearning

– Beyond traditional distance learning (talking heads)Beyond traditional distance learning (talking heads)– Goal was to create Goal was to create highly-interactive learning highly-interactive learning

environments environments that reproduce or exceed face-to-face that reproduce or exceed face-to-face – Distributed learning communitiesDistributed learning communities

• Shared media spaces for collaborative learningShared media spaces for collaborative learning• Interschool projects mediated by groupware, web-based Interschool projects mediated by groupware, web-based

resources and scientific visualizationresources and scientific visualization– Telementoring and teleapprenticeshipsTelementoring and teleapprenticeships– Virtual fieldtrips to museums and research labsVirtual fieldtrips to museums and research labs



Components of the CoVis Testbed in 1992-93

Components of the CoVis Testbed in 1992-93

– Hybrid high-speed public-access network for data services Hybrid high-speed public-access network for data services and desktop videoconferencingand desktop videoconferencing

– Scientific visualization tools (Climate Visualizer, Weather Scientific visualization tools (Climate Visualizer, Weather Visualizer)Visualizer)

– Collaboration support (Collaboratory Notebook)Collaboration support (Collaboratory Notebook)

– Integrated email, FTP, Gopher Integrated email, FTP, Gopher

– 1993 summer teacher workshop (Internet, project science, 1993 summer teacher workshop (Internet, project science, visualization, collaboration tools)visualization, collaboration tools)

– Few learning activities (teachers suggested that they would Few learning activities (teachers suggested that they would build them around resources and tools)build them around resources and tools)

Exploratorium

U. of Illinois

Northwestern

Scientists

Museum

ISDNThe

Internet

Evanston Twp. High School

New Trier High School

Schools

1992-94...CoVis 1992-94...CoVis Community “Proof of Community “Proof of concept”concept”

1992-94...CoVis 1992-94...CoVis Community “Proof of Community “Proof of concept”concept”



Benefits of Scientific Benefits of Scientific VisualizationVisualization

– Scientific visualizationScientific visualization: an image rendered through high-: an image rendered through high-speed computer graphics that is based on a numerical speed computer graphics that is based on a numerical data set that describes some quantity in the world (e.g., data set that describes some quantity in the world (e.g., global temperatures).global temperatures).

– Uses visual reasoning to understand scienceUses visual reasoning to understand science– Provides “big picture” view of complex systemsProvides “big picture” view of complex systems– Can connect students to scientific communities by Can connect students to scientific communities by

allowing access to existing and used data setsallowing access to existing and used data sets– Acts as “conversational props” for learning discussionsActs as “conversational props” for learning discussions– Provides resources for inquiries in student projectsProvides resources for inquiries in student projects



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

From Scientists’ Workbench to Learner-Centered Scientific Visualization Applications (1993)

From Scientists’ Workbench to Learner-Centered Scientific Visualization Applications (1993)

Climate VisualizerClimate VisualizerNMC Archival data providing NMC Archival data providing twenty-five years of twice twenty-five years of twice daily measurements of daily measurements of temperature, winds, and temperature, winds, and pressure at several levels of pressure at several levels of the atmosphere. Coverage the atmosphere. Coverage over most of the Northern over most of the Northern Hemisphere.Hemisphere.

Weather VisualizerWeather VisualizerReal time hourly data Real time hourly data providing custom weather providing custom weather maps including temperature, maps including temperature, dew point, fronts, severe dew point, fronts, severe weather warnings and weather warnings and weather station reports. weather station reports. Coverage over contiguous Coverage over contiguous United States and Canada.United States and Canada.



CoVis Collaboratory Notebook (1993)

CoVis Collaboratory Notebook (1993)

– ...was a shared, networked hypermedia database...was a shared, networked hypermedia database– ...was a place where students, teachers, and scientist ...was a place where students, teachers, and scientist

mentors...mentors...• Record thoughts, plans, and actions Record thoughts, plans, and actions

• Respond to the work of othersRespond to the work of others

• Are scaffolded in steps of project inquiry and collaborationAre scaffolded in steps of project inquiry and collaboration

– ...in the course of open-ended scientific inquiry...in the course of open-ended scientific inquiry

What did we learn

from practice?

What did we learn

from practice?



First year “testbed woes” (1993) First year “testbed woes” (1993)

– Learners’ inquiry questions often went beyond available Learners’ inquiry questions often went beyond available visualization datasetsvisualization datasets

– Learners and teachers needed more support, and Learners and teachers needed more support, and scheduled events to motivate scientific visualizer use in scheduled events to motivate scientific visualizer use in projectsprojects

– Few cross-school project teams emergedFew cross-school project teams emerged– Lack of fit of videoconferencing to common education Lack of fit of videoconferencing to common education

tasks, despite early teacher excitementtasks, despite early teacher excitement– Needed regular access to “Collaboratory Notebook” to Needed regular access to “Collaboratory Notebook” to

warrant integral use in projectswarrant integral use in projects– Transitioning to project pedagogy presented many Transitioning to project pedagogy presented many

challenges to teachers and learnerschallenges to teachers and learners



Redesign Tools and Activities (‘93-94)Redesign Tools and Activities (‘93-94)

– Added more learner support in tool and activity Added more learner support in tool and activity “wraparounds” for scientific visualizers“wraparounds” for scientific visualizers

– Piloted scheduled on-line events to encourage Piloted scheduled on-line events to encourage cross-school projects and pedagogy (CIAs)cross-school projects and pedagogy (CIAs)

– Planning for a Greenhouse Effect Visualizer as new Planning for a Greenhouse Effect Visualizer as new domain for inquiry projectsdomain for inquiry projects

– Set-up out-of-classroom computers to increase Set-up out-of-classroom computers to increase Internet access for collaboration and communicationInternet access for collaboration and communication

– To motivate adoption, we tried desktop video for To motivate adoption, we tried desktop video for remote classroom support of teachersremote classroom support of teachers



Observations and CoVis Redesign (‘94-95)Observations and CoVis Redesign (‘94-95)

– AssessmentAssessment: Teachers sought project assessment rubrics, and : Teachers sought project assessment rubrics, and established clearer expectations for students on work process and established clearer expectations for students on work process and productsproducts

– MentorsMentors: More ready access to mentors to help scope student projects, : More ready access to mentors to help scope student projects, and identify data for investigating students’ questions (explored a mentor and identify data for investigating students’ questions (explored a mentor database)database)

– ModelsModels: More curriculum activities and datasets around which students’ : More curriculum activities and datasets around which students’ questions could be developed (explore web-based resources and questions could be developed (explore web-based resources and activities)activities)

– DomainsDomains: New : New Greenhouse Effect VisualizerGreenhouse Effect Visualizer into use into use • Archival global data of monthly means for a year providing surface temperature, Archival global data of monthly means for a year providing surface temperature,

incoming sunlight, albedo (reflectivity), energy absorbed and emitted by the earth, incoming sunlight, albedo (reflectivity), energy absorbed and emitted by the earth, and measurement of greenhouse effectand measurement of greenhouse effect



New Challenges for Summer 1995New Challenges for Summer 1995

– National Science Foundation asks for national scale-up National Science Foundation asks for national scale-up of CoVis from AAT (‘92-94) to NIE (‘95-97) program of CoVis from AAT (‘92-94) to NIE (‘95-97) program

– What scaling issues are involved in making CoVis What scaling issues are involved in making CoVis innovations broadly available to many more and far innovations broadly available to many more and far more diverse schools?more diverse schools?

– What do we find to be needed in software, network, What do we find to be needed in software, network, activity design and teacher support?activity design and teacher support?

– OR: How does the system of distributed intelligence in OR: How does the system of distributed intelligence in support of science learning need to be redesigned to fit support of science learning need to be redesigned to fit these new challenges?these new challenges?



Scaleup Changes in CoVis Classrooms (From 1992-94 to 1995-1997)

Scaleup Changes in CoVis Classrooms (From 1992-94 to 1995-1997)

– 2 high schools using 12 computers --> 42 middle and high schools 1000+ computers (56KB to T-1 level Internet connections)

– Size and diversity of learner community: 270-->5000 students, 80% white --> 47% white, 34% African American, 14% Latino, 5% Asian

– Broader geographic and economic diversity:

• Many low-income urban schools, e.g., 11 in Chicago; Jersey City; Patterson

• Northeast, Mid-Atlantic, Midwest, South

– Teacher community: from 6 to 100+ teachers, plus 40 tech coordinators, 100’s of scientist telementors

– 2 high schools using 12 computers --> 42 middle and high schools 1000+ computers (56KB to T-1 level Internet connections)

– Size and diversity of learner community: 270-->5000 students, 80% white --> 47% white, 34% African American, 14% Latino, 5% Asian

– Broader geographic and economic diversity:

• Many low-income urban schools, e.g., 11 in Chicago; Jersey City; Patterson

• Northeast, Mid-Atlantic, Midwest, South

– Teacher community: from 6 to 100+ teachers, plus 40 tech coordinators, 100’s of scientist telementors



Challenges in scaling CoVis (1995-97)Challenges in scaling CoVis (1995-97)

– Experimental, hand-supported reforms —> Experimental, hand-supported reforms —> institutionalized, sustainable ones with local ownershipinstitutionalized, sustainable ones with local ownership

– Demonstration activities using new tools —> repeatable, Demonstration activities using new tools —> repeatable, curriculum-based activity structurescurriculum-based activity structures

– Local, informal face-to-face development activities for 6 Local, informal face-to-face development activities for 6 teachers —> formal workshops, print materials, on-line teachers —> formal workshops, print materials, on-line support of 100 teachers in 13 states working with over support of 100 teachers in 13 states working with over 5000 students5000 students

– CoVis staff technical support for 2 local high schools —> CoVis staff technical support for 2 local high schools —> training and remote support of on-site tech personnel for training and remote support of on-site tech personnel for 42 middle and high schools42 middle and high schools

– Proprietary software —> web-based open system Proprietary software —> web-based open system standardsstandards

– Informal use of mentors —> on-line mentor databaseInformal use of mentors —> on-line mentor database



What did we re-design in response to these challenges?What did we re-design in response to these challenges?

– GeoSciences Web server for guiding new classrooms into the CoVis community

– Workshops for teachers and school tech support staff (summer, on-line, targetted face to face)

– Web-based software distribution and ongoing teacher support system

– Scaled project collaboration support:

• Collaboratory Notebook for thousands of users

• CU-See Me desktop videoconferencing



– Design team partners from Northwestern, U.Col., U.Mich., UIUC, U.Chicago, Design team partners from Northwestern, U.Col., U.Mich., UIUC, U.Chicago, UniData, NCAR (late 1994-early 1995)UniData, NCAR (late 1994-early 1995)

– Professional development resources on learning perspectives, doing projects, Professional development resources on learning perspectives, doing projects, mentoring, visualization, collaborationmentoring, visualization, collaboration

– CoVis Activities and ProjectsCoVis Activities and Projects -- to provide a range of scheduled learning activities -- to provide a range of scheduled learning activities from which students can evolve projects, and teachers develop and share new from which students can evolve projects, and teachers develop and share new designsdesigns

– CoVis ResourcesCoVis Resources -- visualization tools and data, Virtual Field Trips, Interactive -- visualization tools and data, Virtual Field Trips, Interactive Weather BriefingsWeather Briefings

– CoVis Teacher LoungeCoVis Teacher Lounge -- information and materials teachers need to conduct -- information and materials teachers need to conduct project-based science and participate in CoVis, including links to tools, activities, project-based science and participate in CoVis, including links to tools, activities, assessment rubrics, mentors, and listservsassessment rubrics, mentors, and listservs

– CoVis Student LoungeCoVis Student Lounge -- information and materials students need to do project- -- information and materials students need to do project-based science and participate in CoVisbased science and participate in CoVis



CoVis Interschool Activities (CIAs)CoVis Interschool Activities (CIAs)

– Scheduled project cycles running 2-5 weeks, with Scheduled project cycles running 2-5 weeks, with interschool matchmaking brokered by CoVis staffinterschool matchmaking brokered by CoVis staff

– CIAs provide opportunities for network CIAs provide opportunities for network collaboration, mentoring, Exploratorium Topic-collaboration, mentoring, Exploratorium Topic-Based Virtual Field Trips.Based Virtual Field Trips.• Land Use Management Planning (2 weeks)Land Use Management Planning (2 weeks)• Soil Science (3 weeks)Soil Science (3 weeks)• Weather Prediction, inc. UIUC Interactive Weather Prediction, inc. UIUC Interactive

Weather Briefings (4 weeks), web-based Weather Briefings (4 weeks), web-based Weather VisualizerWeather Visualizer

• Global Warming (5 weeks)Global Warming (5 weeks)

– Teachers evaluated each CIA after use, and we Teachers evaluated each CIA after use, and we improved resources and activity support for each improved resources and activity support for each next iteration.next iteration.

CoVis-UIUC Weather Visualizerhttp://storm.atmos.uiuc.edu/covis2/visualizer/

CoVis-UIUC Weather Visualizerhttp://storm.atmos.uiuc.edu/covis2/visualizer/

~75,000Hits Per Day(in 1997)

~75,000Hits Per Day(in 1997)



UIUC/CoVis Online Guide to Meteorology http://covis1.atmos.uiuc.edu/guide/guide.html

UIUC/CoVis Online Guide to Meteorology http://covis1.atmos.uiuc.edu/guide/guide.html

~70,000Hits Per Dayto Just-in-timeLearning Modules (in 1997)

~70,000Hits Per Dayto Just-in-timeLearning Modules (in 1997)

Online Guide to Meteorology

http://covis1.atmos.uiuc.edu/guide/guide.html

The CoVis Greenhouse Effect Visualizer (web-based)The CoVis Greenhouse Effect Visualizer (web-based)

Visualization window from ClimateWatcher

displaying surface temperature for January 1987

Visualization window from ClimateWatcher

displaying surface temperature for January 1987

Summary statistics for entire image

Summary statistics for current selection region

Readout showing lat/long, country/state, and data value for current mouse location

Current mouse location

Current selection region

Exploratorium ExploraNet (http://www.exploratorium.e

du/)

Exploratorium ExploraNet (http://www.exploratorium.e

du/)

~100,000Hits

Per Day(in 1997)

~100,000Hits

Per Day(in 1997)



CoVis Mentor Database (verified registry, checkin/out, email

router)

CoVis Mentor Database (verified registry, checkin/out, email

router)



What changed with CoVis scaling and diversity from 1992-94 to 1995-97?

What changed with CoVis scaling and diversity from 1992-94 to 1995-97?

– Mainly integrating technology and social support roles in our redesigns

– Transformations in how we viewed our roles: From central invention, building, guiding => To

brokering partners, coordinating events, supporting a decentralized community with diverse needs

From providing teachers with “resources” for project science (tools, datasets) => To providing “reform seeds and services” that vary widely across settings as each teacher “re-invents” the CoVis Project



Emerging challenges with scaling in diverse schools (1996-97)

Emerging challenges with scaling in diverse schools (1996-97)

– Urban schools set up labs with unpredictable access Urban schools set up labs with unpredictable access (to simplify their security needs)(to simplify their security needs)

– Low levels of tech support,under-budgeted teacher Low levels of tech support,under-budgeted teacher trainingtraining

– Shifting leaders and goals make commitments to Shifting leaders and goals make commitments to project reforms and technology difficultproject reforms and technology difficult

– Gaps between present teaching practice & project-Gaps between present teaching practice & project-centered learning -- Need on-line and on-site centered learning -- Need on-line and on-site support, models and guidance for doing projects support, models and guidance for doing projects

– Urban students had far less home computing Urban students had far less home computing experience or access and report less efficacy with experience or access and report less efficacy with computers (compared to their suburban peers)computers (compared to their suburban peers)

CoVis Teachers Learning TogetherCoVis Teachers Learning Together



Some Lessons Learned in the CoVis Project

Some Lessons Learned in the CoVis Project

– Innovative computing and communications tools make possible Innovative computing and communications tools make possible forms of learning and teaching exciting for kids and teachers forms of learning and teaching exciting for kids and teachers (real-time data, visualizations, telementoring, virtual field (real-time data, visualizations, telementoring, virtual field trips, student-scientist partnerships)trips, student-scientist partnerships)

– Loosely coupled technological tools and activities are insufficient Loosely coupled technological tools and activities are insufficient to shape classroom reform and change. What’s better? to shape classroom reform and change. What’s better?

• Scheduled CoVis Inter-school Activities (CIAs), such as the Scheduled CoVis Inter-school Activities (CIAs), such as the Global Warming SummitGlobal Warming Summit

– Teachers are often eager for reform changes in classroom Teachers are often eager for reform changes in classroom activities, but it is very hard to produce it by themselves -- activities, but it is very hard to produce it by themselves -- brokering and coordination are critical rolesbrokering and coordination are critical roles

– Not all tools developed for the office workplace fit well with Not all tools developed for the office workplace fit well with classroom practicesclassroom practices (e.g., videoconferencing) (e.g., videoconferencing)



Developments from 1997-2002

– Establishment of NSF Center for Learning Establishment of NSF Center for Learning Technologies in Urban Schools and Technologies in Urban Schools and scaling of CoVis throughout urban scaling of CoVis throughout urban schools in Chicago and Detroit using new schools in Chicago and Detroit using new generations of WorldWatcher and generations of WorldWatcher and curriculum activities curriculum activities



LeTUS

– Nearly 100 schools throughout the Chicago and Detroit areas are using LeTUS science curricula, including new elaborated versions of the pilot curricula developed in the CoVis Project, and new versions of the WorldWatcher software. • “These city school districts recognize the potential of inquiry-driven,

technology-rich science education, and have committed resources to developing the means to support it. They are changing the way science is taught in their schools. And they are paving the way for systemic educational reform.”

– LeTUS also emphasizes curriculum implementation and revision, and teacher professional development — Local teachers and university researchers collaborate in the design and revision of curricula so that local teachers become the catalysts for change.



WorldWatcher Animation: Incoming solar energy for a year



Continuing Challenges for Project-Based Learning Environments– Supporting diversity effectively: Different components of

“readiness” for wide-scale technology-supported educational reforms in science instruction

• Administrative support for continuing teacher development

• Perspective on curriculum, pedagogy, assessment

• Technology support for reform pedagogy

• Networking and computing infrastructure

– Engaging the scientific community in precollege education

– Sustainability of tools and services

– Issues of access and equity in K-12 technology use, and home-school-community connectivity



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Nobel Symposium May 27, 2002 May 27, 2002 Stanford University Professor Roy Pea Learning Science...

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