Presence Productionin a Distributed Shared Virtual Environment
for Exploring Mathematics
web-site: http://kmr.nada.kth.se
Claus Knudsen Ambjörn Naeve
Division of Media Technologyand Graphic ArtsDept. of Numerical Analysisand Computing Science
Centre for user-oriented IT DesignDept. of Numerical Analysisand Computing Science
Centre for user-oriented IT-Design (CID)
CID is a competence centre at KTH that provides an interdisciplinary environment for applied research
on design of human-computer interaction.CID is engaged in 4 different areas of research:
• Connected Communities (Digital Worlds).
• Interactive Learning Environments.
• New forms of Interaction.
• User orientation.
Goals and characteristics of CID
• integrate usability with technical and aesthetic aspects.
• create an attractive environment at KTH for strong cooperation between academy, industry and users.
• produce “pre-competitive” results in the form of prototypes, demonstrators and user studies.
• strong international collaboration.
A Knowledge Manifold
• is a conceptual framework for designing interactive learning environments that support Inquiry Based Learning.
• can be regarded as a Knowledge Patchwork, with a number of linked Knowledge Patches, each with its own Knowledge Gardener.
• gives the users the opportunity to ask questions and search for certified human Knowledge Sources.
A Knowledge Manifold (cont.)
• has access to distributed archives of resource components.
• allows teachers to compose components and construct customized learning environments.
• makes use of conceptual modeling to support separation of content from context.
• contains a conceptual exploration tool (Conzilla) that supports these principles and activites.
Structure of today’s math education system
Closed layered architecture based on:
• lack of subject understanding in the early layers.
• minimization of teaching duties in the final layers.
• life long teaching with:
• curricular-oriented ”knowledge pushing”.
Problems with today’s math education
It does not:
• promote understanding.
• support personalization.
• integrate mathematics with human culture.
• stimulate interest.
• integrate abstractions with applications.
• support transition between the different layers.
Possibilities for improving math education
• visualizing the concepts.
• interacting with the formulas.
• using ICT to increase the ”cognitive contact” by:
• personalizing the presentation.
Promoting life-long learning based on interest by:
• improving the narrative by:
• showing before proving.
• focusing on the evolutional history.
• routing the questions to live resources.
• proving only when the need is evident.
Ongoing Mathematical KM work at CID
• Dynamically uploadable math component archives
• Interactive geometrical constructions with PDB
• Interacting with mathematical formulas
• CyberMath: a shared 3D ILE for exploring math
• using LiveGraphics3D / Graphing Calculator
• Virtual Mathematics Exploratorium with Conzilla
CyberMath: A Shared Virtual Environment for the Interactive Exploration of Mathematics
• teaching of both elementary, intermediate and advanced mathematics and geometry.
Goals: The CyberMath system should allow:
Means:• Making use of advanced VR technology (e.g. DIVE).
• global sharing of resources.
• the teacher to teach in a direct manner.
• students to work together in groups.
• teachers to present material that is hard to visualize using standard teaching tools.
CyberMath: An Avatar Using a Laser Pointer
CyberMath: Finding the Kernel of a Linear Map
CyberMath: Importing a Mathematica Object
CyberMath: The Cylindrical Exhibition Hall
STUDENTS / DIS, UPPSALA
ALL / CYBERMATH, VR
TEACHER / CID, STOCKHOLM
PERSON
AVATAR
CAMERA
COMPUTER SCREEN / VR REPRESENTATION
MONITOR / PRESENCE PRODUCTION
CyberMath: Experimental Lecture Connectivity
Definition of Presence at a Distance
Presence at a distanceis defined as the subjective experience of being in one place or environment, even when one is physically situated in another.
Presence journal 2000
Factors creating a sense of presence and reality
• sensory environment
• individual preconditions
• content characteristics
• vividness
• interactivity and control• company of others
• depth & breadth
• imagination• emotional state• associative context• suspension of disbelief
• plot and story• narration and dramaturgy• presentation and execution
CyberMath: The Teacher in Stockholm
CyberMath: 1:st Group of Students in Uppsala
CyberMath: 2:nd Group of Students in Uppsala
CyberMath: Changing the Learning Mode
CyberMath: Social Mingling in Cyberspace
CyberMath: Transforming a Set of Planes
CyberMath: The Virtual Museum Mode
CyberMath: The Solar Energy Exhibit
CyberMath: The Cooperative Learning Mode
CyberMath: The WASA Platform
Ongoing Knowledge Manifold projects at CID
e-Learning e-Commerce
ArchivesPortfoliosEnvironments
e-Standards
Research Partner
Wallenberg GlobalLearning Network
Stanford-LL
Academic
L3S
e-Accessibility
IMS / RDF
ISO / WG36CyberMath
ConceptualMath-modeling
MathematicsExploratorium
Microsoft WorldCom
HewlettPackard
Industrial
WebGiro
CEN/ISSS/WS/ECElectronic CommerceIntegration Meta-Framework
Accessing thePrinted Word
FMLS
HI
Swedish Learning Lab
VWE
Emerging Knowledge Manifold projects at CID
WGLN
e-Learning e-Commerce e-Administration
Research PartnerAcademic
Personalized Access toDistributed Learning Resources
Administrative
e-Accessibility
e-Europe
User-oriented Mathematics Learning Environment
ethical Multi-lingualUpper LevelElectronicCommerceOntology
Edutella
Mathemagic
MathematicalCourselets
National Research Schoolin Mathematical Didactics
L3S SLL
AuthorityHandbook
24/7/365Authority
ÖCB
VINNOVA...UKLA
STEM
References• Naeve, A., The Garden of Knowledge as a Knowledge Manifold - a conceptual framework for computer supported subjective education, CID-17, KTH, 1997.
• Naeve, A., Conceptual Navigation and Multiple Scale Narration in a Knowledge Manifold, CID-52, KTH, 1999.
• Nilsson, M. & Palmér M., Conzilla - Towards a Concept Browser, (CID-53), KTH, 1999.
• Nilsson, M., The Conzilla design - the definitive reference, CID/NADAKTH, 2000.
• Naeve, A., The Concept Browser, a New Form of Knowledge Management Tool, Proc. of the 2:nd european conference on Web Based Learning Environments (WBLE-2001), Lund, Sweden, Oct. 24-26, 2001.
• Naeve, A., The Knowledge Manifold – an educational architecture that supports inquiry based customizable forms of e-learning, WBLE-2001.
[ Reports are available in PDF at http://kmr.nada.kth.se ]
• Naeve, A. & Nilsson, M. & Palmér, M., The Conceptual Web - Our Research Vision, Proceedings of the First Semantic Web Working Symposium, Stanford, July 30 - Aug 2, 2001.
• Naeve, A. & Nilsson, M. & Palmér, M., E-learning in the Semantic Age, WBLE-2001.
References (cont)
• Taxén G., & Naeve, A. CyberMath - A Shared 3D Virtual Environment for Exploring Mathematics,presented within Course-31, Geometric Algebra, Siggraph 2000, New Orleans, July 2000.
• Taxén G., & Naeve, A. CyberMath - A Shared 3D Virtual Environment for Exploring Mathematics,the 20:th ICDE world conference, Düsseldorf, April 2001, on Compact Disc.
References (cont)
• Taxén G., & Naeve, A. CyberMath - Exploring Open Issues in VR-based Learning,SIGGRAPH 2001, Educators Program, SIGGRAPH 2001 Conference Abstracts and Applications, pp. 49-51.
[ Quicktime demos of lectures in CyberMath are available at http://cid.nada.kth.se/il ]