PI: Edward A. Fox (CS, [email protected], ) Co-PIs at VT: English – Evia; Business – Fan, Sheetz, Zobel Co-PIs at partner sites: Carr (NC

PI: Edward A. Fox (CS, [email protected], http://fox.cs.vt.edu)

Co-PIs at VT: English – Evia; Business – Fan, Sheetz, ZobelCo-PIs at partner sites: Carr (NC A&T), Chung (UTEP -> SCU), Beck (Villanova)

http://fox.cs.vt.edu/talks/2007/20070730LIKES.ppt

Living In the KnowlEdge Society

LIKES

University of Arizona - 30 July 2007

Outline

Awards, Problems, Vision Purpose, Concepts Goals, Objectives, Computing Concepts Course Areas, Modules Approach, Workshops

NSF CPATH CCF Awards for LIKES

24 month awards just made Virginia Tech, largest university in Virginia,

as lead (public) institution, with PI in CS and co-PIs in English and Business: 0722259

Team including a private university, an HBCU, and other minority communitiesVillanova: 0722276North Carolina A&T: 0722289UTEP: 0722263 -> Santa Clara University

Problems

CS enrollments are declining, though demand continues/increases for computing/IT professionals able to help build and improve the Knowledge Society of the 21st Century.

Application of computing methods across the breadth of areas essential for living in the Knowledge Society, is shallow, and sparse in key areas needed in our global environment to ensure security, competitiveness, and quality of life.

Shifting toward digital government, including statutes, rules, regulations, and procedures;

Handling attacks, including spam and viruses;Ensuring quality even with disinformation,

through knowledge sourcing, provenance, and sharing of community expertise;

Ensuring changes through education, that is cross-disciplinary, globally contextualized, based on awareness of human development, learning theory, and cognitive psychology

Vision

Build a (LIKES) community to make systemic changes in how computing concepts are taught in both

1. computing-related disciplines CS, LIS, information systems (IS),

information technology (IT) – and the

2. disciplines of the broader workforce and society

Outline


Purpose Graduates from US universities (and beyond) should be

prepared to live in and contribute to the Knowledge Society emerging in the 21st century.Students in non-computing areas can utilize various

computing concepts/technologies related.

Computing education can be revitalized: if the LIKES theme spreads in CS programs (so

students enjoy solving key real-world problems), if CS faculty collaborate (both in education and

research endeavors) with interdisiplinary colleagues across US universities who are interested in LIKES.

KnowledgeSociety

HCIVisualization

KnowledgeManagement

SystemsAnalysis& Design

Programming

Databases

Algorithms

Architecture Net-Centricity Modeling

Intelligent Systems

Social & EthicalAwareness

PublicLibraries

Geography Urban planning

Simulation

Marketing

Theatre

WWW

Communi- cation

PoliticalScience

Medicine

Law

Knowledge society enabled by CS/IS concepts that relate to other discplines.

PhysicsChemistryArt

Edu-cation

LawEnforcement

Music

KnowledgeSociety

HCIVisualization

KnowledgeManagement

SystemsAnalysis& Design

Programming

Databases

Algorithms

Architecture Net-Centricity Modeling

Intelligent Systems

Social & EthicalAwareness

DigitalLibraries

GISApps.

Simulation

OnlineShopping

Enter-tainment

Semantic Web

Communi- cation & Collabor- ation

DigitalGovernment

Healthcare

InfoServices

w. Privacy & Security

Knowledge society enabled by CS/IS concepts to provide applications needed by individuals and society.

E-Science

PreservingCulturalHeritage

Personal-izedEdu-cation

Computing Applications

Computing Concepts

DNA Test

Geography

Biology

GIS

Business

Liberal Arts,Engineering,Medicine, etc.

Political Science

Database

Algorithms

Onlineshoppingmall

User Interface

Visualization

E-gov.,E-voting

CommunicationsInternet

programming

Networksystems

VideoConferencing

DigitalLibraries

History

VirtualMuseum

TechnologyApplications

......

Computing Concepts (1/2) in Computing Curricular 2001

Discrete Structures (DS) Programming Fundamentals (PF) Algorithms and Complexity (AL) Architecture and Organization (AR) Operating Systems (OS) Net-Centric Computing (NC) Programming Languages (PL)

Human-Computer Interaction (HC) Graphics and Visual Computing (GV) Intelligent Systems (IS) Information Management (IM)

Has 10 hours (out of 280) in core, mostly on databases. Most majors are not required to study this at all !!!

Social and Professional Issues (SP) Software Engineering (SE) Computational Science and Numerical Methods (CN)

Computing Concepts (2/2) in Computing Curricular 2001

Outline


Broad GoalsKnowledge Society of the 21st Century

CS Edu-cation is

EnhancedSo

GraduatesCan HelpBuild the

K.S.

Interdisci-plinary

Students(minors)

HelpSpecify

andLearnHow to

Livein theK.S.

ThoseWanting aThemed

CoreGain a Liberal

ArtsBack-

GroundSupporting

LIKES

majors minors all students

CPATHfocus

Themed Core 1

A multi-disciplinary collection of university core courses that provide the concepts, skills, and perspectives necessary

for using information for personal, group, organizational, and societal advancement and innovation.

Themed Core 2

Courses across all colleges and many departments from the university provide

coverage of the breadth of impacts of computing on the future lives of students.

This breadth of disciplines involves those that provide the philosophical, conceptual, and technical skills at multiple levels of communication and collaboration that create organizations and society.

Themed Core 3 Students emerging from this course series will:

Understand how computing is used in society, Identify issues associated with managing knowledge,Be adept with techniques for managing personal

information, as well as group collaboration and communication,

Be aware of knowledge management issues in organizations,

Be aware of and prepared for a lifetime of learning new computing concepts, techniques, and tools, &

Be prepared to live in the 21st Century Knowledge Society.

Themed Core: Action Items

Community BuildingLiaisons at department level If happy with 1st course, we can help with 2nd

Help prepare tailored educational resources, supply modules to enhance/supplement

Try to Learn “what is broken”Survey advisory boards and other stakeholdersSurvey students, or conduct focus groups

Help students develop their own tailored programs with at least 2 of the new courses

LIKES Goals (CPATH)

1. Identify key problems in disciplines

2. Identify key computing concepts that can help with the key problems

3. Define the problem-centered pedagogy most appropriate for the computing concepts

4. Demonstrate LIKES feasibility by developing course modules and tools

Chart/matrix to fill-in more …

Problems /

Computing Concepts

Data / Database

Visualization …

Biology Hierarchical data structures

GIS mapping of species to locations

Chemistry

…

Registry of chemicals: name/structure

Virtual lab for experimentation

Goals and Objectives

1. Identify key problems in disciplines1. Identifying different approaches to delivering

core courses

2. Identifying the most “core” disciplines

3. Recruiting willing faculty from those core disciplines

4. Working with them to identify problems in teaching their key ideas, that computing (tools and methods) could help with


1. …

2. Identify key computing concepts that can help with the key problems

1. Bringing together a group with expertise in computing concepts

2. Reviewing model curricula for CS, IS, and IT, to ensure that their concepts are included

3. Filling in the matrix cells

Example Concepts Knowledge:

Discovery/data mining

Display/visualization IntegrationMapping/

transformationRepresentation/

viewsSearch/retrievalStorage/database

HCI Modeling/simulation Networks/telecom Optimization Programming Project management Security Systems

analysis/design Systems

development/testing


1. …

2. …

3. Define the problem-centered pedagogy most appropriate for the computing concepts

1. Bringing together experts in problem-centered learning to advise

2. Using cells in the matrix to drive pedagogy

3. Using problems in the matrix to revise the model curricula for CS, IS, IT


1. …2. …3. …

4. Demonstrate LIKES feasibility by developing course modules and tools

1. Developing the framework or architecture within which to create tools and modules

2. Developing and testing examples of these, focusing on non-computing disciplines

3. Developing and testing modules for CS/IS/IT classes, using a problem-centered approach

Pedagogical Approach(preferred, not required) Problem centered learning Require students to adapt the concepts of

the courses to knowledge in their domain Group work. Also makes collaboration

inherent Based in the discipline of the student, as

well as in their life as a scholar and citizen

Learning Objectives Exposure to basic aspects of computing

Paradigms, Concepts, Content SE, DB, Hypermedia, Programming, HCI, Human-Information

Interaction, Artificial Intelligence, Networking, (High Performance) Computing and Communications

Knowledge needed to use computing in personal life and to apply computing to one’s discipline, including in the emerging knowledge society: Services Sciences, Semantic Web, Web 2.0

Knowledge that there are “better” ways to use computing, and to increase efficiency and effectiveness – gaining understanding sufficient to allow work in areas as part of a systems team

Skills: problem solving, … – with confidence as knowledge creators, and to apply both left and right brain abilities

Proficiency with tools: within context, for classes of applications

Outline


Potential Course Areas/Courses

Personal Knowledge Management Communication and Collaboration Organization (Living in the Global Knowledge)

Society

Potential Course Areas/Courses 2 Personal Knowledge Management

Computer Science and Information Systems, e.g., multimedia, process design and evaluation, and Human-Computer / Human-Information interaction.

Psychology, e.g., knowledge organization principles, human cognitive processes.

Industrial Systems Engineering, e.g., Ergonomic factors of knowledge environments.

Ethics, e.g., ethical issues of information disclosure. Communication and Collaboration

Communications, e.g., Communication using digital visualizations, using knowledge access in constructing digital messages.

Information Systems and Computer Science, e.g., computer supported cooperative work and group support systems.

Marketing, e.g., influence of knowledge presentation on on-line customer behavior.

Potential Course Areas/Courses 3

Organization Information Systems, e.g., service innovation and

development, system design and development. Management Science, e.g., decision support systems

concepts, capabilities, techniques, and tools. Management, Marketing, Accounting, and Finance,

e.g., business in the information age. Society

Sociology, e.g., impact of knowledge differentials across society and countries.

Political Science, e.g., governmental collection and use of knowledge, impact of technology on elections and government.

Themes for Courses/Modules

Understanding use of Knowledge at multiple levels including the Global Society, organizations, groups, and personal.

Problem-centered learning with team-based focus. Inherent group collaboration integrated in all classes. Software engineering for end-users. How to engineer your

spreadsheets and processes, including end-user programming of devices and knowledge tools.

Design theme. How to help others have the skills to design their domains.

CS knowledge distributed generically, requiring the student to adapt the ideas to their discipline.

Outline


Approach

Outcomes> 20 universities w. LIKES initiativeCollaborative multi-disciplinary efforts

4 workshopsKeynotes/expert panelsGroup discussionsReport from/for community

Supporting virtual community

Workshop 1

Defining (Problems and Applications of) the Knowledge Society

-> list of computing problems from a broad range of disciplines

October 11-13?, organized by Santa Clara University (near San Jose airport)

Workshop 1 Topics1. Defining: knowledge society, knowledge worker,

global society2. Identifying: non-computing disciplines benefiting

from the teaching of computing skills and concepts3. Identifying: skills/concepts those disciplines require4. Developing: connections between those computing

and non-computing disciplines5. Identifying: businesses and professions from non-

computing disciplines that posses computing skills and knowledge

6. Mapping: needs of non-computing disciplines for the concepts and skills taught by computing and IT disciplines

Later Workshops

March 2008: NC A&TIdentifying Computing Concepts and

Paradigms for the Knowledge Society October 2008: Virginia Tech

Learning for LIKES / Pedagogy March 2009: Villanova

Building the Knowledge Society Methodology, modules, tools

Invitation

Join the virtual communities Recommend speakers/group members Suggest topics and examples and

references for the workshop discussions and reports

Help with the unfolding of LIKES, for both computing and non-computing disciplines

Related Projects Networked Digital Library of Theses and

Dissertations (www.ndltd.org) Digital Library Curriculum (http://curric.dlib.vt.edu) CITIDEL (Computing and Information Technology

Interactive Digital Educational Library, www.citidel.org)

Digital Library Testbed for Research Related to 4/16/2007 at Virginia Tech (http://recovery.dlib.vt.edu)

Summary


Questions?

([email protected])

Documents

PI: Edward A. Fox (CS, [email protected], ) Co-PIs at VT: English – Evia; Business – Fan, Sheetz, Zobel Co-PIs at partner sites: Carr (NC