Visualization and Modeling Theme Team Center for Innovative Learning Technologies Marcia C. Linn Co-Director University of California, Berkeley Andy diSessa

Visualization and Modeling Theme Team

Center for InnovativeLearning Technologies

Marcia C. LinnCo-Director

University of California, Berkeley

Andy diSessaCo-Director


Eric BaumgartnerPostdoctoral Scholar


Nancy SongerCo-Director

University of Michigan

Copyright (C) 1999 Center for Innovative Learning Technologies

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Integrating Visualization and Modeling into K–14 Curriculum

Grades K–3

Lego LogoK.I.D.S.

Grades 4–8

Graphing equationsRealtime data collection

Grades 9–14

Mathematica/MapleWorking Model

Vision–a Road Map to 2005 Focus Areas

Case Library Open tool set option

Community Building Localization using Synergy Model

Starting points

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The New Yorker, April 5, 1999, p. 56.

Maybe we should try visualization, Chief!

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Visualization and Modeling–A Glimpse of the Future

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Growing Access to the Internet

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

1994 1995 1996 1997 1998

Percent of PublicSchools

Becker, Henry Jay. "Internet Use by Teachers: Conditions of Professional Use and Teacher-Directed Student Use." Center for Research on Information Technology and Organizations, The University of California, Irvine and University of Minnesota. February 1999.

http://www.crito.uci.edu/TLC/findings/Internet-Use/startpage.htm

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Most Teachers Value Internet for Instruction

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5%

10%

15%

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25%

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45%

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Not Needed Some Value Valuable Essential


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Teachers Give Varied Computer Assignments

0% 10% 20% 30% 40% 50%

WordProcessing

CD RomReference

WWWInternet

Simulations

Drill/Games

Email


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Teachers use the Internet to Improve Instruction

Bar Chart from all teachers:

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Never Occasionally Weekly+


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National Academy of Sciences Report– Be Fluent in Information

TechnologyWhat everyone should know about technology

Intellectual Capabilities

Fundamental Concepts

Skills

“BE FIT!: Being Fluent with Information Technology.” Committee on Information Technology Literacy. Computer Science and Telecommunications Board , Commission on Physical Sciences, Mathematics, and Applications- National Research Council. National Academy Press. Washington, D.C., 1999

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Guidelines for Technology Literacy

National Academy of Sciences BE FIT!: Being Fluent with Information Technology

http://www.nap.edu/readingroom/books/BeFIT/Lawrence Snyder (chair)

Professor of Computer Science and EngineeringUniversity of Washington

Alfred V. AhoAssociate Research Vice PresidentCommunications Science Research DivisionBell Laboratories Lucent Technologies

Marcia C. LinnProfessor of EducationGraduate School of Education University of California, Berkeley

Arnold H. Packer

Senior FellowInstitute for Policy StudiesJohns Hopkins University

Allen B. Tucker Jr. Professor of Computer Science Department of Mathematics and Computer Science Bowdoin College Jeffrey D. Ullman Stanford W. Ascherman Professor of Engineering Department of Computer Science Stanford University Andries van Dam Thomas J. Watson Jr. University Professor of

Technology and Education, and Professor of Computer Science Department of Computer Science Brown University RESEARCH COUNCIL STAFF

Herbert S. Lin Study Director

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Intellectual Capabilities

Engage in sustained reasoning. Manage complexity. Test a solution. Managing problems in faulty

solutions. Organize and navigate information

structures and evaluate information.“BE FIT!: Being Fluent with Information Technology.” Committee on

Information Technology Literacy. Computer Science and Telecommunications Board , Commission on Physical Sciences, Mathematics, and Applications- National Research Council. National Academy Press. Washington, D.C., 1999

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Intellectual Capabilities (cont.)

Collaborate. Communicate to other audiences. Expect the unexpected. Anticipate changing technologies.

Understand related social issues.

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Fundamental Concepts

Computers Information Systems Networks Digital representation of

information Information Organization


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Fundamental Concepts (cont.)

Modeling and abstraction Algorithmic thinking and

programming Universality Limitations Technical Underpinnings of

Societal Impact of Information

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Skills

Setting up a personal computer Using basic operating system

features Using a word processor to create a

text document Using a graphics and/or artwork

package to create illustrations, slides, or other image-based expressions of ideas

Connecting a computer to a network


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Skills (cont.) Using the Internet to find information

and resources. Using a computer to communicate with

others. Using a spreadsheet to model simple

processes or financial tables. Using a database system to set up and

access useful information. Using instructional materials to learn

how to use new applications or features.

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Where is the Field Going? Workplace Resources

http://www1.needs.org/http://www.mdli.com/tech/

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Where is the Field Going? Publishers Expand Business

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Where is the field going? Commercial Applications

Microsoft mapping application MapPoint

http://www.microsoft.com/MAPPOINT/

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Visualization and Modeling Theme Team Focus Areas

RepresentationalApproaches

for Young Children

Modeling ComplexScience and Math

Simulations, Animations,and Visual Explanations

Instructional Frameworks

Visual DataAnalysis Tools

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Criteria for Road Map Vision

Make mathematics and science accessible, connected to experience

Minimize learning of new applications– Maximize reuse of powerful technology Open tool set option

Maximize connections to high, challenging standards

Show impact of technology for understanding

Enable flexible use by teachers interested in localization and students doing projects

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Visualization and Modeling– Road Map to 2005

Fall seminar at UCB with 15 participants

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Grades K-3:Math representations of

relationships

Lego Logohttp://el.www.media.mit.edu/groups/el/projects/programmable-brick/

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Grades K-3:Representational Approaches for Young Children

Kids Interactive Design Studiohttp://www.gseis.ucla.edu/faculty/Kafai/KIDS.html

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Grades 4-8: Visual Data Analysis Tools

WorldWatcherhttp://www.covis.nwu.edu/sciviz/sciviz.html

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Grades 4-8: Modeling Complex Science

and Mathematics

Digital Weather Stationhttp://inkido.indiana.edu/research/dws.html

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Grades 4-8:Simulations, Animations,and Visual Explanations

How Far Does Light Go?http://wise.berkeley.edu/WISE/demos/hf/

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Grades 4-8:Mathematics--Graphing

EquationsComputers as Learning Partners Grapher

http://clp.berkeley.edu

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Grades 9-14:Instructional Frameworks for Visualization and Modeling

STAR.LEGACYhttp://peabody.vanderbilt.edu/ctrs/ltc/brophys/

legacy.html

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Grades 9-14: Workplace Preparation

Take Advantage of Partnerships with Developers of Workplace tools

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Grades 9-14: Molecular Dynamics

http://www.starkdesign.comDalton's Law

Dr. L.S. Schadler

Experiment with Helium, Neon, Argon and Krypton showing Classical Notation

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Grades 9-14Mathematica/Maple

http://www.wri.com

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Visualization and Modeling Case Library

Explore issues–How can color enhance understanding?

Representing heat as color intensity Representing temperature as colorFoley, Brian. (in progress). Visualization Tools: Models, Representations and Knowledge Integration.Ph.D. Dissertation. Science and Mathematics Education (SESAME)--UC, Berkeley.

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Visualization and Modeling–Building a Community

Supporting Partnership Projects Developing a Framework for

Localization Modular technology Pedagogically sound frameworks Partnerships that include teachers,

researchers, and developers Expanding the Synergy Model

Leveraging our work CILT seed projects Learning from each other CILT Annual Conferences New synergy projects

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Visualization and Modeling Partnership Projects

Visualizing the Amazonian Rain Forest

Douglas Gordin, SRI International

Quinn McLaughlin, Osiris Studios

Digital Weather Station (DWS) Project

Sasha Barab, Indiana University

Kenneth E. Hay, University of Georgia

Learning and Performance Support Laboratory

Richard Duschl, Vanderbilt University

Kirsten Ellenbogen, Vanderbilt University

Anne Ray, The Children's Museum of Indianapolis

Virtual Reality Solar System (VRSS)

Kenneth E. Hay, University of Georgia

Sasha A. Barab, Indiana University

Exploring Self-Explanatory Simulators for Middle-School ScienceKenneth Forbus, Northwestern UniversityMarcia Linn, University of California at Berkeley

Boxer/MIMS Computer Modeling ProjectRich Lehrer, University of Wisconsin, MadisonLeona Schauble, University of Wisconsin, MadisonAndrea A. diSessa, University of California, Berkeley

Frogs, Museums, and Sustained Scientific Inquiry: The Deformed Frogs Case StudyPhilip Bell, University of Washington Linda Shear, SRI InternationalNoel Wanner, ExploratoriumEric Baumgartner, University of California, Berkeley

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What is Synergy Research?

Leveraging our work Learning from each other Modeling a collaborative process Conducting design studies Developing a framework for

localization

IndividualProjects

CILT SeedProjects Synergy

Projects

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Localization Opportunities

Strawberry Creek

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Marcia C. Linn&

Sherry Hsi

Lawrence Erlbaum Associates

Available Summer 1999

Documents

Visualization and Modeling Theme Team Center for Innovative Learning Technologies Marcia C. Linn Co-Director University of California, Berkeley Andy diSessa