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Appendix C
Workshop Materials
DECEMBER 2001 WORKSHOP AGENDA
Committee on Improving Learning with Information Technology
Workshop
December 11, 2001
8:30 am
Welcome, Introduction of ILIT Committee, and Project Overview
Oak Room
Roy Pea and Wm. A. Wulf, ILIT cochairs
8:45
Workshop Participant “Show and Tell”
Attendees are invited to share information or a short demonstration of some exciting education technology they are familiar with (5 minute limit).
• Michael Turturice will share his experience as a first year teacher in a fully online criminal justice class that he created through and for Virtual High School <www.govhs.org>.
• Jim Minstrell will present the tools of the Diagnoser Project. Teachers use it for formative assessment in science and mathematics from grades 7-10. It is also considered a professional development tool for teachers to learn more about
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Appendix C
Workshop Materials
DECEMBER 2001 WORKSHOP AGENDA
Committee on Improving Learning with Information Technology
Workshop
December 11, 2001
8:30 am
Welcome, Introduction of ILIT Committee, and Project Overview
Oak Room
Roy Pea and Wm. A. Wulf, ILIT cochairs
8:45
Workshop Participant “Show and Tell”
Attendees are invited to share information or a short demonstration of some exciting education technology they are familiar with (5 minute limit).
• Michael Turturice will share his experience as a first year teacher in a fully online criminal justice class that he created through and for Virtual High School <www.govhs.org>.
• Jim Minstrell will present the tools of the Diagnoser Project. Teachers use it for formative assessment in science and mathematics from grades 7-10. It is also considered a professional development tool for teachers to learn more about
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content but especially to learn more about learners’ thinking in science and mathematics <tutor.psych.washington.edu>.
9:30
Break
9:45
Understanding Literacy in an Educational Context
Tom Landauer, University of Colorado
Professor Landauer will discuss “reading to learn” literacy challenges as a contextual foundation for viewing the subsequent technology demonstrations.
Tom Landauer joined Bell Labs in 1969, where he worked in the Human Information Processing research department until the late seventies when he formed the computer-user psychology group, the first industrial human-computer interaction research laboratory. This group moved to Bellcore and changed its name and span of interest to Cognitive Science Research. A highly interactive team of computer scientists and cognitive psychologists, the group specialized in research on information retrieval, navigation and display, primarily based on empirical studies of users and the invention of computer-based solutions to their problems, as well developing methods for improving the usefulness and usability of computer-based mental work tools in general. Landauer was the group’s director from 1984 to 1994. Among its major accomplishments were the development of the Latent Semantic Indexing (LSI) text retrieval method and the SuperBook text browser. Landauer was one of the principal designers of both, and of several other applications. In 1994, Landauer moved to the University of Colorado, Boulder, where he is a professor of psychology and a fellow of the Institute of Cognitive Science, an interdisciplinary combination of cognitive psychology, linguistics, computer science, education and philosophy. Landauer is a fellow of the American Association for the Advancement of Science (AAAS) , the American Psychological Association and the American Psychological Society. He received his Ph.D. in psychology from Harvard.
10:15
General Overview of Each Technology Station (5 minute limit)
Marlene Scardamalia and Chris Teplovs, Knowledge Forum
Susan Goldman, Little Planet Literacy Series
Bernard Dodge, WebQuest
10:30
Break and Groups of 20 Shift to View the Technology Stations
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10:45
Three Stations Showcasing a Variety of Technologies Contributing to “Reading to Learn” Literacy Goals
The participants will circulate among three different stations.
• Spruce Room, Station 1: Knowledge Forum, which allows users to create a knowledge-building community. Each community creates its own database in which to store notes, connect ideas, and tackle complex problem solving. The note-taking, searching, and organizational features of this sophisticated tool allow any type of community to build knowledge.
• Maple Room, Station 2: Little Planet Literacy Series, developed in collaboration with Vanderbilt University’s Learning Technology Center, an interdisciplinary group involved in state of the art cognitive research on learning with technology. The series involves “Anchored Instruction,” which is a multi-sensory approach. Anchored Instruction works for students with a wide variety of abilities, including those with very limited literacy skills. Students accomplish a series of tasks revolving around the context of a single story or “Anchor Story” by collaborative or individual effort. By revising the story and sharing the common knowledge of the Anchor Story, students become successful readers and writers.
• Oak Room, Station 3: WebQuest—WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners’ time well, to focus on using information rather than looking for it, and to support learners’ thinking at the levels of analysis, synthesis and evaluation.
11:45
Break and Shift to Breakout Group Discussions About Technology Presentations
What was impressive about the demonstrated technologies?
What seemed to be their limitations?
Group A1: Oak Room North
Group A2: Sequoia Room
Group C: Spruce Room
Group D: Maple Room
1:00 pm
Break for Lunch
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1:30
During Lunch, Randy J. Hinrichs, Group Research Manager, Learning Sciences and Technology at Microsoft Research will report the roadmapping work of the Learning Federation.
2:00
Improving Middle School Science
Joseph Krajcik, University of Michigan
Professor Krajcik will share an overview of challenges to improving middle school science as a contextual foundation for viewing the subsequent technology demonstrations.
Joseph Krajcik is professor of science education in the School of Education at the University of Michigan and a member of the Center for Highly Interactive Computing in Education. His work during the past ten years has focused on working with teachers in science classrooms to bring about sustained change. Working closely with colleagues, he has endeavored to create classrooms that focus on students collaborating to find solutions to important intellectual questions that subsume essential curriculum standards and use new technologies as productivity tools. His goal is to create classroom environments where students are actively doing the intellectual work. He recently published a book with Charlene Czerniak and Carl Berger titled Teaching Children Science: A Project-based Approach, intended for use in elementary and middle school methods.
2:30
General Overview of Each Technology Station (5 minute limit)
Douglas Kirkpatrick and Marcia Linn, WISE
Elliot Soloway, University of Michigan
Kevin Aylesworth, iPaq Probeware
2:45
Break and Groups of 20 Shift to View the Technology Stations
3:00
Three Stations Showcasing a Variety of Technologies Contributing to Improving Science Pedagogy
The participants will circulate among three different stations.
• Spruce Room, Station 1: Web-Based Inquiry Science Environment (WISE) is a free on-line science learning environment for students in grades 4-12. In WISE, students work on inquiry projects on topics such as genetically modified foods, earthquake prediction, and the deformed frogs mystery. Students learn about and respond to contemporary scientific controversies through designing, debating, and critiquing solutions, all via the Web.
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• Oak Room, Station 3: Science Laboratory, The Center for Highly Interactive Computing in Education (hi-ce) focuses on interdisciplinary research on technology and systemic educational reform, especially in the areas of technology and innovative science curriculum projects where thousands of students and teachers in K-12 urban school districts learn science concepts and scientific inquiry processes.
• Maple Room, Station 3: New Probeware for iPaq Handhelds, demonstrating how one can use modeling and probeware on handheld computers in chemistry, biology, physics.
4:00
Break and Shift to Breakout Group Discussions About Technology Presentations
4:15
Breakout Group Discussions About Technology Presentations
What was impressive about the demonstrated technologies?
What seemed to be their limitations?
Group A1: Oak Room North
Group A2: Sequoia Room
Group C: Spruce Room
Group D: Maple Room
5:30
Break
5:45
Breakout Group Report Back
5:45-6:00
Group A1
6:00-6:15
Group A2
6:15-6:30
Group B
6:30-7:00
Group C
7:00-7:15
Concluding Remarks
Roy Pea and Wm. A. Wulf, ILIT cochairs
7:15
Reception and Dinner
DECEMBER 2001 WORKSHOP PARTICIPANTS
Roy Pea (Cochair), Stanford University
Wm. A. Wulf (Cochair), National Academy of Engineering
Alice Agogino, University of California, Berkeley
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David Alexander, Cisco Learning Systems
Barbara Allen, Lemon Grove School District
Sara Armstrong, The George Lucas Educational Foundation
J. Myron Atkin, Stanford University
Mark Atkinson, Teachscape
Kevin Aylesworth, National Research Council
Clarence Bakken, Gunn High School, Palo Alto, California
Stephen Barley, Stanford University
Linda Chaput, Agile Mind
Milton Chen, The George Lucas Educational Foundation
Edward R. Dieterle II, Northwestern High School, College Park, Maryland
Bernard Dodge, San Diego State University
David Dwyer, Apple Computer
Louis Gomez, Northwestern University
Randal Harrington, The Harker School
Randy Hinrichs, Microsoft Research Lab
Terry K. Holmer, National Research Council
Chuck House, Intel
Yasmin Kafai, University of California, Los Angeles
Amy Jo Kim, NAIMA
Douglas Kirkpatrick, University of California, Berkeley
Joseph Krajcik, University of Michigan
Jay B. Labov, National Research Council
Marsha Lamb, Cisco Learning Institute
Tom Landauer, University of Colorado
Edward D. Lazowska, University of Washington
Herbert Lin, National Research Council
Marcia C. Linn, University of California, Berkeley
Charles Lynn, San Antonio Elementary, San Jose, California
Kathleen Luchini, University of Michigan
William Mark, SRI International
Sue Marshall, University of California, Irvine
Miriam Masullo, IBM
Florence McGinn, GKE
Karen Mendalow, Exploratorium
John Mergendoller, Buck Institute for Education
David Messerschmitt, University of California at Berkeley
Jim Minstrell, Talaria Inc.
Eric Muller, Exploratorium
Steve Nelson, Sun Microsystems
Nancy Nien, Alum Rock Union School District, Sunnyvale, California
Nancy Pang, Alum Rock Union School District, Sunnyvale, California
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James Pellegrino, University of Illinois, Chicago
Harold Pratt, President-elect, National Science Teachers Association
Gail Pritchard, National Research Council
Chris Quintana, University of Michigan
Randall E. Raymond, Detroit Public Schools
Timothy Ready, National Research Council
Jeremy Roschelle, SRI International
Nora Sabelli, SRI International
Bill Sandoval, University of California, Los Angeles
Marlene Scardamalia, University of Toronto
Jane F. Schielack, Texas A&M University
Marshall S. Smith, William and Flora Hewlett Foundation
Jim Spohrer, IBM Almaden
Doug Sprunger, National Research Council
Mark Svorinic, Cisco Learning Systems
Chris Teplovs, University of Toronto
Louis Tornatzky, Tomas Rivera Policy Institute
Uri Treisman, University of Texas at Austin
Michael Turturice, McClintock High School, Tempe, Arizona
Lucia Vega, San Antonio Elementary, San Jose, California
David Vogt, Brainium Technologies
Adam Wieczorek, University of Michigan
Linda S. Wilson, International SEMATECH
Tina Winters, National Research Council
JANUARY 2003 WORKSHOP AGENDA
Planning for Two Transformations in Educational and Learning Technology
Workshop of the Committee on Improving Learning with Information Technology (ILIT)
Monday, January 20, 2003
The National Academies
500 Fifth Street, NW, Room 100
Washington, DC
8:00 am
Continental Breakfast
8:30-8:45
Purposes, Outcomes and Introductions
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• Description of previous exploratory planning effort by ILIT committee involving learning researchers, teachers, and industry representatives, using roadmapping techniques
• Commitment of the National Academies to an ongoing role in encouraging the effective use of educational and learning technology
Wm. A. Wulf, National Academy of Engineering
Michael Feuer, National Research Council
Roy Pea, Stanford University
8:45-10:15
The First Transformation: Integrating Cheap, Fast, Robust Computers into Instruction for Every Student in America
• Reducing cost of ownership
• Preparing teachers with adequate professional development
• Providing access to educational software linked to standards
• Involving parents and providing home access
• Who needs to be involved to make it happen
• The impact on learning
Speakers:
Barbara Allen, LemonLINK
Darryl LaGace, LemonLINK
Steve Rappaport, Advanced Networks and Services
Comments:
Cheryl Lemke, Metiri Group
Wanda Bussey, Teacher Advisory Council
Geneva Henry, Rice University
Moderator: Edward Dieterle, Harvard University
10:15-10:30
Break
10:30-12:00
Interactive Discussion: What Are the Two Key Enablers of the First Transformation?
Step 1: Breakout groups elaborate possible answers in such areas as:
• Promotion of the vision
• Research demonstrating effectiveness
• Push by industry
• Changes in teacher education and professional development
• Changes in local, state or national education policy
• Funding
Step 2: Participants individually review answers of the different breakout groups and identify their own choices for key enablers
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Step 3: Discussion of the leading candidates for key enablers Moderator: Martha Darling
12:00-12:45
Lunch and Completion of Discussion of First Transformation
12:45-2:15
The Second Transformation: Combining Advances in the Science of Learning with IT Capabilities to Dramatically Improve Student Learning
Research
• Vision for the next generation of educational software and its potential impact on learning
• What research is necessary to develop techniques further and to demonstrate effectiveness
Development
• What development is necessary to scale up these approaches to be used in all schools
• What institutional and financing models are necessary to produce this development
Speakers:
Roy Pea, Stanford University
Louis Gomez, Northwestern University
James Pellegrino, University of Illinois at Chicago
Edward Lazowska, University of Washington
Robert Tinker, Concord Consortium
Comments:
Nora Sabelli, SRI International
David Vogt, New Media Innovation Center
2:15-2:30
Break
2:30-4:00
Interactive Discussion: Assuming That the Infrastructure of the First Transformation Is in Place, What Are the Two Key Enablers for the Second Transformation?
Step 1: Breakout groups elaborate possible answers in such areas as:
• Promotion of the vision
• Push by the research community
• Preliminary research demonstrating effectiveness
• Funding for research
• Institutional changes to promote educational software development
• Changes in local, state or national education policy to encourage adoption
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Step 2: Participants individually review answers of the different breakout groups and identify their own choices for key enablers
Step 3: Discussion of the leading candidates for key enablers
Moderator: Martha Darling
4:00-5:00
Comments and Discussion: How Can the National Academies Partner with Teachers, Industry, Learning Researchers, and Policy Groups to Help Bring About These Two Transformations?
Comments:
Milton Goldberg, National Alliance of Business
Marshall Smith, Hewlett Foundation
Terry Rogers, Advanced Network and Services
Moderator:
Wm. A. Wulf, National Academy of Engineering
JANUARY 2003 WORKSHOP PARTICIPANTS
Roy Pea (Cochair), Stanford University
Wm. A. Wulf (Cochair), National Academy of Engineering
Jason Adsit, American Association of Colleges for Teacher Education
Barbara Allen, Lemon Grove School District
Bobbie Baird, Texas Instruments
David Barnes, National Council of Teachers of Mathematics
Larry Berger, Wireless Generation
Corey Brady, Texas Instruments
Wanda Bussey, Rufus King High School
Richard A. Chase, Learning Pathways, Inc.
Martha Darling, Education Consultant
Edward R. Dieterle II, Harvard University
Stuart W. Elliott, National Research Council
Michael Feuer, National Research Council
Ann Lee Flynn, National School Boards Association
David Fulker, National Science Digital Library
Milton Goldberg, National Alliance of Business
Louis Gomez, Northwestern University
Sara Hall, State Educational Technology Directors Association
Geneva Henry, Rice University
Michael Hill, National Association of State Boards of Education
Terry K. Holmer, National Research Council
Henry Kelly, Federation of American Scientists
D. Midian Kurland, Scholastic Education
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Jay Labov, National Research Council
Darryl LaGace, Lemon Grove School District
Edward D. Lazowska, University of Washington
Cheryl Lemke, Metiri Group
Miriam Masullo, Information Technology Consultant
Steve McClung, Glencoe McGraw-Hill
Ray Myers, U.S. Department of Education
James W. Pellegrino, University of Illinois at Chicago
Louis Pugliese, OnCourse
Steve Rappaport, Advanced Network and Services
Terence W. Rogers, Advanced Network and Services
Nora H. Sabelli, SRI International
Mark Schneiderman, Software & Information Industry Association
Marshall S. Smith, William and Flora Hewlett Foundation
Larry Snowhite, Houghton Mifflin Company
Kendall Starkweather, International Technology Education Association
Timothy Stroud, American Federation of Teachers
Anna Sumner, International Technology Education Association
Robert Tinker, Concord Consortium
Kristan Van Hook, Partnership for 21st Century Skills
David Vogt, New Media Innovation Center
Ken Whang, National Science Foundation
Gerry Wheeler, National Science Teachers Association
Linda Wilson, International SEMATECH
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