CTL@SPA ‘98 SRI International TAPPED IN and ESCOT as Two “Partnership Networks” for Research Innovation in Learning Technologies Roy Pea SRI International.

CTL@SPA ‘98CTL@SPA ‘98 SRI InternationalSRI International

TAPPED IN and ESCOT as Two “Partnership Networks” for

Research Innovation in Learning Technologies

Roy PeaRoy Pea

SRI InternationalSRI InternationalCenter for Technology in LearningCenter for Technology in Learning


Technology as powerful catalyst for...

Reform of curriculum and pedagogy Reform of curriculum and pedagogy toward higher standardstoward higher standards

Transforming teacher professional Transforming teacher professional developmentdevelopment

New levels of learner engagement and New levels of learner engagement and understandingunderstanding


Two Cultures: Academic Research and Commercialization

Different audiences, purposes, pressuresDifferent audiences, purposes, pressures

The gap may be narrowing as...The gap may be narrowing as...

• Research greets practiceResearch greets practice

• Grant agencies seek “sustainability” and “scaleability” Grant agencies seek “sustainability” and “scaleability” of their funded effortsof their funded efforts

• Companies seek innovations and to leverage Companies seek innovations and to leverage external researchexternal research

New models for public-private partnerships will New models for public-private partnerships will need to evolveneed to evolve


What is SRI International? An independent, non-profit research institute with the

mission—“to promote and foster the application of science in the development of commerce, trade and industry for the prosperity of mankind”

One of the world’s largest research, technology development, and consulting firms

Focus on engineering, computer science, physical and life sciences, and education and health


Center for Technology in Learning (SRI International) Mission: Mission: Improving learning and teaching through Improving learning and teaching through

innovation and inquiry in computing and communicationsinnovation and inquiry in computing and communications Status: Status: 35 FTE, 25 projects, 20 proposals, FY99: $6 35 FTE, 25 projects, 20 proposals, FY99: $6

million+ revenuesmillion+ revenues

Areas of focus:Areas of focus:• Next-generation Internet learning environmentsNext-generation Internet learning environments• Learning technology assessment partnershipsLearning technology assessment partnerships• New K-12 curricular designs for learningNew K-12 curricular designs for learning• Research-industry partnershipsResearch-industry partnerships


Two Areas of Research Opportunities and Affiliated CTL Projects

Opportunity #1: Opportunity #1: Teachers are the key to effective Teachers are the key to effective use of learning technologies. Use technologies to use of learning technologies. Use technologies to support their continual learning.support their continual learning.

TAPPED IN: TAPPED IN: An On-Line Teacher Professional An On-Line Teacher Professional Development InstituteDevelopment Institute

Opportunity #2: Opportunity #2: The wired economy unfolds: Create The wired economy unfolds: Create distributed learning environments populated with distributed learning environments populated with component-based software.component-based software.

ESCOT: ESCOT: Educational Software Components of Educational Software Components of TomorrowTomorrow


Mark Schlager, Patricia Schank, Judith Mark Schlager, Patricia Schank, Judith Fusco, Richard GoddardFusco, Richard Goddard

Multi-user virtual environment for ongoing Multi-user virtual environment for ongoing teacher development teacher development

Partners: 12 diverse TPD organizationsPartners: 12 diverse TPD organizations In 18 months: nearly 2000 registered users In 18 months: nearly 2000 registered users

alreadyalready 1996-2000 Funding:1996-2000 Funding:

The TAPPED IN Project


TAPPED IN: A Virtual Office Building with Offices, Suites, Design Studio, Resource Center

•A Web-based virtual environment that enables users to:

– log in from any computer with Internet access– converse (publicly or privately) while sharing resources– create, annotate, and store group documents– jointly view text documents and Web pages– maintain awareness of the actions of others around you– customize the media-space to make it your place

•And soon...– Shared graphical sketchpad– Integrated asynchronous discussion forum (now HyperNews)– Creation and viewing of video clips (e.g., teaching cases)– Exhibit Hall for standards-based learning tools and materials


TPD Program Support TPD Program Support • ... for meetings, net-courses, discussion groups, F2F follow-up... for meetings, net-courses, discussion groups, F2F follow-up

• learn technology skills in authentic, relevant context learn technology skills in authentic, relevant context

Multiple organizations sharing a virtual placeMultiple organizations sharing a virtual place• cross-pollinationcross-pollination: : ofof ideas, experiences, expertiseideas, experiences, expertise

• one-stop “shopping”one-stop “shopping”: : forfor multiple perspectives on, and multiple perspectives on, and approaches to, TPDapproaches to, TPD

Community-Owned Gathering PlaceCommunity-Owned Gathering Place• sustainable, evolving on-line sustainable, evolving on-line commonscommons for pre- and in-service for pre- and in-service

teachers, teacher educators, researchers, administrators, teachers, teacher educators, researchers, administrators, librarians...librarians...

TAPPED IN Concept: A Working Community of Education Professionals & Organizations


Shared Sketch Pad

BobJ

Point and Click Web Window Shared Web Browsing

WebViewer

Conversation and other dynamic actions

Who and What is here (awareness)

Bulletin Board

Whiteboard

Exits to other rooms

CommonCommands

Communication and Text Input Window

BOBJ says “I use the GLOBE biometrics and weather activities with my 6th grade class. The kids love them, they really view themselves as scientists

Judi wants to find out more about GLOBE!BobJ projects GLOBE welcome (gw) You see the URL:http://www.globe.gov/ghome/invite.html

Judi exclaims, “thanks! I see it. So from here I register for a GLOBE workshop?

Input Field

BASIC TAPESTRY USER INTERFACE ON-DEMAND FEATURES

TextDocument(with URL attachment)

GLOBE welcome (gw),


Teacher Professional Development (TPD) is a critical Teacher Professional Development (TPD) is a critical component of all education reform effortscomponent of all education reform efforts

Formal TPD approaches (e.g., summer institutes, Formal TPD approaches (e.g., summer institutes, collaboratives) can offer motivating, collaborative collaboratives) can offer motivating, collaborative learning experiences but find it difficult to:learning experiences but find it difficult to:• scale to large numbers scale to large numbers • sustain collaboration back at home sitessustain collaboration back at home sites• provide cost- and time-effective support through the change provide cost- and time-effective support through the change

processprocess• tailor content to local school, district initiativestailor content to local school, district initiatives• build infrastructure for sustainable TPD (and reform) systemsbuild infrastructure for sustainable TPD (and reform) systems

Research Informs Design: Professional Development in the Teaching Profession


Teaching for High Standards (Darling-Hammond and Ball: NEGP, 1997)

“...U.S. teachers have only 3 to 5 hours a week in which to prepare their lessons, usually in isolation from their colleagues. Most have no time to work with or observe other teachers; they experience occasional hit-and-run workshops that are usually unconnected to their work and immediate problems of practice.

This occurs despite the fact that there is in this country an enormousstaff development industry. Districts, counties, and private entrepreneurs sponsor workshops, institutes, and after-school dinner meetings to develop, train, refresh, update, and inservice teachers.... However, much of such professional education is superficial, unconnected to a coherent vision of teaching or a set of curricular goals, and disjointed across localities and the courses of teachers' careers....”


Contrast: Professional Development in Other Professions

FormalFormal learning activities supplement learning activities supplement informalinformal learning opportunities that occur regularly among learning opportunities that occur regularly among colleagues and other professionals colleagues and other professionals

Learning opportunities occur through:Learning opportunities occur through:• context of daily professional practicecontext of daily professional practice

• sharing experiences, resources, techniquessharing experiences, resources, techniques

• creating new relationships, resources, and practicescreating new relationships, resources, and practices

• cycles of tightly- and loosely-coupled collaborationcycles of tightly- and loosely-coupled collaboration

• peer networks that transcend organizational boundariespeer networks that transcend organizational boundaries


Teachers Take Charge of Their Learning (Renyi, NFIE, 1996)

“Today's teachers... find themselves pressed for time and opportunities to learn. Teachers should work collaboratively; yet all day they are isolated from other adults.”

Re-Envisioning TPD: Professional Communities of Practice

Teaching for High Standards -- Darling-Hammond and Ball

“[Elements of effective TPD cannot] be adequately cultivated without the development of more substantial professional discourse and engagement in communities of practice.”


• Technology may enable augmenting local TPD services by giving teachers easy access to high-quality TPD from work and home

• Attempts to fill the gaps in TPD programs by providing Internet tools (Email, listservs, Websites) to establish on-line communities have fallen short of needs and expectations

• Such tools are not designed to support the ebb and flow of discourse and collaboration characteristic of professional practice

• New TPD models and environments must be co-invented that:

– balance formal activities with informal, sustainable professional development opportunities year-round

– begin supporting teachers in pre-service education and continue to serve them

– bring diverse stakeholders and resources into the discourse

Bridging the Gap with Technology


Research & Design Embedded in Practice: TAPPED IN R&D Strategy

Organic growth: Co-invent on-line TPD models with Organic growth: Co-invent on-line TPD models with leading TPD organizations ready to integrate on-line leading TPD organizations ready to integrate on-line activities year round and serve as models for othersactivities year round and serve as models for others User community as User community as Expedition LeadersExpedition Leaders Researchers/Developers as Researchers/Developers as Sherpas: Sherpas: Provide support, brokering, Provide support, brokering,

and community activitiesand community activities

Stay “one step ahead” technologicallyStay “one step ahead” technologically Meeting current needs while providing new capabilitiesMeeting current needs while providing new capabilities Text to... Web to... Java to... Internet telephony? Shared apps?Text to... Web to... Java to... Internet telephony? Shared apps?

Research to understand processes, outcomes, and Research to understand processes, outcomes, and sustainability of new on-line TPD modelssustainability of new on-line TPD models

Grow a Grow a knowledgeable,knowledgeable, empoweredempowered community of community of customers for emerging Internet technologiescustomers for emerging Internet technologies


Practice Informing Research: Tenants as Community Resources

Lawrence Hall of Science GEMS and SEPUP programs (NSF)Lawrence Hall of Science GEMS and SEPUP programs (NSF) Swarthmore College’s Math Forum (NSF)Swarthmore College’s Math Forum (NSF) New Haven Unified School District (SSPP and BTSA)New Haven Unified School District (SSPP and BTSA) Geological Society of America ESSTEP Project (NSF)Geological Society of America ESSTEP Project (NSF) ED’s Oasis Website (AT&T Learning Network)ED’s Oasis Website (AT&T Learning Network) Museum of Tolerance Teaching Steps to Tolerance Program (ED)Museum of Tolerance Teaching Steps to Tolerance Program (ED) Ed Schools: Pepperdine, Indiana, UIUC, U. Wisc., MadisonEd Schools: Pepperdine, Indiana, UIUC, U. Wisc., Madison After School on-line After School on-line real-time discussions real-time discussions [email protected]@tappedin.sri.com mailing listmailing list Office hours, guest speakers...Office hours, guest speakers...

“Resource—a new source of support; something to which one has recourse in difficulty; capability of or skill in meeting a situation”


Research Informing Practice

Importance of persistent place and identityImportance of persistent place and identity On-line discourse flexibility: On-line discourse flexibility: Need support for multiple styles,

modes, paces of interaction

Organization-level findingsOrganization-level findings• Key to sustain regular, meaningful activities with diverse initiators—a mix of

formal-informal, organization & teacher-initiated

• Provide productivity support: Well-defined objectives, agenda, and timeline tied to off-line activities

• Acculturation: Explain rationale, responsibilities, and benefits of on-line participation

• Support quick build up of high-quality documents, Web sites tailored to teachers’ needs

– Lesson plans, assessment rubrics, student products, curriculum frameworks, guidelines and standards documents

• Need for consistent, participatory leadership: encouragement, support, and reward (not technology ‘hand-off’)


Big Picture Lessons (being) Learned

‘‘Professional Society Membership’ ModelProfessional Society Membership’ Model• A society’s resources are its members and its knowledge-baseA society’s resources are its members and its knowledge-base

• Local Coalitions but a Global NetworkLocal Coalitions but a Global Network

‘‘Professional Practice Stakeholder’ ModelProfessional Practice Stakeholder’ Model• Desegregate TPD from other school reform stakeholders—Desegregate TPD from other school reform stakeholders—

Librarians, media specialists, administrators, universities...Librarians, media specialists, administrators, universities...

‘‘Whole Career Support’ ModelWhole Career Support’ Model• TPD community should support its members throughout their career TPD community should support its members throughout their career

from apprentice to mastersfrom apprentice to masters

‘‘Professional Development in Daily Practice’ ModelProfessional Development in Daily Practice’ Model

• PD is a continuous process that can occur in 3-minute PD is a continuous process that can occur in 3-minute conversations as well as 3-week institutesconversations as well as 3-week institutes


Visions for TAPPED IN? Develop partnerships with pre-service and masters programs

• Pepperdine U.// Cal. St. Hayward // U. Wisconsin, Madison // U. Pepperdine U.// Cal. St. Hayward // U. Wisconsin, Madison // U. Illinois, Urbana-Champaign // Indiana UniversityIllinois, Urbana-Champaign // Indiana University

Working with KY and LA Unified for extensive TAPPED IN use in their forthcoming TPD efforts

Keep pace with accelerating growth of existing TAPPED IN by re-engineering TAPPED IN for many thousands of concurrent users

Partnering, licensing, developing new technologies Business planning and implementation of a program of

commercial sustainability for TAPPED IN Roles for palm-size wireless computing for distributed TPD


TAPPED IN Needs re: SPA? Opportunities to develop new tenant suites Opportunities to develop new tenant suites

with your organization or company (e.g. with your organization or company (e.g. TAPPED IN@3COM)TAPPED IN@3COM)

Partnership and investment opportunities with Partnership and investment opportunities with commercialization planningcommercialization planning

http://www.tappedin.sri.comhttp://www.tappedin.sri.com Contacts: Contacts:

• [email protected] [email protected] • [email protected]@unix.sri.com


ESCOT: Educational Software ESCOT: Educational Software Components of TomorrowComponents of Tomorrow

ESCOT’S testbed is an open, distributed network of teachers, researchers, developers using a collection of re-usable, interoperable software resources to author Java and Web-based resources for reform in middle school math and science

First phase (‘98-’00) funded by the National Science First phase (‘98-’00) funded by the National Science FoundationFoundation


ESCOT Leaders and Partners Jeremy Roschelle, Roy Pea and Chris Jeremy Roschelle, Roy Pea and Chris

DiGiano (SRI), Jim Kaput (U. Mass-DiGiano (SRI), Jim Kaput (U. Mass-Darthmouth)Darthmouth)

Key ESCOT PartnersKey ESCOT Partners: : • University of Massachusetts, Dartmouth (SimCalc) University of Massachusetts, Dartmouth (SimCalc) • Key Curriculum Press (Geometer’s Sketchpad)Key Curriculum Press (Geometer’s Sketchpad)• University of Colorado, Boulder (AgentSheets) University of Colorado, Boulder (AgentSheets) • Swarthmore College (MathForum)Swarthmore College (MathForum)• The ‘Show Me’ Center, University of MissouriThe ‘Show Me’ Center, University of Missouri-Columbia-Columbia


The big idea: components!

Graphs, tables, calculators, geometry, Graphs, tables, calculators, geometry, simulations, equations, notepads… probably 100 simulations, equations, notepads… probably 100 or so core active representational objects that or so core active representational objects that occupy parts of a screenoccupy parts of a screen

Enable mix-and-match, plug-and-play Enable mix-and-match, plug-and-play Cognitive research rationale: Cognitive research rationale:

• Dynamic, linked multiple representations key for Dynamic, linked multiple representations key for understanding understanding

• Animated graphics for process historyAnimated graphics for process history• Collaboration supportCollaboration support• Assessment supportAssessment support

Leading to:• Lower cost• Better quality• More flexibility


Why is the educational software business so problematic?

Buggy economic modelBuggy economic model Produce stand-alone Produce stand-alone

application islandsapplication islands Big project teamsBig project teams Distribution controlled Distribution controlled

by a few companiesby a few companies Works for business Works for business

software, but not low-software, but not low-

profitprofit education…education…

Promising economic modelPromising economic model Component-based Component-based

technologiestechnologies Incentives for small Incentives for small

developers, authorsdevelopers, authors Web-based, open Web-based, open

distributiondistribution Need to encourage Need to encourage

cooperation among more cooperation among more casual authors!casual authors!


It’s “the right time” Java: a common platformJava: a common platform Web: coordinate distributed workWeb: coordinate distributed work Handhelds: ability to run software Handhelds: ability to run software

components at very low costcomponents at very low cost Standards-in-Development Standards-in-Development (e.g. IMS, IEEE P1484)(e.g. IMS, IEEE P1484)

• Labeling for search (meta-data)Labeling for search (meta-data)• Plug & play, mix and matchPlug & play, mix and match• Linked representationsLinked representations


Example 1:Educational Object Economy(EOE)

Created by Jim Spohrer, et. al (Apple)Created by Jim Spohrer, et. al (Apple) Now a non-profit organization in San JoseNow a non-profit organization in San Jose Building a sustainable community of small developers Building a sustainable community of small developers

producing free educational appletsproducing free educational applets (http://www.eoe.org)(http://www.eoe.org)

Over 2,300 applets thus far!Over 2,300 applets thus far!


Problems with the EOE?

No links to curriculum, or standardsNo links to curriculum, or standards Applets are “frozen,” and do not work Applets are “frozen,” and do not work

togethertogether Authors writing every tool themselves Authors writing every tool themselves

(little teacher involvement)(little teacher involvement)


Example 2: ESCOTExample 2: ESCOTA distributed network of teachers, researchers A distributed network of teachers, researchers & developers creating link-able representational & developers creating link-able representational tools for real middle school math curriculatools for real middle school math curricula

Curriculum Databaseorganizing information that links concepts, activities & technologies

Software Innovationdesigning pedagogically-soundre-usable, linkable components

Integration Teamscomposing or structuring lessons that tie components to curriculum

The ESCOT Testbed


ESCOT Goals Collect broadly useful, powerful useful, powerful

componentscomponents

LinkLink to curriculum needs to curriculum needs

CombineCombine in new activities in new activities

(*NOT building a complete suite of (*NOT building a complete suite of component software for middle school component software for middle school math reform—but creating conditions that math reform—but creating conditions that support re-use and interoperability)support re-use and interoperability)


Collect Powerful Components

Geometer’s Sketchpad


Database Links 5 New Middle School Math Curricula to Technology

Work with ‘Show Me’ Center at U-Missouri, Columbia


ESCOT Teams Integrate Re-usable Components from a Shared, Web-Accessible Library into Lessons

Teacher: Pedagogical DesignTeacher: Pedagogical Design Developer: Component DesignDeveloper: Component Design Web facilitator: Web Design (and teamwork)Web facilitator: Web Design (and teamwork)


ESCOT Needs re: SPA Participants? ESCOT is an OPEN testbed with policies that allow ESCOT is an OPEN testbed with policies that allow

volunteers to join, including SPA membersvolunteers to join, including SPA members Strong interest in finding commercial partners Strong interest in finding commercial partners

developing networked hand-held computers that developing networked hand-held computers that could provide platforms for ESCOTcould provide platforms for ESCOT

Work with Educational Object Economy on Work with Educational Object Economy on “intellectual capitol appreciation” licensing“intellectual capitol appreciation” licensing

Longer-term partners needed for ESCOT testbed Longer-term partners needed for ESCOT testbed component commercializationcomponent commercialization


ESCOT Contacts Jeremy RoschelleJeremy Roschelle

[email protected]@acm.org Roy PeaRoy Pea

[email protected]@unix.sri.com


Research Highlights for SPA Innovations arising at the intersection of technology Innovations arising at the intersection of technology

trends and customer needstrends and customer needs

• ““Front-end” social science research on current conditions Front-end” social science research on current conditions and obstacles to qualityand obstacles to quality

• Build off “Best Practices” as models, and establish Build off “Best Practices” as models, and establish incremental value-added technologies through...incremental value-added technologies through...

Evolutionary growth through user-centered, Evolutionary growth through user-centered, participatory design with “threshold” early adoptersparticipatory design with “threshold” early adopters

Development process—>Rapid prototyping and Development process—>Rapid prototyping and iterative design with “broadband” dialogs with usersiterative design with “broadband” dialogs with users


Knowing what we don’t know

We know we need commercialization We know we need commercialization partners to achieve sustainabilitypartners to achieve sustainability

Business case development, e.g.Business case development, e.g.• Size of market and barriers to entrySize of market and barriers to entry• Product/service pricing, competitor Product/service pricing, competitor

analysis, ROIanalysis, ROI Clout in Sales, Marketing, Channel Clout in Sales, Marketing, Channel

DistributionDistribution

CTL@SPA ‘98 SRI International TAPPED IN and ESCOT as Two “Partnership Networks” for Research Innovation in Learning Technologies Roy Pea SRI International.

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