A YouTube overture * Information R/evolution: youtube/watch?v=-4CV05HyAbM

1. A YouTube overture * Information R/evolution: http://www.youtube.com/watch?v=-4CV05HyAbM * Pay Attention: http://www.youtube.com/watch?v=aEFKfXiCbLw&NR=1 * A vision of students today: http://www.youtube.com/watch?v=dGCJ46vyR9o&NR=1

2. CSCL @ the i-School & @ The Math Forum gerry stahl The i-School @ Drexel University

3. Today’s lesson plan • I. Epochal changes in info dissemination • II. Glacial changes in edu technology • III. Virtual Math Teams as a prototype • IV. Confronting the future … as it rushes toward us … teaching HCI at the I-School

4. I. Epochal changes in information dissemination

5. The epochs, they are a’changin’ • The oral epoch • The literate epoch • The computer epoch • The network epoch

7. The promise of globally networked computers to usher in a new age of universal learning and sharing of human knowledge remains a distant dream; the software and social practices needed have yet to be conceived, designed, and adopted. (Stahl, 2006, p. 1) • Small groups are the engines of knowledge building. The knowing that groups build up in manifold forms is what becomes internalized by their members as individual learning and externalized in their communities as certifiable knowledge. (Stahl, 2006, p. 16)

9. Stahl, G. (2001) The rapid evolution of knowledge. Available at: http://www.cis.drexel.edu/faculty/gerry/publications/ideas/rapid.html -- in contrast -- • Stahl, G. (2006) Group cognition: Computer support for building collaborative knowledge. MIT Press. 21 exploratory case studieswhy it is so hard and so slow

10. II. Glacial changes in educational technology

11. Ed tech approaches • Computer-aided instruction (CAI), a.k.a., “drill and kill” (1960s) • AI tutoring agents (ITS) (1970s) • Logo as Latin (constructionism) (1980s) • Instructional management systems (IMS) e.g., Blackboard, Web-CT • Computer-Supported Collaborative Learning (CSCL) (1990s - present)

12. Cog Sci vs. Learning Sci • CAI & IMS still based on transfer of factual information • CAI, ITS, Logo, IMS still focused on individual as lone learner • CAI, ITS, IMS assume teacher-centric, fixed curriculum content • But learning sciences today call for social learning, student-centered, constructivist, engaged, inquiry, discourse-based

13. Software design needed! • Hardware for globally networked knowledge building and collaborative learning is at hand -- but not software • We need support for social networking of students and others who share interests and complement skills/knowledge to work and learn together in ways that let them access relevant resources, scaffolding, feedback to build knowledge that is new and important for them and others

14. HCI design issues • Support for interaction within groups, not single-user desktop computers • Support for variety of learners • Support for knowledge domains, like math simulations, notations, sketching, comp. • Integration with other tools and practices • Adoption by students, schools, teachers, parents • Privacy and security for young students • Business model for developers & schools

15. III. Virtual Math Teams (VMT) as a prototype

16. 3 levels of social organization • VMT as a primitive model of designing & supporting the social organization of computer-supported systems for collaborative learning (CSCL) • Integrating support on 3 levels: • level 1. individual • level 2. small group • level 3. community

17. 1.Supporting individual learners • Elite schools provided elite libraries for readers • Elite schools provided peer socializing and networking with future leaders • Elite schools provided experts to guide study and to apprentice 1. Internet public libraries are now a solved problem -- what about socialization & apprenticeship?

18. 1. Matching & Networking

19. 2. Supporting small groups • THE internet opportunity: to network learners around the world • Overcome isolation due to geography, disabilities, over-specialization • Overcome alienation of solitary study • Leverage enormous advantages of collaborative learning (fundament of social learning, learn by teaching, mutual assistance, diverse perspectives) • Small groups are the “engines” of social knowledge building and the origin of internalized individual knowledge

20. 2. Key role of small groups • Production of creative knowledge in the 21st Century will take place through small groups, teams, communities of practice. • Individuals will learn by participating in these knowledge-building groups. • Knowledge will be disseminated (cultural transmission) thru networks of groups.

21. 2. Roles of small groups • Socialization: To learn math is to become conversant with talking the language of math, being mathematical, thinking like a mathematician. The best way to do this is to engage in math discourse.. • Apprenticeship: To learn HCI is to become skilled at interaction design through doing designs, critiquing designs,participating in design projects of design teams, guided by people with other experience.

22. 2. The VMT Chat Environment Message to message referencing Explicit Referencing Support Chat Scrollbar Whiteboard Scrollbar awareness messages

23. 2. Referencing: integrate dual workspaces

24. 3. Supporting communities • Scarce resource of experts used to guide at the level of learning communities • Learners contribute to world-wide knowledge building • Overcome provincialism and local maxima of knowledge

25. 3. Tabs to integrate (1) workspaces, (2) chat with (3) an extensive wiki

26. 3. Math worlds for inquiry • Grid world & new geometry: • Imagine a world where you could only move along a grid of streets. What is the shortest path from any intersection, A, to another, B? How many shortest paths are there from A to B? • Patterns & generalization: • Consider other arrangements of squares in addition to the triangle arrangement (diamond, cross, etc.). What if instead of squares you use other polygons like triangles, hexagons, etc.? Which polygons work well for building patterns like this? What are the different methods (induction, series, recursion, graphing, tables, etc.) you can use to analyze these different patterns? • Probability strategies: • Here are a set of challenges related to probability problems. You can contribute by adding your ideas about applying a strategy to a problem, proposing a new strategy or adding a new challenge.

27. 3. The VMT community wiki

28. VMT Findings • VMT publications (80): vmt.mathforum.org/vmtwiki/index.php/Studying_Virtual_Math_Teams#Writings_on_the_Virtual_Math_Teams_project • My publications (150): www.cis.drexel.edu/faculty/gerry/ • Dissertations at the I-School: • Info behavior in online groups (Nan) • Negotiating differences for shared meaning (Ramon) • Sustaining group inquiry (Johann) • Group construction of math artifacts (Murat)

29. VMT Findings, continuing • More dissertations and collaborations: • Adoption issues for VMT (elsewhere at Drexel) • Technology integration in VMT (in Germany) • Modeling collaborative interaction in VMT (in Singapore) • Intelligent agents in VMT (with CMU) • International collaboration (with Rutgers & Brazil) • Forthcoming edited volume of findings in Springer CSCL book series and monograph in MIT Press

30. IV. Teaching for the future: HCI at the i-School

31. Design-based research in HCI • User-centered design through iterations of naturalistic usage • Prototype => usage => analysis => refine theory => redesign => …. • Prototype must be robust enough for groups • Usage must be situated • Analysis must recognize unanticipated enactments & mediations by users • Chat interaction analysis!

32. Design spaces for HCI inquiry • Extend Virtual Math Teams: Design new functionality for the VMT environment to support social networking among students interested in discussing mathematics. This may include how students can define profiles, search for profiles, invite people, rank their experiences, etc. Make VMT into a social community where students will want to go, invite their friends, meet new people, and discuss math. • Extend Internet Public Library: The I-School atDrexel is developing the Internet Public Library (IPL – www.ipl.org). We want to extend it to support online collaborative learning in the virtual library. Your group is being asked to design the interface for a new IPL feature that could enhance social computing, collaborative learning, knowledge construction and community building by IPL users. • Social networking: The goal of the course is the creation of a wiki page on the topic of “Designing Social Interaction Software” from an HCI perspective and a wiki page on “A Vision of the Future of the Internet Public Library.”

33. 1. A rich learning environment for HCI students: • Group synchronous discussion with persistent log for reflection and analysis; weekly design milestones • Whole class sharing between groups on the wiki • Group reports: F2F, wiki, Apreso • Individual reading journal, conceptual design, reflection paper

34. 2. An experiment in “blended learning”: • An online section is integrated with an in-class section • Each project group includes some students from each section • Group reports are presented in class each week and recorded on Apreso • Online students watch Apreso any-time, any-place to view in-class interactions • In-class time is used for presentations, discussion, Q&A, clarifications (not lectures, which are replaced with readings)

35. 2. HCI group projects

36. 3. HCI course wiki

37. 3. Sharing group reports

38. 3. Reflecting on group reports

39. for further info: • Nan Zhou — 3 pm, May 14 • Johann Sarmiento — 3 pm, May 22 • Murat Cakir — 3 pm June 3 • Ramon Toledo — PhD proposal