Roy D. Pea (pea@nwu.edu)
Louis M. Gomez (l-gomez@nwu.edu)
Daniel C. Edelson ( d-edelson@nwu.edu)
3 An educationally appropriate world-wide web resource
Educational applications of networking
technologies are becoming increasingly prevalent. But
"applications" are too often treated as infusions of
technology into society, not drivers of new
technological or research developments. The premise
of the
Our goal has been to create a scaleable solution
using the public-switched network to establish
distributed multimedia learning environments for high
school science. We have designed and now provide
wide-area broadband services that integrate desktop
videoconferencing and screen sharing, educationally-
appropriate scientific visualization tools, newly-
developed structured hypermedia collaborative
workgroup software, and standard Internet
communication tools by hundreds of students and six
diverse teachers.
Education in particular has suffered as often the
last application area for advanced technologies. It has
typically taken 15 years for computer tools to make
their way into classrooms from their advent in military
or industrial settings [29]. Examples include the
spreadsheets, graphing tools, simulations, and word
processing. But education is far too crucial a function
for the future of our increasingly global societies to
wait in this long line.
In precollege education, children of different ages
participate daily in one of the most demanding
challenges of a lifetime. They are supposed to devote
some 18,000 hours over about 200 seven-hour days a
year for 13 years to learn to engage the different
abilities of the mind and body, to become literate in
the subject matter, skills, and media of their era, and to
contribute to society in work, family, and community.
Until recently, studentsÕ primary setting for doing so
was with one or a few teachers, within a few small
rooms, not connected to the world even by a
telephone.
Education is not only an "application area," but
what we will call a high-priority "invention area."
Industry could benefit from working with educational
professionals and learning scientists to understand the
market opportunities surrounding the provision of
better support to the activities of learning and
teaching.
While teachers have adapted previous
"innovations" such as slide projectors, audiorecorders,
radio and TV without making substantive change in
their teaching [4], there is strong evidence that
teachers are recognizing how computer and
communications technologies have vast potential to
provide new work tools for transforming their
educational practices and the learning experiences and
outcomes that are possible in fundamental and exciting
ways [18].
The demands and constraints of educational
settings can drive the development of very interesting
and valuable new technologies and paradigms of
computer and telecommunications use in support of
human activities. Several years ago, Pea and Gomez
made this argument for the creation of Distributed
multimedia learning environments [25] integrate
computing and communications to provide students
with rich resources for learning accessed in the context
of geographically separated learners.
At each school, the local ethernet is bridged
through an ethernet-ISDN bridge and passed through
an inverse multiplexer across the ISDN lines to
NorthwesternÕs campus-wide network, using a group
of six 64 kb/s ISDN channels to create a 384 kb/s
"virtual ethernet" connection (compression
performance yields ~1 Mb/s).
Because we sought to avoid blocking of video
calls, each school required enough line capacity to
maintain six 384 kb/s video calls at once (thus 36 b-
channels for video). Since a single PRI line contains
23 b-channels, each school required two PRI-ISDN
lines. The network layout for the first two CoVis
schools is shown in Figure 1.
Desktop video teleconferencing is a critical
component of the CoVis testbed. Students use
Bellcore's Cruiserª application [8], allowing them to
place point-to-point video teleconferencing calls to
other CoVis addressees by selecting an individual's
name from a directory. Cruiser is a client application
of Touring Machine, the distributed network software
developed by Bellcore for managing the
heterogeneous resources (e.g. cameras, microphones,
monitors, switch ports, directory services). It is
significant that CoVis Project needs and Ameritech
interests drove the first integration by Bellcore of
Touring Machine into an ISDN network. Bellcore's
Touring Machine and Cruiser development teams
devoted over two person-years to the CoVis Project to
develop network infrastructure. To our knowledge,
CoVis is the first school-based application of ISDN
desktop video conferencing.
In addition to video conferencing and Internet
applications, the CoVis communications includes
screen sharing. CoVis participants may collaborate
synchronously through screen sharing, using
Timbuktu (Farallon), which enables one user to see
exactly what appears on the screen of another user,
regardless of distance, and users at either end of a
screen-sharing session may control the remote
computer with their own keyboard and mouse.
The particular details of our networking solution
may or may not be applicable to a wider audience of
schools. Other schools may get high speed network
access through a cable TV infrastructure and still
others via different telephone-company-based services
(e.g. switched-56). The next group of CoVis schools
as we scale to 50 schools over the next year will be
employing a variety of different options, depending on
their local constraints and opportunities. To date,
there is no common network access vehicle for
schools. All options require some form of special
network hardware/software expertise not typically
found in schools.
Many of students' troubles in science stem from
difficulty in understanding the abstractions,
formalisms, and quantitative terms of equation-based
data representations. By taking advantage of powerful
human visual perceptual capabilities, scientific
visualization offers a new route to scientific
understanding, and the possibility of reaching students
traditionally ill-served. Scientific visualization also
offers the possibility of opening up new domains for
study that have been considered too complex for
students because of their heavy reliance on formulae
and abstract representations. Similarly, scientific
visualizations can give students the ability to conduct
direct investigations in areas to which they have only
had indirect access before (e.g., global climate data;
planetary biomass distribution; ocean temperature).
We had spent considerable time in science
classrooms, and knew from previous work on science
educational software that a vast gap existed between
what students understood and what they would need to
know to use such tools effectively in support of
science learning.
With the advent of the personal computer,
technology took on new roles for learning, including
supporting students to interact with responsive
environments that support compelling active learning.
However, in workplace and other environments,
computers have shown great value in supporting
communication and collaboration, as in e-mail and in
groupware tools such as Lotus Notes. Increasingly
technology has assisted in broadening the form that
collaboration takes to include not just discussion but
the sharing of artifacts and cooperative work across
time and distance. Technologies with similar
emphases can play a revolutionary role in supporting
new forms of learning conversations in educational
settings [7].
It has been a commonplace from cognitively-
guided research in science education to document how
lecture and demonstration centered pedagogy is not
effective at securing student subject matter
understanding [17]. Learning which builds from
students' questions, which engage the knowledge that
they have, is characterized as a "constructivist
approach" to learning [15, 28]. Projects in the
sciences can build from students' questions, and when
well-guided by mentors, provide motivating and
effective contexts for the acquisitions of research skills
and scientific understanding [27]. We thus aimed to
create a groupware application for fostering student
learning and systematic science inquiry through
project-oriented learning.
In a typical use of the Collaboratory Notebook, a
group of students might develop an idea for an inquiry,
negotiate its details with their teacher, and begin by
recording questions and hypotheses. These could be
followed by a plan for how to pursue their inquiry. A
teacher or other mentors might read the studentsÕ
questions, hypotheses and plans and add comments to
help them focus their efforts or to alert them to useful
resources. Students may go on to engage in separate
research activities that they could individually record
for the others to view. In doing so, they store both
data and analyses within the Notebook. Without
needing to meet in person, students can exchange
questions and comments on their findings. Once they
have conducted their investigations, they can get
further guidance from an instructor or a scientist
mentor, and use their recorded information to draw
conclusions or initiate further research.
The Collaboratory Notebook was designed for an
environment where access to computing resources
would not be a limiting factor. In fact, given access
generally to only six workstations in each classroom
for about 25 students, resource limitations became a
real issue. As a result, many projects were developed
with only minimal use of the Notebook [6], and some
teachers chose not to use the software at all. As far as
the nature of the activities that were conducted with
the software, some uses of the Notebook for projects
used few resources beyond textbooks and reference
materials. Many Notebook projects could have
benefited from mutual influence, but students were
unaware of one another's efforts [21], thus failing to
produce cross-school collaborations. One
collaboration at a distance occurred when scientific
mentors from the Atmospheric Sciences Department at
the University of Illinois and Exploratorium Museum
in San Francisco advised students investigations.
Furthermore, few cross-school projects developed,
since it turned out that teachers did not have a strong
enough motivation in favor of cross-school
collaboration by students to overcome the challenges
that such collaboration presented. For example, the
teachers had never before needed to negotiate
standards for assessing student work on projects across
schools. Without common grounds for assessment,
they were not going to encourage cross-school student
collaborations. Reflecting this difficulty, video
conferencing was not used within cross-school
collaborations. The same limitation prevented the
expected use of Cruiser to extend the audience for
student projects.
How to effectively scale network-accessible video
events is an obvious challenge. Here, too, designs
must be evolved for how teachers and children will
make use of these events for classroom purposes.
Since there are no preexisting models of applications
like these, a certain amount of experience-informed
iteration will be necessary.
We are investigating means to supply video and
audio communication over IP connections on Internet
data networks as our current model of circuit-switched
video connections has proved costly to schools. The
challenge is to identify more off-the-shelf solutions to
providing wide scale integration of desktop
videoconferencing into classrooms.
Among the resources that learners and teachers will
need are to:
An education-focused web server will also include
suggested or tried-and-true activity structures, and
assessment rubrics. The resource will recommend
how to set up teaching-learning activities in the
classroom which use specific WWW resources. We
also believe that web-based forms are needed so that
users of educational WWW servers can provide
commentaries on the found utility (or not) of specific
web resources or activity structures for their use. In
this way, web servers would cybernetically adapt as
their value is determined through uses in practice.
We used our experience in the CoVis testbed to
illustrate this point. It is clear to us from our
experience to date that we have had successes
engaging teachers and children when we have
understood their needs and created applications that
fundamentally reflected teaching and learning
contexts. In contrast, we have been least successful
when we attempted to transfer, wholesale, an
application or application-concept to schools without
the necessary rethinking or fundamental re-
conceptualization. Our experience with Cruiser
videoconferencing is a perfect case in point. We
believe that teachers, at least in part, shied away from
video conferencing because the form we presented it
to them came directly from the world of white collar
office work. In that world, for example, people often
have private space in which to work. Personal video
conferencing makes sense. In the class, private space
is minimal. Therefore, informal video conferencing
must be re-thought for the classroom.
On the other hand, we were more successful with
the Collaboratory Notebook and Visualizers because
they were informed by the needs of learning
communities from their inception. In the case of the
Collaboratory Notebook we started with a general
notion -- collaborative hypermedia, and shaped the
design of the application in iterations of classroom use
and teachers' commentaries. In the case of the
Visualizers, the tacit knowledge of the scientists was
made explicit and easy access provided through the
creation of custom visualization front-ends.
Part of our effort to create applications of
cyberspace that reflect the needs of teaching and
learning contexts has meant changing our view of
what it means for technology to be integrally used in
schools. Traditionally, the designers' goal has been to
get technology "adopted". The adoption metaphor is a
one-way view of the route to integral use. It assumes
that a technology comes packaged to a community.
Shortcomings are viewed as problems with the
adopters, not with the technology. A contrasting view
is that technologies and other artifacts are
"appropriated" by people rather than adopted [22]. In
this view technologies come to be used by individuals
and communities based on a two-way process of
"reciprocal evolution" [1]. The user and designer each
interpret the utility of an artifact. The artifact is then
subject to cycles of iteration that reshape it based on
the needs of the community of users and the designer's
ongoing inventive responses to those needs.
The CoVis design goal is to create a tool suite
shaped by a process of appropriation that includes the
use of participatory design methods for refining the
functionality and interface properties of new
cyberspace applications coupled with intensive
professional development activities for teachers as co-
designers. If we are successful, teachers will innovate
educational practices which are learner-centered.
They will not see applications as simply being
"delivered" to them for a prescribed use, but will
invent uses in their local contexts that we cannot
foresee.
Over the next three years, we are scaling the CoVis
testbed to include over 50 schools and thousands of
students, to become a National Collaboratory for
Science Education. These schools will be diverse in
terms of socioeconomic profile, geography, and in
bandwidth connectivity to the Internet (from a base of
56Kb/sec to T-1 rate and beyond). The primary
challenge is to develop the Collaboratory such that it is
appropriated into teaching and learning practices, not
simply "delivered" for use. In addition to the
Collaboratory itself we hope to evolve design
principles that will assist others in the creation of
collaboratories that can be appropriated by other
communities of practice.
Louis Gomez is Associate Professor of Education
and Computer Science at Northwestern University and
studies human-computer interaction, networked
learning environments, and shared computer-based
work spaces.
Danny Edelson is Assistant Professor of Education
and Computer Science at Northwestern University.
He specializes in design of computer-based and
collaborative learning environments.
The authors address is the School of Education &
Social Policy, 2115 N. Campus Drive, Northwestern
University, Evanston IL 60208 USA.
2 The CoVis Project
2.1 Serving science education needs with
cyberspace technology development
The CoVis Project designed a "network testbed" in
which a vision for science educational reform that
takes cognitive, social, technological, and scientific
breakthroughs into account could be concretely
implemented and then empirically studied as a
community appropriates and evolves its uses. We
have found it essential to attend to learning and
teaching needs and technology trends. Our assessment
of learning and teaching needs has led us to project-
enhanced science learning [27] as an embracing
approach to pedagogy. Attention to trends in national
information infrastructure led us in particular to the
public-switched ISDN network, to client-server
distributed network architecture, to scientific
visualization as a substantive emphasis, and to designs
for new collaborative tools for joint work among
CoVis community participants.
2.2 Education is a demanding environment
Computer and communications science and
industries make a mistake when they assume that
advances in technology occur either from
technological innovations and engineering alone, or
from generalized theories of human-computer
interaction. We know from work this past decade on
"user-centered system design" for software systems
[19] that it is exceptionally important to fit the tool to
the task, even as we seek to invent technology
paradigms and applications so that new tasks become
possible.
2.3 Science education as driver of CoVis technology developments
We now provide five examples, in a common
framework, for how the demanding needs of science
education have led to new cyberspace technology
developments in the CoVis Project. A preliminary
overview of the CoVis network environment and
"testbed" suite of applications will be useful. We
began working with six earth and environmental
science teachers at two Chicago-area high schools in
summer 1992. In fall 1993, these teachers and nearly
300 students began the school year with scientific
visualization tools for atmospheric sciences and an
asynchronous collaboration environment called the
Collaboratory Notebook, both developed by the CoVis
project, as well as desktop video teleconferencing, and
a full suite of Internet tools including e-mail, Usenet
news, and Gopher. Students in each classroom use
these applications running on a group of six Macintosh
Quadra workstations connected to a high-speed video
and data network. These applications collectively
provide a ÒcollaboratoryÓ environment [16] that
couples tools to support communication and
collaboration with open-ended scientific inquiry tools.
2.4 A scaleable network desktop video and media-rich communications
Context of problem.
K-12 schools have not
generally benefited from Internet-connected IP
networking, although many schools are beginning to
achieve basic use of low-bandwidth networked
applications like text-only email. One major goal of
the CoVis project is to combine prototype and off-the-
shelf applications to create a reliable, networked
environment that showcases HPCC technologies for
K-12 learning communities.
Educational needs of learners and teachers.
As in
related industrial work at Bellcore and Xerox PARC,
we wished to create rich "media spaces" in which
distributed project teams could do collaborative work
[10], but in this case, in support of collaborative work
and learning among adolescent students. Research in
the learning sciences had indicated that learners and
teachers need highly interactive conversational
environments around media-rich artifacts to provide
common grounds for fostering learning
communications [24, 25].
What did we develop?
The network design and
implementation was the result of a collaboration
between Northwestern, Ameritech, and Bellcore. We
selected public-switched Primary Rate Integrated
Services Data Network (PRI-ISDN) as the transport
layer for the CoVis network. ISDN is the switched
network service with the short-term best combination
of high bandwidth and ubiquity, and Bellcore predicts
access in 1996 to over 70% of the nation's population.
ISDN bandwidth can be broken up into call channels,
and dedicated to different functions, so we were able
to create a hybrid, two-function "overlay" network that
gives student workstations access to both ethernet-
based packet-switched data services and circuit-
switched desktop audio/video conferencing. Each
CoVis classroom in the first year of the project
contained six networked Macintosh workstations with
an accompanying desktop video teleconferencing unit.
Figure 1. The network configuration for the two
Year One CoVis schools, showing both data and video
networking.
How did it work in use?
Our key result is that the
network is running and in daily use by approximately
300 people, mainly high school students. The
challenge of this effort has been to take a collection of
technologies, many only demonstrated or tested in
small-scale lab situations, and place them into daily
service in demanding conditions. Our progress
culminated in a stage-by-stage installation in Fall 1993
of the CoVis network testbed using public-switched
ISDN services. It has been in use since. During the
first year, we encountered a range of difficulties
stemming from the experimental nature of some of the
software, inexperience with novel products and
services both within the project and at the commercial
service providers, and product and network
unreliability. Within three months of its initial
deployment, the data and video network were stable
and reliable. How specific applications were used
within this networking environment is described
below.
What does this tell us about design both generally
and specifically?
For the foreseeable future most
school's access to high speed and flexible networked
communication will require some degree of
customized network design. In the case of the CoVis
network, we used special purpose network hardware
(e.g., bridges and multiplexers) to create an ISDN-
based 386 kb service which was fast enough to meet
both circuit and packet data needs of the CoVis
schools while remaining reasonably affordable. In the
two years since the initial design of the network, high-
speed Internet commercial services of the sort that the
CoVis project has been providing for schools have
become widely available. However, the hybrid of data
and video communications service we created does not
exist as product.
What challenges remain?
Given our low level of
understanding of the appropriate range of network
services to provide high speed school access, the
current diversity is valuable. As diverse network
infrastructures are implemented in schools we will
learn what configuration best meets schools' needs.
The challenge is to find ways to document how
schools use networking to develop well-founded ways
to recommend services that will scale significantly.
2.5 Adapting scientific visualization tools
for learners
Context of problem.
When starting our work on
scientific visualization for precollege education in
early 1992, we were impressed with the utility of
general-purpose visualization environments for the
scientific research community. Data sets were
routinely exchanged over the Internet, and a variety of
data formats and visualization techniques were
available to support their primary goals of seeking
pattern in complex data using the distinctive strengths
of the human visual system [3, 30]. Science teachers
and students might similarly benefit if given the
support necessary to appropriate and "redesign"
visualization for their needs [14].
Educational needs of learners and teachers.
The
needs for kids to make scientific visualization
technologies usable were great [14]. Typically,
scientific visualization software, such as Spyglass's
Transform, provides a powerful general purpose
programming language for transforming such data as
spatially gridded temperature and moisture data into a
colored image in which temperature values are
mapped to colors. The data sets for scientific inquiries
like these are commonly so well-known by the
scientists who use them that they do not even bother to
label the variables represented in the data tables. The
operations in the general purpose programming
language which are sensible ones are typically so
familiar that the scientist does not even notice all the
possible programming commands which could be
issued which would yield nonsensical transformations
(and hence visualizations) of the data, such as dividing
temperature values by moisture values. Scientists
demonstrate shared tacit knowledge about the data sets
that students lack. For example, units are frequently
not specified and highly distorted spatial projections
and perspectives are used.
What did we develop?
Work to adapt scientific
visualization for the classroom involved creating
"knowledge engineering" techniques and new
visualization tools for learners. For the techniques,
our team worked closely with atmospheric scientists to
adapt their research tools for use in high school
science by creating "front-ends," or supports for
novices to work with complexity. We defined a four-
step methodology for adapting scientific tools for
learning [7]:
We developed three visualization environments
using this four-step process for building "front-ends"
to scientific visualization tools and data sets. These
visualization environments cover three aspects of
atmospheric science and are called:
Each of these
is built on top of a scientific visualization tool used by
researchers (e.g., Transform from Spyglass, Inc. for
(1) and (3), and wxmap, at the University of Illinois,
Urbana-Champaign, for real-time weather data [26].
How did it work in use?
During 1993-94 and
1994-95, students in the classrooms of the CoVis
testbed have used the different visualizers in their
science projects. Yet while they found the tools
comprehensible and the visualizations to offer new
insights into the phenomena of the domain we
underestimated the need to provide activities for
teachers and students that would provide them with an
understanding of appropriate contexts for use. As a
result, teachers perceived relatively narrow curriculum
scopes in which these specific scientific visualization
programs fit, and students often lacked the ability to
develop meaningful uses of these investigation tools
on their own.
What does this tell us about design both generally
and specifically?
The successes in being able to
evolve a high-end scientific workbench into a
precollege-age appropriate learning tool by this
process we called "front-ending" were important
achievements. Our industry partner Spyglass became
particularly enthusiastic about these results as they
related to the market for their software. Previously,
they had conceived of their market as scientists, who
would use visualization technologies in their research.
Now they conceive of their software, if joined with
age and knowledge-adaptive front-ends, to have a
much vaster audience, including children with little
background in science, an entirely unexpected result
from their perspective.
What challenges remain?
A major challenge is the
issue of curriculum scope. We believed that "weather"
and "climate" and "greenhouse effect" were each not
topics for only a set number of weeks in the earth
sciences curriculum, but topics involving such
interesting, diverse, and complex phenomena that they
could be investigated in projects throughout the school
year. But to do so required too large a change in
teaching philosophy and curriculum theory for the
CoVis teachers. On the other hand, it would not have
been practical for the CoVis team to conduct the
ethnographic observations and interviews which were
integral to the design of our knowledge-scaffolding
front-ends to the visualization software and data sets
for each and every one of the other cognate fields --
astronomy, geology, oceanography - which the
teachers sought to "cover" in their teaching of earth
science. A second challenge is the development of
appropriate activities and materials for teachers to rely
on in their initial appropriation of these tools. We now
plan to develop tasks and activities that contextualize
our tools with reference to fundamental scientific
questions and principles and choreograph their
integration with existing classrooms practices.
2.6 A groupware application for systematic science inquiry
Context of problem.
Early approaches to the use
of technology in education were based on a
transmission model of instruction, in which
technology (e.g., film and broadcast media) was used
to transmit instruction in a more engaging fashion and
to larger numbers of students. Distance education
inherits this tradition when it uses phone lines, satellite
links, and microwave to transmit static knowledge to
wider audiences, with minimal opportunities for
highly interactive conversations with instructors or
learners [25].
Educational needs of learners and teachers.
When
teachers seek to integrate open-ended science projects
into classroom life, they find many challenges to their
goals of keeping records of inquiries and monitoring
student progress in their investigations. We expected
technology could provide significant support to these
goals.
What did we develop?
We created a wide-area
network-based hypermedia Collaboratory Notebook,
on top of an Oracle database server [5]. The link types
of the Collaboratory Notebook "scaffold" processes of
scientific inquiry, and enable distributed work groups
to define and conduct science projects. Throughout
their work, students are able to record text as well as
tables, graphics, sound, video, and animation within
their notebooks. These groups may be students within
schools, across schools, and often involve adults as
mentors, including teachers, scientists, science
graduate students, and science education researchers.
Project workgroups negotiate project topics with one
another and teachers, log observations from scientific
visualization and hands-on investigations, and
communications from Internet document and data
identification useful for their project. It is also
designed to provide teachers and other mentors with a
window into the students' thinking processes and
activities.
How did it work in use?
Throughout 1993-94,
teachers and students used the Notebook in a variety
of ways to support their open-ended activities. In one
case, a teacher conducted a weather prediction activity
using the Collaboratory Notebook, in which groups of
students would all record their predictions and the
evidence for them for the same day. After recording
their own prediction, students then had the opportunity
to view and comment on the predictions of other
groups within the Notebook software. Other activities
involved recording questions and progress during
more traditional open-ended classroom research
projects.
What does this tell us about design generally and
specifically?
On functionality, the scaffolding
supports of the link types in the Notebook provided
important guidance for students in their project work,
and for teachers in their goals of monitoring and
shaping student progress. Heeding the structure of the
work tasks in science projects, rather than using a
general hypermedia notebook with untyped links, was
an important aspect of this success. On the other hand,
attention to resource limitations and their effects has
proven to be a critical issue.
What challenges remain?
We would like to see
much more integral use of the Collaboratory Notebook
in the science classroom. Such use would require
several major changes, however. One is the growth of
a classroom culture of presentation, commentary and
revision of notebook-supported projects. Too many
projects which have relevance to one another are
underway in the CoVis testbed, and yet due to teacher
practices do not find their way into discussion, on-line
or otherwise, with respect to one another. A second
major change would be availability of a computer and
network connection to every student and the teacher,
during school and, ideally but especially for the
teacher (who often reviews student work at night), at
home. Another alternative in this vein is to discover
designs for applications like the Notebook that
encourage use without each person having personal
on-demand access to the application. A third and
crucial major change will be in establishing the critical
mass of classrooms throughout the country in the next
phase of the CoVis Project that can contribute students
wishing to work together, and sufficient experiences
among teacher practices in establishing agreed-upon
standards for assessing the quality of learning and
research in students' collaborative projects.
2.7 Desktop video for classroom use
Context of problem.
Considerable enthusiasm has
been developing in the industrial community, and in
the "new media" marketplace for video-to-the-desktop.
The industry focus has been on supporting formal
videoconferencing participation by groups who do not
need to go to a special facility, or on supporting the
informal communications, much like running into a
colleague in a coffee area, that tend to enhance the
chances that such colleagues with engage in
collaborative work [8]. There have been complex
technological and social design issues. Technologies
for desktop videoconferencing have been expensive
primarily because of codec costs, and sustaining
acceptable frame-rate performance for person-person
communication needs over either LANs or WANs has
provided a demanding environment for engineering.
On the social side, the crafting of software and
communication protocols for launching and managing
desktop videoconference calls to support human
communicative needs at work has taken considerable
effort. Videoconferencing to the desktop in the
classroom was virtually non-existent, although many
examples existed of "distance learning" uses of
classroom-based videoconferencing [25].
Educational needs of learners and teachers.
Our
expectation was that there were a range of likely needs
of the activities that go on in a project-enhanced
science classroom which desktop videoconferencing
could fulfill. First, we conjectured that a teacher's use
of initial resource materials to motivate student
interest in a science topic from which projects could
be developed, such as videotapes, would carry over to
a use of remote visits to interesting video sources, such
as exhibits at the Exploratorium Science Museum (a
CoVis partner). Second, we conjectured that students
would wish to conduct some of their collaborative
work across schools with the additional media channel
of desktop video, to enhance the communicative
feedback possible as they worked to further their
project activities. And third, we conjectured that being
able to create a distributed audience for the
presentation and discussion of project results would be
an appealing use of the desktop video medium.
What did we develop?
We made it possible, with
extensive engineering and redesign work from
Bellcore and Ameritech, for students to use the
Cruiserª application to place calls to other CoVis
addressees, including other classrooms and
Northwestern researchers. Late in the 1993-94 school
year, Cruiser installations at the Exploratorium
Science Museum in San Francisco and at the
Department of Atmospheric Sciences at University of
Illinois, Urbana-Champaign made possible virtual
field trips and interactive weather briefings.
How did it work in use?
Cruiser was technically
available in CoVis classrooms beginning in January
1994. Surprisingly, it was used primarily for
troubleshooting pedagogy and software use between
teachers and Northwestern research staff, not between
classrooms in cross-school collaborative projects as
anticipated. Since teachers were worried that
adolescents would use it as a medium for socializing
and ignore their project work, they were leery to
incorporate videoconferencing into project activities or
requirements. This limitation in access to the students
meant that it was not used in their investigative work.
What does this tell us about design both generally
and specifically?
In short, the "office worker"
paradigm of informal videoconferencing to the
desktop does not transfer "whole cloth" to the
classroom. New design must acknowledge the
different goals and social arrangements present in
classroom environments than in the workplace. The
social conditions for collaboration assumed to be
supported by videoconferencing must be in place
before the tool will be seen as serving useful functions.
Further, the user interfaces to video conferencing
applications for classroom must specially designed.
Just as the Cruiser application we used was crafted
with the realities of the white collar office in mind, we
have to articulate the design constraints from the
classroom that should shape informal video
conferencing for teaching and learning.
What challenges remain?
We are finding a strong
potential in uses of CoVis testbed videoconferencing
in support of scheduled events that can be drawn on by
teachers as dynamic classroom resources. These
events allow students and teachers to interact
remotely with scientific experts in informal and formal
activities. We are able to provide CoVis workstations
with live daily weather briefings from atmospheric
researchers (faculty and students) at the UIUC
Weather Room. Such briefings can illustrate, through
interpretation and analysis of weather charts, satellite
and radar animations, and forecast products, key
concepts that will enable a student to conceptualize the
structure and dynamics of the atmosphere. CoVis
students may participate in real-time discussions of
weather processes, collaboratively interact with
scientists around shared data involving atmospheric,
kinematic, and dynamic processes depicted on weather
charts. In a similar vein, students are able to take
virtual field trips to San Francisco's Exploratorium
Museum. Students set up a video call and
Exploratorium staff wheel a remote video production
cart to the exhibit floor and provide interactive
discussions around exhibits on particular subjects
(e.g., investigating the weather section or exhibits on
erosion).
3 An educationally appropriate
world-wide web resource
Context of problem.
Exponential growth in uses of the
World Wide Web (WWW) recently has also benefited
education, as many K-12 schools are now regularly
seeking information and resources for learning and
teaching there. But web servers do not automatically
make for educationally-useful resources. What will be
required to establish education-oriented WWW servers
which are guided by the needs of learners and teachers
[11]?
Educational needs of learners and teachers.
Educational web servers will have teaching and
learning centered design, including special purpose
"front-ends" to web resources, and supporting
structures which help educational users match
resources to teaching-learning needs.
What did we develop?
We are working on the
Geosciences World Wide Web server. The aim is to
provide a new paradigm for environmental science and
earth sciences education. It will include an on-line
weather and climate laboratory for schools, with such
resources as climate data sets, locally-collected data
sets which student groups around the world have
entered, editorially-reviewed student projects, and an
indexing scheme for all the resources and services that
are provided by it.
How did it work in use?
The Geosciences WWW
server is still under development. Ultimately, we hope
it will be an integrated platform for learner-centered
asynchronous collaboration. If we are successful, its
design will encourage teachers to consider it as the
first resource to consult when planning or
implementing an activity from the Geosciences in the
classroom. We also want it to become a repository for
examples of "best practice." Teachers will be able to
add their activities to the server. Students will use the
server as a place to share their project results. Our
goal for the Geosciences web server is to be the first
integrated example for a web application that
completely supports classroom science activity.
What challenges remain?
Web servers -- like
textbooks and other media before them -- must evolve
to be useful in teaching and learning contexts. The
CoVis Geosciences WWW server will provide an
initial step in this sequence. The aim is to provide
several examples of web applications focused on
learning situations. Applications must be developed
that can be appropriated by teachers -- such
applications will pay provide advise on the social and
activity structures in which the information provided
can be utilized.
4 Conclusions
In the past, technologists and marketers have
considered education an "application" for their
existing products and technologies rather than a driver
of new products and services. Our point here has
been that it is more productive to think of teaching and
learning as a driver of technology development. While
this perspective has been rare in the past, the
development of cyberspace is an opportunity to design
new underlying features and applications motivated by
the needs of teaching and learning rather than seeing
education as just a reason to re-purpose and re-
package existing applications.
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Author Information
Roy Pea is John Evans Professor of Education and
the Learning Sciences, and Dean of the School of
Education and Social Policy, Northwestern University,
Evanston, Illinois. His work as a cognitive scientist
seeks to integrate theory, research, and the design of
effective learning environments for science,
programming, and multimedia computing.
Notes:
1. Funded by National Science Foundation Grants #MDR-
9253462 and #MDR-9454729, Illinois Board of Higher
Education Eisenhower grant; and our industrial partners
Ameritech and Bellcore. We are also grateful for hardware
and/or software contributions by Aldus, Apple Computer,
Farallon Computing, Sony Corporation, Spyglass, and Sun
Microsystems. For additional information, check the World
Wide Web address http://www.covis.nwu.edu.