NSF Forms

Corrected : 02/14/2006 COVER SHEET FOR PROPOSAL TO THE NATIONAL SCIENCE FOUNDATION PROGRAM ANNOUNCEMENT/SOLICITATION NO./CLOSING DATE/if not in response to a program announcement/solicitation enter NSF 04-23

NSF 06-509

NSF PROPOSAL NUMBER

02/14/06

FOR CONSIDERATION BY NSF ORGANIZATION UNIT(S)

0623166

(Indicate the most specific unit known, i.e. program, division, etc.)

SBE - HSD - AGENTS OF CHANGE, (continued) DATE RECEIVED NUMBER OF COPIES DIVISION ASSIGNED FUND CODE DUNS#

02/14/2006

2

04000000

EMPLOYER IDENTIFICATION NUMBER (EIN) OR TAXPAYER IDENTIFICATION NUMBER (TIN)

FOR NSF USE ONLY

7318

FILE LOCATION

(Data Universal Numbering System)

883377822

02/16/2006 12:50pm S

IS THIS PROPOSAL BEING SUBMITTED TO ANOTHER FEDERAL AGENCY? YES NO IF YES, LIST ACRONYM(S)

SHOW PREVIOUS AWARD NO. IF THIS IS A RENEWAL AN ACCOMPLISHMENT-BASED RENEWAL

900000045 NAME OF ORGANIZATION TO WHICH AWARD SHOULD BE MADE

ADDRESS OF AWARDEE ORGANIZATION, INCLUDING 9 DIGIT ZIP CODE

United States Air Force Academy HQ USAF Academy USAF Academy, CO. 808400000

United States Air Force Academy AWARDEE ORGANIZATION CODE (IF KNOWN)

0013698000 NAME OF PERFORMING ORGANIZATION, IF DIFFERENT FROM ABOVE

ADDRESS OF PERFORMING ORGANIZATION, IF DIFFERENT, INCLUDING 9 DIGIT ZIP CODE

PERFORMING ORGANIZATION CODE (IF KNOWN)

IS AWARDEE ORGANIZATION (Check All That Apply) (See GPG II.C For Definitions) TITLE OF PROPOSED PROJECT

MINORITY BUSINESS IF THIS IS A PRELIMINARY PROPOSAL WOMAN-OWNED BUSINESS THEN CHECK HERE

Research Community Development: Distributed Learning and Collaboration (DLAC) for Next Generation Educational Settings

REQUESTED AMOUNT

PROPOSED DURATION (1-60 MONTHS)

125,000

$

SMALL BUSINESS FOR-PROFIT ORGANIZATION

12

REQUESTED STARTING DATE

10/15/06

months

SHOW RELATED PRELIMINARY PROPOSAL NO. IF APPLICABLE

CHECK APPROPRIATE BOX(ES) IF THIS PROPOSAL INCLUDES ANY OF THE ITEMS LISTED BELOW BEGINNING INVESTIGATOR (GPG I.A) HUMAN SUBJECTS (GPG II.D.6) DISCLOSURE OF LOBBYING ACTIVITIES (GPG II.C)

Exemption Subsection

PROPRIETARY & PRIVILEGED INFORMATION (GPG I.B, II.C.1.d)

INTERNATIONAL COOPERATIVE ACTIVITIES: COUNTRY/COUNTRIES INVOLVED

or IRB App. Date

HISTORIC PLACES (GPG II.C.2.j)

(GPG II.C.2.j)

SMALL GRANT FOR EXPLOR. RESEARCH (SGER) (GPG II.D.1) VERTEBRATE ANIMALS (GPG II.D.5) IACUC App. Date PI/PD DEPARTMENT

PI/PD POSTAL ADDRESS

Center for Res. on Learning & Teaching PI/PD FAX NUMBER

719-333-4255 NAMES (TYPED)

HIGH RESOLUTION GRAPHICS/OTHER GRAPHICS WHERE EXACT COLOR REPRESENTATION IS REQUIRED FOR PROPER INTERPRETATION (GPG I.G.1)

2354 Fairchild Drive/Suite 4K29 IITA US Air Force Academy, CO 80840 United States

High Degree

Yr of Degree

Telephone Number

Electronic Mail Address

PhD

1986

719-333-8325

[email protected]

PhD

2004

512-471-6424

[email protected]

PhD

1979

707-123-9215

[email protected]

MS

1991

216-293-2947

[email protected]

PI/PD NAME

Eric R Hamilton CO-PI/PD

Guadalupe Carmona CO-PI/PD

Friedrich W Hesse CO-PI/PD

Ruimin Shen CO-PI/PD

Page 1 of 2

Electronic Signature

DISTRIBUTED LEARNING AND COLLABORATION (DLAC) FOR NEXT GENERATION EDUCATIONAL SETTINGS PROJECT SUMMARY Eric Hamilton, US Air Force Academy Lupita Carmona, Univ. of Texas at Austin

Friedrich Hesse, Tübingen University Ruimen Shen, Shanghai Jiao Tong University

This project involves research community development in the area of distributed learning and collaboration (DLAC) for next-generation educational settings. The proposal is a follow-up to an international workshop lead-funded by the National Science Foundation (NSF) and hosted by Shanghai Jiao Tong University (SJTU) in June, 2006. The project cuts across domains such as artificial intelligence, cognitive neuroscience, net-based communication systems, online learning, pedagogical agent systems, science, mathematics and engineering education reform, and international education development. It falls mainly within the thematic area of Dynamics of Human Behavior (DHB) with overlaps in both other areas but primarily Agents of Change (AOC). Many of these fields represent extraordinary advances with great promise for shaping ways humans can learn and collaborate in the future, especially in educational settings. It is our collective conjecture that high-performance learning environments of the future – those that immersively and fully engage learners in the challenging and changing forms of science, mathematics or engineering, where new forms of meaningful collaboration are the rhythm of daily experience, where teachers undertake new and more meaningful tasks because of powerful tools, resources and instructional agents that will be at their disposal – will require profound steps of integration. Some of the most important advances in fields critical to these new learning environments have come as a result of strategic investments by NSF and others in the USA, but significant number of the most important or successful pacesetters are colleagues abroad. They have in their possession experimental approaches, data, discoveries and ways of looking at problems that are crucial to the work of US investigators. Of course, this relationship is reciprocal. It is the goal of this proposal to build an integrative and productive international research community whose participants are at home with the language, traditions, approaches and frontiers of each other. Project activities are extensively cost-shared and include a series of targeted virtual meetings; a physical meeting at the Knowledge Media Research Centre in Tübingen Germany, which will involve teams of mentors and mentees who participate in a novel and hybrid approach to distributed and face-to-face interaction; a series of collaborative activities between participants internationally; and the formulation of important visual and written research roadmaps to help chart promising directions for linking research in distributed learning and collaboration to future educational settings. The project derives its scientific merit from the multiple factors. It involves participation of internationally known researchers whose work cuts across important areas in the learning sciences and the dynamics of collaboration in learning. It integrates numerous strands of research NSF is currently funding, and builds connections between NSF-supported investigators. The project derives its potential for broader impact from the community development that it will undertake. Partners cut across many disciplines and parts of the world, representing both developed and developing countries. The research community development that this proposal seeks to spur has important potential benefit to charting research directions that will influence future educational settings.

INTRODUCTION This proposal seeks Human and Social Dynamics (HSD) resources for research community development in the area of distributed learning and collaboration (DLAC) for next-generation educational settings. It is focused, as a follow-up to an international workshop lead-funded by the National Science Foundation (NSF) and hosted by Shanghai Jiao Tong University (SJTU) in June, 2006. The proposal is also expansive, though, cutting across domains such as artificial intelligence, cognitive neuroscience, net-based communication systems, online learning, pedagogical agent systems, science, mathematics and engineering education reform, and international education development. Many of these fields represent extraordinary advances with great promise for shaping ways humans can learn and collaborate in the future, especially in educational settings. Investigators attending the Shanghai meeting, and that we are engaging in the community building effort of this project, are actively pursuing research, development and testing in different education testbeds. Yet turning new advances into reality often requires alternating between a set of ideas and approaches deeply and thoroughly; devoting time to work with those similarly exploring other areas deeply; and then forming transformational connections between different areas. These iterations are especially important in building a research base that can evolve into future educational settings. It is our collective conjecture that high-performance learning environments of the future – those that immersively and fully engage learners in the challenging and changing forms of science, mathematics or engineering, where new forms of meaningful collaboration are the rhythm of daily experience, where teachers undertake new and more meaningful tasks because of powerful tools, resources and instructional agents available to them – will require profound steps of integration. Some of the most important advances in fields critical to these new learning environments have come as a result of strategic investments by NSF and others in the USA, but many of the most important or successful pacesetters are colleagues abroad. They possess experimental approaches, data, discoveries and ways of analyzing and resolving problems that are crucial to the work of US investigators. Of course, this relationship is reciprocal. It is the goal of this proposal to build an integrative and productive international research community whose participants are at home with the language, traditions, approaches and frontiers of each other. Table 1 identifies the outcomes we expect from this effort. These community development outcomes and the activities that lead to them collectively fall under the HSD categories of Agents of Change and Dynamics of Human Behavior. This proposal builds extensively on an effort funded by NSF’s Office of International Science and Engineering (OISE); it also builds on an another HSD Project now halfway completed. The current HSD project involves research on enhancing and measuring complex reasoning (Hamilton, Fogg et al. 2004). Three Terms: Settings

Distributed Learning, Collaboration, and Next-Generation Educational

Several important terms of this proposal require clarification. It is easier to specify research “neighborhoods,” rather than precise locations. Distributed learning is “larger” than online learning or distance education, but it includes those fields. It is “smaller” than education writ

Distributed Learning and Collaboration (DLAC) for Next Generation Educational Settings, page 1 USAFA-Tübingen-UT Austin-Shanghai Jiao Tong/Research Community Development Proposal

large. It does involve both local or wide-area networks, often the Internet. While a classroom in the year 1920 may technically be considered a “distributed” learning system in that learning is distributed around a classroom, distributed learning commonly refers to learning activities that are mediated electronically with networks to or from more than one individual. Research on the typical use of calculators in a classroom would not be considered distributed. Use of calculators that are networked to create participatory simulations (Kaput, Noss et al. 2001) would be considered distributed, whether the participants were co-located in a classroom or in remote locations. Online education systems would be considered distributed, as would participatory virtual environments with avatars over networks (Dede 2003). The expression “and collaboration” in our title refers to collaboration in the context of distributed learning (in contrast to a separate type of activity). Distributed learning obliges and creates new social dynamics, and in particular, new collaboration forms. The project team decided to emphasize these new collaboration dynamics in the title of the current and proposed workshops. The emergence of parallel computing as a metaphor for collaborative activity on complex and intractable problem sets, grid computing, and the bold steps NSF is taking on building a national cyberinfrastructure all underscore the centrality of collaborations to distributed learning. The term “next-generation learning environment” or “next-generation educational system” refers to the future. The horizon we are envisioning may fall in the 2010-2025 range, although incremental advances crucial to the emergence of transformational changes are already underway in the testbeds that are represented in this research community building effort. 1) Build foundational roadmaps for integration of disciplines and ideas crucial to producing 21st century learning environments. Will involve the development of Visual roadmaps with CMap Tools Narrative roadmaps We expect these roadmaps to make foundational contributions to the integration of multiple disciplines in research and development for next-generation educational systems. 2) Enact a novel model for structuring hybrid-virtual research workshops Participants engage in the workshop through mentor-mentee groups Presentations and poster sessions include participants both electronically and in person (we will pilot this in DLAC-I) We expect this hybrid model to become an important tool in design of subsequent research workshops in many areas, providing flexible modes of participation in person or electronically, and furnishing a potentially powerful means to mentor early career researchers. 3) Create a series of new international collaborations to carry out DLAC research, to produce results such as Journal articles, special issues, research grant proposals New or modified testbeds for distributed learning New evaluative frameworks and approaches We expect some collaborations to have generational impact on research careers and certainly on different career trajectories. 4) Link advanced DLAC research to work on basic education development in developing countries We expect to build some bridges between those engaged in basic education development and those who are leading advanced integrative research in new learning environment. Table 1: Four Anticipated Project Outcomes Restatement of Project Goal (page 1): To build an integrative and productive international research community whose participants are at home with the language, traditions, approaches, and frontiers of each other. Distributed Learning and Collaboration (DLAC) for Next Generation Educational Settings, page 2 USAFA-Tübingen-UT Austin-Shanghai Jiao Tong/Research Community Development Proposal

PROPOSAL PRECURSOR: DISTRIBUTED LEARNING AND COLLABORATION WORKSHOP (DLAC) AT SJTU The DLAC conference on which the proposal builds is lead-funded by NSF (Hamilton, Carmona et al. 2005), with pending supplementary support from the Air Force Office of Research and Development and the Office of Naval Research. Workshop host Shanghai Jiao Tong University furnishes extensive in-kind support, and federal research agencies and universities in several other countries (currently Mexico, Germany, England, Singapore, Canada, Australia, and the Organisation for Economic Cooperation and Development (OECD)) are providing participant travel support. The participation of these countries emerged in the planning process, as it became clear that a US-China meeting inherently excluded important potential contributors simply because they were based in other countries. (The NSF grant that provided the underlying support for the project is from a program that does not provide any funding for non-US participants.) We approached agencies in other countries and a number of researchers to gauge interest in attending a workshop for which we could not provide travel support. The response was more than encouraging and has helped provide a basis for expecting that this community development, which cannot be fully underwritten by NSF, is of strong interest internationally and is sustainable. The purpose of the Shanghai workshop is to explore important frontiers in the learning sciences that are only now in the nascent stages of examination through the prism of distributed learning. Some of the topics that researchers will present include stimulation or development of complex reasoning and collaborative problem-solving skill in distributed environments; deployment of networks of pedagogical and organizational agents over learning networks; and the cognitive and neuroscientific dynamics of learning in distributed versus face-to-face (F2F) settings. The topics are not exhaustive, but illustrative of the range of interest that the workshop will represent. This current proposal includes a follow-on meeting to be hosted by the Knowledge Media Research Centre at Tübingen University (KMRC). To distinguish between these workshops, the proposal henceforth refers to the first (currently funded) workshop in China as DLAC-I, and to the second (proposed) workshop as DLAC-II. As described in the FY2005 proposal to support DLAC-I, SJTU is an ideal setting for this research, because of the impressive leadership its host research center has in the pedagogies and networking algorithms for online learning, and its expansive research testbeds across China. Similarly, KMRC is an ideal venue for DLAC-II because of its recognized international standing in research on net-based communications and breadth of collaborative activity with US and European investigators. Page 6 provides more details on KMRC as a venue for DLAC-II. Hallmark Feature: Commitment to engage in follow-up collaboration One of the hallmark features of DLAC-I is a good-faith agreement by individuals accepting an invitation to participate to engage in at least one new collaboration as a result of their participation. These activities may take any of several forms. The default “template” includes straightforward options – working together on existing research projects or planning new ones that are internally funded; collaborating on a research proposal; or producing new literature. In many cases, the particulars are not known until the workshop preparations start to unfold through a space such as a project wiki or until the event itself. It is desirable to require this commitment on a good-faith basis in advance of the workshop because it sets expectations that collaboration


is part of a process and not a one-time event, i.e., that the workshop is the beginning rather than the end of a process. This approach to sparking new research directions already appears to be working well. For example, Lyn English and Kar Tin Lee at Queensland University of Technology in Australia have already formulated and submitted one research community development proposal to the Australian Research Council (ARC) based on this workshop, and worked with the ARC to lay the groundwork for a comprehensive collaboration proposal to be submitted in the fall. Both of these entail US participants and those from other countries. We have been invited to submit papers that emerge from the conference and are exploring with editors the possibility of special journal issues. At this writing, while the workshop is several months out, the good-faith commitment by participants to engage in new collaborations has already taken hold in concrete and promising ways. Broader Outcomes from DLAC-I: Narrative and Visual Research Roadmaps Of course, the kinds of collaboration above often are dyadic in nature, whereas a different level outcome emerges from the collective activity of the group. The project wiki (http://www.edb.utexas.edu/wbl-shanghai) provides an opportunity for “ideas to collide” (Bransford, Meltzoff et al. 2004) as researchers post their interests and research directions and respond to those of others. The presentations and sessions will seed new possibilities as precursors to the specific collaborations that will ensue. Additionally, the project report will be integrative in nature and take two equally important forms. A. Eamonn Kelly is well-known at NSF for his integrative summaries of new areas – he wrote, for example, a major paper integrating the themes of NSF’s mid-1990’s Learning and Intelligent Systems (LIS) (Kelly 1997), a paper instrumental in NSF’s evolution to the current Science of Learning Center (SLC) Program. He serves a similar role in OECD’s Brain Science and Learning Program. He has already agreed that his follow-up activity to this workshop will be an integrative paper. The second form to accompany this written report is visual. We will begin to chart promising new connections between disciplines, not only in words, but in maps. Concept mapping has become an increasingly powerful and sophisticated knowledge representation tool (Burkhard 2005; Jaeschke, Leissler et al. 2005; Sebrechts 2005). A central challenge our group will face is representing the pathways and connections between theoretical frameworks. One of the proposals co-PIs, Dr. Tanja Keller, is a recognized scholar in the use of concept mapping in group collaboration systems and recently completed co-editing a volume on knowledge and information visualization (Tergan and Keller 2005). Additionally, Dr. Alberto Cañas, Associate Director and co-founder of the Institute for Human and Machine Cognition, is an expert on the evolution of dynamic concept mapping; is lead developer of CMap (Cañas, Hill et al. 2004; Cañas, Carff et al. 2005), one of the most heavily used systems in academia and education; and will participate as a member of the proposal’s senior personnel (see supplementary pages for letter of support). He will work with DLAC-I in structuring a series of concept maps to help articulate and highlight directions that the group finds promising, maps that can be used as we work with other researchers internationally. PROPOSED ACTIVITIES The DLAC-I activities provide a nucleus approach for this proposal and provide a running start for the research community development that this proposal seeks to spur. Table 2 summarizes Distributed Learning and Collaboration (DLAC) for Next Generation Educational Settings, page 4 USAFA-Tübingen-UT Austin-Shanghai Jiao Tong/Research Community Development Proposal

the activities for which we are seeking HSD support. These community development activities leverage DLAC-I. They include a series of virtual meetings to follow DLAC-I, a follow-up workshop at KMRC in Tübingen (DLAC-II), then virtual meetings that follow-up DLAC-II. Our efforts rely heavily on desktop video and other forms of web-based collaboration. More work is accomplished remotely in this overall effort than in person, though we clearly are pursuing a hybrid approach. The budget seeks nominal support to provide facilitating materials where needed to ensure project participants can fully participate remotely. Finally, we seek support for materials seed grants for a small set of early career investigators, based on successful models that NSF has already implemented. The cost structure for the proposal benefits in that there are no personnel costs. The Air Force Academy’s indirect rate is very low. Additionally, for the DLAC-II workshop in Tübingen, international participants will furnish their own air travel. Based on the responses to DLAC-I, for which we have a significant representation from researchers in other countries who are furnishing their own travel support, we are confident that this is a viable and cost-effective approach. KMRC, as host institution, will evenly share direct costs for participant meals and lodging, and provide the extensive in-kind costs for hosting an international meeting of this type. Participants Table 4 on page 15 displays the current list of most participants for DLAC-I. The project wiki provides updates and hyperlinks to describe the backgrounds of most participants. This proposal expands that nucleus in several ways. First, the DLAC-II meeting likely will include many of the individuals already slated or committed for DLAC-I. In general, we will extend the invitation to participate to those who are indeed pursuing the collaborative connections that are part of the initial expectations for participation. We will add to this criterion an expectation that teams of mentors and mentees will participate in DLAC-II in person and electronically, based on a model already developed in two NSF projects with the German DFG, one of which was hosted at KMRC (Borman 2002; Koedinger and Aleven 2003). We will also seek broader participation, from colleagues in fields such as open-source collaboration systems, motivation theory, flow, and cyberinfrastructure. More on DLAC-II in Tübingen The discussion of the Shanghai workshop on page 3 was partly intended to explain the approach we will take in Tübingen. We will maintain the same expectations for building research collaborations between participants and work aggressively to lay the groundwork for those in advance of the meeting through many avenues, including virtual meetings following DLAC-I. We will incorporate key learnings from DLAC-I, of course.

A series of three virtual conferences, thematically organized, between DLAC-I (June 2006) and DLAC-II (June 2007) DLAC-II, cost-shared by KMRC (Tübingen), participants, and NSF. NSF resources furnish transportation, meals and lodging for US investigators. KMRC furnishes half of meals and lodging for international participants, with half funded by NSF. International participants furnish their own travel. A series of three virtual conferences, thematically organized, after DLAC-II (June 2007) Nominal costs to establish desktop videoconferencing to enable connections between participants Small seed fund grants of $500-2,500 to promote collaborative research by junior researchers. Table 2: Activities and Costs the Proposed Budget will Support


The Knowledge Media Research Center (KMRC) as Venue for DLAC-II The Knowledge Media Research Center (KMRC) (http://www.iwm-kmrc.de/english/), located at the University of Tübingen in southwest Germany near Stuttgart, focuses on innovative research for the investigation of knowledge acquisition and knowledge exchange with new educational and communication media. It was founded in 2001. The KMRC is funded by both the Federal States and the Federation. In addition, the KMRC has an above-average amount of research projects funded by the German science agency Deutsche Forschungsgemeinschaft (DFG). KMRC is also home to the first German Virtual PhD Program (Hesse 2004). KMRC maintains a commitment to the integration of perspectives from cognitive science, educational science, and media technology. Research activities are organized in three research units: individual learning with multimedia and hypermedia; collaborative learning scenarios and Internet-based communication; and the design and implementation of media-based learning environments. KMRC has already become one of Europe’s most productive research centers in terms of literature output, and it maintains strong connections to many US research efforts, including several of the NSF Science of Learning Centers. KMRC researchers have been invited to and have participated in numerous NSF panel reviews. Among other collaborations between KMRC and the US, one organized by NSF and the DFG is a sort of forerunner to this effort, and it involves an approach to early career mentoring that this project expands. Friedrich Hesse, KMRC Director, and Eric Hamilton, PI for this proposal, worked together in 2001 and 2002 to structure a pair of workshops in learning technologies, held at KMRC and the University of South Florida. At the time, Hamilton was an NSF Division Director and the effort was organized to enable a dozen senior researchers from both countries to bring one or two mentees from each country to work with senior and junior faculty in the other. Numerous journal articles jointly authored were published as a result, including a special issue of the International Journal for Educational Research, Policy and Practice. An ongoing collaboration that NSF subsequently supported involved Carnegie Mellon University and University of Erfurt (Koedinger and Aleven 2003). Additionally, one of this project’s co-PIs, Guadalupe Carmona, was a doctoral student who participated in the workshops. Germany parallels the US in several ways relative to shaping educational directions. There is strong national concern there, as in the US, about international standing in mathematics and science. And the country maintains a strong commitment to torque learning science research in a direction that will provide strong foundations for visionary or transformative educational systems, especially in the areas of our interest in distributed learning and collaboration. Additionally, Germany underwrites a strong network of learning science research testbeds in educational settings. KMRC is directly involved in this network. Like SJTU, it is home to nationally prominent e-learning efforts, including in this case, the first Virtual PhD Program that the DFG supported. KMRC’s work and international prominence in interdisciplinary learning science research, exemplary facilities, leadership in research on media-based collaboration, resource commitments to DLAC-I participation, access to testbeds, shared commitment to creative ways to mentor and engage junior faculty through international collaboration, and agreement to co-fund the direct costs and provide comprehensive in-kind support costs for a follow-up meeting, are among the reasons we believe KMRC presents a compelling venue and natural choice for this proposed international workshop. Distributed Learning and Collaboration (DLAC) for Next Generation Educational Settings, page 6 USAFA-Tübingen-UT Austin-Shanghai Jiao Tong/Research Community Development Proposal

Open-ended nature of planning for collaboration It is important to stress something of the open-ended nature of “planning for collaboration” that characterizes the project’s approach to community development. The collaborations and science that we expect this project to engender will emerge from the community itself. The team of PIs is simply in the position of establishing catalytic conditions to support the research community development. We, thus, establish the requirement of a good-faith commitment for collaboration after the workshops, so that researchers understand that successful participation begins, rather than ends, with an electronic or in-person visit to a workshop. We attempt to model and nurture this commitment and nurture those that begin in advance of the workshop. Every participant makes an intellectual contribution in advance of and at the workshop, one that benefits the entire group. We then seek to optimize the quantity and quality of the follow-up collaborations, engaging as many of the researchers as possible, all of whom have made an initial commitment to follow at least one collaborative pathway as a result of their participation. From a social dynamics point of view, the process is neither directive nor passively expectant. This is a proposal that leverages other resources. With little exception, it does not fund followup collaborations. In many cases, researchers may be asked to participate in another project, writing a research proposal, etc. The different shapes that these activities could take will be driven by the ingenuity and resources of individuals who have already demonstrated great intellectual creativity and productivity. For example, the collaborations that are already underway and mentioned on page 3 are not ones that we could have defined in advance. Instead, they result from judiciously establishing conditions for researchers to create directions that map tightly to their own current work. Webmeetings HSD funding will support a series of six virtual conferences: three following DLAC-I and three after DLAC-II. The project team is experienced in organizing and managing such conferences. (They have been successfully used as the central collaboration tool for another project NSF has supported on research community development involving innovative undergraduate pedagogies (Hamilton, Patterson et al. 2004)). The web-based meetings will be organized thematically, based on decisions made at each of the two workshops. We will identify technical program leaders for each of these, but furnish the basic management template and services and webmeeting costs (generally about 10% of in-person travel alternatives, depending on the size of the meeting). The program leaders with the PI team will identify a sizable group of researchers across various communities whose interests and research intersect the thematic area. These leaders will be responsible for framing an agenda with appropriate, but manageable advance reading. A primary task will be to share research roadmaps with participants in the virtual meeting and to “test them” against the perspectives of the participants, seeking revisions and suggestions for potential directions for developing a “multilingual” research community that can comfortably pose and respond to substantial questions across disciplinary boundaries. The web conferences will involve many more individuals than the workshops. They will be less intense and of shorter duration, but provide an important means for us to extend the reach of this effort and forge important connections to complement those developed during the workshops.


Minigrants and Materials One of the most successful precursors to the current slate of Science of Learning Centers that NSF has supported was the Center for Innovative Learning Technologies (CILT), based at SRI International, but with PIs around the country (Pea, Bransford et al. 1997). This Center eventually evolved into one of the inaugural SLC Centers that NSF currently funds (Bransford, Meltzoff et al. 2004). CILT was a complex undertaking, but one of its most critical features was a minigrant program that furnished limited funds to doctoral students and junior faculty to pursue promising ideas. Many of those junior faculty members have since become prominent and award-winning researchers, and freely acknowledge the role that small, but strategic funding provided in their development. We seek in this proposal a modest version of this minigrant effort. As noted above, DLAC-II will feature a novel way to amplify the participants, by inviting teams of junior and senior faculty, whereby one team member participates remotely from the home institution and one in-person. (The management group will ensure that the junior and senior researchers at DLAC-II form an appropriate balance.) Along with engaging junior faculty, we will provide opportunities for small grants (500-2500 USD, out of a total funding pool of 25,000 USD) for research expenses that might help them develop collaborative projects. These funds would not be used for international travel, but might be used for organizing web meetings or research materials. Junior faculty would submit short proposals to the management group. Additionally, we seek modest funding to provide webcameras, inexpensive videoconference subscriptions, or other facilitating materials where needed to foster as much “face-to-face” collaboration as possible from remote locations. MORE ON THE CONNECTIONS THIS EFFORT SEEKS The roadmaps emerging from DLAC-I Page 4 makes a reference to the evolving narrative and visual research roadmaps that will emerge from the Shanghai meeting. By roadmap, we mean anything but fixed paths, rather the kinds of landscape views that chart potential promising directions. The Table 4 summary of participants includes a very brief statement of research interests and so illustrates the diverse perspectives that a community development effort of this type should entail. The roadmaps will be jointly constructed by participants and then put into final form by Eamonn Kelly and Alberto Cañas (page 4). In this section of the proposal, though, we seek to give some concrete examples of the kinds of connections that might emerge in research collaborations, including an example of a mapping exercise to depict those combinations. These examples are not meant to be delimiting but illustrative. One example of new combinations, the “Agent and Library Augmented Shared Knowledge Area” (ALASKA) project, links digital libraries, shared collaborative workspaces, pedagogical agents and tablet computing. The ALASKA platform is now in development via NSF funding (Hamilton, DiGiano et al. 2004). It was formulated by several participants in DLAC-I (Hamilton, Cole, Roschelle, with subsequent contributions by Baylor) and it represents the kinds of connections not only among technologies, but also pedagogies that the project is seeking to spur. The blend of these technologies produces a platform of pedagogical agents designed to stimulate peer interaction, create counterintuitive frameworks for deepening human social dynamics in learning settings by the introduction of agent social dynamics, and to alter and elevate the role of the teacher in a co-located or virtual classroom by offloading to objects, Distributed Learning and Collaboration (DLAC) for Next Generation Educational Settings, page 8 USAFA-Tübingen-UT Austin-Shanghai Jiao Tong/Research Community Development Proposal

agents and peer tutors many traditional but routine instructional responsibilities. A setting that has been used in different contexts (Hamilton 2005) to depict one rendering of our vision for a next generation learning settings is the so-called “Miriam scenario”, appearing at http://alaskaproject.org. The different areas of interest and expertise appearing on page 15 can result in other powerful synergies or combinations. For example, there is a nascent movement in the artificial intelligence (AI) in education community called “open-learner modeling” (OLM) (Bull, AbuIssa et al. 2005; Tang and McCalla 2005). OLM approaches to AI in education involve the construction of what are called open or “scrutable” models of a learners progress or learning status, requiring ontologies – structured representations of a knowledge domain – and a means to position a learner based on task performance. A model is scrutable if a learner or peer (rather than just a teacher or researcher) can examine, comment and benefit from the model (Kay 2000). These ontology-generated models contrast with approaches to models and modeling that are prominent in mathematics(Lesh, Lester et al. 2003) and science education (Songer and Wenk 2003), yet each approach, philosophically distinct, furnishes a powerful lens into learner cognition. An entirely different but very meaningful representation of a learner model is what could be considered a “pass-through” representation of models that is electronically stored and manipulated through new interfaces such as tablet computing (Razmov and Anderson 2006). These give rise to a sort of “multi-modal metacognitive dashboard” that can be employed during individual or extended learning sequences, and juxtaposed with digital libraries, indexed retrieval systems, and recommendation systems for connecting learners to digital resources and peer collaborators. The dashboard could provide a sophisticated means to structure multiple representations of a learning state, with some input directly from the learner and the entire dashboard of learning state models viewable by the learner. Unlike the “ALASKA” example above, this is more notional, but viable in theory. It could have profound implications in many learning settings, but only if it is “wrapped around” the learner or can genuinely scaffold or support learner progress and peer interactions. A system of this nature would draw on the expertise of many individuals associated with DLAC-I and this proposed project. A third example of combinations that might be the subject of roadmaps is somewhat related, involving the design conditions for distributed learning environments that will maximize a learner’s engagement in it. Pathway Sample: Engagement and Flow Complex factors determine the depth of a student’s engagement in learning. These factors include motivation and cognitive processing constructs such as self-regulation and strategy use (Miller, Greene et al. 1996; Wolters 2004). They include more esoteric factors such as the subconscious mathematical processing leading to unexpected “Aha” experiences when one is ostensibly off-task (Hadamard 1954). While engagement is a multivariate construct, its apex – full and unbroken engagement in demanding activities – may be characterized as the state of flow. Introduced as a psychological construct more than thirty years ago by Csikszentmihalyi (1975), it has been widely researched – often in the context of examining intrinsic enjoyment or satisfaction while engaged in work or play, fully concentrated absorption in an activity whereby an individual loses a sense of time, or optimal or heroic performance in highly challenging (or desperate) circumstances. Because flow refers to such a broad range of intense human experience, it is not surprising that definitions and descriptions abound; one review reported Distributed Learning and Collaboration (DLAC) for Next Generation Educational Settings, page 9 USAFA-Tübingen-UT Austin-Shanghai Jiao Tong/Research Community Development Proposal

sixteen different operational definitions (Novak, Hoffman et al. 1998), though usually only subtle variations separate these definitions. Csikszentmihalyi and collaborators continue to refine the concept (e.g., Csikszentmihalyi 2000; Nakamura and Csikszentmihalyi 2002). Flow is one of several metaphors or constructs to describe the features of visionary learning environments of the future. We do not propose it as the central organizer in describing new learning environments, but the construct does have important explanatory power for many elements of those environments. It powerfully captures the notion of “full use of one’s faculties along the lines of excellence,” to quote John Kennedy’s paraphrasing of the Greek definition of happiness. In this case, the goal is not happiness per se, but full and immersive absorption by learners in challenging tasks. A reader might find the notion of flow in learning environments, especially classrooms, to be starkly counterintuitive. Indeed, only a small fraction of this literature focuses on flow in formal educational environments (e.g., (Shernoff, Csikszentmihalyi et al. 2003)). The “factory production” paradigm of schooling in the US over the past century is not conducive to the characteristics of flow; environmental variables are inhibiting and overwhelm these characteristics. Yet conditions of readiness and the knowledge necessary to bring “revolution by evolution” are starting to emerge. The settings of the future we envision do have the potential to structure highly engaging learning environments designed to routinely immerse learners in challenging situations with limited distractions and high-feedback scaffolds that are visually, socially and affectively rich and rewarding. There may be significant potential in using the frameworks of flow theorists to chart directions to new learning environments. Additionally: flow is typically understood as a highly personal, emergent and non-sharable experience. Yet there is room in theory (and certainly under the conceptual umbrella of human and social dynamics) to consider the phenomena of high performance group flow (Hamilton 2005). Twenty years after introducing the construct, Csikszentmihalyi (1996) identified nine characteristics of flow situations; these appear in Table 3. Among these nine characteristics are several that are states of consciousness (e.g., distorted sense of time, intrinsic reward in the activity or autotelic experience, disappearance of self-consciousness). The first five, though, can be at least partly designed or structured within learning environments, factors that significantly affect learner engagement. These are of interest because the kinds of perspectives that will be represented at DLAC-I and DLAC-II include those that address these design considerations in more sophisticated ways. We believe that it is within our grasp – with research, development and testing – to significantly alter and to improve the design learning environment conditions that underlie each of these five engagement characteristics, 1. There are clear goals every step of the way. and possibly induce the more 2. There is immediate feedback to one’s action. emergent and powerful 3. There is a balance between challenges and skills. condition of learning flow. A 4. Distractions are excluded from consciousness. reasonable conjecture is that as 5. There is no worry of failure. the frequency of highly 6. Action and awareness are merged. engaging learning experiences 7. Self-consciousness disappears. increases for a learner, so will 8. The sense of time becomes distorted. occurrences of flow states. 9. The activity becomes autotelic. Table 3: Characteristics of Play and Work Flow Situations (Csikszentmihalyi Some of these perspectives (1996)) represented in DLAC-I and Distributed Learning and Collaboration (DLAC) for Next Generation Educational Settings, page 10 USAFA-Tübingen-UT Austin-Shanghai Jiao Tong/Research Community Development Proposal

DLAC-II involve the affordances of help and feedback systems that are mediated by hypermedia and cybermedia; some involve approaching cognition from a models and modeling perspective (Lesh, Lester et al. 2003); some involves the use of agent networks. Each of these addresses one or more of the design characteristics. Figure 1 provides a CMap that illustrates in “sacrificial draft” form some of the connections to chart investigations into inducing individual or group flow in learning environments. DLAC-I and DLAC-II will develop and refine a series of such maps, cross-referenced and linked. These will be further refined in the virtual meetings.

Figure 1 How is “High Performance” Measured? Evaluation and Assessment Strands There are no changes that K16 educational communities assimilate that do not entail significant assessment and evaluation components. That is, innovations cannot travel far or live long without accompanying ways of assessing or evaluating their potential or actual impact. Yet one of the most difficult issues that NSF has faced in spurring innovation across the K16 education spectrum is that assessment and evaluation infrastructures and methodologies are limited. They have a lineage of psychometric development that does not involve expertise in the disciplines and content areas involved in school instruction, except when the “container” (e.g., a standardized test with univariate assumptions) has already been predetermined. The result is that reforms sponsored by NSF have been badly stymied by the failure of assessment systems to furnish accurate measures of the changes innovations produce.. This will be an even more serious problem in the future. In the view of the community we are seeking to nurture through this proposal, high-performance environments entail constructs that are foreign to current evaluation systems. In the ALASKA platform mentioned above, for example, networks for classroom and distance settings provide agent assistance to an instructor, assistance that relieves the teacher of a large share of the routine responsibilities associated with teaching. This relieves


cognitive load and opens up cognitive processing resources that are available for more complex and challenging instructional demands. What metrics are used to assess shifting of cognitive load from less to more demanding tasks, with greater instructional throughput? In one project, we have introduced the metaphors of “interactional bandwidth” and “cognitive density” to describe the degree to which human interaction can take place over network-mediated learning environments, and the intensity of cognitive load that is required to meaningfully process what the “network pipes” carry. A construct such as interactional bandwidth is related to, but fundamentally more complex than information throughput. It entails tracking collaborative interactions, exchange of help between co-learners, use of digital objects, and links mediated by pedagogical and other agent forms. How is it measured? Net-based hypermedia and cybermedia entail new means to access, internalize and represent knowledge resources in collaboration with other learners. What metrics can effectively link facility in such media to learning performance gains? This project will encumber a complex array of evaluative issues such as these that have not yet been faced, let alone articulated. Yet it is essential that evaluation research methods develop in parallel with the communities producing the advances for which those methods will be used. (The failure to do so may be considered one of the single most important failings of NSFsupported reform initiatives in the 1990s.) This has immediate implications, since many evolving innovations are already underway in testbeds represented in DLAC-I and DLAC-II in the US, Mexico, China and Germany, to which this proposal is connected. Our participant roster includes individuals with distinguished records in crafting evaluative frameworks for innovation; frameworks that speak well across communities of psychometricians, educators, learning technologists and futurists. We expect that roster to expand under this grant. International Education Development Several members of the PI team and participant roster maintain strong research connections to education efforts in developing countries and/or impoverished regions. The eLearning Lab and Shanghai Jiao Tong University, for example, directed by Co-PI Ruimen Shen, maintains a strenuous instructional program to the most remote and underdeveloped areas of China and Tibet. Participants from ILCE (Latin American Institute for Educational Communication), Cinvestav (National Center for Research and Advanced Studies), and SEP (Ministry of Education) in Mexico are leading researchers currently directing important national reforms in the K-9 public educational system, including implementation of new technologies in 5th and 6th grade schools (Project Enciclomedia), middle schools (EFIT-EMAT-ECIT Projects), and telesecundaria (educational system to reach remote rural areas). Alberto Cañas, proposed consultant for this project, has been involved in technology-in-education projects in many Latin American Countries. Currently he is a consultant in a large effort to network elementary public schools and training classrooms teacher on innovative uses of technology in Panama. The CmapTools network, based on the CmapTools program developed by the research team that Cañas leads at IHMC, links schools and universities throughout the world, providing a global perspective on the use of eLearning in a large number of countries. Eric Hamilton recently completed a sabbatical at the Center for the Study of International Cooperation (CICE) at Hiroshima University, which maintains a mission to implement and evaluate math and science initiatives in developing countries in Africa. He is a delegate to a forthcoming conference NSF is sponsoring in August 2006 in Senegal on mathematics education in Africa. Distributed Learning and Collaboration (DLAC) for Next Generation Educational Settings, page 12 USAFA-Tübingen-UT Austin-Shanghai Jiao Tong/Research Community Development Proposal

Similar to other non-intuitive connections in this proposal, we seek to connect advanced research in distributed learning and collaboration to opportunities in education development. It is especially valuable to make such connections in an effort of this nature. It capitalizes on work and collaborations already underway. It provides representatives from developing countries an opportunity to understand key research issues in the design of distance education, increasingly recognized as essential to many development efforts. Such understanding may permit developing countries to bypass expensive mistakes of predecessors, or skip intermediate problems for which solutions have been found. Engaging developing countries is consistent with National Science Board guidance (NSB 2001) in advancing the nation’s ideals and those of NSF. Finally, it provides important testbeds for partners in this nascent community, so it advances the science of this project. We thus include education efforts in developing countries as an important feature of this research community development effort. One does not expect the leading distributed learning research center in China to be working – meaningfully - with the leading distance learning initiative for middle school students in Mexico, through a project organized by a unit of the US Air Force. Or for researchers on mathematical modeling to work with researchers from quite philosophically different information processing and artificial intelligence fields, with discussions mediated by those working in the links between brain research and education. These unusual combinations have resulted in part by design and in part by discovery and emergent patterns in collective prior work in these disciplines. But as the HSD solicitation wisely observes, the ways that people, organizations and cultures function, learn and communicate are changing and becoming more complex and unanticipated. This project not only is about studying those changes, but it also reflects those changes. MANAGEMENT AND MANAGEMENT PLAN The PI team for this project includes the three PIs from the DLAC-I effort and the director of the organization hosting the Tübingen meeting at the KMRC, Friedrich Hesse. Dr. Fan Yang, currently carrying out distance education research in Germany, has been instrumental in structuring the successful proposal for DLAC-I and serves as the Co-PI for the SJTU sub-award. Hesse’s Co-PI for the KMRC award is Dr. Tanja Keller. This group evidences the kind of mentoring of early career researchers that the full project will emulate. Co-PI Carmona completed doctoral studies in 2004. Dr. Yang and Dr. Keller each completed their PhD in 2005. Each of these individuals is making significant leadership contributions to this project. Hamilton and Shen began working together at a workshop where each participated in web-based learning (Lane 2003). Again, Hamilton’s role at that time was as a NSF Division Director, organizing and funding the workshop. It resulted in a volume now in press (O’Neill and Perez, in press), with chapters by each (Hamilton and Cherniavsky in press; Shen, Yang et al. in press). We will use a refined version of this model for DLAC-II, in which we invite established researchers and early career PhDs to work in teams and participate together in the Tübingen workshop. Similar to the NSF-DFG supported German-USA Early Career Research Exchange: Research on Learning Technologies and Technology-Supported Education, the DLAC-II Conference will provide a set of reciprocal opportunities for early career researchers in the different countries, and their mentors, to engage in international collaborative arrangements on specific DLA research topics, which will have been previously identified and pursued since the DLAC-I in Shanghai. We propose a novel means to do this; a hybrid of in-person and web-based


meeting. That is, each mentor will form a team of (at least) one early career researcher, and the team will be responsible to present their research in a poster session during the DLAC-II. The poster session will include a web-based conference component, where one of the members of the team will present at the conference, and the other one will be available by video. In this way, other early career researchers who won’t be traveling to Tübingen will also be able to participate and receive some of the benefits of the mentoring structure and collaboration provided by the project. This hybrid model will be piloted during the DLAC-I, where Prof. Chris Dede will present from Harvard University in conjunction with a mentee on location in Shanghai, so we will have an opportunity to test the model and modify accordingly for DLAC-II. We hope also to implement this with Dr. Gord McCalla and a mentee at the University of Saskatchewan, though the arrangements in that situation as still pending based on travel funds. The management team will ensure that participating junior and senior researchers traveling to Tübingen form an appropriate balance. In addition to the DLAC-II in Tübingen, three web-based conferences will provide venues to continue building and strengthening potentially long-lasting research networks, allowing the exchange of ideas, information, research, and related implications for policy related to DLAC. To further support early career researchers, opportunities for small grants (500-2500 USD, out of a total funding pool of 25,000 USD) will be made available for research expenses that might help them develop collaborative projects. Junior faculty would submit short proposals to the management group, who will distribute the grants accordingly. CONCLUSION NSF possesses a profound legacy in building interdisciplinary connections in science and technology, giving rise to new forms of knowledge and discovery. In the Human and Social Dynamics Program, NSF is positioned to extend this legacy to the great frontiers of human learning and to the dynamics of collaboration. In important new ways, involving areas as disparate as cognitive neuroscience, psychology, engineering design, network algorithms and artificial intelligence, different domains of science and technology are contributing to a better understanding of the human mind and to new discoveries about human performance and interactions. But these advances in the frontiers of learning do not travel easily to the strangely more daunting frontiers of designing the educational environments of the future. This is, thus, a proposal about reaching for the sublime by making unusual composites of people, ideas and tools. Without hard, integrative work to bridge learning science to education, we run the risk of letting the classroom of 2020 look much like the classroom of 2000, which regrettably resembled the classroom of 1960 or 1920. Schooling has not continually evolved and experienced the transformations that have shaped most other sectors of science and society. This is a failure. And the cost of failure is climbing – we do not have the same built-in advantages of prior decades that seemingly cushioned the country from many of the effects of stagnating education systems. If schools do not change for the better, our nation will change for the worse. But the tools for transformational change are within grasp. Theories, tools and models are available now to help chart an internationally promising and long-term trajectory of research, development and testing for next generation schooling, a trajectory that promises multiple layers of benefit to the US. This grant proposal is an effort to make a meaningful contribution to that pathway.


o Anderson, Richard (University of Washington): Computer science; algorithms; tablet computer interfaces o Baker, Eva (University of California at Los Angeles): Design and validation of learning technologies; measurement of complex human performance; educational policy o Baylor, Amy (Florida State University): Pedagogical agents; gender equity in science and engineering education o Canas, Alberto (Western Florida University): Concept mapping; distance education in developing countries o Carmona, Lupita (University of Texas at Austin): Mathematical modeling; learner assessment systems o Cole, Ron (University of Colorado - Boulder): Cognitive science; knowledge-based speech recognition systems; language tutoring systems; perceptual agents o Dede, Chris (Harvard University): Distributed learning, virtual reality immersion; learning technologies; interactive media o della-Chiesa, Bruno (OECD/Paris): Research networks connecting brain science to learning and to education o English, Lyn (Queensland University of Technology/ Australia): Mathematical modeling; problem solving; learning technologies o Fan, Yang (Shanghai Jiao Tong University): Data and web mining; collaborative filters; algorithms o Hamilton, Eric (USAFA/DFE): Collaborative workspaces; problem solving; learning technologies o Hesse, Friedrich (Knowledge Media Research Center, Tübingen ): Cognitive psychology; cooperative knowledge acquisition; net-based communication structures in learning environments o Jacobson, Michael (NIE/Singapore): Complexity theory applied to learning systems; international collaborations in learning science o Kelly, Eamonn (George Mason University): Brain science and education; mathematics education; research methods; learning technologies o Keller, Tanja (Knowledge Media Research Center, Tübingen): Knowledge Acquisition with Information Visualization o Kinshuk, (Massey University/New Zealand): Engineering education and learning technology; international collaboration o Lesh, Richard (Indiana University): Distributed education; mathematical modeling; school curriculum; problem solving o Lombardi, Julian (Duke University and Croquet Project): Biology; complex systems; mediating architectures for massive collaboration o Moreno, Luis (CINVESTAV/Mexico): Cognitive development; symbol systems; mathematics education o O’Neil, Harry, University of Southern California. Computer based assessment; motivation; educational ICT and evaluation o Prey, Jane (Microsoft Research (MSR)): Tablet computing interfaces; undergraduate education reform o Roschelle, Jeremy (SRI, International): Learning objects; mediated collaboration systems o Rojano, Teresa (ILCE/SEP/CINVESTAV/Mexico): Mathematics education; mediated learning o Schofield, Mark (Edgehill Centre for Teaching and Learning Development, England): Elearning initiatives; policy o Shen, Ruimen (Shanghai Jiao Tong University): Self-organizing Learner Communities, Collaborative Filtering, Multimedia Network, Engineering Education, Content Based Index and Retrieval • o Sloane, Finbarr (Arizona State University): Mathematics education; research methods; international comparisons; learning technologies o Tront, Joseph (Virginia Technical University): Engineering education reform, Computer science; VLSI; tablet interfaces Pending/Tentative o McCalla, Gord (University of Saskatchewan): Artificial intelligence in education; organizational agent systems in education environments o Suthers, Dan (University of Hawaii) DLAC-II (Above plus individuals such as): o Wiley, David (Utah State University): Computer Science; Open Source; Massive multi-user systems o Bull, Susan (University of Birmingham/UK): Artificial intelligence in education o Miller, Ron (Colorado School of Mines): Complex problem solving; engineering education reform o Kim, Yanghee (Utah State University): Pedagogical agents; learner motivation o Uekawa, Kazuaki (AIR, Inc.): Research methods to evaluate education innovation o Quelmaltz, Edys (SRI, International): Complex problem solving o Schneider, Barbara (University of Chicago): Education policy; Learner engagement and flow; curriculum o Repenning, Alex (University of Colorado): Agent systems; simulations; wireless devices in learning Table 3: Space-limited Selection of Participants in DLAC-I and Potential Additional Invitees for DLAC-II, with research areas. Note: No invitations or commitments have been issued for DLAC-II. Please see DLAC-I wiki (http://www.edb.utexas.edu/wbl-shanghai/) for fuller list and further information on participants for DLAC-II and workshops


REFERENCES Borman, K. (2002). "NSF Award 0130603: German/American Early Career Research Exchange Workshops." from https://www.fastlane.nsf.gov/servlet/showaward?award=0130603. Bransford, J., A. Meltzoff, et al. (2004). SLC Center: The LIFE Center: Learning in Informal and Formal Environments, National Science Foundation Award SBE - #0354453. Bull, S., A. S. Abu-Issa, et al., Eds. (2005). Some Unusual Open Learner Models. Frontiers in Artificial Intelligence and Applications: Artificial Intelligence in Education. Amsterdam, IOS Press. Burkhard, R. A. (2005). Visualizing Knowledge and Information for Fostering Learning and Instruction: Towards a Framework and a Model for Knowledge Visualization: Synergies Between Information and Knowledge Visualization. Knowledge and Information Visualization: Searching for Synergies. S.-O. Tergan and T. Keller, Springer-Verlag GmbH. 3426 / 2005: 238. Cañas, A. J., R. Carff, et al. (2005). Visualizing Knowledge and Information for Fostering Learning and Instruction: Concept Maps: Integrating Knowledge and Information Visualization. Lecture Notes in Computer Science: Knowledge and Information Visualization: Searching for Synergies. S.-O. Tergan and T. Keller, Publisher: Springer-Verlag GmbH. 3426 / 2005: 205. Cañas, A. J., G. Hill, et al. (2004). CmapTools: A Knowledge Modeling and Sharing Environment. In: Concept Maps: Theory, Methodology, Technology. Proceedings of the First International Conference on Concept Mapping, Universidad Pública de Navarra: Pamplona, Spain. Csikszentmihalyi, M. (1975). Beyond Boredom and Anxiety. San Francisco, Jossey-Bass. Csikszentmihalyi, M. (1996). Creativity. New Yorl, HarperPerennial. Csikszentmihalyi, M. (2000). Finding Flow: The Psychology of Engagement With Everyday Life. New York, Basic Books. Dede, C. (2003). Studying Situated Learning and Knowledge Transfer in a Multi-user Virtual Environment, National Science Foundation REC - #0310188. Hadamard, J. (1954). The Psychology of Invention in the Mathematical Field. New York, Dover Publications. Hamilton, E. (2005). Affective Composites: Autonomy and Proxy in Pedagogical Agent Networks. Affective Computing and Intelligent Interaction. J. Tao, J. Tan and R. E. Picard. Berlin, Springer Lecture Notes in Computer Science. pp. 898-906. Hamilton, E., L. Carmona, et al. (2005). International Collaboration on Web-based Learning: Theory, Research and Practice, National Science Award 0456434 (US Air Force Academy). Hamilton, E. and J. Cherniavsky (in press). Issues in synchronous versus asynchronous E-learning platforms. Web-Based Learning: Theory, Research and Practice. H. O'Neill and R. Perez. Mahwah, NJ, Lawrence Erlbaum. Hamilton, E., C. DiGiano, et al. (2004). Agent and Library Augmented Shared Knowledge Areas (ALASKA), National Science Award 0420310. Hamilton, E., J. Fogg, et al. (2004). Measuring and Improving Complex Reasoning Skill in National Security Domains, National Science Award 0433373. Distributed Learning and Collaboration (DLAC) for Next Generation Educational Settings, page 16 USAFA-Tübingen-UT Austin-Shanghai Jiao Tong/Research Community Development Proposal

Hamilton, E., E. Patterson, et al. (2004). Building an Evaluative Research Foundation for Just-inTime Teaching, National Science Award 0424031 (US Air Force Academy). Hesse, F. (2004). "Virtual Ph.D. Program (http://www.vgk.de/home.html)." Jaeschke, G., M. Leissler, et al. (2005). Information Visualization: Modeling Interactive, 3Dimensional Information Visualizations Supporting Information Seeking Behaviors. Lecture Notes in Computer Science Knowledge and Information Visualization: Searching for Synergies. S.-O. Tergan and T. Keller, Springer-Verlag GmbH. 3426 / 2005: 119. Kaput, J., R. Noss, et al. (2001). Developing new notations for a learnable mathematics in the computational era. The handbook of international research in mathematics. L. D. E. (Ed.). London, Kluwer. Kay, J. A. (2000). Accretion Representation for Scrutable Student Modelling. Proceedings of the 5th International Conference on Intelligent Tutoring Systems, Lecture Notes in Computer Science. 1839: 514-523. Kelly, A. (1997). Understanding & Capitalizing on the New Initiative in Learning & Intelligent Systems for Educational Research, National Science Foundation REC #9712517. Koedinger, K. and V. Aleven (2003). Implementation of an American-German Research Network in the Field of Technology-Supported Education. Arlington, VA, National Science Foundation Award REC-0310420. Lane, K. (2003). Technology Assessment of Distance Learning Workshop: National Science Foundation Award 0307027, California State University at San Bernardino. Lesh, R., F. Lester, et al. (2003). A models and modeling perspective on metacognitive functioning in everyday situations where problem solvers develop mathematical constructs. Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching. R. Lesh and H. M. Doerr. Mahwah, NJ, Lawrence Erlbaum Associates: 383-403. Miller, R. B., B. A. Greene, et al. (1996). "Engagement in Academic Work: The Role of Learning Goals, Future Consequences, Pleasing Others, and Perceived Ability." Contemporary Educational Psychology 21(4): 388 -- 422. Nakamura, J. and M. Csikszentmihalyi (2002). The concept of flow. Handbook of positive psychology. C. R.Snyder and S. J. Lopez. Oxford, Oxford University Press: 89-105. Novak, T. P., D. L. Hoffman, et al. (1998). Measuring the Flow Construct in Online Environments: A Structural Modeling Approach, The ELab at Vanderbilt University. NSB (2001). Toward a More Effective Role for the U.S. Government in International Science and Engineering. Arlington, Virginia, Natiional Science Board. Pea, R., J. Bransford, et al. (1997). Learning and Intelligent Systems: Center for Innovative Learning Technologies, National Science Foundation Award EIA - #9720384. Razmov, V. and R. Anderson (2006). "Pedagogical Techniques Supported by the Use of Student Devices in Teaching Software Engineering." SIGCSE. Sebrechts, M. M. (2005). Information Visualization: Visualizing Information in Virtual Space: Prospects and Pitfalls. Lecture Notes in Computer Science Distributed Learning and Collaboration (DLAC) for Next Generation Educational Settings, page 17 USAFA-Tübingen-UT Austin-Shanghai Jiao Tong/Research Community Development Proposal

Knowledge and Information Visualization: Searching for Synergies. S.-O. Tergan and T. Keller, Springer-Verlag GmbH. 3426 / 2005: 136. Shen, R., F. Yang, et al. (in press). An Open Learning Model for Web-based Learning Architecture. Web-Based Learning: Theory, Research and Practice. H. O'Neill and R. Perez. Mahwah, NJ, Lawrence Erlbaum. Shernoff, D. J., M. Csikszentmihalyi, et al. (2003). "Student Engagement in High School Classrooms from the Perspective of Flow Theory." School Psychology Quarterly 18(2): 158 -- 176. Songer, N. B. and A. Wenk (2003). Measuring the Development of Complex Reasoning in Science. Paper presented at the American Educational Research Association (AERA) Annual Meeting Session 69.027, Chicago, IL. Tang, T. Y. and G. McCalla, Eds. (2005). Paper Annotation with Learner Models. Frontiers in Artificial Intelligence and Applications: Artificial Intelligence in Education. Amsterdam, IOS Press. Tergan, S.-O. and T. E. Keller (2005). Lecture Notes in Computer Science: Knowledge and Information Visualization: Searching for Synergies. Berlin, Springer-Verlag. Wolters, C. (2004). "Advancing Achievement Goal Theory: Using Goal Structure Orientations to Predict Student's Motivation, Cognition and Achievement." Journal of Educational Psychology 96(2): 236-250.


Eric R. Hamilton, Ph.D. Professional Preparation Ph.D. M.A.T. B.A.

Mathematics Education, Northwestern University, 1986. Mathematics, University of Chicago, 1976. University of Chicago, 1975. Major: Tutorial Studies, Concentration in Mathematics, Theology, Psychology and Education

Positions 20032004-2005 1998-2003 1996-1998 1986-1996 1979-1986 1976-1979

Director, US Air Force Academy Center for Research on Learning and Teaching, US Air Force Academy CO. Visiting Professor, Center for the Study of International Cooperation in Education, Hiroshima University Acting/Interim Division Director, Division of Research, Evaluation and Communication, National Science Foundation Program Director, Division of Educational System Reform, National Science Foundation Associate Professor, Department of Mathematical and Computer Sciences, Loyola University Chicago (Promoted from Assistant Professor, 1992) Doctoral student, Northwestern University; Lecturer, Loyola University Chicago (1984-1986) Grade 6-12 Mathematics Teacher, Harvard School, Chicago

Publications Most Related Hamilton, E. (2005). Affective Composites: Autonomy and Proxy in Pedagogical Agent Networks in Affective Computing and Intelligent Interaction. Berlin: Springer Lecture Notes in Computer Science, pp. 898-906. Hamilton, E.., R. Cole, W. Ward, C. DiGiano, D. LaBine (2005). Interactive Pathway for Learning Design through Agent and Library Augmented Shared Knowledge Areas (ALASKA)," IEEE Pervasive Computing (percomw,) pp. 296-301. Hamilton, E. and J. Cherniavsky (2005). Real-time versus asynchronous e-learning platforms. A state-of-theart assessment for web-based learning. H. O'Neill and R. Perez. Mahwah, NJ, Erlbaum. Hamilton, E. (in press). Emerging metaphors and constructs from pedagogical agent networks, in Educational Technology. Hamilton, E., Lesh, R., Lester, F. Yoon, C. (in press) The Use of Reflection Tools to Build Personal Models of Problem-Solving. In Lesh, R., Kaput, J. Hamilton, E. (Eds), Foundations for the Future in Mathematics Curriculum. Mahweh, NJ: Erlbaum. Hamilton, E. (in press). What Changes are Occurring in the Kind of Problem Solving Situations Where Mathematical Thinking is Needed Beyond School? In Lesh, R., Kaput, J. Hamilton, E. (Eds), Foundations for the Future in Mathematics Curriculum. Mahweh, NJ: Erlbaum. Lesh, R., Hamilton, E., Kaput, J. (in press) Directions for Future Research. In Lesh, R., Kaput, J. Hamilton, E. (Eds), Foundations for the Future in Mathematics Curriculum. Mahweh, NJ: Erlbaum. Hamilton, E., A. Kelly, et al., Eds. (2001). Three questions, a continuum and a metaphor. Handbook of International Research in Mathematics Education: Directions for the 21st Century. Mahweh, NJ, Lawrence Erlbaum Publishers. Hamilton, E. (1999). Pen-based and multimedia shared network spaces that increase learning flow and generative learning. Advanced Research in Computers and Communications in Education: New Human Abilities for the Networked Society. G. Cumming, T. Okamoto and L. Gomez. Tokyo, IOS Press. Hamilton, E. (1999 and 1993). Computer Assisted Instructional Delivery System. European Patent 479408 (1999) and US Patent 5176520 (1993).

Biographical Sketches /page 1

Synergistic Activities 1. Current NSF grants: •

Hamilton, E., Carmona, L. and Shen, R. (2005) International Collaboration on Web-based Learning: Theory, Research and Practice., National Science Award 0456434. • Hamilton, E., J. Fogg, et al. (2004). Measuring and Improving Complex Reasoning Skill in National Security Domains, National Science Award 0433373. • Hamilton, E., E. Patterson, et al. (2004). Building an Evaluative Research Foundation for Just-inTime Teaching, National Science Award 0424031. • Hamilton, E., R. Anderson, et al. (2004). Agent and Library Augmented Shared Knowledge Areas (ALASKA), National Science Award 0420310. 2. Recognition for prior work: The Business-Higher Education Forum awarded Access 2000 (an NSF Center Hamilton directed) the Anderson Gold Medal as the nation's outstanding partnership of business, higher education, and public schools (1993). Additionally, while at Loyola, he was a White House Fellowship finalist, was formally recognized by the Chicago Tribune as one of the city's most outstanding university professors, and received a Math/Science Leadership award from the US Department of Energy. 3. Software development: Hamilton has developed interactive, pen-based networking software for which he holds patents in the US, Canada, France, Germany and the UK. This work is currently licensed in Internet telephony software and in educational and corporate training and collaboration software. It is incorporated in the ALASKA grant mentioned above.. 4. Other leadership activities: Hamilton was lead developer of the Chicago Urban Systemic Initiative (USI) and was then loaned to the Chicago Public Schools to direct the USI, a comprehensive effort to improve mathematics and science education there. 5. Assignments while at NSF: Hamilton was a Program Director for the Education System Reform Division at NSF and was Interim Division Director for the Division of Research, Evaluation and Communication, and a limited-term member of the federal Senior Executive Service. While at NSF, he was the agency’s staff representative on the federal interagency team that followed up the 1997 Presidential Committee of Advisors in Science and Technology (PCAST) report on K-12 educational technology, leading to the current Interagency Education Research Initiative (IERI). He has had program oversight responsibilities for Collaborative Research in Learning Technology, Knowledge and Distributed Intelligence, and Technology Integration in Education grants. He was involved in originating or advancing numerous bilateral research and education collaborations with partners in England, Germany, Mexico, Japan and China, as well as with various multilateral organizations. 6. Advisory Boards (current): Educational Evaluation and Policy Analysis (EEPA); International Journal for Education Research in Policy and Practice (IJERPP). 7. Journal Reviews (past year): For journals above and Mathematics Teaching and Learning. 8. NSF proposal reviews (past year): Science of Learning Centers (SBE/CISE/EHR); SBIR (ENG/EHR); ROLE (EHR); Science of Design (CISE)

Collaborations (Past 48 months) Richard Lesh, Indiana University Kazuaki Uekawa, American Institute for Research Jeremy Roschelle, SRI International Chris DiGiano, SRI International Ron Cole, University of Colorado at Boulder Friedrich Hesse, Tuebingen University Yanghee Kim, Utah State University Barry Sloane, Arizona State University Caroline Yoon, Indiana University

Wayne Ward, Univ. of Colorado –Boulder Amy Baylor, Florida State University Anthony Kelly, George Mason University Lupita Carmona, Univ. of Texas at Austin Umesh Thakkar, University of Illinois Ruimin Shen, Shanghai Jiao Tong University Nagao Masafumi, Hiroshima University David LaBine, Smart Technologies Tanja Keller, Tuebingen University


Prof. Dr. Friedrich W. Hesse Knowledge Media Research Center (KMRC) Konrad-Adenauer-Str. 40 72072 Tuebingen Germany Tel.: ++49 (0)7071 979-215 Fax: ++49 (0)7071 979-124 E-Mail: [email protected] Current research activities Research interests -

Cognitive-psychological principles of learning and teaching with new media Application of new information and communication technologies at school and university Development of a web-based counseling infrastructure for academic teachers (educational portal www.e-teaching.org) Knowledge communication via the internet Application of new technologies for learning in informal settings (e.g., museums)

Current research programs -

-

Special Priority Program “Net-based knowledge communication in groups“ (funded by the German science foundation Deutsche Forschungsgemeinschaft DFG): Speaker and head of the project “Knowledge communication via shared databases“ Virtual PhD Program „Knowledge acquisition and knowledge exchange with new media“: Speaker and supervisor of various PhD projects

Curriculum vitae 2001-today 1992-today 2000-today 1995-1997

1993-2000 1990-1992 1989 1983-1990

Director of Knowledge Media Research Center (KMRC) in Tuebingen Full Professor at the University of Tuebingen Head of the Applied Cognitive Psychology and Media Psychology Unit additionally Director of the European laboratory Laboratoire Européen de Recherche sur les Apprentissages et les Nouvelles Technologies (LERANT), a cooperation with the CNRS- Institute de Recherche Pluridisciplinaire sur les Environments d´Apprentissage et de Communication de Savoirs (IRPEACS, Lyon) and the CNRSgroup Communication et Appropriation des Savoirs Scientifiques et Techniques (COAST; Lyon) Head of the Department Applied Cognitive Science Temporary Professorship at the Psychological Institute of the University of Tuebingen Habilitation (Dr. rer. nat. habil) at the University of Goettingen Assistant Professor at the Department of Psychology of the University of Goettingen


1982-1983 1978-1982 1979 1976-1978 1976

Research Fellow at the Learning Research and Development Center (LRDC) at the University of Pittsburgh and at the Carnegie-Mellon-University Pittsburgh Assistant Professor at the Department of Psychology of the RWTH Aachen PhD (Dr. phil) at the RWTH Aachen Research Assistant at the Department of Psychology of the University of Duesseldorf Diploma (Psychology) at the University of Duesseldorf

Some cooperation partners -

-

Prof. Dr. Eric Hamilton (Director, Center for Research on Learning and Technology, Institute for Information Technology Applications, US Air Force Academy, CO, USA) Prof. Dr. Jeroen Van Merriënboer (Open University of the Netherlands, Heerlen, NL) Prof. Dr. Wim Jochems (Open University of the Netherlands, Heerlen, NL) Prof. Dr. Kenneth R. Koedinger (Pittsburgh Advanced Cognitve Tutoring (PACT) Center, Human Computer Interaction Institute, School of Computer Science, Carnegie Mellon University, Pittsburgh, PA, USA) Prof. Dr. Marcia Linn (University of California at Berkeley, Graduate School of Education, Berkeley, CA, USA) Prof. Dr. Roy Pea (Stanford Center Innovations in Learning SCIL, Stanford, CA, USA) Prof. Dr. James Slotta (University of Toronto, Canada)

Ten most significant relevant publications for the last five years Buder, J. & Hesse, F. W. (2003). Embodied cognition and learning in artificial environments. Technology, Instruction, Cognition and Learning, 1 (3), 275-289. Bromme, R., Hesse, F. W., & Spada, H. (Eds.). (2005). Barriers and biases in computer-mediated knowledge communication - and how they may be overcome. New York: Springer. Cress, U., & Hesse, F. W. (2004). Knowledge sharing in groups: Experimental findings of how to overcome a social dilemma. In Y. Kafai, W. Sandoval, N. Enydey, A. S. Nixon, & F. Herrera (Eds.), Proceedings of the Sixth International Conference of the Learning Sciences (pp. 150-157). Mahwah, NJ: Lawrence Erlbaum. Garsoffky, B., Schwan, S., & Hesse, F. W. (2002). Viewpoint dependency in the recognition of dynamic scenes. Journal of Experimental Psychology: Learning, Memory & Cognition, 28 (6), 1035-1050. Kollar, I., Fischer, F., & Hesse, F. W. (2003). Cooperation Scripts for Computer-Supported Collaborative Learning. In B. Wasson, R. Baggetun, U. Hoppe, & S. Ludvigsen (Eds.), Proceedings of the International Conference on Computer Support for Collaborative Learning - CSCL 2003, COMMUNITY EVENTS - Communication and Interaction (pp. 59-61). Bergen, NO: InterMedia. Schwan, S., Straub, D., & Hesse, F. W. (2002). Information management and learning in computer conferences: Coping with irrelevant and unrelated messages. Instructional Science, 30, 269-289. Zahn, C., Pea, R., Hesse, F. W., Mills, M., Finke, M., & Rosen, J. (2005). Advanced digital video technologies to support collaborative learning in school education and beyond. In T. Koschmann, D. Suthers, & T.-W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years (pp. 737-742). Mahwah, NJ: Lawrence Erlbaum.


Ruimen Shen Dean of Network Education College Professor and Ph.D Supervisor, Computer Science and Engineering Department, Shanghai Jiaotong University [email protected] Research Fields:

• E-Learning and Mobile Learning Technology • Information Retrieval • Personalized Recommendation System • Knowledge Discovery and Data Mining • Multimedia Codecs Education 1984-1988 Bachelor of department of Computer Science of Qing Hua University 1988-1991 Master of department of Computer Science of Qing Hua University. 1997-1998 Visiting Professor in Waseda University ACADEMIC AND PROFESSIONAL POSITIONS Professor and PhD Supervisor of department of Computer Science and Engineering, Shanghai Jiao Tong University. Member of the Distance Learning Experts Committee of Ministry of Education Dean of Shanghai E－Learning Research Center Dean of Network Education College of Shanghai Jiao Tong University Awards 2004 Shanghai Science and Technology Advanced Award, 1nd Class 2003 Ministry of Education Science and Technology Advance Award, 2nd Class Publications 1. Yonggang Fu, Ruiming Shen, Hongtao Lu. Watermarking scheme based on support 2.

3.

4.

vector machine for colour images, IEE Electronics Letters, 40(16):986-987, 2004. Han Peng,Xie Bo,Yang Fan,Shen Ruimin,A Scalable P2P Recommender System Based on Distributed Collaborative Filtering, Expert systems with applications International Journal,27(2) Elsevier Sep 2004 Ruimin Shen, Fan Yang, Peng Han, A Dynamic Self-organizing E-Learner Communities with improved Multi-Agent Matchmaking Algorithm IN:AI2003, Dec.3-5, 2003,Perth, Australia, (Lecture Notes in Artificial Intelligence), p590-600.( SCIE No.BY08N) uimin Shen, Peng Han, Fan Yang, et al. Data Mining and Case-based Reasoning for Distance Learning, International Journal of Distance Education Technologies, Vol. 1(3), pp46-58, July-Sept 2003.


Guadalupe Carmona, Ph.D. [email protected]

Professional Preparation Ph.D. M.Sc. B.Sc.

Mathematics Education, Purdue University, 2004 Mathematics Education, CINVESTAV-IPN (Centro de Investigaciones y de Estudios Avanzados del Instituto Politecnico Nacional) Mexico, 2000 Mathematics, ITAM (Instituto Tecnologico Autonomo de Mexico) Mexico, 1995

Positions 2004-present 2001-present 2003 – 2004

2003 2003 2002

2001 1999 – 2003 1999 – 2000 1998 – 1999

1995 – 1996

Assistant Professor in Mathematics and Science Education University of Texas at Austin Evaluation and Assessment Advisor for the expansion phase of the EFIT-EMAT Project Ministry of Education in Mexico Senior Research Assistant for the Engineering Contexts and Concepts for Developing Students’ Higher Level Learning (NSF BEE Project Grant) at Purdue University (School of Engineering and School of Education) Course Instructor: Teaching Mathematics in the Secondary School (for undergraduates) Purdue University Course Instructor: Teaching Mathematics in the Elementary School (for undergraduates) Purdue University Course Co-instructor: Models and Modeling Research Seminar in Mathematics Education (Graduate Level Course) Purdue University On-line Course Instructor: Statistics 501C (Graduate Level Course) Purdue University Research Assistant at the Twenty-first Century Conceptual Tools Center and the School Mathematics and Science Center at Purdue University (School of Education) Evaluation and Assessment Assistant for the EFIT Project. Ministry of Education in Mexico Subdirector of the Informatics Department in the General Direction of Educational Materials and Methods (DGMME) Ministry of Education in Mexico High School Mathematics Teacher American School Foundation in Mexico City

Publications Most Related Stroup, W., Carmona, G., & Davis, S. (2005). Improving on expectations: Preliminary results from using network-supported function-based algebra. In Lloyd, G.M., Wilson, M., Wilkings, J.L. & Behm, S.L (Eds.) Proceedings of the twenty seventh annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Retrieved October 31, 2005, from http://convention2.allacademic.com/index.php?cmd=pmena_guest Trigueros, M. & Carmona, G. (2005). Evaluación del Programa Piloto EFIT. In Nuevas Tecnologías en el Aula de Ciencias y Matemáticas. Mexico: Secretaría de Educación Pública (SEP). Trigueros, M. & Carmona, G. (2005). Nuevas Perspectivas de Evaluación. In Nuevas Tecnologías en el Aula de Ciencias y Matemáticas. Mexico: Secretaría de Educación Pública (SEP). Lesh, R., Carmona, G., & Post, T. (2004). Models and Modeling. Working Group In D.E. McDougall & J.A. Ross (Eds.) Proceedings of the twenty sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Lesh, R., Doerr, H. M., Carmona, G., & Hjalmarson, M. (2003). Beyond Constructivism. Mathematical Thinking and Learning, 5(2/(3), 23. Aliprantis, C. D., & Carmona, G. (2003). Introduction to an economic problem: a models and modeling perspective. In R. Lesh & H. M. Doerr (Eds.) Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching. Mahwah, NJ: Lawrence Erlbaum. Lesh, R. & Carmona, G. (2003). Piaget’s Conceptual Systems & Models for Mathematizing Everyday Experiences. In R. Lesh & H. M. Doerr (Eds.) Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching. Mahwah, NJ: Lawrence Erlbaum. Lesh, R. & Carmona, G. (2003). Twenty-first Century Conceptual Tools. In R. Lesh & H. M. Doerr (Eds.) Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching. Mahwah, NJ: Lawrence Erlbaum. Carmona, G. (2003). Three interacting dimensions in the development of mathematical knowledge. In S.J. Lamon, W.A. Parker, & K. Houston (Eds.) Mathematical modelling: a way of life. The Eleventh International Conference on the Teaching of Mathematical Modelling and Applications (ICTMA 11). Chichester, England: Horwood Publishing Limited.

Lesh, R., Carmona, G., Doerr, H., English, L., Hjalmarson, M., Lamon, S., Lehrer, R. Post, T. & Zawojewski, J. (2003). Models and Modeling. Working Session In N.A. Pateman, B.J. Dougherty, & J. Zilliox (Eds.) Proceedings of the twenty seventh annual meeting of the International Group and the twenty fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Carmona, G. & Rojano, T. (2002). Developing a Multi-tier Assessment Design in Mathematics Education: the EFIT and EMAT Project. In Mewborn, D.S. (Ed.) Proceedings of the Twenty Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Synergistic Activities Related •

International Collaboration on Web-based Learning: Theory, Research and Practice (NSF 0456434). Carmona serves as a co-PI, with Dr. Eric Hamilton, USAFA in Colorado and Dr. Ruimin Shen, Shanghai Jiao Tong University (SJTU). This project serves as a frame for multidisciplinary research directions in distributed learning and collaboration (DLAC), integrating a solid group of international researchers from USA, China, Australia, Germany, and Mexico. This grant supports a workshop at SJTU and the Distance Learning Center and E-Learning Lab in Shanghai, June 6-9, 2006. Several subsequent meetings will be held through web-based conferencing to support further collaboration and research in building an international learning community, and will allow our group to continue exploring collaborative research and learning environments through web-based technology. • Ministry of Education in Mexico. As Subdirector of the Informatics Department in the General Direction of the Educational Materials and Methods (DGMME) in the Ministry of Education in Mexico, Carmona organized and co-directed a pioneer project for the implementation of new technologies in the science and mathematics middle school classroom in public schools Country-wide. The EFIT-EMAt Project (Teaching Physics and Mathematics with Technology) had the purpose to pilot and expand a hands-on approach for teaching and learning physics and mathematics through the use of new technologies (SimCalc Mathworlds, Excel, Stella, Cabri-Geometre, and TI-92 graphing calculators). This project was a response to the 1994 National Educational Reform, and at its pilot stage it was implemented in 30 public middle schools in 15 different states. • Minsitry of Education in Mexico. As Evaluation and Assessment advisor for the expansion phase of the EFITEMAT Project, Carmona developed an Evaluation and Assessment Plan within the Telesecundaria Program. Telesecundaria is an educational program through TV-satellite systems aimed to deliver education in rural areas, currently providing coverage to more than 1 million students in the Country. This Evaluation and Assessment Plan includes the design of a virtual network for communication and evaluation purposes connected to the participating schools. It is currently under development at pilot stages. • BEE Project: Engineering Contexts and Concepts for Developing and Promoting Students’ Higher Level Learning (NSF BEE 0342028). As a Senior Doctoral Research Assistant, Carmona served as a liaison between faculty from the School of Engineering and the School of Education, and middle and high school teachers and students, by designing technology-based environments where collaboration could be supported. The purpose of providing • Purdue University: Curriculum Development for Collaborative Education. As Doctoral Research Assistant, Carmona’s line of research included expertise in the design and implementation of thought-revealing activities to be solved collaboratively that serve as assessment and instructional tools in K-12 school mathematics and science, as well as conducting numerous teacher development workshops for the design and implementation of these thought-revealing tasks. • Purdue University: E-learning. As a Doctoral Teaching Assistant, Carmona developed innovative on-line instructional materials and classroom design to effectively deliver instruction for a Statistics course within a Distance Doctoral Cohort Program in the School of Education. Other leadership activities: • While a doctoral student, Carmona participated in the German-USA Early Career Exchange Program: Research on Learning Technologies and Technology-Supported Education, supported by the NSF and the DFG. The purpose of this project was to provide a set of reciprocal opportunities for German and American early career researchers and their mentors (senior researchers) to engage in international collaborative arrangements on specific research topics. Two conferences (Tuebingen, Germany –October 2001, and St. Petersburg, Florida –May 2002) provided venues for building potentially long-lasting research networks, allowing the exchange of ideas, information, research, and related implications for policy related to learning technologies.

Collaborations Dr. Eric Hamilton, Air Force Institute for Information Technology Applications, USA Dr. Richard Lesh, Indiana University, USA Dr. Walter Stroup, University of Texas at Austin, USA Dr. Teresa Rojano, CINVESTAV/ILCE/Minsitry of Education in Mexico Dr. Maria Trigueros, ITAM (Instituto Tecnologico Autonomo de Mexico), Mexico

Ing Fan Yang Place of Birth: Chongqing, China Affiliation: Department of Computer Science and Engineering, Shanghai Jiaotong University Major in: Information filtering, artificial intelligence, data mining, advanced e-learning technologies Address: F.6 Haoran High-Technology Buidling, No.1954 Huashan Road, Shanghai, 200030, China Tel: +86-21-6293-3083 Fax: +86-21-6293-3414-801 Email: [email protected] Education Doctor of Engineering, FernUniversität in Hagen, Germany, January 2006 Doctor of Philosophy, Shanghai Jiao Tong University, Shanghai, China, June, 2005. Master of Science, PLA University of Science and Technology, Nanjing, China, April, 2001 BA of Science, PLA Communication Engineering Institute, Nanjing, China, July 1998 Experiences Visiting Scholar, Faculty of Electrical Engineering and Information Engineering, FernUniversität in Hagen, Germany, October 2002 to January 2003, and February to May 2004 Post doctor, Faculty of Electrical Engineering and Information Engineering, FernUniversität in Hagen, Germany, from December 2005. Scholarship 1. 2003-2004 DAAD Scholarship (Deutscher Akademischer Austauschdienst) 2. 2003-2004 ‘GuangHua’ Scholarship of Shanghai JiaoTong University (First Class) 3. 2004-2005 ‘Women Dissertation Support Fund’ of FernUniversität 4. 2005-2006 Lise-Meitner-Postdoc-Stipendium Patents: 1. Apparatus and method for DHT-based Collaborative Filtering (Application Serial No.200310109063.2) 2. Apparatus and method for recommending commodity in E-Commerce (Patent Application Serial No.200410067331.3).

Awards 1. 2004 Shanghai Science and Technology Advanced Award, First Class (12th investigator) 2. 2003 China Education Ministry Science and Technology Advanced Award, Second Class (12th investigator) 3. ‘AI 2003 Student Support Award’, 16th Australian Joint Conference on Artificial Intelligence Publications 1．Fan Yang, Minjuan Wang, Peng Han, Ruimin Shen, Community organizing agent: An artificial intelligent system for building learning communities among large numbers of students, COMPUTERS & EDUCATION, to appear.


2．Fan Yang, Ruimin Shen, Peng Han, Ren Tong, Zuwei Hu and Xia Wang,Growing interestoriented learning communities for mobile-learners, International Journal of Continuing Engineering Education and Lifelong Learning, Vol.14 No.4/5, pp.422-434, April, 2004. 3．Fan Yang, Ruimin Shen, Peng Han, A Novel Self-organizing E-Learner Community Model with award and exchange mechanisms, Journal of Zhejiang University (SCIENCE), Vol.5(11):1343-1351, Nov., 2004. 4．Fan Yang, Ruimin Shen, Ren Tong, Peng Han, A novel Collaborative Self-organizing Learner Communities Algorithm, Journal of Shanghai Jiao Tong University, Vol.38(12)： 2078-2081, Dec. 2004. 5．Fan Yang, Peng Han, Ruimin Shen, Bernd.J.Kraemer, Xinwei Fan, Cooperative Learning in Self-organizing E-Learner Communities Based on a Multi-Agents Mechanism, IN:1AI2003, Dec.3-5, 2003,Perth, Australia, (Lecture Notes in Artificial Intelligence)，p490-500. 6． Fan Yang, Peng Han, Ruimin Shen, Zuwei Hu, An Innovative E-Learning Resource

Recommendation System based on Learner Communities Organization, The 4th International Conference on Web-based Learning, R.W.H. Lau et al. (Eds.): ICWL 2005, LNCS 3583, p.122 – 130, July 31st - August 3rd, 2005, Hong Kong. 7．Fan Yang, Peng Han, Ruimin Shen, Bernd Kraemer, Exploiting the Construction of ELearner Communities from a Trust Connectionist Point of View, Integrated Design and Process Technology, IDPT-2005, Printed in the United States of America, June13-15, 2005, Beijing, China. 8．Fan Yang, Peng Han, Deyi Li, Uncertainty Time Series Prediction based on different time granularity, the 11th World Congress of International Fuzzy Systems Association (IFSA 2005), July 28-31, 2005, Beijing, China. 9．Ruimin Shen, Fan Yang, Peng Han, PipeCF: A DHT-based Collaborative Filtering recommendation system, Journal of Zhejiang University (SCIENCE), Vol.6A(2):118-125, Feb., 2005. 10． Ruimin Shen, Fan Yang, Peng Han, A Dynamic Self-organizing E-Learner Communities with improved Multi-Agent Matchmaking Algorithm, IN:1AI2003, Dec.3-5, 2003,Perth, Australia, (Lecture Notes in Artificial Intelligence),p590-600.


Dr. Tanja Keller Knowledge Media Research Center (KMRC) Konrad-Adenauer-Str. 40 72072 Tuebingen, Germany Tel.: ++49 (0)7071 979-239 Fax: ++49 (0)7071 979-100 E-Mail: [email protected] Curriculum vitae 11/1975: Born in Edenkoben (Germany). 10/1995-04/2001: Study of Psychology at the University of Mannheim (Germany). 04/2001: Diploma (Psychology) at the University of Mannheim (Germany). Thesis: Development of a concept to improve internal customer orientation in the case of the Human Resources department of the Prodacta AG 07/2001-11/2001: Junior consultant at the imagin Prof. Bochmann & Partner GmbH 04/2002-03/2005: PhD student of the Virtual Graduate School “Knowledge Acquisition and Knowledge Exchange with New Media” at the University of Tuebingen (Germany) Since 04/2005: Scientist at the Knowledge Media Research Center in Tuebingen (Germany). 06/2005: Disputation (PhD: Dr. rer. nat.) at the University of Tuebingen (Germany) Title of the dissertation: Knowledge Acquisition with Information Visualization. The Impact of Dimensionality and Color Coding Selected Publications Articles in refereed Journals and refereed Proceedings Keller, T., Gerjets, P., Scheiter, K., & Garsoffky, B. (2006). Information visualizations as tools for knowledge acquisition: The impact of dimensionality and color coding. Computers in Human Behavior. 22, 43-66. Keller, T., Gerjets, P., Scheiter, K., & Garsoffky, B. (2004). Information visualizations for supporting knowledge acquisition: The impact of dimensionality and color coding. In K. Forbus, D. Gentner, & T. Reiger (Eds.), Proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 666-671). Mahwah, NJ: Erlbaum.


Keller, T., Gerjets, P., Scheiter, K., & Garsoffky, B. (2004). Information visualizations as learning tools. In P. Gerjets, J. Elen, R. Joiner, & P. Kirschner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the first joint meeting of the EARLI SIGs "Instructional Design" and "Learning and Instruction with Computers" (pp. 269-280) [CD-ROM]. Tuebingen: Knowledge Media Research Center. Books Keller, T. (2005). Wissenserwerb mit Informationsvisualisierungen: Der Einfluss von Dimensionalität und Chromatik (Band 1 der Reihe Wissensprozesse und digitale Medien). Berlin: Logos. Tergan, S. -O., & Keller, T. (Eds.). (2005). Knowledge and information visualization – Searching for synergies. Heidelberg: Springer. Chapters in Edited Books Keller, T., & Grimm, M. (2005). The impact of dimensionality and color coding of information visualizations on knowledge acquisition. In S. -O. Tergan & T. Keller (Eds.), Knowledge and information visualization – Searching for synergies (pp 167-182). New York: Springer. Keller, T., & Tergan, S. -O. (2005). Visualizing knowledge and information: An introduction. In S. -O. Tergan & T. Keller (Eds.), Knowledge and information visualization – Searching for synergies (pp. 1-23). Heidelberg: Springer. Keller, T., & Tergan, S. -O. (2005). Toward synergistic approaches to knowledge and information visualization. In K. Tochtermann & H. Maurer (Eds.), Proceedings of the 5th International Conference on Knowledge Management (I-KNOW "05): Special Track on Knowledge and Information Visualization (pp. 510-517). New York: Springer. Tergan, S. -O., & Keller, T. (2005). Digital concept mapping in learning contexts: Integrating knowledge, arguments and information resources. In E. Banissi (Ed.), Proceedings of 9th International Conference on Information Visualisation (pp. 371-377). Los Alamitos, CA: IEEE Computer Society. Special Issues Tergan, S.-O., Keller, T. & Burkhard, R. (Eds.). (accepted for publication in September 2006). Concept Maps. A Special Issue of Information Visualization, 5(3). Selected Cooperation Partners Dr. John Coffey, Florida Institute for Human & Machine Cognition, Pensacola (USA) Dr. Remo Burkhard, Competence Center Knowledge Visualization, Institute for Media and Communication Management, University of St. Gallen (Switzerland)


Alberto J. Cañas Professional Preparation Instituto Tecnológico de Monterrey Monterrey, México

Computer Science

Bachelor of Science

1975

University of Waterloo

Computer Science

Masters of Mathematics

1981

Management Sciences

Doctor of Philosophy

1985

Waterloo, Canada University of Waterloo Waterloo, Canada

Appointments 1990-present 1997-1999 1996-2005 1996-1997 1990-1996 1988-1989 1987-1989 1986-1987 1985-1986 1976 -1979

Associate Director and co-Founder of The Institute for Human and Machine Cognition (IHMC) Acting Director of The Institute for Human and Machine Cognition (IHMC) Associate Professor of Computer Science, University of West Florida Director, Institutional Computing Department, University of West Florida Assistant Professor of Computer Science, University of West Florida Director, IBM Latin American Education Research Center, Costa Rica Visiting Professor, Centro de Investigaciones en Computación, Instituto Tecnológico de Costa Rica. Assistant Professor, Director of the Computer Services Department, and Director of the Information Systems Program at the Instituto Centroamericano de Administración de Empresas (INCAE), Costa Rica. Assistant Professor, Department of Computer Science, Tulane University, New Orleans Founding Director of the Business Computing Department, Instituto Tecnológico de Costa Rica.

Synergistic Activities • Advisor to the President of Costa Rica in the design and implementation of a nation-wide • • • •

introduction of computers into the public elementary school system in Costa Rica. Advisor to the President of Panama in the national project of introduction of computers into the public school system. Consultant to the Secretary of Governmental Innovation of Panama on the introduction of meaningful learning and concept mapping into the public school system. Director of a research effort in conjunction with IBM Latin America that created a computer network linking k-12 schools in 10 Latin American countries (before Internet arrived to those countries) Actively involved in technology in education projects throughout most Latin American countries

Recent Collaborators Roger Carff (IHMC) Mary Jo Carnot (IHMC) John Coffey (IHMC) Italo Dustra (UFRGS, Brasil) Lea Fagundes (UFRGS, Brasil) Kenneth Ford (IHMC)


Clark Glymour (IHMC & CMU) Fermin Gonzalez (Universidad Publica de Navarra, Spain) Jack Hansen (IHMC) Pat Hayes (IHMC) Greg Hill (IHMC) Robert Hoffman (IHMC) David Leake (Indiana University) Norma Miller (Proyecto Conectate al Conocimiento, Panama) Joseph Novak (UWF) Thomas Reichlerzer (Indiana University Niranjan Suri (IHMC) Claudia Zea (EAFIT University)

Postdoctoral and Graduate advisors Ph.D. advisor: Frank Safayeni and David Conrath (University of Waterloo), Master thesis advisor: Farhad Mavaddat (University of Waterloo)

Graduate advisees and post-doctoral sponsor John Coffey, Ed.D. — graduated in 2000

Publications related to this proposal A. J. Cañas, K. M. Ford, J. Novak, P. Hayes, N. Suri, T. Reichherzer, Online Concept Maps, The Science Teacher, (April 2001). Cañas, A. J., R. Carff, G. Hill, M. Carvalho, M. Arguedas, T. C. Eskridge, J. Lott, R. Carvajal, Concept Maps: Integrating Knowledge and Information Visualization, In: Knowledge and Information Visualization: Searching for Synergies, ed. S.-O. Tergan & T. Keller, Heidelberg/NY: Springer Lecture Notes in Computer Science, pp. 205-219 (2005). Cañas, A. J., M. Carvalho, Mapas Conceituais e IA: Uma União Improvável?, Revista Brasileira de Informática na Educação (2005).

Other publications J. M. Bradshaw, N. Suri, A.J. Cañas, R. Davis, K. M. Ford, R. R. Hoffman, R. Jeffers, and T. R. Reichherzer, “Terraforming Cyberspace.” IEEE Computer, 34(7), 48-56, July 2001. A. J. Cañas, D. Leake, A. Maguitman, Combining Concept Mapping with CBR: Experience-Based Support for Knowledge Modeling, Proceedings of the Fourteenth Florida Artificial Intelligence Research Symposium, Key West, FL (May 2001).


February 13, 2006

Dr. Eric R. Hamilton Director, Center for Research on Learning and Teaching (CRLT) Institute for Information Technology Applications 2354 Fairchild Drive, Suite 4K29 US Air Force Academy CO 80840-6200 Dear Dr. Hamilton, This letter is in support of your proposal being submitted to the National Science Foundation to link different disciplines related to distributed learning and collaboration in education. We see your initiative as an opportunity to extend the use of concept mapping and CmapTools to help nascent research communities identify and chart promising research directions, and would be pleased to continue with the group in Tubingen. The Institute for Human and Machine Cognition brings to the project experience and contacts in education from K-12 through Universities in a large number of countries, particularly throughout Latin America. We look forward to collaborating with you in this innovative Project, Sincerely,

Alberto J. Cañas Associate Director, IHMC

INSTITUTE FOR THE INTERDISCIPLINARY STUDY OF HUMAN & MACHINE COGNITION 40 South Alcaniz St Pensacola Fl, 32501 850-202-4400 Fax: 850-202-4440 An Equal Opportunity/Affirmative Action Institution

NSF Forms

NSF Forms

Suggest Documents

NSF Forms

NSF Forms

NSF Forms

NSF Forms

NSF Forms

NSF Forms

NSF Forms

NSF Forms - CiteSeerX

NSF Forms

NSF Forms

NSF Forms - SONet - Ecoinformatics.org

NSF Forms

NSF Forms

NSF Forms

NSF Forms

NSF International NSF International1 NSF/ANSI Standard 612 and ...

NSF/ANSI 49 - 2008 - NSF International

NSF 61, NSF 372 and Lead Content

NSF/ANSI 49 - 2008 - NSF International

Sustainability - NSF

ao nsF

Engineering - NSF

Cryptography - NSF

RE: PARALIQ GA 343 Category Code: H1 NSF ... - NSF International