Roy Pea

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• Roy Pea

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Problems

• Revolutionary potentials of LT but...
• Two decades of strong academic RD on learning
  technologies has had minimal influences on school
  practices or industry developments
• Fragmented field of LT researchersuncoordinated
  critical mass, differential strengths rarely
  combined
• Fragmentation of LT practitioner craft
  wisdomuncoordinated insights rarely shared
• In sum weak coupling of research and practice

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• A distributed center for tackling these problems
• Seed funding from National Science Foundation
  (1.5 mil_at_year)
• An open structure for harvesting knowledge and
  leveraging efforts of diverse LT RD
• Working on theme teams in high-priority areas
• Weaving the webCreating virtual critical mass
  for a distributed learning organization

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The hub of founding members
Concord Consortium
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CILT Leadership Council
Marcia Linn
Roy Pea
Bob Tinker
Barbara Means
John Bransford
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Why our four institutions?

• Long-term common theoretical concerns about
  learning and its augmentation with technology
• Robust history of collaboration
• Devoted to using collaboration and virtual
  learning community tools for our work, and to
  engage others to advance the field as a whole
• Complementarity of strengths
• Geographical distribution (CA, TN, MA)
• Disciplinary emphases, tool-building, research
  and evaluation expertise, school partnerships
• University plus non-profit offers greater
  flexibility for Industry Program support

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Perspective innovative technologies for learning

• New representational systems provide cognitive
  power and have social consequences (e.g.,
  writing, algebra, graphing, computer models)
• Distributed intelligence in human-technology
  systems. Design of tools embodying human
  activity support.
• Cognitive technologies to see, design, build,
  whats more difficult, error-prone, impossible
  without them.
• Social technologies Enable collective activity
  such as collaborations that would be more
  difficult without them.
• Enabling new problems to be posed, not only
  solved
• Leads to re-structuring of what it means to know
  and understand in a discipline

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CILT Mission

• To catalyze the development and implementation of
  important, technology-enabled solutions to
  critical problems in K-14 science, mathematics,
  engineering, and technology learning

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CILT Overview

• National context
• NSFs KDI initiative and the LIS program that
  funds CILT
• How our work is organized
• How we are doing distributed RD theme teams
• How we could use your help

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CILT in National Context

• President Clintons 4 pillarscomputers,
  connectivity, teacher prep, hi-quality learning
  tools and resources (1996)
• 1997 PCAST Report to the President, follow-on
  plans
• FCC E-Rate discounts worth billions over next 4
  years DOEs Technology Literacy Challenge Fund
  (200 Mil in 97-98)
• National Science Foundations learning and
  technology initiatives

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Presidents Committee of Advisors on Science and
Technology (PCAST)

• Panel on Educational Technology Report to the
  President on the Use of Technology to Strengthen
  K-12 Education in the United States (March 1997)
• Near-release of implementation plan

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NSFs KDI announced in February 98(Knowledge
Distributed Intelligence)

• NSF-wide effort that draws on past advances made
  in networking, supercomputing, and learning and
  intelligent systems (FY98)
• The coming age is perhaps best described as an
  era of knowledge and distributed intelligence
  -- an era in which knowledge is available to
  anyone, located anywhere, at any time, and an era
  in which power, information, and control move
  away from centralized systems to the individual.
  (NSF Director, Neal Lane)
• Includes the LIS Program (Learning and
  Intelligent Systems) which funds CILT

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NSFs LIS Program seeks...

• Centers for Collaborative Research on Learning
  Technologies (CRLT) to.....
• undertake larger collaborative projects
• act as a technology transfer mechanism
• train new researchers
• serve as an evaluation center for learning
  technology research

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LIS Research...

• is intended to lead to advances in science and
  engineering that can foster rapid and radical (as
  opposed to incremental) growth in the ability to
  understand and support learning

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CILT aims to provide a socio-technical
infrastructure for

• Identification of high-potential areas for
  collaborative development of learning technology
  RD
• Greater aggregation of ideas across disciplines,
  projects, sectors, and funders
• Rapid, flexible funding of promising learning
  technology ideas
• On-line interactions that create content while
  promoting communication forums
• Training of multidisciplinary professionals for
  this field

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CILT as a Knowledge Network

• The vision is a coordinated web of
  organizations, individuals, industries, schools,
  foundations, government agencies and labs devoted
  to the production, sharing and use of new
  knowledge about how learning technologies can
  dramatically improve the processes and outcomes
  of learning and teaching.

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CILT as a Knowledge Network

• An infrastructure for sharing whats being
  learned and fostering partnership projects
• A communication forum to advance work, debate
  directions, invite practitioners to share
  experiences
• A vehicle for bringing researchers,
  practitioners, and industry into a virtual space
  together
• Experimentation in user-profiling and defining
  communities of interest
• Establishing multi-organizational collaboratories
  and testbeds for LT RD

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Knowledge applied to tasks that are new and
different is INNOVATION (Drucker, 1992)

• CILT provide an open support system to foster
  innovation across the learning technologies RD
  field
• Process of innovation Inclusive, coordinated and
  focused on breakthrough opportunities
• We seek multiple types of innovation
• Fusion of technological opportunity, developments
  in the sciences of learning
• Creativity from community-based synergies
• Refinement of LT projects by critical friends

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Different flavors of LT RD

• Technology-driven proof of concept
• User-centered proof of concept, small user
  studies
• Design experiments small-scale reform work in a
  few classrooms, real teachers, iterative methods
• Testbeds of diverse schools, teachers and
  learners for medium-scale iterative development
  of LT innovations
• Large-scale program evaluation studies of LT
  implementations (NIH model, PCAST push)

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How CILT is organized

• Four RD Theme Teams
• Core Center functions
• Industry Alliance Program
• Communications Program for Knowledge Networking
• Postdoctoral Program
• School Partner and Affiliates Program
• Evaluation Program
• Advisory Board

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Initial CILT Theme Teams
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How do CILT Theme Teams work?

• Identify and recruit team members
• Conduct partnership breeding workshops
• Community discussions on priorities
• Select prototype projects and technologies with
  breakthrough opportunities
• Foster widespread research and communication
• Reflect on progress, re-consider directions
• Provide context for training new professionals

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Marcia Linn Andy diSessa Nancy Songer
January 1998, U. California, Berkeley. 80
members, nearly 40 institutions, 45 projects
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John Bransford Barbara Means
February 1998 Vanderbilt University. 75
members, 30 institutions, 25 projects
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Bob Tinker Bob Brodersen
March 1998 SRI International 100 members, 40
institutions, 60 projects
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Roy Pea Jeremy Roschelle
May 1998 SRI International 125 members, 50
institutions, 60 projects
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CILT Postdoctoral Fellows1998-2000
Sean Brophy Sherry Hsi Eric Baumgarten more to
come
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Theme Team RD funding

• Provides seed resources (250K per team) for
  pilot partnership projects
• CILT Partnership Projects will leverage insights
  from ongoing LT research from a large proportion
  of funded work
• CILT projects may lead to new grants, and/or be
  co-funded by industry, or re-direct ongoing grants

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1998 CILT Project Examples

• Visualizing the Amazonian Rain Forest
• Virtual Reality Solar System
• White paper Cognitively Informed Learning Tools
  for Inquiry Learning Environments
• State of the art on technology and assessment
  (NEA co-funded monograph)
• Connecting TIMSS, NCTM Standards and Math ILEs
• Sonic Ranger application for the 3COM PalmPilot
• Haptic devices for learning math and science

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1998 CILT Project Examples

• Concepts and Scenarios for Datagotchis
• Requirements for a Common Framework for
  Collaborative Learning Community Tools
• Knowledge Mining on technology and education
  reform
• Consortium for Teacher Professional Development
  using TLC Supports
• GOAT Learning Technologies Knowledge Network

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Criteria for CILT projects

• Idea potential
• Leverage funding
• Interdisciplinary collaboration and multiple
  institutions
• Rapid deliverydeveloping concepts, toolkits,
  environments others can use in under a year
• Prospects for successful integration into or
  impact on K-14 curricula
• Plan for testing, assessment

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Marcia Linn Andy diSessa Nancy Songer
January 1998, U. California, Berkeley. 80
members, nearly 40 institutions, 45 projects
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John Bransford Barbara Means
February 1998 Vanderbilt University. 75
members, 30 institutions, 25 projects
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Bob Tinker Bob Brodersen
March 1998 SRI International 100 members, 40
institutions, 60 projects
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Roy Pea Jeremy Roschelle
May 1998 SRI International 125 members, 50
institutions, 60 projects
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CILT activities are unearthing a huge need to
form a LT knowledge network

• ... to create web-based communities of interest
  that can grow around strategic communication
  objectives, with
• Web-based access to socially-filtered content
• Personalized content views
• User context-making functions can add, comment,
  rate
• Document and topic-based threaded discussions
• Notification services for participants based on
  profiles
• Powerful search for relevant resources
• User-controllable security model
• Working with dka to explore how their
  knowledge-management tools may meet these needs

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LT knowledge network areas

• CILT Theme Teams
• People by Profile
• Research Labs
• Research Projects
• Project Funding Sources
• Research Scholarship (reports, books, journals,
  societies, conferences)
• LT Graduate Programs, Syllabi
• LT Innovating Schools
• LT Software, Services and Other Resources
• LT Companies
• LT in the News
• LT Glossary of Technical Terms and Acronyms

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Please come to C I L T. O R G

• REGISTER WITH US
• AND WE WILL BRING YOU
• INTO THIS CONVERSATION!

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Inter-Theme Team Synergies Toward a Grand
Challenge unifying focus

• Middle school level
• Modeling and interactive visualization-rich
  activities integrating mathematics and science
• Strong assessment framework linked to standards
• Pedagogyfrom problem-based learning to open
  project-based learning
• Field-based inquiry involving ubiquitous
  computing
• Collaborative learning and virtual learning
  community involvement
• Teacher development support materials, activities

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Building a vibrant Industry Alliance Program will
be critical to success

• Aim over 100 industry partners from diverse
  sectors
• Collaborate in design and development of
  prototypes using industry tools and talent
• Contribute to technology transfer for CILT
  prototypes
• Enable schools to participate more fully in
  innovative research (help with infrastructure,
  teacher support)
• Amplify influence of CILT workbroad-scale
  dissemination and marketing help
• Help academic community better understand
  industry needs in collaborative research

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What does success look like?

• Growing participation in the CILT knowledge
  network and demand for its activities
• Wide distribution of knowledge about creating and
  using LTs to CILT stakeholder communities
• Increased interaction and dialogue between these
  target communities and CILT
• Broad-scale implementation of these findings and
  products in K-14 classrooms and other learning
  settings

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Please join us at CILT.ORG

• The art of growing on-line community requires
  distributed leadership!

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THANKS!
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