Sessions

• Introduction to the course.
• Logistics.
• Overview of some of the features of hypertextbooks, using Biofilms: The Hypertextbook as an example.

Discussion of the format of the course.

• to be run in seminar fashion with students doing a number of presentations throughout
• each student must select an existing visualization system from a list given in class to choose to learn in detail and present to the course. The systems were discussed briefly.
• each student is to choose a topic around which to construct a hypertextbook module that would help other students learn the topic

Projects assignments were finalized. A discussion of the features of a hypertextbook was begun.

Useful tools for hypertextbook construction:

• slide show tool
• video tool
• popup calculators
• zoom capability on images
• audio versions of text

This class focused on the important aspects of interactive visualization applets or systems.

Features

• smooth transitions between states
• unbounded backup
• help menu
• hint access
• tooltip explanations of objects in the applet
• audio (narration) tracks
• text box descriptions
• save/restore (tough in an applet)

Versions

• Passive learning example version
• Active learning example version
  • simple -- e.g., student parameter input
  • more complex -- e.g., student modification of the system
• Active learning exercise version
  • without feedback
  • with feedback
• Instructor version -- for creating instances of the applet
• Standalone version -- for example, as an application rather than as an applet so that students can construct examples that they can save to work on later and to send electronically to the instructor.

Discussion of proposal writing in the context of a recently submitted proposal to the National Science Foundation on Biofilms: The Hypertextbook.

General discussion of faculty responsibilities, including proposal writing, grant acquisition, and publishing.

Tenure.

We begin looking at the tools we will needed to construct a hypertextbook or a hypertextbook module.

Web Authoring

Main reasons for using such a system are

• Dreamweaver

• FrontPage

• Amaya

• Visual Studio
  
• NVU
  
  • For Windows and Linux
  • Freeware

Slide show Authoring

• Our local tool
• digital camera, or analog camera with negative/slide scanner
• download hardware and software
  • camera software
  • card reader
• photo software
  • Adobe Photoshop
  • Adobe Elements
  • Gimp (free)
  • Software that comes with cameras/scanners

Video Authoring

• Adobe Premiere
• Another big company
• Less expensive, but fine for hypertextbook
• Simple versions packaged with DVD players

Audio Authoring

• Microphone: simple ones work well with good software
• Windows sound recorder: not good
• Audacity: free and great

Java Runtime Environment

• the latest Java Runtime Environment should be installed on your system

Quicktime Plugin

• We will use Quicktime applets for video presentations

Taxonomy: 2 : CLASSIFICATION ; especially : orderly classification of plants and animals according to their presumed natural relationships (Merriam-Webster Online Dictionary).

We will attempt to classify the various systems we are studying in order to include them in a taxonomy.

David

David presented his overview of the ANIMAL system. ANIMAL is intended to provide users with primitive objects and actions from which animations of processes (e.g., algorithms) can be created. His synopsis appears on his web site.

Fuad

Fuad presented his overview of MatrixPro, a system for developing algorithm animations. Among its features are an implemented set of data structure primitives, such as array and binary tree, from which advanced algorithm animations can be developed, such as quicksort and red-black tree operation animations. Check here for more information.

Jake

Jake started a discussion of his overview of JHAVE, which had to be continued at a later date.

Monique

Monique gave an introduction to Alice. Alice is a system for introducing students to programming in a high-level, graphical, and intuitive fashion. Students do not write code, but rather construct animated worlds using provided provided graphical objects and actions that reflect objects and methods in an object oriented programming language. Monique gave us examples of constructing programs in Alice. See more here.

Bob

Bob gave an overview of JELIOT, a system for animating Java programs for novice Java programmers. Bob demonstrated JELIOT on a few examples, showing the smooth transitions between states that allow a student to keep track of the flow of values to variables, and so forth. Find out more here.

Rajini

Rajini gave an overview of projects at the Webworks site. Her discussion focused on three tools found on this site: The finite state automaton animator, the Pascal program animator, and the context free grammar animator. More can be found here.

Jake

Jake continued his overview of JHAVE. He pointed out that JHAVE is not itself an animation system but rather a delivery mechanism for animations constructed with various animation tools (only tools written in Java are candidates). So far the supported animation systems are GAIGS, JSamba, and ANIMAL. Java WebStart technology is used as the delivery mechanism. More here.

Arun

Arun gave his overview of JFLAP. He pointed out that JFLAP is a system for teaching and learning concepts from the theory of computing. It contains tools for animating finite state automata, regular expressions, pushdown automata, turing machines, and others. It has seen wide use around the world. More here.

Class Logistics Revisited

Everyone in class has now presented his or her chosen system. It is time to revisit the class goals and assignments. Recall that each student has two major projects underway:

• Learning, using, and reporting on a chosen system
• Creating a hypertextbook module on a topic

The next steps to take regarding the system you are studying are to report what you have done to date nicely on your 580 web site, and continue to enhance this information on your website. You are also now to learn about your system in depth and to use it to construct some learning animations to show to others.

You are also to begin seriously working on your hypertextbook module. You have opportunity now to select a different topic to animate if you would like to based on what you have learned in the class so far. For example, you may now believe that you can create a useful teaching and learning hypertextbook module on a topic that is derived from your chosen system. Or you may have decided that your initial topic is too large to complete during this one semester. Be sure to decide quickly and let Rocky know what you have chosen.

The Assignments link has been updated with more information on these two issues.

Bloom's Taxonomy

Bloom's Taxonomy is widely cited.

 From How People Learn  

Chapter 1. Learning - From Speculation to Science

• Pre-Existing Knowledge
• Active Learning
• Implications for Education

Chapter 6. The Design of Learning Environments

• No simple recipe
• Learner-Centered Environments
• Knowledge-Centered Environments (Knowledge-centered environments intersect with learner-centered environments when instruction begins with a concern for students' initial preconceptions about the subject matter. The story Fish Is Fish ( Chapter 1 ) illustrates how people construct new knowledge based on their current knowledge. Without carefully considering the knowledge that students' bring to the learning situation, it is difficult to predict what they will understand about new information that is presented to them (see Chapters 3 and 4 ). )
• Assessment-Centered Environments
• Formative Assessments and Feedback
• Formats for Assessing Understanding
• Theoretical Frameworks for Assessment
• Classroom and School Communities ("norms")

Chapter 7. Effective Teaching: Examples in History, Mathematics, and Science

Chapter 8. Teacher Learning

Chapter 9. Technology to Support Learning

Chapter 10. Conclusions and Recommendations for Future Research

Concluding remarks on How People Learn

A brief introduction to different aspects of learning using the Funderstanding web link.

Rajini presented her education theory topic: Observational learning. We then discussed as a group whether the theory made intuitive sense to us. We all agreed that this is one of the main ways children seem to learn--by observing their parents, peers, and other people do things. We also recognized that this is one of the best ways to learn something new throughout life. Then we considered ways that opportunities for observational learning might be incorporated into hypertextbooks. Video clips, slide shows, and applets that actually show people performing tasks that students are expected to learn were offered as possibilities.

Rocky then discussed a paper from the 2006 SIGCSE Symposium on quantitative research in computer science education. This paper was used as an introduction into the topic of educational evaluation, which will be key in determining whether the hypertextbook concept as a whole, and individual modules, slide shows, video clips, and active learning applets are effective for teaching and learning.

The two main approaches for educational evaluation were compared from the paper:

• qualitative evaluation
• quantitative evaluation

Qualitative evaluation employs techniques such as real-time observations of students performing tasks with systems under evaluation (recording or taking notes on the evaluation) and student interviews. Qualitative evaluations are open-ended in that they may uncover interesting aspects that were not anticipated at the outset.

Quantitative evaluations usually employ statistical analysis of data obtained from some numeric testing technique, such as pre- and post-tests of students, or examinations given to control and test groups of students. Quantitative evaluations can determine, for example, whether students in a test group learn better than students in a control group with statistical significance.

Arun - Linked list slide show project presentation 1.

Rajini - Observational Learning

David - Multiple Intelligences

Fuad - Right Brain vs Left Brain

Summary of Learning Theory as Applicable to the Creation of Hypertextbooks:

We have examined a number of learning theories What conclusions should we draw from these various theories that would direct the authoring of hypertextbooks and help us become good teachers?

Brain Based Theory (Arun)

Students learn at their own pace rather than just get grades. Pattern deduction.

Control Theory (Jake)

Students only learn if they think that what they are learning is going to meet one of their fundamental, basic needs.

The main proponent, grades are not a good enough motivation to get students to learn. Students must feel that they are invested in the learning process and shaping what they are learning. Students direct learning to what they most want to learn. (Collaborative active textbooks?)

Possibly provide very good motivation for where the learning is leading. Not a lot of support for this theory.

Right Brain vs Left Brain (Fuad)

(This is probably subsumed by the Learning Styles view of learning.)

This not a learning theory, but rather a measurable physiological phenomenon that has implications on teaching and learning Right-brained people prefer lots of examples, illustrations, and visual clues. They like to see the big picture and its application.

Left-brained people lean towards logical, structured presentations, and generally prefer precise mathematical explanations.

Finally, there is not an absolute distinction. Both sides of the brain are used, with an inherent preference for one or the other. However we can deduce from this understanding that a learning resource should have at least two intertwined or two separate tracks through material that address left and right brained people, including

right

• lots of examples and illustrations.
• a presentation of the "big picture" of each topic.
• examples of applications of topics being presented.
• alternative ...?

left

• logical, structured presentations
• mathematically precise discussions

Piaget (Bob)

Piaget document four stages of learning capabilities based on age. Targeting a hypertextbook to an audience would thus require recognizing and accommodating the mental development stage of the audience. Perhaps a hypertextbook could students realize their potential at a given stage, particularly stage 4 (formal operational) at which one study indicates that only about 30% of the populace becomes proficient.

Active learning is important at all stages.

Multiple Intelligences (David)

The idea behind multiple intelligences is that people can be intelligent in different ways. The most common test of intelligence seems to lean towards logical/mathematical intelligence. However, there are other realms of intelligence (of course, some people can be intelligent in many of these ways):

• linguistic
• logical/mathematical
• bodily/kinesthetic
• musical
• spatial
• interpersonal
• intrapersonal
• naturistic

Multiple intelligences may have little to do with hypertextbook writing directly, because it is likely that the learning styles research is intelligence class independent.

Learning Styles (Monique)

Paying attention to learning styles may be the most effective thing authors can do to reach the most students most effectively when creating a hypertextbook. Learning styles have been studied irrespective of the other things we have learned about multiple intelligences, right-brain vs left brain, ans so forth.

There are four general aspects to learning styles that can be addressed in a hypertextbook.

Accommodating - can be addressed by including

• intuitive approaches to the topic
• teamwork exercises
• active learning exercises

Converging - can be addressed by

• providing motivation for the topics through real applications
• ways to watch (and create) simulations of dynamic processes
• provide technical interactive activities

Diverging - can be addressed by

• presenting each topic from more than one perspective
• having components that allow students to watch a process or topic unfold
• possibly including video clips or slide shows that feature real people doing tasks (especially peers)

Assimilating - can be addressed by

• providing the big picture before presenting a topic
• including abstract, logical explanations

Observational Learning (Rajini)

Essentially, learning by observation. (Note the many video tapes/CDs/DVDs with video content for showing consumers how to do certain tasks, from putting a product together, to landscaping around the home.

Has four parts: attention, retention, production, motivation

Things that would help with observational learning in a hypertextbook: Give the big picture; provide slide shows and video clips of tasks being done. Include things that grab the student's attention and motivate the student.

Helpful if instructor presents models or topics from different perspectives, because one of these may be more motivational to a student than the other.

Jeff Adams, Assistant Vice Provost, led a discussion on

• effective teaching and learning practices in the classroom;
• the general failures of traditional textbooks to meet student needs; and
• the state of the textbook publishing industry.

See the April 12 session for more details.

Legalities and ethics of performing research on student learning.

Completing an online course on these issues.

The class discussed a number of issues relating to the construction of hypertextbooks based on the various learning theories that were the focus of earlier classes and the visit by Jeff Adams. The discussion was forged around the theme of "thinking outside the box." That is, given what is known about

1. how people learn;
2. generally observed student approaches to classrom teaching and learning; and
3. current textbook authoring, publication, and distribution practices

the question is how we can make use of this knowledge to construct teaching and learning materials--specifically hypertextbooks--to

1. help students learn;
2. motivate students to engage with the leaning resource; and
3. provide a better experience for students than is common in the traditional textbook market.

For example, the following observations were passed along by Jeff about traditional textbooks and the textbook market.

• textbooks are generally not providing what students need
• textbooks are becoming very large
• textbook authors feel compelled to satisfy peer reviewers at the expense of good pedegogy. (A specific example is that a topic might be expressed in a way that provides students with a functional and accurate mental model of a concept that is entirely appropriate and useful for novice students, but which might be incomplete; peer reviewers might take exception with the incompleteness of the model even though it is right for the level of the students. Thus textbooks tend to become quite large as authors attempt to provide satisfy peer reviewers.)
• the majority of students seem to not actually read a textbook for knowledge, but to scan as needed for help on exercises.

How can we incorporate learning theory, observational knowledge of student behaviours regarding learning and textbooks, and the experiences of the traditional textbook industry to create hypertextbooks that provide better teaching and learning experiences?

Empathy. Empathy is a crucial quailty of a successful (hyper)textbook author. One must recognize that the average student in a classroom most likely does not approach learning the way that a textbook author, who likely was a highly motivated, exceptionally talented, and facile learner as a student on the way to a PhD in the subject area of the textbook. Recognizing this fact, being able to get into the mind and shoes of student learners of all varieties, and respecting differences among students are vital to the design and implementation of a successful teaching/learning resource.

Bob's take on empathy.

Technical hurdles in the construction of hypertextbooks

Lawsuits and unstable browsers

• Internet Explorer and Microsoft 1
• Internet Explorer and Microsoft 2
• Internet Explorer and Microsoft 3
• Internet Explorer and Microsoft 4
• Firefox

Possible solution

Struggle for Corporate Dominance

Changing JVM

Sandbox and Security

Fuad gave his presentations on his project (a hypertextbook module on paging) and his chosen system (MatrixPro).

We then started looking at hypertextbooks as intellectual property.

U.S. Copyright Office

Hypertextbooks as Intellectual Property

U.S. Copyright Office

Cornell Law School on Copyrights

Wex (via Cornell Law School)

Copyrighting a "Work Made for Hire"

Registering a Work (U.S. Copyright Office)

Registering a Work (BitLaw Website)

Software as Copyrightable Intellectual Property

A Copyright Website

Copyright and Fair Use (Stanford University Libraries)

Licensing a Work and/or Obtaining Permission to Use a Work

Software Patents (Wikipedia)

A Letter from Donald Knuth

Knuth on Patents Again

Examples of Software Patents

Intellectual Property and the University

Montana

University policy on intellectual property ownership

Montana Board of Regents Policy on Copyrightable Material

A proposed modification to Board of Regents intellectual property ownership specifically addressing software, put forward by the University of Montana

A proposed reconcilliation of the proposed University of Montana policy on software as intellectual property

A proposed statement on intellectual property ownership for the University

Stanford

Stanford on Intellectual Property

Stanford Office of Technology Licensing

A Philosophical Statement about Profit from Intellectual Property

Stanford Tangible Research Policy