SKRAPPLE stands for sharing knowledge representational artifacts in a peer-to-peer learning environment. SKRAPPLE combines a Squeak-based, media authoring and programming environment, an implementation of the symbols and worlds cognitive architecture, and a pedagogical method based on peer-mentoring. SKRAPPLE is meant to serve as a model for a new kind of school, both formal and informal, that would function as an open-source/open-content, public service media enterprise. In this model of school, children would be responsible for all authoring/production activities and these activities would allow and enable children to passionately immerse themselves in any content area, both intradisciplinary and interdisciplinary. The authors propose an initial specification and invite collaborators to develop, research, and implement the SKRAPPLE model.
{"title":"SKRAPPLE: enabling media-based study schools, apprentice schools, and samba schools","authors":"John Voiklis, John B. Black, D. Kaplan","doi":"10.1109/C5.2004.1314366","DOIUrl":"https://doi.org/10.1109/C5.2004.1314366","url":null,"abstract":"SKRAPPLE stands for sharing knowledge representational artifacts in a peer-to-peer learning environment. SKRAPPLE combines a Squeak-based, media authoring and programming environment, an implementation of the symbols and worlds cognitive architecture, and a pedagogical method based on peer-mentoring. SKRAPPLE is meant to serve as a model for a new kind of school, both formal and informal, that would function as an open-source/open-content, public service media enterprise. In this model of school, children would be responsible for all authoring/production activities and these activities would allow and enable children to passionately immerse themselves in any content area, both intradisciplinary and interdisciplinary. The authors propose an initial specification and invite collaborators to develop, research, and implement the SKRAPPLE model.","PeriodicalId":344350,"journal":{"name":"Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004.","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132691851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This work describes a curriculum of information education using Squeak at Horikawa High School, which is specified as "Super Science High School (SSH)" where teachers try innovative teaching methods to stimulate students' interests in science. This curriculum aims to achieve the objectives of a subject "information study" specified by the Ministry of Education, Culture, Sports, Science and Technology. We consider that Squeak can provide powerful environments where students can think and try confirming the results visually, and the environments are ideal for them to learn how to design and evaluate graphical user interface. We introduce the first effort to create a curriculum for a subject "basic inquiry" in SSH.
{"title":"Practices of information education with Squeak toward the secure improvement of 'academic ability'","authors":"T. Fujioka, Hiroki Karuno, Y. Kambayashi","doi":"10.1109/C5.2004.1314380","DOIUrl":"https://doi.org/10.1109/C5.2004.1314380","url":null,"abstract":"This work describes a curriculum of information education using Squeak at Horikawa High School, which is specified as \"Super Science High School (SSH)\" where teachers try innovative teaching methods to stimulate students' interests in science. This curriculum aims to achieve the objectives of a subject \"information study\" specified by the Ministry of Education, Culture, Sports, Science and Technology. We consider that Squeak can provide powerful environments where students can think and try confirming the results visually, and the environments are ideal for them to learn how to design and evaluate graphical user interface. We introduce the first effort to create a curriculum for a subject \"basic inquiry\" in SSH.","PeriodicalId":344350,"journal":{"name":"Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004.","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130503212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper introduces a Squeak-based educational software - Happy Learning. The software provides powerful tools for carrying out virtual experiments, doing exercises as well as tests, and making courseware. It has rich resources which consist of all kinds of learning materials, such as a large amount of courseware prepared in advance, and exercises from various subjects. In order to organize the resources efficiently, we introduce object deputy model. The model provides view mechanisms, rich semantics, multiple inheritances, and multiple classifications, which can enhance the performance and functions of the system.
{"title":"A Squeak-based educational software - Happy Learning","authors":"J. Ye, Zhiyong Peng","doi":"10.1109/C5.2004.1314381","DOIUrl":"https://doi.org/10.1109/C5.2004.1314381","url":null,"abstract":"This paper introduces a Squeak-based educational software - Happy Learning. The software provides powerful tools for carrying out virtual experiments, doing exercises as well as tests, and making courseware. It has rich resources which consist of all kinds of learning materials, such as a large amount of courseware prepared in advance, and exercises from various subjects. In order to organize the resources efficiently, we introduce object deputy model. The model provides view mechanisms, rich semantics, multiple inheritances, and multiple classifications, which can enhance the performance and functions of the system.","PeriodicalId":344350,"journal":{"name":"Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004.","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131976620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The lessons of programming are made into the special foundation subjects at the curriculum of the faculty of information system. However, it is difficult for the current students to attain study targets in a standard classroom lecture. Then, we would propose adopting the group study method in a part of simultaneous lesson. One group is composed of several students. And each student in a group teaches each other. Especially students evaluate flow charts mutually, which is called peer review. As a result of carrying out factor analysis of students' questionnaire after group study, the following three factors were extracted. The 1st factor is the effect of group study. The 2nd factor is the benefits of reviewers. The 3rd factor is the effect of a review. Furthermore, students were divided into the high-achieving group and the poor-achieving group, and t-test of average of factor scores of both groups was performed. The average of each factor score of the 1st factor and the 3rd factor was intentionally high the poor-achieving group. The group study accompanied by a peer review is useful in order to make the study target of a simultaneous lesson attain. Students wish to carry out the group study once for every five simultaneous lessons. This frequency of group study also fits a curriculum.
{"title":"Evaluation of the group study using peer review in the lesson of programming","authors":"Y. Namatame","doi":"10.1109/C5.2004.1314396","DOIUrl":"https://doi.org/10.1109/C5.2004.1314396","url":null,"abstract":"The lessons of programming are made into the special foundation subjects at the curriculum of the faculty of information system. However, it is difficult for the current students to attain study targets in a standard classroom lecture. Then, we would propose adopting the group study method in a part of simultaneous lesson. One group is composed of several students. And each student in a group teaches each other. Especially students evaluate flow charts mutually, which is called peer review. As a result of carrying out factor analysis of students' questionnaire after group study, the following three factors were extracted. The 1st factor is the effect of group study. The 2nd factor is the benefits of reviewers. The 3rd factor is the effect of a review. Furthermore, students were divided into the high-achieving group and the poor-achieving group, and t-test of average of factor scores of both groups was performed. The average of each factor score of the 1st factor and the 3rd factor was intentionally high the poor-achieving group. The group study accompanied by a peer review is useful in order to make the study target of a simultaneous lesson attain. Students wish to carry out the group study once for every five simultaneous lessons. This frequency of group study also fits a curriculum.","PeriodicalId":344350,"journal":{"name":"Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004.","volume":"188 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132428273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Web-based virtual space, which is often represented as a 2D or 3D space, is useful for people wanting to connect, collaborate and communicate through the Internet. Moreover, attractive functions can be optionally added to a virtual space to enhance user interactions and activities. We focus on such a function, spatial deformation, which is applied for the dual purpose of preserving and visualizing each user's points of interest in a virtual world. The spatial deformation concept can be adapted to many types of virtual world; for example, 2D/3D worlds or image-based/object-based worlds. We discuss the basic algorithms that can be used with this function and preliminary experiments done using our prototype system.
{"title":"Deformable maps and spaces: visualizing users' points of interest and user communication","authors":"Hiroya Tanaka","doi":"10.1109/C5.2004.1314374","DOIUrl":"https://doi.org/10.1109/C5.2004.1314374","url":null,"abstract":"Web-based virtual space, which is often represented as a 2D or 3D space, is useful for people wanting to connect, collaborate and communicate through the Internet. Moreover, attractive functions can be optionally added to a virtual space to enhance user interactions and activities. We focus on such a function, spatial deformation, which is applied for the dual purpose of preserving and visualizing each user's points of interest in a virtual world. The spatial deformation concept can be adapted to many types of virtual world; for example, 2D/3D worlds or image-based/object-based worlds. We discuss the basic algorithms that can be used with this function and preliminary experiments done using our prototype system.","PeriodicalId":344350,"journal":{"name":"Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116112013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. Kura, N. Kakehi, H. Suzuki, Takeshi Sugiyama, Tokiichiro Takahashi, K. Takemiya
We have developed a Web-based correction system for artistic design education. This system aims to eliminate the restrictions on the time and location of studying for both students and teachers. It enables students to submit their work easily and it enables teachers to coach students by correcting their work on a Web browser. Thus, it can assist artistic design education effectively.
{"title":"Development of Web-based correction system for artistic design","authors":"T. Kura, N. Kakehi, H. Suzuki, Takeshi Sugiyama, Tokiichiro Takahashi, K. Takemiya","doi":"10.1109/C5.2004.1314395","DOIUrl":"https://doi.org/10.1109/C5.2004.1314395","url":null,"abstract":"We have developed a Web-based correction system for artistic design education. This system aims to eliminate the restrictions on the time and location of studying for both students and teachers. It enables students to submit their work easily and it enables teachers to coach students by correcting their work on a Web browser. Thus, it can assist artistic design education effectively.","PeriodicalId":344350,"journal":{"name":"Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004.","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128830487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A collaborative learning environment has been created and tested to encourage college students integrate knowledge by mutually reflecting on their externalized ideas. We will report a two-year undergraduate cognitive science curricular with technological scaffolds for collaborative reflection and knowledge integration, with some evaluation.
{"title":"Designing a collaborative learning environment for knowledge integration","authors":"N. Miyake","doi":"10.1109/C5.2004.1314389","DOIUrl":"https://doi.org/10.1109/C5.2004.1314389","url":null,"abstract":"A collaborative learning environment has been created and tested to encourage college students integrate knowledge by mutually reflecting on their externalized ideas. We will report a two-year undergraduate cognitive science curricular with technological scaffolds for collaborative reflection and knowledge integration, with some evaluation.","PeriodicalId":344350,"journal":{"name":"Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004.","volume":"263 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121052280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
David A. Smith, Andreas Raab, D. Reed, Alan C. Kay
A new architecture like Croquet presents numerous opportunities and challenges to create useful interfaces to enable access to the underlying power of the system. In particular, our focus on an integrated 2D and 3D system ensures that we have a rich intellectual environment within which to explore. This experience is similar to the development of the original modern windowing user interface created by Alan Kay, his team at Xerox Pare, and his Squeak team (Ingalls et al., 2002; Kay, 1996). Just as those teams did, we also have an infrastructure that is rich enough to allow us to perform some deep exploration into the presentation and manipulation of rich media expressed in 3D, and in the negotiations through these rich media worlds. A number of key technologies will be discussed including dynamic movable portals, floating 3D windows, true 3D creation tools, live teleporting snapshots, and completely new concepts such as 3D portals.
像Croquet这样的新体系结构为创建有用的接口以访问系统的底层功能提供了许多机会和挑战。特别是，我们专注于集成的2D和3D系统，确保我们有一个丰富的知识环境，在其中进行探索。这种体验类似于Alan Kay、他在Xerox Pare的团队和Squeak团队创建的原始现代窗口用户界面(Ingalls et al.， 2002;凯,1996)。正如这些团队所做的那样，我们也有一个足够丰富的基础设施，允许我们对3D表达的富媒体的表示和操作进行一些深入的探索，并通过这些富媒体世界进行谈判。将讨论一些关键技术，包括动态可移动门户，浮动3D窗口，真正的3D创建工具，实时传送快照，以及全新的概念，如3D门户。
{"title":"Croquet: a menagerie of new user interfaces","authors":"David A. Smith, Andreas Raab, D. Reed, Alan C. Kay","doi":"10.1109/C5.2004.1314362","DOIUrl":"https://doi.org/10.1109/C5.2004.1314362","url":null,"abstract":"A new architecture like Croquet presents numerous opportunities and challenges to create useful interfaces to enable access to the underlying power of the system. In particular, our focus on an integrated 2D and 3D system ensures that we have a rich intellectual environment within which to explore. This experience is similar to the development of the original modern windowing user interface created by Alan Kay, his team at Xerox Pare, and his Squeak team (Ingalls et al., 2002; Kay, 1996). Just as those teams did, we also have an infrastructure that is rich enough to allow us to perform some deep exploration into the presentation and manipulation of rich media expressed in 3D, and in the negotiations through these rich media worlds. A number of key technologies will be discussed including dynamic movable portals, floating 3D windows, true 3D creation tools, live teleporting snapshots, and completely new concepts such as 3D portals.","PeriodicalId":344350,"journal":{"name":"Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124753727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When designing their own interactive 3D worlds and computer games, children can not only engage in a fun and playful activity that has meaning to them, but will be able to strengthen their creative power as well as their analytical and problem solving skills. However, this requires tools that are designed carefully to foster these processes and to be fun to use at the same time. We present work in progress on designing a 3D authoring tool for children to create interactive 3D worlds. In the design process, emphasis was placed on fostering the user's creative process as well as on conveying mathematical and structural principles and ways of thinking through the tool's structure. In the design process of a 3D authoring tool, these two goals often stand in contradiction to each other. We discuss selected problems that are characteristic to the design of this authoring tool and present our solutions to these problems as well as the resulting preliminary prototype system JiVE.
{"title":"Designing a 3D authoring tool for children","authors":"J. Dornheim, M. Masuch","doi":"10.1109/C5.2004.1314373","DOIUrl":"https://doi.org/10.1109/C5.2004.1314373","url":null,"abstract":"When designing their own interactive 3D worlds and computer games, children can not only engage in a fun and playful activity that has meaning to them, but will be able to strengthen their creative power as well as their analytical and problem solving skills. However, this requires tools that are designed carefully to foster these processes and to be fun to use at the same time. We present work in progress on designing a 3D authoring tool for children to create interactive 3D worlds. In the design process, emphasis was placed on fostering the user's creative process as well as on conveying mathematical and structural principles and ways of thinking through the tool's structure. In the design process of a 3D authoring tool, these two goals often stand in contradiction to each other. We discuss selected problems that are characteristic to the design of this authoring tool and present our solutions to these problems as well as the resulting preliminary prototype system JiVE.","PeriodicalId":344350,"journal":{"name":"Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004.","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127826539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary form only given. Many of college students learning in C language programming courses suffer from difference of their own acquisition level of programming skills from progresses of the courses. Some of them feel difficulties to catch up the progress. On the contrary, who are eager for programming are not always satisfied with slowness of the progress. We illustrate learning plans and personal data. We explain a personalized programming course system based on the recommendation engine. In this course, the recommendation engine selects an explanation method of examples and exercises suitable for each student. The recommendation engine consults personal data of many students who have been taught in the course. It searches past students whose tendency is similar to the concerned student, assuming that they stay in a similar acquiring level of C programming skill.
{"title":"Personalized education environment considering progress in C programming skill acquisition","authors":"Hiroshi Taguchi, H. Shimakawa, A. Ishii","doi":"10.1109/C5.2004.1314398","DOIUrl":"https://doi.org/10.1109/C5.2004.1314398","url":null,"abstract":"Summary form only given. Many of college students learning in C language programming courses suffer from difference of their own acquisition level of programming skills from progresses of the courses. Some of them feel difficulties to catch up the progress. On the contrary, who are eager for programming are not always satisfied with slowness of the progress. We illustrate learning plans and personal data. We explain a personalized programming course system based on the recommendation engine. In this course, the recommendation engine selects an explanation method of examples and exercises suitable for each student. The recommendation engine consults personal data of many students who have been taught in the course. It searches past students whose tendency is similar to the concerned student, assuming that they stay in a similar acquiring level of C programming skill.","PeriodicalId":344350,"journal":{"name":"Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004.","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117171747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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