Below is a listing of the topics and assigned readings for each class session, as indicated. Please complete all assigned readings before the class they are assigned for. Unless otherwise noted, readings are included in your course reader; when available we list the on-line address as well. Background readings are provided for students interested in gaining a more in-depth understanding of the topics, as well as as supplementary material for the students leading class discussions.

This Schedule was revised on June 2. All classes meet in Ceras 130, also labeled as Ceras 108 and "Big Tree".

Please note that the first course meeting will be on Thursday, April 11, from 9-11:50am in Ceras 130. There is no class meeting on Thursday, April 4, 2002.

Agenda: Introduction to the course and its scope and methods. Visualization defined. Socio-historical issues in visualizations for learning. Cognitive and social issues in visualizations. Human tasks using visualizations for learning. Distinctive functions of visual representations for learning. Relationship of visualization to media technologies. Visualization in learning as a branch of “the sciences of the artificial.”

Roy's slides for the class are available for download from: http://www.stanford.edu/class/educ299x/2002/SlidesWeek1.ppt

Required Readings:

• Arnheim, Rudolf (1969). Visual Thinking. Berkeley, CA: University of California Press. Ch. 8: Images as pictures, symbols, and signs (Arnheim, 1969, Ch. 8)

• Card, Stuart, MacKinlay, Jock D. (Editor), Shneiderman, Ben (Editor). Readings in Information Visualization : Using Vision to Think (Morgan Kaufmann Series in Interactive Technologies) 1999. Chapter 1: Information Visualization.

• Visualizations as “cognitive artifacts” from the MIT Encyclopedia of the Cognitive Sciences (Available at: http://cognet.mit.edu/MITECS/Entry/smithbc)

Agenda: A whirlwind tour of the scope of importance of visualizations for learning: Primarily intended to provide a mental map of the core areas of major contributions to visualization in learning across diverse disciplines and human activities and tasks. Systems will include visualizations for various concepts and functions in mathematics, statistics, physical science diagrams, image-based interfaces such as the Visible Human, geo-gridded visualizations using earth as the interface, astronomical visualization, virtual reality, augmented reality, teleimmersion, and different forms of information visualization including hierarchies, multidimensional data, 2-D and 3-D data, and linear structures with temporal data. (The specific developmental and learning issues that arise will be discussed in subsequent weeks.)

Required Readings:

• Latour, Bruno (1986). "Visualization and cognition: thinking with eyes and hands." Knowledge and Society, 6 p. 1-40.

• Roth, W. and McGinn, M. (1998). Inscriptions: Toward a Theory of Representing Social Practice. Review of Educational Research, Spring 1998, Vol. 68, No. 1, p. 35-59.

• Mills, M. I., & Pea, R. D. (1989). Mind and media in dialog: Issues in multimedia composition. In K. Hooper & S. Ambron (Eds.), Full-Spectrum Learning. Cupertino, CA: Apple Computer, Inc. (Class handout, distributed on 4/11)

• From Readings in Information Visualization:
  • Section 2.1 (DeFanti et al, Space: Physical Data, p. 35-56)
  • The introductory pages for the papers sections 2.2 (1D, 2D, 3D), 2.3 (Multiple Dimensions > 3), and 2.4 (Trees) -- just to get an overview of what each issue entails.
  • Chapter 8: Applications and Implications (p. 625-636) (short!)
  • Chapter 9: Conclusion (p. 637-640)(short!)

Reading summaries prepared by Gloria, Jennifer, and Toby are downloadeable from http://www.stanford.edu/class/educ299x/2002/Simcalc.doc , and the discussion questions they prepared can be downloaded from http://www.stanford.edu/class/educ299x/2002/SimCalcQuestions.doc.

Agenda: Visualizations in Mathematics Learning: Part 1.
Simulations for Calculus Learning (Simcalc): Visualization environment for learning mathematics of rate and change

Student groups begin leading discussion.

Required Readings:

• Kaput, J., Noss, R., & Hoyles, C. (2001). Developing new notations for a learnable mathematics in the computational era. In L. English (Ed.), International handbook of technology in mathematics education. London: Kluwer. (Available at: http://www.simcalc.umassd.edu/NewWebsite/downloads/DevelopingNotations.pdf)

• Roschelle, J., Kaput, J., & Stroup, W. (2000). SimCalc: Accelerating students’ engagement with the mathematics of change. In M. Jacobson & R. Kozma (Eds.), Innovations in science and mathematics education: Advanced designs for technologies of learning (pp. 47–75). Mahwah, NJ: Erlbaum. (Available at: http://www.simcalc.umassd.edu/NewWebsite/downloads/MathofChange.pdf)

• Kaput, J. & Schorr, R. (in press). Changing representational infrastructures changes most everything: The case of SimCalc, Algebra, and Calculus. In G. Blume & K. Heid (Eds.), Research on technology in the learning and teaching of mathematics: Syntheses and perspectives, Mahwah, NJ: Erlbaum. (Available at: http://www.simcalc.umassd.edu/NewWebsite/downloads/ChangingInfrastruct.pdf)

• Bowers, J., & Doerr, H. (2001). An analysis of prospective teachers’ dual roles in understanding the mathematics of change: Eliciting growth with technology. Journal of Mathematics Teacher Education 4(2)115-137. (Available at: http://www.kluweronline.com/issn/1386-4416)

Optional/Additional Background Reading:

• diSessa, A. A. , Hammer, D., Sherin, B. & Kolpakowski, T. (1991). Inventing graphing: Meta-representational expertise in children. Journal of Mathematical Behavior, 10(2), 117 - 160.

• Shaffer, D.W., & J. Kaput. (1999). Mathematics and virtual culture: An evolutionary perspective on technology and mathematics education. Educational Studies in Mathematics, 37, pp. 97–119. (Available at: www.simcalc.umassd.edu/NewWebsite/kaputvita/paperdownloads/ VirtualCulture.pdf )

Agenda: Visualizations in Mathematics Learning: Part 2
Geometer’s Sketchpad: Visualization environment for dynamic geometry

Reading summary prepared by Yunn-Chyi and Mike is available for download from http://www.stanford.edu/class/educ299x/2002/Sketchpad.doc.

Related Links:

• Geometer’s Sketchpad: Visualization environment for dynamic geometry can be downloaded from: http://www.keypress.com/catalog/products/software/Prod_GSP.html (or for a web-based version, see: http://www.keypress.com/sketchpad/java_gsp/index.html)

• An exceptional list of published books and articles on using Geometer’s Sketchpad for mathematical and scientific inquiries is provided at: http://www.keypress.com/sketchpad/sketch_bib.html

• For a research project on students’ uses of dynamic geometry tools, see: http://www.edc.org/MLT/DG/index.html

• A list of courses, classroom materials, and student work using Sketchpad can be found at: http://mathforum.org/dynamic/sketchpad.weblinks.html

• For even more related links go to: http://www.keypress.com/sketchpad/sketchlinks.html

Optional/Additional Background Reading:

• Abelson, H. and diSessa, A. A. (1981). Turtle Geometry: The computer as a medium for exploring mathematics. Cambridge, MA: MIT Press. Subsequently produced in paperback (1985);

Assignment Due by April 29 Write a two- to three-page paper that connects an areas of your own specific interests in research and design to the Week 1 and Week 2 introductory theory and examples. This exercise will help you integrate the reading and lecture materials, as well as begin to identify some questions and directions you may want to pursue in your final presentation and paper. Please post your topics in Panfora, through the coursework site for the class (go to http://coursework.stanford.edu , and after you register, "add" (from the top menu) our class, Educ 299x, then click on "Discussion" from the left-menu bar).

Agenda: Scientific visualizations for geo-data learning using WorldWatcher. Part 1.

Reading summary prepared by Gloria and Mike is available for download from http://www.stanford.edu/class/educ299x/2002/WorldWatcher.doc.

Required Readings:

• Edelson, D. C., Gordin, D.N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3&4), 391-450. (Available at: http://www.worldwatcher.nwu.edu/research.htm)

• Gordin, D. N., & Pea, R. D., 1995, Prospects for scientific visualization as an educational technology: Journal of the Learning Sciences, v. 4, p. 249–279.

• Edelson, D. C., and Gordin, D., 1998, Visualization for learners: A framework for adapting scientists’ tools: Computers and Geosciences, v. 24, p. 607–616.

• Work with WorldWatcher tools and activities at: http://www.worldwatcher.nwu.edu/

• http://www.worldwatcher.nwu.edu/curriculum.htm provides middle school and high school curriculum activities that use the WorldWatcher software
• For middle school "Global Warming" curriculum go to: http://www.letus.nwu.edu/projects/gw/
• For high school "Looking at the Environment" curriculum see http://www.worldwatcher.nwu.edu/late/latepublicpage/index.html

Required Reading, Area 2: WorldBoard and dot.geo

• Jim Spohrer’s 1996 concept paper: “What comes after the WWW? WorldBoard” (Available at: http://www.worldboard.org/pub/spohrer/wbconcept/default.html)

• Spohrer, J. (1999). Information in places. IBM Systems Journal, 38(4). (Available at: http://www.research.ibm.com/journal/sj/384/spohrer.html)

• .geo (http://www.dotgeo.org/): A Proposed Top-Level Domain: Executive Summary

Agenda: Scientific visualizations for geo-data learning: In the classroom. Part 2.

The Northridge Earthquake activity and links prepared by Johnnie and Jennifer is available for download from http://www.stanford.edu/class/educ299x/Session6StudentLinks.html.

Required Readings:

• Continued use of the Week 5 references and....

• Dodson, H., Levin, P., Reynolds, D., & Souviney, R. (1999). Visualizing Earth from the Classroom. Meridian: A Middle School Computer Technologies Journal. 2 (1). Available at: http://www.ncsu.edu/meridian/jan99/visearth/index.html

Agenda: Programmable simulations and modeling worlds for visualizing complex systems: AgentSheets, StarLogo.

Reading summaries, emergence notes and bibliogrpahy prepared by John Brecht and Ben Sywulka are available for download at:

• http://www.stanford.edu/class/educ299x/2002/Resnick.doc: Reading Summary for Resnick et al. Beyond the Centralized Mindset.
• http://www.stanford.edu/class/educ299x/2002/ComplexityBiblio.doc.
• http://www.stanford.edu/class/educ299x/2002/EmergenceNotes.doc

Required Readings:

• Repenning, A., "AgentSheets®: an Interactive Simulation Environment with End-User Programmable Agents," Interaction 2000, Tokyo, Japan, 2000 http://www.cs.colorado.edu/~ralex/papers/index.html)

• Repenning, A., Ioannidou, A., & Zola, J. (2000). AgentSheets: End-User Programmable Simulations. Journal of Artificial Societies and Social Simulation, 3(3). (Available at: http://jasss.soc.surrey.ac.uk/3/3/forum/1.html)

• Ioannidou, A., Repenning, A., Lewis, C., Cherry, G., & Rader, C. (2002, to appear). Making Constructionism Work in the Classroom. International Journal Of Computers For Mathematical Learning.

• On StarLogo: Resnick, M. (1996). Beyond the centralized mindset. Journal of the Learning Sciences, vol. 5, no. 1, p. 1-22. (Available at: http://el.www.media.mit.edu/groups/el/Papers/mres/JLS/JLS-1.0.html)

Optional/Additional Background Reading:

• Schmucker, K. (1999). A taxonomy of simulation software: A work in progress. (Available at: http://www.apple.com/education/LTReview/spring99/simulation/)

• diSessa, A. A. (1986). Artificial worlds and real experience. Instructional Science, 14, 207–227.

• Colella, V., Klopfer, E., and Resnick, M. (2001). Adventures in Modeling: Exploring Complex, Dynamic Systems with StarLogo. New York: Teachers College Press.

• For a full course at MIT on “Computer modeling for investigation and education,” see Eric Klopfer, Spring 2002: http://education.mit.edu/11127/

Related Links:

• Go to http://www.media.mit.edu/starlogo/ for “a programmable modeling environment for exploring the workings of decentralized systems -- systems that are organized without an organizer, coordinated without a coordinator. With StarLogo, you can model (and gain insights into) many real-life phenomena, such as bird flocks, traffic jams, ant colonies, and market economies.

• You can also visit http://agentsheets.com/ for many examples in learning.

Agenda: Topics in Information Visualization: Part 1
Multidimensional data visualization

Reading summary prepared by Lauren, Ben, and Toby is available for download at: http://www.stanford.edu/class/educ299x/2002/Fathom_notes.doc.

Required Readings:

• Finzer, William. (2000). "Design of Fathom, a Dynamic Statistics Environment, for the Teaching of Mathematics" Paper presented at ICME 9. (Available as a PDF file at: http://www.keypress.com/fathom/bibliography.htm)

• Finzer, William and Timothy E. Erickson. "DataSpace—A Computer Learning Environment for Data Analysis and Statistics Based on Dynamic Dragging, Visualization, Simulation, and Networked Collaboration,” in Proceedings of the Fifth International Conference on Teaching of Statistics, volume 2 (Voorburg: International Statistical Institute). (Available as a PDF file at: http://www.keypress.com/fathom/bibliography.htm)

• Carver, Ruth. Fathom Dynamic Statistics Software. (review) The Statistics Teacher Network #56 . (ASA/NCTM Joint Committee on the Curriculum in Statistics and Probability, 2001).(Available at: http://www.keypress.com/fathom/bibliography.htm)

• Commercial visual data mining and information visualization: Spotfire (http://www.ivee.com). And see: http://www.cs.umd.edu/hcil/spotfire/ for the history of HCI research leading to it in US and Sweden (dynamic queries and starfield displays that update a two-dimensional graphical display in 100 milliseconds)

• On starfields and dynamic queries, read:
  • Ben Shneiderman; Proceedings of the 1997 international conference on Intelligent user interfaces, 1997, Pages 33 - 39 (Available at the ACM Digital Library: http://www.acm.org/pubs/citations/proceedings/uist/238218/p33-shneiderman/)

• Shneiderman, Ben, Dynamic queries for visual information seeking, IEEE Software 11, 6 (1994), 70-77. (Reprinted in Readings in Information Visualization: Using Vision to Think, p.236).

Related Links:

• Explore Fathom at: http://www.keypress.com/fathom/

• Cliff Konold's "Tinkerplots" (http://www.umass.edu/srri/serg/tpmain.html) - a software construction set of basic operations (stack, order, separate) that allows students to build their own plots to analyze data. Tinkerplots will be especially useful for mathematics teachers striving to teach students data analysis in line with recommendations of the NCTM's Curriculum Standards, and to inquiry-based science classrooms where students collect and analyze data as part of formulating and testing their own hypotheses.

• Visual Insights and ADVIZOR (http://www.vdi.com/)

Agenda: Topics in Information Visualization: Part 2.
Hierarchical information: hyperbolic trees, tree-maps, star-trees

Required Readings:

• John Lamping and Ramana Rao (Video available at: http://www.acm.org/sigchi/chi96/proceedings/videos/Lamping/hb-video.html)

• Rao, Ramana (1999). See and Go Manifesto. Interactions, Sept-October 1999. (Available at: http://www.inxight.com/news/papers.html)

• Peter Pirolli, Stuart K. Card, and Mija M. Van Der Wege. The Effect of Information Scent on Searching Information Visualizations of Large Tree Structures. (Available at: http://www.inxight.com/news/papers.html)

• Hyperbolic trees were commercialized by PARC as http://www.inxight.com/ (use startree to navigate the site, and view the many demonstrations of its use by websites at: http://www.inxight.com/products/st_studio/online_demos_st.html)

Optional/Additional Background Reading:

• Treemaps for space-constrained visualization of hierarchies: http://www.cs.umd.edu/hcil/treemaps/

Related Links:

• Another star-tree navigation system: The BrainEKP (PC only). http://www.thebrain.com/ PersonalBrain is a tool for managing information by visually organizing resources on the computer or Internet according to whatever scheme makes sense to you. (From their web-site: "Introducing the first-ever Enterprise Knowledge Platform, BrainEKP™, an easy-to-use system for organizing and sharing information. BrainEKP connects your people, processes, and information in a single interface so you can see and share your thinking.")

• Xerox PARC's RED Group: ‘Future of the Book’ video (2001) highlights an application for children's reading.

Please note that this class meeting will be held during "Dead Day".

Agenda: Final Paper due at the beginning of class, Final Presentations in -class.