Direct to Discovery: Learning Beyond the Bandwidth Barrier.

Warren Matthews, Jessica Pater, Jeff Evans, and Claudia Huff.

Georgia Tech Research Institute.

1

About the Authors.

• Georgia Institute of Technology in Atlanta, South East United States– Georgia Tech Research Institute.

• Foundations for the Future (F3).– Integrating technology into K-12 Education for more

than 10 years• Network Services (NS) group in the Office of

Information Technology (OIT).– Provides campus network. Support researchers in the

use of the network.

2

How Did We Get Here?

• Experience at using technology as a tool to solve a problem.

• We saw a problem, we wanted to fix it.• Now report on the experience.

3

Quote.

• The central problem in science education is the poor performance of pre-college students. We know how to improve this: create innovative, research-based curricula and provide teacher professional development based on these materials. We do not need fundamental research in learning, a massive teacher recruitment program, or motivational awards. What is needed is to enrich what is going on in classrooms with better materials, more technology, and better-prepared teachers. - Bob Tinker, the Concord Consortium, August 2006.

4

Abstract.

• Direct-to-Discovery brings scientists and their labs into K-12 classrooms. – Students have direct access to scientists and

research.– Students discover the wonder of science for

themselves.

• How is less important. • Why is STEM crisis, also because we can.

5

Official Abstract.• This paper describes an innovative approach to using advanced

networking technologies in support of technology-enabled K-12 learning within North America. This collaborative project involves multiple institutions in providing rich instructional resources in science, technology, engineering, and mathematics (STEM). Unique aspects include (a) providing access to advance cyber-infrastructure, i.e. Internet2 and National Lambda Rail, thereby allowing fully interactive bandwidth intensive applications; (b) delivering professional development for teachers and enriched learning experiences for students; (c) and is a replicable model that allows higher education to address pipeline needs within the STEM disciplines. Presented is a proven prototype as well as plans for future development, dissemination, and deployment. Potential collaborators are encouraged to contact the authors.

6

Background.• The Georgia Institute of Technology

– Highly ranked Engineering Research University– No College of Education

• Tech operates the Southern Crossroads (SOX) exchange point– Provides access to Internet2, NLR and other national and regional

networks• Partnered with Barrow County Schools in 2005 to address network

and related issues. Direct to Discovery was born.• Focus areas:

– High-speed network connection via PeachNet– HD video conferencing.– Numerous researcher providing content.– Also Professional Development and Evaluation component.

7

Overview.

• Events involve scientists. – Not K-12 outreach professionals.

• Seek to bring research-based curricula to K-12 students– Excitement about science.– Career opportunities.– Philosophy of Science.

• Not replacing teachers.

8

Examples (1/3).

• The following example is a class between a 7th grade class (12-13 y.o.) at Westside Middle School in Winder, and the Microelectronics Research Center (MiRC), about 50 miles away.

• Note clear video (although clip is only a Standard Definition recording of a HD event).

9

10

Examples (2/3).

• The following example was a demo at the Supercomputing ‘08 conference.

• The conference was in Austin, Texas.• The Georgia Aquarium is in Atlanta, about

1000 miles away.• Note the smooth video and natural

conversation.

11

12

Examples (3/3).

• The following example are images of a Yellow Jacket in the SEM.

• The Yellow Jacket is the mascot of the Georgia Institute of Technology.– Not to be confused with the University of Georgia.

13

14

Tech Talk.

15

What is R&E Networking?

• Internet for the Research and Education Community.– Research Universities– Colleges and Teaching Universities– Schools– Some commercial research labs (e.g. Microsoft

Research).

• Often referred to as Internet2.

16

What is Internet2?

• National Backbone Network– also National Lambda Rail (NLR)

• Advanced Networking in General– PeachNet (Georgia State-wide R&E network)– Southern Crossroads (SOX) Gigapop and Regional

Optical Network.• Umbrella organization for applications

communities– e.g. K20 Working Group

17

What R&E Networking isn’t.

• No commercial traffic– Unless inter-university

• Not facebook– SOX Peers with Google.

• Not to be confused with Web 2.0– But often utilized in the university community

18

National Lambda Rail (NLR).Internet2 Footprint is similar.Internet2 Footprint is similar.

19

20This movie taken from the GLIF website http://www.glif.is

PeachNet.

• PeachNet passes within 5 miles of 35 school district offices.

• SOX connects most of the R&E institutes in the South East to National and International destinations.

21

SEGP.

• Sponsored Education Group Participant.• SOX sponsors PeachNet.• Any K-12 District connecting to PeachNet will

get connectivity to Internet2/NLR via SOX.• Improve performance, enabling access to rich

content.

22

Why not Internet1?

• Slow and unreliable connections, pop-up adds etc.• 12 years ago, R&E community faced similar challenges.– lack of capacity, routing, etc led to formation of Internet2

organization, Abilene and regional gigapops.– R&E Networking launched research into new era.– Large corporations build their own networks.

• We need AT&T, Level3, Qwest, AGL etc– Fiber providers

• But we want a separate Layer 3 service with high capacity connections and direct routing between sites.

23

Performance.

• Congestion causes packet loss and delay.• Interactive applications are harder to use.• Even non-interactive applications are slow.• Bandwidth is required but not sufficient– Also latency, jitter, routing.

24

A Typical K-12 System in Georgia.Severely congested pipes mean long queues in routers.

Severely congested pipes mean long queues in routers.

This graph show the delay (in milliseconds) between the clean room at Georgia Tech and a district central office .This graph show the delay (in milliseconds) between the clean room at Georgia Tech and a district central office .

In the evenings and weekends, delay is 5 milliseconds.In the evenings and weekends, delay is 5 milliseconds.

25

A K-12 System Connected to Peachnet.

2.2 milliseconds2.2 milliseconds

2.4 milliseconds2.4 milliseconds

This graph show the delay (in milliseconds) between the clean room at Georgia Tech and a district central office .This graph show the delay (in milliseconds) between the clean room at Georgia Tech and a district central office .

26

Utilization.

More capacity means less congestionMore capacity means less congestion

Immediately see usage 2-3x previous capacity. Immediately see usage 2-3x previous capacity.

27

District upgraded from 20 Mbps to 155 Mbps (Peachnet). District upgraded from 20 Mbps to 155 Mbps (Peachnet).

Video-Conferencing.• Commercial off-the-shelf products for stability

and support.– Considered DCRS

• Opted for High Definition– 720p, 1080p.

• Aim to be vendor independent but Life Size donated several unit.

• Polycom long-term loan in Observatory. • Equipment pricing ranges from $6,500 to

$20,000.

28

Beyond the Bandwidth Barrier.

• Additional capacity is just the first step.• What becomes possible if there was almost

unlimited bandwidth?• R&E networking enables advanced

applications for new learning experiences.• Technology is secondary. • In fact we want students to focus on content,

not the technology that delivers it.

29

Keep it Simple.• Simple idea - so why isn't everyone doing it? • Scalable?

– Many Universities want to contribute– Researchers don’t know what is available to them

• Sustainable?– Part of the solution

• Researchers are keen to do it. – Students– Grad students– Their own kids– NSF– Because they want to

30

D2D Model.

• Professional Development.– Teachers need to know how to use it to further

learning.

• Evaluation– Logical Model.

31

Georgia Tech enables collaboration among:Georgia Tech enables collaboration among:

Ongoing monitoring, analysis, feedback, and support through:•Extensive formative evaluation•Annual summative evaluations•Longitudinal studies of students in participating districts during the program and two years after students’ graduate•Formative assessment tied to appropriate performance standards and measures•Quasi-experimental research designs (i.e. comparison group studies where strict randomization is not possible)

Ongoing monitoring, analysis, feedback, and support through:•Extensive formative evaluation•Annual summative evaluations•Longitudinal studies of students in participating districts during the program and two years after students’ graduate•Formative assessment tied to appropriate performance standards and measures•Quasi-experimental research designs (i.e. comparison group studies where strict randomization is not possible)

InputsInputs ActivitiesActivities OutputsOutputs OutcomesOutcomes ImpactImpact

Leadership and committed resources in Barrow, DeKalb, and Putnam School Districts

Leadership and committed resources in Barrow, DeKalb, and Putnam School Districts

Direct 2 Discovery

STEM teachers paired with faculty and education experts collaboratively develop and deliver learning.

STEM teachers paired with faculty and education experts collaboratively develop and deliver learning.

Increase bandwidth to schools and connect to R&E network

Increase bandwidth to schools and connect to R&E network

Teachers experience measurable growth in content, pedagogical, and pedagogical content knowledge

Teachers experience measurable growth in content, pedagogical, and pedagogical content knowledge

Provide teacher professional development through local universities

Provide teacher professional development through local universities

equipment and resources provided to participating districts

equipment and resources provided to participating districts

Students demonstrate increasingly greater success in STEM

Students demonstrate increasingly greater success in STEM

Plan, build, and support the necessary cyber-infrastructure

Plan, build, and support the necessary cyber-infrastructure

Provide classroom resources and equipment

Provide classroom resources and equipment

Implement STEM teaching•Inquiry-based•Project-based•University-supported

Implement STEM teaching•Inquiry-based•Project-based•University-supported

Experts in Science Education, Educational Technology, Engineering Education, and Math Education

Experts in Science Education, Educational Technology, Engineering Education, and Math Education

Every STEM student learns more richly than through traditional instructional methods.

Every STEM student learns more richly than through traditional instructional methods.

University faculty/researchers

University faculty/researchers

32

Preliminary Results.

• Anecdotal evidence.– Teachers talk about achievement– Engagement and excitement

• Formal proof will take years of tracking and study.

33

More Examples and Development.

• Aerospace Engineering, Astronomy, Biology, Chemical Engineering, Robotics …

• Philadelphia Orchestra • Abbotsleigh school in Sydney, Australia.• Killina school in Rahan, Ireland.• Also U.K., Italy …• Muse, Janet collaborate.• Events so far have been informal. Seeking grants

to develop more formal courses and evaluation.

34

Undergraduate Training.

• Spin-Off for SEM/FIB training.• In the following example, a student asks a

question but unlike most classes, an expert can be instantly consulted.

• Also note large projected 6’ screen is the same as the screen connected to the FIB on a 20” monitor.

• Not shown is additional large screen 50” monitor showing operator in lab.

35

36

Review.

• Direct-to-Discovery brings scientists and their research into K-12 classrooms from the convenience of their labs using high-speed networks and HD video conferencing.

37

Bonus Slide.

• Face-to-face is best. – Miracle of hands-on learning.– Not always practical.

• More than distance learning or on-line education– Augmenting book learning.– Are we ready for global education?

• HD allows student to focus on the content, not get distracted by technology.

38

Let’s Talk.

• Your content for Georgia or SOX region students. Our content for your students.

• Also interested in collaboration between researchers which would include RET/REU.– Build a D2D module around it.

• Especially about money for equipment and graduate students.

39

References.• Bickford, A. (2005). Analysis of 2004 MAP results for eMINTS students. Columbia, MO:

Office of Social and Economic Data Analysis (OSEDA).• Giddings, B. (2000). eMINTS--21st Century Lewis & Clark. Multimedia Schools, 7(3), 47.• H.R. Res. 4137, 110th Cong. (2008) Higher Education Opportunity Act. (enacted).• Kulik, J. A. (2003). Effects of using instructional technology in elementary and

secondary schools: What controlled evaluation studies say (No. P10446.001). Arlington, VA: SRI International.

• Learning Virtually: Expanding Opportunities. Class of 2020 Action Plan for Education, State Educational Technology Directors Association. 1st ed. 2008. http://www.setda.org/web/guest/2020/

• Schacter, J. (1999). The impact of educational technology on student achievement: What research has to say. Santa Monica, CA.

• Tough Choices or Tough Times. National Center on Education and The Economy. The Commission of Skills in the Workplace. 2007. http://www.skillscommission.org/executive.htm

• Internet2 http://www.internet2.edu and NLR http://www.nlr.net• SOX http://www.sox.net and PeachNet http://www.usg.edu/peachnet

40

Any Questions?

41