THE HISTORY OF EDUCATIONAL COMPUTING PROJECTS: The Logo Computer Language Mary E. Hopper, Ph.D....
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Transcript of THE HISTORY OF EDUCATIONAL COMPUTING PROJECTS: The Logo Computer Language Mary E. Hopper, Ph.D....
THE HISTORY OF EDUCATIONAL
COMPUTING PROJECTS: The Logo Computer Language
Mary E. Hopper, Ph.D.
Technology in Education
Lesley University
Project Goal• Long-term project to study and learn from the
history of educational computing projects. • Goal remains the same:Improve the viability of
educational computing projects by identifying effective and sustainable strategies.
• Historically, this has been a common goal. (Taylor, 1980; McClintock, 1986; OTA, 1988).
Earlier Findings of Project Studies• Projects have cyclic nature due to interaction of broader
technology and internal funding cycles.
• Mature projects go through multiple generations.
• Difficult to define boundaries between projects.
• Projects designed to achieve transient goals rather than long-term continuation, so the question of success more impact than survival, and influence on others definition of success.
A New Direction Emerged• Document and understand the complex historical
contexts that led to success of ongoing projects across multiple generations of technology.
• A significant body of aggregated information about projects is necessary to track evolution of projects and complex relationships among them.
• Systematically gather and integrate increasingly elaborate, detailed and older data about projects.
New Methodology• Aggregate information from sets of data obtained
from catalogs, summaries and reports. • Use weighting scheme to determine when to pursue
targeted documentation such as published findings. • Do not collect, if can avoid it, but track and
document.• Facilitate clear use of materials otherwise won’t be
likely to be saved and accessible.
Typical Sources
Descriptions (10,000’s) *• Name• Brief Abstract
Profiles (1,000’s) *• Structured Headings• References
Public Documents (100’s) *• Seminal References• Published Findings
Detailed Accounts (10’s) *• Contact and Interviews• Internal Documents
Elaborate Insights (<10) *• Direct Project Involvement• Private Records
Level of Data
Incr
easi
ng
ly Q
ual
itat
ive
Increasingly Quantitative
Project Catalogs Examples
• Escape
• Context32• TODOR Mechanics• Geology Tutor
• Plato• Andrew
• OTA• To Improve Learning
• Digital Library
* Projected count of data collected for projects at the specified level
ProjectParticipation
Edited Publications
Systematic Survey
Historical Case Study
Yet Another Twist to the Story• Level and amount of data collected varies directly with
access to projects (best participant-observer). • This causes a real dilemma for any large-scale
investigations of history of educational computing. • Most detailed data and accurate insights are obtained
from participants who worked on project, so most productive approach is to create ways for participants themselves to contribute information.
Parallels Elsewhere, Ref. in Paper• Scholars who study the recent history of science and
technology have undertaken digital projects focused on automation and collaboration with living participants.
• Most recognized is the History of Recent Science and Technology (HRST) funded by Sloan at the Dibner Institute at MIT.
• History of Apollo, Genome & other projects.
The MIT HUST Cautionary Tale “As the HRST project progressed, however,
historians began to face significant difficulties in their attempts to engage scientists and engineers in direct online participation. Some scientists found the interface too complex, some did not have Internet connection, some were too busy, and some simply were not motivated enough to devote their time to historical reflection.” (Gerovitch, 2002)
Gradual, Direct, Personal Partnerships• Gradually develop a network of direct personal
interaction for facilitating the development of a set of shared resources for a known community to use for information, reflection and advice.
• Document both where project information resides and what it contains for use and preservation.
• Advocate ongoing longitudinal collection and preservation of resources by project participants.
Current Direction• Establish a technical environment to support
follow-up and further elaboration about expanding set of projects.
• Pilot Project (LOGO & Relatives)• Previously Studied Projects (Context 32 etc.)• Related projects (PLATO, cT and Andrew etc.)• Manage and coordinate participant owned and
operated “distributed hybrid archive.”
Why LOGO?• Existing contact and involvement with community.• One of the oldest projects.• Embedded in story somewhere is explanation of
paradox of both robust success and serious failure.• Durability over many generations of computing.• Wide range of audiences from children to adult. • Focus and success in international arena.
“Logo Computer Language” Searches
• Project Catalog for Descriptions (Name/Abstract): Google 1,500,000 hits initially found on a search, 844 returned due to similarity, 500+ after bad hits.
• Systematic Survey (References/Resources) LOC= 170 Resources, MIT Library/Archive=34
Published Work (Key Refs. & Reports)
• OTA, 1988 - Early History from PowerOn Report• Papert, 1980 - Text of Mindstorms Aft. & Ack.• Tempel, 2000 - Logo Foundation History/Insights• Chadwick, 1984 - History of LCSI/Canada• LCSI, 1999 - International Implementations
Historical Case Study • Integration of previous information resulted in a set
of organized and contextualized information. • Initiating personal contact with requests based
on weighting of previously collected data.• Requesting information review, further resources,
descriptions of personal holdings and insights.• Overwhelmingly large set of potential material
Participatory History Project
Hope to evolve into a collaborative community resource where project participants can share their knowledge and reflect upon the complex relationships among educational, technical and organizational contexts within and between projects across a variety of disciplines and levels as they change over time.
Conclusion• Just 1 very tiny step towards a disciplinary memory of
where education and computing has been, how successful it has been and why.
• Having such an integrated memory available could make it easier to determine how to go forward with existing and new projects more successfully.
Why Remember?
Why document and preserve history if not then to teach the lessons from the past to students today in the hope of improving tomorrow?
Further Information
Mary Hopper, Ph.D.
Web: http://www.theworld.com/~mehopper
Email: [email protected]