This page last modified October 24, 2000 (tca)
Project Title: Integrated Data Reporting System Initiative
Firm Name: Contemporary Computer Services, Inc. (CCSI)
Address: 200 Knickerbocker Avenue Bohemia, NY 11716
Principal Investigator: Ann Savino (631) 563-8880
Award: $50,000
Abstract:
The electronic reporting process of student assessment results in New York State requires immediate attention. Data integrity is questionable as many data inputs are manually "derived". For example, under New York State's school accountability program, schools are accountable for students who have been enrolled between the first Wednesday in October and the date of the assessment. Although there are only a few variables necessary to make such a determination, districts are not prompted for the low-level variables, instead a "yes/no" response is solicited. Manual interpretation of such basic fact is unnecessary and increases the likelihood of error. Inaccuracies in core data structures are compounded rapidly as new variables are introduced. Before further development of web technology structures can be considered, the core issue of data integrity must be addressed. During Phase I, CCSI will conduct a pilot program designed to explore alternative options for capturing, managing, and ultimately reporting school data.
Summary of Anticipated Results and Implications:
It is anticipated that at the conclusion of the Phase I pilot, an accurate assessment of workflow similarities and differences between pilot districts and will be made. Whether data is indeed being captured at the lowest level of detail will be determined. Common workflow patterns between and among districts will be will be identified and common database design structures will be further defined. CCSI will determine whether IDRS meets to needs of school districts in its present form, whether it requires intense or moderate modification, and whether a uniform IDRS will inspire more practical workflow in local school districts. Instead of finding a way to link existing, redundant systems in a logical manner, we are reassessing current workflow thus enabling school leadership to address system issues. We anticipate this approach to be well received by local district superintendents who recognize the need for strategic change. Rather than introducing yet another "add on" or "Band-Aid" system, we are offering a solution that requires total system analysis, and yields a new organization design capable of responding quickly to change.
Project Title:
Web-Based Educational Data Collection, Analysis, and Reporting
Firm Name: Sigma Systems Research, Inc.
Address: 9725 Aspen Hollow Way Fairfax, VA 22032
Principal Investigator: Jianping Zhang, Ph.D. (703) 582-0638
Award: $50,000
Abstract:
Recent interests in utilizing the Web for instructional purposes have been mainly concentrated in the development of web-based instruction. Web-based instructional technology has already demonstrated its ability to effectively carry out numerous educational and training functions. One obvious advantage of using the web for education is its ease to gather massive amounts of educational data from students, instructors, and parents, analyze the data, and report the results. By applying, data warehousing and data mining technologies to analyze educational data one can gain various insights and understandings of instructional processes. For example, these technologies can help discover the reasons for the low performance of American students and pave a way for improving the quality of education. In this project, we propose to explore the technology of data warehousing and data mining to collect and analyze educational data. The research will develop a model for application of data warehousing and data mining for education, and will implement a web-based educational data collection, analysis, and reporting tool.
Project Title: S.O.S. for Information Literacy: A Tool for Improving Research and Information Skills Instruction
Firm Name: Creative Media Solutions, Inc.
Address:2 Penn Center, Suite 200 Philadelphia, PA 19102
Principal Investigator: Dr. Marilyn Arnone
Phone: (215) 854-6324
Award: $50,000
Abstract:
With world knowledge doubling every five years, information literacy (the ability to locate, organize, evaluate, manage and use information) becomes an essential attribute of today's self-directed learner. Classroom and technology teachers and library media specialists are challenged to find effective, innovative techniques for teaching research and information skills, especially to young children. With the creative use of current and emerging digital video, database, and information technologies, we propose to design a comprehensive tool, S.O.S., for improving instruction in this critical area. Educators identify relevant situation-specific variable (S.) and desired instructional outcomes (0.). Suggested instructional strategies (S.) are subsequently generated.
These strategies are linked to a database of real-world video demonstrations/model case studies. S.O.S. will be responsive to advancing technology and include system feedback mechanisms as well as direct user input for continuous formative evaluation and improvement. The project will utilize current thinking in the field including the model outlined in the book "Turning Kids On To Research: The Power of Motivation" (Libraries Unlimited, 2000), co-authored by the principal investigator and project consultant. By integrating sound pedagogical principles with real-world practice presented in video case studies, the project will make a valuable contribution to the quality of information literacy skills instruction.
Summary of Anticipated Results and Implications:
The projected results of Phase I include:
The research-oriented approach in Phase I will culminate in a proof-of-concept prototype which will provide a solid foundation for full development and on-going formative evaluation of S.O.S. in Phase II. This product will be commercially viable in classrooms, library media centers, preparation programs for teachers and library media specialists in public and private colleges, and in-service training programs for K-12 educators. Distribution avenues include publishers of software and educational materials (including publishers with whom we already have established relationships) and the World Wide Web. There is also potential for expanding the product and market to middle and high school educators.
Project Title: Audio Based Instructional Video Indexing And Retrieval
Firm Name: Sigma Systems Research, Inc.
Address: 9725 Aspen Hollow Way Fairfax, VA 22032
Principal Investigator: Jianping Zhang, Ph.D.
Phone: (703) 582-0638
Award: $50,000
Abstract:
In the recent years we are experiencing an exploding interest in utilizing the Web for instructional purposes. Academic institutions are clamoring to revise distance education methods to accommodate this growing Web-based instructional delivery and management. As the result, both the quantity and quality of web-based instructional materials have been improved dramatically. As Web-based instructional materials will increasingly include videos for high quality web-based instruction, the need to automatically retrieve and randomly access on-line relevant instructional videos will dramatically increase as well. Tools for conducting such searches using video analysis methods are still under development and are a long way from being well suited and flexible enough to be used for this purpose. Instead of using video, we propose to use audio for video indexing and retrieval. Successful completion of the proposed project will provide a practical approach for indexing and retrieving on-line instructional videos. We propose the audio-based instructional video indexing and retrieval for two reasons. First, this approach is practical and feasible because of existing speech recognition and speech synthesis technologies. Second, it is reasonable because most instructional videos are accompanied with audio.
Summary of Anticipated Results and Implications:
There are numerous applications for the proposed technology. One example of the potential application is the task of retrieving video clips of model teaching. Another example is for distance learning students to randomly access relevant video clips for their problems at hand from a set of lecture videos. In addition to applications in education, this approach can also be applied in many other areas such as search of news videos.
Project Title: Advanced Software for Interactive Learning of Applied Mathematics
Firm Name: Quantum Simulations, Inc.
Address: 5275 Sardis Road Murrysville, PA 15668-9536
Principal Investigator: Dr. Benny G. Johnson
Phone:(724) 733-8603
Award: $50,000
Abstract:
The focus of this proposal is the development of intelligent interactive software for individualized tutoring of applied mathematics at the middle school level with emphasis on applied mathematics in the sciences. During Phase I we will develop and assess a prototype intelligent tutoring system for working problems with significant figures, a fundamental topic encountered early in the study of measurement, and one deeply connected with the nature of measurement itself. The application of intelligent tutoring techniques that have been successful in pure mathematics will be investigated. In addition, new techniques are proposed that have broad potential to extend the range of intelligent tutoring systems in all content areas, not just applied mathematics.
Summary of Anticipated Results and Implications:
This Phase I proposal is aimed specifically at making progress on interactive applied mathematics tutoring software, by developing an intelligent tutoring system for problems involving the fundamentally important measurement concept of significant figures. If successful, the Phase I work will produce an intelligent tutoring program for significant figures that is able to give interactive instruction on par with a capable human tutor. The results of Phase I will provide experience and insight which will be very valuable for the general problem of intelligent applied mathematics tutoring, as well as many reusable software "building block" components for Phase II and beyond. The successful Phase I effort will pave the way for development of an extremely flexible individualized tutoring system which directly supports active involvement of students in constructing their own knowledge, and which can be used alone or in a complementary fashion with other elements of a multi-resource learning environment. While the focus of this study is applied mathematics education, it is anticipated that much of the knowledge gained and the tools developed in this research project can be usefully applied to intelligent computer tutoring in general. Exploiting these opportunities for advancement in applied mathematics education software will have significant real impact for middle school students and teachers as well as important implications for continuing impact at the high school level. It is clear from interviewing several educational experts having diverse vantage points that there is a tremendous market need for software such as this, that this need is not currently being met, and that the improvements proposed here are fundamental rather than incremental in nature.
Project Title: Web-Based Interactive Mathematical Learning: Facilitating Comprehensive Lesson Plans to Gauge Student Performance through Dynamic Role-Playing Scenarios
Firm Name: Studio 91
Address: 7856 Elmwood Street Littleton, CO 80125
Principal Investigator: Erica Cordova
Phone: (303) 521-6635
Award: $48,800
Abstract:
Once students leave the classroom, teachers have limited resources to provide any real learning interaction with students or be able to measure a students understanding and retention from the classroom lesson plan. By creating a dynamic interactive tool on the internet, students and teachers can reinforce classroom lessons through an innovative use of role playing which provides real world applications of mathematical concepts. Using an internet teaching aid allows students and teachers to work around the lack of classroom resources, by allowing them to work from an internet connected computer at home or the library. Phase I will demonstrate that a creative use of role playing keeps the students motivated and interested in their learning scenario while they learn key math concepts at the middle school level. Additionally, this tool will allow teachers to measure the performance of their students with more detail in any other tool.
Summary of Anticipated Results and Implications:
Phase II work will expand this idea to a wide range of middle school topics. The commercial potential comes from selling this service to schools and selling sponsorships for the role playing scenarios. Once this is in place, this service can be leased to other internet companies so their web sites may have authorized use of the service.
Project Title: Development of Smart Learning Software to Improve Analytical Reasoning
Firm Name: AlphaBeta Learning Institute
Address: 2361 Leon C. Simon Drive New Orleans, LA 70122
Principal Investigator: Sally O'Connor, Ph.D.
Phone: (504) 282-0731
Award: $50,000
Abstract:
Recently, the Louisiana Department of Education instituted a statewide standards-based testing system for promoting students. Beginning Spring 2000, all 8th graders must pass the LEAP exams to enter high school. In its 1999 pilot testing, at least 70% of 8th graders in Orleans Parish schools and 40% statewide failed. Although not known yet, if history repeats itself Louisiana schools will experience an unprecedented crisis as retained 8th graders will crowd already overcrowded classrooms and place additional strain on meager resources. AlphaBeta proposes to develop a smart learning software capable of diagnosing specific deficiencies in the students' critical thinking process. The software will use a "guided" coaxing mechanism to improve students' analytical reasoning skills. We will produce software that will drill students on basic math concepts, diagnose student deficiencies, tailor an instructional module to address the deficiencies, and monitor student's progress. The instructional module or "virtual tutor" will correct deficiencies by guiding the student to step processes leading to a correct mathematical approach. The objectives of this Phase I program are: (1) to conduct a proof-of-concept investigation to validate our model; and (2) to gather data on middle school at-risk students to show that critical thinking skills can be improved through this virtual tutor.
Summary of Anticipated Results and Implications:
An intelligent "virtual tutor" will benefit many at-risk students, particularly those in inner city schools where large numbers of students do not have access to tutors. We will make available for free the beta version of an AlphaBeta Math Learning software to interested schools. We will work with the LA Board on Elementary and Secondary Education to advertise the availability of the software in the State. After an extensive software evaluation, we will commercially produce and distribute nationwide. We also expect to produce equivalent software that will address critical thinking skill deficiencies in younger students (e.g., 4th graders).
This page last modified October 24, 2000 (tca)