Presence Productionin a Distributed Shared Virtual Environment

for Exploring Mathematics

web-site: http://kmr.nada.kth.se

Claus Knudsen Ambjörn Naeve

Division of Media Technologyand Graphic ArtsDept. of Numerical Analysisand Computing Science

clausk@gt.kth.se

Centre for user-oriented IT DesignDept. of Numerical Analysisand Computing Science

amb@nada.kth.se

Centre for user-oriented IT-Design (CID)

CID is a competence centre at KTH that provides an interdisciplinary environment for applied research

on design of human-computer interaction.CID is engaged in 4 different areas of research:

• Connected Communities (Digital Worlds).

• Interactive Learning Environments.

• New forms of Interaction.

• User orientation.

Goals and characteristics of CID

• integrate usability with technical and aesthetic aspects.

• create an attractive environment at KTH for strong cooperation between academy, industry and users.

• produce “pre-competitive” results in the form of prototypes, demonstrators and user studies.

• strong international collaboration.

A Knowledge Manifold

• is a conceptual framework for designing interactive learning environments that support Inquiry Based Learning.

• can be regarded as a Knowledge Patchwork, with a number of linked Knowledge Patches, each with its own Knowledge Gardener.

• gives the users the opportunity to ask questions and search for certified human Knowledge Sources.

A Knowledge Manifold (cont.)

• has access to distributed archives of resource components.

• allows teachers to compose components and construct customized learning environments.

• makes use of conceptual modeling to support separation of content from context.

• contains a conceptual exploration tool (Conzilla) that supports these principles and activites.

Structure of today’s math education system

Closed layered architecture based on:

• lack of subject understanding in the early layers.

• minimization of teaching duties in the final layers.

• life long teaching with:

• curricular-oriented ”knowledge pushing”.

Problems with today’s math education

It does not:

• promote understanding.

• support personalization.

• integrate mathematics with human culture.

• stimulate interest.

• integrate abstractions with applications.

• support transition between the different layers.

Possibilities for improving math education

• visualizing the concepts.

• interacting with the formulas.

• using ICT to increase the ”cognitive contact” by:

• personalizing the presentation.

Promoting life-long learning based on interest by:

• improving the narrative by:

• showing before proving.

• focusing on the evolutional history.

• routing the questions to live resources.

• proving only when the need is evident.

Ongoing Mathematical KM work at CID

• Dynamically uploadable math component archives

• Interactive geometrical constructions with PDB

• Interacting with mathematical formulas

• CyberMath: a shared 3D ILE for exploring math

• using LiveGraphics3D / Graphing Calculator

• Virtual Mathematics Exploratorium with Conzilla

CyberMath: A Shared Virtual Environment for the Interactive Exploration of Mathematics

• teaching of both elementary, intermediate and advanced mathematics and geometry.

Goals: The CyberMath system should allow:

Means:• Making use of advanced VR technology (e.g. DIVE).

• global sharing of resources.

• the teacher to teach in a direct manner.

• students to work together in groups.

• teachers to present material that is hard to visualize using standard teaching tools.

CyberMath: An Avatar Using a Laser Pointer

CyberMath: Finding the Kernel of a Linear Map

CyberMath: Importing a Mathematica Object

CyberMath: The Cylindrical Exhibition Hall

STUDENTS / DIS, UPPSALA

ALL / CYBERMATH, VR

TEACHER / CID, STOCKHOLM

PERSON

AVATAR

CAMERA

COMPUTER SCREEN / VR REPRESENTATION

MONITOR / PRESENCE PRODUCTION

CyberMath: Experimental Lecture Connectivity

Definition of Presence at a Distance

Presence at a distanceis defined as the subjective experience of being in one place or environment, even when one is physically situated in another.

Presence journal 2000

Factors creating a sense of presence and reality

• sensory environment

• individual preconditions

• content characteristics

• vividness

• interactivity and control• company of others

• depth & breadth

• imagination• emotional state• associative context• suspension of disbelief

• plot and story• narration and dramaturgy• presentation and execution

CyberMath: The Teacher in Stockholm

CyberMath: 1:st Group of Students in Uppsala

CyberMath: 2:nd Group of Students in Uppsala

CyberMath: Changing the Learning Mode

CyberMath: Social Mingling in Cyberspace

CyberMath: Transforming a Set of Planes

CyberMath: The Virtual Museum Mode

CyberMath: The Solar Energy Exhibit

CyberMath: The Cooperative Learning Mode

CyberMath: The WASA Platform

Ongoing Knowledge Manifold projects at CID

e-Learning e-Commerce

ArchivesPortfoliosEnvironments

e-Standards

Research Partner

Wallenberg GlobalLearning Network

Stanford-LL

Academic

L3S

e-Accessibility

IMS / RDF

ISO / WG36CyberMath

ConceptualMath-modeling

MathematicsExploratorium

Microsoft WorldCom

HewlettPackard

Industrial

WebGiro

CEN/ISSS/WS/ECElectronic CommerceIntegration Meta-Framework

Accessing thePrinted Word

FMLS

HI

Swedish Learning Lab

VWE

Emerging Knowledge Manifold projects at CID

WGLN

e-Learning e-Commerce e-Administration

Research PartnerAcademic

Personalized Access toDistributed Learning Resources

Administrative

e-Accessibility

e-Europe

User-oriented Mathematics Learning Environment

ethical Multi-lingualUpper LevelElectronicCommerceOntology

Edutella

Mathemagic

MathematicalCourselets

National Research Schoolin Mathematical Didactics

L3S SLL

AuthorityHandbook

24/7/365Authority

ÖCB

VINNOVA...UKLA

STEM

References• Naeve, A., The Garden of Knowledge as a Knowledge Manifold - a conceptual framework for computer supported subjective education, CID-17, KTH, 1997.

• Naeve, A., Conceptual Navigation and Multiple Scale Narration in a Knowledge Manifold, CID-52, KTH, 1999.

• Nilsson, M. & Palmér M., Conzilla - Towards a Concept Browser, (CID-53), KTH, 1999.

• Nilsson, M., The Conzilla design - the definitive reference, CID/NADAKTH, 2000.

• Naeve, A., The Concept Browser, a New Form of Knowledge Management Tool, Proc. of the 2:nd european conference on Web Based Learning Environments (WBLE-2001), Lund, Sweden, Oct. 24-26, 2001.

• Naeve, A., The Knowledge Manifold – an educational architecture that supports inquiry based customizable forms of e-learning, WBLE-2001.

[ Reports are available in PDF at http://kmr.nada.kth.se ]

• Naeve, A. & Nilsson, M. & Palmér, M., The Conceptual Web - Our Research Vision, Proceedings of the First Semantic Web Working Symposium, Stanford, July 30 - Aug 2, 2001.

• Naeve, A. & Nilsson, M. & Palmér, M., E-learning in the Semantic Age, WBLE-2001.

References (cont)

• Taxén G., & Naeve, A. CyberMath - A Shared 3D Virtual Environment for Exploring Mathematics,presented within Course-31, Geometric Algebra, Siggraph 2000, New Orleans, July 2000.

• Taxén G., & Naeve, A. CyberMath - A Shared 3D Virtual Environment for Exploring Mathematics,the 20:th ICDE world conference, Düsseldorf, April 2001, on Compact Disc.

References (cont)

• Taxén G., & Naeve, A. CyberMath - Exploring Open Issues in VR-based Learning,SIGGRAPH 2001, Educators Program, SIGGRAPH 2001 Conference Abstracts and Applications, pp. 49-51.

[ Quicktime demos of lectures in CyberMath are available at http://cid.nada.kth.se/il ]