"Collaborative Inquiry in Networked Communities: Lessons From the Alice Testbed" Table of Contents Background Network Science Model Scalability The Software Innovation Testbed Projects: Developing a Model What Have We Learned About Network Science? What Have We Learned About Scalability? Summary Appendix: Description of Testbed Projects Bibliography

Testbed Projects: Developing a Model

Following several months of planning with collaborating projects, the pilot phase of the Alice Testbed got underway in September 1993 with the distribution of a functional prototype of the Alice Network Software. Global Lab distributed the software to its 120 participating schools (40 outside the United States) in September. Since then, five additional projects have joined the testbed; the most recent, in Quincy, Massachusetts, consists of 20 teachers from two schools, one elementary and one middle school. These two projects bracket our experience to date over six months: one large testbed project, initiated by TERC and funded by an NSF grant; one small testbed project, initiated by a group of teachers, and funded by a small state grant. Each of the six projects is helping us define the educational potential for Network Science and the issues of deployment.

Alice Testbed Projects (as of 3/15/94)

Both TERC/Kids Network and EPA/Nebraska have organized and run two projects. As the second of the pair is currently getting underway, we are in a good position to see if the lessons learned from the earlier project are being effectively used to inform the second project. Note also that these projects vary greatly in size and organization. The Quincy Public Schools project is a Groundswell Project, having been initiated by teachers.

We anticipate additional projects joining the Alice Testbed in the coming months, including AIRNET, an air-quality monitoring project that has grown out of the work of three high schools in New Hampshire. We are considering incorporating our model of Network Science into several teacher workshops this summer; from each of these workshops we expect that one or more projects may emerge.

The process of working with each group to define their participation in the testbed has led to clarification about the various components that make up an Alice Testbed project. We have distilled our understanding of these components, and use the model shown below with our potential project collaborators to define the characteristics of each project within the testbed.

Descriptive Model of Testbed Projects

Component	Comments
Organization
goals and purposes	Is the group clear about what it wants to achieve? What is the groupšs understanding of Network Science?
selection of sites	Identify how project will be announced; how sites will be selected; what equipment and time are needed, grade range, expectations for participation.
coordination and scheduling	Create schedule that reflects schedules of school sites, e.g., vacations. Maximize flexibility for all participants.
funding	Identify costs, funding sources, responsibilities.
network support, software support	Identify individuals responsible for support functions among school staff, state department of education, publisher, Alice Testbed staff, other project staff.
general	Will the level of organization, amount of funding, and skill of participating teachers and students support the goals and purposes?
Model of learning
	Are activities structured and uniform among classes? How much variation is allowed among classes? within a class? Are students encouraged to develop their own questions, and to explore these questions?
Participants
sites	Number and distribution, languages spoken, school schedules.
teachers, students	Background with technology, science, other networked science projects; grade levels; subjects; goals and motivations for participating.
Teacher development	What are the goals of the teachers? How will this project help them reach them?
model of learning	Teachers need to understand the model of learning in the curriculum: process and content goals, learning strategies.
curriculum training	Teachers need familiarity with the curriculum, especially if collaborative inquiry is new.
software training	Teachers need familiarity with the software: another teacher? a student? videotape? tutorial? exploration?
on-going support	Identify who a teacher can go to with questions about the curriculum, or about the software. How will the project support the professional development of the teachers? Use electronic forums? face-to-face meetings of local teachers? mentors?
Curriculum
content pedagogy network strategy	Identify responsibility for curriculum, and whether outline, resource book, or detailed plan is being created. In addition to content and pedagogy, network curricula need a clear model for network use.
external review	Schedule time for review of curriculum materials.
Research
student assessment	Teachers most often assess their students; can their assessment be shared? Identify any common instruments to be used.
project assessment	What approach, what questions, what data, who will collect, who will analyze. Key questions: what evidence do we have that students are learning? what are they learning? is the curriculum or approach ready for dissemination?
Network Resources	Identify resources.
data consolidation server	Who manages the server, setting up data tables in the database, fixing problems, and creating reports.
on-line scientists	Who selects, orients, maintains liaison.
Technologies for sites
connectivity	Through which network(s) will the participants communicate; what are the costs and how are they covered.
software	Alice Network Software, or other, or mixed; additional software for data analysis (spreadsheets, GIS).
others	Examples: measuring instruments for ground level ozone, atmospheric ozone (TCO).
Partnerships	Organizations bringing resources: content knowledge, technology skills, network access, funding, experience in network science.
Dissemination
editorial and quality review publishing marketing financial responsibility and benefit	For many projects, dissemination of their materials is an important goal. Identify responsibilities in these key areas.