Appendices

Appendix A: The Testbed for Telecollaboration Projects

Appendix B: Technical Questions and Answers About The Alice Network Software Versions 2.02 and 2.1 and Automated Data Sharing Projects

Appendix C: Obtaining information about the Testbed via the Internet

Appendix A: The Testbed for Telecollaboration Projects

The projects described here are examples of the kinds of projects that have been part of the Testbed for Telecollaboration. Global Lab and NGS Kids Network are large, well-financed, multi-year projects; the EPA/Nebraska projects and Energy Net are projects run under the aegis of state-level agencies. For further information about any of these projects, or other Testbed projects, contact the Testbed for Telecollaboration at TERC. See How to Contact Us and Obtain More Information.

EPA/Nebraska

The Nebraska Department of Education (NDE) received a grant from the Environmental Protection Agency in the spring of 1993 to develop and implement five interdisciplinary units on the environmental sciences using telecommunications. Wetlands: A Telecommunications Curriculum was the first unit to be piloted in the fall of 1993. There were 26 participating schools, six in Nebraska, and 20 in other states with 26 teachers and approximately 700 students. The second unit, Amphibians as Bio-Indicators, involved 23 schools, with 24 teachers and approximately 600 students. The schools in both projects are "linked" through telecommunications using the Alice Network Software. In the Wetlands: A Telecommunications Curriculum unit, live satellite broadcasts and telephone audio bridges during the satellite broadcast were used to link the schools simultaneously.

The purpose of these units is to engage students in group research projects. Using data collection tools in the field and then transferring the data to the Alice Network Software, student teams create data tables and share them with the other schools on the project through telecommunications. They explain the findings at their site versus findings at the other sites, elaborate on their study, and evaluate the results.

Wetlands

Teams of students in different sites across the United States explored a wetland site near their school. They collected data at their site, including water depth, water and air temperature, pH, relative humidity, precipitation amounts, salinity, and solar radiation. The twice-weekly satellite broadcasts and the data sharing through the network was a crucial aspect of the curriculum. Much of the research of the student teams depended on the information that was downloaded and discussed during these sessions. An expert known as the "TV teacher" was on-line during the broadcasts to answer questions and lead a group discussion. Some schools had difficulty receiving the broadcasts due to either technical limitations or scheduling. At the end of the unit, each team presented a final oral and written research project to their class.

In 1995, under subcontract to the Nebraska Department of Education, TERC prepared a revised Wetlands curriculum that does not use TV broadcasts and that provides more support for students and teachers and more effective sharing of data and ideas among classrooms. We expect the revised curriculum to be used in a national field test in the Fall of 1995.

Amphibians As Bio-Indicators

This curriculum studies amphibian populations as indicators of ozone levels. The classes selected field study sites, identified amphibians as they emerge from their eggs, and made detailed counts of amphibian populations. Because of lessons learned from the first field test of the Wetlands project, the satellite broadcasts have been discontinued. Additionally, because of the nature of the subject matter, the classes worked in teams of two or three and shared data about amphibians that emerged at different times in different parts of the country. The teams also collected daily weather and pH samples that were sent through Alice Network Software and made available to all sites.

NGS Kids Network Middle Grades

The National Geographic Society Kids Network (Grades 6-9) is a telecommunications-based science curriculum designed for middle school students. In the two units field-tested in 1994, How Does Your Body Get the Oxygen It Needs? and How Can You Protect the Quality of Your Water? students assumed the role of researchers as they conduct investigations. Like working scientists, they use telecommunications to exchange ideas and data with their colleagues.

Every unit is divided into four parts, each of which emphasizes a different aspect of working with data. In Part 1, they investigate qualitative data - what they can learn from making observations. In Part 2, their investigations result in quantitative data - what they can learn from taking measurements. In Part 3, they analyze the data collected from parts 1 and 2, construct a data set, exchange the data with their teammates on the computer network using the Alice Network Software, and analyze the larger data set. In Part 4, students return to questions raised in previous investigations and design their own investigations.

How Does Your Body Get The Oxygen It Needs?

Students investigated their respiratory and circulatory systems to determine how lungs, heart, and blood vessels work together to supply the body with oxygen and to remove carbon dioxide. Students studied risk factors associated with the two systems and how to reduce their potential effects. There were 31 teachers in 31 schools with approximately 800 students.

How Can You Protect The Quality Of Your Water?

In this unit students investigated a local body of surface water - river, stream, lake, reservoir, ocean, estuary, or other source - and used their findings to describe its quality and to explain how to protect it from pollution. There are 54 teachers in 52 schools with approximately 1300 students.

Global Lab

Global Lab is a consortium of students, teachers, and scientists from around the world who work together to enhance secondary school science education. The project implements collaborative student research about local and global environmental issues. The project seeks to broaden students' perspectives and research opportunities by using telecommunications to link classrooms with each other and the scientific community. In September, 1993, the Global Lab consisted of teachers and students from 120 schools, including 40 sites in Eastern Europe, Asia, and Africa, supported by a TERC staff of curriculum developers, network manager, communications director, technology developer, and researcher.

The current curriculum is based on three years of development and reflects extensive contributions from teachers in the field. It asks participating schools to select a study site nearby for students to investigate over the course of the school year. In the first semester, schools follow the first unit of the curriculum called Building Investigative Skills. The activities include selecting a study site, telecommunicating with other schools, mapping the study site, collecting data at the site, analyzing data, participating in the Global Snapshot (synchronized, environmental measurements of data that each sites sends to all other sites), Eco research, designing experiments, and creating reports of experiments that are shared on the network. The second semester focuses on Advanced Research. The classes conduct advanced studies at their sites in one of four areas supported by the project: air quality, water quality, animal migrations, and stratospheric ozone. Applying the knowledge acquired during the first semester, students design their own research projects and share their findings with the other schools. Current information on Global Lab

EnergyNet

The EnergyNet Project in Illinois is based on high school students doing energy audits of their school buildings and sharing the data with other schools and the Illinois Department of Natural Resources. There are 18 participating schools. Representatives of each school (a teacher, a student, and an administrator) attended a summer workshop where they learned to do energy audits, use the Alice Network Software, and worked with the curriculum developed by a team from the University of Illinois, Department of Natural Resources, high school science and computer teachers, and curriculum consultants. The project takes one semester, during which time the school teams will work with the classes and building maintenance people to do energy audits and share their information with each other. The 18 schools have been divided into teams of 4 to 5 schools that will work closely with each other on particular activities. All the data collected will be sent to the Illinois Department of Natural Resources. Each school will be given the opportunity to apply for funding from the department to fix any problem areas that surface as a result of the audits. Current information on EnergyNet

Wells Reserve/TERMS

In response to growing evidence of coastal ecosystem degradation, the Maine Mathematics and Science Alliance has formed a collaboration of students, teachers, government, and educational organizations called Telecommunications in Education to Reform Mathematics and Science (TERMS). Educational materials created by this project develop a framework through which students become researchers for their local community in an effort to solve local watershed management problems.

Participating schools are working with the Wells Estuarine Research Reserve in developing and implementing integrated math and science investigations centered around scientific process. Students collect, analyze and submit water quality data to a central server for cross-site analysis.

Currently, there are 60 schools involved in the project. Because of the large number, they are splitting into groups based on grade level. Each group is developing separate curricula using the shared data that all schools contribute to.

CyberMarch

The CyberMarch project, developed by Gary Short of Vistanomics, Inc., aims to involve large numbers of teachers and students, and to bring students and their data in contact with political leaders. Students nationwide will perform ozone air pollution research, with the aim of gathering data which can then be shared over the network, using the Alice Network Software. Students will then present the data to local and national political leaders, including Vice President Al Gore. The name CyberMarch implies a march on Washington DC, scheduled for May 20 of 1995, to present the ozone data, a presentation which will be carried out via e-mail as well as a face-to-face meeting of Washington D.C.-area students with political leaders. Students will use the Eco Badge ozone monitor developed by Short for their research, then share their data using the Alice Network Software. The combined set of data can be retrieved by students for classroom analysis. The CyberMarch project is designed to continue annually, involving growing numbers of teachers and students each year.

Appendix B: Technical Questions and Answers About The Alice Network Software Versions 2.02 and 2.1 and Automated Data Sharing Projects

What is an Alice Network Software "client?"

An Alice Network Software client refers to the Alice Network Software application program that runs on each user `s individual computer, either Macintosh or IBM PC compatible running Microsoft Windows 3.1 or higher.

What is the Automated Data Sharing Server?

The automated data sharing server receives, stores, consolidates, and transmits files that the Alice Network Software reads and interprets as Alice data tables. (Non-Alice users can submit and retrieve data, but will receive ASCII files.) The data sharing server is implemented on a UNIX machine and utilizes any standard UNIX database application and custom UNIX scripts and Perl scripts developed at TERC. In the future, TERC staff will help projects set up their own automated data sharing server.

What is a "Point-of-entry" (POE) Computer?

For purposes of an Alice networked system it is a computer that can exchange files with Alice Network Software clients over a modem/phone line connection and that can also exchange Internet mail with other computers on the Internet. It is almost always a computer running the UNIX operating system. It acts as a point-of-entry to the Internet for Alice Network Software clients.

Can many different Alice Network Software "clients" use the same POE?

Yes.

We have a computer that's connected to the Internet. Can it serve as our POE?

Yes. If it is running the UNIX operating system, TERC staff can assist its operators in installing UNIX shell scripts and Perl scripts that allow it to function as a point-of-entry computer for Alice Network Software clients.

Can I use my Internet connection with the Alice Network Software instead of a modem?

Not with versions 2.02 and 2.1. Version 3.0 will allow use of a direct Internet connection, including a SLIP or PPP connection.

How is the Internet involved in an Alice Network Software system?

Each Alice Network Software non-IP client sends its files in Xmodem, Ymodem, or Zmodem protocol to a computer that is a point-of-entry to the Internet. TERC installs some files on this POE so that it can receive and interpret the Alice files. Then the POE "unpacks" the Alice files and sends them over the Internet in Internet mail protocol (IP). They arrive at another POE where the mail recipient has an account. When the recipient connects to their POE with the Alice Network Software and picks up mail, the POE sends the mail to the Alice Network Software client.

How does an Alice Network Software client actually send files to a POE?

In most, but not all setups, the Alice Network Software client software combines into one single file (a batch) all the Outbox files waiting to be sent and sends it to the modem and over the phone line in a Zmodem file transfer. The POE is able to receive the Zmodem batch file, separate the individual messages, and send them over the Internet to their designated addresses.

How does an Alice Network Software client receive mail?

When a user connects to the POE and has "Pickup Mail" enabled, the POE sends to the client whatever mail is waiting. The Alice Network Software client places the individual files in the Inbox.

What kinds of files can the Alice Network Software send and receive?

The Alice Network Software is designed primarily to simplify the exchange of Alice reports, data tables, graphs, and maps among Alice Network Software clients. But you can also use it to exchange any other files, including text and binary files. To send a file you need only "Add" it to the Outbox before connecting for a telecommunication session. It will be sent with the other files in the Outbox.

What kinds of messages do Alice Network Software clients send and receive?

Every file that an Alice Network Software client prepares to send, whether an Alice file, text file, or binary file, is given a standard Internet address and a copy is placed in the Outbox . At the time of transmission, all the files in the Outbox are sent to the POE. (Binary files are converted to ASCII and reconverted to binary when received.) When a POE receives Internet mail messages for one of its Alice client accounts, it stores them until that client logs on. Then during that telecommunications session it collects all files for that account and transmits them to the Alice Network Software client.

If someone has sent me e-mail and I haven't connected to pick it up yet, where does the mail wait?

The mail waits on the POE where you have your login account.

What happens when an Alice Network Software user submits a data table to the automated data sharing server?

The Alice Network Software immediately places a copy of the table file in the Outbox with an address indicating it should be sent to the Alice data sharing server. Nothing else happens to that file until the user connects to the POE. Assuming that "Send Mail" is enabled, the Alice Network Software includes the table with the files that are uploaded to the POE. When the POE receives the table file, it sends that file over the Internet to the automated data sharing server. The server receives the file as Internet mail, reads the message which indicates which database it belongs in, and then puts the data into the appropriate table in the appropriate database. The server automatically generates a message for the user, indicating that the data was received or that there was an error. This message appears in the user's Inbox the next time mail is picked up.

What happens when an Alice Network Software user requests a data table from the automated data sharing server?

The Alice Network Software immediately creates a message requesting a table from the appropriate database and data table and places this message in the Outbox . When the user logs onto the POE, and assuming that "Send Mail" is enabled, the Alice Network Software includes the message in the Zmodem batch file that is uploaded to the POE. When the POE receives the batch file, it sends that file over the Internet to the Alice data sharing server. The server receives the file as Internet mail, reads the message, prepares the requested data table, and sends it out the Internet. The table travels as Internet mail to the POE of the user who requested it, where it waits until the user logs on and picks up mail.

Where is the automated data sharing server located?

Currently it is on a computer at TERC, although in the future other automated data sharing servers may be set up.

How does a project set up a database for its data on the automated data sharing server?

TERC staff will work with project technical staff to set up the necessary files on the automated data sharing server. The project staff simply need to create the Alice Network Software data tables that they want to use and then discuss a few simple points with the TERC staff to clarify the nature of the data in the table.

Who can I send e-mail to using the Alice Network Software?

You can send e-mail to anyone who can receive Internet mail. If you know someone's Internet address you can add that individual to your address book. If you are sending mail to someone who does not have the Alice Network Software, y