3 Software to Support Network Science
The software that TERC has designed to support Network
Science consists of a desktop application called the Alice
Network Software and a set of data sharing tools that runs
on an Internet-connected computer running the UNIX
operating system. The software facilitates the exchange of
messages and data among collaborating classrooms and
provides powerful yet easy-to-use software to record,
display, and analyze that data.
The Alice Network Software was originally designed to operate in a school environment where telecommunications was limited to the use of modems and telephone lines for connections. The current versions, 2.02 and 2.1, are based on this model of connectivity. However, version 3.0 of the software will add Internet (IP) connectivity for those schools that are able to take advantage of it. The software will allow schools to participate in collaborative investigations either with an ordinary modem and phone line or with an IP connection (SLIP/PPP or dedicated line). As version 3.0 is still under development, the discussion in this handbook is based on versions 2.02 and 2.1.
A Suite of Software Tools
The Alice Network Software runs on classroom computers and
includes an integrated suite of tools for word processing,
data analysis, and telecommunication. (Figure 3-1 shows the
Desktop, from which the various tools are accessed.) The
software works in conjunction with a data sharing server on
the Internet to provide an automated data sharing service
for schools participating in a telecollaboration project.
TheAlice Network Software is available from TERC. You may order a set of disks or download the software from the TERC server. See How to Contact Us and Obtain More Information.
Figure 3-1 The Alice Network Software Desktop Window
Software Support for Network Science
The Alice Network Software supports Network Science in the following ways:
- students electronically record the data they collect on their classroom computer
- they telecommunicate their data to an automated data sharing server where it is combined with similar data recorded by other student researchers, typically in geographically dispersed areas
- students "download" the consolidated data set to their classroom computer
- they use the Alice Network Software data analysis tools to examine the data set, test their theories and extend their understanding of natural phenomena
- students use the software to send messages to other classes and to mentor-scientists by e-mail
- teachers use telecommunications to communicate with other teachers and experts, asking questions, sharing experiences, and reflecting on their own experience.
Macintosh or Microsoft Windows Compatibility
The Alice Network Software runs on Macintosh computers or computers running Microsoft Windows. The software uses a modem and telephone line to connect to a "point-of-entry" computer on the Internet.
The other essential component of the collaborative system is the data sharing software that runs on any UNIX machine that is connected directly to the Internet. Both the Alice Network Software and the data sharing server tools are discussed in greater technical detail in Chapter 8, "Technology Planning." In the section immediately below we describe the main features of the software from the classroom user's point of view.
The Alice Network Software data tool provides an easy and convenient way for students to record their data. Often, in Network Science projects the curriculum designer will have prepared a standard data table for all participants to use. This will have been distributed along with the Alice Network Software as an empty table, called a "template." (Figure 3-2 shows a data table used in the NGS Kids Network unit, What is Your Soil Good For?)
Figure 3-2 An Alice data file in Form View (single record display)
Typically, each class enters its own data into the template and submits it to the data sharing server. The server software automatically combines the data submitted by all schools into a single table. Individual classes can then retrieve the combined data table whenever they wish. (Figure 3-3 show a consolidated data table from the field test of the NGS Kids Network unit,What is Your Soil Good For?)
Figure 3-3 An Alice data file in Table View (multiple record display)
The telecommunications tool is designed to replace standard modem-based telecommunications software, which is poorly adapted for classroom use. In typical telecommunications packages, users have to implement a complex sequence of actions, including choosing the protocols by which to make file transfers. In contrast, the Alice Network Software automates much of the telecommunications. Users place files to send in an Outbox, addressing each file individually. They initiate telecommunications when convenient by pressing one button and filling in a password. When telecommunications is completed, they check their Inbox for mail received. Automatic log-on and log-off speeds up the telecommunications process. Users also can set a timer in the software to delay log-on for up to 24 hours, so as to make use of (school) phone lines at off-hours and when rates are lower. (Figure 3-4 shows the dialog users employ to activate automatic log-on and log-off.)
Figure 3-4 The Alice Network Software" Connect" Dialog
Students can exchange not only letters, but data tables, maps displaying data, and graphs. The ability to telecommunicate data, graphics, and text together enriches the Network Science model.
The Alice data sharing server, working in conjunction with the Alice Network Software, simplifies the process of data sharing over the Internet. In a typical school-based network learning project, automated data sharing enables collaborating classrooms to contribute one or more sets of data to a central data table and then retrieve a complete data table for review and analysis. No
intervention by project administrators is required. The server is capable of
managing multiple projects and multiple data tables per project simultaneously.
The Automated Data Sharing system is optimized for use in conjunction with the
Alice Network Software, but the system is also compatible with other forms of
data exchange available through the Internet, even normal e-mail, so that schools that do not have the Alice Network Software can also contribute and
retrieve data.
TERC operates a data sharing server at its Cambridge, MA, location, capable of serving multiple projects simultaneously. In the future, projects may set up
their own data sharing server. At present, all projects make use of the TERC server. The Testbed staff will work with a project to set up the data sharing services it needs.
Using the Alice Network Software on their classroom computer, students can display their data on a regional, national, or world map, in order to look for geographic patterns and trends. (Figure 3-5 shows data from the field test of the NGS Kids Network unit, What is Your Soil Good For?)
Figure 3-5 Display of data on an Alice map (generated from a data table)
Students can use the graphing tools to display their data in a number of different kinds of graphs. In addition to standard graphs, the software includes many custom graphtypes that have been especially developed to support national mathematics standards. (Figure 3-6 shows a histogram generated from data from the field test of the NGS Kids Network unit, What is Your Soil Good For?)
Figure 3-6 A histogram generated from an Alice data file
Most projects include a variety of files with the Alice Network Software when they send it to participating schools at the beginning of the project. In our experience, however, projects frequently need to send updates, or revised versions, of files to participating schools. The design of the Alice Network Software makes it easy to distribute these files. When the project coordinator (or any teacher) needs to send out new data templates (empty data tables to be filled in with student-collected data) or address books, these items are mailed to participating classrooms as "updates" and are installed automatically when the user moves them from the Inbox.
In the sections below we give an overview of the typical research process in a network science curriculum and suggest how the Alice Network Software can support each aspect of student inquiry. Using the computer software actively in the research process not only allows students to take advantage of the analytical tools and telecommunications features it provides, it also helps students use technology to organize, access, and share their work in the same way as professional scientists.
Inquiry begins with questions: about the world; about a process; about a set of data. Questioning continues throughout the entire research process.
- Using the word processor, students can record their questions, conjectures, hypotheses, ideas, and theories and save them electronically or print them
out.
- Using telecommunications students can, at any stage of the research, post
their questions and ideas to their network colleagues for comment and feedback.
They can send their ideas to individual classes, to teams of classes, to an
on-line scientist (when available), or to all the classes participating in the project.
Questions often lead to the desire for additionalinformation from reference material.
- The Alice Network Software allows projects to set up easily-accessed reference
material on disk by simply placing those computer files in the Reference
folder. When students use the Reference command, the software automatically opens the reference folder, allowing the student to select the reference material desired. Reference files may include word processing files, data tables, maps, and picture files (PICT files for the Macintosh; BMP files for the IBM PC and compatibles).
Initial questions lead to preliminary ideas and on to an extended investigation.
- If students design their own investigations, they can write up those designs in the word processor, share them over the network, and solicit comments from
their collaborators.
Students record their observations as sketches, field notes, lab notes, data form entries, journals, photographs, sound recordings, video recordings, or in other ways.
- For textual and numeric information, the word processor and data table provide a structured way for students to record, save, print, and share their data. Teachers can use the data table's structured format to highlight the importance of standardized measurements in science.
Scientific research often involves the sharing of data collected at a number of different sites.
- The Alice Network Software has been designed to make it easy for students to share data and exchange ideas.
Research typically involves the analysis of data.
-
Using the Alice Network Software data analysis tools, students can: sort a data
table by any column; create subsets of the data; calculate standard statistics;
create graphs; and display the data on a map.
Interpretation, like questioning, flows through the entire research process. At each stage, students develop and voice a tentative interpretation: they develop an initial interpretation before they have conducted any observations; they may change their interpretation after gathering preliminary data; they may change it again when they see the data of other students; and again when they discuss it in class. Finally, they may revise their interpretations when they see the network data from their collaborators or after exchanging ideas with the on-line scientist.
- Students can use the word processor as an ongoing journal to record their
interpretations at each stage of the project. They can save and/or print these
interpretations to compare with the ideas they develop later in the project.
When students have concluded their investigations and analyses and have an interpretation, they report on their results.
- Any documents that students have produced - the maps, graphs, tables, and
reports - can be printed and students can use their documents to present their
results. In addition, all these documents can be sent over the network and
shared with research colleagues.
Research does not end with the production of a report. Often, this is only the first stage of a continuing process of investigation.
- Students can use the telecommunications component to post their ideas and
further questions to on-line colleagues.