OpenStudying the Classics

I recently met Dr. Diana E. E. Kleiner, a distinguished professor at my alma mater and director of the Open Yale Courses initiative. We were talking about “OpenStudying the Classics”—to my knowledge, the first use of “OpenStudy” as a verb.^[1] This made me think—what does it mean to “OpenStudy” something?

Some background first. In collaboration with Dean Preetha Ram of Emory University, our former student Chris Sprague from Georgia Tech’s HCI program, and experienced internet entrepreneur Phil Hill, and with funding from the National Science Foundation, the National Institutes of Health, and the Georgia Research Alliance, I’ve been working on a system called OpenStudy^[2] which embodies a new way of studying. In the new millennial world of social networking, where social graphs have no geographical boundaries, professional networks are world wide, and entertainment streams from the far corners of the globe into the palm of your hand, it has always seemed odd to me that education is bounded by school walls, class interactions are limited to one teacher and a few dozen students who happened to register at the same time as you, and studying is largely a solitary activity circumscribed by so-called “collaboration policies” that typically require students to learn alone. Even “open learning” initiatives offer little more than a solitary experience watching instructional videos in your home, albeit from world famous experts.

OpenStudy, in contrast, whole-heartedly embraces the idea of “social learning”. The world is your study group, we claim. Connect with others studying the same things you are. Give and get help. The world learns as one.

But what is the “OpenStudy experience”? What will it mean, as Prof. Kleiner wonders, to “OpenStudy the Classics”? I don’t have the final answer (sic) but I do want to share my observations from a pilot with MIT OpenCourseware (OCW). For the past month, learners in three OCW courses have been given an option to “Join a study group”.^[3] OCW reports their study groups are growing at a “blistering pace”—by our metrics, by about 10% a day. Learners are demanding more OpenStudy groups; if we don’t respond quickly, they create their own. What’s going on?

It’s too early for hard metrics, but permit me to share some anecdotes. MIT pilot courses include Intro CS, Calculus, and Chinese, and there are certainly interesting interactions around those topics.^[4] But users are also exploring other interests. For example, there’s an active conversation about Greek Classics. What’s interesting are the participants:

• a classics librarian at an exclusive four-year college in New England
• a young woman considering a PhD in social sciences
• an international student at a community college student in Georgia
• a professor from the MIT Physics group
• someone studying Chinese
• a mid-career Math/CS geek from Michigan

These people did not know each other prior to their OpenStudy encounter. OpenStudy is described as the Match.com for studying together^[5]—if so, this certainly seems to be working. A student from Peru came online recently, introduced himself, and apologized for his poor English. A student in the US responded in Spanish, and they struck up a conversation around their mutual study interests. Then a user from Mexico City jumped into the conversation, and off they went studying together with two users from Costa Rica. This is the new world of OpenStudying—social learning without geographical boundaries.

A homeschooled teenager recently joined OpenStudy and said “I’m new. How do you OpenStudy?” 15 minutes later, she had connected with students in an all-girls private school. She initiated a discussion on World Religions which, less than a day later, has nearly 20 participants. Half of them have contributed and half are listening. A Hindu undergraduate from India, an Orthodox Jew from Texas, and a Muslim student from Turkey are talking about what “real” Islam is like. A teenager who can’t drive, doesn’t go to school, and does not have traditional teachers or schoolmates has answered her own question. This is how you OpenStudy. You study with the world.

Every educator knows the challenge of keeping students engaged. Studying together not only improves learning, it is a lot more fun. One of the users recently emailed us saying: “Personally, I’ve come further in my development as a programmer in the month of being on OpenStudy than the previous few years struggling on my own. Being able to see how other people approach problems and considering their questions is absolutely wonderful.” A GSU professor says she is seeing 400% increase in student engagement in her required lower-division biology class due to OS.

So this, Prof. Kleiner, is how we will be able to “OpenStudy the Classics”. Students connecting with students studying the same things they are. I call it “massively multiplayer online learning”^[6], a wordplay on the MMO experience we’re seeing in the gaming world. Here it has value beyond entertainment; the diversity adds to the richness of the online study group, the globalness broadens access beyond elite institutional walls, the interactivity engages today’s millennials in—of all things—study.

On average, we’re seeing 5.3 participants per “studypad” (a real-time interaction tool that facilitates conversation, discussion, or simply question answering). About 30% of the interactions occur synchronously in real time. This is quite different from a typical question site, where you post a question and wait—an hour? a day? who knows when someone might answer. OpenStudying is like a conversation in a university library or the local Starbucks, instant real-time interaction with peers—except that these peers might be halfway around the globe. The world is, after all, your social network, your professional rolodex, and, now, your study group.

Ashwin Ram
September 15, 2010

If you’ve OpenStudied and would like to share your experience, I’d love to hear about it. Please add a comment below.

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[1] I’ve always been interested in the origins of words, especially new ones. Who coined the term “WebLog”, and who first shortened it to “blog? Who first used “Google” as a verb? In this day and age, surely there must be a record somewhere. To this end and with her permission, I’d like to credit Prof. Diana Kleiner with the first use of “OpenStudy” as a verb.

[2] OpenStudy is free and publicly available at OpenStudy.com, a for-profit spinoff from Georgia Tech and Emory University created via the university’s commercialization program. Our objective is to create not just an interesting research project but a sustainable product that will make a difference to thousands of learners everywhere. To accomplish this, we need to grapple with the realities of business models, lest our project die the way countless other good ideas do when their research funding runs out.

[3] Update: MIT OCW has expanded its program to several more courses: web.mit.edu/newsoffice/2010/ocw-openstudy.html

[4] Click “Join a Study Group” on the course page to see the corresponding study group.

[5] See Marc Parry’s article in The Chronicle’s Wired Campus, Start-Up Aspires to Make the World ‘One Big Study Group’, September 8, 2010: wiredcampus.chronicle.com/blogPost/Start-Up-Aspires-to-Make-the/26780

[6] My talk at the Knowledge Futures: Disrupting the University forum at Emory University, entitled Massively Multiplayer Online—Learning? aka Are social networks disrupting models of education? cognitivecomputing.wordpress.com/2010/04/26/massively-multiplayer-online—learning/

Massively Multiplayer Online—Learning?

Massively Multiplayer Online—Learning?
aka, Are social networks disrupting models of education?

I spoke recently at a panel on Rebooting the University: Disruptions in Models of Learning.^[1] In preparing my presentation, I found myself thinking about the topic of the panel. Are there new “models of learning”? The brain hasn’t changed all that much, has it?

The real disruption is not in models but modes of learning. Let me explain. Students today care about their education, perhaps more so than ever. In fact, 4 out of 5 students stress about their grades.^[2] Yet class attendance is down. The more technology is used, the less likely students are to attend.^[3] After all, why sit in a one-hour lecture when one can download the powerpoint and skim it the night before the exam? 60% of students find lectures “boring” and powerpoint “sleep inducing”.^[4]

Students aren’t reading their textbooks either.^[5] That’s an easy problem, you say—this is the digital generation, let’s digitize their books. Surely textbooks will be more accessible (and affordable) on their laptops, their Kindles, their iPhones? It turns out 60% of students read less when using e-textbooks instead of physical textbooks.^[6] 600-page PDFs do not make the grade with today’s youngsters. Frankly, I can’t read 600-page PDFs either.

The problem starts well before the university. In the recent Silent Epidemic study^[7] funded by the Gates Foundation, 47% of high school dropouts said a major reason for dropping out was that “classes were not interesting” and they were “bored”. Remarkably, 88% of dropouts had passing grades. These kids are not failing out of school; they are simply disengaging.

But wait, you say. Students are bored, they don’t go to class, they don’t read their textbooks—how in the world do they learn enough to get passing grades? That’s where modes of learning come in. Students do learn—but from Wikipedia, nearly 80% of them.^[8] They learn from MIT’s OpenCourseware—50 million and counting^[9], over 200 thousand visitors a month. That is a lot of engagement. And most significantly, they learn from their peers. 55% of teenagers report using IM to discuss homeworks—a larger percentage than dating.^[10] Students are studying, but the web is their classroom.

But wait, you say again. Universities offer more than knowledge delivery; they offer community. As George Siemens says of Open Yale, “Great video and talented presenters. My only complaint: I’d like to interact with others who are viewing the resources. Creating a one-way flow of information significantly misses the point of interacting online.”^[11] Don’t universities provide this interaction? Isn’t that their value?

Students do need community. But let’s look at where their communities are. 95% of college students are spending up to 10 hours a week in social networks^[12]—blogging, updating their profiles, trading pictures, and—yes—talking about schoolwork. “With so many hunched over their laptops and cell phones”, as Preetha Ram says, “who is left on the college quad?”^[13]

The college quad. The very phrase conjures up images of the walled gardens of academia, laced with ivy, filled with knowledge, brimming with students eager to absorb that knowledge. But, as my former student Chris Sprague puts it, today’s students are casting a wider net. The web is their classroom, Facebook is their community, the world is their study group. The days of walled gardens are over. That is the true disruption.

Modes of learning have changed. George Siemens talks about connectivism—the new mode learning in the digital age.^[14] The university is no longer a walled garden; it is a hub that connects students to the world around them. It is open. Not just in the sense of free video lectures; rather, the community (which, after all, is the real value of the university) is open.

My colleagues and I have been building an online community called OpenStudy.^[15] Funded by the National Science Foundation and the Georgia Research Alliance, OpenStudy is a kind of Facebook for learning. A place where students come, not to trade pictures and jokes, but to study. A place that connects them to other students in their university, to students in other universities, so they can study together.

We’ve seen this disruption in other areas. People collaborate online to create everything from music^[16] to software^[17]. Is creating knowledge any different?^[18] As Rich DeMillo says, “social networks are well adapted to producing value in higher education.  The hubs and spokes of social networks reflect the long-tail effects that influencers have on learning.”^[19]

I do research on games^[20] and collaborative learning^[21]. Anyone with a teenager at home knows how engaging massively multiplayer online games can be.^[22] Stephen Downes and George Siemens are experimenting with massively multiplayer online courses.^[23] OpenStudy can be thought of as a kind of massively multiplayer online learning—a world wide “guild” (if I may borrow a gaming term) of students interacting, helping, collaborating, studying together. A place for “user generated learning”, if you will.

Students get this. The world is their social graph, their gaming guild, and now, their study group. Student response to OpenStudy has been very positive. University response has also been positive, but many want to know if they can create a private network for their students. A closed network. AKA a walled garden. Universities still don’t get it.

The topic of the panel is Rebooting the University. My point is simple. The university is no longer a closed system, located in a tiny land-grant town a hundred miles from civilization. The days of isolation are over.^[24] The university must be a hub for students to explore the world, expand their horizons, reach out to others. Students are doing this anyway, and if universities won’t adapt^[25], students will do it without them.

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[1] B Konsynski (2010), Knowledge Futures. http://halleinstitute.emory.edu/Research/knowledge_futures/2010forum.html

[2] SJ Cech (2008), Poll of U.S. teens finds heavier homework load, more stress over grades, Education Week. http://www.edweek.org/ew/articles/2008/08/13/45youth.h27.html

[3] Personally, I have abandoned technology in favor of the good old whiteboard. It is more work than flipping through powerpoints, but (speaking purely anecdotally) attendance is up, students are more engaged, grades have improved. And students seem to like it—I get more Thank A Teacher awards now J.

[4] S Mann (2009), Why do 60% of students find their lectures boring?, The Guardian. http://www.guardian.co.uk/education/2009/may/12/university-teaching

[5] Clump, Bauer & Bradley, 2004; Burchfield & Sapington, 2000; Murden & Gillepsie, 1997; McCabe, 2003.

[6] JT Rickman, J Von Holzen,  PG Klute, & T Tobin (2009), A campus-wide e-textbook initiative, EDUCAUSE Quarterly, 32(2). http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ACampusWideETextbookInitiative/174581

[7] JM Bridgeland, JJ Dilulio Jr, KB Morrison (2006), The Silent Epidemic: Perspectives of High School Dropouts. http://www.civicenterprises.net/pdfs/thesilentepidemic3-06.pdf

[8] MH Miller (2010). Students use Wikipedia early and often, The Chronicle: Wired Campus. http://chronicle.com/blogPost/Students-Use-Wikipedia-Early/21850

[9] MIT OpenCourseWare marks 50 million visitors, The Boston Globe: Business News, 2008. http://www.boston.com/business/ticker/2008/12/mit_opencoursew.html

[10] 2007 AP-AOL Instant Messaging Trends Survey, reported in: http://www.businesswire.com/portal/site/google/index.jsp?ndmViewId=news_view&newsId=20071115005196

[11] G Siemens (2007). Open Yale. http://www.elearnspace.org/blog/archives/003188.html

[12] National School Board Association (2008). Creating and Connecting: Research and Guidelines on Online Social—and Educational—Networking. http://www.scribd.com/doc/12836118/NSBA-Social-Networking-Study

[13] P Ram (2009). An Empty College Quad? http://preetharam.wordpress.com/2009/01/29/an-empty-college-quad

[14] G Siemens (2004). Connectivism: A learning theory for the digital age. eLearnSpace. http://www.elearnspace.org/Articles/connectivism.htm

[15] http://openstudy.com

[16] http://tunerooms.com, http://thounds.com, and others

[17] http://sourceforge.net, http://github.com, and many others

[18] D Wiley. Open source, openness, and higher education. Innovate Journal of Online Education. http://www.innovateonline.info/index.php?view=article&id=354

[19] RA DeMillo (2011). Abelard to Apple: The Fate of American Colleges and Universities in the Twenty-First Century, MIT Press, in press.

[20] http://cognitivecomputing.wordpress.com/tag/games

[21] http://cognitivecomputing.wordpress.com/tag/educational-technology

[22] Actually, the average age of gamers is 35 [ESA 2009: http://www.theesa.com/facts] so this holds for adults too. This is good; universities will need to engage adults too as they begin to address lifelong learning seriously.

[23] Massively Open Online Courses (MOOCs): http://ltc.umanitoba.ca/connectivism/?p=53

[24] It is no surprise to me that student-voted “best college towns” are no longer Ann Arbor and College Park, but places like Georgetown and our very own Emory [Princeton Review]. The campus town isn’t Emory Village, it is Atlanta, it is Washington DC, it is Greenwich Village. Students today are indeed casting a wider net, in more ways than one.

[25] Rich DeMillo (ibid.) describes one such vision: open courseware, hacked degrees, no brick walls, and above all an increased emphasis on access and a de-emphasis on selectivity and exclusion.

ICCBR-10 Workshop on CBR Startups

CBR Startups

ICCBR 2010 Workshop / July 20, 2010 / Alessandria, Italy

Please fill out a short participation survey: www.surveymonkey.com/s/S2ST588

Over the past twenty-five years, Case-Based Reasoning has matured into a full-fledged discipline within AI, with an international community, strong research momentum, and many commercial successes. However, despite its many advantages as a technology, CBR is not well known in the entrepreneurial world. In part, this is due to few startups being created by CBR researchers, who are the best people to initiate commercialization of their ideas.

This workshop will focus on the merits and challenges of creating a technology startup out of cutting-edge research in academia or research labs. We will discuss technological issues, such as the application areas best suited for CBR approaches and scalability of CBR technologies. We will also discuss practical issues, such as the tension between academic goals (e.g., publishing papers) and commercialization goals (e.g., building applications), and the different types of expertise required to create a vision (researchers), market a product (marketers), and build a company (entrepreneurs).

In true CBR fashion, we will use cases to tackle these issues.  We will hear from CBR researchers who have created CBR startups, and use their experiences to discuss different ways to commercialize CBR technologies. Some have chosen a hands-on approach, taking on a management role (CEO) or a technology role (CTO). Others have partnered with experienced business people, who have taken their ideas forward. We will also provide a forum to help participants with their startup ideas.

Agenda/Schedule

CBR Startups will be a half-day workshop with short talks by people who have spun out companies from their universities, a panel discussion with open audience questions on the merits and challenges of doing a startup, alternative ways of commercializing CBR technologies, and advice to people interested in doing this.

We will conclude with a hands-on session with 3 minute pitches by participants. Think of it as throwing down the gauntlet—a friendly competition where you pitch your CBR startup idea. Prizes will be awarded for most innovative use of CBR technology, best business idea, and idea most likely to succeed. Our intention is to provide advice and mentoring by community members who have been-there-done-that, using these ideas as case studies for all of us to learn from.

Tentative agenda:

• Introduction and context (Ashwin Ram)
• Short talks by CBR researchers who have done startups
• Panel discussion with open audience questions
• 3 minute CBR gauntlet Pitch competition

We want this to be useful to you, so please help us refine the agenda by filling out this brief survey: www.surveymonkey.com/s/S2ST588

Organizers

• Ashwin Ram, Georgia Tech; Founder, Enkia, OpenStudy
• Saurav Sahay, Georgia Tech; Founder, Cobot Health

Invited Speakers & Mentors

• Barry Smyth, University College Dublin; Founder, HeyStaks
• Peter Funk, Mälardalen University; Founder, FunkAI
• Frode Sørmo, Norwegian University of Science & Technology; Founder Verdande

[More to come. If you'd like to speak or mentor, please fill out the survey.]

Help us publicize this workshop!

Please forward this URL to others who might be interested: http://bit.ly/cbr-startups

For more information about ICCBR 2010, see: www.iccbr.org/iccbr10

How To Present A Paper

(Paraphrased from my hazy memory of what Drew McDermott taught me many years ago.)

Many students present a paper, especially one authored by someone else, by talking through it section by section or page by page. The student reads out the definitions and points the audience to the figures. Anything in italics is read out. The student works through the paper linearly, taking great care not to miss anything that the author might have written that might possibly be relevant. This approach is not useful because all that is happening is that the student is reading the paper aloud, forgetting that the audience is perfectly capable of reading the paper themselves and in most cases has already done so. Here is a different approach.

If you’re presenting the paper:

• Read the paper ahead of time, and decide what you think of the ideas presented in the paper. In particular, decide whether you think the paper has some good ideas or whether it belongs in the recycling bin. Keep in mind that very few papers have no worthwhile ideas whatsoever; however, if you’re convinced that your paper belongs in this category, follow the steps listed below for critiquing a paper.
• Next, decide which idea is the best idea (or a small cluster of related ideas) in the paper. “Best” may mean most novel, most central, most relevant, most clever, most important, and so on. Write down this idea, preferably in your own words, and a one-line justification for why this idea is the best one. (This step is particularly important when the paper you’re presenting is your own.)
• Now comes the crucial step: Figure out how to get your audience as quickly as possible to the point where they can understand this idea.
• Next, if necessary, elaborate the idea and fill in the details. Explain things like how the idea came about, how it was fleshed out in the paper, how it was proven, what benefit it had, what difference did it make, what alternative ideas might have been pursued instead, and so on.

If you’re critiquing the paper:

• Read the paper ahead of time, and decide what you think of the ideas presented in the paper.
• Next, determine what you think is the central fallacy or bad idea (or a small cluster of related ideas) in the paper. Don’t pick something tangential; you want a novel, central, relevant, clever, important idea (similar to the kind of idea you’d pick if you were presenting the paper) but one that is, in your mind, simply wrong. Write down this idea, preferably in your own words, and a short “bottom line” reason explaining why this idea is wrong.
• Now comes the crucial step: Figure out how to get your audience as quickly as possible to the point where they can understand the fallacy or bad idea.
• Next, if necessary, elaborate the idea and fill in the details. Explain things like how the idea came about, how it was fleshed out in the paper, what problems did it raise, why the proof was inadequate, what alternative ideas might have been pursued instead, and so on.

A Short Ballad Dedicated to the Growth of Programs

I wrote this as a junior PhD student at Yale, as a commentary on the sociotechnical (aka religious) wars in the functional programming community at the time. Reproduced here, complete with archane email headers.

Date: 28 Jan 86 06:22:59 EST (Tue)
From: ram@yale-ring
Subject: Of growing code and diminishing hacks...
Sender: ram%yale-ring%arpa.yale@edu.mit.lcs.mc
To: t-discussion@arpa.yale, scheme@arpa.mit-mc

This is a tale of a sorry quest
To master pure code at the T guru’s behest
I enrolled in a class that appealing did seem
For it promised to teach fine things like T3 and Scheme

The first day went fine; we learned of cells
And symbols and lists and functions as well
Lisp I had mastered and excited was I
For to master T3 my hackstincts did cry

I sailed through the first week with no problems at all
And I even said “closure” instead of “function call”
Then said the master that ready were we
To start real hacking instead of simple theory

Will you, said he, write me a function please
That in lists would associate values with keys
I went home and turned on my trusty Apollo
And wrote a function whose definition follows:

    (cdr (assq key a-list))

A one-liner I thought, fool that I was
Just two simple calls without a COND clause
But when I tried this function to run
CDR didn’t think that NIL was much fun

So I tried again like the good King of yore
And of code I easily generated some more:

    (cond ((assq key a-list) => cdr))

It got longer but purer, and it wasn’t too bad
But then COND ran out and that was quite sad

Well, that isn’t hard to fix, I was told
Just write some more code, my son, be bold
Being young, not even a moment did I pause
I stifled my instincts and added a clause

    (cond ((assq key a-list) => cdr)
          (else nil))

Sometimes this worked and sometimes it broke
I debugged and prayed and even had a stroke
Many a guru tried valiantly to help
But undefined datums their efforts did squelch.

I returneth once more to the great sage of T
For no way out of the dilemma I could see
He said it was easy — more lines must I fill
with code, for FALSE was no longer NIL.

    (let ((val (assq key a-list)))
       (cond (val (cdr val))
             (else nil)))

You’d think by now I might be nearing the end
Of my ballad which seems bad things to portend
You’d think that we could all go home scot-free
But COND eschewed VAL; it wanted #T

So I went back to the master and appealed once again
I said, pardon me, but now I’m really insane
He said, no you’re not really going out of your head
Instead of just VAL, you must use NOT NULL instead

    (let ((val (assq key a-list)))
       (cond ((not (null? val)) (cdr val))
             (else nil)))

My song is over and I’m going home to bed
With this ineffable feeling that I’ve been misled
And just in case my point you have missed
Somehow I preferred (cdr (assq key a-list))

LYSP, a recent programming language inspired by the ballad: www.piumarta.com/software/lysp/

And yes: (cdr (assq key a-list)) does work in LYSP!

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Here’s my latest geek poem: cognitivecomputing.wordpress.com/2010/10/11/a-is-for-apple—the-new-millennial-edition/