Microsoft Research University
Relations Program
Tablet PC and Computing Curriculum
Authors/Editors: Christine
Alvarado (USD), Richard Anderson (UW), Ruth Anderson (UVA), Jane Prey[*]
(MSR),
This white paper is based
on information gathered at the Tablet PC and Computing Curriculum workshop (
The 32 invited attendees were faculty members from a
variety of schools, including four-year colleges, research universities, and minority-serving
institutions. Other attendees included staff members from Microsoft Research
University Relations, MS Academic Relations Managers, Microsoft® Windows® XP Tablet
PC Edition, and Microsoft Office OneNote®. Several PhD students from the
The Tablet PC has the
potential to dramatically alter the educational process. This new technology
significantly changes the way students and teachers interact. It adds
completely new dimensions to classroom interaction by providing digital ink and
drawing tools for writing, sketching, and drawing; and for real-time
collaboration.
When integrating Tablet PC
technologies with other advances in the computing sciences, undergraduate
computing educators must re-think what we teach students and how we enable students
to learn. We are just beginning to understand how to best take advantage of
these new communication and collaboration resources.
Many questions need to be
answered. Among them are:
Obviously, exploring and
evaluating potential benefits of Tablet PC technology in the classroom is a
complex and exciting problem.
The Tablet PC and Curriculum
workshop focused primarily on its place in computing education for higher education.
It is clear, however, that the Tablet PC certainly has a place in all of education. Therefore, it makes
sense for this group to focus on the Tablet PC and computing curriculum, and to
begin by studying how the use of this technology in higher education can
improve learning.
Workshop attendees identified the topics listed below as the most
pressing issues when Tablet PCs are implemented in computing higher education.
Value of Ink and Mobility. We need to establish that software based on digital
ink is sufficiently compelling in education to enable wide-spread adoption. We
must show that ink and mobility provide significant value both to students and
to instructors. It is also important to show the technology adoption path—how individual
adopters gain value, and then the networking effect when there is broad
adoption.
Research Agenda. Basic note taking and presentation programs have already been successfully
deployed. But, there is interesting research to be done that will promote wider
deployment by enabling the use of digital ink in the next generation of
education software. We need to reexamine in the context of the Tablet PC the
good academic research that was conducted in the last 20 years on pen-based
computing and collaborative programs. The availability of the Tablet PC
platform finally makes it possible to apply this research to actual learning
environments and to obtain real assessment data.
Enabling Technology. Soon, wireless networking will become widely available
and easy to use. The price of Tablet PCs will continue to decline—making the
price differential between a Tablet PC and a laptop relatively small. Or, adding
a digitizer to a laptop will be a low cost option (much the same as adding a
network card). The tighter integration of Microsoft® Windows® XP Tablet PC Edition
with the Windows operating system is a step in this direction. When more user software
becomes available, the demand for and ubiquity of Tablet PCs will increase—producing
a snowball effect much like that seen in the early days of PCs.
While we are excited by the
specific problems we’ve identified for moving Tablet PC technology into higher
education, we also find ourselves contemplating a broader, long range vision.
We want to explore how the widespread deployment of Tablet PC and other mobile PCs
can transform higher education. Suppose that most students have mobile PCs,
with a significant fraction of these being Tablet PCs. How do we take advantage
of this technology to create a new learning environment? How do mobile PCs,
supporting a new range of communication modes (not just typed text), change
what can be done in the classroom and outside of it?
The visions for mobility in
education and for digital ink communication are inherent to Tablet PC
technology.
In considering the role of
Tablet PCs in computing and higher education, we need to look at the activities
of three different groups of stakeholders: teachers, learners, and researchers.
By examining the interactions between these groups, we can make some
distinctions that are important components for education.
In the following sections,
we look first at the use of Tablet PCs for instructor-directed activities,
especially activities that occur in the classroom. Next, we look at the use of
Tablet PCs to support independent work, including students’ note taking,
studying, research, and assignment preparation. Finally, we discuss the
research problems that must be addressed for pen computing and mobility,
especially in educational software.
Dynamic Documents – Learning Communities. Tablet PCs enable fluid interaction with previously
static artifacts. Textbooks can be powerful tools for learning, enabling
students to explore subject matter at their own pace and on their own time.
However, textbooks are also fundamentally isolated and static—lacking communication
links to the instructor and other students and presenting unchanging content.
However, with an e-book, students can communicate through shared annotations,
and instructors can highlight or modify content. Through these mechanisms the
textbook transforms from an individual lump of pulp into a communal artifact
and provides a central context for a learning community. While it may be
possible to use other devices for sharing textbook annotations, the physical form
factor of the Tablet PC (comfortable to hold and as easy to manipulate as a
textbook) and digital ink (allowing highly individual annotations and mimicking
students' existing "interface" with the textbook) together make the
interaction fluid and natural.
Classroom Presentation. Presentation is a core classroom process. With an increasing
number of students entering higher education, and with flat or declining
education budgets, the lecture model of instruction is becoming more prevalent.
To provide a more dynamic and interactive classroom experience, instructors can
connect the Tablet PC to a projector or a secondary monitor to display slides
and other materials, while showing their handwritten annotations in real time. Many
systems already support these kinds of activities. The motivation is to combine
the benefits of traditional writing technology (flexibility, ease of providing examples,
and adaptation to the audience) with computer projection of slides (high
quality, prepared ahead of time, easily sharable materials). For example, Classroom
Presenter software (Richard Anderson, UW)
provides many of these benefits. Used on a Tablet PC, this software is popular
with faculty and students. However, for longer term impact, presentation
materials must be integrated with student devices.
Materials shared between the
instructor’s Tablet PC and the computer driving the public display can also be
shared, wirelessly, with students’ computers. This will lead to the development
of progressively more powerful programs. The first step is for students to
receive materials that they can use in their note taking, allowing them to
personalize the instructor provided materials. Materials being transmitted to
the students can also be marked-up, and then transmitted back to the
instructor. In this way, students can send feedback back to the instructor, or
submit work to the instructor to display for classroom discussion. This model
can support structured and unstructured interactions, as well as instructor
initiated and student initiated activities that can live beyond the end of the
class period. Active learning environments have been shown to significantly
enhance understanding and retention. The technology-enabled learning
environment promises to appreciably increase active learning—making it
preferable to the more traditional learning model.
Accessibility. Electronic distribution of lecture materials creates the possibility of tailoring
course materials to meet the needs of individual students. For example, handwriting
recognition software could be used to make ink-based presentations accessible to
blind students. A range of different vision conditions could be accommodated by
alternate rendering programs on the student’s mobile PC. Electronic
distribution could also enable deaf students to submit (in real time) written
questions about the lecture materials. An example is LiveNotes (John Canny, UC
- Berkeley) which was initially developed to support note taking for deaf
students.
Electronic Classrooms. The Classroom 2000 project (Greg Abowd, Georgia Tech, started in 1995) pioneered the idea of an electronic classroom,
where various information streams of the lecture would be captured and made
available for distance and offline use. Because writing is a key component of
instructional exposition, the Classroom 2000 project and other electronic
classroom projects paid a lot of attention to the capture and replay of ink. The
technology available in 2005—wireless networks, faster components, and Tablet
PCs—is very different from what was available for the Classroom 2000 project. This
allows much cheaper and more robust deployments of what was envisioned in 1995.
For example, the audio capability in OneNote allows students to record the
lecture, take notes, and synchronize their written annotations with the recording.
Students can hear specific parts of the lecture at any given time, based on the
information in their notes. In addition, students can search the notes, even
the handwritten portions, and subsequently replay the portion of the lecture
associated with the search. This is a very powerful capability that will
simplify the process of out-of-class study and review. ConferenceXP, a
Microsoft Research conferencing experience project, is an example of a recent
technology to support various multimedia streams, including digital ink from
the Tablet PC (Chris Moffatt, MSR).
Lecture Capture. There is a lot of interest in capturing digital artifacts of the
classroom to support later replay and analysis. Because of this, many
instructors are drawn to using digital ink when lecturing so that they can capture,
and then distribute copies of their annotated presentation “on the Web.” Their
lectures can also be recorded, and then posted on the Web, so that students can
review the presentation materials (or their lecture notes) in context. Information
could also be extracted from the recordings to create, for example, indices for
lecture archives. An intriguing direction for research is to develop techniques
for automatic summarization of lectures based on analysis of recorded ink and
speech. Different summaries could be created for note taking, student review,
and instructor feedback. Combining the analysis of ink with speech recognition
offers opportunities for mutual disambiguation, improving the overall accuracy
of recognition. Phil Cohen’s group at OGI is working on this as part of the
CALO project.
In addition, location-aware software
can have benefits both in and out of the classroom. The ActiveCampus project (William
Griswold, UCSD) supports classroom activities such as anonymous question asking
and student feedback. It also allows students to locate one another easily
outside the classroom by displaying maps annotated with symbols for nearby
buddies. This type of location awareness can potentially make it easier for
students engage in collaborative learning.
Classroom Pedagogy. Tablet PCs and other mobile devices will allow new
styles of pedagogy to be developed where students and the instructor interact
digitally as well as through traditional spoken communication. For example,
students may submit written questions to the instructor during a lecture, or
the instructor may pose problems for the students to solve, and then submit
back to the instructor to display to the class. These activities both engage
students in learning and create a feedback loop to the instructor. Digital ink
greatly broadens the scope of these activities by allowing convenient
expression of diagrams, graphs, mathematics, and a wide range of scripts and
notations that are inconvenient with a keyboard. Ink usage is particularly
valuable when building on top of, or annotating shared content. Several
projects are looking specifically at using Tablet PCs to support active
learning. This includes the work on student submissions in Classroom Presenter
that Beth Simon at
Collaborative Applications. One of the main strengths of the Tablet PC is its
ability to support collaboration. This ability is unique to the Tablet PC because
the pen-based input supports a range of
expression and the form factor makes the use of the device more natural. The
basic structure of a collaborative application is a shared work space for
inking, integrated with pre-made documents. Many projects are looking at
different aspects of this; these projects will need to be integrated in the
long run. There are several different collaborative scenarios relating to
instruction including student submissions to presentation, student-student
communication in class, office hours and remote office hours. It is important
to understand these scenarios, and to develop appropriate ink support. A
substantial amount of work has already been done on collaborative software
(without directly targeting higher education), so again, that work needs to be
built upon. ReMarkable Texts (Andy VanDam, Brown) is a digital notebook,
utilizing the Tablet PC, to be used for taking notes on lectures and for collaborative
projects. NotePals (Richard Davis, UC Berkeley and James Landay, Univ of
Washington) is another example of a lightweight, collaborative meeting support
system that automatically combines individuals' meeting notes into a shared
meeting record.
Other Instructional
Opportunities – Paper Grading. The
Tablet PC can also have significant impact on paper grading. Grading papers and
giving timely, written feedback to students requires tremendous resources. Making
this more efficient will be highly beneficial. This idea—grading assignments by
marking them with digital ink has been pursued at a number of universities. When
students submit materials on-line, grading can also be done on-line. This
avoids printing, shuffling of paper, and can speed time-to-feedback because comments
can be returned electronically without a face-to-face meeting.
The main obstacle to grading on-line has been the physical
form factor. It is much more pleasant to be sitting in a comfortable chair
while wading through a pile of papers, than it is to be sitting at a
workstation. Marking comments in ink is also far easier than typing them, and students
probably receive the inked comments more positively. Now, simple, ink-based software,
such as Windows Journal, can be used on Tablet PCs to annotate static
documents. Repetitive typing can be eliminated by using a digital pen to write
comments, copying the frequently used ones, and then pasting them into different
documents. Different colors of digital ink can be used to add emphasis. And
students can view their graded papers on line. The more involved part—essential
for faculty buy-in—is integrating it with workflow of electronic submission,
access, and distribution. Project DUPLEX (Jeff Popyack,
Learners
Document Creation. A central task for learners is document creation. Students
spend a lot of time working on “documents,” including study notes, term papers,
and problem sets. Much of this work is collaborative and informal. The process
is important—not just the result. For example, in working on a mathematics
problem, the learning takes place while it is being solved, not from writing
down the final result.
Document creation usually takes
place on paper, both the early phase of documents that are eventually typed, as
well as paper based assignments. Other writing surfaces, such as white boards
are also used, especially in collaborative situations.
Many disciplines rely on
writing, including mathematics, chemistry, and foreign language courses. How
does the use of handwriting vary among disciplines and classroom settings? Does
the Tablet PC enable students in one type of course to be more effective than
in another? Do students in an introductory computer science lecture use the Tablet
PC differently than the students in a data structures course? Or the students
in Introduction to American History course vs. The Civil War course? The
artifacts that students create while taking classes will provide valuable
information in answering this question. The UVA/Thomson Learning/MS/HP project (Ed
Ayers, Charlie Grisham, UVA) is looking into this. Students are using the Tablet
PC in large sections of Introductory Biochemistry, Introductory Statistics and
Introduction to Cognitive Psychology.
Digital Documents. Use of the Tablet PC potentially allows for more of the document
creation to be digital, both by moving documents to being digital earlier in
the creation phase, and in making it possible to have a wider range of
documents produced on the computer. The Tablet PC has a number of advantages
for note taking and informal writing: expression, mobility, easy inclusion of
diagrams, annotation. For many, it is easier to think while writing than
typing. Consider too, that many domains rely on notation that is not easy to
produce while typing.
There are many advantages
for learners in having documents on the computer. These include archiving,
retrieval, analysis, sharing, and conversion to other formats. For example, the
search feature in OneNote allows a student to search through all OneNote files
for specific words or phrases. Notes taken in chemistry as well as history may
also be easily recorded. ScreenCrayons (Dan Olsen, BYU) also enables students
to take notes on documents across multiple formats such as Web pages and Microsoft
Word. With this tool, students can annotate and collect information from any
type of document.
Ink-Based Document Creation. Several ink-based note management systems have been
developed. These programs support basic ink annotation and provide rich feature
sets for a broad range of scenarios. OneNote is an example of one such system.
These are likely to be core programs that give a basic level of support for
educational use. These basic programs must be designed to be extensible, so
that they can be leveraged for research and software development. However, to
fully use the power of ink and mobility, another level of programs is needed.
Sketch-Based Prototyping. Sketching is an important activity in the early stages
of design. It is a quick way of capturing, communicating and refining ideas,
which are key steps at the early stage of idea generation. Before an idea
matures, it often needs multiple iterative refinements. Students often capture
ideas by taking notes; they communicate their ideas to others on paper and whiteboards,
and then refine their ideas based on feedback they receive. Sketching helps
clarify ideas and make abstract ideas concrete. It enables communication of information
in diverse formats, such as words and graphs. When sketches are used to share ideas,
their informality implies that the student’s work is unfinished and that feedback
is welcome.
Compared to traditional
electronic tools, sketching allows students to focus on the idea itself rather
than irrelevant details, such as fonts or format. Although it is natural to
perform these activities on paper and whiteboards, the information is not easy
to edit, retrieve, and share without the support of digital media. Tablet PCs,
as the digital paper, can support each step of this idea generation process and
enable a smooth transition between these phases. Based on this platform, a set
of sketch-based programs can be created for supporting the activities of
informal note taking, informal presentations, as well as informal prototyping.
This will help students speed up iteration on ideas and improve the efficiency
of learning and teaching.
For example, Landay et al.
have developed sketch based prototyping tools in a number of domains (for
example, UI and Web design). Early stage work on assignments and course
projects can be viewed as prototyping.
Another powerful example is
the ability to use freehand sketching as the language for interactive design.
The ability to sketch a 3D object, predict its performance, and re-design it
interactively based on physics-based feedback would bring the power of
state-of-the-art CAD tools into the critical, early design phase. Students
would be able to engage in group design work in introductory courses. The 3D
Journal Project (Hod Lipson, Cornell) is a demonstration of 3D live sketching,
written for Tablet PC .NET platform in C# with Microsoft Windows XP Tablet PC
Edition Software Development Kit.
Ink Understanding. Diagrams are central to education in many disciplines. From chemical diagrams to history timelines,
diagrams clearly depict both abstract and physical relationships. While
diagrams alone are valuable, educational software can increase their impact by
making them come alive. For example, a physics tool might incorporate kinematic
simulation so that students can use it to explore the effect of changing the
coefficient of friction between a block and a slope.
Unfortunately, the
traditional mouse and keyboard based interfaces to these tools place an
additional cognitive burden on the student. On paper, the student can focus his
or her mental energy on the components of the diagram, drawing them freely and
naturally on the page. On the computer, the student must continually choose pieces
of the diagram from a menu, and then click to place them on the desktop. The
additional step of locating the correct component in a menu can interrupt the
student's learning process.
Pen-based computing,
together with diagram recognition software, has the potential to unite the
freedom of drawing on paper with the power of educational software and enable
the creation of educational tools that make students a more active part of the
learning process. When using a pen-based computer, students can draw their
diagrams as naturally as they do on paper, without the burden of choosing each
diagram component from a menu. The software recognizes their diagrams as they
draw and seamlessly transforms their pen strokes into meaningful components in
the domain of interest. The software can then aid the student's learning, for
example by visually flagging events on a timeline diagram that were incorrectly
ordered, or by showing a simulation of a physical system. These tools will
provide students with feedback about their diagrams in real time and will add a
new level of student engagement to the diagram creation process. Seeing a
hand-drawn diagram come to life can be almost magical because it violates the
accepted notion that a drawing surface is a passive medium. This new,
"active paper" has the potential to engage students in a way that
traditional paper cannot, compelling students to continue to create and
explore. Randy Davis at MIT is developing a kind of “magic paper” that
understands what is being drawn.
There is a growing community
of researchers interested in pen computing. The widespread use of Tablet PCs in
education requires continued advances in pen computing—especially to develop programs
that take ink understanding and manipulation to the next level.
Pen-Centric UI. Windows XP Tablet PC Edition has taken a conservative approach to user
interface (UI); it is similar to the UI for the Windows operating system. This
leaves open the question of what will a truly pen based UI be like. Work is
continuing on basic pen based manipulatives (such as improved marking menus).
This is an important research challenge for the intermediate future of pen
computing. Many of the interactions
with windows, icons, and pointers were originally developed for the mouse, and
are difficult to perform with a tablet pen. Probably the best example is the
double click: while easy to perform in a mouse environment (because the pointer
is stable), it proves quite difficult in pen-based interfaces. This challenge
is being tackled by François Guimbretière,
What is a Natural UI. There is continued discussion on what it means to
have a “Natural UI”—there is a sense in which it would be desirable to have an
application which is as “simple as a blank sheet of paper”—where interaction is
done with handwriting and gestures (although it has been pointed out that there
is nothing natural about handwriting—an artificial system that was developed
over thousands of years). There are important trade offs between naturalness
and efficiency. Where is intelligence
needed, and what are the expectations for training for the user? What are the input and output modalities?
Systems and Network Issues. Wireless
networking is developing rapidly, but there are still important systems and
networking problems to solve in order to achieve the vision of Tablet PC and
other mobile PCs that seamlessly interact with each other. Specific problems
include resource discovery (that is, enabling a Tablet PC to notice devices
such as printers or other computers as a student walks from building to
building), roaming between different wireless technologies (for example, 802.11
in the classroom, 3G Cellular on campus), and security issues.
Domain-Specific Ink Applications. Much of the work around the Tablet PC has been aimed
at “ink-as-ink”, and many compelling and successful programs do nothing with
ink other than keep it in its raw form. However, there has been little work
done to take advantage of different domains—for example, could there be
“ink-based chemistry instruction” software that understands chemical diagrams—or
ink based language or mathematics instruction. Initial domain specific systems
include those that have been developed for mechanical engineering and physics
(Christine Alvarado, MIT; L. Kara, CMU), and software engineering (T Hammond,
MIT; E. Lank,
Other Forms of Digital Ink. The Tablet PC is an attractive form factor for
mobility—however, for many uses, especially ones involving collaboration and
presentation, a larger surface is preferable. Interesting work on wall displays
and table displays such as the work on Tabletop groupware is being done (M.
Ringel Morris, Stanford) with much of this work having application towards
classroom activities. There are many opportunities to investigate how ink can
be used across a range of different pen based platforms.
Application
Support. The availability of
application program interfaces (APIs) is important to support innovation. This
includes both the Tablet PC Platform SDK,
which makes low level
operations accessible, as well has higher level support for collaborative programs
and toolkits so that researchers are not redeveloping existing code. Because many
educational uses will be within the framework of developing ink based
documents, it is highly desirable that the basic note taking software be extensible.
Handwriting recognition is key to many programs. The ability to interface with
existing recognizers is critical, as well as support for training and adapting
recognizers for specific situations.
Hardware Support. How will evolution of the tablet hardware platform influence deployment—especially
in education? Beyond price and performance
there are likely to be changes in digitizer and pen technologies (that is, increased
detection ranges, other pen properties, and pens with IDs). Researchers hope
that these will be readily accessible to support innovation. Another long
recognized challenge in digital pen computing is distinguishing between pen gestures
and ink. One suggestion, which is has shown promise in recent studies, is the
addition of an extra tablet button for use by the non-dominant hand.
Revisit Old
Ideas and Results. Research in pen
computing dates back to Ivan Sutherland's work on Sketchpad in 1963. Over the
last forty years many ideas for pen based interaction and programs have been
developed. There is a tremendous opportunity to revisit these ideas for use
with Tablet PCs. The Tablet PC finally provides a consumer platform for pen
computing. Early research was done with devices that had severe limitations or that
were very expensive prototypes. What do those results mean for the Tablet PC
form factor?
The Tablet PC has the potential to revolutionize the
way education is provided. It is an exciting opportunity for many different
educational communities—teachers, learners, and researchers—across all grade
levels. However, research and development of tools and systems to accomplish
this MUST proceed jointly across these communities—with input, standards, and
interactivity being sought across user groups.
Teachers have an incredible desire to have the
ability to spontaneously ink in class, through an interface that supports them
in their specific needs as instructors. However, this ability must mesh with
tools that allow students to take their own inked notes and in other ways
annotate and utilize lecture materials. Otherwise, Tablet PCs will not realize the
most transforming possibilities for education. Similarly, researchers must work
within a framework that allows for relatively painless migration of their tools
to the classroom. Otherwise development of novel interaction tools for use in
education will stagnate.
Except for the Tablet PC workshop, there is no one
venue or academic conference that brings us all together or supports us in this
interaction. Teaching-oriented and
research-oriented approaches fragment the types of venues where we can publish.
University administrators seem to be the current champions for the student
community, but are even further separated from the other two communities. These
issues must be addressed.
One critical need emerged at the Tablet PC workshop.
All communities see an incredible desire by both faculty and students for tools
to enable the Tablet PC to change their educational experience. The desire is
so great that we see faculty, and sometimes students, hacking it any way they
can—in the absence of tools that really fit their needs (for example, faculty
displaying slides in Journal). The few educationally-targeted Tablet PC tools
with some cross-institutional use seem to get rave reviews from faculty and
students alike. But we all believe that the surface of educational
transformation has barely been scratched.
As a community of scholars, we need to understand and
document how the Tablet PC enables technology to play a key role in providing a
richer learning experience for university students worldwide—by supporting the
creative design process, making it easier for students to work collaboratively,
and enabling true mobility.
In addition, still more groups,
including administrators and school IT staff, should be involved in this
conversation. There is so much to do but so little systematic support. There is
no established community around tablet computing in higher education. Various
schools and groups have been working on the integration of the Tablet PC into
the classroom, but without any recognized method of communication. Who knows
what anyone else is doing? The sharing of best practices and the elimination of
duplication of effort has not emerged.
This workshop was only a first step in identifying
opportunities and issues for tablet computing in higher education, but we laid
solid groundwork. It remains to be seen whether the Tablet PC will be recognized
as having enabled pivotal transformation in education. But excited communities are
spanning the usage-vectors within education—and they desire to communicate and
become a new entity.
We see our own, our colleagues' and our students'
interest in the wealth of opportunities enabled by the Tablet PC, and we seek
to research them, implement them, evaluate them, and transform education.
Workshop Attendees/White Paper Contributors
|
|
Christine Alvarado |
MIT |
Richard Anderson |
Univ of |
Ruth Anderson |
Univ of |
Ed Ayers |
Univ of |
|
|
Dave Berque |
|
Warren Boe |
Univ of |
John Canny |
UC - Berkeley |
Randall Davis |
MIT |
Ellen Yi-Luen Do |
CMU |
Evan Golub |
Univ of |
Charles Grisham |
Univ of |
William Griswold |
Univ of |
François Guimbretière |
Univ of |
Ananda Gunawardena |
Carnegie Mellon Univ |
Sam Kamin |
Univ of |
Vijay Khatri |
|
Stephen Kwan |
|
James Landay |
Univ of |
Ed Lazowska |
Univ of |
Hod Lipson |
Cornell |
Michael Lipton |
|
Ryan McFall |
|
Jeff Popyack |
Drexel Univ |
David Porter |
|
Jane Prey |
Microsoft Research |
Zvi Ritz |
Univ of |
Glenda Scales |
Virginia Tech |
Craig Scott |
|
Beth Simon |
Univ of |
Joe Tront |
Virginia Tech |
Steve Wolfman |
Univ of |