2023
Tanimoto, Steve; Inie, Nanna
The Creativity Game: A Game for Teaching First Steps of Theoretical Creativity Conference
ACM Creativity & Cognition 2023, Association for Computing Machinery Association for Computing Machinery, Gathertown (Online), 2023.
@conference{16545,
title = {The Creativity Game: A Game for Teaching First Steps of Theoretical Creativity},
author = {Steve Tanimoto and Nanna Inie},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/The-Creativity-Game.pdf},
doi = {10.1145/3591196.3596826},
year = {2023},
date = {2023-06-01},
urldate = {2023-06-01},
booktitle = {ACM Creativity & Cognition 2023},
pages = {274-281},
publisher = {Association for Computing Machinery},
address = {Gathertown (Online)},
organization = {Association for Computing Machinery},
abstract = {Creativity is often highlighted as one of the most relevant competencies or skills of the 21st century. Teaching about theoretical underpinnings of creativity has therefore become relevant in numerous fields, from computer science to business management. If we consider creativity as a literacy, like writing or programming, it is important that people from different backgrounds can learn about the basic creativity concepts and how these might be manifested in practice. This article presents the design rationale of The Creativity Game, a simple online game intended to teach the player about some of the very basic properties or concepts in creativity theory: exploration, value, novelty, constraints, and transformation. The Creativity Game is a prototype presented here to spark conversation about how we teach creativity theory in a tangible way.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
Creativity is often highlighted as one of the most relevant competencies or skills of the 21st century. Teaching about theoretical underpinnings of creativity has therefore become relevant in numerous fields, from computer science to business management. If we consider creativity as a literacy, like writing or programming, it is important that people from different backgrounds can learn about the basic creativity concepts and how these might be manifested in practice. This article presents the design rationale of The Creativity Game, a simple online game intended to teach the player about some of the very basic properties or concepts in creativity theory: exploration, value, novelty, constraints, and transformation. The Creativity Game is a prototype presented here to spark conversation about how we teach creativity theory in a tangible way.
Tanimoto, Steven L.
Five Futures with AI Coding Agents Journal Article
In: 2023.
@article{16504,
title = {Five Futures with AI Coding Agents},
author = {Steven L. Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Five-Futures-with-AI-Coding-Agents.pdf},
doi = {10.1145/3594671.3594685},
year = {2023},
date = {2023-03-01},
urldate = {2023-03-01},
abstract = {Many computer programmers are beginning to use
computational agents to help them develop software.
This article raises questions about the nature of
programmer-to-agent relationships. The author’s
intent is to foster thought that will help
human programmers best prepare for such
relationships and perhaps design the relationships,
ultimately keeping their jobs and improving their
programming experience.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Many computer programmers are beginning to use
computational agents to help them develop software.
This article raises questions about the nature of
programmer-to-agent relationships. The author’s
intent is to foster thought that will help
human programmers best prepare for such
relationships and perhaps design the relationships,
ultimately keeping their jobs and improving their
programming experience.
computational agents to help them develop software.
This article raises questions about the nature of
programmer-to-agent relationships. The author’s
intent is to foster thought that will help
human programmers best prepare for such
relationships and perhaps design the relationships,
ultimately keeping their jobs and improving their
programming experience.
2022
Tanimoto, S.
Programming in an fMRI Scanner: A Report from the Field Conference
Programming '22: Companion Proceedings of the 6th International Conference on the Art, Science, and Engineering of Programming, IEEE, 2022.
@conference{nokey,
title = {Programming in an fMRI Scanner: A Report from the Field},
author = {S. Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/fMRI-Scanner.pdf},
doi = {10.1145/3532512.3535220},
year = {2022},
date = {2022-12-08},
urldate = {2022-12-08},
booktitle = {Programming '22: Companion Proceedings of the 6th International Conference on the Art, Science, and Engineering of Programming},
pages = {12-21},
publisher = {IEEE},
abstract = {A preliminary study is reported in which six human subjects were scanned while performing a simple form of computer programming. Functional magnetic resonance imaging typically precludes the use of ordinary computing equipment due to safety concerns when items with metallic parts are in the scanning room. We used a special visual programming environment, “Kokopelli’s World,” for which an optics-only trackball was sufficient. This research methodology is described. Aspects of the experience of programming, by one of the authors, in the fMRI scanner are reported. An analysis of the data from the scanning is presented, and brain areas where activity for coding exceeded activity for a control task were identified and are presented here. These observations suggest hypotheses and directions for future research. One hypothesis is that particular aspects of programming are inherently and measurably pleasurable.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
A preliminary study is reported in which six human subjects were scanned while performing a simple form of computer programming. Functional magnetic resonance imaging typically precludes the use of ordinary computing equipment due to safety concerns when items with metallic parts are in the scanning room. We used a special visual programming environment, “Kokopelli’s World,” for which an optics-only trackball was sufficient. This research methodology is described. Aspects of the experience of programming, by one of the authors, in the fMRI scanner are reported. An analysis of the data from the scanning is presented, and brain areas where activity for coding exceeded activity for a control task were identified and are presented here. These observations suggest hypotheses and directions for future research. One hypothesis is that particular aspects of programming are inherently and measurably pleasurable.
Tanimoto, Steven L
Three Tiers of Gamification in a College Course on Problem Solving for Global Challenges Journal Article
In: Interaction Design and Architecture (IxD&A), pp. 101-127, 2022.
@article{16330,
title = {Three Tiers of Gamification in a College Course on Problem Solving for Global Challenges},
author = {Steven L Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Tiers-of-Gamification.pdf
https://ixdea.org/53_5/},
year = {2022},
date = {2022-12-01},
urldate = {2022-12-01},
journal = {Interaction Design and Architecture (IxD&A)},
pages = {101-127},
chapter = {101},
abstract = {Three different forms of gamification in learning are described in the context of an intensive four-week course for incoming freshmen at the University of Washington. The course covers topics from several disciplines including computer science, game theory, and the learning sciences. The three tiers of gamification are (A) students learn while playing games, (B) students learn when they formulate complex global problems as games, and (C) students learn as they take on agile software-development team roles as they create digital games. Each of these tiers has motivational justifications, and in addition, these tiers offer complementary benefits. For example, the gamification of “wicked” problems in tier B requires and stimulates meta-cognitive thinking. When the students themselves are charged with formulating the problems as games, they end up better understanding the factors that go into successful problem solving, including “thinking outside of the box” and reformulating problems to make them more tractable to solution. Presented here are the design rationale for the course, observations about student learning and challenges, and how the course’s pedagogy compares with methods described in the literature.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Three different forms of gamification in learning are described in the context of an intensive four-week course for incoming freshmen at the University of Washington. The course covers topics from several disciplines including computer science, game theory, and the learning sciences. The three tiers of gamification are (A) students learn while playing games, (B) students learn when they formulate complex global problems as games, and (C) students learn as they take on agile software-development team roles as they create digital games. Each of these tiers has motivational justifications, and in addition, these tiers offer complementary benefits. For example, the gamification of “wicked” problems in tier B requires and stimulates meta-cognitive thinking. When the students themselves are charged with formulating the problems as games, they end up better understanding the factors that go into successful problem solving, including “thinking outside of the box” and reformulating problems to make them more tractable to solution. Presented here are the design rationale for the course, observations about student learning and challenges, and how the course’s pedagogy compares with methods described in the literature.
2021
Misback, Edward
Peer-to-peer Syncing and Live Editing of Shared Virtual 3D Spaces: Challenges and Opportunities Conference
SPLASH LIVE 2021, 2021.
@conference{16331,
title = {Peer-to-peer Syncing and Live Editing of Shared Virtual 3D Spaces: Challenges and Opportunities},
author = {Edward Misback},
editor = {Steven Tanimoto},
url = {https://2021.splashcon.org/details/live-2021-papers/8/Peer-to-peer-Syncing-and-Live-Editing-of-Shared-Virtual-3D-Spaces-Challenges-and-Opp
https://www.youtube.com/watch%3Fv%3DBPWTMUqq68M},
year = {2021},
date = {2021-01-01},
urldate = {2021-01-01},
booktitle = {SPLASH LIVE 2021},
abstract = {As groundwork for a virtual live programming collaboration environment, we built a peer-to-peer network of devices designed for 2D and 3D interactions that independently host, edit, and sync the state of a virtual space in real time. Both updates driven by a Unity-based peer’s game engine and updates driven at 60 Hz by a browser-based peer (running in a reactive JavaScript notebook) were observed. Our system showed significantly lower latency than a popular client-server networking service for Unity, and we observed realistic physics-based interactions for over 100 shared objects using a naïve algorithm that allows a peer to claim temporary ownership of an object’s physics. We see peer-to-peer networks like this as increasingly relevant to remote and in-person collaboration on a variety of tasks including learning and programming, and identify opportunities for improvement in the tools involved in their implementation.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
As groundwork for a virtual live programming collaboration environment, we built a peer-to-peer network of devices designed for 2D and 3D interactions that independently host, edit, and sync the state of a virtual space in real time. Both updates driven by a Unity-based peer’s game engine and updates driven at 60 Hz by a browser-based peer (running in a reactive JavaScript notebook) were observed. Our system showed significantly lower latency than a popular client-server networking service for Unity, and we observed realistic physics-based interactions for over 100 shared objects using a naïve algorithm that allows a peer to claim temporary ownership of an object’s physics. We see peer-to-peer networks like this as increasingly relevant to remote and in-person collaboration on a variety of tasks including learning and programming, and identify opportunities for improvement in the tools involved in their implementation.
2020
Tanimoto, Steven L.
Multiagent Live Programming Systems: Models and Prospects for Critical Applications Conference
PX/20: The 6th Programming Experience Workshop, ACM ACM, Online (changed from Porto, Portugal), 2020.
@conference{15783,
title = {Multiagent Live Programming Systems: Models and Prospects for Critical Applications},
author = {Steven L. Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Multiagent-Live-Programming.pdf},
doi = {10.1145/3397537.3397556},
year = {2020},
date = {2020-03-01},
urldate = {2020-03-01},
booktitle = {PX/20: The 6th Programming Experience Workshop},
publisher = {ACM},
address = {Online (changed from Porto, Portugal)},
organization = {ACM},
abstract = {Live programming constitutes a human-computer symbiosis in which a human creative activity and a continuous computer execution influence each other. Usually, there is a medium of expression called
"code" that the human(s) use to express desired behavior on the part of the computer, and the computer provides its feedback in the form of textual, graphical, audio, or other output. The most popular domain for live programming has been music synthesis ("live coding"), but the key features of live programming suggest it can play an important role in other applications, even process control or emergency management.
This paper breaks down live programming systems in terms of agents, both human and computational, their roles, and representations they typically create and act upon. It then comments on how multi-agent live programming systems could add new flexibility to information systems such as those that manage critical infrastructure or emergency response activity, such as during a Covid-19 type of pandemic or after a major earthquake.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
Live programming constitutes a human-computer symbiosis in which a human creative activity and a continuous computer execution influence each other. Usually, there is a medium of expression called
"code" that the human(s) use to express desired behavior on the part of the computer, and the computer provides its feedback in the form of textual, graphical, audio, or other output. The most popular domain for live programming has been music synthesis ("live coding"), but the key features of live programming suggest it can play an important role in other applications, even process control or emergency management.
This paper breaks down live programming systems in terms of agents, both human and computational, their roles, and representations they typically create and act upon. It then comments on how multi-agent live programming systems could add new flexibility to information systems such as those that manage critical infrastructure or emergency response activity, such as during a Covid-19 type of pandemic or after a major earthquake.
"code" that the human(s) use to express desired behavior on the part of the computer, and the computer provides its feedback in the form of textual, graphical, audio, or other output. The most popular domain for live programming has been music synthesis ("live coding"), but the key features of live programming suggest it can play an important role in other applications, even process control or emergency management.
This paper breaks down live programming systems in terms of agents, both human and computational, their roles, and representations they typically create and act upon. It then comments on how multi-agent live programming systems could add new flexibility to information systems such as those that manage critical infrastructure or emergency response activity, such as during a Covid-19 type of pandemic or after a major earthquake.
Homer, Michael; Hermans, Felienne; Tanimoto, Steven; Anslow, Craig
Proceedings of the 2020 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC) Proceedings
IEEE Computer Society, Dunedin, New Zealand, 2020, ISSN: ISBN 978-1-7281-6901-9.
@proceedings{16057,
title = {Proceedings of the 2020 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)},
author = {Michael Homer and Felienne Hermans and Steven Tanimoto and Craig Anslow},
issn = {ISBN 978-1-7281-6901-9},
year = {2020},
date = {2020-01-01},
publisher = {IEEE Computer Society},
address = {Dunedin, New Zealand},
keywords = {},
pubstate = {published},
tppubtype = {proceedings}
}
Thompson, Robert H.; Tanimoto, Steven L.; Kerr, Stephen T.
Patterns of Blocks Programming: Insights into Novices’ Learning Behavior Unpublished
2020.
@unpublished{16058,
title = {Patterns of Blocks Programming: Insights into Novices’ Learning Behavior},
author = {Robert H. Thompson and Steven L. Tanimoto and Stephen T. Kerr},
year = {2020},
date = {2020-01-01},
urldate = {2020-01-01},
keywords = {},
pubstate = {published},
tppubtype = {unpublished}
}
Jain, K.; Tanimoto, S. L.
Integrating a Live Programming Role into Games Conference
PPIG 2020 - 31st Annual Workshop, Psychology of Programming Interest Group 2020.
@conference{nokey,
title = {Integrating a Live Programming Role into Games},
author = {K. Jain and S.L. Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Integrating-a-Live-Programming-Role-into-Games.pdf
https://ppig.org/papers/2020-ppig-31st-jain/},
year = {2020},
date = {2020-00-00},
booktitle = {PPIG 2020 - 31st Annual Workshop},
organization = {Psychology of Programming Interest Group},
abstract = {Web-based games can permit players to take on multiple roles, and in the past such roles have generally
been defined in terms of characters in game narratives. In this report on early work, we propose adding
a live-programming role to games that may involve the kind of problem solving that requires “thinking
outside of the box.” The live programmer can be empowered by the game designers to bend the rules,
within certain bounds. We demonstrate the concept using a prototype multi-role game in which players
must bring Covid-19 outbreaks under control by performing a sequence of pre-designed actions. The
live programmer is able to adjust parameters of the actions, and even disable actions or create new ones.
We suggest that having the live programming role in such a game can foster learning about the game
domain and structure in different way than usual game playing or modification. Such a live programming
role may also be appropriate in some simulation environments and emergency management systems.
Finally, we discuss several issues raised by the existence of the live programming role: player power
and fairness, “live scripting” (one form of live programming), and characterizations of game sessions in
terms of evolution of game state versus evolution of game state plus code versions (“full trajectories”).},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
Web-based games can permit players to take on multiple roles, and in the past such roles have generally
been defined in terms of characters in game narratives. In this report on early work, we propose adding
a live-programming role to games that may involve the kind of problem solving that requires “thinking
outside of the box.” The live programmer can be empowered by the game designers to bend the rules,
within certain bounds. We demonstrate the concept using a prototype multi-role game in which players
must bring Covid-19 outbreaks under control by performing a sequence of pre-designed actions. The
live programmer is able to adjust parameters of the actions, and even disable actions or create new ones.
We suggest that having the live programming role in such a game can foster learning about the game
domain and structure in different way than usual game playing or modification. Such a live programming
role may also be appropriate in some simulation environments and emergency management systems.
Finally, we discuss several issues raised by the existence of the live programming role: player power
and fairness, “live scripting” (one form of live programming), and characterizations of game sessions in
terms of evolution of game state versus evolution of game state plus code versions (“full trajectories”).
been defined in terms of characters in game narratives. In this report on early work, we propose adding
a live-programming role to games that may involve the kind of problem solving that requires “thinking
outside of the box.” The live programmer can be empowered by the game designers to bend the rules,
within certain bounds. We demonstrate the concept using a prototype multi-role game in which players
must bring Covid-19 outbreaks under control by performing a sequence of pre-designed actions. The
live programmer is able to adjust parameters of the actions, and even disable actions or create new ones.
We suggest that having the live programming role in such a game can foster learning about the game
domain and structure in different way than usual game playing or modification. Such a live programming
role may also be appropriate in some simulation environments and emergency management systems.
Finally, we discuss several issues raised by the existence of the live programming role: player power
and fairness, “live scripting” (one form of live programming), and characterizations of game sessions in
terms of evolution of game state versus evolution of game state plus code versions (“full trajectories”).
2018
Tanimoto, Steven L.; Fan, Sandra B
Collaborative Problem-Solving Technologies: A Taxonomy of Issues Conference
DTSHPS’18, Workshop on Designing Technologies to Support Human Problem Solving 2018, (Proc. of the Workshop on Designing Technologies to Support Human Problem Solving, Lisbon Portugal, 2018.).
@conference{14944,
title = {Collaborative Problem-Solving Technologies: A Taxonomy of Issues},
author = {Steven L. Tanimoto and Sandra B Fan},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Problem-Solving-Technologies-A-Taxonomy-of-Issues.pdf},
year = {2018},
date = {2018-10-01},
urldate = {2018-10-01},
booktitle = {DTSHPS’18},
pages = {46-54},
organization = {Workshop on Designing Technologies to Support Human Problem Solving},
abstract = {This paper defines several types of systems and technologies that support humans in solving complex problems, and it then presents a set of issues relevant to the design of these systems. The issues include how to structure workflows, crowdsourcing, autonomous agents, education and training, version control, collaboration and problem formulation processes. The aim of the paper is to facilitate discussion and future research in the design of effective systems to help humans solve difficult problems, particularly those involving global challenges such as climate change, world poverty, nuclear weapons proliferation, and fake news.},
note = {Proc. of the Workshop on Designing Technologies to Support Human Problem Solving, Lisbon Portugal, 2018.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
This paper defines several types of systems and technologies that support humans in solving complex problems, and it then presents a set of issues relevant to the design of these systems. The issues include how to structure workflows, crowdsourcing, autonomous agents, education and training, version control, collaboration and problem formulation processes. The aim of the paper is to facilitate discussion and future research in the design of effective systems to help humans solve difficult problems, particularly those involving global challenges such as climate change, world poverty, nuclear weapons proliferation, and fake news.
2017
Tanimoto, Steven L.
Challenges for Livecoding via Acoustic Pianos Proceedings
2017, (ICLC 2017, Morelia, Mexico.).
@proceedings{14945,
title = {Challenges for Livecoding via Acoustic Pianos},
author = {Steven L. Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/LiveCodingWithAcousticPianos.pdf},
year = {2017},
date = {2017-12-01},
urldate = {2017-12-01},
abstract = {The activity of "music performance livecoding" involves a human programmer writing or modifying a
computer program that is creating music, typically in front of an audience. Livecoding input has
typically employed computer keyboards. Sometimes, a MIDI keyboard has been used. Yet there are
potential contexts in which non-MIDI piano keyboards make sense. In such a context, the only signals
serving as input to the computer are acoustic. They mediate or mediate changes to a computer
program that is being controlled and edited by a musician/coder. Reasons to consider this include
performance venue constraints, musicians' preferences, potentially greater input bandwidth, and
new music genres. This paper reviews some of the relevant literature and analyzes several problems
related to the facilitation of livecoding via non-electronic pianos. It then addresses the challenges of
designing and implementing a software toolkit in which to further study these problems. As a case
study in design, an experimental software configuration called Piano Python is described. The paper
touches on technical issues, human factors, aesthetic criteria, and artistic and educational possibilities
of livecoding via acoustic pianos.},
note = {ICLC 2017, Morelia, Mexico.},
keywords = {},
pubstate = {published},
tppubtype = {proceedings}
}
The activity of "music performance livecoding" involves a human programmer writing or modifying a
computer program that is creating music, typically in front of an audience. Livecoding input has
typically employed computer keyboards. Sometimes, a MIDI keyboard has been used. Yet there are
potential contexts in which non-MIDI piano keyboards make sense. In such a context, the only signals
serving as input to the computer are acoustic. They mediate or mediate changes to a computer
program that is being controlled and edited by a musician/coder. Reasons to consider this include
performance venue constraints, musicians' preferences, potentially greater input bandwidth, and
new music genres. This paper reviews some of the relevant literature and analyzes several problems
related to the facilitation of livecoding via non-electronic pianos. It then addresses the challenges of
designing and implementing a software toolkit in which to further study these problems. As a case
study in design, an experimental software configuration called Piano Python is described. The paper
touches on technical issues, human factors, aesthetic criteria, and artistic and educational possibilities
of livecoding via acoustic pianos.
computer program that is creating music, typically in front of an audience. Livecoding input has
typically employed computer keyboards. Sometimes, a MIDI keyboard has been used. Yet there are
potential contexts in which non-MIDI piano keyboards make sense. In such a context, the only signals
serving as input to the computer are acoustic. They mediate or mediate changes to a computer
program that is being controlled and edited by a musician/coder. Reasons to consider this include
performance venue constraints, musicians' preferences, potentially greater input bandwidth, and
new music genres. This paper reviews some of the relevant literature and analyzes several problems
related to the facilitation of livecoding via non-electronic pianos. It then addresses the challenges of
designing and implementing a software toolkit in which to further study these problems. As a case
study in design, an experimental software configuration called Piano Python is described. The paper
touches on technical issues, human factors, aesthetic criteria, and artistic and educational possibilities
of livecoding via acoustic pianos.
Thompson, Robert; Tanimoto, Steve; Lyman, Ruby Dawn; Geselowitz, Kira; Begay, Kristin Kawena; Nielsen, Kathleen; Nagy, William; Abbott, Robert; Raskind, Marshall; Berninger, Virginia
Effective instruction for persisting dyslexia in upper grades: Adding hope stories and computer coding to explicit literacy instruction Journal Article
In: Education and information technologies, vol. 23, pp. 1043–1068, 2017, ISSN: 1360-2357.
@article{ThompsonRobert2017Eifp,
title = {Effective instruction for persisting dyslexia in upper grades: Adding hope stories and computer coding to explicit literacy instruction},
author = {Robert Thompson and Steve Tanimoto and Ruby Dawn Lyman and Kira Geselowitz and Kristin Kawena Begay and Kathleen Nielsen and William Nagy and Robert Abbott and Marshall Raskind and Virginia Berninger},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Effective-Instruction-for-Persisting-Dyslexia.pdf},
issn = {1360-2357},
year = {2017},
date = {2017-01-01},
urldate = {2017-01-01},
journal = {Education and information technologies},
volume = {23},
pages = {1043–1068},
abstract = {Children in grades 4 to 6 ( N ~=~14) who despite early intervention had persisting dyslexia (impaired word reading and spelling) were assessed before and after computerized reading and writing instruction aimed at subword, word, and syntax skills shown in four prior studies to be effective for treating dyslexia. During the 12 two-hour sessions once a week after school they first completed HAWK Letters in Motion© for manuscript and cursive handwriting, HAWK Words in Motion© for phonological, orthographic, and morphological coding for word reading and spelling, and HAWK Minds in Motion© for sentence reading comprehension and written sentence composing. A reading comprehension activity in which sentences were presented one word at a time or one added word at a time was introduced. Next, to instill hope they could overcome their struggles with reading and spelling, they read and discussed stories about struggles of Buckminister Fuller who overcame early disabilities to make important contributions to society. Finally, they engaged in the new Kokopelli’s World (KW)©, blocks-based online lessons, to learn computer coding in introductory programming by creating stories in sentence blocks (Thompson and Tanimoto 2016 ). Participants improved significantly in hallmark word decoding and spelling deficits of dyslexia, three syntax skills (oral construction, listening comprehension, and written composing), reading comprehension (with decoding as covariate), handwriting, orthographic and morphological coding, orthographic loop, and inhibition (focused attention). They answered more reading comprehension questions correctly when they had read sentences presented one word at a time (eliminating both regressions out and regressions in during saccades) than when presented one added word at a time (eliminating only regressions out during saccades). Indicators of improved self-efficacy that they could learn to read and write were observed. Reminders to pay attention and stay on task needed before adding computer coding were not needed after computer coding was added.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Children in grades 4 to 6 ( N ~=~14) who despite early intervention had persisting dyslexia (impaired word reading and spelling) were assessed before and after computerized reading and writing instruction aimed at subword, word, and syntax skills shown in four prior studies to be effective for treating dyslexia. During the 12 two-hour sessions once a week after school they first completed HAWK Letters in Motion© for manuscript and cursive handwriting, HAWK Words in Motion© for phonological, orthographic, and morphological coding for word reading and spelling, and HAWK Minds in Motion© for sentence reading comprehension and written sentence composing. A reading comprehension activity in which sentences were presented one word at a time or one added word at a time was introduced. Next, to instill hope they could overcome their struggles with reading and spelling, they read and discussed stories about struggles of Buckminister Fuller who overcame early disabilities to make important contributions to society. Finally, they engaged in the new Kokopelli’s World (KW)©, blocks-based online lessons, to learn computer coding in introductory programming by creating stories in sentence blocks (Thompson and Tanimoto 2016 ). Participants improved significantly in hallmark word decoding and spelling deficits of dyslexia, three syntax skills (oral construction, listening comprehension, and written composing), reading comprehension (with decoding as covariate), handwriting, orthographic and morphological coding, orthographic loop, and inhibition (focused attention). They answered more reading comprehension questions correctly when they had read sentences presented one word at a time (eliminating both regressions out and regressions in during saccades) than when presented one added word at a time (eliminating only regressions out during saccades). Indicators of improved self-efficacy that they could learn to read and write were observed. Reminders to pay attention and stay on task needed before adding computer coding were not needed after computer coding was added.
2016
Church, L.; Söderberg, E.; Bracha, G.; Tanimoto, S.
Liveness becomes Entelechy - A scheme for L6 Conference
Second International Conference on Live Coding (ICLC 2016), 2016.
@conference{nokey,
title = {Liveness becomes Entelechy - A scheme for L6},
author = {L. Church and E. Söderberg and G. Bracha and S. Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Liveness-becomes-Entelech.pdf},
year = {2016},
date = {2016-10-12},
booktitle = {Second International Conference on Live Coding (ICLC 2016)},
abstract = {Integrated development environments have provided increasingly powerful tools for software creation, and yet the creation of complex computer programs remains difficult and time-consuming. Liveness in a programming environment has been identified as one direction in which to pursue further improvements in programmer productivity. We propose a scheme for achieving strategically predictive liveness, that is a scheme which can predict and evaluate considerable features of an application. The scheme exploits statistical properties of code to allow for synthesis and evaluation of code that is most likely to be useful to the developer. We hypothesise that this will help inculcate liveness into mainstream technical practice. },
keywords = {},
pubstate = {published},
tppubtype = {conference}
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Integrated development environments have provided increasingly powerful tools for software creation, and yet the creation of complex computer programs remains difficult and time-consuming. Liveness in a programming environment has been identified as one direction in which to pursue further improvements in programmer productivity. We propose a scheme for achieving strategically predictive liveness, that is a scheme which can predict and evaluate considerable features of an application. The scheme exploits statistical properties of code to allow for synthesis and evaluation of code that is most likely to be useful to the developer. We hypothesise that this will help inculcate liveness into mainstream technical practice.
Thompson, R. H.; Tanimoto, S. L.
Children’s Storytelling and Coding: Literature Review and Future Potential Conference
Psychology of Programming Interest Group 2016 Meeting, 2016.
@conference{12513,
title = {Children’s Storytelling and Coding: Literature Review and Future Potential},
author = {R. H. Thompson and S. L. Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Childrens-Storytelling-and-Coding.pdf},
year = {2016},
date = {2016-09-01},
urldate = {2016-09-01},
booktitle = {Psychology of Programming Interest Group 2016 Meeting},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
Thompson, R. H.; Tanimoto, S. L.; Berninger, V. W.; Nagy, W.
Coding, Reading and Writing: Integrated Instruction in Written Language Conference
Visual Languages and Human-Centric Computing 2016, IEEE Computer Society IEEE Computer Society, Cambridge, UK, 2016, ISSN: 1943-6106.
@conference{12512,
title = {Coding, Reading and Writing: Integrated Instruction in Written Language},
author = {R. H. Thompson and S. L. Tanimoto and V. W. Berninger and W. Nagy},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Coding_reading_and_writing_Integrated_instruction_in_written_language.pdf},
doi = {10.1109/VLHCC.2016.7739667},
issn = {1943-6106},
year = {2016},
date = {2016-09-01},
urldate = {2016-09-01},
booktitle = {Visual Languages and Human-Centric Computing 2016},
publisher = {IEEE Computer Society},
address = {Cambridge, UK},
organization = {IEEE Computer Society},
abstract = {We describe the design and a trial run of an integrated course of instruction in reading, writing, and computer programming, in order to assess potential synergies of learning them together. Twelve pre-teen students diagnosed with dyslexia each took a sequence of 10 lessons of approximately 90 minutes each over a 3-month period. In addition to computer
learning activities in handwriting, word reading, word spelling, sentence and text reading comprehension, there were coding activities using “Kokopelli’s World,” a blocks-style visual language with its own microworld. The results suggest that the potential synergies from this form of integrated instruction in written language and computer programming include increased student motivation, complementary pedagogical affordances and increased awareness of the relationship between written language and technology.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
We describe the design and a trial run of an integrated course of instruction in reading, writing, and computer programming, in order to assess potential synergies of learning them together. Twelve pre-teen students diagnosed with dyslexia each took a sequence of 10 lessons of approximately 90 minutes each over a 3-month period. In addition to computer
learning activities in handwriting, word reading, word spelling, sentence and text reading comprehension, there were coding activities using “Kokopelli’s World,” a blocks-style visual language with its own microworld. The results suggest that the potential synergies from this form of integrated instruction in written language and computer programming include increased student motivation, complementary pedagogical affordances and increased awareness of the relationship between written language and technology.
learning activities in handwriting, word reading, word spelling, sentence and text reading comprehension, there were coding activities using “Kokopelli’s World,” a blocks-style visual language with its own microworld. The results suggest that the potential synergies from this form of integrated instruction in written language and computer programming include increased student motivation, complementary pedagogical affordances and increased awareness of the relationship between written language and technology.
Thompson, Robert; Tanimoto, Steven; Abbott, Robert; Nielsen, Kathleen; Lyman, Ruby Dawn; Geselowitz, Kira; Habermann, Katrien; Mickail, Terry; Raskind, Marshall; Peverly, Stephen; Nagy, William; Berninger, Virginia
In: Assistive Technology, 2016.
@article{12481,
title = {Relationships between Language Input and Letter Output Modes in Writing Notes and Summaries for Students in Grades 4 to 9 with Persisting Writing Disabilities},
author = {Robert Thompson and Steven Tanimoto and Robert Abbott and Kathleen Nielsen and Ruby Dawn Lyman and Kira Geselowitz and Katrien Habermann and Terry Mickail and Marshall Raskind and Stephen Peverly and William Nagy and Virginia Berninger},
doi = {10.1080/10400435.2016.1199066},
year = {2016},
date = {2016-07-01},
journal = {Assistive Technology},
abstract = {This study in programmatic research on technology-supported instruction first identified, through pretesting using evidence-based criteria, students with persisting specific learning disabilities (SLDs) in written language during middle childhood (grades 4–6) and early adolescence (grades 7–9). Participants then completed computerized writing instruction and posttesting. The 12 computer lessons varied output modes (letter production by stylus alternating with hunt and peck keyboarding versus by pencil with grooves alternating with touch typing on keyboard), input (read or heard source material), and task (notes or summaries). Posttesting and coded notes and summaries showed the effectiveness of computerized writing instruction on both writing tasks for multiple modes of language input and letter production output for improving letter production and related writing skills.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
This study in programmatic research on technology-supported instruction first identified, through pretesting using evidence-based criteria, students with persisting specific learning disabilities (SLDs) in written language during middle childhood (grades 4–6) and early adolescence (grades 7–9). Participants then completed computerized writing instruction and posttesting. The 12 computer lessons varied output modes (letter production by stylus alternating with hunt and peck keyboarding versus by pencil with grooves alternating with touch typing on keyboard), input (read or heard source material), and task (notes or summaries). Posttesting and coded notes and summaries showed the effectiveness of computerized writing instruction on both writing tasks for multiple modes of language input and letter production output for improving letter production and related writing skills.
Richards, T; Peverly, S; Wolf, A; Abbott, R; Tanimoto, S; Thompson, R; Berninger, V
In: Trends in Neuroscience and Education, vol. 5, pp. 146-155, 2016.
@article{12479,
title = {Idea units in notes and summaries for read texts by keyboard and pencil in middle childhood students with specific learning disabilities: Cognitive and brain findings},
author = {T Richards and S Peverly and A Wolf and R Abbott and S Tanimoto and R Thompson and V Berninger},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/1-s2.0-S2211949316300175-main.pdf},
year = {2016},
date = {2016-01-01},
urldate = {2016-01-01},
journal = {Trends in Neuroscience and Education},
volume = {5},
pages = {146-155},
abstract = {Seven children with dyslexia and/or dysgraphia (2 girls, 5 boys, M¼11 years) completed fMRI con-
nectivity scans before and after twelve weekly computerized lessons in strategies for reading source
material, taking notes, and writing summaries by touch typing or groovy pencils. During brain scanning
they completed two reading comprehension tasks—one involving single sentences and one involving
multiple sentences. From before to after intervention, fMRI connectivity magnitude changed significantly
during sentence level reading comprehension (from right angular gyrus-right Broca's) and during text
level reading comprehension (from right angular gyrus-cingulate). Proportions of ideas units in chil-
dren's writing compared to idea units in source texts did not differ across combinations of reading-
writing tasks and modes. Yet, for handwriting/notes, correlations insignificant before the lessons became
significant after the strategy instruction between proportion of idea units and brain connectivity at all
levels of language in reading comprehension (word-, sentence-, and text) during scanning; but for
handwriting/summaries, touch typing/notes, and touch typing/summaries changes in those correlations
from insignificant to significant after strategy instruction occurred only at text level reading compre-
hension during scanning. Thus, handwriting during note-taking may benefit all levels of language during
reading comprehension, whereas all other combinations of modes and writing tasks in this exploratory
study appear to benefit only the text level of reading comprehension. Neurological and educational
significance of the interdisciplinary research findings for integrating reading and writing and future
research directions are discussed.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Seven children with dyslexia and/or dysgraphia (2 girls, 5 boys, M¼11 years) completed fMRI con-
nectivity scans before and after twelve weekly computerized lessons in strategies for reading source
material, taking notes, and writing summaries by touch typing or groovy pencils. During brain scanning
they completed two reading comprehension tasks—one involving single sentences and one involving
multiple sentences. From before to after intervention, fMRI connectivity magnitude changed significantly
during sentence level reading comprehension (from right angular gyrus-right Broca's) and during text
level reading comprehension (from right angular gyrus-cingulate). Proportions of ideas units in chil-
dren's writing compared to idea units in source texts did not differ across combinations of reading-
writing tasks and modes. Yet, for handwriting/notes, correlations insignificant before the lessons became
significant after the strategy instruction between proportion of idea units and brain connectivity at all
levels of language in reading comprehension (word-, sentence-, and text) during scanning; but for
handwriting/summaries, touch typing/notes, and touch typing/summaries changes in those correlations
from insignificant to significant after strategy instruction occurred only at text level reading compre-
hension during scanning. Thus, handwriting during note-taking may benefit all levels of language during
reading comprehension, whereas all other combinations of modes and writing tasks in this exploratory
study appear to benefit only the text level of reading comprehension. Neurological and educational
significance of the interdisciplinary research findings for integrating reading and writing and future
research directions are discussed.
nectivity scans before and after twelve weekly computerized lessons in strategies for reading source
material, taking notes, and writing summaries by touch typing or groovy pencils. During brain scanning
they completed two reading comprehension tasks—one involving single sentences and one involving
multiple sentences. From before to after intervention, fMRI connectivity magnitude changed significantly
during sentence level reading comprehension (from right angular gyrus-right Broca's) and during text
level reading comprehension (from right angular gyrus-cingulate). Proportions of ideas units in chil-
dren's writing compared to idea units in source texts did not differ across combinations of reading-
writing tasks and modes. Yet, for handwriting/notes, correlations insignificant before the lessons became
significant after the strategy instruction between proportion of idea units and brain connectivity at all
levels of language in reading comprehension (word-, sentence-, and text) during scanning; but for
handwriting/summaries, touch typing/notes, and touch typing/summaries changes in those correlations
from insignificant to significant after strategy instruction occurred only at text level reading compre-
hension during scanning. Thus, handwriting during note-taking may benefit all levels of language during
reading comprehension, whereas all other combinations of modes and writing tasks in this exploratory
study appear to benefit only the text level of reading comprehension. Neurological and educational
significance of the interdisciplinary research findings for integrating reading and writing and future
research directions are discussed.
Niedo, Jasmin; Tanimoto, Steve; Thompson, Robert H.; Abbott, Robert D.; Berninger, Virginia W.
In: Learning Disabilities, A Multidisciplinary Journal, vol. 21, iss. 2, pp. 62-78, 2016.
@article{12714,
title = {Computerized Instruction in Translation Strategies for Students in Upper Elementary and Middle School Grades With Persisting Learning Disabilities in Written Language},
author = {Jasmin Niedo and Steve Tanimoto and Robert H. Thompson and Robert D. Abbott and Virginia W. Berninger},
url = {http://js.sagamorepub.com/ldmj/article/view/7751
https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Computerized-Instruction-in-Translation-Strategies.pdf},
year = {2016},
date = {2016-01-01},
urldate = {2016-01-01},
journal = {Learning Disabilities, A Multidisciplinary Journal},
volume = {21},
issue = {2},
pages = {62-78},
chapter = {62},
abstract = {Students in grades 5 to 9 (ages 10 to 14; 6 girls, 27 boys) who had persisting specific learning disabilities in transcription (handwriting and spelling) completed three kinds of composition tasks requiring translation (thought to written language) on iPads using alternating transcription modes (stylus or keyboard) across every three lessons: personal narratives (6 lessons) and written summaries about read source material (integrated reading-writing) and heard source material (integrated listening-writing) (12 lessons). Before composing summaries, students clicked sequentially one at a time onto translation strategies, which they read and heard through earphones, and could click on again as needed during summary writing: (a) Level I composing of the very next sentence, and (b) Level II composing of a higher-level discourse structure. ANOVAs showed that Level I strategies were used significantly more often than Level II strategies; but the main effect for transcription mode was not significant. Written summaries of read source material had more errors in main ideas and factual details than heard source materials, but not more irrelevant statements. Applications of results are discussed for using computers for writing instruction, not just accommodations, for students with persisting transcription disabilities.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Students in grades 5 to 9 (ages 10 to 14; 6 girls, 27 boys) who had persisting specific learning disabilities in transcription (handwriting and spelling) completed three kinds of composition tasks requiring translation (thought to written language) on iPads using alternating transcription modes (stylus or keyboard) across every three lessons: personal narratives (6 lessons) and written summaries about read source material (integrated reading-writing) and heard source material (integrated listening-writing) (12 lessons). Before composing summaries, students clicked sequentially one at a time onto translation strategies, which they read and heard through earphones, and could click on again as needed during summary writing: (a) Level I composing of the very next sentence, and (b) Level II composing of a higher-level discourse structure. ANOVAs showed that Level I strategies were used significantly more often than Level II strategies; but the main effect for transcription mode was not significant. Written summaries of read source material had more errors in main ideas and factual details than heard source materials, but not more irrelevant statements. Applications of results are discussed for using computers for writing instruction, not just accommodations, for students with persisting transcription disabilities.
2015
Tanimoto, S.; Thompson, R.; Berninger, V.; Nagy, W.; Abbott, R.
Computerized writing and reading instruction for students in grades 4 to 9 with specific learning disabilities affecting written language. Journal Article
In: Journal of Computer Assisted Learning, vol. 31, iss. 6, pp. 671–689, 2015.
@article{12192,
title = {Computerized writing and reading instruction for students in grades 4 to 9 with specific learning disabilities affecting written language.},
author = {S. Tanimoto and R. Thompson and V. Berninger and W. Nagy and R. Abbott},
url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4743045/
https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Computerized-writing-and-reading-grades-4-to-9.pdf},
year = {2015},
date = {2015-12-01},
urldate = {2015-12-01},
journal = {Journal of Computer Assisted Learning},
volume = {31},
issue = {6},
pages = {671–689},
chapter = {671},
abstract = {Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4 to 9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability (OWL LD), students completed 18 sessions of computerized instruction over about 3 months. The 11 students taught letter formation with sequential, numbered, colored arrow cues with full contours who wrote letters on lines added to iPAD screen showed more and stronger treatment effects than the 21 students taught using only visual motion cues for letter formation who wrote on an unlined computer monitor. Teaching to all levels of language in multiple functional language systems (by ear, eye, mouth, and hand) close in time resulted in significant gains in reading and writing skills for the group and in diagnosed SLD hallmark impairments for individuals; also, performance on computerized learning activities correlated with treatment gains. Results are discussed in reference to need for both accommodations and explicit instruction for persisting SLDs and the potential for computers to teach handwriting, morphophonemic orthographies, comprehension, and composition.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4 to 9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability (OWL LD), students completed 18 sessions of computerized instruction over about 3 months. The 11 students taught letter formation with sequential, numbered, colored arrow cues with full contours who wrote letters on lines added to iPAD screen showed more and stronger treatment effects than the 21 students taught using only visual motion cues for letter formation who wrote on an unlined computer monitor. Teaching to all levels of language in multiple functional language systems (by ear, eye, mouth, and hand) close in time resulted in significant gains in reading and writing skills for the group and in diagnosed SLD hallmark impairments for individuals; also, performance on computerized learning activities correlated with treatment gains. Results are discussed in reference to need for both accommodations and explicit instruction for persisting SLDs and the potential for computers to teach handwriting, morphophonemic orthographies, comprehension, and composition.
Tanimoto, S. L.
Solving problems by drawing solution paths (recipient of the Best Showpiece Award) Best Paper Conference
Visual Languages and Human-Centric Computing (VL/HCC), 2015 IEEE Symposium on, IEEE Computer Society IEEE Computer Society, Atlanta GA, USA, 2015.
@conference{7357243,
title = {Solving problems by drawing solution paths (recipient of the Best Showpiece Award)},
author = {S. L. Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Solving_problems_by_drawing_solution_paths.pdf},
doi = {10.1109/VLHCC.2015.7357243},
year = {2015},
date = {2015-10-01},
urldate = {2015-10-01},
booktitle = {Visual Languages and Human-Centric Computing (VL/HCC), 2015 IEEE Symposium on},
pages = {313-314},
publisher = {IEEE Computer Society},
address = {Atlanta GA, USA},
organization = {IEEE Computer Society},
abstract = {When the classical theory of problem solving is put into practice, a sequence of operator applications must be found that transforms an initial problem state into a goal state. This is equivalent to finding a path through the graph of possible problem states from an initial node to a goal node. The search is usually conducted by an algorithm or by a human through an iterative process of selecting and applying operators to states found so far. Here, I demonstrate examples of searching in problem spaces via interactive drawing. The demonstrations help to elucidate issues in the design of new problem-solving affordances that may enhance the abilities of human solvers to understand and solve problems. This opens up new ways to conceptualize the process of solving problems, and it suggests new ways to teach a form of computational thinking.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
When the classical theory of problem solving is put into practice, a sequence of operator applications must be found that transforms an initial problem state into a goal state. This is equivalent to finding a path through the graph of possible problem states from an initial node to a goal node. The search is usually conducted by an algorithm or by a human through an iterative process of selecting and applying operators to states found so far. Here, I demonstrate examples of searching in problem spaces via interactive drawing. The demonstrations help to elucidate issues in the design of new problem-solving affordances that may enhance the abilities of human solvers to understand and solve problems. This opens up new ways to conceptualize the process of solving problems, and it suggests new ways to teach a form of computational thinking.
Tanimoto, S. L.
Livesolving: Enabling Collaborative Problem Solvers to Perform at Full Capacity Conference
International Conference on Live Coding, 2015.
@conference{nokey,
title = {Livesolving: Enabling Collaborative Problem Solvers to Perform at Full Capacity},
author = {S.L. Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/94_Livesolving_Enabling_Collaborative_Pr-1.pdf},
year = {2015},
date = {2015-07-13},
urldate = {2015-07-13},
booktitle = {International Conference on Live Coding},
abstract = {Collaborative problem solving is a key methodology for tackling complex and/or contentious problems. The methodology is supported by computer and communication systems that bring human solvers together with computational agents and provide clear protocols for exploring and rating alternative solution approaches. However, these systems can be challenging to use due not only to the complexity of the problems being solved but the variety of abstractions involved in managing the solution process, e.g., problem representations, collaborations, and strategies. This paper offers new ideas to help the human users of such systems to learn and work more effectively. It also suggests how problem solving may sometimes be carried out in performance contexts similar to those of livecoding improvisational music. Most important here is the identification of seven forms of liveness in problem solving that may heighten a solving team’s sense of engagement. Common themes among them are increasing solvers’ awareness and minimizing latency between solver intentions and system responses. One of the seven livesolving forms involves solvers in tracing paths within problem-space graphs. This and the other six forms derive from experience with a system called CoSolve, developed at the University of Washington.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
Collaborative problem solving is a key methodology for tackling complex and/or contentious problems. The methodology is supported by computer and communication systems that bring human solvers together with computational agents and provide clear protocols for exploring and rating alternative solution approaches. However, these systems can be challenging to use due not only to the complexity of the problems being solved but the variety of abstractions involved in managing the solution process, e.g., problem representations, collaborations, and strategies. This paper offers new ideas to help the human users of such systems to learn and work more effectively. It also suggests how problem solving may sometimes be carried out in performance contexts similar to those of livecoding improvisational music. Most important here is the identification of seven forms of liveness in problem solving that may heighten a solving team’s sense of engagement. Common themes among them are increasing solvers’ awareness and minimizing latency between solver intentions and system responses. One of the seven livesolving forms involves solvers in tracing paths within problem-space graphs. This and the other six forms derive from experience with a system called CoSolve, developed at the University of Washington.
Thompson, Robert; Tanimoto, Steven; Berninger, Virginia; Nagy, William
Design Studies for Stylus and Finger-Based Interaction in Writing Instruction on Tablets Conference
Workshop on the Impact of Pen and Touch Technologies in Education, Springer Springer, Redmond WA, USA, 2015.
@conference{12196,
title = {Design Studies for Stylus and Finger-Based Interaction in Writing Instruction on Tablets},
author = {Robert Thompson and Steven Tanimoto and Virginia Berninger and William Nagy},
doi = {10.1007/978-3-319-31193-7_4},
year = {2015},
date = {2015-04-01},
urldate = {2015-04-01},
booktitle = {Workshop on the Impact of Pen and Touch Technologies in Education},
publisher = {Springer},
address = {Redmond WA, USA},
organization = {Springer},
abstract = {First we describe new instructional software, for the essentials of writing, that runs on tablets. In trials with an after-school K-12 subject group, the use of the software improved writing capabilities of most students. Part of the student activity supported by the software involves students drawing letter shapes by tracing paths through scaffolded channels. Second, we detail the design studies we performed prior to implementing the full software package. Here we focus on how software can provide graphical feedback to students in the context of a stylus and touch-based interface for the basic educational activity of learning to write letters of the alphabet.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
First we describe new instructional software, for the essentials of writing, that runs on tablets. In trials with an after-school K-12 subject group, the use of the software improved writing capabilities of most students. Part of the student activity supported by the software involves students drawing letter shapes by tracing paths through scaffolded channels. Second, we detail the design studies we performed prior to implementing the full software package. Here we focus on how software can provide graphical feedback to students in the context of a stylus and touch-based interface for the basic educational activity of learning to write letters of the alphabet.
Berninger, Virginia W; Nagy, William; Tanimoto, Steve; Thompson, Rob; Abbott, Robert D
Computer Instruction in Handwriting, Spelling, and Composing for Students with Specific Learning Disabilities in Grades 4 to 9. Journal Article
In: Comput Educ, vol. 81, pp. 154-168, 2015, ISSN: 0360-1315, (Grant List P50 HD071764 / HD / NICHD NIH HHS / United States U54 HD083091 / HD / NICHD NIH HHS / United States).
@article{12439,
title = {Computer Instruction in Handwriting, Spelling, and Composing for Students with Specific Learning Disabilities in Grades 4 to 9.},
author = {Virginia W Berninger and William Nagy and Steve Tanimoto and Rob Thompson and Robert D Abbott},
url = {https://pubmed.ncbi.nlm.nih.gov/25378768/},
doi = {10.1016/j.compedu.2014.10.005},
issn = {0360-1315},
year = {2015},
date = {2015-02-01},
urldate = {2015-02-01},
journal = {Comput Educ},
volume = {81},
pages = {154-168},
abstract = {<p>Effectiveness of iPad computerized writing instruction was evaluated for 4(th) to 9(th) graders (n=35) with diagnosed specific learning disabilities (SLDs) affecting writing: dysgraphia (impaired handwriting), dyslexia (impaired spelling), and oral and written language learning disability (OWL LD) (impaired syntax composing). Each of the 18 two-hour lessons had multiple learning activities aimed at improving subword- (handwriting), word- (spelling), and syntax- (sentence composing) level language skills by engaging all four language systems (listening, speaking, reading, and writing) to create a functional writing system. To evaluate treatment effectiveness, normed measures of handwriting, spelling, and composing were used with the exception of one non-normed alphabet writing task. Results showed that the sample as a whole improved significantly from pretest to posttest in three handwriting measures, four spelling measures, and both written and oral syntax construction measures. All but oral syntax was evaluated with pen and paper tasks, showing that the computer writing instruction transferred to better writing with pen and paper. Performance on learning activities during instruction correlated with writing outcomes; and individual students tended to improve in the impaired skill associated with their diagnosis. Thus, although computers are often used in upper elementary school and middle school in the United States (US) for accommodations (alternatives to pen and paper) for students with persisting SLDs affecting writing, this study shows computers can also be used for Tier 3 instruction to improve the writing skills of students in grades 4 to 9 with history of persisting writing disabilities.</p>},
note = {Grant List
P50 HD071764 / HD / NICHD NIH HHS / United States
U54 HD083091 / HD / NICHD NIH HHS / United States},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
<p>Effectiveness of iPad computerized writing instruction was evaluated for 4(th) to 9(th) graders (n=35) with diagnosed specific learning disabilities (SLDs) affecting writing: dysgraphia (impaired handwriting), dyslexia (impaired spelling), and oral and written language learning disability (OWL LD) (impaired syntax composing). Each of the 18 two-hour lessons had multiple learning activities aimed at improving subword- (handwriting), word- (spelling), and syntax- (sentence composing) level language skills by engaging all four language systems (listening, speaking, reading, and writing) to create a functional writing system. To evaluate treatment effectiveness, normed measures of handwriting, spelling, and composing were used with the exception of one non-normed alphabet writing task. Results showed that the sample as a whole improved significantly from pretest to posttest in three handwriting measures, four spelling measures, and both written and oral syntax construction measures. All but oral syntax was evaluated with pen and paper tasks, showing that the computer writing instruction transferred to better writing with pen and paper. Performance on learning activities during instruction correlated with writing outcomes; and individual students tended to improve in the impaired skill associated with their diagnosis. Thus, although computers are often used in upper elementary school and middle school in the United States (US) for accommodations (alternatives to pen and paper) for students with persisting SLDs affecting writing, this study shows computers can also be used for Tier 3 instruction to improve the writing skills of students in grades 4 to 9 with history of persisting writing disabilities.</p>
2014
Duncan, Caitlin; Bell, Tim; Tanimoto, Steve
Should your 8-year-old learn coding? Proceedings Article
In: 2014.
@inproceedings{nokey,
title = {Should your 8-year-old learn coding?},
author = {Caitlin Duncan and Tim Bell and Steve Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Should_8yo_learn_coding.pdf},
doi = {10.1145/2670757.2670774},
year = {2014},
date = {2014-00-00},
urldate = {2014-00-00},
journal = {Proceedings of the 9th Workshop in Primary and Secondary Computing Education, ACM},
abstract = {There has been considerable interest in teaching “coding”
to primary school aged students, and many creative “Ini-
tial Learning Environments” (ILEs) have been released to
encourage this. Announcements and commentaries about
such developments can polarise opinions, with some calling
for widespread teaching of coding, while others see it as too
soon to have students learning industry-specific skills. It is
not always clear what is meant by teaching coding (which
is often used as a synonym for programming), and what the
benefits and costs of this are. Here we explore the mean-
ing and potential impact of learning coding/programming
for younger students. We collect the arguments for and
against learning coding at a young age, and review the ini-
tiatives that have been developed to achieve this (including
new languages, school curricula, and teaching resources).
This leads to a set of criteria around the value of teach-
ing young people to code, to inform curriculum designers,
teachers and parents. The age at which coding should be
taught can depend on many factors, including the learning
tools used, context, teacher training and confidence, cul-
ture, specific skills taught, how engaging an ILE is, how
much it lets students explore concepts for themselves, and
whether opportunities exist to continue learning after an
early introduction.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
There has been considerable interest in teaching “coding”
to primary school aged students, and many creative “Ini-
tial Learning Environments” (ILEs) have been released to
encourage this. Announcements and commentaries about
such developments can polarise opinions, with some calling
for widespread teaching of coding, while others see it as too
soon to have students learning industry-specific skills. It is
not always clear what is meant by teaching coding (which
is often used as a synonym for programming), and what the
benefits and costs of this are. Here we explore the mean-
ing and potential impact of learning coding/programming
for younger students. We collect the arguments for and
against learning coding at a young age, and review the ini-
tiatives that have been developed to achieve this (including
new languages, school curricula, and teaching resources).
This leads to a set of criteria around the value of teach-
ing young people to code, to inform curriculum designers,
teachers and parents. The age at which coding should be
taught can depend on many factors, including the learning
tools used, context, teacher training and confidence, cul-
ture, specific skills taught, how engaging an ILE is, how
much it lets students explore concepts for themselves, and
whether opportunities exist to continue learning after an
early introduction.
to primary school aged students, and many creative “Ini-
tial Learning Environments” (ILEs) have been released to
encourage this. Announcements and commentaries about
such developments can polarise opinions, with some calling
for widespread teaching of coding, while others see it as too
soon to have students learning industry-specific skills. It is
not always clear what is meant by teaching coding (which
is often used as a synonym for programming), and what the
benefits and costs of this are. Here we explore the mean-
ing and potential impact of learning coding/programming
for younger students. We collect the arguments for and
against learning coding at a young age, and review the ini-
tiatives that have been developed to achieve this (including
new languages, school curricula, and teaching resources).
This leads to a set of criteria around the value of teach-
ing young people to code, to inform curriculum designers,
teachers and parents. The age at which coding should be
taught can depend on many factors, including the learning
tools used, context, teacher training and confidence, cul-
ture, specific skills taught, how engaging an ILE is, how
much it lets students explore concepts for themselves, and
whether opportunities exist to continue learning after an
early introduction.
2013
Tanimoto, Steven L.
A Perspective on the Evolution of Live Programming (Keynote) Workshop
IEEE Computer Society, 2013.
@workshop{9165,
title = {A Perspective on the Evolution of Live Programming (Keynote)},
author = {Steven L. Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/LiveProgramming2013.pdf},
year = {2013},
date = {2013-01-01},
urldate = {2013-01-01},
publisher = {IEEE Computer Society},
abstract = {Liveness in programming environments generally refers to the ability to modify a running program. Liveness is one form of a more general class of behaviors by a programming environment that provide information to programmers about what they are constructing. This paper gives a brief historical perspective on liveness and proposes an extension of a hierarchy given in 1990, to now account for even more powerful execution-oriented tools for programmers. In addition, while liveness concerns the timeliness of execution feedback, considering a broader array of forms of feedback is helpful both in better understanding liveness and in designing ever more powerful development tools.},
keywords = {},
pubstate = {published},
tppubtype = {workshop}
}
Liveness in programming environments generally refers to the ability to modify a running program. Liveness is one form of a more general class of behaviors by a programming environment that provide information to programmers about what they are constructing. This paper gives a brief historical perspective on liveness and proposes an extension of a hierarchy given in 1990, to now account for even more powerful execution-oriented tools for programmers. In addition, while liveness concerns the timeliness of execution feedback, considering a broader array of forms of feedback is helpful both in better understanding liveness and in designing ever more powerful development tools.
2012
Fan, Sandra B; Robison, Tyler; Tanimoto, Steven L.
CoSolve: A System for Engaging Users in Computer-Supported Collaborative Problem Solving Conference
2012 IEEE Symposium on Visual Languages and Human-Centric Computing, 2012, ISSN: 1943-6106 .
@conference{7937,
title = {CoSolve: A System for Engaging Users in Computer-Supported Collaborative Problem Solving},
author = {Sandra B Fan and Tyler Robison and Steven L. Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/CoSolve.pdf},
doi = {10.1109/VLHCC.2012.6344517},
issn = {1943-6106 },
year = {2012},
date = {2012-10-01},
urldate = {2012-10-01},
booktitle = {2012 IEEE Symposium on Visual Languages and Human-Centric Computing},
pages = {205-212},
abstract = {Recently there has been a trend toward online
collaborative problem-solving. However, many systems either
lack enough structure for participants to know where they can
contribute or are too restrictive to allow collaborative solving. In
this paper, we present our research prototype, CoSolve, a website
that helps users cooperatively solve problems in a novel manner:
solving sessions are represented visually as state-space search
trees which solvers collaboratively generate, traverse and interact
with online. We describe the problem-posing and problem-
solving processes in our system, and present the affordances we
designed for encouraging self-reflection and collaboration in the
problem-solving process. Finally, we present observations from a
user study conducted with teams of solvers who used CoSolve to
solve a city-building problem. Users found CoSolve easy to use
and helpful in problem solving. In addition, the study provides
evidence that the state-space-search organization of problem-
solving activity can serve effectively as the framework for human
interaction in a computer-supported collaborative problem-
solving system.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
Recently there has been a trend toward online
collaborative problem-solving. However, many systems either
lack enough structure for participants to know where they can
contribute or are too restrictive to allow collaborative solving. In
this paper, we present our research prototype, CoSolve, a website
that helps users cooperatively solve problems in a novel manner:
solving sessions are represented visually as state-space search
trees which solvers collaboratively generate, traverse and interact
with online. We describe the problem-posing and problem-
solving processes in our system, and present the affordances we
designed for encouraging self-reflection and collaboration in the
problem-solving process. Finally, we present observations from a
user study conducted with teams of solvers who used CoSolve to
solve a city-building problem. Users found CoSolve easy to use
and helpful in problem solving. In addition, the study provides
evidence that the state-space-search organization of problem-
solving activity can serve effectively as the framework for human
interaction in a computer-supported collaborative problem-
solving system.
collaborative problem-solving. However, many systems either
lack enough structure for participants to know where they can
contribute or are too restrictive to allow collaborative solving. In
this paper, we present our research prototype, CoSolve, a website
that helps users cooperatively solve problems in a novel manner:
solving sessions are represented visually as state-space search
trees which solvers collaboratively generate, traverse and interact
with online. We describe the problem-posing and problem-
solving processes in our system, and present the affordances we
designed for encouraging self-reflection and collaboration in the
problem-solving process. Finally, we present observations from a
user study conducted with teams of solvers who used CoSolve to
solve a city-building problem. Users found CoSolve easy to use
and helpful in problem solving. In addition, the study provides
evidence that the state-space-search organization of problem-
solving activity can serve effectively as the framework for human
interaction in a computer-supported collaborative problem-
solving system.
Tanimoto, Steven
An Interdisciplinary Introduction to Image Processing: Pixels, Numbers and Programs Book
MIT Press, Cambridge, MA, 2012, ISBN: 9780262017169.
@book{Tanimoto:2012:AII,
title = {An Interdisciplinary Introduction to Image Processing: Pixels, Numbers and Programs},
author = {Steven Tanimoto},
url = {https://mitpress.mit.edu/9780262017169/an-interdisciplinary-introduction-to-image-processing/},
isbn = {9780262017169},
year = {2012},
date = {2012-04-27},
urldate = {2012-04-27},
publisher = {MIT Press},
address = {Cambridge, MA},
organization = {MIT Press},
abstract = {
Basic principles of image processing and programming explained without college-level mathematics.
This book explores image processing from several perspectives: the creative, the theoretical (mainly mathematical), and the programmatical. It explains the basic principles of image processing, drawing on key concepts and techniques from mathematics, psychology of perception, computer science, and art, and introduces computer programming as a way to get more control over image processing operations. It does so without requiring college-level mathematics or prior programming experience. The content is supported by PixelMath, a freely available software program that helps the reader understand images as both visual and mathematical objects.
The first part of the book covers such topics as digital image representation, sampling, brightness and contrast, color models, geometric transformations, synthesizing images, stereograms, photomosaics, and fractals. The second part of the book introduces computer programming using an open-source version of the easy-to-learn Python language. It covers the basics of image analysis and pattern recognition, including edge detection, convolution, thresholding, contour representation, and K-nearest-neighbor classification. A chapter on computational photography explores such subjects as high-dynamic-range imaging, autofocusing, and methods for automatically inpainting to fill gaps or remove unwanted objects in a scene. Applications described include the design and implementation of an image-based game.
The PixelMath software provides a “transparent” view of digital images by allowing the user to view the RGB values of pixels by zooming in on an image. PixelMath provides three interfaces: the pixel calculator; the formula page, an advanced extension of the calculator; and the Python window.
},
keywords = {},
pubstate = {published},
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}
Basic principles of image processing and programming explained without college-level mathematics.
This book explores image processing from several perspectives: the creative, the theoretical (mainly mathematical), and the programmatical. It explains the basic principles of image processing, drawing on key concepts and techniques from mathematics, psychology of perception, computer science, and art, and introduces computer programming as a way to get more control over image processing operations. It does so without requiring college-level mathematics or prior programming experience. The content is supported by PixelMath, a freely available software program that helps the reader understand images as both visual and mathematical objects.
The first part of the book covers such topics as digital image representation, sampling, brightness and contrast, color models, geometric transformations, synthesizing images, stereograms, photomosaics, and fractals. The second part of the book introduces computer programming using an open-source version of the easy-to-learn Python language. It covers the basics of image analysis and pattern recognition, including edge detection, convolution, thresholding, contour representation, and K-nearest-neighbor classification. A chapter on computational photography explores such subjects as high-dynamic-range imaging, autofocusing, and methods for automatically inpainting to fill gaps or remove unwanted objects in a scene. Applications described include the design and implementation of an image-based game.
The PixelMath software provides a “transparent” view of digital images by allowing the user to view the RGB values of pixels by zooming in on an image. PixelMath provides three interfaces: the pixel calculator; the formula page, an advanced extension of the calculator; and the Python window.
2010
Atman, C. J.; Borgford-Parnell, J; Goist, Z.; Deibel, K.; Blair, J.; Bodle, C.; Kumar, V.; Roesler, A.; Tanimoto, S.; Zachry, M.
Seeing and Hearing Design: Exploring How Visual Representations and Sound Tracks Could Be Used to Teach Design Conference
Proceedings of Design Thinking and Research Symposium 8, 2010.
@conference{8984,
title = {Seeing and Hearing Design: Exploring How Visual Representations and Sound Tracks Could Be Used to Teach Design},
author = {C. J. Atman and J Borgford-Parnell and Z. Goist and K. Deibel and J. Blair and C. Bodle and V. Kumar and A. Roesler and S. Tanimoto and M. Zachry},
year = {2010},
date = {2010-10-01},
booktitle = {Proceedings of Design Thinking and Research Symposium 8},
pages = {25-37},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
Fan, S. B.; Johnson, B. R.; Liu, Y. -E.; Robison, T.; Schmidt, R.; Tanimoto, S. L.
Analyzing a Process of Collaborative Game Design Involving Online Tools Conference
2010 IEEE Symposium on Visual Languages and Human-Centric Computing, IEEE IEEE, Madrid, Spain, 2010.
@conference{4827,
title = {Analyzing a Process of Collaborative Game Design Involving Online Tools},
author = {S. B. Fan and B. R. Johnson and Y. -E. Liu and T. Robison and R. Schmidt and S. L. Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Collaborative_Game_Design.pdf},
year = {2010},
date = {2010-01-01},
urldate = {2010-01-01},
booktitle = {2010 IEEE Symposium on Visual Languages and Human-Centric Computing},
publisher = {IEEE},
address = {Madrid, Spain},
organization = {IEEE},
abstract = {We explore modeling problem solving and design
using state-space-search methodology by engaging in
the design of an educational game. We also explore
how online communication tools (OCTs) could be used
to support collaborative design using two online tools:
1) CoSolve, a collaborative problem-solving
environment we developed, and 2) INFACT, a
discussion forum that we built for use in education. We
used these tools to design GoAtom, a chemistry game.
Using our game design experience as an example, we
present a method for modeling design processes using
state-space-search, and reflect on our use of OCTs.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
We explore modeling problem solving and design
using state-space-search methodology by engaging in
the design of an educational game. We also explore
how online communication tools (OCTs) could be used
to support collaborative design using two online tools:
1) CoSolve, a collaborative problem-solving
environment we developed, and 2) INFACT, a
discussion forum that we built for use in education. We
used these tools to design GoAtom, a chemistry game.
Using our game design experience as an example, we
present a method for modeling design processes using
state-space-search, and reflect on our use of OCTs.
using state-space-search methodology by engaging in
the design of an educational game. We also explore
how online communication tools (OCTs) could be used
to support collaborative design using two online tools:
1) CoSolve, a collaborative problem-solving
environment we developed, and 2) INFACT, a
discussion forum that we built for use in education. We
used these tools to design GoAtom, a chemistry game.
Using our game design experience as an example, we
present a method for modeling design processes using
state-space-search, and reflect on our use of OCTs.
2009
Tanimoto, Steven; Robison, Tyler; Fan, Sandra
A game-building environment for research in collaborative design Conference
Int’l Symposium on Artificial Intelligence in Games, IEEE IEEE, Milan, 2009.
@conference{Tanimoto:2009:AGE,
title = {A game-building environment for research in collaborative design},
author = {Steven Tanimoto and Tyler Robison and Sandra Fan},
url = {https://ieeexplore.ieee.org/abstract/document/5286489
https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/A_game-building_environment_for_research_in_collaborative_design.pdf},
year = {2009},
date = {2009-09-01},
urldate = {2009-09-01},
booktitle = {Int’l Symposium on Artificial Intelligence in Games},
publisher = {IEEE},
address = {Milan},
organization = {IEEE},
abstract = {Collaborative design practices are evolving rapidly today as a result of improvements in telecommunications and human-computer interfaces. We present a suite of research tools that we have built in order to evaluate a particular methodology for design based on a theory of problem solving from the field of artificial intelligence. These tools are (a) a formal specification for a class of multimedia games, (b) a game-building tool called PRIME Designer, and (c) a game engine that brings games to life. The design of these tools addresses several issues: (1) support for a common language for the design process, deriving from state-space search, (2) visual interfaces for collaboration, (3) specifications for a class of games (called PRIME games) whose affordances represent a balance between simplicity and richness, (4) educating students to work in design teams that use advanced computational services, and (5) assessing the learning and contributions of each team member. We also report on a focus group study in which four undergraduate students used the tools. Our experience suggests that users without a computing background can learn how to employ state-space trees to organize the design process, and thereby gain facilities to coordinate their individual contributions to the design of a game.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
Collaborative design practices are evolving rapidly today as a result of improvements in telecommunications and human-computer interfaces. We present a suite of research tools that we have built in order to evaluate a particular methodology for design based on a theory of problem solving from the field of artificial intelligence. These tools are (a) a formal specification for a class of multimedia games, (b) a game-building tool called PRIME Designer, and (c) a game engine that brings games to life. The design of these tools addresses several issues: (1) support for a common language for the design process, deriving from state-space search, (2) visual interfaces for collaboration, (3) specifications for a class of games (called PRIME games) whose affordances represent a balance between simplicity and richness, (4) educating students to work in design teams that use advanced computational services, and (5) assessing the learning and contributions of each team member. We also report on a focus group study in which four undergraduate students used the tools. Our experience suggests that users without a computing background can learn how to employ state-space trees to organize the design process, and thereby gain facilities to coordinate their individual contributions to the design of a game.
Madhyastha, Tara; Tanimoto, Steven
Student consistency and implications for feedback in online assessment systems Conference
Int’l Conf. on Educational Data Mining, 2009.
@conference{4832,
title = {Student consistency and implications for feedback in online assessment systems},
author = {Tara Madhyastha and Steven Tanimoto},
url = {https://eric.ed.gov/?id=ED539075
https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Student_Feedback.pdf},
year = {2009},
date = {2009-01-01},
urldate = {2009-01-01},
booktitle = {Int’l Conf. on Educational Data Mining},
pages = {81-90},
abstract = {Most of the emphasis on mining online assessment logs has been to identify content-
specific errors. However, the pattern of general “consistency” is domain independent, strongly
related to performance, and can itself be a target of educational data mining. We demonstrate that
simple consistency indicators are related to student outcomes, and suggest how consistency might
be used in an online assessment framework to provide scaffolding to help students in need.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
Most of the emphasis on mining online assessment logs has been to identify content-
specific errors. However, the pattern of general “consistency” is domain independent, strongly
related to performance, and can itself be a target of educational data mining. We demonstrate that
simple consistency indicators are related to student outcomes, and suggest how consistency might
be used in an online assessment framework to provide scaffolding to help students in need.
specific errors. However, the pattern of general “consistency” is domain independent, strongly
related to performance, and can itself be a target of educational data mining. We demonstrate that
simple consistency indicators are related to student outcomes, and suggest how consistency might
be used in an online assessment framework to provide scaffolding to help students in need.
Madhyastha, Tara; Tanimoto, Steven
Faring with Facets: Building and Using Databases of Student Misconceptions Journal Article
In: Journal of Interactive Multimedia in Education, 2009, ISSN: ISSN: 1365-893X.
@article{4837,
title = {Faring with Facets: Building and Using Databases of Student Misconceptions},
author = {Tara Madhyastha and Steven Tanimoto},
url = {https://eric.ed.gov/?id=EJ871935
https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Databases-of-Student-Misconceptions.pdf},
issn = {ISSN: 1365-893X},
year = {2009},
date = {2009-01-01},
urldate = {2009-01-01},
journal = {Journal of Interactive Multimedia in Education},
publisher = {The Open University},
address = {Milton Keynes, U.K.},
abstract = {A number of educational researchers have developed pedagogical approaches that involve the teacher in discovering and helping to correct misconceptions that students bring to their study of their subject matter. During the last decade, several computer systems have been developed to support teaching and learning using this kind of approach. A central conceptual construct used by these systems is the "facet" of understanding: an atomic diagnosable unit of belief. A formidable challenge to applying such pedagogical approaches to new topic areas is the task of discovering and organizing the facets for the new subject area. This paper presents a taxonomy of misconceptions and a methodology for going about the task of preparing a database of facets. Important issues include the generality and diagnosability of facets, granularity of facets, and their placement on a scale of problematicity. Examples are drawn from the subjects of physics and computer science and in the context of two computer systems: the Diagnoser and INFACT.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
A number of educational researchers have developed pedagogical approaches that involve the teacher in discovering and helping to correct misconceptions that students bring to their study of their subject matter. During the last decade, several computer systems have been developed to support teaching and learning using this kind of approach. A central conceptual construct used by these systems is the "facet" of understanding: an atomic diagnosable unit of belief. A formidable challenge to applying such pedagogical approaches to new topic areas is the task of discovering and organizing the facets for the new subject area. This paper presents a taxonomy of misconceptions and a methodology for going about the task of preparing a database of facets. Important issues include the generality and diagnosability of facets, granularity of facets, and their placement on a scale of problematicity. Examples are drawn from the subjects of physics and computer science and in the context of two computer systems: the Diagnoser and INFACT.
2008
Tanimoto, S.
Welcome Message Journal Article
In: IEEE Transactions on Learning Technologies, vol. 1, pp. pp.1-2, 2008.
@article{4847,
title = {Welcome Message},
author = {S. Tanimoto},
year = {2008},
date = {2008-01-01},
urldate = {2008-01-01},
journal = {IEEE Transactions on Learning Technologies},
volume = {1},
pages = {pp.1-2},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Tanimoto, S.
Enhancing state-space tree diagrams for collaborative problem solving Conference
DIAGRAMS 2008, 2008.
@conference{1909,
title = {Enhancing state-space tree diagrams for collaborative problem solving},
author = {S. Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/978-3-540-87730-1_16.pdf
https://link.springer.com/chapter/10.1007/978-3-540-87730-1_16},
year = {2008},
date = {2008-01-01},
urldate = {2008-01-01},
booktitle = {DIAGRAMS 2008},
abstract = {State-space search methods in problem solving have often been illustrated using tree diagrams. We explore a set of issues related to coordination in collaborative problem solving and design, and we present a variety of interactive features for state-space search trees intended to facilitate such activity. Issues include how to show provenance of decisions, how to combine work and views produced separately, and how to represent work performed by computer agents. Some of the features have been implemented in a kit “TStar” and a design tool “PRIME Designer.”},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
State-space search methods in problem solving have often been illustrated using tree diagrams. We explore a set of issues related to coordination in collaborative problem solving and design, and we present a variety of interactive features for state-space search trees intended to facilitate such activity. Issues include how to show provenance of decisions, how to combine work and views produced separately, and how to represent work performed by computer agents. Some of the features have been implemented in a kit “TStar” and a design tool “PRIME Designer.”
2007
Bernardelli, Carlo; Tanimoto, Steven
The Etruscan Room: Querying the Internet with images. Journal Article
In: Crossings, vol. 5, 2007.
@article{Bernardelli:2007:TER,
title = {The Etruscan Room: Querying the Internet with images.},
author = {Carlo Bernardelli and Steven Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/The-Etruscan-Room.pdf
https://crossings.tcd.ie/issues/5.1/Bernardelli/},
year = {2007},
date = {2007-10-01},
urldate = {2007-10-01},
journal = {Crossings},
volume = {5},
abstract = {Visual thinking has a long tradition. Today, however, access to general information on the Internet largely requires the use of textual language. We have developed a computer program that combines artistic and technological considerations to help visual thinkers use standard search engines to find information. Called the Etruscan Room, the program adopts a metaphor for its design that goes back to a pre-Roman era. However, it also incorporates philosophical ideas exemplified by Renaissance painters. The program may be of interest not only to artists and technologists, but also to people who are unable to type or who have difficulty formulating textual queries because of aphasia.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Visual thinking has a long tradition. Today, however, access to general information on the Internet largely requires the use of textual language. We have developed a computer program that combines artistic and technological considerations to help visual thinkers use standard search engines to find information. Called the Etruscan Room, the program adopts a metaphor for its design that goes back to a pre-Roman era. However, it also incorporates philosophical ideas exemplified by Renaissance painters. The program may be of interest not only to artists and technologists, but also to people who are unable to type or who have difficulty formulating textual queries because of aphasia.
Cinque, L.; Canizares, S. Sellers; Tanimoto, Steven
Application of a transparent interface methodology to image processing Journal Article
In: J. Visual Languages and Computing, vol. 15, no. 5, pp. 504, 2007.
@article{Cinque:2007:AOA,
title = {Application of a transparent interface methodology to image processing},
author = {L. Cinque and S. Sellers Canizares and Steven Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Application-of-a-transparent-interface-method_2007_Journal-of-Visual-Languag.pdf
https://www.sciencedirect.com/science/article/pii/S1045926X07000523},
year = {2007},
date = {2007-10-01},
urldate = {2007-10-01},
journal = {J. Visual Languages and Computing},
volume = {15},
number = {5},
pages = {504},
chapter = {504},
abstract = {Many software engineering projects involve a significant design component in which an algorithm must be formulated as a sequence of processing steps that meets a solution criterion. As the problems tackled become more complex, it becomes increasingly important to create and use tools that help designers understand and manage the design process. We demonstrate the use of design tool called T-STAR in the domain of image processing, in which a toolkit called the TRAnsparent Image Problem Solving Environment (TRAIPSE) is extended to solve face-recognition problems. Key features of TRAIPSE are its visual interface to the space of partial image processing algorithms and its support for automatic assistance in exploring the space. The specific application we present is the analysis of human face images.},
key = {Cinque:2007:AOA},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Many software engineering projects involve a significant design component in which an algorithm must be formulated as a sequence of processing steps that meets a solution criterion. As the problems tackled become more complex, it becomes increasingly important to create and use tools that help designers understand and manage the design process. We demonstrate the use of design tool called T-STAR in the domain of image processing, in which a toolkit called the TRAnsparent Image Problem Solving Environment (TRAIPSE) is extended to solve face-recognition problems. Key features of TRAIPSE are its visual interface to the space of partial image processing algorithms and its support for automatic assistance in exploring the space. The specific application we present is the analysis of human face images.
Fan, S. B.; Tanimoto, S. L.
A Framework for Automated Diagram Assessment in Online Learning Conference
Int’l Conf. on Advanced Learning Technologies, IEEE IEEE, Nigata, Japan, 2007, ISBN: 2161-3761.
@conference{4848,
title = {A Framework for Automated Diagram Assessment in Online Learning},
author = {S. B. Fan and S. L. Tanimoto},
url = {https://ieeexplore.ieee.org/abstract/document/4280947
https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/A_Framework_for_Automated_Diagram_Assessment_in_Online_Learning.pdf},
doi = {10.1109/ICALT.2007.11},
isbn = {2161-3761},
year = {2007},
date = {2007-07-18},
urldate = {2007-01-01},
booktitle = {Int’l Conf. on Advanced Learning Technologies},
pages = {51-53},
publisher = {IEEE},
address = {Nigata, Japan},
organization = {IEEE},
abstract = {This paper explores how to incorporate the expressiveness and learning benefits of diagrams with the computing power and scalability available in online learning. As a first step toward a framework for automated assessment of student diagrams in online learning environments, we propose a new feature for the INF ACT system's Sketch Tool. This "Blobs, Links and Labels" (BLL) feature eliminates ambiguity in diagrams by imposing a flexible, graph- inspired structure to the diagrams. Specifying assessment will be done in the style of programming- by-demonstration, where the instructor uses the system to provide examples of correct or incorrect student diagrams, which are then used by the assessment tool. In designing the BLL feature, we aim to strike a balance between diagrams' expressive power versus ease of use and ease of automated assessment.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
This paper explores how to incorporate the expressiveness and learning benefits of diagrams with the computing power and scalability available in online learning. As a first step toward a framework for automated assessment of student diagrams in online learning environments, we propose a new feature for the INF ACT system's Sketch Tool. This "Blobs, Links and Labels" (BLL) feature eliminates ambiguity in diagrams by imposing a flexible, graph- inspired structure to the diagrams. Specifying assessment will be done in the style of programming- by-demonstration, where the instructor uses the system to provide examples of correct or incorrect student diagrams, which are then used by the assessment tool. In designing the BLL feature, we aim to strike a balance between diagrams' expressive power versus ease of use and ease of automated assessment.
Tanimoto, S.
Improving the Prospects for Educational Data Mining Conference
International Conference on User Modeling, 2007.
@conference{nokey,
title = {Improving the Prospects for Educational Data Mining},
author = {S. Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Educational-Data-Mining.pdf
https://educationaldatamining.org/EDM_ORG/wp-content/uploads/2020/05/DM.UM07_proceedings_full.pdf},
year = {2007},
date = {2007-06-25},
booktitle = {International Conference on User Modeling},
pages = {106},
abstract = {Data mining is an important paradigm for educational assessment. The usual assumption is that mining is performed after educational activity with that activity having been designed without regard for the mining process. This paper discusses how the prospects for successful mining can be improved by imposing constraints or biases on the activities and instruments that generate the data. These biases involve one or more of the following: (a) encouraging, requiring or training students to communicate effectively and often during the course of learning activities, (b) building more instrumentation into the learning environment to enable capturing more kinds of data, including evidence of student attention, (c), enriching the logged expressions themselves so that more inferences from them can be made more easily and with general purpose tools, and (d) seeding the log files with reliable assessment data to help anchor subsequent inferences. A variation on the mining paradigm integrates mining methods into the learning environment itself, so that various forms of “articulated assessment” can become practical. Articulated assessment is the coordination of unobtrusive but less reliable assessment techniques with traditional direct-questioning methods in such a way as to follow a policy that balancesthe needs for accuracy and unobtrusiveness.},
keywords = {},
pubstate = {published},
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Data mining is an important paradigm for educational assessment. The usual assumption is that mining is performed after educational activity with that activity having been designed without regard for the mining process. This paper discusses how the prospects for successful mining can be improved by imposing constraints or biases on the activities and instruments that generate the data. These biases involve one or more of the following: (a) encouraging, requiring or training students to communicate effectively and often during the course of learning activities, (b) building more instrumentation into the learning environment to enable capturing more kinds of data, including evidence of student attention, (c), enriching the logged expressions themselves so that more inferences from them can be made more easily and with general purpose tools, and (d) seeding the log files with reliable assessment data to help anchor subsequent inferences. A variation on the mining paradigm integrates mining methods into the learning environment itself, so that various forms of “articulated assessment” can become practical. Articulated assessment is the coordination of unobtrusive but less reliable assessment techniques with traditional direct-questioning methods in such a way as to follow a policy that balancesthe needs for accuracy and unobtrusiveness.
Tanimoto, Steven
Towards a shared language for problem solving in design Conference
Symposium on the Science of Design, Arcata, CA, 2007.
@conference{4836,
title = {Towards a shared language for problem solving in design},
author = {Steven Tanimoto},
url = {https://dl.acm.org/doi/abs/10.1145/1496630.1496641
https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Shared-Language-Problem-Solving.pdf},
year = {2007},
date = {2007-01-01},
urldate = {2007-01-01},
booktitle = {Symposium on the Science of Design},
address = {Arcata, CA},
abstract = {As tools for design get increasingly complex and powerful, it is increasingly important that their users have a solid grounding in what it is these tools do and how they do it. When these tools are software engineering tools, we can assume that their users have formal training in computing. However, when the tools are for designing art or multimedia objects, the artists using the tools typically don't have much background in the computing technology they are using. While interdisciplinary design teams can work around the shortcomings of individual team members, they might be more effective teams if they shared a common language and understanding of certain key aspects of the design process. At the University of Washington we have begun a project to study the use of the theory of problem solving as shared knowledge by design teams engaged in creating of multimedia games. The theory we used is derived from early work in artificial intelligence. The concepts of state space, search, operators and evaluation functions are key components of the shared knowledge. The theory is embodied in a software system called T-STAR (Transparent STate-spaces search ARchitecture) which supports a collaborative interface for problem-solving. A key question for the project is "to what extent will interdisciplinary design teams adopt and exploit the theory of problem solving when given an opportunity to do so?"},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
As tools for design get increasingly complex and powerful, it is increasingly important that their users have a solid grounding in what it is these tools do and how they do it. When these tools are software engineering tools, we can assume that their users have formal training in computing. However, when the tools are for designing art or multimedia objects, the artists using the tools typically don't have much background in the computing technology they are using. While interdisciplinary design teams can work around the shortcomings of individual team members, they might be more effective teams if they shared a common language and understanding of certain key aspects of the design process. At the University of Washington we have begun a project to study the use of the theory of problem solving as shared knowledge by design teams engaged in creating of multimedia games. The theory we used is derived from early work in artificial intelligence. The concepts of state space, search, operators and evaluation functions are key components of the shared knowledge. The theory is embodied in a software system called T-STAR (Transparent STate-spaces search ARchitecture) which supports a collaborative interface for problem-solving. A key question for the project is "to what extent will interdisciplinary design teams adopt and exploit the theory of problem solving when given an opportunity to do so?"
Tanimoto, Steven; Evans, Nathan; Carlson, Adam
Sequential input graphical model assessment diagrams for analysis of student activity data Conference
Int’l Conf. on Advanced Learning Technologie, IEEE IEEE Xplore, Niigata, Japan, 2007, ISBN: 0-7695-2916-X.
@conference{4823,
title = {Sequential input graphical model assessment diagrams for analysis of student activity data},
author = {Steven Tanimoto and Nathan Evans and Adam Carlson},
url = {https://ieeexplore.ieee.org/abstract/document/4281127
https://homes.cs.washington.edu/~tanimoto/site/sequential_input_graphical_model_assessment_diagrams_for_analysis_of_student_activity_data/},
doi = {10.1109/ICALT.2007.222},
isbn = {0-7695-2916-X},
year = {2007},
date = {2007-01-01},
urldate = {2007-01-01},
booktitle = {Int’l Conf. on Advanced Learning Technologie},
publisher = {IEEE Xplore},
address = {Niigata, Japan},
organization = {IEEE},
abstract = {A formalism called sequential Input graphical model assessment (SIGMA) diagrams is introduced. It shares with conventional graphical models features for specifying probabilistic inferences. In addition, it provides facilities for describing temporal patterns of evidence. The formalism was motivated by a need for transparent representations of assessment processes in the INFACT online learning environment. An editor and interpreter for SIGMA diagrams have been implemented and embedded in INFACT. The interpreter works with either stored event data, real-time event processing, or a combination of both. Examples diagrams are given, and the expressive power of the formalism is discussed.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
A formalism called sequential Input graphical model assessment (SIGMA) diagrams is introduced. It shares with conventional graphical models features for specifying probabilistic inferences. In addition, it provides facilities for describing temporal patterns of evidence. The formalism was motivated by a need for transparent representations of assessment processes in the INFACT online learning environment. An editor and interpreter for SIGMA diagrams have been implemented and embedded in INFACT. The interpreter works with either stored event data, real-time event processing, or a combination of both. Examples diagrams are given, and the expressive power of the formalism is discussed.
2006
Tanimoto, S.; Levialdi, S.
A transparent interface to statespace search programs Conference
ACM Symposium on Software Visualization (SoftVis 2006), Assoc. Comput. Machin. Assoc. Comput. Machin., Brighton, U.K., 2006.
@conference{4844,
title = {A transparent interface to statespace search programs},
author = {S. Tanimoto and S. Levialdi},
url = {https://dl.acm.org/doi/abs/10.1145/1148493.1148519
https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/State-Space-Search.pdf},
doi = {10.1145/1148493.1148519},
year = {2006},
date = {2006-09-04},
urldate = {2006-01-01},
booktitle = {ACM Symposium on Software Visualization (SoftVis 2006)},
pages = {151-152},
publisher = {Assoc. Comput. Machin.},
address = {Brighton, U.K.},
organization = {Assoc. Comput. Machin.},
abstract = {We present a visual interface for a variety of programs that employ state-space search methods. The interface displays a tree of the states visited so far, and it permits user interaction through manipulation of the tree. The interface is implemented in a domain-independent Python module. We give illustrations of its application in three domains: classical problem solving, image processing, and composition of musical motifs. The interface exemplifies a class of techniques for bringing a form of transparency to computer systems.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
We present a visual interface for a variety of programs that employ state-space search methods. The interface displays a tree of the states visited so far, and it permits user interaction through manipulation of the tree. The interface is implemented in a domain-independent Python module. We give illustrations of its application in three domains: classical problem solving, image processing, and composition of musical motifs. The interface exemplifies a class of techniques for bringing a form of transparency to computer systems.
2005
Tanimoto, S.
Dimensions of transparency in open learner models Conference
Workshop on Learner Modelling for Reflection, to Support Learner Control, Metacognition and Improved Communication between Teachers and Learners, 2005.
@conference{1908,
title = {Dimensions of transparency in open learner models},
author = {S. Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Dimensions-of-Transparency-in-Open-Learner-Models.pdf},
year = {2005},
date = {2005-07-01},
urldate = {2005-01-01},
booktitle = {Workshop on Learner Modelling for Reflection, to Support Learner Control, Metacognition and Improved Communication between Teachers and Learners},
abstract = {The design of learner models that are open to the student’s perusal is
challenging, because a variety of competing objectives must be reconciled: com-
prehensiveness versus comprehensibility, and student control versus model validity.
This paper suggests one approach to meeting the challenge that begins by identify-
ing three dimensions of transparency in learner models. These provide a framework
in which to design appropriate views of the data and limited controls, that best sat-
isfy the requirements for the model. Part of one solution is to logically and phys-
ically distribute the records that comprise the model. The current status of learner
modeling in the INFACT system is described.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
The design of learner models that are open to the student’s perusal is
challenging, because a variety of competing objectives must be reconciled: com-
prehensiveness versus comprehensibility, and student control versus model validity.
This paper suggests one approach to meeting the challenge that begins by identify-
ing three dimensions of transparency in learner models. These provide a framework
in which to design appropriate views of the data and limited controls, that best sat-
isfy the requirements for the model. Part of one solution is to logically and phys-
ically distribute the records that comprise the model. The current status of learner
modeling in the INFACT system is described.
challenging, because a variety of competing objectives must be reconciled: com-
prehensiveness versus comprehensibility, and student control versus model validity.
This paper suggests one approach to meeting the challenge that begins by identify-
ing three dimensions of transparency in learner models. These provide a framework
in which to design appropriate views of the data and limited controls, that best sat-
isfy the requirements for the model. Part of one solution is to logically and phys-
ically distribute the records that comprise the model. The current status of learner
modeling in the INFACT system is described.
Tanimoto, Steven
Introduction to Python for Artificial Intelligence Book
IEEE Computer Society, Los Alamitos, CA, 2005.
@book{4850,
title = {Introduction to Python for Artificial Intelligence},
author = {Steven Tanimoto},
year = {2005},
date = {2005-01-01},
urldate = {2005-01-01},
publisher = {IEEE Computer Society},
address = {Los Alamitos, CA},
organization = {IEEE Computer Society},
series = {Ready Notes},
keywords = {},
pubstate = {published},
tppubtype = {book}
}
Carlson, A.; Tanimoto, S.
Text classification rule induction in the presence of domain-specific expression forms Conference
workshop on Mixed Language Explanations in Learning Environments, 2005.
@conference{1906,
title = {Text classification rule induction in the presence of domain-specific expression forms},
author = {A. Carlson and S. Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Text-Classification-Rule-in-Domain-Specific-Forms.pdf},
year = {2005},
date = {2005-01-01},
urldate = {2005-01-01},
booktitle = {workshop on Mixed Language Explanations in Learning Environments},
abstract = {We describe a new method for learning text-classification rules from ex-
amples. The text consists of messages written by students in an online learning en-
vironment, and it may contain ungrammatical expressions as well as specialized
expressions such as formulae. The method is based on the version-space machine
learning technique. Experiments show that our method successfully generalizes
over certain classes of embedded numerical expressions involving ranges of values
in RGB triples that represent colors in an image processing system.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
We describe a new method for learning text-classification rules from ex-
amples. The text consists of messages written by students in an online learning en-
vironment, and it may contain ungrammatical expressions as well as specialized
expressions such as formulae. The method is based on the version-space machine
learning technique. Experiments show that our method successfully generalizes
over certain classes of embedded numerical expressions involving ranges of values
in RGB triples that represent colors in an image processing system.
amples. The text consists of messages written by students in an online learning en-
vironment, and it may contain ungrammatical expressions as well as specialized
expressions such as formulae. The method is based on the version-space machine
learning technique. Experiments show that our method successfully generalizes
over certain classes of embedded numerical expressions involving ranges of values
in RGB triples that represent colors in an image processing system.
Tanimoto, S.; Hubbard, S.; Winn, W.
Automatic textual feedback for guided inquiry learning Conference
AIED 2005, 2005.
@conference{1907,
title = {Automatic textual feedback for guided inquiry learning},
author = {S. Tanimoto and S. Hubbard and W. Winn},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Tanimoto-Hubbard-Winn-AIED05.pdf},
year = {2005},
date = {2005-01-01},
urldate = {2005-01-01},
booktitle = {AIED 2005},
abstract = {We briefly introduce the online learning environment INFACT, and then we describe its textual feedback system. The system automatically provides written comments to students as they work through scripted activities related to image processing. The commenting takes place in the context of an online discussion group, to which students are posting answers to questions associated with the activities. Then we describe our experience using the system with a class of university freshmen and sophomores. Automatic feedback was compared with human feedback, and the results indicated that in spite of advantages in promptness and thoroughness of the automatically delivered comments, students preferred human feedback, because of its better match to their needs and the human's ability to suggest consulting another student who had just faced a similar problem.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
We briefly introduce the online learning environment INFACT, and then we describe its textual feedback system. The system automatically provides written comments to students as they work through scripted activities related to image processing. The commenting takes place in the context of an online discussion group, to which students are posting answers to questions associated with the activities. Then we describe our experience using the system with a class of university freshmen and sophomores. Automatic feedback was compared with human feedback, and the results indicated that in spite of advantages in promptness and thoroughness of the automatically delivered comments, students preferred human feedback, because of its better match to their needs and the human's ability to suggest consulting another student who had just faced a similar problem.
2003
Tanimoto, Steven
Programming in a Data Factory Conference
Int’l Symposium on Visual Languages and Human-Centric Computing, IEEE IEEE, Auckland, New Zealand, 2003.
@conference{4825,
title = {Programming in a Data Factory},
author = {Steven Tanimoto},
url = {https://ieeexplore.ieee.org/abstract/document/1260209
https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Programming_in_a_data_factory.pdf},
year = {2003},
date = {2003-01-01},
urldate = {2003-01-01},
booktitle = {Int’l Symposium on Visual Languages and Human-Centric Computing},
publisher = {IEEE},
address = {Auckland, New Zealand},
organization = {IEEE},
abstract = {Among the advantages of visual dataflow programming is that it can give the user a sense of location for the data in a computation. This can help novices build a mental picture of a program and its execution. This paper presents an experimental programming system called the data factory that uses a manufacturing metaphor to give data an even stronger sense of place. A key affordance for learners is the explicit display of every data object as it moves through a factory. The system provides facilities for handling streams of data and parallel operations, as well as basic operations on numerical values. The data factory supports low-level computations that might be studied by novices, but it also offers novel constructs that might invite the attention of others.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
Among the advantages of visual dataflow programming is that it can give the user a sense of location for the data in a computation. This can help novices build a mental picture of a program and its execution. This paper presents an experimental programming system called the data factory that uses a manufacturing metaphor to give data an even stronger sense of place. A key affordance for learners is the explicit display of every data object as it moves through a factory. The system provides facilities for handling streams of data and parallel operations, as well as basic operations on numerical values. The data factory supports low-level computations that might be studied by novices, but it also offers novel constructs that might invite the attention of others.
2002
Tanimoto, S.; Carlson, A.; Husted, J.; Hunt, E.; Larsson, J.; Madigan, D.; Minstrell, J.
Text forum features for small group discussions with facet-based pedagogy Conference
Computer-Supported Collaborative Learning, Boulder, CO, 2002, ISBN: 9781315045467.
@conference{4826,
title = {Text forum features for small group discussions with facet-based pedagogy},
author = {S. Tanimoto and A. Carlson and J. Husted and E. Hunt and J. Larsson and D. Madigan and J. Minstrell},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Small-Group-Discussions.pdf
https://dl.acm.org/doi/10.5555/1658616.1658718},
isbn = {9781315045467},
year = {2002},
date = {2002-01-01},
urldate = {2002-01-01},
booktitle = {Computer-Supported Collaborative Learning},
address = {Boulder, CO},
abstract = {We describe an approach to teaching that engages students in small-group discussions of conceptual material. Then we describe software that mediates the discussions with an online textual newsgroup-like system that has special features to support a pedagogical approach that deals explicitly with student preconceptions. Our system, called INFACT-FORUM, is part of a larger CSCL system called INFACT that supports student discussion, computer-assisted assessment, display of student progress data, and support for pedagogical intervention.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
We describe an approach to teaching that engages students in small-group discussions of conceptual material. Then we describe software that mediates the discussions with an online textual newsgroup-like system that has special features to support a pedagogical approach that deals explicitly with student preconceptions. Our system, called INFACT-FORUM, is part of a larger CSCL system called INFACT that supports student discussion, computer-assisted assessment, display of student progress data, and support for pedagogical intervention.
2001
Tanimoto, S.
Distributed Transcripts for Online Learning: Design Issues Journal Article
In: Journal of Interactive Media in Education, 2001, ISSN: 1365-893X.
@article{nokey,
title = {Distributed Transcripts for Online Learning: Design Issues},
author = {S. Tanimoto},
url = {https://jime.open.ac.uk/articles/10.5334/2001-2
https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Distributed-Transcripts.pdf},
issn = {1365-893X},
year = {2001},
date = {2001-09-10},
journal = {Journal of Interactive Media in Education},
abstract = {A set of guiding principles is stated for the development of standards for representing student educational assessment information. These principles support the learner, rather than the academic institution, as the focus of an information system architecture. Unlike traditional academic transcripts, the items in portfolios, subjective written evaluations, self-assessments, and computer-based records of activity are complex representations of student achievement, involvement, or inclinations. Even more so than traditional grades, they depend upon a great deal of contextual information in order to be intepreted in useful and reliable ways. This paper also identifies the essential informational components of alternative assessment records and suggests a standard form for their representation. The consideration of evidence, judgment, context, and justification, as described in this paper, is relevant to the improvement of conventional (e.g., multiple-choice test) assessment methodologies, as well. Considerations of systemic educational reform issues such as equity, group learning, lifelong learning, locus of responsibility for learning, and privacy are briefly described insofar as they impact the design of assessment systems. },
keywords = {},
pubstate = {published},
tppubtype = {article}
}
A set of guiding principles is stated for the development of standards for representing student educational assessment information. These principles support the learner, rather than the academic institution, as the focus of an information system architecture. Unlike traditional academic transcripts, the items in portfolios, subjective written evaluations, self-assessments, and computer-based records of activity are complex representations of student achievement, involvement, or inclinations. Even more so than traditional grades, they depend upon a great deal of contextual information in order to be intepreted in useful and reliable ways. This paper also identifies the essential informational components of alternative assessment records and suggests a standard form for their representation. The consideration of evidence, judgment, context, and justification, as described in this paper, is relevant to the improvement of conventional (e.g., multiple-choice test) assessment methodologies, as well. Considerations of systemic educational reform issues such as equity, group learning, lifelong learning, locus of responsibility for learning, and privacy are briefly described insofar as they impact the design of assessment systems.
2000
Cinque, L.; F., Lecca.; Levialdi, S.; Tanimoto, S.
Retrieval of Images Using Rich Region Descriptions Journal Article
In: J. Visual Languages and Computing, vol. 11, pp. pp.303-321, 2000.
@article{4846,
title = {Retrieval of Images Using Rich Region Descriptions},
author = {L. Cinque and Lecca. F. and S. Levialdi and S. Tanimoto},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/Retrieval-of-Images.pdf},
doi = {10.1006/jvlc.2000.0161},
year = {2000},
date = {2000-01-18},
urldate = {2000-01-01},
journal = {J. Visual Languages and Computing},
volume = {11},
pages = {pp.303-321},
abstract = {Retrieval of images from databases using their visual features is a challenging and important problem. While the technical problem shares some aspects of image analysis with image understanding, the goal is not to obtain a correct interpretation of the image but to enhance the recall and precision of retrieval. The dominant visual features of an image depend on subjective interpretations and can vary from user to user. We present a technique to improve recall in region-based retrieval; the method is based upon a family of representations of images called ‘rich-region descriptions’. We show in a simple experiment how this kind of representation can improve the flexibility allowed to users in obtaining desired results. We also discuss issues related to the user interface for segmentation and query systems. In this subject, the paper extends a previous work.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Retrieval of images from databases using their visual features is a challenging and important problem. While the technical problem shares some aspects of image analysis with image understanding, the goal is not to obtain a correct interpretation of the image but to enhance the recall and precision of retrieval. The dominant visual features of an image depend on subjective interpretations and can vary from user to user. We present a technique to improve recall in region-based retrieval; the method is based upon a family of representations of images called ‘rich-region descriptions’. We show in a simple experiment how this kind of representation can improve the flexibility allowed to users in obtaining desired results. We also discuss issues related to the user interface for segmentation and query systems. In this subject, the paper extends a previous work.
1993
Allen, R.; Yasuda, D.; Tanimoto, S.; Shapiro, L.; Cinque, L.
A parallel algorithm for graph matching and its MasPar implementation Conference
1993 Computer Architectures for Machine Perception, IEEE, 1993.
@conference{622452,
title = {A parallel algorithm for graph matching and its MasPar implementation},
author = {R. Allen and D. Yasuda and S. Tanimoto and L. Shapiro and L. Cinque},
url = {https://homes.cs.washington.edu/~tanimoto/site/wp-content/uploads/2024/10/A_parallel_algorithm_for_graph_matching_and_its_MasPar_implementation.pdf},
doi = {10.1109/CAMP.1993.622452},
year = {1993},
date = {1993-01-01},
urldate = {1993-01-01},
booktitle = {1993 Computer Architectures for Machine Perception},
pages = {13-18},
publisher = {IEEE},
abstract = {The authors have taken the forward-checking-graph-matching algorithm of L. G. Shapiro and R. M. Haralick (1981) and increased its speed and capacity, by developing a parallel approach and by improving the original algorithm. They discuss the parallel algorithm and its implementation on the MasPar single-instruction-stream/multiple-data-stream (SIMD) parallel processor, including job queues, job identification and control through the use of permutations, and load balancing. The combinatorial nature of graph-matching problems justifies more complex algorithms to eliminate as much of the search tree as possible. This work has increased the graph size for which solutions may be practically found, but the addition of a few more vertices quickly overwhelms the resources available. The parallel machine used is not powerful enough to justify its use in any real-time vision application; the problem size reached before outperforming the serial machine requires two to three minutes to solve. SIMD machines with 32-b processors and faster memory access would be much more competitive with current serial workstation technology. Converting this algorithm for a multiple-instruction-stream/multiple-data-stream (MIMD) parallel machine might produce results fast enough for real-time applications. However, one would expect this general mapping approach to object identification to always be outperformed by the more knowledge intensive constraint systems.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
The authors have taken the forward-checking-graph-matching algorithm of L. G. Shapiro and R. M. Haralick (1981) and increased its speed and capacity, by developing a parallel approach and by improving the original algorithm. They discuss the parallel algorithm and its implementation on the MasPar single-instruction-stream/multiple-data-stream (SIMD) parallel processor, including job queues, job identification and control through the use of permutations, and load balancing. The combinatorial nature of graph-matching problems justifies more complex algorithms to eliminate as much of the search tree as possible. This work has increased the graph size for which solutions may be practically found, but the addition of a few more vertices quickly overwhelms the resources available. The parallel machine used is not powerful enough to justify its use in any real-time vision application; the problem size reached before outperforming the serial machine requires two to three minutes to solve. SIMD machines with 32-b processors and faster memory access would be much more competitive with current serial workstation technology. Converting this algorithm for a multiple-instruction-stream/multiple-data-stream (MIMD) parallel machine might produce results fast enough for real-time applications. However, one would expect this general mapping approach to object identification to always be outperformed by the more knowledge intensive constraint systems.