{"id":63,"date":"2024-09-25T21:17:13","date_gmt":"2024-09-25T21:17:13","guid":{"rendered":"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/?page_id=63"},"modified":"2024-09-25T22:23:29","modified_gmt":"2024-09-25T22:23:29","slug":"publications","status":"publish","type":"page","link":"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"<div class=\"teachpress_pub_list\"><form name=\"tppublistform\" method=\"get\"><a name=\"tppubs\" id=\"tppubs\"><\/a><\/form><div class=\"tablenav\"><div class=\"tablenav-pages\"><span class=\"displaying-num\">53 entries<\/span> <a class=\"page-numbers button disabled\">&laquo;<\/a> <a class=\"page-numbers button disabled\">&lsaquo;<\/a> 1 of 2 <a href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/publications\/?limit=2&amp;tgid=&amp;yr=&amp;type=&amp;usr=&amp;auth=&amp;tsr=#tppubs\" title=\"next page\" class=\"page-numbers button\">&rsaquo;<\/a> <a href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/publications\/?limit=2&amp;tgid=&amp;yr=&amp;type=&amp;usr=&amp;auth=&amp;tsr=#tppubs\" title=\"last page\" class=\"page-numbers button\">&raquo;<\/a> <\/div><\/div><div class=\"teachpress_publication_list\"><h3 class=\"tp_h3\" id=\"tp_h3_2025\">2025<\/h3><div class=\"tp_publication tp_publication_misc\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Misback, Edward;  Vank, Erik;  Tatlock, Zachary;  Tanimoto, Steven<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('53','tp_links')\" style=\"cursor:pointer;\">Codetations: Intelligent, Persistent Notes and UIs for Programs and Other Documents<\/a> <span class=\"tp_pub_type tp_  misc\">Miscellaneous<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_year\">2025<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_resource_link\"><a id=\"tp_links_sh_53\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('53','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_53\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('53','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_53\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@misc{misback2025codetationsintelligentpersistentnotes,<br \/>\r\ntitle = {Codetations: Intelligent, Persistent Notes and UIs for Programs and Other Documents},<br \/>\r\nauthor = {Edward Misback and Erik Vank and Zachary Tatlock and Steven Tanimoto},<br \/>\r\nurl = {https:\/\/arxiv.org\/abs\/2504.18702},<br \/>\r\nyear  = {2025},<br \/>\r\ndate = {2025-01-01},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {misc}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('53','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_53\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"ai ai-arxiv\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/arxiv.org\/abs\/2504.18702\" title=\"https:\/\/arxiv.org\/abs\/2504.18702\" target=\"_blank\">https:\/\/arxiv.org\/abs\/2504.18702<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('53','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2024\">2024<\/h3><div class=\"tp_publication tp_publication_misc\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Misback, Edward;  Tatlock, Zachary;  Tanimoto, Steven L.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('54','tp_links')\" style=\"cursor:pointer;\">Magic Markup: Maintaining Document-External Markup with an LLM<\/a> <span class=\"tp_pub_type tp_  misc\">Miscellaneous<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_year\">2024<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_resource_link\"><a id=\"tp_links_sh_54\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('54','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_54\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('54','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_54\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@misc{misback2024magicmarkupmaintainingdocumentexternal,<br \/>\r\ntitle = {Magic Markup: Maintaining Document-External Markup with an LLM},<br \/>\r\nauthor = {Edward Misback and Zachary Tatlock and Steven L. Tanimoto},<br \/>\r\nurl = {https:\/\/arxiv.org\/abs\/2403.03481},<br \/>\r\nyear  = {2024},<br \/>\r\ndate = {2024-01-01},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {misc}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('54','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_54\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"ai ai-arxiv\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/arxiv.org\/abs\/2403.03481\" title=\"https:\/\/arxiv.org\/abs\/2403.03481\" target=\"_blank\">https:\/\/arxiv.org\/abs\/2403.03481<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('54','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2023\">2023<\/h3><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, Steve;  Inie, Nanna<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('2','tp_links')\" style=\"cursor:pointer;\">The Creativity Game: A Game for Teaching First Steps of Theoretical Creativity<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">ACM Creativity &amp; Cognition 2023, <\/span><span class=\"tp_pub_additional_organization\">Association for Computing Machinery <\/span><span class=\"tp_pub_additional_publisher\">Association for Computing Machinery, <\/span><span class=\"tp_pub_additional_address\">Gathertown (Online), <\/span><span class=\"tp_pub_additional_year\">2023<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_2\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('2','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_2\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('2','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_2\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('2','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_2\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{16545,<br \/>\r\ntitle = {The Creativity Game: A Game for Teaching First Steps of Theoretical Creativity},<br \/>\r\nauthor = {Steve Tanimoto and Nanna Inie},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/The-Creativity-Game.pdf},<br \/>\r\ndoi = {10.1145\/3591196.3596826},<br \/>\r\nyear  = {2023},<br \/>\r\ndate = {2023-06-01},<br \/>\r\nurldate = {2023-06-01},<br \/>\r\nbooktitle = {ACM Creativity & Cognition 2023},<br \/>\r\npages = {274-281},<br \/>\r\npublisher = {Association for Computing Machinery},<br \/>\r\naddress = {Gathertown (Online)},<br \/>\r\norganization = {Association for Computing Machinery},<br \/>\r\nabstract = {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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('2','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_2\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('2','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_2\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/The-Creativity-Game.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/The-Cr[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/The-Cr[...]<\/a><\/li><li><i class=\"ai ai-doi\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dx.doi.org\/10.1145\/3591196.3596826\" title=\"Follow DOI:10.1145\/3591196.3596826\" target=\"_blank\">doi:10.1145\/3591196.3596826<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('2','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_article\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, Steven L.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('3','tp_links')\" style=\"cursor:pointer;\">Five Futures with AI Coding Agents<\/a> <span class=\"tp_pub_type tp_  article\">Journal Article<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_in\">In: <\/span><span class=\"tp_pub_additional_year\">2023<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_3\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('3','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_3\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('3','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_3\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('3','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_3\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@article{16504,<br \/>\r\ntitle = {Five Futures with AI Coding Agents},<br \/>\r\nauthor = {Steven L. Tanimoto},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Five-Futures-with-AI-Coding-Agents.pdf},<br \/>\r\ndoi = {10.1145\/3594671.3594685},<br \/>\r\nyear  = {2023},<br \/>\r\ndate = {2023-03-01},<br \/>\r\nurldate = {2023-03-01},<br \/>\r\nabstract = {Many computer programmers are beginning to use <br \/>\r\ncomputational agents to help them develop software. <br \/>\r\nThis article raises questions about the nature of <br \/>\r\nprogrammer-to-agent relationships. The author\u2019s <br \/>\r\nintent is to foster thought that will help <br \/>\r\nhuman programmers best prepare for such <br \/>\r\nrelationships and perhaps design the relationships, <br \/>\r\nultimately keeping their jobs and improving their <br \/>\r\nprogramming experience.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {article}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('3','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_3\" style=\"display:none;\"><div class=\"tp_abstract_entry\">Many computer programmers are beginning to use <br \/>\r\ncomputational agents to help them develop software. <br \/>\r\nThis article raises questions about the nature of <br \/>\r\nprogrammer-to-agent relationships. The author\u2019s <br \/>\r\nintent is to foster thought that will help <br \/>\r\nhuman programmers best prepare for such <br \/>\r\nrelationships and perhaps design the relationships, <br \/>\r\nultimately keeping their jobs and improving their <br \/>\r\nprogramming experience.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('3','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_3\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Five-Futures-with-AI-Coding-Agents.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Five-F[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Five-F[...]<\/a><\/li><li><i class=\"ai ai-doi\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dx.doi.org\/10.1145\/3594671.3594685\" title=\"Follow DOI:10.1145\/3594671.3594685\" target=\"_blank\">doi:10.1145\/3594671.3594685<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('3','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2022\">2022<\/h3><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, S.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('5','tp_links')\" style=\"cursor:pointer;\">Programming in an fMRI Scanner: A Report from the Field<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">Programming &#039;22: Companion Proceedings of the 6th International Conference on the Art, Science, and Engineering of Programming, <\/span><span class=\"tp_pub_additional_publisher\">IEEE, <\/span><span class=\"tp_pub_additional_year\">2022<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_5\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('5','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_5\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('5','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_5\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('5','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_5\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{nokey,<br \/>\r\ntitle = {Programming in an fMRI Scanner: A Report from the Field},<br \/>\r\nauthor = {S. Tanimoto},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/fMRI-Scanner.pdf},<br \/>\r\ndoi = {10.1145\/3532512.3535220},<br \/>\r\nyear  = {2022},<br \/>\r\ndate = {2022-12-08},<br \/>\r\nurldate = {2022-12-08},<br \/>\r\nbooktitle = {Programming &#039;22: Companion Proceedings of the 6th International Conference on the Art, Science, and Engineering of Programming},<br \/>\r\npages = {12-21},<br \/>\r\npublisher = {IEEE},<br \/>\r\nabstract = {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, \u201cKokopelli\u2019s World,\u201d 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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('5','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_5\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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, \u201cKokopelli\u2019s World,\u201d 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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('5','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_5\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/fMRI-Scanner.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/fMRI-S[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/fMRI-S[...]<\/a><\/li><li><i class=\"ai ai-doi\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dx.doi.org\/10.1145\/3532512.3535220\" title=\"Follow DOI:10.1145\/3532512.3535220\" target=\"_blank\">doi:10.1145\/3532512.3535220<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('5','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_article\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, Steven L<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('4','tp_links')\" style=\"cursor:pointer;\">Three Tiers of Gamification in a College Course on Problem Solving for Global Challenges<\/a> <span class=\"tp_pub_type tp_  article\">Journal Article<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_in\">In: <\/span><span class=\"tp_pub_additional_journal\">Interaction Design and Architecture (IxD&amp;A), <\/span><span class=\"tp_pub_additional_pages\">pp. 101-127, <\/span><span class=\"tp_pub_additional_year\">2022<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_4\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('4','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_4\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('4','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_4\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('4','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_4\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@article{16330,<br \/>\r\ntitle = {Three Tiers of Gamification in a College Course on Problem Solving for Global Challenges},<br \/>\r\nauthor = {Steven L Tanimoto},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Tiers-of-Gamification.pdf<br \/>\r\nhttps:\/\/ixdea.org\/53_5\/},<br \/>\r\nyear  = {2022},<br \/>\r\ndate = {2022-12-01},<br \/>\r\nurldate = {2022-12-01},<br \/>\r\njournal = {Interaction Design and Architecture (IxD&A)},<br \/>\r\npages = {101-127},<br \/>\r\nchapter = {101},<br \/>\r\nabstract = {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 \u201cwicked\u201d 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 \u201cthinking outside of the box\u201d 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\u2019s pedagogy compares with methods described in the literature.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {article}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('4','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_4\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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 \u201cwicked\u201d 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 \u201cthinking outside of the box\u201d 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\u2019s pedagogy compares with methods described in the literature.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('4','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_4\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Tiers-of-Gamification.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Tiers-[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Tiers-[...]<\/a><\/li><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/ixdea.org\/53_5\/\" title=\"https:\/\/ixdea.org\/53_5\/\" target=\"_blank\">https:\/\/ixdea.org\/53_5\/<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('4','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2021\">2021<\/h3><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Misback, Edward<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('1','tp_links')\" style=\"cursor:pointer;\">Peer-to-peer Syncing and Live Editing of Shared Virtual 3D Spaces: Challenges and Opportunities<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">SPLASH LIVE 2021, <\/span><span class=\"tp_pub_additional_year\">2021<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_1\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('1','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_1\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('1','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_1\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('1','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_1\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{16331,<br \/>\r\ntitle = {Peer-to-peer Syncing and Live Editing of Shared Virtual 3D Spaces: Challenges and Opportunities},<br \/>\r\nauthor = {Edward Misback},<br \/>\r\neditor = {Steven Tanimoto},<br \/>\r\nurl = {https:\/\/2021.splashcon.org\/details\/live-2021-papers\/8\/Peer-to-peer-Syncing-and-Live-Editing-of-Shared-Virtual-3D-Spaces-Challenges-and-Opp<br \/>\r\nhttps:\/\/www.youtube.com\/watch%3Fv%3DBPWTMUqq68M},<br \/>\r\nyear  = {2021},<br \/>\r\ndate = {2021-01-01},<br \/>\r\nurldate = {2021-01-01},<br \/>\r\nbooktitle = {SPLASH LIVE 2021},<br \/>\r\nabstract = {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\u2019s 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 na\u00efve algorithm that allows a peer to claim temporary ownership of an object\u2019s 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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('1','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_1\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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\u2019s 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 na\u00efve algorithm that allows a peer to claim temporary ownership of an object\u2019s 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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('1','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_1\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/2021.splashcon.org\/details\/live-2021-papers\/8\/Peer-to-peer-Syncing-and-Live-Editing-of-Shared-Virtual-3D-Spaces-Challenges-and-Opp\" title=\"https:\/\/2021.splashcon.org\/details\/live-2021-papers\/8\/Peer-to-peer-Syncing-and-L[...]\" target=\"_blank\">https:\/\/2021.splashcon.org\/details\/live-2021-papers\/8\/Peer-to-peer-Syncing-and-L[...]<\/a><\/li><li><i class=\"fab fa-youtube\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/www.youtube.com\/watch%3Fv%3DBPWTMUqq68M\" title=\"https:\/\/www.youtube.com\/watch%3Fv%3DBPWTMUqq68M\" target=\"_blank\">https:\/\/www.youtube.com\/watch%3Fv%3DBPWTMUqq68M<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('1','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2020\">2020<\/h3><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, Steven L.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('6','tp_links')\" style=\"cursor:pointer;\">Multiagent Live Programming Systems: Models and Prospects for Critical Applications<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">PX\/20: The 6th Programming Experience Workshop, <\/span><span class=\"tp_pub_additional_organization\">ACM <\/span><span class=\"tp_pub_additional_publisher\">ACM, <\/span><span class=\"tp_pub_additional_address\">Online (changed from Porto, Portugal), <\/span><span class=\"tp_pub_additional_year\">2020<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_6\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('6','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_6\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('6','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_6\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('6','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_6\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{15783,<br \/>\r\ntitle = {Multiagent Live Programming Systems: Models and Prospects for Critical Applications},<br \/>\r\nauthor = {Steven L. Tanimoto},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Multiagent-Live-Programming.pdf},<br \/>\r\ndoi = {10.1145\/3397537.3397556},<br \/>\r\nyear  = {2020},<br \/>\r\ndate = {2020-03-01},<br \/>\r\nurldate = {2020-03-01},<br \/>\r\nbooktitle = {PX\/20: The 6th Programming Experience Workshop},<br \/>\r\npublisher = {ACM},<br \/>\r\naddress = {Online (changed from Porto, Portugal)},<br \/>\r\norganization = {ACM},<br \/>\r\nabstract = {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 <br \/>\r\n\"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. <br \/>\r\nThis 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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('6','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_6\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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 <br \/>\r\n&quot;code&quot; 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 (&quot;live coding&quot;), but the key features of live programming suggest it can play an important role in other applications, even process control or emergency management. <br \/>\r\nThis 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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('6','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_6\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Multiagent-Live-Programming.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Multia[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Multia[...]<\/a><\/li><li><i class=\"ai ai-doi\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dx.doi.org\/10.1145\/3397537.3397556\" title=\"Follow DOI:10.1145\/3397537.3397556\" target=\"_blank\">doi:10.1145\/3397537.3397556<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('6','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_proceedings\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Homer, Michael;  Hermans, Felienne;  Tanimoto, Steven;  Anslow, Craig<\/p><p class=\"tp_pub_title\">Proceedings of the 2020 IEEE Symposium on Visual Languages and Human-Centric Computing (VL\/HCC) <span class=\"tp_pub_type tp_  proceedings\">Proceedings<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_publisher\">IEEE Computer Society, <\/span><span class=\"tp_pub_additional_address\">Dunedin, New Zealand, <\/span><span class=\"tp_pub_additional_year\">2020<\/span>, <span class=\"tp_pub_additional_issn\">ISSN: ISBN 978-1-7281-6901-9<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_7\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('7','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_7\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@proceedings{16057,<br \/>\r\ntitle = {Proceedings of the 2020 IEEE Symposium on Visual Languages and Human-Centric Computing (VL\/HCC)},<br \/>\r\nauthor = {Michael Homer and Felienne Hermans and Steven Tanimoto and Craig Anslow},<br \/>\r\nissn = {ISBN 978-1-7281-6901-9},<br \/>\r\nyear  = {2020},<br \/>\r\ndate = {2020-01-01},<br \/>\r\npublisher = {IEEE Computer Society},<br \/>\r\naddress = {Dunedin, New Zealand},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {proceedings}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('7','tp_bibtex')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_unpublished\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Thompson, Robert H.;  Tanimoto, Steven L.;  Kerr, Stephen T.<\/p><p class=\"tp_pub_title\">Patterns of Blocks Programming: Insights into Novices\u2019 Learning Behavior <span class=\"tp_pub_type tp_  unpublished\">Unpublished<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_year\">2020<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_9\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('9','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_9\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@unpublished{16058,<br \/>\r\ntitle = {Patterns of Blocks Programming: Insights into Novices\u2019 Learning Behavior},<br \/>\r\nauthor = {Robert H. Thompson and Steven L. Tanimoto and Stephen T. Kerr},<br \/>\r\nyear  = {2020},<br \/>\r\ndate = {2020-01-01},<br \/>\r\nurldate = {2020-01-01},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {unpublished}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('9','tp_bibtex')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Jain, K.;  Tanimoto, S. L.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('51','tp_links')\" style=\"cursor:pointer;\">Integrating a Live Programming Role into Games<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">PPIG 2020 - 31st Annual Workshop, <\/span><span class=\"tp_pub_additional_organization\">Psychology of Programming Interest Group <\/span><span class=\"tp_pub_additional_year\">2020<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_51\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('51','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_51\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('51','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_51\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('51','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_51\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{nokey,<br \/>\r\ntitle = {Integrating a Live Programming Role into Games},<br \/>\r\nauthor = {K. Jain and S.L. Tanimoto},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Integrating-a-Live-Programming-Role-into-Games.pdf<br \/>\r\nhttps:\/\/ppig.org\/papers\/2020-ppig-31st-jain\/},<br \/>\r\nyear  = {2020},<br \/>\r\ndate = {2020-00-00},<br \/>\r\nbooktitle = {PPIG 2020 - 31st Annual Workshop},<br \/>\r\norganization = {Psychology of Programming Interest Group},<br \/>\r\nabstract = {Web-based games can permit players to take on multiple roles, and in the past such roles have generally<br \/>\r\nbeen defined in terms of characters in game narratives. In this report on early work, we propose adding<br \/>\r\na live-programming role to games that may involve the kind of problem solving that requires \u201cthinking<br \/>\r\noutside of the box.\u201d The live programmer can be empowered by the game designers to bend the rules,<br \/>\r\nwithin certain bounds. We demonstrate the concept using a prototype multi-role game in which players<br \/>\r\nmust bring Covid-19 outbreaks under control by performing a sequence of pre-designed actions. The<br \/>\r\nlive programmer is able to adjust parameters of the actions, and even disable actions or create new ones.<br \/>\r\nWe suggest that having the live programming role in such a game can foster learning about the game<br \/>\r\ndomain and structure in different way than usual game playing or modification. Such a live programming<br \/>\r\nrole may also be appropriate in some simulation environments and emergency management systems.<br \/>\r\nFinally, we discuss several issues raised by the existence of the live programming role: player power<br \/>\r\nand fairness, \u201clive scripting\u201d (one form of live programming), and characterizations of game sessions in<br \/>\r\nterms of evolution of game state versus evolution of game state plus code versions (\u201cfull trajectories\u201d).},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('51','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_51\" style=\"display:none;\"><div class=\"tp_abstract_entry\">Web-based games can permit players to take on multiple roles, and in the past such roles have generally<br \/>\r\nbeen defined in terms of characters in game narratives. In this report on early work, we propose adding<br \/>\r\na live-programming role to games that may involve the kind of problem solving that requires \u201cthinking<br \/>\r\noutside of the box.\u201d The live programmer can be empowered by the game designers to bend the rules,<br \/>\r\nwithin certain bounds. We demonstrate the concept using a prototype multi-role game in which players<br \/>\r\nmust bring Covid-19 outbreaks under control by performing a sequence of pre-designed actions. The<br \/>\r\nlive programmer is able to adjust parameters of the actions, and even disable actions or create new ones.<br \/>\r\nWe suggest that having the live programming role in such a game can foster learning about the game<br \/>\r\ndomain and structure in different way than usual game playing or modification. Such a live programming<br \/>\r\nrole may also be appropriate in some simulation environments and emergency management systems.<br \/>\r\nFinally, we discuss several issues raised by the existence of the live programming role: player power<br \/>\r\nand fairness, \u201clive scripting\u201d (one form of live programming), and characterizations of game sessions in<br \/>\r\nterms of evolution of game state versus evolution of game state plus code versions (\u201cfull trajectories\u201d).<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('51','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_51\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Integrating-a-Live-Programming-Role-into-Games.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Integr[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Integr[...]<\/a><\/li><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/ppig.org\/papers\/2020-ppig-31st-jain\/\" title=\"https:\/\/ppig.org\/papers\/2020-ppig-31st-jain\/\" target=\"_blank\">https:\/\/ppig.org\/papers\/2020-ppig-31st-jain\/<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('51','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2018\">2018<\/h3><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, Steven L.;  Fan, Sandra B<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('10','tp_links')\" style=\"cursor:pointer;\">Collaborative Problem-Solving Technologies: A Taxonomy of Issues<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">DTSHPS\u201918, <\/span><span class=\"tp_pub_additional_organization\">Workshop on Designing Technologies to Support Human Problem Solving <\/span><span class=\"tp_pub_additional_year\">2018<\/span><span class=\"tp_pub_additional_note\">, (Proc. of the Workshop on Designing Technologies to Support Human Problem Solving, Lisbon Portugal, 2018.)<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_10\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('10','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_10\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('10','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_10\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('10','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_10\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{14944,<br \/>\r\ntitle = {Collaborative Problem-Solving Technologies: A Taxonomy of Issues},<br \/>\r\nauthor = {Steven L. Tanimoto and Sandra B Fan},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Problem-Solving-Technologies-A-Taxonomy-of-Issues.pdf},<br \/>\r\nyear  = {2018},<br \/>\r\ndate = {2018-10-01},<br \/>\r\nurldate = {2018-10-01},<br \/>\r\nbooktitle = {DTSHPS\u201918},<br \/>\r\npages = {46-54},<br \/>\r\norganization = {Workshop on Designing Technologies to Support Human Problem Solving},<br \/>\r\nabstract = {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.},<br \/>\r\nnote = {Proc. of the Workshop on Designing Technologies to Support Human Problem Solving, Lisbon Portugal, 2018.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('10','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_10\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('10','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_10\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Problem-Solving-Technologies-A-Taxonomy-of-Issues.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Proble[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Proble[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('10','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2017\">2017<\/h3><div class=\"tp_publication tp_publication_proceedings\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, Steven L.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('11','tp_links')\" style=\"cursor:pointer;\">Challenges for Livecoding via Acoustic Pianos<\/a> <span class=\"tp_pub_type tp_  proceedings\">Proceedings<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_year\">2017<\/span><span class=\"tp_pub_additional_note\">, (ICLC 2017, Morelia, Mexico.)<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_11\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('11','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_11\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('11','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_11\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('11','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_11\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@proceedings{14945,<br \/>\r\ntitle = {Challenges for Livecoding via Acoustic Pianos},<br \/>\r\nauthor = {Steven L. Tanimoto},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/LiveCodingWithAcousticPianos.pdf},<br \/>\r\nyear  = {2017},<br \/>\r\ndate = {2017-12-01},<br \/>\r\nurldate = {2017-12-01},<br \/>\r\nabstract = {The activity of \"music performance livecoding\" involves a human programmer writing or modifying a <br \/>\r\ncomputer program that is creating music, typically in front of an audience. Livecoding input has <br \/>\r\ntypically employed computer keyboards. Sometimes, a MIDI keyboard has been used. Yet there are <br \/>\r\npotential contexts in which non-MIDI piano keyboards make sense. In such a context, the only signals <br \/>\r\nserving as input to the computer are acoustic. They mediate or mediate changes to a computer <br \/>\r\nprogram that is being controlled and edited by a musician\/coder. Reasons to consider this include <br \/>\r\nperformance venue constraints, musicians&#039; preferences, potentially greater input bandwidth, and <br \/>\r\nnew music genres. This paper reviews some of the relevant literature and analyzes several problems <br \/>\r\nrelated to the facilitation of livecoding via non-electronic pianos. It then addresses the challenges of <br \/>\r\ndesigning and implementing a software toolkit in which to further study these problems. As a case <br \/>\r\nstudy in design, an experimental software configuration called Piano Python is described. The paper <br \/>\r\ntouches on technical issues, human factors, aesthetic criteria, and artistic and educational possibilities <br \/>\r\nof livecoding via acoustic pianos.},<br \/>\r\nnote = {ICLC 2017, Morelia, Mexico.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {proceedings}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('11','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_11\" style=\"display:none;\"><div class=\"tp_abstract_entry\">The activity of &quot;music performance livecoding&quot; involves a human programmer writing or modifying a <br \/>\r\ncomputer program that is creating music, typically in front of an audience. Livecoding input has <br \/>\r\ntypically employed computer keyboards. Sometimes, a MIDI keyboard has been used. Yet there are <br \/>\r\npotential contexts in which non-MIDI piano keyboards make sense. In such a context, the only signals <br \/>\r\nserving as input to the computer are acoustic. They mediate or mediate changes to a computer <br \/>\r\nprogram that is being controlled and edited by a musician\/coder. Reasons to consider this include <br \/>\r\nperformance venue constraints, musicians&#039; preferences, potentially greater input bandwidth, and <br \/>\r\nnew music genres. This paper reviews some of the relevant literature and analyzes several problems <br \/>\r\nrelated to the facilitation of livecoding via non-electronic pianos. It then addresses the challenges of <br \/>\r\ndesigning and implementing a software toolkit in which to further study these problems. As a case <br \/>\r\nstudy in design, an experimental software configuration called Piano Python is described. The paper <br \/>\r\ntouches on technical issues, human factors, aesthetic criteria, and artistic and educational possibilities <br \/>\r\nof livecoding via acoustic pianos.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('11','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_11\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/LiveCodingWithAcousticPianos.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/LiveCo[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/LiveCo[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('11','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_article\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Thompson, Robert;  Tanimoto, Steve;  Lyman, Ruby Dawn;  Geselowitz, Kira;  Begay, Kristin Kawena;  Nielsen, Kathleen;  Nagy, William;  Abbott, Robert;  Raskind, Marshall;  Berninger, Virginia<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('12','tp_links')\" style=\"cursor:pointer;\">Effective instruction for persisting dyslexia in upper grades: Adding hope stories and computer coding to explicit literacy instruction<\/a> <span class=\"tp_pub_type tp_  article\">Journal Article<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_in\">In: <\/span><span class=\"tp_pub_additional_journal\">Education and information technologies, <\/span><span class=\"tp_pub_additional_volume\">vol. 23, <\/span><span class=\"tp_pub_additional_pages\">pp. 1043\u20131068, <\/span><span class=\"tp_pub_additional_year\">2017<\/span>, <span class=\"tp_pub_additional_issn\">ISSN: 1360-2357<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_12\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('12','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_12\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('12','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_12\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('12','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_12\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@article{ThompsonRobert2017Eifp,<br \/>\r\ntitle = {Effective instruction for persisting dyslexia in upper grades: Adding hope stories and computer coding to explicit literacy instruction},<br \/>\r\nauthor = {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},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Effective-Instruction-for-Persisting-Dyslexia.pdf},<br \/>\r\nissn = {1360-2357},<br \/>\r\nyear  = {2017},<br \/>\r\ndate = {2017-01-01},<br \/>\r\nurldate = {2017-01-01},<br \/>\r\njournal = {Education and information technologies},<br \/>\r\nvolume = {23},<br \/>\r\npages = {1043\u20131068},<br \/>\r\nabstract = {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\u00a9 for manuscript and cursive handwriting, HAWK Words in Motion\u00a9 for phonological, orthographic, and morphological coding for word reading and spelling, and HAWK Minds in Motion\u00a9 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\u2019s World (KW)\u00a9, 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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {article}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('12','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_12\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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\u00a9 for manuscript and cursive handwriting, HAWK Words in Motion\u00a9 for phonological, orthographic, and morphological coding for word reading and spelling, and HAWK Minds in Motion\u00a9 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\u2019s World (KW)\u00a9, 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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('12','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_12\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Effective-Instruction-for-Persisting-Dyslexia.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Effect[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Effect[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('12','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2016\">2016<\/h3><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Church, L.;  S\u00f6derberg, E.;  Bracha, G.;  Tanimoto, S.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('52','tp_links')\" style=\"cursor:pointer;\">Liveness becomes Entelechy - A scheme for L6<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">Second International Conference on Live Coding  (ICLC 2016), <\/span><span class=\"tp_pub_additional_year\">2016<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_52\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('52','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_52\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('52','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_52\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('52','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_52\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{nokey,<br \/>\r\ntitle = {Liveness becomes Entelechy - A scheme for L6},<br \/>\r\nauthor = {L. Church and E. S\u00f6derberg and G. Bracha and S. Tanimoto},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Liveness-becomes-Entelech.pdf},<br \/>\r\nyear  = {2016},<br \/>\r\ndate = {2016-10-12},<br \/>\r\nbooktitle = {Second International Conference on Live Coding  (ICLC 2016)},<br \/>\r\nabstract = {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. },<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('52','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_52\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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. <\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('52','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_52\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Liveness-becomes-Entelech.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Livene[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Livene[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('52','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Thompson, R. H.;  Tanimoto, S. L.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('13','tp_links')\" style=\"cursor:pointer;\">Children\u2019s Storytelling and Coding: Literature Review and Future Potential<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">Psychology of Programming Interest Group 2016 Meeting, <\/span><span class=\"tp_pub_additional_year\">2016<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_resource_link\"><a id=\"tp_links_sh_13\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('13','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_13\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('13','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_13\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{12513,<br \/>\r\ntitle = {Children\u2019s Storytelling and Coding: Literature Review and Future Potential},<br \/>\r\nauthor = {R. H. Thompson and S. L. Tanimoto},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Childrens-Storytelling-and-Coding.pdf},<br \/>\r\nyear  = {2016},<br \/>\r\ndate = {2016-09-01},<br \/>\r\nurldate = {2016-09-01},<br \/>\r\nbooktitle = {Psychology of Programming Interest Group 2016 Meeting},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('13','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_13\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Childrens-Storytelling-and-Coding.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Childr[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Childr[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('13','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Thompson, R. H.;  Tanimoto, S. L.;  Berninger, V. W.;  Nagy, W.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('14','tp_links')\" style=\"cursor:pointer;\">Coding, Reading and Writing: Integrated Instruction in Written Language<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">Visual Languages and Human-Centric Computing 2016, <\/span><span class=\"tp_pub_additional_organization\">IEEE Computer Society <\/span><span class=\"tp_pub_additional_publisher\">IEEE Computer Society, <\/span><span class=\"tp_pub_additional_address\">Cambridge, UK, <\/span><span class=\"tp_pub_additional_year\">2016<\/span>, <span class=\"tp_pub_additional_issn\">ISSN: 1943-6106<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_14\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('14','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_14\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('14','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_14\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('14','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_14\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{12512,<br \/>\r\ntitle = {Coding, Reading and Writing: Integrated Instruction in Written Language},<br \/>\r\nauthor = {R. H. Thompson and S. L. Tanimoto and V. W. Berninger and W. Nagy},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Coding_reading_and_writing_Integrated_instruction_in_written_language.pdf},<br \/>\r\ndoi = {10.1109\/VLHCC.2016.7739667},<br \/>\r\nissn = {1943-6106},<br \/>\r\nyear  = {2016},<br \/>\r\ndate = {2016-09-01},<br \/>\r\nurldate = {2016-09-01},<br \/>\r\nbooktitle = {Visual Languages and Human-Centric Computing 2016},<br \/>\r\npublisher = {IEEE Computer Society},<br \/>\r\naddress = {Cambridge, UK},<br \/>\r\norganization = {IEEE Computer Society},<br \/>\r\nabstract = {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 <br \/>\r\nlearning activities in handwriting, word reading, word spelling, sentence and text reading comprehension, there were coding activities using \u201cKokopelli\u2019s World,\u201d 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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('14','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_14\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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 <br \/>\r\nlearning activities in handwriting, word reading, word spelling, sentence and text reading comprehension, there were coding activities using \u201cKokopelli\u2019s World,\u201d 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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('14','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_14\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Coding_reading_and_writing_Integrated_instruction_in_written_language.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Coding[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Coding[...]<\/a><\/li><li><i class=\"ai ai-doi\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dx.doi.org\/10.1109\/VLHCC.2016.7739667\" title=\"Follow DOI:10.1109\/VLHCC.2016.7739667\" target=\"_blank\">doi:10.1109\/VLHCC.2016.7739667<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('14','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_article\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> 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<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('15','tp_links')\" style=\"cursor:pointer;\">Relationships between Language Input and Letter Output Modes in Writing Notes and Summaries for Students in Grades 4 to 9 with Persisting Writing Disabilities<\/a> <span class=\"tp_pub_type tp_  article\">Journal Article<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_in\">In: <\/span><span class=\"tp_pub_additional_journal\">Assistive Technology, <\/span><span class=\"tp_pub_additional_year\">2016<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_15\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('15','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_15\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('15','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_15\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('15','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_15\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@article{12481,<br \/>\r\ntitle = {Relationships between Language Input and Letter Output Modes in Writing Notes and Summaries for Students in Grades 4 to 9 with Persisting Writing Disabilities},<br \/>\r\nauthor = {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},<br \/>\r\ndoi = {10.1080\/10400435.2016.1199066},<br \/>\r\nyear  = {2016},<br \/>\r\ndate = {2016-07-01},<br \/>\r\njournal = {Assistive Technology},<br \/>\r\nabstract = {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\u20136) and early adolescence (grades 7\u20139). 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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {article}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('15','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_15\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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\u20136) and early adolescence (grades 7\u20139). 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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('15','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_15\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"ai ai-doi\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dx.doi.org\/10.1080\/10400435.2016.1199066\" title=\"Follow DOI:10.1080\/10400435.2016.1199066\" target=\"_blank\">doi:10.1080\/10400435.2016.1199066<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('15','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_article\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Richards, T;  Peverly, S;  Wolf, A;  Abbott, R;  Tanimoto, S;  Thompson, R;  Berninger, V<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('16','tp_links')\" style=\"cursor:pointer;\">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<\/a> <span class=\"tp_pub_type tp_  article\">Journal Article<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_in\">In: <\/span><span class=\"tp_pub_additional_journal\">Trends in Neuroscience and Education, <\/span><span class=\"tp_pub_additional_volume\">vol. 5, <\/span><span class=\"tp_pub_additional_pages\">pp. 146-155, <\/span><span class=\"tp_pub_additional_year\">2016<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_16\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('16','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_16\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('16','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_16\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('16','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_16\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@article{12479,<br \/>\r\ntitle = {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},<br \/>\r\nauthor = {T Richards and S Peverly and A Wolf and R Abbott and S Tanimoto and R Thompson and V Berninger},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/1-s2.0-S2211949316300175-main.pdf},<br \/>\r\nyear  = {2016},<br \/>\r\ndate = {2016-01-01},<br \/>\r\nurldate = {2016-01-01},<br \/>\r\njournal = {Trends in Neuroscience and Education},<br \/>\r\nvolume = {5},<br \/>\r\npages = {146-155},<br \/>\r\nabstract = {Seven children with dyslexia and\/or dysgraphia (2 girls, 5 boys, M\u00bc11 years) completed fMRI con-<br \/>\r\nnectivity scans before and after twelve weekly computerized lessons in strategies for reading source<br \/>\r\nmaterial, taking notes, and writing summaries by touch typing or groovy pencils. During brain scanning<br \/>\r\nthey completed two reading comprehension tasks\u2014one involving single sentences and one involving<br \/>\r\nmultiple sentences. From before to after intervention, fMRI connectivity magnitude changed significantly<br \/>\r\nduring sentence level reading comprehension (from right angular gyrus-right Broca&#039;s) and during text<br \/>\r\nlevel reading comprehension (from right angular gyrus-cingulate). Proportions of ideas units in chil-<br \/>\r\ndren&#039;s writing compared to idea units in source texts did not differ across combinations of reading-<br \/>\r\nwriting tasks and modes. Yet, for handwriting\/notes, correlations insignificant before the lessons became<br \/>\r\nsignificant after the strategy instruction between proportion of idea units and brain connectivity at all<br \/>\r\nlevels of language in reading comprehension (word-, sentence-, and text) during scanning; but for<br \/>\r\nhandwriting\/summaries, touch typing\/notes, and touch typing\/summaries changes in those correlations<br \/>\r\nfrom insignificant to significant after strategy instruction occurred only at text level reading compre-<br \/>\r\nhension during scanning. Thus, handwriting during note-taking may benefit all levels of language during<br \/>\r\nreading comprehension, whereas all other combinations of modes and writing tasks in this exploratory<br \/>\r\nstudy appear to benefit only the text level of reading comprehension. Neurological and educational<br \/>\r\nsignificance of the interdisciplinary research findings for integrating reading and writing and future<br \/>\r\nresearch directions are discussed.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {article}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('16','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_16\" style=\"display:none;\"><div class=\"tp_abstract_entry\">Seven children with dyslexia and\/or dysgraphia (2 girls, 5 boys, M\u00bc11 years) completed fMRI con-<br \/>\r\nnectivity scans before and after twelve weekly computerized lessons in strategies for reading source<br \/>\r\nmaterial, taking notes, and writing summaries by touch typing or groovy pencils. During brain scanning<br \/>\r\nthey completed two reading comprehension tasks\u2014one involving single sentences and one involving<br \/>\r\nmultiple sentences. From before to after intervention, fMRI connectivity magnitude changed significantly<br \/>\r\nduring sentence level reading comprehension (from right angular gyrus-right Broca&#039;s) and during text<br \/>\r\nlevel reading comprehension (from right angular gyrus-cingulate). Proportions of ideas units in chil-<br \/>\r\ndren&#039;s writing compared to idea units in source texts did not differ across combinations of reading-<br \/>\r\nwriting tasks and modes. Yet, for handwriting\/notes, correlations insignificant before the lessons became<br \/>\r\nsignificant after the strategy instruction between proportion of idea units and brain connectivity at all<br \/>\r\nlevels of language in reading comprehension (word-, sentence-, and text) during scanning; but for<br \/>\r\nhandwriting\/summaries, touch typing\/notes, and touch typing\/summaries changes in those correlations<br \/>\r\nfrom insignificant to significant after strategy instruction occurred only at text level reading compre-<br \/>\r\nhension during scanning. Thus, handwriting during note-taking may benefit all levels of language during<br \/>\r\nreading comprehension, whereas all other combinations of modes and writing tasks in this exploratory<br \/>\r\nstudy appear to benefit only the text level of reading comprehension. Neurological and educational<br \/>\r\nsignificance of the interdisciplinary research findings for integrating reading and writing and future<br \/>\r\nresearch directions are discussed.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('16','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_16\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/1-s2.0-S2211949316300175-main.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/1-s2.0[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/1-s2.0[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('16','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_article\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Niedo, Jasmin;  Tanimoto, Steve;  Thompson, Robert H.;  Abbott, Robert D.;  Berninger, Virginia W.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('17','tp_links')\" style=\"cursor:pointer;\">Computerized Instruction in Translation Strategies for Students in Upper Elementary and Middle School Grades With Persisting Learning Disabilities in Written Language<\/a> <span class=\"tp_pub_type tp_  article\">Journal Article<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_in\">In: <\/span><span class=\"tp_pub_additional_journal\">Learning Disabilities, A Multidisciplinary Journal, <\/span><span class=\"tp_pub_additional_volume\">vol. 21, <\/span><span class=\"tp_pub_additional_issue\">iss. 2, <\/span><span class=\"tp_pub_additional_pages\">pp. 62-78, <\/span><span class=\"tp_pub_additional_year\">2016<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_17\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('17','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_17\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('17','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_17\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('17','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_17\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@article{12714,<br \/>\r\ntitle = {Computerized Instruction in Translation Strategies for Students in Upper Elementary and Middle School Grades With Persisting Learning Disabilities in Written Language},<br \/>\r\nauthor = {Jasmin Niedo and Steve Tanimoto and Robert H. Thompson and Robert D. Abbott and Virginia W. Berninger},<br \/>\r\nurl = {http:\/\/js.sagamorepub.com\/ldmj\/article\/view\/7751<br \/>\r\nhttps:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Computerized-Instruction-in-Translation-Strategies.pdf},<br \/>\r\nyear  = {2016},<br \/>\r\ndate = {2016-01-01},<br \/>\r\nurldate = {2016-01-01},<br \/>\r\njournal = {Learning Disabilities, A Multidisciplinary Journal},<br \/>\r\nvolume = {21},<br \/>\r\nissue = {2},<br \/>\r\npages = {62-78},<br \/>\r\nchapter = {62},<br \/>\r\nabstract = {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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {article}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('17','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_17\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('17','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_17\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"http:\/\/js.sagamorepub.com\/ldmj\/article\/view\/7751\" title=\"http:\/\/js.sagamorepub.com\/ldmj\/article\/view\/7751\" target=\"_blank\">http:\/\/js.sagamorepub.com\/ldmj\/article\/view\/7751<\/a><\/li><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Computerized-Instruction-in-Translation-Strategies.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Comput[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Comput[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('17','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2015\">2015<\/h3><div class=\"tp_publication tp_publication_article\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, S.;  Thompson, R.;  Berninger, V.;  Nagy, W.;  Abbott, R.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('18','tp_links')\" style=\"cursor:pointer;\">Computerized writing and reading instruction for students in grades 4 to 9 with specific learning disabilities affecting written language.<\/a> <span class=\"tp_pub_type tp_  article\">Journal Article<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_in\">In: <\/span><span class=\"tp_pub_additional_journal\">Journal of Computer Assisted Learning, <\/span><span class=\"tp_pub_additional_volume\">vol. 31, <\/span><span class=\"tp_pub_additional_issue\">iss. 6, <\/span><span class=\"tp_pub_additional_pages\">pp. 671\u2013689, <\/span><span class=\"tp_pub_additional_year\">2015<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_18\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('18','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_18\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('18','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_18\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('18','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_18\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@article{12192,<br \/>\r\ntitle = {Computerized writing and reading instruction for students in grades 4 to 9 with specific learning disabilities affecting written language.},<br \/>\r\nauthor = {S. Tanimoto and R. Thompson and V. Berninger and W. Nagy and R. Abbott},<br \/>\r\nurl = {https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC4743045\/<br \/>\r\nhttps:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Computerized-writing-and-reading-grades-4-to-9.pdf},<br \/>\r\nyear  = {2015},<br \/>\r\ndate = {2015-12-01},<br \/>\r\nurldate = {2015-12-01},<br \/>\r\njournal = {Journal of Computer Assisted Learning},<br \/>\r\nvolume = {31},<br \/>\r\nissue = {6},<br \/>\r\npages = {671\u2013689},<br \/>\r\nchapter = {671},<br \/>\r\nabstract = {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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {article}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('18','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_18\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('18','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_18\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC4743045\/\" title=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC4743045\/\" target=\"_blank\">https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC4743045\/<\/a><\/li><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Computerized-writing-and-reading-grades-4-to-9.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Comput[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Comput[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('18','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, S. L.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('19','tp_links')\" style=\"cursor:pointer;\">Solving problems by drawing solution paths (recipient of the Best Showpiece Award)<\/a> <span class=\"tp_pub_label_award\" title=\"Best Paper\"><i class=\"fas fa-trophy\"><\/i> Best Paper<\/span> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">Visual Languages and Human-Centric Computing (VL\/HCC), 2015 IEEE Symposium on, <\/span><span class=\"tp_pub_additional_organization\">IEEE Computer Society <\/span><span class=\"tp_pub_additional_publisher\">IEEE Computer Society, <\/span><span class=\"tp_pub_additional_address\">Atlanta GA, USA, <\/span><span class=\"tp_pub_additional_year\">2015<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_19\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('19','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_19\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('19','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_19\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('19','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_19\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{7357243,<br \/>\r\ntitle = {Solving problems by drawing solution paths (recipient of the Best Showpiece Award)},<br \/>\r\nauthor = {S. L. Tanimoto},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Solving_problems_by_drawing_solution_paths.pdf},<br \/>\r\ndoi = {10.1109\/VLHCC.2015.7357243},<br \/>\r\nyear  = {2015},<br \/>\r\ndate = {2015-10-01},<br \/>\r\nurldate = {2015-10-01},<br \/>\r\nbooktitle = {Visual Languages and Human-Centric Computing (VL\/HCC), 2015 IEEE Symposium on},<br \/>\r\npages = {313-314},<br \/>\r\npublisher = {IEEE Computer Society},<br \/>\r\naddress = {Atlanta GA, USA},<br \/>\r\norganization = {IEEE Computer Society},<br \/>\r\nabstract = {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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('19','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_19\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('19','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_19\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Solving_problems_by_drawing_solution_paths.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Solvin[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Solvin[...]<\/a><\/li><li><i class=\"ai ai-doi\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dx.doi.org\/10.1109\/VLHCC.2015.7357243\" title=\"Follow DOI:10.1109\/VLHCC.2015.7357243\" target=\"_blank\">doi:10.1109\/VLHCC.2015.7357243<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('19','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, S. L.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('20','tp_links')\" style=\"cursor:pointer;\">Livesolving: Enabling Collaborative Problem Solvers to Perform at Full Capacity<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">International Conference on Live Coding, <\/span><span class=\"tp_pub_additional_year\">2015<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_20\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('20','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_20\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('20','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_20\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('20','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_20\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{nokey,<br \/>\r\ntitle = {Livesolving: Enabling Collaborative Problem Solvers to Perform at Full Capacity},<br \/>\r\nauthor = {S.L. Tanimoto},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/94_Livesolving_Enabling_Collaborative_Pr-1.pdf},<br \/>\r\nyear  = {2015},<br \/>\r\ndate = {2015-07-13},<br \/>\r\nurldate = {2015-07-13},<br \/>\r\nbooktitle = {International Conference on Live Coding},<br \/>\r\nabstract = {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\u2019s sense of engagement. Common themes among them are increasing solvers\u2019 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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('20','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_20\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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\u2019s sense of engagement. Common themes among them are increasing solvers\u2019 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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('20','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_20\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/94_Livesolving_Enabling_Collaborative_Pr-1.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/94_Liv[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/94_Liv[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('20','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Thompson, Robert;  Tanimoto, Steven;  Berninger, Virginia;  Nagy, William<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('21','tp_links')\" style=\"cursor:pointer;\">Design Studies for Stylus and Finger-Based Interaction in Writing Instruction on Tablets<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">Workshop on the Impact of Pen and Touch Technologies in Education, <\/span><span class=\"tp_pub_additional_organization\">Springer <\/span><span class=\"tp_pub_additional_publisher\">Springer, <\/span><span class=\"tp_pub_additional_address\">Redmond WA, USA, <\/span><span class=\"tp_pub_additional_year\">2015<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_21\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('21','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_21\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('21','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_21\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('21','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_21\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{12196,<br \/>\r\ntitle = {Design Studies for Stylus and Finger-Based Interaction in Writing Instruction on Tablets},<br \/>\r\nauthor = {Robert Thompson and Steven Tanimoto and Virginia Berninger and William Nagy},<br \/>\r\ndoi = {10.1007\/978-3-319-31193-7_4},<br \/>\r\nyear  = {2015},<br \/>\r\ndate = {2015-04-01},<br \/>\r\nurldate = {2015-04-01},<br \/>\r\nbooktitle = {Workshop on the Impact of Pen and Touch Technologies in Education},<br \/>\r\npublisher = {Springer},<br \/>\r\naddress = {Redmond WA, USA},<br \/>\r\norganization = {Springer},<br \/>\r\nabstract = {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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('21','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_21\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('21','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_21\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"ai ai-doi\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dx.doi.org\/10.1007\/978-3-319-31193-7_4\" title=\"Follow DOI:10.1007\/978-3-319-31193-7_4\" target=\"_blank\">doi:10.1007\/978-3-319-31193-7_4<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('21','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_article\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Berninger, Virginia W;  Nagy, William;  Tanimoto, Steve;  Thompson, Rob;  Abbott, Robert D<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('22','tp_links')\" style=\"cursor:pointer;\">Computer Instruction in Handwriting, Spelling, and Composing for Students with Specific Learning Disabilities in Grades 4 to 9.<\/a> <span class=\"tp_pub_type tp_  article\">Journal Article<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_in\">In: <\/span><span class=\"tp_pub_additional_journal\">Comput Educ, <\/span><span class=\"tp_pub_additional_volume\">vol. 81, <\/span><span class=\"tp_pub_additional_pages\">pp. 154-168, <\/span><span class=\"tp_pub_additional_year\">2015<\/span>, <span class=\"tp_pub_additional_issn\">ISSN: 0360-1315<\/span><span class=\"tp_pub_additional_note\">, (Grant List\t\r\nP50 HD071764 \/ HD \/ NICHD NIH HHS \/ United States\r\nU54 HD083091 \/ HD \/ NICHD NIH HHS \/ United States)<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_22\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('22','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_22\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('22','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_22\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('22','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_22\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@article{12439,<br \/>\r\ntitle = {Computer Instruction in Handwriting, Spelling, and Composing for Students with Specific Learning Disabilities in Grades 4 to 9.},<br \/>\r\nauthor = {Virginia W Berninger and William Nagy and Steve Tanimoto and Rob Thompson and Robert D Abbott},<br \/>\r\nurl = {https:\/\/pubmed.ncbi.nlm.nih.gov\/25378768\/},<br \/>\r\ndoi = {10.1016\/j.compedu.2014.10.005},<br \/>\r\nissn = {0360-1315},<br \/>\r\nyear  = {2015},<br \/>\r\ndate = {2015-02-01},<br \/>\r\nurldate = {2015-02-01},<br \/>\r\njournal = {Comput Educ},<br \/>\r\nvolume = {81},<br \/>\r\npages = {154-168},<br \/>\r\nabstract = {&lt;p&gt;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.&lt;\/p&gt;},<br \/>\r\nnote = {Grant List\t<br \/>\r\nP50 HD071764 \/ HD \/ NICHD NIH HHS \/ United States<br \/>\r\nU54 HD083091 \/ HD \/ NICHD NIH HHS \/ United States},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {article}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('22','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_22\" style=\"display:none;\"><div class=\"tp_abstract_entry\">&lt;p&gt;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.&lt;\/p&gt;<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('22','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_22\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/pubmed.ncbi.nlm.nih.gov\/25378768\/\" title=\"https:\/\/pubmed.ncbi.nlm.nih.gov\/25378768\/\" target=\"_blank\">https:\/\/pubmed.ncbi.nlm.nih.gov\/25378768\/<\/a><\/li><li><i class=\"ai ai-doi\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dx.doi.org\/10.1016\/j.compedu.2014.10.005\" title=\"Follow DOI:10.1016\/j.compedu.2014.10.005\" target=\"_blank\">doi:10.1016\/j.compedu.2014.10.005<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('22','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2014\">2014<\/h3><div class=\"tp_publication tp_publication_inproceedings\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Duncan, Caitlin;  Bell, Tim;  Tanimoto, Steve<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('23','tp_links')\" style=\"cursor:pointer;\">Should your 8-year-old learn coding?<\/a> <span class=\"tp_pub_type tp_  inproceedings\">Proceedings Article<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_in\">In: <\/span><span class=\"tp_pub_additional_year\">2014<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_23\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('23','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_23\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('23','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_23\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('23','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_23\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@inproceedings{nokey,<br \/>\r\ntitle = {Should your 8-year-old learn coding?},<br \/>\r\nauthor = {Caitlin Duncan and Tim Bell and Steve Tanimoto},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Should_8yo_learn_coding.pdf},<br \/>\r\ndoi = {10.1145\/2670757.2670774},<br \/>\r\nyear  = {2014},<br \/>\r\ndate = {2014-00-00},<br \/>\r\nurldate = {2014-00-00},<br \/>\r\njournal = {Proceedings of the 9th Workshop in Primary and Secondary Computing Education, ACM},<br \/>\r\nabstract = {There has been considerable interest in teaching \u201ccoding\u201d<br \/>\r\nto primary school aged students, and many creative \u201cIni-<br \/>\r\ntial Learning Environments\u201d (ILEs) have been released to<br \/>\r\nencourage this. Announcements and commentaries about<br \/>\r\nsuch developments can polarise opinions, with some calling<br \/>\r\nfor widespread teaching of coding, while others see it as too<br \/>\r\nsoon to have students learning industry-specific skills. It is<br \/>\r\nnot always clear what is meant by teaching coding (which<br \/>\r\nis often used as a synonym for programming), and what the<br \/>\r\nbenefits and costs of this are. Here we explore the mean-<br \/>\r\ning and potential impact of learning coding\/programming<br \/>\r\nfor younger students. We collect the arguments for and<br \/>\r\nagainst learning coding at a young age, and review the ini-<br \/>\r\ntiatives that have been developed to achieve this (including<br \/>\r\nnew languages, school curricula, and teaching resources).<br \/>\r\nThis leads to a set of criteria around the value of teach-<br \/>\r\ning young people to code, to inform curriculum designers,<br \/>\r\nteachers and parents. The age at which coding should be<br \/>\r\ntaught can depend on many factors, including the learning<br \/>\r\ntools used, context, teacher training and confidence, cul-<br \/>\r\nture, specific skills taught, how engaging an ILE is, how<br \/>\r\nmuch it lets students explore concepts for themselves, and<br \/>\r\nwhether opportunities exist to continue learning after an<br \/>\r\nearly introduction.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {inproceedings}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('23','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_23\" style=\"display:none;\"><div class=\"tp_abstract_entry\">There has been considerable interest in teaching \u201ccoding\u201d<br \/>\r\nto primary school aged students, and many creative \u201cIni-<br \/>\r\ntial Learning Environments\u201d (ILEs) have been released to<br \/>\r\nencourage this. Announcements and commentaries about<br \/>\r\nsuch developments can polarise opinions, with some calling<br \/>\r\nfor widespread teaching of coding, while others see it as too<br \/>\r\nsoon to have students learning industry-specific skills. It is<br \/>\r\nnot always clear what is meant by teaching coding (which<br \/>\r\nis often used as a synonym for programming), and what the<br \/>\r\nbenefits and costs of this are. Here we explore the mean-<br \/>\r\ning and potential impact of learning coding\/programming<br \/>\r\nfor younger students. We collect the arguments for and<br \/>\r\nagainst learning coding at a young age, and review the ini-<br \/>\r\ntiatives that have been developed to achieve this (including<br \/>\r\nnew languages, school curricula, and teaching resources).<br \/>\r\nThis leads to a set of criteria around the value of teach-<br \/>\r\ning young people to code, to inform curriculum designers,<br \/>\r\nteachers and parents. The age at which coding should be<br \/>\r\ntaught can depend on many factors, including the learning<br \/>\r\ntools used, context, teacher training and confidence, cul-<br \/>\r\nture, specific skills taught, how engaging an ILE is, how<br \/>\r\nmuch it lets students explore concepts for themselves, and<br \/>\r\nwhether opportunities exist to continue learning after an<br \/>\r\nearly introduction.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('23','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_23\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Should_8yo_learn_coding.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Should[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Should[...]<\/a><\/li><li><i class=\"ai ai-doi\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dx.doi.org\/10.1145\/2670757.2670774\" title=\"Follow DOI:10.1145\/2670757.2670774\" target=\"_blank\">doi:10.1145\/2670757.2670774<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('23','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2013\">2013<\/h3><div class=\"tp_publication tp_publication_workshop\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, Steven L.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('24','tp_links')\" style=\"cursor:pointer;\">A Perspective on the Evolution of Live Programming (Keynote)<\/a> <span class=\"tp_pub_type tp_  workshop\">Workshop<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_publisher\">IEEE Computer Society, <\/span><span class=\"tp_pub_additional_year\">2013<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_24\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('24','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_24\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('24','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_24\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('24','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_24\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@workshop{9165,<br \/>\r\ntitle = {A Perspective on the Evolution of Live Programming (Keynote)},<br \/>\r\nauthor = {Steven L. Tanimoto},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/LiveProgramming2013.pdf},<br \/>\r\nyear  = {2013},<br \/>\r\ndate = {2013-01-01},<br \/>\r\nurldate = {2013-01-01},<br \/>\r\npublisher = {IEEE Computer Society},<br \/>\r\nabstract = {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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {workshop}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('24','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_24\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('24','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_24\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/LiveProgramming2013.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/LivePr[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/LivePr[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('24','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2012\">2012<\/h3><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Fan, Sandra B;  Robison, Tyler;  Tanimoto, Steven L.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('25','tp_links')\" style=\"cursor:pointer;\">CoSolve: A System for Engaging Users in Computer-Supported Collaborative Problem Solving<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">2012 IEEE Symposium on Visual Languages and Human-Centric Computing, <\/span><span class=\"tp_pub_additional_year\">2012<\/span>, <span class=\"tp_pub_additional_issn\">ISSN: 1943-6106 <\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_25\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('25','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_25\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('25','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_25\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('25','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_25\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{7937,<br \/>\r\ntitle = {CoSolve: A System for Engaging Users in Computer-Supported Collaborative Problem Solving},<br \/>\r\nauthor = {Sandra B Fan and Tyler Robison and Steven L. Tanimoto},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/CoSolve.pdf},<br \/>\r\ndoi = {10.1109\/VLHCC.2012.6344517},<br \/>\r\nissn = {1943-6106 },<br \/>\r\nyear  = {2012},<br \/>\r\ndate = {2012-10-01},<br \/>\r\nurldate = {2012-10-01},<br \/>\r\nbooktitle = {2012 IEEE Symposium on Visual Languages and Human-Centric Computing},<br \/>\r\npages = {205-212},<br \/>\r\nabstract = {Recently there has been a trend toward online<br \/>\r\ncollaborative problem-solving. However, many systems either<br \/>\r\nlack enough structure for participants to know where they can<br \/>\r\ncontribute or are too restrictive to allow collaborative solving. In<br \/>\r\nthis paper, we present our research prototype, CoSolve, a website<br \/>\r\nthat helps users cooperatively solve problems in a novel manner:<br \/>\r\nsolving sessions are represented visually as state-space search<br \/>\r\ntrees which solvers collaboratively generate, traverse and interact<br \/>\r\nwith online. We describe the problem-posing and problem-<br \/>\r\nsolving processes in our system, and present the affordances we<br \/>\r\ndesigned for encouraging self-reflection and collaboration in the<br \/>\r\nproblem-solving process. Finally, we present observations from a<br \/>\r\nuser study conducted with teams of solvers who used CoSolve to<br \/>\r\nsolve a city-building problem. Users found CoSolve easy to use<br \/>\r\nand helpful in problem solving. In addition, the study provides<br \/>\r\nevidence that the state-space-search organization of problem-<br \/>\r\nsolving activity can serve effectively as the framework for human<br \/>\r\ninteraction in a computer-supported collaborative problem-<br \/>\r\nsolving system.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('25','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_25\" style=\"display:none;\"><div class=\"tp_abstract_entry\">Recently there has been a trend toward online<br \/>\r\ncollaborative problem-solving. However, many systems either<br \/>\r\nlack enough structure for participants to know where they can<br \/>\r\ncontribute or are too restrictive to allow collaborative solving. In<br \/>\r\nthis paper, we present our research prototype, CoSolve, a website<br \/>\r\nthat helps users cooperatively solve problems in a novel manner:<br \/>\r\nsolving sessions are represented visually as state-space search<br \/>\r\ntrees which solvers collaboratively generate, traverse and interact<br \/>\r\nwith online. We describe the problem-posing and problem-<br \/>\r\nsolving processes in our system, and present the affordances we<br \/>\r\ndesigned for encouraging self-reflection and collaboration in the<br \/>\r\nproblem-solving process. Finally, we present observations from a<br \/>\r\nuser study conducted with teams of solvers who used CoSolve to<br \/>\r\nsolve a city-building problem. Users found CoSolve easy to use<br \/>\r\nand helpful in problem solving. In addition, the study provides<br \/>\r\nevidence that the state-space-search organization of problem-<br \/>\r\nsolving activity can serve effectively as the framework for human<br \/>\r\ninteraction in a computer-supported collaborative problem-<br \/>\r\nsolving system.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('25','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_25\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/CoSolve.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/CoSolv[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/CoSolv[...]<\/a><\/li><li><i class=\"ai ai-doi\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dx.doi.org\/10.1109\/VLHCC.2012.6344517\" title=\"Follow DOI:10.1109\/VLHCC.2012.6344517\" target=\"_blank\">doi:10.1109\/VLHCC.2012.6344517<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('25','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_book\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, Steven<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('26','tp_links')\" style=\"cursor:pointer;\">An Interdisciplinary Introduction to Image Processing: Pixels, Numbers and Programs<\/a> <span class=\"tp_pub_type tp_  book\">Book<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_publisher\">MIT Press, <\/span><span class=\"tp_pub_additional_address\">Cambridge, MA, <\/span><span class=\"tp_pub_additional_year\">2012<\/span>, <span class=\"tp_pub_additional_isbn\">ISBN: 9780262017169<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_26\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('26','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_26\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('26','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_26\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('26','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_26\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@book{Tanimoto:2012:AII,<br \/>\r\ntitle = {An Interdisciplinary Introduction to Image Processing: Pixels, Numbers and Programs},<br \/>\r\nauthor = {Steven Tanimoto},<br \/>\r\nurl = {https:\/\/mitpress.mit.edu\/9780262017169\/an-interdisciplinary-introduction-to-image-processing\/},<br \/>\r\nisbn = {9780262017169},<br \/>\r\nyear  = {2012},<br \/>\r\ndate = {2012-04-27},<br \/>\r\nurldate = {2012-04-27},<br \/>\r\npublisher = {MIT Press},<br \/>\r\naddress = {Cambridge, MA},<br \/>\r\norganization = {MIT Press},<br \/>\r\nabstract = {<br \/>\r\n<br \/>\r\nBasic principles of image processing and programming explained without college-level mathematics.<br \/>\r\n<br \/>\r\nThis 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.<br \/>\r\n<br \/>\r\nThe 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.<br \/>\r\n<br \/>\r\nThe PixelMath software provides a \u201ctransparent\u201d 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.<br \/>\r\n},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {book}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('26','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_26\" style=\"display:none;\"><div class=\"tp_abstract_entry\"><br \/>\r\n<br \/>\r\nBasic principles of image processing and programming explained without college-level mathematics.<br \/>\r\n<br \/>\r\nThis 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.<br \/>\r\n<br \/>\r\nThe 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.<br \/>\r\n<br \/>\r\nThe PixelMath software provides a \u201ctransparent\u201d 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.<br \/>\r\n<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('26','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_26\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/mitpress.mit.edu\/9780262017169\/an-interdisciplinary-introduction-to-image-processing\/\" title=\"https:\/\/mitpress.mit.edu\/9780262017169\/an-interdisciplinary-introduction-to-imag[...]\" target=\"_blank\">https:\/\/mitpress.mit.edu\/9780262017169\/an-interdisciplinary-introduction-to-imag[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('26','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2010\">2010<\/h3><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Atman, C. J.;  Borgford-Parnell, J;  Goist, Z.;  Deibel, K.;  Blair, J.;  Bodle, C.;  Kumar, V.;  Roesler, A.;  Tanimoto, S.;  Zachry, M.<\/p><p class=\"tp_pub_title\">Seeing and Hearing Design: Exploring How Visual Representations and Sound Tracks Could Be Used to Teach Design <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">Proceedings of Design Thinking and Research Symposium 8, <\/span><span class=\"tp_pub_additional_year\">2010<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_27\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('27','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_27\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{8984,<br \/>\r\ntitle = {Seeing and Hearing Design: Exploring How Visual Representations and Sound Tracks Could Be Used to Teach Design},<br \/>\r\nauthor = {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},<br \/>\r\nyear  = {2010},<br \/>\r\ndate = {2010-10-01},<br \/>\r\nbooktitle = {Proceedings of Design Thinking and Research Symposium 8},<br \/>\r\npages = {25-37},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('27','tp_bibtex')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Fan, S. B.;  Johnson, B. R.;  Liu, Y. -E.;  Robison, T.;  Schmidt, R.;  Tanimoto, S. L.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('28','tp_links')\" style=\"cursor:pointer;\">Analyzing a Process of Collaborative Game Design Involving Online Tools<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">2010 IEEE Symposium on Visual Languages and Human-Centric Computing, <\/span><span class=\"tp_pub_additional_organization\">IEEE <\/span><span class=\"tp_pub_additional_publisher\">IEEE, <\/span><span class=\"tp_pub_additional_address\">Madrid, Spain, <\/span><span class=\"tp_pub_additional_year\">2010<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_28\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('28','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_28\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('28','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_28\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('28','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_28\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{4827,<br \/>\r\ntitle = {Analyzing a Process of Collaborative Game Design Involving Online Tools},<br \/>\r\nauthor = {S. B. Fan and B. R. Johnson and Y. -E. Liu and T. Robison and R. Schmidt and S. L. Tanimoto},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Collaborative_Game_Design.pdf},<br \/>\r\nyear  = {2010},<br \/>\r\ndate = {2010-01-01},<br \/>\r\nurldate = {2010-01-01},<br \/>\r\nbooktitle = {2010 IEEE Symposium on Visual Languages and Human-Centric Computing},<br \/>\r\npublisher = {IEEE},<br \/>\r\naddress = {Madrid, Spain},<br \/>\r\norganization = {IEEE},<br \/>\r\nabstract = {We explore modeling problem solving and design<br \/>\r\nusing state-space-search methodology by engaging in<br \/>\r\nthe design of an educational game. We also explore<br \/>\r\nhow online communication tools (OCTs) could be used<br \/>\r\nto support collaborative design using two online tools:<br \/>\r\n1) CoSolve, a collaborative problem-solving<br \/>\r\nenvironment we developed, and 2) INFACT, a<br \/>\r\ndiscussion forum that we built for use in education. We<br \/>\r\nused these tools to design GoAtom, a chemistry game.<br \/>\r\nUsing our game design experience as an example, we<br \/>\r\npresent a method for modeling design processes using<br \/>\r\nstate-space-search, and reflect on our use of OCTs.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('28','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_28\" style=\"display:none;\"><div class=\"tp_abstract_entry\">We explore modeling problem solving and design<br \/>\r\nusing state-space-search methodology by engaging in<br \/>\r\nthe design of an educational game. We also explore<br \/>\r\nhow online communication tools (OCTs) could be used<br \/>\r\nto support collaborative design using two online tools:<br \/>\r\n1) CoSolve, a collaborative problem-solving<br \/>\r\nenvironment we developed, and 2) INFACT, a<br \/>\r\ndiscussion forum that we built for use in education. We<br \/>\r\nused these tools to design GoAtom, a chemistry game.<br \/>\r\nUsing our game design experience as an example, we<br \/>\r\npresent a method for modeling design processes using<br \/>\r\nstate-space-search, and reflect on our use of OCTs.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('28','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_28\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Collaborative_Game_Design.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Collab[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Collab[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('28','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2009\">2009<\/h3><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, Steven;  Robison, Tyler;  Fan, Sandra<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('29','tp_links')\" style=\"cursor:pointer;\">A game-building environment for research in collaborative design<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">Int\u2019l Symposium on Artificial Intelligence in Games, <\/span><span class=\"tp_pub_additional_organization\">IEEE <\/span><span class=\"tp_pub_additional_publisher\">IEEE, <\/span><span class=\"tp_pub_additional_address\">Milan, <\/span><span class=\"tp_pub_additional_year\">2009<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_29\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('29','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_29\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('29','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_29\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('29','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_29\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{Tanimoto:2009:AGE,<br \/>\r\ntitle = {A game-building environment for research in collaborative design},<br \/>\r\nauthor = {Steven Tanimoto and Tyler Robison and Sandra Fan},<br \/>\r\nurl = {https:\/\/ieeexplore.ieee.org\/abstract\/document\/5286489<br \/>\r\nhttps:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/A_game-building_environment_for_research_in_collaborative_design.pdf},<br \/>\r\nyear  = {2009},<br \/>\r\ndate = {2009-09-01},<br \/>\r\nurldate = {2009-09-01},<br \/>\r\nbooktitle = {Int\u2019l Symposium on Artificial Intelligence in Games},<br \/>\r\npublisher = {IEEE},<br \/>\r\naddress = {Milan},<br \/>\r\norganization = {IEEE},<br \/>\r\nabstract = {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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('29','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_29\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('29','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_29\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/ieeexplore.ieee.org\/abstract\/document\/5286489\" title=\"https:\/\/ieeexplore.ieee.org\/abstract\/document\/5286489\" target=\"_blank\">https:\/\/ieeexplore.ieee.org\/abstract\/document\/5286489<\/a><\/li><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/A_game-building_environment_for_research_in_collaborative_design.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/A_game[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/A_game[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('29','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Madhyastha, Tara;  Tanimoto, Steven<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('30','tp_links')\" style=\"cursor:pointer;\">Student consistency and implications for feedback in online assessment systems<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">Int\u2019l Conf. on Educational Data Mining, <\/span><span class=\"tp_pub_additional_year\">2009<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_30\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('30','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_30\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('30','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_30\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('30','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_30\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{4832,<br \/>\r\ntitle = {Student consistency and implications for feedback in online assessment systems},<br \/>\r\nauthor = {Tara Madhyastha and Steven Tanimoto},<br \/>\r\nurl = {https:\/\/eric.ed.gov\/?id=ED539075<br \/>\r\nhttps:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Student_Feedback.pdf},<br \/>\r\nyear  = {2009},<br \/>\r\ndate = {2009-01-01},<br \/>\r\nurldate = {2009-01-01},<br \/>\r\nbooktitle = {Int\u2019l Conf. on Educational Data Mining},<br \/>\r\npages = {81-90},<br \/>\r\nabstract = {Most of the emphasis on mining online assessment logs has been to identify content-<br \/>\r\nspecific errors. However, the pattern of general \u201cconsistency\u201d is domain independent, strongly<br \/>\r\nrelated to performance, and can itself be a target of educational data mining. We demonstrate that<br \/>\r\nsimple consistency indicators are related to student outcomes, and suggest how consistency might<br \/>\r\nbe used in an online assessment framework to provide scaffolding to help students in need.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('30','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_30\" style=\"display:none;\"><div class=\"tp_abstract_entry\">Most of the emphasis on mining online assessment logs has been to identify content-<br \/>\r\nspecific errors. However, the pattern of general \u201cconsistency\u201d is domain independent, strongly<br \/>\r\nrelated to performance, and can itself be a target of educational data mining. We demonstrate that<br \/>\r\nsimple consistency indicators are related to student outcomes, and suggest how consistency might<br \/>\r\nbe used in an online assessment framework to provide scaffolding to help students in need.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('30','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_30\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/eric.ed.gov\/?id=ED539075\" title=\"https:\/\/eric.ed.gov\/?id=ED539075\" target=\"_blank\">https:\/\/eric.ed.gov\/?id=ED539075<\/a><\/li><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Student_Feedback.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Studen[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Studen[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('30','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_article\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Madhyastha, Tara;  Tanimoto, Steven<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('31','tp_links')\" style=\"cursor:pointer;\">Faring with Facets: Building and Using Databases of Student Misconceptions<\/a> <span class=\"tp_pub_type tp_  article\">Journal Article<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_in\">In: <\/span><span class=\"tp_pub_additional_journal\">Journal of Interactive Multimedia in Education, <\/span><span class=\"tp_pub_additional_year\">2009<\/span>, <span class=\"tp_pub_additional_issn\">ISSN: ISSN: 1365-893X<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_31\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('31','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_31\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('31','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_31\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('31','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_31\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@article{4837,<br \/>\r\ntitle = {Faring with Facets: Building and Using Databases of Student Misconceptions},<br \/>\r\nauthor = {Tara Madhyastha and Steven Tanimoto},<br \/>\r\nurl = {https:\/\/eric.ed.gov\/?id=EJ871935<br \/>\r\nhttps:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Databases-of-Student-Misconceptions.pdf},<br \/>\r\nissn = {ISSN: 1365-893X},<br \/>\r\nyear  = {2009},<br \/>\r\ndate = {2009-01-01},<br \/>\r\nurldate = {2009-01-01},<br \/>\r\njournal = {Journal of Interactive Multimedia in Education},<br \/>\r\npublisher = {The Open University},<br \/>\r\naddress = {Milton Keynes, U.K.},<br \/>\r\nabstract = {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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {article}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('31','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_31\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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 &quot;facet&quot; 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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('31','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_31\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/eric.ed.gov\/?id=EJ871935\" title=\"https:\/\/eric.ed.gov\/?id=EJ871935\" target=\"_blank\">https:\/\/eric.ed.gov\/?id=EJ871935<\/a><\/li><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Databases-of-Student-Misconceptions.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Databa[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Databa[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('31','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2008\">2008<\/h3><div class=\"tp_publication tp_publication_article\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, S.<\/p><p class=\"tp_pub_title\">Welcome Message <span class=\"tp_pub_type tp_  article\">Journal Article<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_in\">In: <\/span><span class=\"tp_pub_additional_journal\">IEEE Transactions on Learning Technologies, <\/span><span class=\"tp_pub_additional_volume\">vol. 1, <\/span><span class=\"tp_pub_additional_pages\">pp. pp.1-2, <\/span><span class=\"tp_pub_additional_year\">2008<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_32\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('32','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_32\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@article{4847,<br \/>\r\ntitle = {Welcome Message},<br \/>\r\nauthor = {S. Tanimoto},<br \/>\r\nyear  = {2008},<br \/>\r\ndate = {2008-01-01},<br \/>\r\nurldate = {2008-01-01},<br \/>\r\njournal = {IEEE Transactions on Learning Technologies},<br \/>\r\nvolume = {1},<br \/>\r\npages = {pp.1-2},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {article}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('32','tp_bibtex')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, S.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('33','tp_links')\" style=\"cursor:pointer;\">Enhancing state-space tree diagrams for collaborative problem solving<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">DIAGRAMS 2008, <\/span><span class=\"tp_pub_additional_year\">2008<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_33\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('33','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_33\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('33','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_33\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('33','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_33\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{1909,<br \/>\r\ntitle = {Enhancing state-space tree diagrams for collaborative problem solving},<br \/>\r\nauthor = {S. Tanimoto},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/978-3-540-87730-1_16.pdf<br \/>\r\nhttps:\/\/link.springer.com\/chapter\/10.1007\/978-3-540-87730-1_16},<br \/>\r\nyear  = {2008},<br \/>\r\ndate = {2008-01-01},<br \/>\r\nurldate = {2008-01-01},<br \/>\r\nbooktitle = {DIAGRAMS 2008},<br \/>\r\nabstract = {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 \u201cTStar\u201d and a design tool \u201cPRIME Designer.\u201d},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('33','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_33\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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 \u201cTStar\u201d and a design tool \u201cPRIME Designer.\u201d<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('33','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_33\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/978-3-540-87730-1_16.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/978-3-[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/978-3-[...]<\/a><\/li><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/link.springer.com\/chapter\/10.1007\/978-3-540-87730-1_16\" title=\"https:\/\/link.springer.com\/chapter\/10.1007\/978-3-540-87730-1_16\" target=\"_blank\">https:\/\/link.springer.com\/chapter\/10.1007\/978-3-540-87730-1_16<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('33','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2007\">2007<\/h3><div class=\"tp_publication tp_publication_article\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Bernardelli, Carlo;  Tanimoto, Steven<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('34','tp_links')\" style=\"cursor:pointer;\">The Etruscan Room: Querying the Internet with images.<\/a> <span class=\"tp_pub_type tp_  article\">Journal Article<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_in\">In: <\/span><span class=\"tp_pub_additional_journal\">Crossings, <\/span><span class=\"tp_pub_additional_volume\">vol. 5, <\/span><span class=\"tp_pub_additional_year\">2007<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_34\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('34','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_34\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('34','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_34\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('34','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_34\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@article{Bernardelli:2007:TER,<br \/>\r\ntitle = {The Etruscan Room: Querying the Internet with images.},<br \/>\r\nauthor = {Carlo Bernardelli and Steven Tanimoto},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/The-Etruscan-Room.pdf<br \/>\r\nhttps:\/\/crossings.tcd.ie\/issues\/5.1\/Bernardelli\/},<br \/>\r\nyear  = {2007},<br \/>\r\ndate = {2007-10-01},<br \/>\r\nurldate = {2007-10-01},<br \/>\r\njournal = {Crossings},<br \/>\r\nvolume = {5},<br \/>\r\nabstract = {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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {article}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('34','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_34\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('34','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_34\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/The-Etruscan-Room.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/The-Et[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/The-Et[...]<\/a><\/li><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/crossings.tcd.ie\/issues\/5.1\/Bernardelli\/\" title=\"https:\/\/crossings.tcd.ie\/issues\/5.1\/Bernardelli\/\" target=\"_blank\">https:\/\/crossings.tcd.ie\/issues\/5.1\/Bernardelli\/<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('34','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_article\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Cinque, L.;  Canizares, S. Sellers;  Tanimoto, Steven<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('35','tp_links')\" style=\"cursor:pointer;\">Application of a transparent interface methodology to image processing<\/a> <span class=\"tp_pub_type tp_  article\">Journal Article<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_in\">In: <\/span><span class=\"tp_pub_additional_journal\">J. Visual Languages and Computing, <\/span><span class=\"tp_pub_additional_volume\">vol. 15, <\/span><span class=\"tp_pub_additional_number\">no. 5, <\/span><span class=\"tp_pub_additional_pages\">pp. 504, <\/span><span class=\"tp_pub_additional_year\">2007<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_35\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('35','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_35\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('35','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_35\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('35','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_35\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@article{Cinque:2007:AOA,<br \/>\r\ntitle = {Application of a transparent interface methodology to image processing},<br \/>\r\nauthor = {L. Cinque and S. Sellers Canizares and Steven Tanimoto},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Application-of-a-transparent-interface-method_2007_Journal-of-Visual-Languag.pdf<br \/>\r\nhttps:\/\/www.sciencedirect.com\/science\/article\/pii\/S1045926X07000523},<br \/>\r\nyear  = {2007},<br \/>\r\ndate = {2007-10-01},<br \/>\r\nurldate = {2007-10-01},<br \/>\r\njournal = {J. Visual Languages and Computing},<br \/>\r\nvolume = {15},<br \/>\r\nnumber = {5},<br \/>\r\npages = {504},<br \/>\r\nchapter = {504},<br \/>\r\nabstract = {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.},<br \/>\r\nkey = {Cinque:2007:AOA},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {article}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('35','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_35\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('35','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_35\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Application-of-a-transparent-interface-method_2007_Journal-of-Visual-Languag.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Applic[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Applic[...]<\/a><\/li><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S1045926X07000523\" title=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S1045926X07000523\" target=\"_blank\">https:\/\/www.sciencedirect.com\/science\/article\/pii\/S1045926X07000523<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('35','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Fan, S. B.;  Tanimoto, S. L.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('39','tp_links')\" style=\"cursor:pointer;\">A Framework for Automated Diagram Assessment in Online Learning<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">Int\u2019l Conf. on Advanced Learning Technologies, <\/span><span class=\"tp_pub_additional_organization\">IEEE <\/span><span class=\"tp_pub_additional_publisher\">IEEE, <\/span><span class=\"tp_pub_additional_address\">Nigata, Japan, <\/span><span class=\"tp_pub_additional_year\">2007<\/span>, <span class=\"tp_pub_additional_isbn\">ISBN: 2161-3761<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_39\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('39','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_39\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('39','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_39\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('39','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_39\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{4848,<br \/>\r\ntitle = {A Framework for Automated Diagram Assessment in Online Learning},<br \/>\r\nauthor = {S. B. Fan and S. L. Tanimoto},<br \/>\r\nurl = {https:\/\/ieeexplore.ieee.org\/abstract\/document\/4280947<br \/>\r\nhttps:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/A_Framework_for_Automated_Diagram_Assessment_in_Online_Learning.pdf},<br \/>\r\ndoi = {10.1109\/ICALT.2007.11},<br \/>\r\nisbn = {2161-3761},<br \/>\r\nyear  = {2007},<br \/>\r\ndate = {2007-07-18},<br \/>\r\nurldate = {2007-01-01},<br \/>\r\nbooktitle = {Int\u2019l Conf. on Advanced Learning Technologies},<br \/>\r\npages = {51-53},<br \/>\r\npublisher = {IEEE},<br \/>\r\naddress = {Nigata, Japan},<br \/>\r\norganization = {IEEE},<br \/>\r\nabstract = {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&#039;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&#039; expressive power versus ease of use and ease of automated assessment.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('39','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_39\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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&#039;s Sketch Tool. This &quot;Blobs, Links and Labels&quot; (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&#039; expressive power versus ease of use and ease of automated assessment.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('39','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_39\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/ieeexplore.ieee.org\/abstract\/document\/4280947\" title=\"https:\/\/ieeexplore.ieee.org\/abstract\/document\/4280947\" target=\"_blank\">https:\/\/ieeexplore.ieee.org\/abstract\/document\/4280947<\/a><\/li><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/A_Framework_for_Automated_Diagram_Assessment_in_Online_Learning.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/A_Fram[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/A_Fram[...]<\/a><\/li><li><i class=\"ai ai-doi\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dx.doi.org\/10.1109\/ICALT.2007.11\" title=\"Follow DOI:10.1109\/ICALT.2007.11\" target=\"_blank\">doi:10.1109\/ICALT.2007.11<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('39','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, S.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('38','tp_links')\" style=\"cursor:pointer;\">Improving the Prospects for Educational Data Mining<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">International Conference on User Modeling, <\/span><span class=\"tp_pub_additional_year\">2007<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_38\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('38','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_38\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('38','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_38\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('38','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_38\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{nokey,<br \/>\r\ntitle = {Improving the Prospects for Educational Data Mining},<br \/>\r\nauthor = {S. Tanimoto},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Educational-Data-Mining.pdf<br \/>\r\nhttps:\/\/educationaldatamining.org\/EDM_ORG\/wp-content\/uploads\/2020\/05\/DM.UM07_proceedings_full.pdf},<br \/>\r\nyear  = {2007},<br \/>\r\ndate = {2007-06-25},<br \/>\r\nbooktitle = {International Conference on User Modeling},<br \/>\r\npages = {106},<br \/>\r\nabstract = {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 \u201carticulated assessment\u201d 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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('38','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_38\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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 \u201carticulated assessment\u201d 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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('38','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_38\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Educational-Data-Mining.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Educat[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Educat[...]<\/a><\/li><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/educationaldatamining.org\/EDM_ORG\/wp-content\/uploads\/2020\/05\/DM.UM07_proceedings_full.pdf\" title=\"https:\/\/educationaldatamining.org\/EDM_ORG\/wp-content\/uploads\/2020\/05\/DM.UM07_pro[...]\" target=\"_blank\">https:\/\/educationaldatamining.org\/EDM_ORG\/wp-content\/uploads\/2020\/05\/DM.UM07_pro[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('38','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, Steven<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('36','tp_links')\" style=\"cursor:pointer;\">Towards a shared language for problem solving in design<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">Symposium on the Science of Design, <\/span><span class=\"tp_pub_additional_address\">Arcata, CA, <\/span><span class=\"tp_pub_additional_year\">2007<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_36\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('36','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_36\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('36','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_36\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('36','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_36\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{4836,<br \/>\r\ntitle = {Towards a shared language for problem solving in design},<br \/>\r\nauthor = {Steven Tanimoto},<br \/>\r\nurl = {https:\/\/dl.acm.org\/doi\/abs\/10.1145\/1496630.1496641<br \/>\r\nhttps:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Shared-Language-Problem-Solving.pdf},<br \/>\r\nyear  = {2007},<br \/>\r\ndate = {2007-01-01},<br \/>\r\nurldate = {2007-01-01},<br \/>\r\nbooktitle = {Symposium on the Science of Design},<br \/>\r\naddress = {Arcata, CA},<br \/>\r\nabstract = {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&#039;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?\"},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('36','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_36\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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&#039;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 &quot;to what extent will interdisciplinary design teams adopt and exploit the theory of problem solving when given an opportunity to do so?&quot;<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('36','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_36\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dl.acm.org\/doi\/abs\/10.1145\/1496630.1496641\" title=\"https:\/\/dl.acm.org\/doi\/abs\/10.1145\/1496630.1496641\" target=\"_blank\">https:\/\/dl.acm.org\/doi\/abs\/10.1145\/1496630.1496641<\/a><\/li><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Shared-Language-Problem-Solving.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Shared[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Shared[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('36','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, Steven;  Evans, Nathan;  Carlson, Adam<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('37','tp_links')\" style=\"cursor:pointer;\">Sequential input graphical model assessment diagrams for analysis of student activity data<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">Int\u2019l Conf. on Advanced Learning Technologie, <\/span><span class=\"tp_pub_additional_organization\">IEEE <\/span><span class=\"tp_pub_additional_publisher\">IEEE Xplore, <\/span><span class=\"tp_pub_additional_address\">Niigata, Japan, <\/span><span class=\"tp_pub_additional_year\">2007<\/span>, <span class=\"tp_pub_additional_isbn\">ISBN: 0-7695-2916-X<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_37\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('37','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_37\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('37','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_37\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('37','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_37\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{4823,<br \/>\r\ntitle = {Sequential input graphical model assessment diagrams for analysis of student activity data},<br \/>\r\nauthor = {Steven Tanimoto and Nathan Evans and Adam Carlson},<br \/>\r\nurl = {https:\/\/ieeexplore.ieee.org\/abstract\/document\/4281127<br \/>\r\nhttps:\/\/homes.cs.washington.edu\/~tanimoto\/site\/sequential_input_graphical_model_assessment_diagrams_for_analysis_of_student_activity_data\/},<br \/>\r\ndoi = {10.1109\/ICALT.2007.222},<br \/>\r\nisbn = {0-7695-2916-X},<br \/>\r\nyear  = {2007},<br \/>\r\ndate = {2007-01-01},<br \/>\r\nurldate = {2007-01-01},<br \/>\r\nbooktitle = {Int\u2019l Conf. on Advanced Learning Technologie},<br \/>\r\npublisher = {IEEE Xplore},<br \/>\r\naddress = {Niigata, Japan},<br \/>\r\norganization = {IEEE},<br \/>\r\nabstract = {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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('37','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_37\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('37','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_37\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/ieeexplore.ieee.org\/abstract\/document\/4281127\" title=\"https:\/\/ieeexplore.ieee.org\/abstract\/document\/4281127\" target=\"_blank\">https:\/\/ieeexplore.ieee.org\/abstract\/document\/4281127<\/a><\/li><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/sequential_input_graphical_model_assessment_diagrams_for_analysis_of_student_activity_data\/\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/sequential_input_graphical_model_[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/sequential_input_graphical_model_[...]<\/a><\/li><li><i class=\"ai ai-doi\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dx.doi.org\/10.1109\/ICALT.2007.222\" title=\"Follow DOI:10.1109\/ICALT.2007.222\" target=\"_blank\">doi:10.1109\/ICALT.2007.222<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('37','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2006\">2006<\/h3><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, S.;  Levialdi, S.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('40','tp_links')\" style=\"cursor:pointer;\">A transparent interface to statespace search programs<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">ACM Symposium on Software Visualization (SoftVis 2006), <\/span><span class=\"tp_pub_additional_organization\">Assoc. Comput. Machin. <\/span><span class=\"tp_pub_additional_publisher\">Assoc. Comput. Machin., <\/span><span class=\"tp_pub_additional_address\">Brighton, U.K., <\/span><span class=\"tp_pub_additional_year\">2006<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_40\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('40','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_40\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('40','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_40\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('40','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_40\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{4844,<br \/>\r\ntitle = {A transparent interface to statespace search programs},<br \/>\r\nauthor = {S. Tanimoto and S. Levialdi},<br \/>\r\nurl = {https:\/\/dl.acm.org\/doi\/abs\/10.1145\/1148493.1148519<br \/>\r\nhttps:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/State-Space-Search.pdf},<br \/>\r\ndoi = {10.1145\/1148493.1148519},<br \/>\r\nyear  = {2006},<br \/>\r\ndate = {2006-09-04},<br \/>\r\nurldate = {2006-01-01},<br \/>\r\nbooktitle = {ACM Symposium on Software Visualization (SoftVis 2006)},<br \/>\r\npages = {151-152},<br \/>\r\npublisher = {Assoc. Comput. Machin.},<br \/>\r\naddress = {Brighton, U.K.},<br \/>\r\norganization = {Assoc. Comput. Machin.},<br \/>\r\nabstract = {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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('40','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_40\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('40','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_40\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dl.acm.org\/doi\/abs\/10.1145\/1148493.1148519\" title=\"https:\/\/dl.acm.org\/doi\/abs\/10.1145\/1148493.1148519\" target=\"_blank\">https:\/\/dl.acm.org\/doi\/abs\/10.1145\/1148493.1148519<\/a><\/li><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/State-Space-Search.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/State-[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/State-[...]<\/a><\/li><li><i class=\"ai ai-doi\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dx.doi.org\/10.1145\/1148493.1148519\" title=\"Follow DOI:10.1145\/1148493.1148519\" target=\"_blank\">doi:10.1145\/1148493.1148519<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('40','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2005\">2005<\/h3><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, S.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('43','tp_links')\" style=\"cursor:pointer;\">Dimensions of transparency in open learner models<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">Workshop on Learner Modelling for Reflection, to Support Learner Control, Metacognition and Improved Communication between Teachers and Learners, <\/span><span class=\"tp_pub_additional_year\">2005<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_43\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('43','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_43\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('43','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_43\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('43','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_43\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{1908,<br \/>\r\ntitle = {Dimensions of transparency in open learner models},<br \/>\r\nauthor = {S. Tanimoto},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Dimensions-of-Transparency-in-Open-Learner-Models.pdf},<br \/>\r\nyear  = {2005},<br \/>\r\ndate = {2005-07-01},<br \/>\r\nurldate = {2005-01-01},<br \/>\r\nbooktitle = {Workshop on Learner Modelling for Reflection, to Support Learner Control, Metacognition and Improved Communication between Teachers and Learners},<br \/>\r\nabstract = {The design of learner models that are open to the student\u2019s perusal is<br \/>\r\nchallenging, because a variety of competing objectives must be reconciled: com-<br \/>\r\nprehensiveness versus comprehensibility, and student control versus model validity.<br \/>\r\nThis paper suggests one approach to meeting the challenge that begins by identify-<br \/>\r\ning three dimensions of transparency in learner models. These provide a framework<br \/>\r\nin which to design appropriate views of the data and limited controls, that best sat-<br \/>\r\nisfy the requirements for the model. Part of one solution is to logically and phys-<br \/>\r\nically distribute the records that comprise the model. The current status of learner<br \/>\r\nmodeling in the INFACT system is described.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('43','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_43\" style=\"display:none;\"><div class=\"tp_abstract_entry\">The design of learner models that are open to the student\u2019s perusal is<br \/>\r\nchallenging, because a variety of competing objectives must be reconciled: com-<br \/>\r\nprehensiveness versus comprehensibility, and student control versus model validity.<br \/>\r\nThis paper suggests one approach to meeting the challenge that begins by identify-<br \/>\r\ning three dimensions of transparency in learner models. These provide a framework<br \/>\r\nin which to design appropriate views of the data and limited controls, that best sat-<br \/>\r\nisfy the requirements for the model. Part of one solution is to logically and phys-<br \/>\r\nically distribute the records that comprise the model. The current status of learner<br \/>\r\nmodeling in the INFACT system is described.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('43','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_43\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Dimensions-of-Transparency-in-Open-Learner-Models.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Dimens[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Dimens[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('43','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_book\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, Steven<\/p><p class=\"tp_pub_title\">Introduction to Python for Artificial Intelligence <span class=\"tp_pub_type tp_  book\">Book<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_publisher\">IEEE Computer Society, <\/span><span class=\"tp_pub_additional_address\">Los Alamitos, CA, <\/span><span class=\"tp_pub_additional_year\">2005<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_41\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('41','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_41\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@book{4850,<br \/>\r\ntitle = {Introduction to Python for Artificial Intelligence},<br \/>\r\nauthor = {Steven Tanimoto},<br \/>\r\nyear  = {2005},<br \/>\r\ndate = {2005-01-01},<br \/>\r\nurldate = {2005-01-01},<br \/>\r\npublisher = {IEEE Computer Society},<br \/>\r\naddress = {Los Alamitos, CA},<br \/>\r\norganization = {IEEE Computer Society},<br \/>\r\nseries = {Ready Notes},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {book}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('41','tp_bibtex')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Carlson, A.;  Tanimoto, S.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('42','tp_links')\" style=\"cursor:pointer;\">Text classification rule induction in the presence of domain-specific expression forms<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">workshop on Mixed Language Explanations in Learning Environments, <\/span><span class=\"tp_pub_additional_year\">2005<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_42\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('42','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_42\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('42','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_42\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('42','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_42\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{1906,<br \/>\r\ntitle = {Text classification rule induction in the presence of domain-specific expression forms},<br \/>\r\nauthor = {A. Carlson and S. Tanimoto},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Text-Classification-Rule-in-Domain-Specific-Forms.pdf},<br \/>\r\nyear  = {2005},<br \/>\r\ndate = {2005-01-01},<br \/>\r\nurldate = {2005-01-01},<br \/>\r\nbooktitle = {workshop on Mixed Language Explanations in Learning Environments},<br \/>\r\nabstract = {We describe a new method for learning text-classification rules from ex-<br \/>\r\namples. The text consists of messages written by students in an online learning en-<br \/>\r\nvironment, and it may contain ungrammatical expressions as well as specialized<br \/>\r\nexpressions such as formulae. The method is based on the version-space machine<br \/>\r\nlearning technique. Experiments show that our method successfully generalizes<br \/>\r\nover certain classes of embedded numerical expressions involving ranges of values<br \/>\r\nin RGB triples that represent colors in an image processing system.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('42','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_42\" style=\"display:none;\"><div class=\"tp_abstract_entry\">We describe a new method for learning text-classification rules from ex-<br \/>\r\namples. The text consists of messages written by students in an online learning en-<br \/>\r\nvironment, and it may contain ungrammatical expressions as well as specialized<br \/>\r\nexpressions such as formulae. The method is based on the version-space machine<br \/>\r\nlearning technique. Experiments show that our method successfully generalizes<br \/>\r\nover certain classes of embedded numerical expressions involving ranges of values<br \/>\r\nin RGB triples that represent colors in an image processing system.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('42','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_42\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Text-Classification-Rule-in-Domain-Specific-Forms.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Text-C[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Text-C[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('42','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, S.;  Hubbard, S.;  Winn, W.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('44','tp_links')\" style=\"cursor:pointer;\">Automatic textual feedback for guided inquiry learning<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">AIED 2005, <\/span><span class=\"tp_pub_additional_year\">2005<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_44\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('44','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_44\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('44','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_44\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('44','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_44\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{1907,<br \/>\r\ntitle = {Automatic textual feedback for guided inquiry learning},<br \/>\r\nauthor = {S. Tanimoto and S. Hubbard and W. Winn},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Tanimoto-Hubbard-Winn-AIED05.pdf},<br \/>\r\nyear  = {2005},<br \/>\r\ndate = {2005-01-01},<br \/>\r\nurldate = {2005-01-01},<br \/>\r\nbooktitle = {AIED 2005},<br \/>\r\nabstract = {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&#039;s ability to suggest consulting another student who had just faced a similar problem.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('44','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_44\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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&#039;s ability to suggest consulting another student who had just faced a similar problem.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('44','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_44\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Tanimoto-Hubbard-Winn-AIED05.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Tanimo[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Tanimo[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('44','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2003\">2003<\/h3><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, Steven<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('45','tp_links')\" style=\"cursor:pointer;\">Programming in a Data Factory<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">Int\u2019l Symposium on Visual Languages and Human-Centric Computing, <\/span><span class=\"tp_pub_additional_organization\">IEEE <\/span><span class=\"tp_pub_additional_publisher\">IEEE, <\/span><span class=\"tp_pub_additional_address\">Auckland, New Zealand, <\/span><span class=\"tp_pub_additional_year\">2003<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_45\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('45','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_45\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('45','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_45\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('45','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_45\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{4825,<br \/>\r\ntitle = {Programming in a Data Factory},<br \/>\r\nauthor = {Steven Tanimoto},<br \/>\r\nurl = {https:\/\/ieeexplore.ieee.org\/abstract\/document\/1260209<br \/>\r\nhttps:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Programming_in_a_data_factory.pdf},<br \/>\r\nyear  = {2003},<br \/>\r\ndate = {2003-01-01},<br \/>\r\nurldate = {2003-01-01},<br \/>\r\nbooktitle = {Int\u2019l Symposium on Visual Languages and Human-Centric Computing},<br \/>\r\npublisher = {IEEE},<br \/>\r\naddress = {Auckland, New Zealand},<br \/>\r\norganization = {IEEE},<br \/>\r\nabstract = {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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('45','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_45\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('45','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_45\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/ieeexplore.ieee.org\/abstract\/document\/1260209\" title=\"https:\/\/ieeexplore.ieee.org\/abstract\/document\/1260209\" target=\"_blank\">https:\/\/ieeexplore.ieee.org\/abstract\/document\/1260209<\/a><\/li><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Programming_in_a_data_factory.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Progra[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Progra[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('45','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2002\">2002<\/h3><div class=\"tp_publication tp_publication_conference\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, S.;  Carlson, A.;  Husted, J.;  Hunt, E.;  Larsson, J.;  Madigan, D.;  Minstrell, J.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('46','tp_links')\" style=\"cursor:pointer;\">Text forum features for small group discussions with facet-based pedagogy<\/a> <span class=\"tp_pub_type tp_  conference\">Conference<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_booktitle\">Computer-Supported Collaborative Learning, <\/span><span class=\"tp_pub_additional_address\">Boulder, CO, <\/span><span class=\"tp_pub_additional_year\">2002<\/span>, <span class=\"tp_pub_additional_isbn\">ISBN: 9781315045467<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_46\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('46','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_46\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('46','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_46\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('46','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_46\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@conference{4826,<br \/>\r\ntitle = {Text forum features for small group discussions with facet-based pedagogy},<br \/>\r\nauthor = {S. Tanimoto and A. Carlson and J. Husted and E. Hunt and J. Larsson and D. Madigan and J. Minstrell},<br \/>\r\nurl = {https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Small-Group-Discussions.pdf<br \/>\r\nhttps:\/\/dl.acm.org\/doi\/10.5555\/1658616.1658718},<br \/>\r\nisbn = {9781315045467},<br \/>\r\nyear  = {2002},<br \/>\r\ndate = {2002-01-01},<br \/>\r\nurldate = {2002-01-01},<br \/>\r\nbooktitle = {Computer-Supported Collaborative Learning},<br \/>\r\naddress = {Boulder, CO},<br \/>\r\nabstract = {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.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {conference}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('46','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_46\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('46','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_46\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Small-Group-Discussions.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Small-[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Small-[...]<\/a><\/li><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/dl.acm.org\/doi\/10.5555\/1658616.1658718\" title=\"https:\/\/dl.acm.org\/doi\/10.5555\/1658616.1658718\" target=\"_blank\">https:\/\/dl.acm.org\/doi\/10.5555\/1658616.1658718<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('46','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><h3 class=\"tp_h3\" id=\"tp_h3_2001\">2001<\/h3><div class=\"tp_publication tp_publication_article\"><div class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Tanimoto, S.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('47','tp_links')\" style=\"cursor:pointer;\">Distributed Transcripts for Online Learning: Design Issues<\/a> <span class=\"tp_pub_type tp_  article\">Journal Article<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_in\">In: <\/span><span class=\"tp_pub_additional_journal\">Journal of Interactive Media in Education, <\/span><span class=\"tp_pub_additional_year\">2001<\/span>, <span class=\"tp_pub_additional_issn\">ISSN: 1365-893X<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_47\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('47','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_resource_link\"><a id=\"tp_links_sh_47\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('47','tp_links')\" title=\"Show links and resources\" style=\"cursor:pointer;\">Links<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_47\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('47','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_47\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@article{nokey,<br \/>\r\ntitle = {Distributed Transcripts for Online Learning: Design Issues},<br \/>\r\nauthor = {S. Tanimoto},<br \/>\r\nurl = {https:\/\/jime.open.ac.uk\/articles\/10.5334\/2001-2<br \/>\r\nhttps:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Distributed-Transcripts.pdf},<br \/>\r\nissn = {1365-893X},<br \/>\r\nyear  = {2001},<br \/>\r\ndate = {2001-09-10},<br \/>\r\njournal = {Journal of Interactive Media in Education},<br \/>\r\nabstract = {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. },<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {article}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('47','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_47\" style=\"display:none;\"><div class=\"tp_abstract_entry\">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. <\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('47','tp_abstract')\">Close<\/a><\/p><\/div><div class=\"tp_links\" id=\"tp_links_47\" style=\"display:none;\"><div class=\"tp_links_entry\"><ul class=\"tp_pub_list\"><li><i class=\"fas fa-globe\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/jime.open.ac.uk\/articles\/10.5334\/2001-2\" title=\"https:\/\/jime.open.ac.uk\/articles\/10.5334\/2001-2\" target=\"_blank\">https:\/\/jime.open.ac.uk\/articles\/10.5334\/2001-2<\/a><\/li><li><i class=\"fas fa-file-pdf\"><\/i><a class=\"tp_pub_list\" href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Distributed-Transcripts.pdf\" title=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Distri[...]\" target=\"_blank\">https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-content\/uploads\/2024\/10\/Distri[...]<\/a><\/li><\/ul><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('47','tp_links')\">Close<\/a><\/p><\/div><\/div><\/div><\/div><div class=\"tablenav\"><div class=\"tablenav-pages\"><span class=\"displaying-num\">53 entries<\/span> <a class=\"page-numbers button disabled\">&laquo;<\/a> <a class=\"page-numbers button disabled\">&lsaquo;<\/a> 1 of 2 <a href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/publications\/?limit=2&amp;tgid=&amp;yr=&amp;type=&amp;usr=&amp;auth=&amp;tsr=#tppubs\" title=\"next page\" class=\"page-numbers button\">&rsaquo;<\/a> <a href=\"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/publications\/?limit=2&amp;tgid=&amp;yr=&amp;type=&amp;usr=&amp;auth=&amp;tsr=#tppubs\" title=\"last page\" class=\"page-numbers button\">&raquo;<\/a> <\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-63","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-json\/wp\/v2\/pages\/63","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-json\/wp\/v2\/comments?post=63"}],"version-history":[{"count":2,"href":"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-json\/wp\/v2\/pages\/63\/revisions"}],"predecessor-version":[{"id":74,"href":"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-json\/wp\/v2\/pages\/63\/revisions\/74"}],"wp:attachment":[{"href":"https:\/\/homes.cs.washington.edu\/~tanimoto\/site\/wp-json\/wp\/v2\/media?parent=63"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}