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14th International Conference on Interaction Design and Children, IDC 2015

作者： Hjorth, Arthur Head, Bryan Brady, Corey Wilensky, Uri Center for Connected Learning and Computer-Based Modeling Department of Learning Sciences Northwestern Institute on Complex Systems Northwestern University 2120 Campus Drive EvanstonIL United States

ISBN: (纸本)9781450335904

We present an interface for programming relationships between two or more NetLogo [18] models running concurrently. The interface is designed specifically to help high school aged novices explore and define computational relationships between agentbased models, and to investigate how prompting learners to reason about the relationships between complex systems may change how they reason about the systems individually. Copyright is held by the owner/author(s).

关键词： complexity systems complex systems science education novice programming multi-level modeling education agent-based modeling

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'Hybrid modeling': Advanced scientific investigations linking computer models and real-world sensing (an interactive poster)

'Hybrid modeling': Advanced scientific investigations linkin...

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7th International Conference of the learning Sciences, ICLS 2006

作者： Blikstein, Paulo Wilensky, Uri Center for Connected Learning and Computer-Based Modeling School of Education and Social Policy Northwestern University 2120 Campus Drive Evanston IL - 60208 United States

ISBN: (纸本)0805861742

'Hybrid modeling' is an innovative technological platform that enables students to link multi-agent models ("in" the computer) and electronic sensors ("outside") in real time. The platform is designed for learners to validate, refine, and debug their computer models using real-world data. Also, the technology broadens the types of scientific explorations possible in classrooms. Pilot studies suggest a real-to-virtual reciprocity that catalyzes further inquiry toward deeper understanding.

关键词： Multi agent systems

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The cloud is the limit: A case study of programming on the web, with the web

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International Journal of Child-computer Interaction 2019年 20卷 1-8页

作者： Weintrop, David Bau, David Wilensky, Uri College of Education College of Information Studies University of Maryland United States Computer Science Massachusetts Institute of Technology United States Center for Connected Learning and Computer-based Modeling Northwestern University United States

The last ten years have seen a proliferation of introductory programming environments for younger learners. Increasingly, these environments are moving into the “cloud” where they can be accessed through web browsers and run on a variety of devices including tablets and smartphones. The shift to online settings enables a variety of powerful pedagogical features to be incorporated into the design of these learning environments, including making it easy to share learner-authored programs, browse projects written by others, and allow learners to incorporate various Internet resources into their work. Further, the Internet itself can serve as a productive canvas upon which novice programmers can create in the form of dynamic and interactive web pages. This shift in venue for authoring and editing programs is particularly well-suited for young learners growing up in an increasingly online world. In this paper, we present theoretical and practical arguments for online introductory programming environments as powerful learning tools and present data showing various ways young learners take advantage of features of the environment enabled by being situated online. In particular, the paper looks at how the online context can support young learners in authoring programs and interacting with programs authored by others. The contribution of this work is to advance our understanding of how the Internet can be utilized as a resource to situate learning and serve as an inviting and accessible pathway into computing. © 2019 Elsevier B.V.

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Leveraging epistemological diversity through computer-based argumentation in the domain of probability 04

Leveraging epistemological diversity through computer-based ...

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Proceedings of the 6th international conference on learning sciences

作者： Dor Abrahamson Matthew W. Berland R. Benjamin Shapiro Joshua W. Unterman Uri J. Wilensky Center for Connected Learning and Computer-Based Modeling Evanston IL

The paper is a case study of technology-facilitated argumentation. Several graduate students, the first four authors, present and negotiate complementary interpretations of a diagram generated in a computer-simulated stochastic experiment. Individuals use informal visual metaphors, programming, and formal mathematical analysis to ground the diagram, i.e., to achieve a sense of proof, connection, and understanding. The NetLogo modeling-and-simulation environment (Wilensky, 1999) serves to structure the authors' grounding, appropriating, and presenting of a complex mathematical construct. We demonstrate individuals' implicitly diverse explanatory mechanisms for a shared experience. We show that this epistemological diversity, sometimes thought to undermine learning experiences, can, given appropriate learning environments and technological fluency, foster deeper understanding of mathematics and science.

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CrossNet: A framework for crossover with network-based chromosomal representations

CrossNet: A framework for crossover with network-based chrom...

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10th Annual Genetic and Evolutionary Computation Conference, GECCO 2008

作者： Stonedahl, Forrest Rand, William Wilensky, Uri Center for Connected Learning and Computer-Based Modeling Northwestern University Evanston IL United States Northwestern Institute on Complex Systems Northwestern University Evanston IL United States

ISBN: (纸本)9781605581309

We propose a new class of crossover operators for genetic algorithms (CrossNet) which use a network-based (or graph-based) chromosomal representation. We designed Cross-Net with the intent of providing a framework for creating crossover operators that take advantage of domain-specific knowledge for solving problems. Specifically, GA users supply a network which defines the epistatic relationships between genes in the genotype. CrossNet-based crossover uses this information with the goal of improving linkage. We performed two experiments that compared CrossNet-based crossover with one-point and uniform crossover. The first experiment involved the density classification problem for cellular automata (CA), and the second experiment involved fitting two randomly generated hyperplane-defined functions (hdf's). Both of these exploratory experiments support the hypothesis that CrossNet-based crossover can be useful, although performance improvements were modest. We discuss the results and remain hopeful about the successful application of CrossNet to other domains. We conjecture that future work with the CrossNet framework will provide a useful new perspective for investigating linkage and chromosomal representations. Copyright 2008 ACM.

关键词： Genetic algorithms

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Evolving viral marketing strategies 10

Evolving viral marketing strategies

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12th Annual Genetic and Evolutionary Computation Conference, GECCO-2010

作者： Stonedahlt, Forrest Rand, William Wilenskyt, Uri Center for Connected Learning and Computer-Based Modeling Northwestern University Evanston IL United States Department of Marketing Center for Complexity in Business University of Maryland College Park MD United States

ISBN: (纸本)9781450300728

One method of viral marketing involves seeding certain consumers within a population to encourage faster adoption of the product throughout the entire population. However, determining how many and which consumers within a particular social network should be seeded to maximize adoption is challenging. We define a strategy space for consumer seeding by weighting a combination of network characteristics such as average path length, clustering coefficient, and degree. We measure strategy effectiveness by simulating adoption on a Bass-like agent-based model, with five different social network structures: four classic theoretical models (random, lattice, small-world, and preferential attachment) and one empirical (extracted from Twitter friendship data). To discover good seeding strategies, we have developed a new tool, called BehaviorSearch, which uses genetic algorithms to search through the parameter-space of agent-based models. This evolutionary search also provides insight into the interaction between strategies and network structure. Our results show that one simple strategy (ranking by node degree) is near-optimal for the four theoretical networks, but that a more nuanced strategy performs significantly better on the empirical Twitter-based network. We also find a correlation between the optimal seeding budget for a network, and the inequality of the degree distribution. Copyright 2010 ACM.

关键词： Genetic algorithms

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learning about complexity and beyond: Theoretical and methodological implications for the learning sciences

Learning about complexity and beyond: Theoretical and method...

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9th International Conference of the learning Sciences, ICLS 2010

作者： Jacobson, Michael J. Wilensky, Uri Reimann, Peter Sengupta, Pratim Wilkerson-Jerde, Michelle Kapur, Manu Centre for Research on Computer-supported Learning and Cognition University of Sydney Australia Center for Connected Learning and Computer Based Modeling Northwestern University United States Vanderbilt University United States Learning Sciences Laboratory National Institute of Education Nanyang Technological University Singapore Singapore

This paper provides an overview of a symposium that explored the implications of complexity for the field of the learning sciences. Two papers explored aspects of learning about complex systems in the domains of physics and electricity and of the mathematics of change and variation. The third paper viewed learning from a complexity perspective as an emergent phenomenon, and proposes to compliment traditional quantitative and qualitative methodologies used in learning sciences research with computational agent-based modeling methods. The fourth paper is a "theoretical case study" in which an "ontological network theory" based on scale free networks is proposed, and then used to reframe the debate in the learning sciences concerning "coherent knowledge" versus "knowledge-in-pieces" theories of conceptual change. Overall, it is hoped this session stimulated interest in new theoretical and methodological "lenses" for understanding the challenges of learning about complex systems and for doing research into learning as complex systems. © ISLS.

关键词： Autonomous agents

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The Missing Link: A Case Study of Sensing-and-modeling Toolkits for Constructionist Scientific Investigation

The Missing Link: A Case Study of Sensing-and-Modeling Toolk...

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International Conference on Advanced learning Technologies (ICALT)

作者： P. Blikstein U. Wilensky Center for Connected Learning and Computer-Based Modeling Northwestern University Evanston IL USA

Multi-agent modeling has been successfully used in several scientific fields, oftentimes transforming scientists' practice and mindsets. Educational researchers have also realized the potential of this modeling approach for learning. Studies have suggested that students are able to understand concepts above their expected grade level after interacting with curricula developed using multi-agent simulation. However, most multi-agent models are exclusively 'on-screen', without connection to the physical world. Real-time model validation and real-world sensing are very challenging to accomplish with extant modeling platforms. As an attempt to address this issue, we designed a technological platform to enable students to seamlessly connect multi-agent models and electronic sensors, in real time. The platform is designed for learners to validate, refine, and debug their computer models using real-world data. This paper focuses on the technical and pedagogical aspects of this project, describing pilot studies which suggest a real-to-virtual reciprocity that catalyzes further inquiry toward deeper understanding

关键词： computer aided software engineering Computational modeling Robot sensing systems Biological system modeling Educational institutions Laboratories Power engineering and energy Chemistry Physics Power engineering computing

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How block-based, text-based, and hybrid block/text modalities shape novice programming practices

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International Journal of Child-computer Interaction 2018年 17卷 83-92页

作者： Weintrop, David Wilensky, Uri Teaching & Learning Policy & Leadership College of Education College of Information Studies University of Maryland 3942 Campus Dr. Suite 2226D College Park MD 207421427 United States Center for Connected Learning and Computer-Based Modeling Learning Sciences and Computer Science Northwestern University 2120 Campus Dr. Evanston 60208 IL United States

There is growing diversity in the design of introductory programming environments. Where once all novices learned to program in conventional text-based languages, today, there exists a growing ecosystem of approaches to programming including graphical, tangible, and scaffolded text environments. To date, relatively little work has explored the relationship between the design of novice programming environments and the programming practices they engender in their users. This paper seeks to shed light on this dimension of learning to program through the careful analysis of novice programmers’ experiences learning with a hybrid block/text programming environment. Specifically, this paper is concerned with how novices leverage the various affordances designed into programming environments and programming languages to support their early efforts to author programs. We explore this relationship through the construct of modality using data from a study conducted in a high school computer science classroom in which students spent five weeks working in block-based, text-based, and hybrid block/text programming environments. This paper uses a detailed vignette of a novice writing a program in the hybrid environment as a way to characterize emerging programming practices, then presents analyses of programming trends from the full study population to speak to the generality of the practices identified in the vignette. The analyses focus not only on characterizing authoring strategies but also on identifying patterns in novices’ help-seeking behaviors. By focusing on how modality influences novices’ emerging programming practices, this paper contributes to our understanding of the relationship between programming environment and learning, illuminating the role of design in shaping introductory programming experiences. © 2018 Elsevier B.V.

关键词： Block-based Programming computer Science Education Design Modality Programming Environments

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When does simulated data match real data? 11

When does simulated data match real data?

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13th Annual Genetic and Evolutionary Computation Conference - Companion Publication, GECCO 2011 Companion

作者： Stonedahl, Forrest Anderson, David Rand, William EECS Dept. Center for Connected Learning and Computer-Based Modeling Northwestern University Evanston IL United States Decisions Operations and Information Technology University of Maryland College Park MD United States Dept. of Marketing Center for Complexity in Business University of Maryland College Park MD United States

ISBN: (纸本)9781450306904

Agent-based models can replicate real-world patterns, but finding parameters that achieve the best match can be difficult. To validate a model, a real-world dataset is often divided into a training set (to calibrate the parameters) and a test set (to validate the calibrated model). The difference between the training and test data and the simulated data is determined using an error measure. In the context of evolutionary computation techniques, the error measure also serves as a fitness function, and thus affects evolutionary search dynamics. We survey the effect of five different error measures on both a toy problem and a real world problem of matching a model to empirical online news consumption behavior. We use each error measure separately for calibration on the training dataset, and then examine the results of all five error measures on both the training and testing datasets. We show that certain error measures sometimes serve as better fitness functions than others, and in fact using one error measure may result in better calibration (on a different measure) than using the different measure directly. For the toy problem, the Pearson's correlation measure dominated all other measures, but no single error measure was Pareto dominant for the real world problem. © 2011 Authors.

关键词： Toys

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