Distance Learning LDRD: Using Latent Deep Learning Distances to Create Trusted Models
An overview of some results from our first year of analyses.
Wendt, Jeremy D↗
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NASA Langley/CNU Distance Learning Programs
NASA Langley Research Center and Christopher Newport University (CNU) provide, free to the public, distance learning programs that focus on math, science, and/or technology over a spectrum of education levels from K-adult. The effort started in 1997, and we currently have a suite of five distance-learning programs. We have around 450,000 registered educators and 12.5 million registered students in 60 countries. Partners and affiliates include the American Institute of Aeronautics and Astronautics (AIAA), the Aerospace Education Coordinating Committee (AECC), the Alliance for Community Media, the National Educational Telecommunications Association, Public Broadcasting System (PBS) affiliates, the NASA Learning Technologies Channel, the National Council of Teachers of Mathematics (NCTM), the Council of the Great City Schools, Hampton City Public Schools, Sea World Adventure Parks, Busch Gardens, ePALS.com, and Riverdeep. Our mission is based on the "Horizon of Learning," a vision for inspiring learning across a continuum of educational experiences. The programs form a continuum of educational experiences for elementary youth through adult learners. The strategic plan for the programs will evolve to reflect evolving national educational needs, changes within NASA, and emerging system initiatives. Plans for each program component include goals, objectives, learning outcomes, and rely on sound business models. It is well documented that if technology is used properly it can be a powerful partner in education. Our programs employ both advances in information technology and in effective pedagogy to produce a broad range of materials to complement and enhance other educational efforts. Collectively, the goals of the five programs are to increase educational excellence; enhance and enrich the teaching of mathematics, science, and technology; increase scientific and technological literacy; and communicate the results of NASA discovery, exploration, innovation and research. All pre-college distance learning programs support the national mathematics, science, and technology standards; support K-12 systemic change; involve educators in their development, implementation, and evaluation; and are based on alliances and partnerships. In addition the programs seek to invoke a sense of geographic, ethnic and cultural diversity by featuring schools from all over the U.S.; schools from urban, suburban, and rural areas; public, private, and religious schools; and schools with large populations of African-American, Asian and Hispanic students.
Caton, Randall↗
Distance Learning With NASA Lewis Research Center's Learning Technologies Project
The NASA Lewis Research Center's Learning Technologies Project (LTP) has responded to requests from local school district technology coordinators to provide content for videoconferencing workshops. Over the past year we have offered three teacher professional development workshops that showcase NASA Lewis-developed educational products and NASA educational Internet sites. In order to determine the direction of our involvement with distance learning, the LTP staff conducted a survey of 500 U.S. schools. We received responses from 72 schools that either currently use distance learning or will be using distance learning in 98-99 school year. The results of the survey are summarized in the article. In addition, the article provides information on distance learners, distance learning technologies, and the NASA Lewis LTP videoconferencing workshops. The LTP staff will continue to offer teacher development workshops through videoconferencing during the 98-99 school year. We hope to add workshops on new educational products as they are developed at NASA Lewis.
Petersen, Ruth↗
Technology Development, Implementation and Assessment: K-16 Pre-Service, In-Service and Distance Learning Initiatives
The technologies associated with distance learning are evolving rapidly, giving to educators a potential tool for enhancing the educational experiences of large numbers of students simultaneously. This enhancement, in order to be effective, must take into account the various agendas of teachers, administrators, state systems, and of course students. It must also make use of the latest research on effective pedagogy. This combination, effective pedagogy and robust information technology, is a powerful vehicle for communicating, to a large audience of school children the excitement of mathematics and science--an excitement that for the most part is now well-hidden. This project,"Technology Development, Implementation and Assessment," proposed to bring to bear on the education of learners in grades 3 - 8 in science and mathematics both advances in information technology and in effective pedagogy. Specifically, the project developed components NASA CONNECT video series--problem-based learning modules that focus on the scientific method and that incorporate problem-based learning scenarios tied to national mathematics and science standards. These videos serve two purposes; they engage students in the excitement of hands-on learning and they model for the teachers of these students the problem-based learning practices that are proving to be excellent ways to teach science and mathematics to school students. Another component of NASA CONNECT is the accompanying web-site.
Williams, William B., Jr.↗
Learning Without Boundaries: A NASA - National Guard Bureau Distance Learning Partnership
With a variety of high-quality live interactive educational programs originating at the Johnson Space Center in Houston, Texas and other space and research centers, the US space agency NASA (National Aeronautics and Space Administration) has a proud track record of connecting with students throughout the world and stimulating their creativity and collaborative skills by teaching them underlying scientific and technological underpinnings of space exploration. However, NASA desires to expand its outreach capability for this type of interactive instruction. In early 2002, NASA and the National Guard Bureau -- using the Guard's nationwide system of state-ofthe-art classrooms and high bandwidth network -- began a collaboration to extend the reach of NASA content and educational programs to more of America's young people. Already, hundreds of elementary, middle, and high school students have visited Guard e-Learning facilities and participated in interactive NASA learning events. Topics have included experimental flight, satellite imagery-interpretation, and Mars exploration. Through this partnership, NASA and the National Guard are enabling local school systems throughout the United States (and, increasingly, the world) to use the excitement of space flight to encourage their students to become passionate about the possibility of one day serving as scientists, mathematicians, technologists, and engineers. At the 54th International Astronautical Conference MAJ Stephan Picard, the guiding visionary behind the Guard's partnership with NASA, and Chris Chilelli, an educator and senior instructional designer at NASA, will share with attendees background on NASA's educational products and the National Guard's distributed learning network; will discuss the unique opportunity this partnership already has provided students and teachers throughout the United States; will offer insights into the formation by government entities of e-Learning partnerships with one another; and will suggest a possible future for the NASA - National Guard Bureau partnership, one potentially to include live multi-party interaction of hundreds of students in several countries with astronauts, scientists, engineers and designers. To inspire the next generation of explorers as only NASA can!
Anderson, Susan H.↗
Protection of Distribution Circuits with High Penetration of Solar PV: Distance, Learning, and Estimation-Based Methods
The results of DOE Solar Energy Technologies Office project 34233 are presented. The newest version of IEEE Standard 1547 enables photovoltaic inverters to ride through voltage disturbances, improving bulk system reliability, at the expense of removing undervoltage trip as a fast method of de facto fault detection in high PV adoption scenarios. The project explored new methods of fault detection that don't rely on communication systems and could be available quickly, including distance-based schemes, focused directional relays, and two different data-driven schemes. The schemes were evaluated with fast-phasor simulation, electromagnetic transient simulation, and field data collection at partner utilities Chattanooga Electric Power Board and Dominion Energy Virginia. Accomplishments and possible paths forward are summarized.
14 SOLAR ENERGY↗
Technology Development, Implementation, and Assessment: K-16 Pre-Service, In-Service, and Distance Learning Initiatives
This summer 22 kindergarten through 8th grade teachers attended a 3-week Teacher Enhancement Institute (TEI) at NASA Langley Research Center. TEI is funded by NASA Education Division and is a collaborative effort between NASA Langley's Office of Education and Christopher Newport University. Selected teacher teams were drawn from Langley's 5-state precollege service region, which includes Kentucky, North Carolina, South Carolina, Virginia, and West Virginia. The goal of TEI was for teachers to learn aeronautics and the broad application of science and technology through a problem-based learning (PBL) strategy. PBL is an instructional method using a real world problem, also known as an ill-structured problem, as the context for an in-depth investigation. Most real life problems are ill-structured, as are all the really important social, political and scientific problems. The teachers were immediately immersed in an ill-structured problem to design a communication strategy for the White House Commission on Aviation Safety and Security to educate and disseminate aviation information to the general public. Specifically, the communication strategy was to focus on aeronautics principles, technology and design associated with US general aviation revitalization and aviation safety programs. The presented problem addressed NASA's strategic outcome to widely communicate the content, relevancy and excitement of its missions and discoveries to the general population. Further, the PBL scenario addressed the technological challenges being taken up by NASA to revolutionize air travel and the way in which aircraft are designed, built, and operated. It also addressed getting people and freight safely and efficiently to any location in the world at a reasonable cost. With a "real" need-to-know problem facing them, the teachers set out to gather information and to better understand the problem using inquiry-based and scientific methods. The learning in this aeronautics scenario was driven by the direction taken by participants. With the support of the TEI faculty, the teachers quickly identified NASA Langley researchers that served as consultants to help solve the problem. To achieve their goal, the teacher teams developed lesson plans for elementary and middle school students, wrote a newspaper, published a brochure to educate the general public, constructed games for children of all ages, and produced a video. As a second problem, the TEI participants will design their own aeronautic lesson plan and immerse their 1997-98 school year students in the problem. The problem is for the students "to create a traveling hands-on, minds-on aeronautics museum exhibit created for children by children." As a culminating activity, the Virginia Air and Space Center in Hampton, VA, will set up a special display of the exhibits in the Summer 1998. The TEI faculty will visit each TEI teacher's classroom during the academic school year to observe the implementation of the unit. In addition to the classroom observations, electronic follow-up sessions will be conducted during the school year to support the teachers' efforts in developing their PBL units to integrate technology in math and science instruction. These sessions eill be conducted using the Internet. Teachers will be connected through a chat-line to share ideas, ask questions, and generate solutions.
Petersen, Richard↗
Establishing a Distance Learning Plan for International Space Station (ISS) Interactive Video Education Events (IVEE)
Educational outreach is an integral part of the International Space Station (ISS) mandate. In a few scant years, the International Space Station has already established a tradition of successful, general outreach activities. However, as the number of outreach events increased and began to reach school classrooms, those events came under greater scrutiny by the education community. Some of the ISS electronic field trips, while informative and helpful, did not meet the generally accepted criteria for education events, especially within the context of the classroom. To make classroom outreach events more acceptable to educators, the ISS outreach program must differentiate between communication events (meant to disseminate information to the general public) and education events (designed to facilitate student learning). In contrast to communication events, education events: are directed toward a relatively homogeneous audience who are gathered together for the purpose of learning, have specific performance objectives which the students are expected to master, include a method of assessing student performance, and include a series of structured activities that will help the students to master the desired skill(s). The core of the ISS education events is an interactive videoconference between students and ISS representatives. This interactive videoconference is to be preceded by and followed by classroom activities which help the students aftain the specified learning objectives. Using the interactive videoconference as the centerpiece of the education event lends a special excitement and allows students to ask questions about what they are learning and about the International Space Station and NASA. Whenever possible, the ISS outreach education events should be congruent with national guidelines for student achievement. ISS outreach staff should recognize that there are a number of different groups that will review the events, and that each group has different criteria for acceptance. For example, school administrators are more likely to be concerned about an event meeting national standards and the cost of the event. In contrast, a teacher's acceptance of an education event may be directly related to the amount of extra work the event imposes upon that teacher. ISS education events must be marketed differently to the different groups of educators, and must never increase the workload of the average teacher.
Wallington, Clint↗
Virtual Interactive Classroom: A New Technology for Distance Learning Developed
The Virtual Interactive Classroom (VIC) allows Internet users, specifically students, to remotely control and access data from scientific equipment. This is a significant advantage to school systems that cannot afford experimental equipment, have Internet access, and are seeking to improve science and math scores with current resources. A VIC Development Lab was established at Lewis to demonstrate that scientific equipment can be controlled by remote users over the Internet. Current projects include a wind tunnel, a room camera, a science table, and a microscope.
York, David W.↗
The NASA Radiation Interuniversity Science and Engineering(RaISE) Project: A Model for Inter-collaboration and Distance Learning in Radiation Physics and Nuclear Engineering
This viewgraph document reviews the Radiation Interuniversity Science and Engineering (RaISE) Project, which is a project that has as its goals strengthening and furthering the curriculum in radiation sciences at two Historically Black Colleges and Universities (HBCU), Prairie View A&M University and Texas Southern University. Those were chosen in part because of the proximity to NASA Johnson Space Center, a lead center for the Space Radiation Health Program. The presentation reviews the courses that have been developed, both in-class, and on-line.
Denkins, Pamela S.↗
Distance Learning Information Management
Explore the source record for details and available documents.
Farrar, Charles Reed↗
A Cost Comparison of Alternative Approaches to Distance Education in Developing Countries
This paper presents a cost comparison of three approaches to two-way interactive distance learning systems for developing countries. Included are costs for distance learning hardware, terrestrial and satellite communication links, and designing instruction for two-way interactive courses. As part of this project, FSEC is developing a 30-hour course in photovoltaic system design that will be used in a variety of experiments using the Advanced Communications Technology Satellite (ACTS). A primary goal of the project is to develop an instructional design and delivery model that can be used for other education and training programs. Over two-thirds of the world photovoltaics market is in developing countries. One of the objectives of this NASA-sponsored project was to develop new and better energy education programs that take advantage of advances in telecommunications and computer technology. The combination of desktop video systems and the sharing of computer applications software is of special interest. Research is being performed to evaluate the effectiveness of some of these technologies as part of this project. The design of the distance learning origination and receive sites discussed in this paper were influenced by the educational community's growing interest in distance education. The following approach was used to develop comparative costs for delivering interactive distance education to developing countries: (1) Representative target locations for receive sites were chosen. The originating site was assumed to be Cocoa, Florida, where FSEC is located; (2) A range of course development costs were determined; (3) The cost of equipment for three alternative two-way interactive distance learning system configurations was determined or estimated. The types of system configurations ranged from a PC-based system that allows instructors to originate instruction from their office using desktop video and shared application software, to a high cost system that uses a electronic classroom; (4) A range of costs for both satellite and terrestrial communications was investigated; (5) The costs of equipment and operation of the alternative configurations for the origination and receive sites were determined; (6) A range of costs for several alternative delivery scenarios (i.e., a mix of live-interactive; asynchronous interactive;use of videotapes) was determined; and (7) A preferred delivery scenario, including cost estimate, was developed.
Ventre, Gerard G.↗
Improving protein tertiary structure prediction by deep learning and distance prediction in CASP14
Abstract Substantial progresses in protein structure prediction have been made by utilizing deep‐learning and residue‐residue distance prediction since CASP13. Inspired by the advances, we improve our CASP14 MULTICOM protein structure prediction system by incorporating three new components: (a) a new deep learning‐based protein inter‐residue distance predictor to improve template‐free (ab initio) tertiary structure prediction, (b) an enhanced template‐based tertiary structure prediction method, and (c) distance‐based model quality assessment methods empowered by deep learning. In the 2020 CASP14 experiment, MULTICOM predictor was ranked seventh out of 146 predictors in tertiary structure prediction and ranked third out of 136 predictors in inter‐domain structure prediction. The results demonstrate that the template‐free modeling based on deep learning and residue‐residue distance prediction can predict the correct topology for almost all template‐based modeling targets and a majority of hard targets (template‐free targets or targets whose templates cannot be recognized), which is a significant improvement over the CASP13 MULTICOM predictor. Moreover, the template‐free modeling performs better than the template‐based modeling on not only hard targets but also the targets that have homologous templates. The performance of the template‐free modeling largely depends on the accuracy of distance prediction closely related to the quality of multiple sequence alignments. The structural model quality assessment works well on targets for which enough good models can be predicted, but it may perform poorly when only a few good models are predicted for a hard target and the distribution of model quality scores is highly skewed. MULTICOM is available at https://github.com/jianlin-cheng/MULTICOM_Human_CASP14/tree/CASP14_DeepRank3 and https://github.com/multicom-toolbox/multicom/tree/multicom_v2.0 .
59 BASIC BIOLOGICAL SCIENCES↗
NASA Virtual Conferences and Instruction Over the Internet
Distance learning is not new. Since the time that radio has embellished our culture distance learning has taken on may forms. With the onset of television, video tape and satellite link ups the world of multimedia has taken a presence in our remote learning environment. Now in the information age new models for bring the best education to people through out the world is in its early stages. Recent "Information Age" technological developments have made key advancements to distance learning through the greater bandwidths now available over the Internet and a broader communications infrastructure that extends to classrooms throughout the country and the world. Further, new software compression technology allows audio and video to be communicated over the Internet much more efficiently. Larger amounts of data can be transferred to remote sites at less cost. The purpose of this paper is to demonstrate the use of state-of-art technology in the educational community. The focus will be on virtual conferences, virtual instruction and remote education. The techniques herein have been developed by NASA and the University of North Dakota(UND) through the use of existing software and hardware purchased in the United States. NASA has awarded UND a grant for continued research in this area based on their pioneering effort to date. NASA has been conducting "Virtual Conferences" from Ames Research Center in order to make unique educational opportunities available to participants across the country and internationally. Through the use of this technical approach, hundreds of teachers have been able to attend events where physical or financial barriers traditionally prevented their attendance. This technique is currently being adopted by industry due to its scaleable merit.
Leon, Mark↗
COVID-19-associated school closures and related efforts to sustain education and subsidized meal programs, United States, February 18-June 30, 2020
Pre-emptive school closures are frontline community mitigation measures recommended by the US Centers for Disease Control and Prevention (CDC) for implementation during severe pandemics. This study describes the spatiotemporal patterns of publicly announced school closures implemented in response to the coronavirus disease 2019 (COVID-19) pandemic and assesses how public K-12 districts adjusted their methods of education delivery and provision of subsidized meals. During February 18–June 30, 2020, we used daily systematic media searches to identify publicly announced COVID-19–related school closures lasting ≥1 day in the United States (US). We also collected statewide school closure policies from state government websites. Data on distance learning and subsidized meal programs were collected from a stratified sample of 600 school districts. The first COVID-19–associated school closure occurred on February 27, 2020 in Washington state. By March 30, 2020, all but one US public school districts were closed, representing the first-ever nearly synchronous nationwide closure of public K-12 schools in the US. Approximately 100,000 public schools were closed for ≥8 weeks because of COVID-19, affecting >50 million K-12 students. Of 600 districts sampled, the vast majority offered distance learning (91.0%) and continued provision of subsidized meal programs (78.8%) during the closures. Despite the sudden and prolonged nature of COVID-19–associated school closures, schools demonstrated flexibility by implementing distance learning and alternate methods to continue subsidized meal programs.
60 APPLIED LIFE SCIENCES↗
Reinforcement Learning for Distance Maximization in Energy-Constrained Robots
Our goal is to teach a robot to walk in an energy efficient way. Inspired by nature [1], we create a reinforcement learning method that balances distance traveled and energy consumption, which we call “utility.” Further, each step is symmetric to ensure equal strides while walking straight. We achieve our goal by rewarding decisions that lead to the best utility over several training iterations.
Pereira, Luiz Manella↗
MULTICOM2 open-source protein structure prediction system powered by deep learning and distance prediction
Protein structure prediction is an important problem in bioinformatics and has been studied for decades. However, there are still few open-source comprehensive protein structure prediction packages publicly available in the field. In this paper, we present our latest open-source protein tertiary structure prediction system—MULTICOM2, an integration of template-based modeling (TBM) and template-free modeling (FM) methods. The template-based modeling uses sequence alignment tools with deep multiple sequence alignments to search for structural templates, which are much faster and more accurate than MULTICOM1. The template-free (ab initio or de novo) modeling uses the inter-residue distances predicted by DeepDist to reconstruct tertiary structure models without using any known structure as template. In the blind CASP14 experiment, the average TM-score of the models predicted by our server predictor based on the MULTICOM2 system is 0.720 for 58 TBM (regular) domains and 0.514 for 38 FM and FM/TBM (hard) domains, indicating that MULTICOM2 is capable of predicting good tertiary structures across the board. It can predict the correct fold for 76 CASP14 domains (95% regular domains and 55% hard domains) if only one prediction is made for a domain. The success rate is increased to 3% for both regular and hard domains if five predictions are made per domain. Moreover, the prediction accuracy of the pure template-free structure modeling method on both TBM and FM targets is very close to the combination of template-based and template-free modeling methods. This demonstrates that the distance-based template-free modeling method powered by deep learning can largely replace the traditional template-based modeling method even on TBM targets that TBM methods used to dominate and therefore provides a uniform structure modeling approach to any protein. Finally, on the 38 CASP14 FM and FM/TBM hard domains, MULTICOM2 server predictors (MULTICOM-HYBRID, MULTICOM-DEEP, MULTICOM-DIST) were ranked among the top 20 automated server predictors in the CASP14 experiment. After combining multiple predictors from the same research group as one entry, MULTICOM-HYBRID was ranked no. 5. The source code of MULTICOM2 is freely available at https://github.com/multicom-toolbox/multicom/tree/multicom_v2.0 .
97 MATHEMATICS AND COMPUTING↗
Evaluating the Effectiveness of the 2003-2004 NASA CONNECT(trademark)Program
NASA CONNECT is an Emmy-award-winning series of instructional (distance learning) programs for grades 6-8. Produced by the NASA Center for Distance Learning, the nine programs in the 2003-2004 NASA CONNECT series are research-, inquiry-, standards-, teacher-, and technology-based and include a 30-minute program, an educator guide containing a hands-on activity, and a web-based component. The 1,500 randomly selected NASA CONNECT registered users were invited to complete an electronic (self-reported) survey that employed a 5-point Likert-type scale. Regarding NASA CONNECT, respondents reported that the programs (1) enhance the teaching of mathematics, science, and technology (4.53); (2) are aligned with the national mathematics, science, and technology standards (4.52); (3) raise student awareness of careers requiring mathematics, science, and technology (4.48); (4) demonstrate the application of mathematics, science, and technology (4.47); and (5) present women and minorities performing challenging engineering and science tasks (4.50).
Caton, Randall H.↗