Publications by Type: Conference Paper

Submitted
Udomprasert P, Goodman A, Sunbury, S., Zhang ZH, Sadler P, Dussault M, Lotridge, E., Jackson J, Constantin A.

Visualizing Three-Dimensional Spatial Relationships in Virtual and Physical Astronomy Environments

, in International Conference of the Learning Sciences. Boulder, CO; Submitted.Abstract
We give a brief overview of some key features of WorldWide Telescope and its Ambassadors Program, and we describe two goals for expanding the program in the coming year: scaling up training efforts; and developing “plug and play” Visualization Lab modules that teach key Earth and Space Science concepts to students while emphasizing important scientific processes and skills. We discuss several different ways that members of the astronomy education and outreach community can incorporate WWT-based materials into their work.
04_icls14-finalsubmission.pdf
2014
Udomprasert P, Goodman A, Sunbury S, Zhang ZH, Sadler P, Dussault M, Block S, Lotridge E, Jackson J, Constantin A.

Visualizing Moon Phases with WorldWide Telescope

, in Cosmos in the Classroom, 125th Annual Meeting. San Jose, CA: Astronomical Society of the Pacific; 2014.Abstract
We report preliminary results from an NSF-funded project to build, test, and research the impact of a WorldWide Telescope Visualization Lab (WWT Vizlab), meant to o er learners a deeper physical understanding of the causes of the Moon’s phases. The Moon Phases VizLab is designed to promote accurate visualization of the complex, 3-dimensional Earth-Sun-Moon relationships required to understand the Moon’s phases, while also providing opportunities for middle school students to practice critical science skills, like using models, making predictions and observations, and linking them in evidence-based explanations. In the VizLab, students use both computer-based models and lamp + ball physical models.     We present findings from the first two phases of the study - one where we compared learning gains from the WWT VizLab with a traditional 2-dimensional Moon phases simulator; and another where we experimented with diff erent ways of blending physical and virtual models in the classroom. Presented July 20-24, 2013.
asp_2013_wwt_moon.pdf
Udomprasert P, Goodman AA, Sunbury S, Zhang Z, Sadler PM, Dussault ME, Lotridge E, Jackson J, Constantin A.

Visualizing Moon Phases in the Classroom with WorldWide Telescope

, in American Astronomical Society, AAS Meeting #223. Washington, DC: American Astronomical Society; 2014. Publisher's VersionAbstract
We report results from an NSF-funded project to build, test, and research the impact of a WorldWide Telescope Visualization Lab (WWT Vizlab), meant to offer learners a deeper physical understanding of the causes of the Moon’s phases and eclipses. The Moon Phases VizLab is designed to promote accurate visualization of the complex, 3-dimensional Earth-Sun-Moon relationships required to understand the Moon’s phases, while also providing opportunities for middle school students to practice critical science skills, like using models, making predictions and observations, and linking them in evidence-based explanations. In the Moon Phases VizLab, students use both computer-based models and lamp + ball physical models. The VizLab emphasizes the use of different scales in models, why some models are to scale and some are not, and how choices we make in a model can sometimes inadvertently lead to misconceptions. For example, textbook images almost always depict the Earth and Moon as being vastly too close together, and this contributes to the common misconception that the Moon’s phases are caused by the Earth’s shadow. We tested the Moon Phases VizLab in two separate phases. In Phase 1 (fall 2012), we compared learning gains from the WorldWide Telescope (WWT) VizLab with a traditional 2-dimensional Moon phases simulator. Students in this study who used WWT had overall higher learning gains than students who used the traditional 2D simulator, and demonstrated greater enthusiasm for using the virtual model than students who used the 2D simulator. In Phase 2 (spring 2013), all students in the study used WWT for the virtual model, but we experimented with different sequencing of physical and virtual models in the classroom. We found that students who began the unit with higher prior knowledge of Moon phases (based on the pre-unit assessment) had overall higher learning gains when they used the virtual model first, followed by the physical model, while students who had lower prior knowledge benefited from using the physical model first, then the virtual model.
2013
Udomprasert PS, Goodman AA, Wong C.

WorldWide Telescope Ambassadors: A Year 3 Update

, in Communicating Science: A National Conference on Science Education and Public Outreach.Vol 473. Tuscon, AZ: Astronomical Society of the Pacific; 2013:137. Publisher's VersionAbstract
We give a brief overview of some key features of WorldWide Telescope and its Ambassadors Program, and we describe two goals for expanding the program in the coming year: scaling up training efforts; and developing “plug and play” Visualization Lab modules that teach key Earth and Space Science concepts to students while emphasizing important scientific processes and skills. We discuss several different ways that members of the astronomy education and outreach community can incorporate WWT-based materials into their work.
asp2013-tucson-submitted.pdf
2012
Pepe A, Goodman A, Muench A. The ADS All-Sky Survey, in Astronomical Data Analysis Software and Systems XX. Paris, France; 2012. Publisher's VersionAbstract
The ADS All-Sky Survey (ADSASS) is an ongoing effort aimed at turning the NASA Astrophysics Data System (ADS), widely known for its unrivaled value as a literature resource for astronomers, into a data resource. The ADS is not a data repository per se, but it implicitly contains valuable holdings of astronomical data, in the form of images, tables and object references contained within articles. The objective of the ADSASS effort is to extract these data and make them discoverable and available through existing data viewers. The resulting ADSASS data layer promises to greatly enhance workflows and enable new research by tying astronomical literature and data assets into one resource.
1111.3983v1.pdf
Udomprasert, P. GWAC. WWT Ambassadors: WorldWide Telescope for Interactive Learning, in Annual Meeting of the American Astronomical Society. Austin, TX: AAS; 2012.Abstract
The WorldWide Telescope Ambassadors Program (WWTA) is new outreach initiative run by researchers at Harvard University, WGBH, and Microsoft Research. WWT Ambassadors are astrophysically-literate volunteers who are trained to be experts in using WWT as teaching tool. Ambassadors and learners alike use WWT to create dynamic, interactive Tours of the Universe, which are shared in schools, public venues, and online. Ambassador-created Tours are being made freely available and will ultimately form a comprehensive learning resource for Astronomy and Astrophysics. In this short talk, we will describe the results of a Pilot Study where volunteer Ambassadors helped sixth-graders use WWT during their six-week Astronomy unit. The results of the study compare learning outcomes for 80 students who participated in WWTA and 80 students who only used traditional learning materials. In the comparison, we find that, after the six-week unit: twice as many "WWT” as "non-WWT” students understand complex three dimensional orbital relationships; and tremendous gains are seen in student interest in science overall, astronomy in particular, and even in using "real” telescopes. Plans for WWTA include expansion to five US sites within the coming year, and ultimately to an International Program. Online materials will ultimately be available through several sites (at WGBH, Harvard and Microsoft), and will be integrated with existing online curriculum programs such as WGBH's Teachers’ Domain and Microsoft's Partners in Learning. More inormation is presently available at www.cfa.harvard.edu/WWTAmbassadors/.
2012_aas_austin_poster_vag.pdf
2011
Goodman, A. A.; Udomprasert KSSPS ; B ;. Astronomy Visualization for Education and Outreach, in Astronomical Data Analysis Software and Systems XX. Boston, MA; 2011. Publisher's VersionAbstract
About 50 participants came to a discussion on the benefits and potential obstacles of using astronomy visualization tools for education and public outreach (EPO). Representatives of five different EPO organizations shared information on their project goals and outcomes. Public users need support to learn how to use these programs effectively for education, but the efforts are worthwhile because the thrill that comes from working with real data and the natural beauty of astronomical imagery are great attractors for new science enthusiasts.
442-0659.pdf
Goodman AA, Strom SE, Udomprasert P, Valva A, Wong C. WWT Ambassadors: Worldwide Telescope For Interactive Learning, in American Astronomical Society Meeting Abstracts 217.Vol 43.; 2011. Publisher's Version
Accomazzi A, Dave R. Semantic Interlinking of Resources in the Virtual Observatory Era, in Astronomical Data Analysis Software and Systems XX. Boston, MA; 2011. Publisher's VersionAbstract
In the coming era of data-intensive science, it will be increasingly important to be able to seamlessly move between scientific results, the data analyzed in them, and the processes used to produce them. As observations, derived data products, publications, and object metadata are curated by different projects and archived in different locations, establishing the proper linkages between these resources and describing their relationships becomes an essential activity in their curation and preservation. In this paper we describe initial efforts to create a semantic knowledge base allowing easier integration and linking of the body of heterogeneous astronomical resources which we call the Virtual Observatory (VO). The ultimate goal of this effort is the creation of a semantic layer over existing resources, allowing applications to cross boundaries between archives. The proposed approach follows the current best practices in Semantic Computing and the architecture of the web, allowing the use of off-the-shelf technologies and providing a path for VO resources to become part of the global web of linked data.
2010
Kurtz M  J, Accomazzi A, Henneken E, Di Milia G, Grant C  S. Using Multipartite Graphs for Recommendation and Discovery, in Astronomical Data Analysis Software and Systems XIX.Vol 434.; 2010:155-+. Publisher's Version
Henneken E  A, Kurtz M  J, Accomazzi A, Grant C, Thompson D, Bohlen E, Di Milia G, Luker J, Murray S  S. Finding Your Literature Match – A Recommender System, in Future Professional Communication in Astronomy II,. Cambridge, MA; 2010. Publisher's Version
Kurtz M  J. The Emerging Scholarly Brain, in Future Professional Communication in Astronomy-II (FPCA-II). Cambridge, MA; 2010. Publisher's VersionAbstract
It is now a commonplace observation that human society is becoming a coherent super-organism, and that the information infrastructure forms its emerging brain. Perhaps, as the underlying technologies are likely to become billions of times more powerful than those we have today, we could say that we are now building the lizard brain for the future organism.