Kimberle Koile, Ph.D.

Lecturer, Research Scientist

MIT 32-239
kkoile at mit dot edu
(617) 253-6037

My research, in both industrial and academic settings, has focused over the past 25 years on building intelligent computational tools for complex human tasks. My research interests include educational technology (pen-based computing in particular), assessment, teacher professional development, ubiquitous computing, knowledge-based systems, human-computer interaction, and computer-aided design. For the past 10 years, I have led an educational technology research group, composed of students and staff, that has focused on using tablet computers to increase classroom interaction and learning. In my current project, INK-12: Teaching and Learning Using Interactive Ink Inscriptions, my group and I are developing a pen-based wireless classroom interaction system and investigating, with co-PI Andee Rubin of TERC, how such technology can support teaching and learning math in upper elementary classrooms. Prior work with the technology focused on middle school science and math, undergraduate computer science, and undergraduate chemistry.

I was one of 40 selected professionals to serve on the Massachusetts Digital Literacy and Computer Science Standards Panel.  The panel, which met from June 2014 to May 2015, reviewed existing standards and developed an updated set of standards for guiding Massachusetts districts in development of a comprehensive technology program for K-12 students.  The Massachusetts Board of Elementary and Secondary Education has released the draft standards for public comment through April 8, 2016.

Affiliations

Education


Teaching

6.001: Structure and Interpretation of Computer Programs
Recitation instructor with Prof. Eric Grimson (Spring 2005 to Spring 2007)

6.034: Introduction to Artificial Intelligence
Recitation instructor with Prof. Patrick Winston (Fall 2002, Fall 2003; Fall 2007)

Co-lecturer with Prof. Patrick Winston (Fall 2017 to present)

6.871: Knowledge-Based Application Systems
Co-lecturer with Dr. Howard Shrobe (Spring 2003, Spring 2004)

6.UAR: Undergraduate Advanced Research
Lecturer (Spring 2018)

6.UAT: Oral Communication
Recitation instructor with Dr. Tony Eng (Fall 2016, Spring 2017)



Research

Ink-12

INK-12

Educational Technology

The INK-12: Teaching and Learning Using Interactive Ink Inscriptions in K-12 project is investigating how the combination of two technological innovations—pen-based input and wireless communication—can support classroom practices that teach two skills critical to mastering STEM disciplines:

We are investigating how technology that facilitates these capabilities, via a set of networked tablet computers, can support teaching and learning key mathematical and scientific concepts in upper elementary school. Our tablet-based software system, Classroom Learning Partner (CLP), is being used in our investigations. Recent work has focused on investigating the design, implementation, and testing of pen-based digital tools to support teaching and learning multiplication and division. (Student advisees: See INK-12 website.)

The INK-12 project, which started in September 2010, is a collaboration between MIT’s Center for Educational Computing Initiatives (now a part of MIT's Office of Digital Learning) and TERC. It is funded by NSF awards DRL-1020152 and DRL-1019841.

Publications

Available at: INK-12 website

Software

Available at: CLP website


TMA

Technology for Mathematical Argumentation

Educational Technology

The TMA project's goal is to collaborate with leading leading mathematics educators studying early algebraic reasoning in order to design and implement a computational tool set with which students can construct and share mathematical proofs, in the service of learning to be competent algebraic reasoners. These tools are being developed and tested using our tablet-based software, Classroom Learning Partner (CLP). (Student advisees: See TMA Website.)

The TMA project, which started in September 2012, is a collaboration between MIT's Center for Educational Computing Initiatives (now a part of MIT's Office of Digital Learning) and TERC. It is funded by NSF awards IIS-1250362 and IIS-1250802.

Publications

Available at: TMA website


LOOPS logo

Logging Opportunities in Online Programs for Science

Educational Technology

At Concord Consortium, I was PI of the a five-year NSF-sponsored project called Logging Opportunities In Online Programs For Science (LOOPS). The provided innovative computer-based resources that supported inquiry in the middle school science classroom. The project made innovative use of technology to create timely, valid, and actionable reports to teachers by analyzing assessments and logs of student actions generated in the course of using online curriculum materials that included computer-based models and probes. The reports allowed teachers to make data-based decisions about alternative teaching strategies and were especially important in identifying under-performing students who might otherwise be overlooked. The project, funded by NSF award DRL-0733299, was a collaboration between physical scientists, computer scientists, and learning scientists at Concord Consortium, University of California Berkeley (http://wise.berkeley.edu/), and University of Toronto (http://encorelab.org/). Project members worked closely with teacher-developers to create materials for eighth grade topics of Force and Motion, and Chemical Reactions. The materials were field-tested in California and Massachusetts. For more details see the LOOPS project website.

Publications

Koile, K. and Kimball, N. (2010) "LOOPS Promote Inquiry." @Concord Newsletter, Vol. 14, No. 2, pp. 10-11.

Damelin, D., and Koile, K. (2011) "Technology-Enabled Formative Assessment in the Classroom." In New Frontiers in Formative Assessment.  Noyce, P.E. and Hickey, D.T. (editors).  Cambridge: Harvard Education Press. pp 175-190. Authors listed in alphabetical order.

Koile, K., Kimball, N., and Pryputniewicz, S. (2012) "LOOPS Offers a Lens On Learning." @Concord Newsletter, Vol. 16, No. 1, pp. 4-6.

Koile, K., Kimball, N., and Pryputniewicz, S. (2013) "Evaluating the Benefits of Technology-Enabled Formative Feedback in the Science Classroom." Presented at the 86th NARST Annual International Conference, April 6-9, 2013.

Documentation

LOOPS Software Manual, Concord Consortium

LOOPS Teacher Manual, Concord Consortium


Sensing Temperature

Sensing Science

Educational Technology

I was co-PI on a Concord Consortium project funded to explore K-2 students' understanding of heat and temperature in two Massachusetts school districts using sensors that display temperatures as colors. The project investigated the following research questions:

For details see the Sensing Science project website.

Publications

Staudt, C. and Forman, G. (2014) "Sensing Science." @Concord Newsletter, Vol. 18, No. 1, pp. 10-11.


CLP

Classroom Learning Partner

Educational Technology

The goal of the Classroom Learning Partner (CLP) project is to improve student learning in large classrooms by increasing instructor-student interaction and studentlearning. In particular, we'd like to turn lectures into more of a two-way conversation between instructor and student than has been possible to date. The two-year project, which began in June, 2005, employs Tablet PC technology to support hands-on activities in the form of in-class exercise: The CLP group is extending an existing Tablet-PC-based presentation system, Classroom Presenter, to support the submission and aggregation of student solutions to in-class exercises (Anderson, et al. 2004).

Using the current Classroom Presenter system, an instructor lectures using a wireless presentation system, annotating slides with digital ink. The slides and ink are displayed simultaneously on a large screen and on students' Tablet PCs. An instructor displays a slide containing an exercise for the students to work. The students work the problem, using digital ink on their tablets, then anonymously submit their answers to the instructor via a wireless network. The answers are collected into a new slide deck on the instructors machine, and the instructor can select individual answers for class discussion. Using Classroom Presenter in this way works well in classes of size eight or smaller (Anderson 2005), as instructors are easily overwhelmed by more than eight solutions. (Student advisees: See CLP website.)

Anderson, R, Anderson, R, Simon, B., Wolfman, S., VanDeGrift, T. and Yasuhara, K.: 2004, Experiences with a Tablet PC Based Lecture Presentation System in Computer Science Courses, in SIGCSE 2004.

Anderson, R: 2005, personal communication with K. Koile.

Koile, K., Chevalier, K., Rbeiz, M., Rogal, A., Singer, D., Sorensen, J., Smith, A., Tay, K.S. and Wu., K.: 2007, Supporting Feedback and Assessment of Digital Ink Answers to In-Class Exercises. In Nineteenth Conference on Innovative Applications of AI, July 22-29.

Publications and Software

Available at: CLP website


Streetscape

Streetscape: Qualities of Urban Context

Computer-Aided Architectural Design

This study investigates a computational method for representing design knowledge of urban context and using that knowledge to evaluate qualitative characteristics of urban streetscapes. The study focuses on streetscape as an urban element, in particular on the relationship between physical characteristics and experiential qualities of the pedestrian environment.

The design exercise is to understand and manipulate the physical characteristics of the street space so as to realize specified experiential qualities, e.g., approachable. The project goal is to build a prototype system that evaluates experiential qualities of a given urban plan and recommends modifications for better achieving specified qualities. The system will be used to investigate an approachable fence system for Yonsei University, Seoul, Korea, and a revitalized neighborhood for Harvard Square, Cambridge, MA. (Student advisee: Jie-Eun Hwang, Harvard Graduate School of Design)

Publications


The Architect's Collaborator

TAC: The Architect's Collaborator

Computer-Aided Architectural Design

The Architect's Collaborator (TAC) was built to explore two questions: How are abstract terms such as "private" and "open" translated into physical form? How might one build a tool to assist designers with this process? TAC is a design assistant that supports iterative design refinement, and that represents and reasons about how experiential qualities are manifested in physical form. It explores the space of possible designs in search of solutions satisfying specified goals by employing a strategy we've called dependency-directed redesign: it evaluates a design with respect to a set of goals, then uses an explanation of the evaluation to guide proposal and refinement of repair suggestions; it then carries out the repair suggestions to create new designs.

Publications


Intelligent Workspace

835: Intelligent Workspace

To build workspaces the effectively support people in everyday work situations, one needs to focus on both the technology and the physical environment in which the work takes place. In building our intelligent workspace, the aire group (agent-based intelligent reactive environments) focused on three areas of research. First, we are explored the use of mobile furniture to create a dynamically reconfigurable workspace: as the physical arrangement of the space changes, the technology supporting the space should accommodate accordingly. Secondly, we focused on tools to enable this sort of dynamic configuration: we are developed novel computer vision and other sensing technologies, in collaboration with the Vision Interface Group, for inferring activities in a space. With knowledge of the activities in which a person is engaged, an intelligent workspace can offer relevant assistance. Our third area of research focused on the study of how people use an intelligent workspace such as the one we are building. (Student advisee: Matthew Morrissette)

Publications


MIT + RSC: Technology and Theatre

MIT + RSC: Technology and Theatre

MIT and the Royal Shakespeare Company worked together to explore the uses of technology in rehearsing, performing, teaching, studying, and experiencing Shakespeare's work and other classical theatre. The collaboration focused on four areas: rehearsal and performance, educational media, live experience through games, new works. Our group focused on rehearsal and performance and explored the use of "intelligent" technology in rehearsal and performance, leveraging our Intelligent Room ideas to explore designs for an intelligent assistant that would cue actors based on their stage location and prototyping a lighting design assistant that proposed a lighting design based on a set of specified goals. Members of the MIT Comparative Media Studies and Theatre Arts Departments focused oneducational media, creating an interactive documentary to explore new RSC productions from concept through early development, resident production, and tour; games, developing video games in which players are introduced to Shakespearean worlds and narratives by being immersed in a simulated world where they create and improvise with characters in Shakespearean plays; and new works, developing a production that explores the creative process and examines the differences between creating new works in the 17th century and now. (Student advisee: Andrew Perelson)

Publications


Industrial Work

Arris Pharmaceutical

Arris Pharmaceuticals

Senior Computational Scientist

Computer-Aided Drug Design Group

Leader of a 10-person project that developed andintegrated data analysis tools with data-generating laboratory equipment for synthesis and assay of compounds. Liaison between computer scientists and chemists. Designed overall system architecture; developed domain models for the drug design process, as well as representations for chemical and biological knowledge; developed a user language based on the vocabulary of the drug designer. Member of project team that developed machine learning tools for predicting biological activities from molecular surface characteristics. Responsible for representation of molecular and biological knowledge.

Publications


Unisys

Unisys

Research Scientist

Knowledge-Based Systems Group

Designed and implemented a system for reasoning qualitatively about gene regulation. Built a knowledge base of molecular biology, along with associated knowledge representation tools.

Publications


BBN

BBN

Research Scientist

Intelligent Systems Group, Life Sciences Group

Designed and implemented knowledge base and user interface for an intelligent system for communication network performance analysis. Designed and implemented a system for protein analysis and design that enabled protein chemists to analyze and compare secondary and tertiary structure of proteins. Designed and implemented a graphical interface for a system that aided chemical engineers in pharmaceutical plant design, and an interface to a natural language system (IRUS).

Publications