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Stratospheric ozone and water vapour are key components of the Earth system, and past and future changes to both have important impacts on global and regional climate. Here we evaluate long-term changes in these species from the pre- industrial (1850) to the end of the 21st century in CMIP6 models under a range of future emissions scenarios. There is good agreement between the CMIP multi-model mean and observations, although there is substantial variation between the individual CMIP6 models. For the CMIP6 multi-model mean, global total column ozone (TCO) has increased from ∼300 DU in 1850 to ∼305 DU in 1960, before rapidly declining in the 1970s and 1980s following the use and emission of halogenated ozone depleting substances (ODSs). TCO is projected to return to 1960s values by the middle of the 21st century under the SSP2-4.5, SSP3-7.0, SSP4-3.4, SSP4-6.0 and SSP5-8.5 scenarios, and under the SSP3-7.0 and SSP5-8.5 scenarios TCO values are projected to be ∼10 DU higher than the 1960s values by 2100. However, under the SSP1-1.9 and SSP1-1.6 scenarios, TCO is not projected to return to the 1960s values despite reductions in halogenated ODSs due to decreases in tropospheric ozone mixing ratios. This global pattern is similar to regional patterns, except in the tropics where TCO under most scenarios is not projected to return to 1960s values, either through reductions in tropospheric ozone under SSP1-1.9 and SSP1-2.6, or through reductions in lower stratospheric ozone resulting from an acceleration of the Brewer-Dobson Circulation under other SSPs. CMIP6 multi-model mean stratospheric water vapour mixing ratios in the tropical lower stratosphere have increased by ∼0.5 ppmv from the pre-industrial to the present day and are projected to increase further by the end of the 21st century. The largest increases (∼2 ppmv) are simulated under the future scenarios with the highest assumed forcing pathway (e.g. SSP5-8.5). Both TCO and tropical lower stratospheric water vapour show large variability following explosive volcanic eruptions.

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The aim of the paper is to characterize two new advanced video technology software systems developed for uses in collaborative learning (DIVER and HyperVideo2), and how they extend the paradigms of video use in classrooms today. The rationale for and characteristics of these tools are described, and early experiences with their use are characterized.

Code It! fosters mathematics learning environments where pre-algebra students use handheld technologies to explore and learn about functions. The resources developed - server-based and handheld software and paper-based student and teacher texts - were packaged as a 20-session unit on code making and breaking and designed to boost students' understanding of functions and their facility with the multiple representations of tables, graphs and symbols. We field tested the wireless system with two teachers and 120 students during summer school, and conducted studies on the features and function of the technology as a learning and teaching resource. We report on project development and research, focusing on lessons learned about the strengths and difficulties of wireless, handheld technology in the mathematics classroom.

Center for Innovative Learning Technologies (CILT) report - 145 pages; This report presents a series of in-depth reflections about the work of the Center for Innovative Learning Technologies (CILT) from 1997 until 2004. Each member of the CILT team (Principal investigator, postdoctoral scholar, project coordinator and manager) provided their personal reflections on what they, and all of us as a group, have learned from the attempt to stimulate the development and implementation of important, technology-enabled solutions to critical problems in K-14 STEM learning in the context of an open and inclusive national effort. CILT's goals were to centered outward, on empowering research advances in learning using technology, specifically, in visualization, assessment, community tools, and ubiquitous computing. The contributions reflect the choices, on both format and content, by their authors. No attempt was made to adapt them to a single format, to highlight their multiple points of view, since different readers may be more interested in different lessons learned from the effort. The intended readership of this report includes the many researchers, educators, and others in the world who have an interest in different models of increasing the capacity of the field to engage in the broad field of learning and intelligent systems.

Ten years ago, we launched the Learning through Collaborative Visualization, or CoVis Project. "Collaborative visualization" refers to development of scientific knowledge that is mediated by scientific visualization tools in a collaborative learning context. Funded by the National Science Foundation as an advanced networking testbed, our partnership of Northwestern University, Bellcore, Ameritech, the Exploratorium Science Museum in San Francisco, and the University of Illinois at Urbana-Champaign's Atmospheric Sciences Department/National Center for Supercomputing Applications (NCSA) sought to design, implement and research the promises and problems of a distributed multimedia science learning environment that used broadband desktop videoconferencing and screen sharing, scientific visualization tools and distributed datasets, virtual field trips, scientist telementoring, and a Collaboratory Notebook for enabling project-based learning of science in the high school using these distributed human and technical resources. Our project vision was to establish collaborative technology learning environments, or "collaboratories" that would enable projectenhanced science learning among remote project partners using advanced telecommunication networks. For example, our collaboration with NCSA scientists provided learners with access to subject-matter experts, visualization tools and vast databases in the field of atmospheric sciences. Virtual visits using wireless video over the Internet to Exploratorium exhibits helped motivate student questions about central scientific phenomena. At its peak of use, the CoVis network was in use by thousands of teachers throughout the United States. The project developments were transitioned in 1997 as a set of resources that continue to be elaborated in the LeTUS Center for Learning Technologies in Urban Schools based at Northwestern and University of Michigan, which is investigating in partnership with the Chicago and Detroit public school systems how to support urban school teachers in using project-based inquiry as their core approach to teaching earth and environmental sciences at the middle and high school level. In this chapter, after providing a pedagogical background that lays out the rationale for bringing together developments in the sciences of learning with advances in high performance computing and communications in the CoVis Project, I will highlight our design research methodologies for making the powerful features of professional scientific visualization tools usable to students and teachers in WorldWatcher.

Report to the National Science Foundation; This report documents a workshop on the use of digital video in the study of learning and teaching, held at Stanford University's Wallenberg Hall on November 25 and 26, 2002. The workshop was funded by the National Science Foundation through a Center for Innovative Learning Technologies (CILT) seed grant. CILT was founded in October 1997 with the aid of a 5-year grant from the NSF, with the goal of stimulating research and development in technologies to support learning in science, mathematics, engineering, and technology in grades K-14. In addition to the workshop itself, the seed grant from CILT funded the development of a community website that serves as a repository of resources and a discussion forum for a broad range of issues around the use of digital video in inquiry. The premise of the project is that digital video is an increasingly important medium for recording and analyzing interactions in classroom and other educational contexts, but that there is relatively little community support for researchers and practitioners who make use of digital video for this purpose. At the root of this problem, ironically, is the widespread availability of inexpensive video recording and editing technologies. The barriers to entry for digital video are now lower than ever, but guidance about how to proceed once in is sparse and scattered. As a result, we are seeing a great deal of effort being expended to produce a growing number of independent toolsets and approaches. The purpose of the workshop was to gather a number of the most active practitioners in this area to uncover the common fruits of these diverse experiences, and to identify areas in which collaboration and consolidation are possible.

Designs for CSCL (Computer-Supported Collaborative Learning) applications usually presume a desktop or laptop computer. Yet future classrooms arc likely to be organized around Wireless Internet Learning Devices (WILD) that resemble graphing calculators, Palm, or Pocket-PC handhelds, connected by short-range wireless networking. WILD learning will have physical affordances that are different from today's computer lab, and different from classrooms with 5 students per computer. These differing affordances may lead to learning activities that deviate significantly from today's images of K-12 CSCL activities. Drawing upon research across a range of recent handheld projects, we suggest application-level affordances around which WILD-based CSCL has begun to organize: (a) augmenting physical space, (b) leveraging topological space, (c) aggregating coherently across all students, (d) conducting the class, and (e) act becomes artifact. We speculate on how CSCL research may consequently evolve towards a focus on kinds of systemic coupling in an augmented activity space.

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Over the next 10 years, we anticipate that personal, portable, wirelessly-networked technologies will become ubiquitous in the lives of learners - indeed, in many countries, this is already a reality. We see that ready-to-hand access creates the potential for a new phase in the evolution of technology-enhanced learning (TEL), characterized by "seamless learning spaces" and marked by continuity of the learning experience across different scenarios (or environments), and emerging from the availability of one device or more per student ("one-to-one"). One-to-one TEL has the potential to "cross the chasm" from early adopters conducting isolated design studies to adoption-based research and widespread implementation, with the help of research and evaluation that gives attention to the digital divide and other potentially negative consequences of pervasive computing. We describe technology-enhanced learning and the affordances of one-to-one computing and outline a research agenda, including the risks and challenges of reaching scale. We reflect upon how this compares with prior patterns of technology innovation and diffusion. We also introduce a community, called "G1:1," that brings together leaders of major research laboratories and one-to-one TEL projects. We share a vision of global research, inviting other research groups to collaborate in ongoing activities.

Handheld computers will become an increasingly compelling choice of technology for K-12 classrooms because they will enable a transition from occasional, supplemental use to frequent, integral use [1, 2]. Early evaluations suggest teachers and students respond to handhelds favorably [3]. At the same time, these devices will become communication enabled, through wireless technologies such as infrared beaming or radio-based local area networks. The clarity with which we can see the potential has led some to declare that the revolution has arrived and that by rapidly moving to this new technological platform, innovators could achieve large scale impact on learning. Perhaps. But perhaps not. Every new generation of learning technology brings with it a new deep conceptual issue that learning technologists must entangle in order to unlock the learning value of raw technological potential [4]. The field of computer supported collaborative learning has already successfully tackled two key issues, control and representation [5]. This current research base, however, is insufficient to unlock the value of wireless internet learning devices (WILDs). A third issue, hinted at but not fully explored in prior work [6], now must become our central focus of attention. The issue is the nature of the coupling between social and informatic worlds, and within the social and informatic worlds [4]. (http://ieeexplore.ieee.org/Xplore/login.jsp?url=/iel5/8056/22273/01039214.pdf)

Code It! fosters mathematics learning environments where pre-algebra students use handheld technologies to confidently and enjoyably explore and learn about functions. The resources we developed-server-based and handheld software and paper-based student and teacher texts-were packaged as a 20-session unit on code making and breaking and designed to boost students' understanding of mathematical functions and their facility with the multiple representations of tables, graphs and symbols. We field tested the wireless system with two teachers and 120 middle school students during a five week summer school, and conducted studies on the features and function of the technology as a learning and teaching resource. We report on project development and research, focusing on what we learned about the strengths and difficulties of wireless handheld technology in the mathematic classroom, and the emerging social engineering that helped students overcome the technological constraints.

A small group of leaders from research, industry, and education convened in a one-day workshop at Stanford's Center for Innovations in Learning (SCIL) to brainstorm on the use of data probes, sensors, and communication technologies in the development of innovative science education curricula. This report documents the results of a morning brainstorm and afternoon group exercises developing educational scenarios for which sensor networks would be powerful in enhancing learning content and promoting engagement in middle school, high school and college science. We are grateful to all of the creative contributors for the their efforts to explore these new frontiers and encourage readers of this report to join in making the visions that excite them in this report real. We would like to thank David Sibbet, President of Grove Consultants (http://grove.com/) for his superb rapid visualization of emerging concepts, trends, relationships and other diagrams throughout the day. These images, captured in real time during the group's work, populate the pages along with gently edited conversational contributions from the workshop's participants.

Full text is available on http://ieeexplore.ieee.org/Xplore/login.jsp?url=/iel5/93/28183/01261108.pdf; The digital interactive video exploration and reflection (Diver) system lets users create virtual pathways through existing video content using a virtual camera and an annotation window for commentary. Users can post their Dives to the WebDiver server system to generate active collaboration, further repurposing, and discussion. Although our current work focuses on video records in learning research and educational practices, Diver can aid collaborative analysis of a broad array of visual data records, including simulations, 2D and 3D animations, and static works of art, photography, and text. In addition to the social and behavioral sciences, substantive application areas include medical visualization, astronomic data or cosmological models, military satellite intelligence, and ethnology and animal behavior. Diver-style user-centered video repurposing might also prove compelling for popular media with commercial application involving sports events, movies, television shows, and video gaming. Future technical development includes possible enhancements to the interface to support simultaneous display of multiple Dives on the same source content, a more fluid two-way relation between desktop Diver and WebDiver, and solutions to the current limitations on displaying and authoring time/space cropped videos in a browser context. These developments support the tool's fundamentally collaborative, communication-oriented nature.

Video can serve as a powerful medium for analyzing interactions involved in learning activities, for capturing records of teaching for uses in professional development, and for learners to construct or interact with videos expressively, but there have been many barriers to its collaborative uses. The DIVER Project is tackling core problems in advancing computer-supported collaborative video analysis. DIVER establishes a unique video platform for users to control a "virtual camera window" on a computer for guiding noticing to parts of a video of interest as the video is playing-then to text annotate these moments, and publish them on the web for further collaborative analysis. Every DIVER user-researcher, teacher, or learner-can thus express their visual and interpretive point of view on a video, providing an important and accessible tool for making a difference in our research and education. Ongoing studies of learning research and higher education applications using DIVER are discussed.