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Articles 91 - 112 of 112
Full-Text Articles in Education
Designing For Problem-Based Learning: A Comparative Study Of Technology Professional Development, Lei Ye, Andrew Walker, Mimi Recker, M. Brooke Robertshaw, Linda Sellers, Heather Leary
Designing For Problem-Based Learning: A Comparative Study Of Technology Professional Development, Lei Ye, Andrew Walker, Mimi Recker, M. Brooke Robertshaw, Linda Sellers, Heather Leary
Instructional Technology and Learning Sciences Faculty Publications
Despite of much focus on professional development aimed specifically at developing teachers' technology integration skills, rigorous studies of effective PD (professional development) are lacking. Evidence is also lacking on how these skills can best be integrated with pedagogical and content knowledge to improve student learning. The purpose of this article is to present two "design-oriented" TTPD (technology-related teacher professional development) designs and investigate the designs' impact on teachers. In one TTPD (tech-only), teachers learned technology skills to create activities using online learning resources. In the other (tech+PBL), teachers learned to create PBL (problem-based learning) activities using online resources. All teachers …
Building A Culture Of Inquiry: Avoiding Plagiarism Through Teaching Synthesis, Anne R. Diekama, Sheri Haderlie
Building A Culture Of Inquiry: Avoiding Plagiarism Through Teaching Synthesis, Anne R. Diekama, Sheri Haderlie
Instructional Technology and Learning Sciences Faculty Publications
No abstract provided.
Seeking A Framework To Study And Understand Personal Information Management, Anne R. Diekama
Seeking A Framework To Study And Understand Personal Information Management, Anne R. Diekama
Instructional Technology and Learning Sciences Faculty Publications
No abstract provided.
In Pursuit Of Consensus: Disagreement And Legitimization During Small Group Argumentation, Leema K. Berland, Victor R. Lee
In Pursuit Of Consensus: Disagreement And Legitimization During Small Group Argumentation, Leema K. Berland, Victor R. Lee
Instructional Technology and Learning Sciences Faculty Publications
In recent years, an emphasis on scientific argumentation in classrooms has brought into focus collaborative consensus-building as an instructional strategy. In these situations, students with differing and competing arguments are asked to work with one another in order to establish a shared perspective. However, the literature suggests that consensus-building can be challenging for students because their interpretations of the argumentative task and context may not enable their productive engagement with counter-arguments and evidence. In this paper, our goal is to explore the ways in which interactions of students support or inhibit their consensus-building. To that end, we examine and describe …
Collaborative Agency In Youth Online And Offline Creative Production In Scratch, Y. B. Kafai, Deborah A. Fields, R. Roque, W. Q. Burke, A. Monroy-Hernandez
Collaborative Agency In Youth Online And Offline Creative Production In Scratch, Y. B. Kafai, Deborah A. Fields, R. Roque, W. Q. Burke, A. Monroy-Hernandez
Instructional Technology and Learning Sciences Faculty Publications
Few studies have focused on how youth develop agency to organize and participate in online unstructured creative collaborations. This paper describes and analyzes how youth programmers organized collaborative groups in response to a programming “Collab Challenge” in the Scratch Online Community and in an accompanying workshop with high school students. The analyses focused on modalities of online collaborations, determined the breadth of online participation, and examined local teens’ awareness of the online community. The discussion addresses youth’s collaborative agency in these new networked contexts, studied the role that online social awareness plays in completing tasks and makes recommendations for the …
Modeling Teacher Ratings Of Online Resources: A Human-Machine Approach To Quality, Mimi Recker, Heather Leary, Andrew Walker, Anne R. Diekama, Philipp Wetzler, Tamara Sumner, James Martin
Modeling Teacher Ratings Of Online Resources: A Human-Machine Approach To Quality, Mimi Recker, Heather Leary, Andrew Walker, Anne R. Diekama, Philipp Wetzler, Tamara Sumner, James Martin
Instructional Technology and Learning Sciences Faculty Publications
In education, the scalable deployment of media-rich online resources supports peer production in ways that promise to radically transform teaching and learning (CRA, 2005; Pea et al., 2008). Online educational repositories such as the Digital Library for Earth Systems Education (DLESE.org) and the National Science Digital Library (NSDL.org) collect and curate online learning resources created for a wide range of educational audiences and subject areas (McArthur & Zia, 2008). Through a simple, web-based authoring tool, called the Instructional Architect (IA.usu.edu) teachers locate and share educational resources and activities in an IA project. These IA projects can then be viewed, copied, …
Teaching Use Of Digital Primary Sources For K-12 Settings, Anne R. Diekama, Heather Leary, Sheri Haderlie, Connie Woxland
Teaching Use Of Digital Primary Sources For K-12 Settings, Anne R. Diekama, Heather Leary, Sheri Haderlie, Connie Woxland
Instructional Technology and Learning Sciences Faculty Publications
This paper describes learning outcomes of a three-day workshop on integrating primary sources into K-12 teaching. The short curriculum — intended for teams of teachers and school librarians — combined visits to a museum and a library's special collections with an introduction to significant national and local digital collections of primary sources. The paper draws on focus group data, reflection papers, and a conference presentation by the workshop participants as well as curricular artifacts presented to the workshop instructors. Using their workshop experience, teachers integrated digitized primary sources into their curricula thereby creating quality instructional content that engaged students' interest. …
Negotiating The "Relevant" In Culturally Relevant Mathematics, N. Enyedy, J. Danish, Deborah A. Fields
Negotiating The "Relevant" In Culturally Relevant Mathematics, N. Enyedy, J. Danish, Deborah A. Fields
Instructional Technology and Learning Sciences Faculty Publications
One approach to promoting successful engagement of underrepresented groups in mathematics classrooms is Culturally Relevant Pedagogy (CRP). However, it has been argued that CRP risks essentializing students or watering down academic content. We report our analysis of a case study of a group of three 6th grade students who took part in a 6-week mathematics curriculum. This curriculum used Geographical Information System (GIS) maps to engage students in designing personally meaningful research projects while learning about measures of central tendency (i.e., learning statistics). The case study was chosen as representative of how students in this urban classroom (47 total) successfully …
"Blacks Deserve Bodies Too!" Design And Discussion About Diversity And Race In A Tween Virtual World, Y. B. Kafai, M. S. Cook, Deborah A. Fields
"Blacks Deserve Bodies Too!" Design And Discussion About Diversity And Race In A Tween Virtual World, Y. B. Kafai, M. S. Cook, Deborah A. Fields
Instructional Technology and Learning Sciences Faculty Publications
In this paper, we investigate racial diversity in avatar design and public discussions about race within a large-scale tween virtual world called Whyville.net, with more than 1.5 million registered players of ages 8—16. One unique feature of Whyville is the player’s ability to customize their avatars with various face parts and accessories, all designed and sold by other players in Whyville. Our findings report on the racial diversity of available resources for avatar construction and online postings about the role of race in avatar design and social interactions in the community. With the growing interest in player-generated content for online …
Adaptations And Continuities In The Use And Design Of Visual Representations In Us Middle School Science Textbooks, Victor R. Lee
Adaptations And Continuities In The Use And Design Of Visual Representations In Us Middle School Science Textbooks, Victor R. Lee
Instructional Technology and Learning Sciences Faculty Publications
Visual representations are ubiquitous in modern‐day science textbooks and have in recent years become an object of criticism and scrutiny. This article examines the extent to which changes in representations in textbooks published in the USA over the past six decades have invited those critiques. Drawing from a correlational analysis of a corpus of 34 US middle school physical science textbooks, continuities are established with respect to the purposes that most textbook images serve and the numbers of schematic representations that are used. Changes are observed in the overall total number of representations in textbooks and in the proportion of …
Linking Opencoursewares And Open Education Resources: Creating An Effective Search And Recommendation System, Brett E. Shelton, J. Duffin, Y. Wang, J. Ball
Linking Opencoursewares And Open Education Resources: Creating An Effective Search And Recommendation System, Brett E. Shelton, J. Duffin, Y. Wang, J. Ball
Instructional Technology and Learning Sciences Faculty Publications
With a growing number of digital libraries and other open education repositories being made available throughout the world, effective search and retrieval tools are necessary to access the desired materials that surpass the effectiveness of traditional, all inclusive search engines. This paper discusses the design and use of Folksemantic, a platform that integrates OpenCourseWare search, Open Educational Resource recommendations, and social network functionality into a single open source project. The paper describes how the system was originally envisioned, its goals for users, and data that provides insight into how it is actually being used. Data sources include website click-through data, …
Stealing From Grandma Or Generating Knowledge? Constestations And Effects Of Cheating In Whyville, Deborah A. Fields, Y. B. Kafai
Stealing From Grandma Or Generating Knowledge? Constestations And Effects Of Cheating In Whyville, Deborah A. Fields, Y. B. Kafai
Instructional Technology and Learning Sciences Faculty Publications
Much research has described the various practices needed of gaining access and participation in multi-user game communities. Cheat sites are a continuation of game communities where players engage in knowledge building about game related challenges. In this paper we analyze the cheat sites created by players for a tween virtual world called Whyville.net, which encourages youth to participate in a range of social activities and play casual science games. Through analysis we created typologies for both the cheats and sites related to science content. Further, a case study of an exemplary cheat site elaborates on how some player generated sites …
Your Second Selves: Avatar Designs And Identity Play, Y. B. Kafai, Deborah A. Fields, M. S. Cook
Your Second Selves: Avatar Designs And Identity Play, Y. B. Kafai, Deborah A. Fields, M. S. Cook
Instructional Technology and Learning Sciences Faculty Publications
Avatars in online games and worlds are seen as players’ key representations in interactions with each other. In this article, we investigate the avatar design and identity play within a large-scale tween virtual world called Whyville.net, with more than 1.5 million registered players of ages 816. One unique feature of Whyville is the players’ ability to customize their avatars with various face parts and accessories, all designed and sold by other players in Whyville. Our findings report on the expressive resources available for avatar construction, individual tween players’ choices and rationales in creating their avatars, and online postings about avatar …
Knowing And Throwing Mudballs, Hearts, Pies, And Flowers: A Connective Ethnography Of Gaming Practices, Deborah A. Fields, Y. B. Kafai
Knowing And Throwing Mudballs, Hearts, Pies, And Flowers: A Connective Ethnography Of Gaming Practices, Deborah A. Fields, Y. B. Kafai
Instructional Technology and Learning Sciences Faculty Publications
Little is known concerning how young players learn to participate in various activities in virtual worlds. We use a new integrative approach called connective ethnography that focuses on how a gaming practice spread across a network of youth at an after school club that simultaneously participated in a virtual world, Whyville.net. To trace youth participation in online and offline social contexts, we draw on multiple sources of information: observations, interviews, videos, online tracking and chat data, and hundreds of hours of play in Whyville ourselves. One gaming practice – the throwing of projectiles and its social uses and nuances – …
Developing A Review Rubric For Learning Resources In Digital Libraries, Heather Leary, Sarah Giersch, Andrew Walker, Mimi Recker
Developing A Review Rubric For Learning Resources In Digital Libraries, Heather Leary, Sarah Giersch, Andrew Walker, Mimi Recker
Instructional Technology and Learning Sciences Faculty Publications
This paper describes the development of a review rubric for learning resources in the context of the Instructional Architect (IA), a web-based authoring tool. We describe the motivation for developing a review rubric, the process for creating it by synthesizing the rubrics of other education-related digital libraries, and the results of testing the rubric with teachers. Analysis of usability and reliability indicates that the review rubric influences how teachers design online learning resources.
A Connective Ethnography Of Peer Knowledge Sharing And Diffusion In A Tween Virtual World, Deborah A. Fields, Y. B. Kafai
A Connective Ethnography Of Peer Knowledge Sharing And Diffusion In A Tween Virtual World, Deborah A. Fields, Y. B. Kafai
Instructional Technology and Learning Sciences Faculty Publications
Prior studies have shown how knowledge diffusion occurs in classrooms and structured small groups around assigned tasks yet have not begun to account for widespread knowledge sharing in more native, unstructured group settings found in online games and virtual worlds. In this paper, we describe and analyze how an insider gaming practice spread across a group of tween players ages 9–12 years in an after-school gaming club that simultaneously participated in a virtual world called Whyville.net. In order to understand how this practice proliferated, we followed the club members as they interacted with each other and members of the virtual …
Encyclopedic History Of Utah State University, Robert Parson
Encyclopedic History Of Utah State University, Robert Parson
Library Faculty & Staff Publications
From "A-day" to "Women's Athletics", this encyclopedic history of Utah State University by USU University Archivist Robert Parson covers people, buildings, programs, events, organizations, songs, school colors, traditions, and more.
What Do Students Gain From A Week At Science Camp? Youth Perceptions And The Design Of An Immersive Research-Oriented Astronomy Camp, Deborah A. Fields
What Do Students Gain From A Week At Science Camp? Youth Perceptions And The Design Of An Immersive Research-Oriented Astronomy Camp, Deborah A. Fields
Instructional Technology and Learning Sciences Faculty Publications
This study explored American high school students’ perceptions of the benefits of a summer astronomy camp, emphasizing a full cycle of the research process and how the organization of the camp contributed to those perceptions. Semi-structured interviews with students and staff were used to elicit the specific benefits that campers perceived from their experiences and examine them in relation to the stated goals and strategies of camp staff. Among the perceived benefits that students described were peer relationships, personal autonomy, positive relationships with staff, and deepened science knowledge. These perceived benefits appear to influence the kinds of identities students constructed …
A Design-Based Research Strategy To Promote Scalability For Educational Innovations, Jody Clarke-Midura, C. Dede, D. J. Ketelhut, B. Nelson, C. Bowman
A Design-Based Research Strategy To Promote Scalability For Educational Innovations, Jody Clarke-Midura, C. Dede, D. J. Ketelhut, B. Nelson, C. Bowman
Instructional Technology and Learning Sciences Faculty Publications
This article offers insights into how the design of innovations can enhance their “scalability”: the ability to adapt an innovation to effective usage in a wide variety of contexts, including settings where major conditions for success are absent or attenuated. We are implementing the River City MUVE curriculum, a technology-based innovation designed to enhance engagement and learning in middle school science, in a range of educational contexts. Based on our studies of these scaling up activities, we offer examples of design strategies for scalability and describe our plan to develop a “scalability index.”
Methodological Challenges For Identifying And Coding Diverse Knowledge Elements In Interview Data, Victor R. Lee, Moshe Krakowski, Bruce Sherin, Megan Bang, Gregory Dam
Methodological Challenges For Identifying And Coding Diverse Knowledge Elements In Interview Data, Victor R. Lee, Moshe Krakowski, Bruce Sherin, Megan Bang, Gregory Dam
Instructional Technology and Learning Sciences Faculty Publications
This paper, as part of a symposium on the analysis of clinical interview data and the development of a framework for analyzing students' intuitive science knowledge, identifies and discusses methodological challenges encountered when specifying the knowledge elements and resources are invoked dynamically during a clinical interview. Drawing from interviews with middle school students about the seasons and an analysis of knowledge in terms of 'nodes', two classes of problems are identified: those associated with identification of nodes and those associated with their application as codes to a transcript-based data corpus. We posit that these challenges are common ones associated with …
Design-Based Research Strategies For Developing A Scientific Inquiry Curriculum In A Multi-User Virtual Environment, B. Nelson, D. J. Ketelhut, Jody Clarke-Midura, C. Bowman, C. Dede
Design-Based Research Strategies For Developing A Scientific Inquiry Curriculum In A Multi-User Virtual Environment, B. Nelson, D. J. Ketelhut, Jody Clarke-Midura, C. Bowman, C. Dede
Instructional Technology and Learning Sciences Faculty Publications
This National Science Foundation funded project is studying graphical multi-user virtual environments (MUVEs) to investigate whether using this interactive medium in classroom settings can simulate real-world experimentation and can provide students with engaging, meaningful learning experiences that enhance scientific literacy. In the project's River City curriculum, teams of middle school students are asked to collaboratively solve a digital 19th century city's problems with illness, through interaction with digital artifacts, tacit clues, and computer-based 'agents' acting as mentors and colleagues in a virtual community of practice. This article describes the design-based research strategy by which we are currently extending an educational …
Finding Answers To Complex Questions, Anne R. Diekama, Ozgur Yilmazel, Jiangping Chen, Sarah Harwell, Lan He, Elizabeth D. Liddy
Finding Answers To Complex Questions, Anne R. Diekama, Ozgur Yilmazel, Jiangping Chen, Sarah Harwell, Lan He, Elizabeth D. Liddy
Instructional Technology and Learning Sciences Faculty Publications
In this chapter, we motivate one potential type of future QA system that deals with questions more complex than simple factoid questions and which provides answers with their supporting context. Our approach is based on the issues we faced when developing and delivering a QA system to deal with real time questions in the domain of RLVs within the larger field of aerospace engineering. This particular domain, the actual users of the system, and the questions asked, all demanded a change in our question-answering strategy. First, the chapter will present background on the project that provided the context and a …