Curriculum

Towards ITS Authoring Tool s for Domain Experts

The scarcity of efficient and user-friendly authoring tools has long been acknowledged as a limiting factor in the widespread development and deployment of intelligent tutoring systems (ITSs). Creating an effective authoring tool for domain experts poses two significant challenges: it must facilitate the creation of curricular content by domain experts who are typically neither ITS experts nor software engineers, and it must support the creation or modification of ITS-specific pedagogical strategies without exposing the complexity of the ITS itself to the domain expert.

Author/Presenter: 
Robert Taylor
Andy Smith
Samuel Leeman-Munk
Bradford Mott
James Lester
Year: 
2014
Short Description: 
This paper presents a set of authoring tool design principles such as leveraging UI workflows, collaboration, and automation.

Exploring Ecosystems from the Inside: How Immersive Multi-user Virtual Environments Can Support Development of Epistemologically Grounded Modeling Practices in Ecosystem Science Instruction

Recent reform efforts and the next generation science standards emphasize the importance of incorporating authentic scientific practices into science instruction. Modeling can be a particularly challenging practice to address because modeling occurs within a socially structured system of representation that is specific to a domain. Further, in the process of modeling, experts interact deeply with domain-specific content knowledge and integrate modeling with other scientific practices in service of a larger investigation.

Author/Presenter: 
Amy M. Kamarainen
Shari Metcalf
Tina Grotzer
Chris Dede
Year: 
2015

Turning Transfer Inside Out: The Affordances of Virtual Worlds and Mobile Devices in Real World Contexts for Teaching About Causality Across Time and Distance in Ecosystems

Reasoning about ecosystems includes consideration of causality over temporal and spatial distances; yet learners typically focus on immediate time frames and local contexts. Teaching students to reason beyond these boundaries has met with some success based upon tests that cue students to the types of reasoning required. Virtual worlds offer an opportunity to assess what students actually do in a simulated context. Beyond this, mobile devices make it possible to scaffold and assess learning in the real world.

Author/Presenter: 
Tina A. Grotzer
Megan M. Powell
Katarzyna M. Derbiszewska
Caroline J. Courter
Amy M. Kamarainen
Shari J. Metcalf
Christopher J. Dede
Lead Organization(s): 
Year: 
2015
Short Description: 

Examining the Enactment of Web GIS on Students' Geospatial Thinking and Reasoning and Tectonics Understandings

Geospatially enabled learning technologies may enhance Earth science learning by placing emphasis on geographic space, visualization, scale, representation, and geospatial thinking and reasoning (GTR) skills. This study examined if and how a series of Web geographic information system investigations that the researchers developed improved urban middle-school learners’ GTR skills and their understanding of tectonics concepts.

Author/Presenter: 
Alec M. Bodzin
Qiong Fu
Denise Bressler
Farah L. Vallera
Lead Organization(s): 
Year: 
2015

Design Practices of Preservice Elementary Teachers in an Integrated Engineering and Literature Experience

The incorporation of engineering practices and core ideas into the Next Generation Science Standards at the elementary school level provides exciting opportunities but also raises important questions about the preparation of new elementary teachers. Both the teacher education and engineering education communities have a limited literature base on the resources that novice elementary teachers bring to learning and teaching engineering.

Author/Presenter: 
Kristen Bethke Wendell
Year: 
2014
Short Description: 
Examining discourse of a team of pre-service teachers within an IEL engineering design challenge

Examining Young Students’ Problem Scoping in Engineering Design

Problem scoping—determining the nature and boundaries of a problem—is an essential aspect of the engineering design process. Some studies from engineering education suggest that beginning students tend to skip problem scoping or oversimplify a problem. However, the ways these studies often characterize students’ problem scoping often do not reflect the complexity found in experts’ designing and rely on the number of criteria a student mentions or the time spent problem scoping.

Author/Presenter: 
Jessica Watkins
Kathleen Spencer
David Hammer
Lead Organization(s): 
Year: 
2014
Short Description: 
Exploring students' problem solving within an integrated engineering and literacy activity

SmartGraphs: Algebra

The Concord Consortium has developed 19 Smartgraphs: Algebra coveractivities for teaching and learning algebra that are available online or as an app for iPad or Android tablet computers. These activities—which cover a variety of algebra topics, from linear equations to transformations of functions—help students develop skills creating and using algebraic functions and graphs to solve problems.

Author/Presenter: 
The Concord Consortium
Year: 
2014
Short Description: 
The Concord Consortium has developed 19 activities for teaching and learning algebra that are available online or as an app for iPad or Android tablet computers. These activities—which cover a variety of algebra topics, from linear equations to transformations of functions—help students develop skills creating and using algebraic functions and graphs to solve problems. Hints and scaffolds support learners who need help.

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