Educational Technology

Dissemination Toolkit: Social Media Outreach

Social Media IconJUST GETTING STARTED?

Author/Presenter: 
CADRE
Year: 
2017
Short Description: 
It seems like there are new tech and social media tools coming out every day. So what’s out there? And how can these tools be used to enhance your work?
Resource Type: 
Tool

Automated text scoring and real‐time adjustable feedback: Supporting revision of scientific arguments involving uncertainty

This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments. Students submit open‐ended text responses to explain how their data support claims and how the limitations of their data affect the uncertainty of their explanations. HASbot automatically scores these text responses and returns the scores with feedback to students. Data were collected from 343 middle‐ and high‐school students taught by nine teachers across seven states in the United States.

Year: 
2019
Short Description: 
This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments.

Principles for Designing Large-Format Refreshable Haptic Graphics Using Touchscreen Devices: An Evaluation of Nonvisual Panning Methods

Touchscreen devices, such as smartphones and tablets, represent a modern solution for providing graphical access to people with blindness and visual impairment (BVI). However, a significant problem with these solutions is their limited screen real estate, which necessitates panning or zooming operations for accessing large-format graphical materials such as maps.

Lead Organization(s): 
Year: 
2017
Short Description: 
This article describes the development of four novel non-visual panning methods designed from the onset with consideration of these perceptual and cognitive constraints.

Touchscreen-Based Haptic Information Access for Assisting Blind and Visually-Impaired Users: Perceptual Parameters and Design Guidelines

Touchscreen-based smart devices, such as smartphones and tablets, offer great promise for providing blind and visually-impaired (BVI) users with a means for accessing graphics non-visually. However, they also offer novel challenges as they were primarily developed for use as a visual interface. This paper studies key usability parameters governing accurate rendering of haptically-perceivable graphical materials.

Lead Organization(s): 
Year: 
2018
Short Description: 
This paper studies key usability parameters governing accurate rendering of haptically-perceivable graphical materials

Comparing Haptic Pattern Matching on Tablets and Phones: Large Screens Are Not Necessarily Better

Significance: Touchscreen-based, multimodal graphics represent an area of increasing research in digital access for individuals with blindness or visual impairments; yet, little empirical research on the effects of screen size on graphical exploration exists. This work probes if and whenmore screen area is necessary in supporting a patternmatching task.

Year: 
2018
Short Description: 
The current study investigates two questions: (1) Do screen size and grid density impact a user's accuracy on pattern-matching tasks? (2) Do screen size and grid density impact a user's time on task?

Advancing Online and Blended Professional Development Through NSF's DRK-12 Program

The STEM education landscape continuously shifts in response to factors such as changing workforce demands; new knowledge about how children and adults learn; better strategies for broadening participation in under-served and underrepresented populations; and changes in local, state, and national policy. Empowering teachers with new knowledge and approaches to navigate this changing landscape requires ongoing, high-quality opportunities for professional growth.
Author/Presenter: 
CADRE
Short Description: 
This 2018 AERA structured poster session shed light on the DR K-12 portfolio of transformative research in online and blended teacher professional development.
Resource Type: 
Presentation

Classroom Learning Partner Tools Documentation

Classroom Learning Partner (CLP) tools allow students and teachers to create, annotate, and manipulate visual representations to solve math problems. The tools may be used for a number of mathematical purposes, but were mainly conceived to assist in creating visual representations for multiplication and division. The underlying model of multiplication and division assumed by the current set of tools involves a repetition of groups of the same size.

Year: 
2016
Short Description: 
CLP contains seven tools for use in creating visual representations, as shown in examples. More details about using each tool follow these examples.
Resource(s): 

eColloq Webinar: Cyberlearning Tools for Mobile, Community Engaged, and Connected Learning

Event Date: 
Wed, 12/06/2017 - 3:00pm to 4:30pm
Associated Dates and Deadlines: 

The second webinar in a new eColloq Series on Cyberlearning featured presentations by Katie Headrick Taylor and Tom Moher on their research, followed by discussion. The eColloq will be chaired by Michael Hoffmann, Georgia Institute of Technology.

REGISTER 

Event Type: 

Graphing Research on Inquiry with Data in Science (GRIDS) Curricular Units

Three middle school science curricular units on the topics of genetics, ocean biodiversity & discourse, and solar ovens & design critiques:
Year: 
2017
Short Description: 
Three middle school science curricular units on the topics of genetics, ocean biodiversity & discourse, and solar ovens & design critiques.
Resource(s): 

If You Build It, Will They Reflect? Examining Teachers’ Use of an Online Video-based Learning Website

Many teachers use online professional development websites, but little is known about what teachers actually learn from them. This study explored teacher use of an online video-based learning website with over 37,000 members. It used web analytics to study user selection of video resources and coding of website commentary to analyze teacher responses to videos. The results indicated that teachers commonly view video clips designed for immediate use rather than reflection and respond to videos by evaluating the pedagogy positively.

Year: 
2016
Short Description: 
Many teachers use online professional development websites, but little is known about what teachers actually learn from them. This study explored teacher use of an online video-based learning website with over 37,000 members.

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