Educational Technology

Personalizing Recommendations in a Large-Scale Education Analytics Pipeline (Collaborative Research: Pardos)

This pilot project aims to begin to organize the world's digital learning resources to make personalized recommendations to learners that are engaging and effective in increasing mathematics learning outcomes. The project accomplishes this goal by developing crowdsourcing techniques to organize learning resources and by analyzing the online learning activities of the student. Teachers are an integral part of this project. The target audience for this pilot is 7th grade mathematics students and teachers.

Award Number: 
1446641
Funding Period: 
Sun, 02/01/2015 to Tue, 01/31/2017
Full Description: 

This pilot project aims to begin to organize the world's digital learning resources to make personalized recommendations to learners that are engaging and effective in increasing mathematics learning outcomes. The project accomplishes this goal by developing crowdsourcing techniques to organize learning resources and by analyzing the online learning activities of the student. Teachers are an integral part of this project. The target audience for this pilot is 7th grade mathematics students and teachers.

This project builds upon the Gooru platform that serves a community of over 500,000 in 140 countries and all 50 US states. The platform uses crowdsourcing by its community to curate over 70,000 collections of free web resources consisting of over 16,000,000 education resources. This project builds upon the Gooru resources by using learning analytics on the user interactions within Gooru to discover the resources that most benefit students. Thus, student resources can be tailored to the individual student to maximally engage the student and improve the students learning. Since the Gooru user owns his or her data, explicit opt-in is required for the sharing of data thus protecting the privacy of students who wish not to share their data. Gooru is open source and free so there are no economic barriers (besides internet access) to using the platform.

Personalizing Recommendations in a Large-Scale Education Analytics Pipeline (Collaborative Research: Kesselman)

This pilot project aims to begin to organize the world's digital learning resources to make personalized recommendations to learners that are engaging and effective in increasing mathematics learning outcomes. The project accomplishes this goal by developing crowdsourcing techniques to organize learning resources and by analyzing the online learning activities of the student. Teachers are an integral part of this project. The target audience for this pilot is 7th grade mathematics students and teachers.

Award Number: 
1446112
Funding Period: 
Sun, 02/01/2015 to Tue, 01/31/2017
Full Description: 

This pilot project aims to begin to organize the world's digital learning resources to make personalized recommendations to learners that are engaging and effective in increasing mathematics learning outcomes. The project accomplishes this goal by developing crowdsourcing techniques to organize learning resources and by analyzing the online learning activities of the student. Teachers are an integral part of this project. The target audience for this pilot is 7th grade mathematics students and teachers.

This project builds upon the Gooru platform that serves a community of over 500,000 in 140 countries and all 50 US states. The platform uses crowdsourcing by its community to curate over 70,000 collections of free web resources consisting of over 16,000,000 education resources. This project builds upon the Gooru resources by using learning analytics on the user interactions within Gooru to discover the resources that most benefit students. Thus, student resources can be tailored to the individual student to maximally engage the student and improve the students learning. Since the Gooru user owns his or her data, explicit opt-in is required for the sharing of data thus protecting the privacy of students who wish not to share their data. Gooru is open source and free so there are no economic barriers (besides internet access) to using the platform.

Fostering STEM Trajectories: Bridging ECE Research, Practice, and Policy

This project will convene stakeholders in STEM and early childhood education to discuss better integration of STEM in the early grades. PIs will begin with a phase of background research to surface critical issues in teaching and learning in early childhood education and STEM.  A number of reports will be produced including commissioned papers, vision papers, and a forum synthesis report.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
1417878
Funding Period: 
Mon, 06/15/2015 to Tue, 05/31/2016
Full Description: 

Early childhood education is at the forefront of the minds of parents, teachers, policymakers as well as the general public. A strong early childhood foundation is critical for lifelong learning. The National Science Foundation has made a number of early childhood grants in science, technology, engineering and mathematics (STEM) over the years and the knowledge generated from this work has benefitted researchers. Early childhood teachers and administrators, however, have little awareness of this knowledge since there is little research that is translated and disseminated into practice, according to the National Research Council. In addition, policies for both STEM and early childhood education has shifted in the last decade. 

The Joan Ganz Cooney Center and the New America Foundation are working together to highlight early childhood STEM education initiatives. Specifically, the PIs will convene stakeholders in STEM and early childhood education to discuss better integration of STEM in the early grades. PIs will begin with a phase of background research to surface critical issues in teaching and learning in early childhood education and STEM. The papers will be used as anchor topics to organize a forum with a broad range of stakeholders including policymakers as well as early childhood researchers and practitioners. A number of reports will be produced including commissioned papers, vision papers, and a forum synthesis report. The synthesis report will be widely disseminated by the Joan Ganz Cooney Center and the New America Foundation.

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed project.

Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Staudt)

This project will develop curricula for environmental/geoscience disciplines for high-school classrooms. The Model My Watershed (MMW) v2 app will bring new environmental datasets and geospatial capabilities into the classroom, to provide a cloud-based learning and analysis platform accessible from a web browser on any computer or mobile device, thus overcoming the cost and technical obstacles to integrating Geographic Information System technology in secondary education.

Lead Organization(s): 
Award Number: 
1417722
Funding Period: 
Mon, 09/01/2014 to Fri, 08/31/2018
Full Description: 

This project will develop curricula for environmental/geoscience disciplines for high-school classrooms. It will teach a systems approach to problem solving through hands-on activities based on local data and issues. This will provide an opportunity for students to act in their communities while engaging in solving problems they find interesting, and require synthesis of prior learning. The Model My Watershed (MMW) v2 app will bring new environmental datasets and geospatial capabilities into the classroom, to provide a cloud-based learning and analysis platform accessible from a web browser on any computer or mobile device, thus overcoming the cost and technical obstacles to integrating Geographic Information System technology in secondary education. It will also integrate new low-cost environmental sensors that allow students to collect and upload their own data and compare them to data visualized on the new MMW v2. This project will transform the ability of teachers throughout the nation to introduce hands-on geospatial analysis activities in the classroom, to explore a wide range of geographic, social, political and environmental concepts and problems beyond the project's specific curricular focus.

The Next Generation Science Standards state that authentic research experiences are necessary to enhance STEM learning. A combination of computational modeling and data collection and analysis will be integrated into this project to address this need. Placing STEM content within a place- and problem-based framework enhances STEM learning. Students, working in groups, will not only design solutions, they will be required to defend them within the application portal through the creation of multimedia products such as videos, articles and web 2.0 presentations. The research plan tests the overall hypothesis that students are much more likely to develop an interest in careers that require systems thinking and/or spatial thinking, such as environmental sciences, if they are provided with problem-based, place-based, hands-on learning experiences using real data, authentic geospatial analysis tools and models, and opportunities to collect their own supporting data. The MMW v2 web app will include a data visualization tool that streams data related to the modeling application. This database will be modified to integrate student data so teachers and students can easily compare their data to data collected by other students and the government and research data. All data will be easily downloadable so that students can increase the use of real data to support the educational exercises. As a complement to the model-based activities, the project partners will design, manufacture, and distribute a low-cost environmental monitoring device, called the Watershed Tracker. This device will allow students to collect real-world data to enhance their understanding of watershed dynamics. Featuring temperature, light, humidity, and soil moisture sensors, the Watershed Tracker will be designed to connect to tablets and smartphones through the audio jack common to all of these devices.

Learning about Ecosystems Science and Complex Causality through Experimentation in a Virtual World

This project will develop a modified virtual world and accompanying curriculum for middle school students to help them learn to more deeply understand ecosystems patterns and the strengths and limitations of experimentation in ecosystems science. The project will build upon a computer world called EcoMUVE, a Multi-User Virtual Environment or MUVE, and will develop ways for students to conduct experiments within the virtual world and to see the results of those experiments.

Project Email: 
Lead Organization(s): 
Award Number: 
1416781
Funding Period: 
Mon, 09/01/2014 to Thu, 08/31/2017
Full Description: 

EcoXPT from videohall.com on Vimeo.

Comprehending how ecosystems function is important knowledge for citizens in making decisions and for students who aspire to become scientists. This understanding requires deep thinking about complex causality, unintended side-effects, and the strengths and limitations of experimental science. These are difficult concepts to learn due to the many interacting components and non-linear interrelationships involved. Ecosystems dynamics is particularly difficult to teach in classrooms because ecosystems involve complexities such as phenomena distributed widely across space that change over long time frames. Learning when and how experimental science can provide useful information in understanding ecosystems dynamics requires moving beyond the limited affordances of classrooms. The project will: 1) advance understanding of experimentation in ecosystems as it can be applied to education; 2) show how student learning is affected by having opportunities to experiment in the virtual world that simulate what scientists do in the real world and with models; and 3) produce results comparing this form of teaching to earlier instructional approaches. This project will result in a learning environment that will support learning about the complexities of the earth's ecosystem.

The project will build upon a computer world called EcoMUVE, a Multi-User Virtual Environment or MUVE, developed as part of an earlier NSF-funded project. A MUVE is a simulated world in which students can virtually walk around, make observations, talk to others, and collect data. EcoMUVE simulates a pond and a forest ecosystem. It offers an immersive context that makes it possible to teach about ecosystems in the classroom, allowing exploration of the complexities of large scale problems, extended time frames and and multiple causality. To more fully understand how ecosystems work, students need the opportunity to experiment and to observe what happens. This project will advance this earlier work by developing ways for students to conduct experiments within the virtual world and to see the results of those experiments. The project will work with ecosystem scientists to study the types of experiments that they conduct, informing knowledge in education about how ecosystem scientists think, and will build opportunities for students that mirror what scientists do. The project will develop a modified virtual world and accompanying curriculum for middle school students to help them learn to more deeply understand ecosystems patterns and the strengths and limitations of experimentation in ecosystems science. The resulting program will be tested against existing practice, the EcoMUVE program alone, and other programs that teach aspects of ecosystems dynamics to help teachers know how to best use these curricula in the classroom.

Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Kerlin)

This project will develop curricula for environmental/geoscience disciplines for high-school classrooms. The Model My Watershed (MMW) v2 app will bring new environmental datasets and geospatial capabilities into the classroom, to provide a cloud-based learning and analysis platform accessible from a web browser on any computer or mobile device, thus overcoming the cost and technical obstacles to integrating Geographic Information System technology in secondary education.

Lead Organization(s): 
Award Number: 
1418133
Funding Period: 
Mon, 09/01/2014 to Fri, 08/31/2018
Project Evaluator: 
Education Design
Full Description: 

This project will develop curricula for environmental/geoscience disciplines for high-school classrooms. It will teach a systems approach to problem solving through hands-on activities based on local data and issues. This will provide an opportunity for students to act in their communities while engaging in solving problems they find interesting, and require synthesis of prior learning. The Model My Watershed (MMW) v2 app will bring new environmental datasets and geospatial capabilities into the classroom, to provide a cloud-based learning and analysis platform accessible from a web browser on any computer or mobile device, thus overcoming the cost and technical obstacles to integrating Geographic Information System technology in secondary education. It will also integrate new low-cost environmental sensors that allow students to collect and upload their own data and compare them to data visualized on the new MMW v2. This project will transform the ability of teachers throughout the nation to introduce hands-on geospatial analysis activities in the classroom, to explore a wide range of geographic, social, political and environmental concepts and problems beyond the project's specific curricular focus.

The Next Generation Science Standards state that authentic research experiences are necessary to enhance STEM learning. A combination of computational modeling and data collection and analysis will be integrated into this project to address this need. Placing STEM content within a place- and problem-based framework enhances STEM learning. Students, working in groups, will not only design solutions, they will be required to defend them within the application portal through the creation of multimedia products such as videos, articles and web 2.0 presentations. The research plan tests the overall hypothesis that students are much more likely to develop an interest in careers that require systems thinking and/or spatial thinking, such as environmental sciences, if they are provided with problem-based, place-based, hands-on learning experiences using real data, authentic geospatial analysis tools and models, and opportunities to collect their own supporting data. The MMW v2 web app will include a data visualization tool that streams data related to the modeling application. This database will be modified to integrate student data so teachers and students can easily compare their data to data collected by other students and the government and research data. All data will be easily downloadable so that students can increase the use of real data to support the educational exercises. As a complement to the model-based activities, the project partners will design, manufacture, and distribute a low-cost environmental monitoring device, called the Watershed Tracker. This device will allow students to collect real-world data to enhance their understanding of watershed dynamics. Featuring temperature, light, humidity, and soil moisture sensors, the Watershed Tracker will be designed to connect to tablets and smartphones through the audio jack common to all of these devices.

Taking Games to School: Exploratory Study to Support Game-based Teaching and Learning In High-School Science Classes

This project is building a set of software tools, including a tool for annotating screen recordings of activities in games, a teacher data dashboard for information about students' in-game learning, and tools to help teachers customize activities in games to better align with curricular standards. The project will find out whether these new tools can enhance teaching and/or learning. 

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
1415284
Funding Period: 
Tue, 07/15/2014 to Sat, 06/30/2018
Full Description: 

Research shows that educational games can enhance students' science learning, but current work leaves teachers dependent on researchers and games companies to provide good games and game-based curricula. This project aims to study how teachers can be involved in making science learning games more effective, and how educational science games can better support good teaching. This project is building a set of software tools, including a tool for annotating screen recordings of activities in games, a teacher data dashboard for information about students' in-game learning, and tools to help teachers customize activities in games to better align with curricular standards. It will conduct studies with successful research-based educational games for learning science, and popularly available educational games from websites such as BrainPop, in a network of teachers who have experience using 'canned' games in their classrooms. The project will find out whether these new tools can enhance teaching and/or learning. It will also help develop a list of the types of customization options teachers need in order to be able to effectively use educational games in their classrooms. If successful, this research could point the way towards new tools that let teachers create activities that turn any game into an educational game, and to better use existing educational games in their classrooms. This could greatly speed up our ability to deliver high-quality learning experiences through educational games.

This project involves a participatory design process in which a small number of experienced teachers will feed into a principled, iterative refinement of prototypes of the tools (annotation, data dashboard, and level-builder) to be prototyped within the Brainplay suite. In the beta testing phase, a hierarchical linear model analysis will be conducted on both student and teacher outcomes in 25 classrooms. In addition to the quantitative analysis, qualitative studies involving classroom observations, focus groups, and teacher journaling will be conducted to examine impact on teaching practices and refine the functional specifications. Project dissemination will take place through the community around the previously-developed Leveling Up games (played around 10,000 times per week), and through existing professional networks such as Edmodo. The project will also work within the games community to help inform possible approaches to logging learning data and allowing teacher customization across all games.

Supporting Secondary Students in Building External Models (Collaborative Research: Damelin)

This project will (1) develop and test a modeling tool and accompanying instructional materials, (2) explore how to support students in building and using models to explain and predict phenomena across a range of disciplines, and (3) document the sophistication of understanding of disciplinary core ideas that students develop when building and using models in grades 6-12. 

Lead Organization(s): 
Award Number: 
1417809
Funding Period: 
Fri, 08/01/2014 to Tue, 07/31/2018
Full Description: 

The Concord Consortium and Michigan State University will collaborate to: (1) develop and test a modeling tool and accompanying instructional materials, (2) explore how to support students in building and using models to explain and predict phenomena across a range of disciplines, and (3) document the sophistication of understanding of disciplinary core ideas that students develop when building and using models in grades 6-12. By iteratively designing, developing and testing a modeling tool and instructional materials that facilitate the building of dynamic models, the project will result in exemplary middle and high school materials that use a model-based approach as well as an understanding of the potential of this approach in supporting student development of explanatory frameworks and modeling capabilities. A key goal of the project is to increase students' learning of science through modeling and to study student engagement with modeling as a scientific practice. 

The project provides the nation with middle and high school resources that support students in developing and using models to explain and predict phenomena, a central scientific and engineering practice. Because the research and development work will be carried out in schools in which students typically do not succeed in science, the products will also help produce a population of citizens capable of continuing further STEM learning and who can participate knowledgeably in public decision making. The goals of the project are to (1) develop and test a modeling tool and accompanying instructional materials, (2) explore how to support students in building, using, and revising models to explain and predict phenomena across a range of disciplines, and (3) document the sophistication of understanding of disciplinary core ideas that students develop when building and using models in grades 6-12. Using a design-based research methodology, the research and development efforts will involve multiple cycles of designing, developing, testing, and refining the systems modeling tool and the instructional materials to help students meet important learning goals related to constructing dynamic models that align with the Next Generation Science Standards. The learning research will study the effect of working with external models on student construction of robust explanatory conceptual understanding. Additionally, it will develop a set of professional development resources and teacher scaffolds to help the expanding community of teachers not directly involved in the project take advantage of the materials and strategies for maximizing the impact of the curricular materials.

Re-Imagining Video-based Online Learning

Despite the tremendous growth in the availability of mathematics videos online, little research has investigated student learning from them. The goal of this exploratory project is to create, investigate, and provide evidence of promise for a model of online videos that embodies a more expansive vision of both the nature of the content and the pedagogical approach than is currently represented in YouTube-style lessons.

Award Number: 
1416789
Funding Period: 
Mon, 09/01/2014 to Fri, 08/31/2018
Full Description: 

The goal of this exploratory project is to create, investigate, and provide evidence of promise for a model of online videos that embodies a more expansive vision of both the nature of the content and the pedagogical approach than is currently represented in YouTube-style lessons. This goal is pursued through the development and research of videos for two mathematics units--one focused on proportional reasoning at the middle grades level and the other focused on quadratic functions at the high school level, using an approach that could be applied to any STEM content area. The media attention on the Khan Academy and the wide array of massive open online courses has highlighted the internet phenomenon of widespread accessibility to mathematics lessons, which offer many benefits, such as student control of the pace of learning and earlier access to advanced topics than is often possible in public schools. Yet, despite the huge range of topics presented in online videos, there is surprising uniformity in the procedural emphasis of the content and in the expository mode of presentation. Moving beyond the types of videos now used, primarily recorded lectures that replicate traditional classroom experience, this project advances our understanding about how students learn from video and from watching others learn - vicarious learning - as opposed to watching an expert. This project addresses the need for an alternative approach. Rather than relying on an expository style, the videos produced for this project focus on pairs of students, highlighting their dialogue, explanations and alternative conceptions. This alternative has the potential to contribute to learning sciences and to develop a usable tool.

Despite the tremendous growth in the availability of mathematics videos online, little research has investigated student learning from them. This project develops dialogue-intensive videos in which children justify and explain their reasoning, elucidate their own comprehension of mathematical situations, and argue for and against various ideas and strategies. According to Wegerif (2007), such vicarious participation in a dialogic community may help learners take the perspective of another in a discussion, thus "expanding the spaces of learning" through digital technology. Consequently, a major contribution of this proposed work will be a set of four vicarious learning studies. Two qualitative studies investigate the particular meanings and ways of reasoning that learners appropriate from observing the dialogue of the students in the videos, as well as the learning trajectories of vicarious learners for each unit. Two quantitative studies isolate and test the effectiveness of the dialogic and the conceptual components of the model by comparing learning outcome gains for (a) conceptual dialogic versus conceptual expository conditions, and (b) dialogic conceptual versus dialogic procedural conditions. Another mark of the originality of the proposed work is the set of vicarious learning studies that contributes to the emerging literature across several dimensions, by (a) using secondary students rather than undergraduates; (b) exploring longer periods of learning, which is more conducive to deeper understanding; and (c) examining the nature of reasoning that is possible, not just the effectiveness of the approach.

Preparing Urban Middle Grades Mathematics Teachers to Teach Argumentation Throughout the School Year

The objective of this project is to develop a toolkit of resources and practices that will help inservice middle grades mathematics teachers support mathematical argumentation throughout the school year. A coherent, portable, two-year-long professional development program on mathematical argumentation has the potential to increase access to mathematical argumentation for students nationwide and, in particular, to address the needs of teachers and students in urban areas.

Lead Organization(s): 
Award Number: 
1417895
Funding Period: 
Sun, 06/15/2014 to Thu, 05/31/2018
Full Description: 

The project is an important study that builds on prior research to bring a comprehensive professional development program to another urban school district, The District of Columbia Public Schools. The objective of this full research and development project is to develop a toolkit  that provides resources and practices for inservice middle grades mathematics teachers to support mathematical argumentation throughout the school year. Mathematical argumentation, the construction and critique of mathematical conjectures and justifications, is a fundamental disciplinary practice in mathematics that students often never master. Building on a proof of concept of the project's approach ifrom two prior NSF-funded studies, this project expands the model to help teachers support mathematical argumentation all year. A coherent, portable, two-year-long professional development program on mathematical argumentation has the potential to increase access to mathematical argumentation for students nationwide and, in particular, to address the needs of teachers and students in urban areas. Demonstrating this program in the nation's capital will likely attract broad interest and produces important knowledge about how to implement mathematical practices in urban settings. Increasing mathematical argumentation in schools has the potential for dramatic contributions to students' achievement and participation in 21st century workplaces.

Mathematical argumentation is rich discussion in which students take on mathematical authority and co-construct conjectures and justifications. For many teachers, supporting such discourse is challenging; many are most comfortable with Initiate-Respond-Evaluate types of practices and/or have insufficient content understanding. The professional development trains teachers to be disciplined improvisers -- professionals with a toolkit of tools, knowledge, and practices to be deployed creatively and responsively as mathematical argumentation unfolds. This discipline includes establishing classroom norms and planning lessons for argumentation. The model's theory of action has four design principles: provide the toolkit, use simulations of the classroom to practice improvising, support learning of key content, and provide job-embedded, technology-enabled supports for using new practices all year. Three yearlong studies will address design, feasibility, and promise. In Study 1 the team co-designs tools with District of Columbia Public Schools staff. Study 2 is a feasibility study to examine program implementation, identify barriers and facilitators, and inform improvements. Study 3 is a quasi-experimental pilot to test the promise for achieving intended outcomes: expanding teachers' content knowledge and support of mathematical argumentation, and increasing students' mathematical argumentation in the classroom and spoken argumentation proficiency. The studies will result in a yearlong professional development program with documentation of the theory of action, design decisions, pilot data, and instrument technical qualities.

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