The executive summary of the Formative Research Report for the project: Fostering Joint Parent/Child Engagement in Preschool Computational Thinking by Leveraging Digital Media, Mobile Technology, and Library Settings in Rural Communities.
This is the formative research report for the project: Fostering Joint Parent/Child Engagement in Preschool Computational Thinking by Leveraging Digital Media, Mobile Technology, and Library Settings in Rural Communities
Supported by the National Science Foundation, the Global Soundscapes! Big Data, Big Screens, Open Ears project employs a variety of informal learning experiences to present the physics of sound and the new science of soundscape ecology. The interdisciplinary science of soundscape ecology analyzes sounds over time in different ecosystems around the world. The major components of the Global Soundscapes project are an educator-led interactive giant-screen theater show, group activities, and websites. All components are designed with both sighted and visually impaired students in mind. Multimedia
In this literature review, we seek to understand in what ways aspects of computer science education and making and makerspaces may support the ambitious vision for science education put forth in A Framework for K-12 Science as carried forward in the Next Generation Science Standards. Specifically, we examine how computer science and making and makerspace approaches may inform a project-based learning approach for supporting three-dimensional science learning at the elementary level. We reviewed the methods and findings of both recently published articles by influential scholars in computer
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TEAM MEMBERS:
Samuel SeveranceSusan CodereEmily MillerDeborah Peek-BrownJoseph Krajcik
This catalog details the extent of NASA’s game portfolio, so that others developing new games are able to build upon the lessons learned from the past. Enclosed herein are details on fourteen individual games that have been created by or for NASA as well as two collections of hosted Flash games. Each entry has information about the game, including a screen shot, point of contact (if available), and a link to the game’s site. The games are identified by genre, NASA content or contribution, and intended audience or Entertainment Software Review Board (ESRB) rating.
Many informal science and mathematics education projects employ multiple media, but studies typically have investigated learning from a single medium, rather than multiple media. The present research, funded by the National Science Foundation, used Cyberchase(a multiple-media, informal mathematics project targeting 8-to 11-year-olds, produced by Thirteen/WNET) to investigate synergy among multiple media components and how they interact to yield cumulative educational outcomes.
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TEAM MEMBERS:
Shalom FischRichard LeshElizabeth MotokiSandra CrespoVincent Melfi
The drawing of 'outlines' can be shown to be dependent upon the bounding edge aspect of visual cognition, which is a principal means of discerning 'identity' from other features of experience in the visual field. Visual 'signatures' can be noticed when using techniques for the scientific visualization of data. Using examples from an ongoing art-science project between the Faculty of Arts and Architecture (Brighton) and the Meteorology Dept at the University of Reading, the paper will explore the boundary between the 'rational' and the subjective, and between the representation of knowledge and
This report focuses on the use of games as resources to support the educational aims, objectives, and planned outcomes of teachers who understand that games are an important medium in contemporary culture and young people's experiences. The report provides an assessment of game-based learning in UK schools. It is intended to test out the hype and enthusiasm for using games in education and to identify a sensible rationale and practical strategies for teachers to try out games in the classroom.
How can research on teaching and learning be used to improve the design of e-content? The contents of this report are based on a series of seminars conducted during 2003 and 2004, funded by the Economic & Social Research Council (ESRC), that were coordinated by Lydia Plowman, University of Stirling. They were also sponsored by a number of organisations including Futurelab. Each seminar was attended by researchers from universities, creators and managers of companies that make educational resources, and people engaged in policy making or representing Government agencies
This report combines the views of education researchers, technology developers, educators, and researchers in emerging fields such as educational data mining and technology-supported evidence-centered design to present an expanded view of approaches to evidence. It presents the case for why the transition to digital learning warrants a re-examination of how we think about educational evidence. The report describes approaches to evidence-gathering that capitalize on digital learning data and draws implications for policy, education practice, and R&D funding.
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TEAM MEMBERS:
U.S. Department of EducationOffice of Educational Technology
This report is the National Education Technology Plan (NETP) submitted by the U.S. Department of Education (ED) to Congress. It presents five goals with recommendations for states, districts, the federal government, and other stakeholders. Each goal addresses one of the five essential components of learning powered by technology: Learning, Assessment, Teaching, Infrastructure, and Productivity. The plan also calls for "grand challenge" research and development initiatives to solve crucial long-term problems that the ED believes should be funded and coordinated at a national level.
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TEAM MEMBERS:
U.S. Department of EducationDaniel AtkinsJohn BennettJohn Seely BrownAneesh ChopraChris DedeBarry FishmanLouis GomezMargaret HoneyYasmin KafaiMaribeth LuftglassRoy PeaJim PellegrinoDavid RoseCandace ThilleBrenda Williams
This is the first report in a series on game “impact types.” We begin with the problem. Our field needs a better way to talk about impact — a deeper conversation that is more fundamentally inclusive and multi-disciplinary, yet still evidence-based. This report is a first step, revealing the basic fragmentation and documenting its harm. Not just beginners, but our best journals and public awards can inadvertently overlook full categories of impact, and disagree on what evidence looks like. Creativity is too easily and unhealthily pitted against impact design. Even the language of “double-blind