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
It is critical that we increase public knowledge and understanding of science and technology issues through formal and informal learning for the United States to maintain its competitive edge in today's global economy. Since most Americans learn about science outside of school, we must take advantage of opportunities to present chemistry content on television, the Internet, in museums, and in other informal educational settings. In May 2010, the National Academies' Chemical Sciences Roundtable held a workshop to examine how the public obtains scientific information informally and to discuss
The days of desktop dominance are over. Mobile has swiftly risen to become the leading digital platform, with total activity on smartphones and tablets accounting for an astounding 60 percent of digital media time spent in the U.S. The fuel driving mobile’s relentless growth is primarily app usage, which alone makes up a majority of total digital media engagement at 52 percent. In this report we let the numbers and charts do most of the talking, as the story of today’s app landscape is told through the visualization of comScore’s mobile data.
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
In October 2005, the National Science Foundation brought members of its nanoscale science and engineering education (NSEE) projects to Arlington, VA for a 2-day workshop to explore the status of on-going efforts and to forge collaborations at the national level that would facilitate future efforts. NSF currently funds NSEE projects through the Division of Elementary, Secondary, and Informal Education (ESIE), the Directorate for Engineering as part of the Nanoscale Science and Engineering Centers (NSEC), National Nanotechnology Infrastructure Network (NNIN), the Network for Computational
This paper details a long-term evolving effort to provide evaluation instruction designed to address specific information needs for selected target groups from a centralized location within a networked environment. Additionally, this paper examines a content design process that focuses on user-centered data-appropriate evaluation methods where the content of the instructional system is comprehensive, organized, and presented for use by library researchers and practitioners in a variety of library settings and situational contexts. Specific examples of web-based evaluation instructional systems
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TEAM MEMBERS:
John SneadCharles McClureJohn BertotPaul Jaeger
Based on the premise that one component of NASA's pre-college education program is intended to support and enact school reform, the Committee for the Evaluation and Review of NASA's Pre-College Education Program requested an analysis of how the NASA Explorer School (NES) Model aligns with other national models of school-wide improvement and reform. The purpose and focus of this paper is to summarize key elements of major school improvement and reform models as well as specific content reform models from the literature, and to analyze the extent to which there is alignment between these models
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
Professional learning communities (PLCs)-teams of educators who meet regularly to exchange ideas, monitor student progress, and identify professional learning needs-reflect a growing interest in promoting professional development that engages teachers and administrators. Increasingly, teachers are able to participate in online and hybrid PLCs in addition to PLCs that meet face-to-face. This report examines: characteristics of PLCs, as reported in the literature; advantages and challenges of online and hybrid PLCs, compared to face-to-face PLCs; and considerations for the design and setup of
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Institute of Sciences, U.S. Department of EducationCynthia L. Blitz
Funded by the National Science Foundation (NSF),The STEM Pathways project focused on exploring strategies through which at-risk and incarcerated Hispanic youth could be engaged around STEM careers, understand the education, training, and skills they would need to attain them, and think that such a path was a future possibility. To this end, the project and evaluation teams collaborated on a literature review, the development of a logic model, and the design, implementation, and evaluation of a diverse set of program activities that included media, art, and flash mentoring with STEM role models
This report is a synthesis of ongoing research, design, and implementation of an approach to education called “connected learning.” Connected learning advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.
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Digital Media and Learning Research HubMizuko ItoKris GutierrezSonia LivingstoneBill PenuelJean RhodesKatie SalenJuliet SchorJulian Sefton-GreenS. Craig Watkins
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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U.S. Department of EducationOffice of Educational Technology