Interactive science centers are unique players in the science education community, but their positioning as both authorities on science and providers of "free choice" learning presents learning researchers with a problematic contradiction rooted in the complexities of trying to be both 'scientific' and 'education' organizations. Using insight from cultural historical activity and new institutionalism of organizations theories this study found that the activity of Exploratorium visitors recreated much of this "core" contradiction. Thirty-five families visiting the Exploratorium were invited to
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.
This report is intended to provide guidance for policy-makers on the use of digital technologies to support learning in families. It draws on a research project conducted by Futurelab and funded by Becta on 'Learning in families with digital technologies'. It identifies significant gaps, challenges and opportunities for policy developments to support and enhance the outcomes of learning in families
This policy recommendations report is intended to provide guidance for policy-makers on maximizing the beneficial impact of digital technologies on adult informal learning. It provides a concise summary of the main challenges facing policy-makers, shows where there may be gaps in current policy, and highlights areas of concern and need in relation to adult informal learning and technology.
This report for educators aims to examine the current landscape of adult informal learning using digital technologies. It provides new data on adult use of technology for informal learning and outlines the existing landscape of tools, resources and services which can support this. It aims to develop a shared understanding of the ways in which digital technologies are used for adult informal learning, and how this could be supplemented to enhance and transform adult informal learning in the future.
The Corporation for Public Broadcasting and the Institute of Museum and Library Services—recognizing an opportunity to leverage our shared public service missions— joined forces on a leadership initiative to help public broadcasters, libraries, and museums collaborate on the local level to meet community needs. This initiative resulted in the funding of 20 Community Collaboration projects. The Partnership for a Nation of Learners: Joining Forces, Creating Value report provides grantee success stories that can guide local organizations who would like to collaborate on behalf of their
In 2008, with funding from The Noyce Foundation, CSAS undertook a review of staff development for after-school STEM. A select group of CSAS members, representing key staff development providers, formed a community of practice. The discussions of that community, combined with the existing research base, were used to create this report. I hope you will find the report useful in defining the need for after-school STEM staff development, a range of strategies, and the priorities for future projects.
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TEAM MEMBERS:
Jason FreemanRena DorphBernadette Chi
This is a report of the NSF Advisory Committee for Environmental Research. It contains a call to action, research priorities, and sections on environmental research and citizen science.
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TEAM MEMBERS:
NSF Advisory Committee for Environmental Research and Education
A program that teaches middle-school Latinas to program their own computer games seeks ways of overcoming the growing shortfall of both Latinos and women in IT education and careers.
This study focuses on the combined role of zoos and an out-of-school-time program focused on environmental issues in influencing children’s relationship with and sense of responsibility toward animals and the environment.
By emphasizing work-based learning, youth programs can not only meet their youth development goals but also prepare young people for success in the knowledge economy of the 21st century.
The notorious achievement gap for Latina/o youth can’t be explained only by ethnic and socioeconomic factors—and can’t be overcome by schools alone. Out-of-school time programs can also make a difference. The question is, how much of a difference can they make, and for which young Latinas/Latinos?