n questions may include, What goals do multi-user environments address that are not well addressed by single-user environments? How are integrated assessment tools being used to address goals? What are the myriad approaches used to promote engagement, and what evidence do we have that these work? What drives the design choices about the nature of the scaffolding and feedback in these tools, and what evidence do we have that these various scaffolding approaches influence students’ approaches and perspectives on the activity? How do our choices, as technology producers, drive teacher choices about using or not using available products? Presenters will also identify common challenges associated with these technologies (e.g., dissemination) and identify any solutions emerging from the group as well as discuss next steps towards possible solutions.
The poster session is designed to benefit both the presenters and the participants. By including such a diverse range of projects, presenters aim to share knowledge about effective design practices, testing practices, and challenges across this group of PIs who do not regularly communicate with each other about their projects. In addition, for participants who seek to include interactive computer technologies as part of their STEM education projects, this session brings together a large number of possible partners and allows these participants greater insight into the affordances and goals of these available tools as well as the limitations and challenges faced by the designers.
FULL LIST OF ALL 12 POSTER PRESENTERS:
- Poster 1: Katherine Perkins and Noah Podolefsky, University of Colorado at Boulder, Expanding PhET Interactive Science Simulations to Grades 4-8: A Research-based Approach
- Poster 2: Marcia Linn, Camillia Matuk, & Jennie Chiu, University of California at Berkeley, Visualizing to Integrate Science Understanding for All Learners (VISUAL)
- Poster 3: Marcia Linn, Kihyun (Kelly) Ryoo, & Jennie Chiu, University of California at Berkeley, Cumulative Learning using Embedded Assessment Results (CLEAR)
- Poster 4: Doug Clark and Mario Martinez-Garza, Vanderbilt University, Scaffolding Understanding by Redesigning Games for Education (SURGE)
- Poster 5: David Birchfield, Arizona State University, Embodied STEM Learning Across Technology-based Learning Environments
- Poster 6: Diane Ketelhut, Temple University, SAVE Science: Situated Assessment Using Virtual Environments for Science Content and Inquiry
- Poster 7: James Lester, North Carolina State University, Developing Science Problem-solving Skills and Engagement Through Intelligent Game-based Learning Environments
- Poster 8: Karin Wiburg, New Mexico State, Math Snacks: Addressing Gaps in Conceptual Mathematics Understanding with Innovative Media
- Poster 9: Uri Wilensky, Northwestern University, Enabling Modeling and Simulation-based Science in the Classroom: Integrating Agent-based Models, Real World Sensing and Collaborative Networks
- Poster 10: Paul Horwitz, Carolyn Staudt, and Laura O'Dwyer, Concord Consortium, Evolution Readiness: A Modeling Approach
- Poster 11: Frieda Reichsman and Chad Dorsey, Concord Consortium, Geniverse: A Student Collaboratory for Biology Cyberlearning
- Poster 12: Amy Pallant, Concord Consortium, High Adventure Science