Anthony E. Kelly, Office of Educational Technology, US Department of Education, and George Mason University
This post builds on analyses of two use cases by Barbara Means of SRI. One case describes the testing of a multimedia intervention in a college-level course. The other case describes course redesign using longitudinal data analysis.
Drawing on these two cases, I propose some new approaches to design-based research, including increased collaboration through shared design and data repositories. I seek feedback on these nascent analyses, and welcome similar cross-case analyses using these and other use cases. READ MORE
Challenge: Provide best learning approach for each student
Stakeholders: Researchers, Developers, Teachers, Students
Tech Affordances: Rapid Prototyping
Methods: A/B Testing; Learning Analytics
Author: Barbara Means based on an interview with Ken Koedinger and references below.
The Challenge: Researchers at LearnLab, the Pittsburgh Science of Learning Center, set out to see whether they could improve the effectiveness of an online chemistry course by applying design principles based on research. Within a chemistry course developed by Carnegie Mellon University’s Open Learning Initiative (OLI), they identified the portion that deals with equilibrium as being particularly challenging for students. READ MORE
The Defense Advanced Research Projects Agency (DARPA) launched its ENGAGE research program to focus on the development of STEM (science, technology, engineering and mathematics) skills and social-emotional learning in a learning-game setting for early elementary-level students. DARPA usually focuses on the development of advanced technology and hardware for the military, but has teamed with the President’s Office of Science and Technology Policy (OSTP) to work on STEM education because it is such an important national priority.
With funding from the ENGAGE program, UCLA‘s Center for Research on Evaluation, Standards, and Testing (CRESST) is partnering with the game development firm Intific to teach 5- and 6-year-olds fundamental physics concepts and principles. These are generally force and motion; specifically, they are concepts drawn from the National Academy of Sciences Framework for K-12 Science Education that are targeted to fifth-grade students (e.g., friction and velocity). READ MORE