Tag Archives: Computer and information science

EXP: Data-Driven Support for Novice Programmers

9/1/16-8/31/19 PIs: Tiffany Barnes, Min Chi North Carolina State University Award Details The researchers in this project will study fully data-driven systems to provide both scalable and individualized support for learners. Open-ended, media-rich visual programming environments such as Scratch and Snap represent the next-generation genre for engaging and inspiring students to learn programming. However, solving […]

CAREER: Designing a New Nexus: Examining the Social Construction of Electronics and Computing Toolkits to Broaden Participation and Deepen Learning

PI: Kylie Peppler Indiana University Award Details The persistently lopsided gender makeup of computer and information science programs in US universities and colleges suggests that the gender gap in computing education is still obstinately wide. Despite several national initiatives to diversify participation in STEM fields, the underlying culture of computing education remains relatively stagnant, with […]

CI-TEAM Demo: Environmental CyberCitizens: Engaging Citizen Scientists in Global Environmental Change through Crowdsensing and Visualization

PIs: Alex Mayer, Robert Pastel, Charles Wallace, Shawn Opplige, Richard Donovan Michigan Technological University Award Details This demonstration project is creating and evaluating a set of activities aimed at preparing a diverse science and engineering workforce with cyberinfrastructure knowledge and skills. A multidisciplinary team of faculty and undergraduate students is collaborating with citizen scientist end […]

EXP: Enabling Pedagogical Communication Between Learning and Programming Environments

PI: Michael Clancy University of California-Berkeley Award Details Continuing increases in computer power have led to significant advances in iteractive software-development environments (IDEs) that aim to help programmers plan, write, test, and fix programs efficiently. Learning management systems (LMSs), which make available learning resources and activities, have similarly evolved to support good pedagogical practice, such […]

EAGER: Foundations for Advancing Computational Thinking (FACT): Learning and Assessment through an Online Middle School Curriculum

PIs: Roy Pea, Stephen Cooper Stanford University Award Details Stanford University proposes to develop and evaluate a proof-of-concept online middle school course (with a teacher version as well) that adapts concepts from the Exploring Computer Science (ECS) curriculum, specifically algorithmic thinking and introductory programming. The project will: (1) Design and deploy an online six-week “Foundations […]

EXP: Exploring Social Programming Environments in Early Computing Courses

PIs: Christopher Hundhausen, Olusola Adesope Washington State University Award Details Washington State University will design and study the educational affordances of a social programming environment (SPE), a technology-rich learning environment centered around a social networking-style activity stream of learners’ problem-solving activities and progress. Through an iterative, participatory design process involving students and instructors at Washington […]

EXP: RUI: Exploring Spatial-Temporal Anchored Collaboration in Asynchronous Learning Experiences

PIs: Brian Dorn, Larissa Schroeder, Kevin Ball University of Nebraska at Omaha Award Details The researchers on this project are developing and studying a web-based multi-media platform that will allow special-temporal annotations intended for collaboration in post-secondary courses. The use of digital web-hosted media is becoming increasingly commonplace and important in postsecondary educational environments. Instructors […]

EXP: Collaborative Research: Fostering Ecologies of Online Learners through Technology Augmented Human Facilitation

PI: Carolyn Rose, Carnegie-Mellon University (Award Details) Marcela Borge, Penn State University (Award Details) This Cyberlearning: Transforming Education project brings together leading-edge researchers in computational linguistics and computer-supported collaborative learning to explore feasibility issues in designing an intelligent conversational agent that interacts with groups of learners as they are working together and provides cognitive, meta-cognitive, […]

DIP: Community Knowledge Construction in the Instrumented Classroom

PIs: Thomas Moher, James Slotta, Joel Brown University of Illinois at Chicago Award Details In this Cyberlearning: Transforming Education DIP (Development and Implementation) project, the PIs are addressing challenges of knowledge community pedagogy, where students are given a high level of agency and responsibility for developing questions, exchanging and critiquing ideas with peers, and advancing […]