Tag Archives: Computer and information science

CAP: Collaborative Research: Building a Network to Advance Collaborative Research on Young Children’s Learning through Public Media Assets

Brigid Barron and Roy Pea, Stanford University (Award Details) Reed Stevens, Northwestern University (Award Details) This Cyberlearning Capacity-Building project brings together learning scientists, experts in media creation, experts in child development, producers of public media assets, parent, and educators in an effort to build social infrastructure that will support bringing what is known about how […]

EXP: Collaborative Research: Engaging Interdisciplinary Students in Innovation Education through Crowd-based Technology

Steven Dow, Carnegie-Mellon University (Award Details) Elizabeth Gerber, Northwestern University (Award Details) This project team is exploring how crowd-based technology can support innovation education through feedback from potential customers and users, specifically looking at how the new forms of authentic feedback can be put to good use to support learning better to design, solve problems, […]

EXP: Developing STEM Identities through Participation in Science-Infused Media and Virtual Peer Networks

PIs: June Ahn, Mega Subramaniam, Allison Druin, Kenneth Fleischmann University of Maryland College Park Award Details Researchers are seeking to understand the roles that school libraries, school librarians, and virtual peer networks (VPNs) can play in helping middle-school students become interested in STEM, imagine themselves in STEM careers, and see themselves as interested-in-science people. In […]

EXP: CTSiM: Fostering Computational Thinking in Middle Schools through Scientific Modeling and Simulation

PIs: Gautam Biswas, Douglas Clark, Pratim Sengupta Vanderbilt University Award Details This project’s investigation is at the nexus between scientific thinking, computational thinking, modeling as an investigative endeavor, and visual programming tools. The PIs are infusing middle-school science with efforts to promote computational thinking, doing that through making modeling a more significant part of science […]

DIP: Interaction Research in Complex Informal Learning Environments

PIs: Stephen Uzzo, Marc Levy, Jan Plass, Eric Siegel, Margaret Honey New York Hall of Science Award Details This project brings together an interdisciplinary team of learning science researchers, game designers, game theory researchers, and environmental scientists to engage diverse audiences in the science of sustainability and sustainable development. Taking its inspiration from Buckminster Fuller’s […]

EXP: Deepening Conceptual Understanding with Hands-on, Augmented-Reality Experimentation

PI: David Johnson, Kirsten Butcher University of Utah Award Details This project team, led by a learning scientist and a computer graphics and augmented reality expert are working together to design a new kind of science laboratory environment that uses augmented reality (AR) to make invisible scientific phenomena visible and continuously reinforce the conceptual principles […]

INDP: InquirySpace: Technologies in Support of Student Experimentation

PIs: Chad Dorsey, William Finzer, Robert Tinker, Uri Wilensky Concord Consortium and Northwestern University Award Details It is widely recognized that much of science can more effectively be learned if students learn science in ways similar to the ways scientists build new knowledge. Yet classroom implementations of scientific inquiry often convey an inaccurate understanding of […]

DIP: Collaborative Research: Social Robots as Mechanisms for Language Instruction, Interaction, and Evaluation in Pre-School Children

Cynthia Breazeal, MIT (Award Details) David DeSteno, Northeastern University (Award Details) Paul Harris, Harvard University (Award Details) This project is leveraging emerging technologies in social robotics with recent findings from social, developmental, and cognitive psychology to design, implement, and evaluate a new generation of robots that is capable of interacting with and instructing young learners […]