11/1/18-8/31/20 PI: Sharon Lynn Chu University of Florida Award Details A key goal of the Next Generation Science Standards is to shift the focus of science instruction away from the classroom and out into the world. This research aims to extend what students learn in their science classes beyond the formal context of the school. […]
Category Archives: CFLT-WHTF
Broadening Participation for Remote Communities: Situated Distance Telepresence Mentoring through Embodied Communications
9/1/19-8/31/22 PIs: Francis Quek, Beverly Irby, Malini Natarajarathinam Texas A&M University Award Details As workplaces change, people will need to develop stronger and more flexible skills around technology. Schools are one place students might learn these skills, but in the case of electronics, 3D design, and similar Making technologies, many students lack access to technically-oriented […]
Mapping Fields in Augmented Reality with Personal Mobile Devices: Enhancing Visualization Skills for Education and Industry
7/15/18-6/30/21 PIs: Colleen Megowan-Romanowicz, Mina Johnson, Rebecca Vieyra, Chrystian Vieyra American Modeling Teachers Association Award Details Magnetic field visualizations are essential to many branches of the technology workforce. While fields are a core concept in K-14 STEM education, the field model of magnetic interactions is often poorly conveyed and regularly misunderstood by K-14 teachers and […]
Teachers are the Learners: Providing Automated Feedback on Classroom Inter-Personal Dynamics
8/1/18-7/31/21 PIs: Jacob Whitehill, Erin Ottmar, Lane Harrison Worcester Polytechnic Institute Award Details The quality of teacher-student interactions in school classrooms both predicts and impacts students’ learning outcomes. Training teachers to perceive subtle interactions and interpersonal classroom dynamics more accurately can help them to implement more effective interactions in their own classrooms. Contemporary methods of […]
Data-Driven, Human-in-the-Loop Support for Facilitating Participatory Learning Activities
9/1/18-8/30/20 PIs: Leilah Lyons, Stephen Uzzo New York Hall of Science Award Details Museums are increasingly developing digital learning experiences where visitors generate interesting usage data, but these data are rarely used to support learning. This project poses a “human-in-the-loop” model of facilitation where museum experts are provided with data visualizations and other feedback derived […]
A Remote Multimodal Learning Environment to Increase Graphical Information Access for Blind and Visually Impaired Students
8/15/18-7/31/21 PIs: Nicholas Giudice, Justin Dimmel, Stacy Doore University of Maine Award Details There are many limitations for students who are blind or visually impaired (BVI) in accessing complex STEM graphical information in the classroom or workplace. This longstanding problem arises due to reliance on inaccessible and outdated learning materials, the need for costly specialized […]
Advancing the Use of Automated Dialogue Systems for Teaching Communication and Interpersonal Skills
10/1/18-9/30/20 PIs: Jonathan Gratch, Peter Kim University of Southern California Award Details This project advances the use of technology to improve worker communication and interpersonal skills. The project pursues a near-term vision that students and workers will soon be able to augment their interpersonal skills by receiving conversational practice and personalized tutorial feedback with automated […]
Designing and Evaluating a Naturalistic Platform for Collaborative Learning About Spatial Reasonings
9/1/18-8/31/21 PIs: Marcelo Worsley, David Uttal Northwestern University Award Details Spatial reasoning and computational thinking are essential knowledge for future workers in Science, Technology, Engineering and Mathematics (STEM). Researchers in this project will design and study an intelligent multimodal interface to support elementary and middle school students to learn these cognitive skills on a collaborative […]
Technology Facilitated Training for Mental Health Counseling
8/1/18-7/31/21 PIs: Vivek Srikumar, Eric Poitras, Zachary Imel, Michael Tanana University of Utah Award Details Millions of Americans have been diagnosed with mental health or substance abuse problems. While conversational interventions like psychotherapy and other forms of counseling are among the most effective treatment options available, less than half of those in need receive care. […]
Collaborative Research: Automatic Text-Simplification and Reading-Assistance to Support Self-Directed Learning by Deaf and Hard-of-Hearing Computing Workers
8/1/18-7/31/21 PIs: Wei Xu, Ohio State University (Award Details) Matt Huenerfauth, Rochester Institute of Technology (Award Details) While there is a shortage of computing and IT professionals in the U.S., there is underrepresentation of people who are Deaf and Hard of Hearing (DHH) in such careers. There is great diversity in the English reading skills […]