Category Archives: CL16 Gallery Walk

Adapting to Affect in Multimodal Dialogue-Rich Interaction with Middle School Students

James Lester. The major goals of the project are to design, develop, and refine an integrated affect and dialogue management model that adaptively responds to students’ affective states in the course of their learning interactions. Project: Adapting to Affect in Multimodal Dialogue-Rich Interaction with Middle School Students This is a station in the Cyberlearning 2016 […]

Constructionism in Learning: Sustainable Lifecycle Engineering (CooL:SLiCE)

Carolyn E. Psenka. Wayne State, Penn State and Oregon State universities are collaborating to develop the CooL:SLiCE cyberlearning platform for enabling research in support of sustainable lifecycle engineering education. The CooL:SLiCE cyber-platform consists of three main modules for analyses of environmentally responsible product design: an online CAD and design repository, a manufacturing analysis engine, and […]

Scalable, web-delivered supports to help students “Learn to Learn”

Matthew Bernacki. Many students enter STEM majors with insufficient learning skills for the challenging coursework they encounter. This project examines how web-delivered training on principles of learning can help students adjust their tactics & improve achievement. Project: Learning Analytics and Theory as Guides to Improve Undergraduate STEM Education This is a station in the Cyberlearning […]

Digital Tools for Representation-Based Proof

Andee Rubin. The Technology for Mathematical Argumentation project has explored digital tools with which elementary students can construct animated representation-based proofs of generalizations about arithmetic operations. Project: Technology for Mathematical Argumentation This is a station in the Cyberlearning 2016 Gallery Walk.

Automated feedback in an open-ended experimental process lab

Eli Meir. I’ll show a demo of Save the Simploids: Understanding Experimental Design, a new lab from SimBio that provides students with guidance and then an open-ended playground in which to learn and practice experimental design, with personalized feedback. Project: Using dynamic formative assessment models to enhance learning of the experimental process in biology This […]