PIs: Ivan Mutis, Illinois Institute of Technology (Award Details) Pasha Antonenko, University of Florida (Award Details) This project explores the possibility of using Unmanned Aerial System (UAS) technology to support learning in construction engineering and management courses. Today, construction projects are becoming increasingly more complex. Students can learn about how projects unfold through field trips […]
Category Archives: EAGER
EAGER: Computational Models of Essay Rewritings
PIs: Rebecca Hwa, Diane Litman University of Pittsburgh Award Details Natural language processing (NLP) is an integral part of an intelligent tutoring system for writing; it allows the system to automatically analyze student writings and provide feedback to help students to learn. For example, methods have been developed to automatically detect and correct grammar usage […]
EAGER: Collaborative Research: Designing Digital Rails to Foster Scientific Curiosity around Museum Collections
PIs: Steven McGee, Michael Horn, Northwestern University (Award Details) Jaap Hoogstraten, Matt Matcuk, Field Museum of Natural History (Award Details) One of the best ways to engage people in Science, Technology, Engineering, and Mathematics (STEM) at a young age is through informal museum experiences. Yet, the research base on understanding how learning and engagement develops […]
EAGER: Engineering Inquiry for All at Nedlam’s Workshop
PIs: R. Benjamin Shapiro, Brian Gravel, Chris Rogers Tufts University Award Details This exploratory project will research how teachers learn to adapt open-ended, self-directed, and fabrication-rich maker space pedagogy and technology to school settings in ways that are responsive to the needs and interests of the students, their families, and the surrounding community. Maker culture […]
EAGER: WeatherBlur
PI: Ruth Kermish-Allen Maine Mathematics and Science Alliance Award Details One promising approach to support learning is the use of online learning communities. Another approach is place-based education, in which people learn about concepts through their application in the places people know: their homes, towns, and regions. This project examines an existing experimental online community […]
EAGER: Towards Knowledge Curation and Community Building within a Postdigital Textbook
PIs: Erin Walker, Edward Finn, Ruth Wylie Arizona State University Award Details In this Cyberlearning EAGER project, the team is exploring the idea of the post-digital textbook. They envision the post-digital textbook being used in many of the same ways textbooks are used now and, in addition, providing a platform for collaboration, curation, and personalization. […]
EAGER: Paper Mechatronics: Creating High-Low Tech Design Kits to Promote Engineering Education
PIs: Sherry Hsi, Michael Eisenberg, Nikolaus Correll University of California-Berkeley Award Details In this Cyberlearning EAGER project, the project team is developing foundations for using “paper mechatronics” as a learning technology. Paper mechatronics makes possible a craft-oriented approach to engineering and computing education that integrates key concepts from mechanical engineering, electrical engineering, control systems, and […]
EAGER: Designing and Exploring the Impact of Learning Technologies on Youth Fitness Practices
PIs: Cynthia Ching, Sara Schaefer, Robin Hunicke University of California-Davis Award Details n this Cyberlearning EAGER project, the team is working towards design of an immersive virtual world in which learners play themselves in a narrative as they attempt a variety of challenges and experience how changes in their exercise and eating behaviors lead to […]
EAGER: Automatic Classification of Programming Difficulties by Mining Programming Events
PI: Prasun Dewan University of North Carolina at Chapel Hill Award Details Today, when a student or industrial programmer faces difficulty in some task assigned to him/her, this event often goes unrecorded and unobserved by others. As a result, it is not possible to use mechanisms to ameliorate the effect of the difficulty. In this […]
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 […]