Category Archives: CFLT-DIP

DIP: ScienceKit for ScienceEverywhere – A Seamless Scientizing Ecosystem for Raising Scientifically-Minded Children

PIs: Tamara Clegg, June Ahn, Jason Yip University of Maryland College Park Award Details Although for years researchers have believed technology could afford anytime-anywhere learning, we still don’t understand how learners behave differently across contexts, such as home, school, and in the community, and how to get youth to identify as learners across those contexts. […]

DIP: Potential for everyday learning in a virtual community: A design-based investigation

PIs: Janis Dickinson, Rhiannon Crain Cornell University Award Details This project team aims to explore how to foster learning in socially-networked communities, particularly learning that results in behavior change. Understanding how to foster such learning could have a wide variety of societal impacts, e.g., better fostering science, engineering, mathematical, or design thinking in school or […]

DIP: Extending CTSiM: An Adaptive Computational Thinking Environment for Learning Science through Modeling and Simulation in Middle School Classrooms

PIs: Gautam Biswas, Douglas Clark, Pratim Sengupta, John Kinnebrew Vanderbilt University Award Details An important issue in education is helping learners understand scientific phenomena, especially those that are too small or large, fast or slow, dangerous or inconvenient to experience and manipulate first hand. A way of helping learners experience such phenomena is through modeling […]

DIP: Modeling in Levels

PIs: Corey Brady, Uri Wilensky Northwestern University Award Details This project aims to tackle a difficult and important concept for learners at all levels: understanding complex systems. Complex systems are systems with many interacting parts and feedback loops and where the phenomena we experience emerge from the interactions between very large numbers of underlying usually […]

DIP: ‘Hard Fun’ Learning Mathematics: Stimulating Number Sense

PIs: Daphne Bavelier, Justin Halberda, Alan Gershenfeld, Michael Angst, Michael Levine University of Rochester Award Detail This project focuses on development of number sense in 7 to 11 year old students through a 3D action game that will train the brain. The project tests a hypothesis that playing a number-sense action game can help children […]

DIP: Collaborative Research: Taking Hands-on Experimentation to the Cloud: Comparing Physical and Virtual Models in Biology on a Massive Scale

PIs: Ingmar Hans Riedel-Kruse, Paulo Blikstein Stanford University Award Details In this Cyberlearning: Transforming Education DIP project, the PIs are building and evaluating a technological and curricular infrastructure to empower scalable, low-cost experimentations for undergraduates and K-12 students in the life sciences. The infrastructure exploits two technologies that have been developed by the PIs: biotic […]

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 […]

DIP: BioSim: Developing a Wearable Toolkit for Teaching Complex Science Through Embodied Play

PIs: Kylie Peppler, Armin Moczek, Joshua Danish Indiana University Award Details In this Cyberlearning: Transforming Education DIP (Development and Implementation) Project, the PIs focus on better promoting science learning in early elementary school (grades K-3). They focus in the discipline of life sciences, with specific focus on complex biological systems. The approach to learning about […]