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. […]
Tag Archives: Writing/argumentation
EAGER: Collaborative Research: Automated Instruction Assistant for Argumentative Essays
9/1/18-8/31/20 PI: Rebecca Passonneau Pennsylvania State Univ University Park Award Details Development of students’ writing skills promotes critical thinking across disciplines, and professional success. Yet the past decade of the Nation’s Report Card on students’ writing points to a long-standing crisis in writing instruction that persists through post-secondary school. Students need more instruction on how […]
EAGER: Discussion Tracker: Development of Human Language Technologies to Improve the Teaching of Collaborative Argumentation in High School English Classrooms
9/1/18-8/31/19 PIs: Amanda Godley, Diane Litman University of Pittsburgh Award Details Collaborative argumentation – the building of evidence-based, reasoned knowledge and solutions through dialogue – is essential to individual learning as well as group problem-solving in STEM and other disciplines and a defining characteristic of 21st century workplaces. However, teaching collaborative argumentation is an advanced […]
EXP: Development of Human Language Technologies to Improve Disciplinary Writing and Learning through Self-Regulated Revising
8/01/2017-7/31/2020 PIs: Rebecca Hwa, Diane Litman, Amanda Godley University of Pittsburgh Award Details Writing and revising are essential parts of learning, yet many college students graduate without demonstrating improvement or mastery of academic writing. This project explores the feasibility of improving students’ academic writing through a revision environment that integrates natural language processing methods, best […]
CAP: Advancing Technology and Practice for Learning Reading and Writing Skills in Secondary Science Education
7/01/2016-6/30/2018 PI: Rebecca Passonneau Pennsylvania State Univ University Park Award Details The proposed workshop brings together researchers and educators to discuss how to advance technology and practice to better promote secondary school science literacy. There is a clear need for new directions in science literacy. Over the past decade, the National Center for Education Statistics […]
EXP: Assessing ‘Complex Epistemic Performance’ in Online Learning Environments
9/1/16-8/31/18 PIs: William Cope, ChengXiang Zhai, Duncan Ferguson, Willem Els University of Illinois at Urbana-Champaign Award Details This project will develop online software tools to assess and offer feedback to learners communicating complex scientific or technical information. “Complex epistemic performance” here refers to knowledge representations in reports or case studies which involve not only facts […]
EXP: Fostering Self-Correcting Reasoning with Reflection Systems
9/1/16-8/31/19 PI: Michael Hoffmann, Richard Catrambone, Jeremy Lingle Georgia Tech Award Details This research project is exploring how to support reasoning about wicked problems. These are societal important problems that are characterized by incomplete or contradictory knowledge, have a large body of differing opinion on the problem, have a large economic burden, and are intimately […]
DIP: Teaching Writing and Argumentation with AI-Supported Diagramming and Peer Review
PIs: Kevin Ashley, Diane Litman, Christian Schunn University of Pittsburgh Award Details The PIs are investigating the design of intelligent tutoring systems (ITSs) that are aimed at learning in unstructured domains. Such systems are not able to do as much automatically as ITSs working in traditionally narrow and well-structured domains, but rather they need to […]
EAGER: Collaborative Research: Technology to Support Mathematical Argumentation
Andee Rubin, TERC (Award Details) Kimberle Koile, Massachusetts Institute of Technology (Award Details) The big question being addressed in this project is, “How can technology support the teaching and learning of mathematical argumentation?” This EAGER proposal focuses on the first steps in moving towards the vision of helping youngsters learn mathematical/algebraic argumentation. The project has […]