9/1/19-8/31/22 PIs: Steven Ayer, Arizona State University (Award Details) Jeremi London, Virginia Polytechnic (Award Details) The construction industry accounts for hundreds of fatalities and hundreds of thousands of non-fatal injuries annually. The current modes of safety training do not effectively prepare practitioners to build safely. Research shows that safety learning occurs to a great extent […]
Tag Archives: Workforce
Collaborative Research: CSL-MultiAD: Assessing Collaborative STEM Learning through Rich Information Flow based on Multi-Sensor Audio Diarization
8/1/19-7/31/22 PIs: John H. L. Hansen, University of Texas at Dallas (Award Details) Dwight Irvin, University of Kansas Center for Research (Award Details) The ability to learn concepts, especially for science and math (STEM) based disciplines, is impacted by educators who inspire, motivate, and create supportive environments and teaching methodologies which lower the entry barrier […]
Collaborative Research: Student Affect Detection and Intervention with Teachers in the Loop
9/1/19-8/31/22 PIs: Shiting Lan, University of Massachusetts Amherst (Award Details) Neil Heffernan, Worcester Polytechnic Institute (Award Details) Ryan Baker, University of Pennsylvania (Award Details) In recent years, there has been increasing effort to integrate modern artificial intelligence technologies into adaptive learning systems to enhance student learning. One key emerging area is in the use of […]
Exploring Social Learning in Collaborative Augmented Reality with Virtual Agents as Learning Companions
7/15/19-6/30/22 PIs: Marjorie Zielke, Scotty Craig, Robert Rege, James Wagner University of Texas at Dallas Award Details In the context of medical student education, this Cyberlearning project will investigate how to design rich social learning experiences that integrate real and virtual features (objects or people) to enhance the learning process. To simulate a role-playing experience […]
EAGER: Inq-Blotter: Designing Supports for Teachers’ Real Time Instruction
8/1/19-7/31/21 PI: Janice Gobert Rutgers University New Brunswick Award Details Teachers are often frustrated because large-scale assessment data are neither timely nor adequate to understand students’ needs so they can improve science instruction. What is missing are diagnostic, real-time tools to support teachers’ practices and, in turn, students’ learning. To address this challenge, the principal […]
Injecting Learning into Work: Enhancing Career Advancement through Transformation of Professional Development in Technical Career Paths
9/1/19-8/31/22 PIs: Carolyn Rose, Majd Sakr, Michael Hilton Carnegie-Mellon University Award Details The World Economic Forum estimates that up to 5 million jobs may be lost to disruptive labor changes by 2020, a development that leads to concerns regarding unemployment, underemployment, and the need for workers to reskill. This project explores how to address this […]
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 […]
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 […]
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