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Resource | Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning
Kali, Y., Markauskaite, L., Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in collaborative design for technology-enhanced learning. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 831-835). ISLS. ABSTRACT: Designing technology-enhanced learning requires merging technological, pedagogical, and content knowledge domains, and thus often…
Kali, Y., Markauskaite, L., Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in collaborative design for technology-enhanced learning. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 831-835). ISLS. ABSTRACT: Designing technology-enhanced learning requires merging technological, pedagogical, and content knowledge domains, and thus often…
Posted: Tuesday, February 14
Resource | Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces.
Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.
Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.
Posted: Tuesday, February 14
Resource | Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces.
Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.
Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.
Posted: Tuesday, February 14
Resource | Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces.
Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.
Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.
Posted: Tuesday, February 14
Resource | Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces.
Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.
Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.
Posted: Tuesday, February 14
Resource | Professional Development for Technology- Enhanced Inquiry Science
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448 ABSTRACT: The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional…
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448 ABSTRACT: The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional…
Posted: Tuesday, February 14
Resource | Professional Development for Technology- Enhanced Inquiry Science
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448 ABSTRACT: The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional…
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448 ABSTRACT: The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional…
Posted: Tuesday, February 14
Resource | Professional Development for Technology- Enhanced Inquiry Science
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448 ABSTRACT: The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional…
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448 ABSTRACT: The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional…
Posted: Tuesday, February 14
Resource | Professional Development for Technology- Enhanced Inquiry Science
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448 ABSTRACT: The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional…
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448 ABSTRACT: The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional…
Posted: Tuesday, February 14
Resource | Teaching with Visualizations: A Comparison Study
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive…
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive…
Posted: Tuesday, February 14
Resource | Teaching with Visualizations: A Comparison Study
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive…
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive…
Posted: Tuesday, February 14
Resource | Teaching with Visualizations: A Comparison Study
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive…
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive…
Posted: Tuesday, February 14
Resource | Teaching with Visualizations: A Comparison Study
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive…
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive…
Posted: Tuesday, February 14
Resource | Taking Educational Games to the Afterschool: Teens and Researchers on a Quest in Collaborative Design-Based Research
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the…
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the…
Posted: Tuesday, February 14
Resource | Taking Educational Games to the Afterschool: Teens and Researchers on a Quest in Collaborative Design-Based Research
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the…
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the…
Posted: Tuesday, February 14
Resource | Taking Educational Games to the Afterschool: Teens and Researchers on a Quest in Collaborative Design-Based Research
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the…
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the…
Posted: Tuesday, February 14
Resource | Taking Educational Games to the Afterschool: Teens and Researchers on a Quest in Collaborative Design-Based Research
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the…
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the…
Posted: Tuesday, February 14
Resource | Knowledge Integration and WISE Engineering
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can…
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can…
Posted: Tuesday, February 14
Resource | Knowledge Integration and WISE Engineering
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can…
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can…
Posted: Tuesday, February 14
Resource | Knowledge Integration and WISE Engineering
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can…
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can…
Posted: Tuesday, February 14
Resource | Knowledge Integration and WISE Engineering
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can…
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can…
Posted: Tuesday, February 14
Resource | Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis?
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research…
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research…
Posted: Tuesday, February 14
Resource | Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis?
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research…
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research…
Posted: Tuesday, February 14
Resource | Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis?
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research…
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research…
Posted: Tuesday, February 14
Resource | Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis?
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research…
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research…
Posted: Tuesday, February 14
Resource | Orchestrating Inquiry Instruction Using the Knowledge Integration Framework
McElhaney, K.W. & Linn, M.C. (2012). Orchestrating Inquiry Instruction Using the Knowledge Integration Framework. In K. Littleton, E. Scanlon, & M. Sharples (Eds.), Orchestrating Inquiry Learning (pp. 48-68). New York: Routledge
McElhaney, K.W. & Linn, M.C. (2012). Orchestrating Inquiry Instruction Using the Knowledge Integration Framework. In K. Littleton, E. Scanlon, & M. Sharples (Eds.), Orchestrating Inquiry Learning (pp. 48-68). New York: Routledge
Posted: Tuesday, February 14
Resource | Orchestrating Inquiry Instruction Using the Knowledge Integration Framework
McElhaney, K.W. & Linn, M.C. (2012). Orchestrating Inquiry Instruction Using the Knowledge Integration Framework. In K. Littleton, E. Scanlon, & M. Sharples (Eds.), Orchestrating Inquiry Learning (pp. 48-68). New York: Routledge
McElhaney, K.W. & Linn, M.C. (2012). Orchestrating Inquiry Instruction Using the Knowledge Integration Framework. In K. Littleton, E. Scanlon, & M. Sharples (Eds.), Orchestrating Inquiry Learning (pp. 48-68). New York: Routledge
Posted: Tuesday, February 14
Resource | Orchestrating Inquiry Instruction Using the Knowledge Integration Framework
McElhaney, K.W. & Linn, M.C. (2012). Orchestrating Inquiry Instruction Using the Knowledge Integration Framework. In K. Littleton, E. Scanlon, & M. Sharples (Eds.), Orchestrating Inquiry Learning (pp. 48-68). New York: Routledge
McElhaney, K.W. & Linn, M.C. (2012). Orchestrating Inquiry Instruction Using the Knowledge Integration Framework. In K. Littleton, E. Scanlon, & M. Sharples (Eds.), Orchestrating Inquiry Learning (pp. 48-68). New York: Routledge
Posted: Tuesday, February 14
Resource | Orchestrating Inquiry Instruction Using the Knowledge Integration Framework
McElhaney, K.W. & Linn, M.C. (2012). Orchestrating Inquiry Instruction Using the Knowledge Integration Framework. In K. Littleton, E. Scanlon, & M. Sharples (Eds.), Orchestrating Inquiry Learning (pp. 48-68). New York: Routledge
McElhaney, K.W. & Linn, M.C. (2012). Orchestrating Inquiry Instruction Using the Knowledge Integration Framework. In K. Littleton, E. Scanlon, & M. Sharples (Eds.), Orchestrating Inquiry Learning (pp. 48-68). New York: Routledge
Posted: Tuesday, February 14
Resource | The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization
Chiu, J., & Linn, M. C. (2012). The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization. In A. Zohar & Y. J. Dori (Eds.), Metacognition and Science Education: Trends in Current Research (pp. 133-163). London, UK: Springer-Verlag.
Chiu, J., & Linn, M. C. (2012). The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization. In A. Zohar & Y. J. Dori (Eds.), Metacognition and Science Education: Trends in Current Research (pp. 133-163). London, UK: Springer-Verlag.
Posted: Tuesday, February 14