McElhaney, K.W. & Linn, M.C. (2011). Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters. Journal of Research in Science Teaching, 48(7), 745-770.
ABSTRACT:
McElhaney, K.W. & Linn, M.C. (2011). Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters. Journal of Research in Science Teaching, 48(7), 745-770.
ABSTRACT:
McElhaney, K.W. & Linn, M.C. (2011). Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters. Journal of Research in Science Teaching, 48(7), 745-770.
ABSTRACT:
McElhaney, K.W. & Linn, M.C. (2011). Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters. Journal of Research in Science Teaching, 48(7), 745-770.
ABSTRACT:
Stahl, G. (2012f). A view of computer-supported collaborative learning research and its lessons for future-generation collaboration systems. Future Generation Computer Systems.
ABSTRACT:
Stahl, G. (2012d). Theories of cognition in collaborative learning. In C. Hmelo-Silver, A. O'Donnell, C. Chan & C. Chinn (Eds.), International handbook of collaborative learning. New York, NY: Taylor & Francis.
ABSTRACT:
Stahl, G. (2012a). Designing a learning environment for promoting math discourse. Paper presented at the 12th International Conference on Mathematical Education.
ABSTRACT:
Mathematics education in the future faces enormous opportunities from the availability of ubiquitous digital networks, from innovative educational approaches based on theories of collaborative learning and from rich resources for interactive, online, dynamic math exploration.
This interactive poster session brings together 12 projects using a range of interactive computer technologies to compare goals, affordances, and challenges across approaches.
This interactive poster session brings together 12 projects using a range of interactive computer technologies to improve science and math learning. The approaches range from interactive simulations to fully-immersive, multi-player games. In addition to increasing communication and collaboration among these researchers, a key goal of this session is to discuss what drives the wide range in approaches to using interactive technologies.
Engage in extended play and in-depth discussion around presenters’ games or virtual environments.
Investigations in Cyber-enabled Education presents an online course designed to facilitate collaboration between scientists and teachers. Participants will explore and provide feedback on course products. Please bring your laptop to participate. Participant limit: 20
This session will showcase and solicit feedback on a prototype online learning community designed to facilitate collaboration between teachers and scientists. A team of scientists and education researchers at the University of Alaska Fairbanks Geophysical Institute developed the learning community as part of the Investigations in Cyber-enabled Education (ICE) Program, a DR K–12 program. The unique learning community is the central component of an online course for secondary teachers.
