JHopkins Science Gateway Initiative
Stony Brook – chemistry – new education initiative
Online gateway test in mathematics
Calculus concept inventory
Stanford study of Undergraduate Education
Yale Center for Scientific Learning
Yale toolbox of scientific projects
Digital Media Learning competition
Smart Physics research results
Although much is known about the differences between expert and novice problem solvers, knowledge of those differences typically does not provide enough detail to help instructors understand why some students seem to learn physics while solving problems and others do not. A critical issue is how students access the knowledge they have in the context of solving a particular problem. In this paper, we discuss our observations of students solving physics problems in authentic situations in an algebra-based physics class at the University of Maryland. We find that when these students are working together and interacting effectively, they often use a limited set of locally coherent resources for blocks of time of a few minutes or more. This coherence appears to provide the student with guidance as to what knowledge and procedures to access and what to ignore. Often, this leads to the students failing to apply relevant knowledge they later show they possess. In this paper, we outline a theoretical phenomenology for describing these local coherences and identify six organizational structures that we refer to as epistemic games. The hypothesis that students tend to function within the narrow confines of a fairly limited set of games provides a good description of our observations. We demonstrate how students use these games in two case studies and discuss the implications for instruc-tion.
Very cool. There is just one problem. I don’t have one of those soap bubble things. Is it possible to use VPython instead? I don’t know, but I am going to try it out. Instead of using soap, I will use springs. Here is the plan:
To explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential.
Learning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate.
Notre Dame open courseware
These ideas serve as a conceptual framework for describing and critiquing multimedia materials. The concepts are not mutually exclusive; they overlap in a number of ways. At the beginning of the course, they are used in the context of reviewing a website. In the last project, students are asked to apply them to Second Life, an entirely different environment. The professor also uses them in the project evaluation rubrics. One of the goals of the course is that students internalize these four concepts, which can be applied in many different situations. The four dimensions are summarized below, in no particular order. Readings and more detailed information are provided on the linked pages.http://ocw.nd.edu/computer-applications/applied-multimedia-technology/four-areas-of-multimedia-analysis
Open Source Video