Monday, April 14, 2014

ITLS Students at USU Graduate Research Symposium


 

ITLS PhD students, Gisela Martiz, Whitney King, Jeffrey Thayne and Mason Lefler presented their research at 2014 USU Graduate Student Research Symposium .


The Graduate Student Research Symposium took place on Thursday, April 10th, as part of Research Week 2014 activities. 


(in the photos: Jeffrey Thayne [top right] and Gisela Martiz [bottom left])

Gisela Martiz won the best poster award. 

Craft Technologies Game Hour


Friday, April 11, 2014

Summer Scratch Camps at USU for kids entering grade 5-8



Here is an exciting summer opportunity for kids entering grades 5-8! Please help us spread the news so that many kids can enjoy and learn from this experience.

Scratch Camp
Do you like to create stories, cartoons, games, and other fun projects? Scratch Camp is a project of the Active Learning Lab at USU. Scratch is a visual programming language built at MIT that helps kids learn to program, as well as other important skills like logic, math, and creativity. This camp is supported by a NSF Grant and has a research component. Explore with Scratch allows for fun, creative expression with computers to develop stories, games, and artwork! 

June 2-6: 5th-6th graders
June 16-20: 7th & 8th graders
July 14-18: 5th-8th grade girls


Intro to Scratch 2.0 from ScratchEd on Vimeo.

See the link below for details on registering.



Wednesday, April 9, 2014

Dr. Lee's Special Extended Address at 2014 AERA

Dr. Victor Lee gave a special extended address at the 2014 Annual Meeting of the American Educational Research Association in Philadelphia earlier this week as a recipient of the Jan Hawkins Award for Early Career Contributions to Humanistic Research & Scholarship in Learning Technologies in 2013. This award recognizes the top early career professors pursuing innovative research related to educational technology, and was named after Dr. Jan Hawkins, a highly accomplished developmental psychologist who pioneered early and influential research on the use of technology in education.

Dr. Lee’s presentation was titled “How it is, how it is, and how it can be: A reflection on strategies for bringing body data into designed learning environments”. His presentation covered some of his currently funded work to introduce wearable sensor devices into elementary school classrooms and his study of the Quantified Self movement.
 
Congratulations, Victor! 

Friday, April 4, 2014

New Summer Course- Special Topics: Sociocultural Perspectives



 Announcing: 
Summer Graduate Level Course on Sociocultural Perspectives:
ITLS 6870/7870 - Current Issues ST: Sociocultural Perspectives  

Instructor: Dr. Deborah Fields
Campus (or virtual) 7-week main session: Jun 2 - Jul 16

Are you interested in going deeper in sociocultural theories of learning and identity? Want to read original works by the likes of Lev Vygotsky, Barbara Rogoff, and John Dewey? Join other masters and doctoral students in taking this seven-week summer course where we will read core books, both classic and contemporary, related to “Sociocultural Perspectives” on learning, motivation, and identity.

The course structure is simple, modeled as a scholarly reading group. We will read one book per week. Six books have been pre-chosen, and the seventh is a book your choice. Each week we will discuss the books together in aTuesday evening session (you may participate virtually, on the phone, or in person) in addition to online discussion boards. Writing will focus on weekly book reviews with the goal of each student developing notes and abstracts that will help them think critically and gather notes for writing literature reviews in the future.

This is an opportunity to deepen your understanding of learning theory, an asset whether you are in academia, industry, or K12 education. As a 7-week course, the reading load may seem intense, but overall it’s simply more concentrated than a typical semester course and thus time spent will probably even out to be less than a 14-week course. The instructor will happily help students figure out what parts of books should be read more or less carefully based on their personal interests. Learning how to read for both breadth and depth is an excellent skill to develop.

Summer Reading:

1.    VygotskyMind in Society or Thought and Language
2.    RogoffThe Cultural Nature of Human Development
3.    Dewey—Art as Experience
4.    BahktinSpeech Genres and Other Late Essays
5.    Holland, Lachiotte, Skinner & Cain—Identity and Agency in Figured Worlds or Wenger—Communities of Practice
6.    FreirePedagogy of the Oppressed.
7.    Book of Choice (instructor approval required, recommendations are available).


Other Course Details:
Credits: 3
Day: Tuesdays
Time: 6:00 - 10:00 pm (video chat, phone, or in person). Note: We will likely finish early on Tuesday and supplement course time with online discussions.

Tuesday, April 1, 2014

ITLS at AERA

ITLS students and faculty are very busy at the 2014 meeting of the American Educational Research Association in Philadelphia, PA (http://www.aera.net/), April 2-7 2014.

Congratulations to all!

Belland, B. R., Gu, J., Kim, N. J., Turner, D. J., & Weiss, D. M. (2014, April). How middle school students investigated water quality, evaluated evidence, and constructed arguments: An ethnomethodological study.

Fields, D. A., Braziel, S. & Martin, T. (2014, April). Make first, teach second? Tensions amidst implementing a FabLab at a high school. King, W. L., Fields, D. A. (2014, April). Designing for connected learning in a university course: Crafting with e-textiles.

Kafai, Y. B., Fields, D. A. (2014, April). Connected play: Making visible trajectories of participation.

Leary, H., Lee, V., and Recker, M. A (2014). A “Use Diffusion” Perspective on Teachers’ Adoption and Use of a Social Teaching Platform.

Ye, L., Leary, H., Min, Y., Walker, A., and Recker, M. (2014, April). Expanding Approaches for Understanding Impact: Integrating Technology, Curriculum, and Online Resources in Science Education.

Rates, C., & Feldon, D. F.  (2014).  Threshold concepts within doctoral biology programs.

Elliott, J. B., & Feldon, D. F.  (2014).  Complex systems understanding with the use of an agent-based watershed system simulation.

Maher, M., Gilmore, J. A., Feldon, D. F., & Davis, T.  (2014).  Doctoral student mentoring and the role of cognitive apprenticeship.

Feldon, D. F., Maher, M. A., Roksa, J., & Peugh, J.  (2014).  The Matthew effect in STEM Ph.D. programs: A mixed-method study.

Ani Aghababyan, Taylor Martin, Sarah Brasiel. Understanding How Frustration and Confusion Manifest in Educational Games

Nicole Velasquez, Taylor Martin, Jason Maughan, Sarah Brasiel. The Use of Learning Aids in Online Learning Environments: An Examination of Developmental Mathematics

Xavier Velasquez, Taylor Martin, Nicole Velasquez, Phil Janisiewicz Engaging Young Women in Computer Science Through a Novel Programming Experience

Taylor Martin, Nicole Velasquez, Jason Maughan, Online Developmental Mathematics Instruction in College and Universities: An Exploratory Investigation

Ani Aghababyan, Joseph Baker, Taylor Martin, Students’ Neurological Response Patterns While Playing Math Games

Lee, V. R. Using physical activity data technologies to capture pockets of immersive experience at school.

Kim, Y., Burdo, R., & Chen, T. (2014) Promoting and evaluating online learner-instructor relationships.

Andrew, Walker, Jody E. Clarke-‐Midura, Brett Shelton. Predicting Student Inquiry Processes and Products: A Hierarchical Linear Modeling Approach