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Computer-Supported Collaborative Learning conference was in sunny Gothenburg, Sweden this summer. I presented the latest findings of an Idea Manager study, which happily won the award for Best Design Paper!
This study explicitly prompted students to seek either similar or different ideas from a public idea repository, and looked at the effects on three things: students' perceptions of the influence of their peers on their own thinking, students actual revisions as a result of seeing their peers' ideas, and the conceptual understanding students eventually constructed by the end of a several-day long science unit.
Read the paper here:
Matuk, C. & Linn, M. C. (2015). Examining the real and perceived impacts of a public idea repository on literacy and science inquiry. In CSCL’15: Proceedings of the 11th International Conference for Computer Supported Collaborative Learning, Gothenburg, Sweden: International Society of the Learning Sciences. [PDF]
The annual meeting of the American Educational Research Association was in Chicago this year. It was a great time to catch up with friends, mentors, and former colleagues, and also to meet new people.
I presented two pieces, both focused on the involvement of teachers in designing tools for teaching, and technology-enhanced curriculum materials.
Have a look!
Matuk, C., Linn, M. C. & Eylon, B. S. (2015, April 16-20). Technology to support teachers using evidence from student work to customize technology-enhanced inquiry units. In Y. Kali, S. McKenney, & O. Sagy, Teachers as designers of technology enhanced learning. Interactive poster session conducted at the Annual Meeting of the American Educational Research Association. Chicago, IL. [participant] [poster]
Matuk, C., Gerard, L., Lim-Breitbart, J. & Linn, M. C. (2015, April 16-20). Gathering Design Requirements During Participatory Design: Strategies for Teachers Designing Teacher Tools. Paper presented at the American Educational Research Association Meeting, Chicago, IL, USA. [PDF]
The Graduate Center at CUNY.
This is a one-day conference for university faculty and graduate students from CUNY, Fordham, NYU, Rutgers and TC/Columbia to share their work in Cognitive Psychology/Science, Learning Sciences, and Education.
In the NYU slot, I presented a brief version of some new research on the Idea Manager, which looked at the real and perceived impacts of a public repository of ideas on middle school students' scientific explanations. I'll also be presenting this study at the International Conference on Computer-Supported Collaborative Learning in Sweden in June 2015.
The article Technology to support teachers using evidence from student work to customize technology-enhanced inquiry units (co-authored with Marcia Linn and Bat-Sheva Eylon has just been published and is available as Online First on SpringerLink.
It also received a bit of local publicity in a recent At A Glance news feature from NYU Steinhardt, and NYU's Research Digest (see page 25).
The study examines the ways that technology can support teachers making customizations to online science inquiry materials, and will appear later this year in a special issue of Instructional Science on "teachers as designers of technology-enhanced learning," edited by Yael Kali, Susan McKenney, and Ornit Sagy.
The paper grew from a poster, part of an invited ICLS 2014 session on Teachers as Designers, organized by Joke Voogt, Susan McKenney, and Yael Kali. We'll also be presenting this work at AERA in Chicago between April 16-20, 2015.
The Spring 2013 issue of GSE’s alumni magazine, Berkeley Educator, contains a feature on the WISE Image Annotator.
This was one of the tools described in the paper, Technology Integration to Scaffold and Assess Students’ Use of Visual Evidence In Science Inquiry, that I presented at the 2013 AERA meeting in San Francisco. It won the AERA Design and Technology SIG award for Outstanding Research Presentation.
The Education Research Leadership Chair, Dragana Martinovic, at the University of Windsor invited me to lead a Faculty of Education Research Event on April 16, 2013.
In my talk, Designing a tool to support the collaborative exchange of ideas during science inquiry, I described the design of the Collaborative Idea Manager and showed findings from its first classroom trials. Here's a snapshot of one of my slides, which shows the range of public ideas available in the classroom, and the frequencies at which they were being exchanged.
Throughout the talk, I enjoyed a lively discussion with the members of the audience about designing technologies that are both learning and research tools, about the implications for inquiry learning, and about the important role of the teacher in moderating students' collaboration in open-ended projects.
On April 12, 2013, I was pleased to give a seminar at the division of Biomedical Communication at the University of Toronto's Mississauga campus.
Of course, it was an especially pleasant visit since the program happens to be the one through which I earned my Masters' degree between 2002-2004. It was great to see how it's grown since my graduation, and to talk with colleagues about all the exciting things they'd been up to since we parted ways.
I called my talk Designing technologies that scaffold and assess students’ use of visual evidence during science inquiry, and in it, I premiered our first findings from classroom trials of the Collaborative Idea Manager!
This new collaborative feature allows students to exchange ideas with their peers during their work on a WISE unit. It's so far proving to be an exciting new tool both for supporting and researching collaboration during science inquiry. I was happy to share these new findings with old friends.
I was humbled to learn that our paper proposal to the American Educational Research Association won the Design & Technology SIG Outstanding Research Presentation Award 2013! The news was announced on the AERA website and on UC Berkeley's Graduate School of Education website.
The paper, entitled Technology Integration to Scaffold and Assess Students' Use of Visual Evidence In Science Inquiry, describes the redesign of the WISE Mitosis unit to incorporate new technologies toward supporting students developing observational skills in cell biology. My co-author, Marcia Linn, and I will be happy to receive the award at Design & Technology SIG Business Meeting, which takes place on Saturday, April 27 from 6:15pm to 7:45pm at Parc 55, Third Level - Mason, in San Francisco.
This was announced in UC Berkeley's gsE-News some time ago, but work is now underway on a recently granted NSF-funded project, CLASS: Continuous Learning and Automated Scoring in Science.
I gained some valuable experience helping to write the proposal last year, and now as we move forward, I'm learning a lot about automated scoring and adaptive feedback. I'm particularly looking forward to helping design the data visualizations of students' eventually auto-scored work that will support teachers' decision making.
At the beginning of September, I was invited by Ji Shen, an assistant professor of Education at the University of Georgia, to speak to the graduate students in his Technology in Science Education class. The goal was to give them a sense of the design process involved in researching and developing new educational technologies, and of the latest activities in WISE research. It was a good opportunity to describe the motivation for the design of the WISE Idea Manager, and to share some preliminary findings from our group's pilot studies this past year.
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