Over the past 25 years, user interface designers and usability engineers have studied and refined human-computer interaction techniques with the goal of improving people’s productivity and experience. But the target of these efforts — the e

Daniel Schwartz, Professor, Stanford University

Oct 26th, 2007 1h 19m

Over the past years, we have been developing a computer learning technology called a Teachable Agent. The work leverages the common wisdom that people "really" learn when they have to teach. After a few years of positive results, we decided

Nathalie Sinclair, Professor, Simon Fraser University

Oct 19th, 2007 1h 2m

I seek to establish insight into varieties of modeling that occur, recurrently, in students', teachers', and curriculum developers' experiences with The Geometer's Sketchpad. In this process, I attempt to contrast the conventional, practica

Nicholas Jackiw, Chief Technology Officer, KCP Technologies

Oct 18th, 2007 1h 11m

In considering the geometric figure, Kant distinguishes between image--the traditional visual diagram--and schemata, the generalized concept of that diagram that "can never exist anywhere except in thought." Dynamic Geometry figures produce

Melanie Cooper, Professor, Clemson University

Oct 9th, 2007 1h

Problem solving is one of the most important goals of any science course. However it is notoriously difficult to improve students’ problem solving abilities, and many students never develop competence. This is particularly true for open-end

Chris Quintana, University of Michigan

Feb 13th, 2007 1h 9m

Design is an inherently interdisciplinary enterprise and the design of learning technologies is no exception. Learning technology designers must consider issues from a range of disciplines, such as software design and human-computer interac

Ryan S.J.d. Baker, Learning Sciences Research Institute, University of Nottingham

Jan 23rd, 2007 48m 46s

Detecting and Adapting to When Students Game the System: Students use intelligent tutors and other types of interactive learning environments in a considerable variety of ways. In this talk, Dr. Ryan Baker will present research on automati

Brian Smith, The Pennsylvania State University

Jan 16th, 2007 1h 14m

Acts into Artifacts: Computational Tools to Support Experience Capture and Reflection: Dr. Smith’s research deals with the design and evaluation of systems that capture aspects of everyday experiences for reflection and learning. Dr. Smith wil

Alison Castro, University of Michigan

Apr 4th, 2006 1h 29m

Learning how to use mathematics curriculum materials effectively is arguably an important part of the work of teaching. Through my work on the BIFOCAL Project, a multi-year professional development project aimed at supporting middle school math

Nicole Pinkard, University of Chicago

Mar 22nd, 2006 1h 29m

Closing the Participation Gap: Creating a Technical and Learning Infrastructure to Support the Analysis of the Impact of Ubiquitous Computing on Urban Youth

Flavio Azevedo, University of California Santa Cruz

Mar 6th, 2006 1h 30m

Educators seeking to motivate students often do so by inquiring into students’ interests and designing instruction anchored in such interests. This approach is based on psychological theories of individual (long-term) interests, which propose t

Andrew Brantlinger, Northwestern University

Mar 2nd, 2006 1h 29m

Standards-based reforms in mathematics education place issues of equity front and center. Indeed, curriculum and instruction that is aligned with national standards appear to lead to more equitable outcomes for students (NCTM, 2000; Schoenfeld,

Mike Stieff, University of California - Davis

Mar 1st, 2006 1h 25m

Recent advancements in educational technologies have led to an explosion of visualization software for teaching and learning science, particularly chemistry. To varying degrees, visualization tools help teachers and students perceive the imperc

Eva Thanheiser, San Diego State University

Feb 28th, 2006 1h 17m

Although preservice elementary school teachers (PSTs) have been shown to lack the understanding of multidigit whole numbers necessary to teach in ways that empower students mathematically, little is known about their conceptions. I draw upon th

Josh Radinsky, University of Illinois at Chicago

Feb 22nd, 2006 1h 28m

The term data visualization is often used to describe computer software or its products. I argue that learning sciences research can benefit from conceptualizing data visualization instead as a mode of shared sense-making, in which the co-const

Marcelle Siegel, UC San Francisco

Feb 21st, 2006 1h 25m

Decisions, Decisions: Assessing Students' and Preservice Teachers' Use of Scientific Evidence

Erica Halverson

Jan 27th, 2006 1h 30m

Telling, adapting, and performing stories: How literacy meets identity

Joe Krajcik, University of Michigan

Jan 27th, 2006 1h 30m

Scaffolding Students in Writing Evidence-Based Scientific Explanations: Developing evidence-based explanations is a critical aspect of science. Recent science reform documents and efforts advocate that students develop scientific inquiry practi

Danny Martin

Jan 12th, 2006 1h 30m

Race, Identity, and Mathematics Literacy: African American Counternarratives

Yvonne Rogers

Oct 16th, 2005 1h 30m

Geologists, biologists, climatologists, seismologists and other scientists nowadays use a diversity of sensing devices and measuring instruments to record aspects of the earth, in order to investigate, predict and reason about a particular aspe

Richard Halverson

Sep 16th, 2005 1h 30m

Abstract Recent policy demands for external accountability are challenging instructional leaders to rethink how they have traditionally guided the practices of teaching and learning in schools. I will discuss how a new conception of instruction

Erica Halverson

Sep 15th, 2005 1h 30m

Telling, adapting, and performing stories: How literacy meets identity

Deanna Kuhn, Columbia University

Apr 1st, 2005 1h 30m

Kendler and Kendler (1962) are remembered for their bold challenge to the behaviorist tenet, widely accepted in the middle of the 20th century, that the learning process functions in an identical manner across species and across the human life

Richard Anderson, University of Illinois Urbana-Champaign

Feb 18th, 2005 1h 30m

American children usually find a free-flowing, open format approach to classroom discussion called Collaborative Reasoning to be intellectually stimulating and personally engaging. In this talk, I will present initial evidence about the respons

Hilda Borko, University of Colorado - Boulder

Nov 12th, 2004 1h 30m

Dr. Hilda Borko’s presentation focuses on the teacher professional development component of the STAAR project. STAAR – Supporting the Transition from Arithmetic to Algebraic Thinking – is a multi-year, multi-site research program funded through