Relevant bibliographies by topics / Open-Ended Learning Environments

Academic literature on the topic 'Open-Ended Learning Environments'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Open-Ended Learning Environments"

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Robinson, William R. "Cognitive Requirements of Open-Ended Learning Environments." Journal of Chemical Education 78, no. 1 (January 2001): 20. http://dx.doi.org/10.1021/ed078p20.

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Land, Susan M. "Cognitive requirements for learning with open-ended learning environments." Educational Technology Research and Development 48, no. 3 (September 2000): 61–78. http://dx.doi.org/10.1007/bf02319858.

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Tissenbaum, Mike, Matthew Berland, and Leilah Lyons. "DCLM framework: understanding collaboration in open-ended tabletop learning environments." International Journal of Computer-Supported Collaborative Learning 12, no. 1 (March 2017): 35–64. http://dx.doi.org/10.1007/s11412-017-9249-7.

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Käser, Tanja, and Daniel L. Schwartz. "Modeling and Analyzing Inquiry Strategies in Open-Ended Learning Environments." International Journal of Artificial Intelligence in Education 30, no. 3 (September 9, 2020): 504–35. http://dx.doi.org/10.1007/s40593-020-00199-y.

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Emara, Mona, Ramkumar Rajendran, Gautam Biswas, Mahmod Okasha, and Adel Alsaeid Elbanna. "Do Students' Learning Behaviors Differ when they Collaborate in Open-Ended Learning Environments?" Proceedings of the ACM on Human-Computer Interaction 2, CSCW (November 2018): 1–19. http://dx.doi.org/10.1145/3274318.

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Land, Susan M., and Michael J. Hannafin. "Patterns of understanding with open-ended learning environments: A qualitative study." Educational Technology Research and Development 45, no. 2 (June 1997): 47–73. http://dx.doi.org/10.1007/bf02299524.

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Kinnebrew, John S., James R. Segedy, and Gautam Biswas. "Analyzing the temporal evolution of students’ behaviors in open-ended learning environments." Metacognition and Learning 9, no. 2 (March 1, 2014): 187–215. http://dx.doi.org/10.1007/s11409-014-9112-4.

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Duminy, Nicolas, Sao Mai Nguyen, Junshuai Zhu, Dominique Duhaut, and Jerome Kerdreux. "Intrinsically Motivated Open-Ended Multi-Task Learning Using Transfer Learning to Discover Task Hierarchy." Applied Sciences 11, no. 3 (January 21, 2021): 975. http://dx.doi.org/10.3390/app11030975.

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In open-ended continuous environments, robots need to learn multiple parameterised control tasks in hierarchical reinforcement learning. We hypothesise that the most complex tasks can be learned more easily by transferring knowledge from simpler tasks, and faster by adapting the complexity of the actions to the task. We propose a task-oriented representation of complex actions, called procedures, to learn online task relationships and unbounded sequences of action primitives to control the different observables of the environment. Combining both goal-babbling with imitation learning, and active learning with transfer of knowledge based on intrinsic motivation, our algorithm self-organises its learning process. It chooses at any given time a task to focus on; and what, how, when and from whom to transfer knowledge. We show with a simulation and a real industrial robot arm, in cross-task and cross-learner transfer settings, that task composition is key to tackle highly complex tasks. Task decomposition is also efficiently transferred across different embodied learners and by active imitation, where the robot requests just a small amount of demonstrations and the adequate type of information. The robot learns and exploits task dependencies so as to learn tasks of every complexity.
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Hoshino, Yukiko, Kenta Kawamoto, Kuniaki Noda, and Kohtaro Sabe. "Self-Regulation Mechanism: A Principle for Continual Autonomous Learning in Open-Ended Environments." Journal of the Robotics Society of Japan 29, no. 1 (2011): 77–88. http://dx.doi.org/10.7210/jrsj.29.77.

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Oliver, Kevin, and Michael Hannafin. "Developing and refining mental models in open-ended learning environments: A case study." Educational Technology Research and Development 49, no. 4 (December 2001): 5–32. http://dx.doi.org/10.1007/bf02504945.

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Dissertations / Theses on the topic "Open-Ended Learning Environments"

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Euler, Elias. "Perspectives on the role of digital tools in students' open-ended physics inquiry." Licentiate thesis, Uppsala universitet, Fysikundervisningens didaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-382750.

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In this licentiate thesis, I present detailed case studies of students as they make use of simulated digital learning environments to engage with physics phenomena. In doing so, I reveal the moment-to-moment minutiae of physics students’ open-ended inquiry in the presence of two digital tools, namely the sandbox software Algodoo and the PhET simulation My Solar System (both running on an interactive whiteboard). As this is a topic which has yet to receive significant attention in the physics education research community, I employ an interpretivist, case-oriented methodology to illustrate, build, and refine several theoretical perspectives. Notably, I combine the notion of semi-formalisms with the notion of Newtonian modeling, I illustrate how Algodoo can be seen to function as a Papertian microworld, I meaningfully combine the theoretical perspectives of social semiotics and embodied cognition into a single analytic lens, and I reveal the need for a more nuanced taxonomy of students’ embodiment during physics learning activities. Each of the case studies presented in this thesis makes use of conversation analysis in a fine-grained examination of video-recorded, small-group student interactions. Of particular importance to this process is my attention to students’ non-verbal communication via gestures, gaze, body position, haptic-touch, and interactions with the environment. In this way, I bring into focus the multimodally-rich, often informal interactions of students as they deal with physics content. I make visible the ways in which the students (1) make the conceptual connection between the physical world and the formal/mathematical domain of disciplinary physics, (2) make informal and creative use of mathematical representations, and (3) incorporate their bodies to mechanistically reason about physical phenomena. Across each of the cases presented in this thesis, I show how, while using open-ended software on an interactive whiteboard, students can communicate and reason about physics phenomena in unexpectedly fruitful ways.
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Daniels, Mats. "Developing and Assessing Professional Competencies: a Pipe Dream? : Experiences from an Open-Ended Group Project Learning Environment." Doctoral thesis, Uppsala universitet, Avdelningen för datorteknik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-145983.

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Professional competencies are explicitly identified in the primary learning outcomes for science and engineering degrees at many tertiary institutions.  Fulfillment of the requirements to equip our students with these skills, while formally acknowledged as important by all stakeholders, can be hard to demonstrate in practice.  Most degree awarding institutions would have difficulties if asked to document where in degree programs such competencies are developed. The work in this thesis addresses the issue of professional competencies from several angles.  The Open-Ended Group Project (OEGP) concept is introduced and proposed as an approach to constructing learning environments in which students’ development of professional competencies can be stimulated and assessed.  Scholarly, research-based development of the IT in Society course unit (ITiS) is described and analyzed in order to present ideas for tailoring OEGP-based course units towards meeting learning objectives related to professional competence.  Work in this thesis includes an examination of both the meanings attributed to the term professional competencies, and methods which can be used to assess the competencies once they are agreed on. The empirical work on developing ITiS is based on a framework for educational research, which has been both refined and extended as an integral part of my research.  The action research methodology is presented and concrete examples of implementations of different pedagogical interventions, based on the methodology, are given.  The framework provides support for relating a theoretical foundation to studies, or development, of learning environments.  The particular theoretical foundation for the examples in this thesis includes, apart from the action research methodology, constructivism, conceptual change, threshold concepts, communities of practice, ill-structured problem solving, the reflective practicum, and problem based learning. The key finding in this thesis is that development and assessment of professional competencies is not a pipe dream.  Assessment can be accomplished, and the OEGP concept provides a flexible base for creating an appropriate learning environment for this purpose.

Felaktigt tryckt som Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Science and Technology 738

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Mackiewicz, Anne K. "An Ecofeminist Perspective on the Influences that Promote and Restrict Three Early Childhood Educators' Inclusion of Open-ended Outdoor Learning." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1946.

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The purpose of this qualitative, purposeful, bounded case study was to explore the influences that promoted and restricted three women early childhood educators' inclusion of open-ended outdoor learning in a Head Start center. A continued degradation of nature, along with the predominance of women working in the early childhood workforce, led me to the use of the ecofeminist theory for this study. Research methodology included participant interviews, observations, and a study of the site's documents. In the analysis of the data, four themes were identified as promoting or restricting open-ended outdoor learning. These themes included: (a) participant's attitudes, (b) Head Start program requirements, (c) classroom and playground context, and (d) student behavior. Each of the themes included codes that were categorized as promoting or restricting open-ended outdoor learning. Some fell into both categories. Through the use of the ecofeminist lens, a view of the dualistic relationships between (a) teachers and the Head Start program and (b) teachers and their students were identified. These dualisms were found to support the "logic of domination" in which social structures were created to justify the domination of one group over another. These structures have historically been identified as patriarchal and were present at the research site. Children's culture and nature's intrinsic values were considered less valuable than adults' expectations for school readiness. This study provides a view of an ecofeminist early childhood analysis in which limited research is currently available. Further work in this field would aid in the understanding of the dualistic model and its presence in early childhood outdoor learning environments.
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Sao, Pedro Michael A. "Real-time Assessment, Prediction, and Scaffolding of Middle School Students’ Data Collection Skills within Physical Science Simulations." Digital WPI, 2013. https://digitalcommons.wpi.edu/etd-dissertations/168.

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Despite widespread recognition by science educators, researchers and K-12 frameworks that scientific inquiry should be an essential part of science education, typical classrooms and assessments still emphasize rote vocabulary, facts, and formulas. One of several reasons for this is that the rigorous assessment of complex inquiry skills is still in its infancy. Though progress has been made, there are still many challenges that hinder inquiry from being assessed in a meaningful, scalable, reliable and timely manner. To address some of these challenges and to realize the possibility of formative assessment of inquiry, we describe a novel approach for evaluating, tracking, and scaffolding inquiry process skills. These skills are demonstrated as students experiment with computer-based simulations. In this work, we focus on two skills related to data collection, designing controlled experiments and testing stated hypotheses. Central to this approach is the use and extension of techniques developed in the Intelligent Tutoring Systems and Educational Data Mining communities to handle the variety of ways in which students can demonstrate skills. To evaluate students' skills, we iteratively developed data-mined models (detectors) that can discern when students test their articulated hypotheses and design controlled experiments. To aggregate and track students' developing latent skill across activities, we use and extend the Bayesian Knowledge-Tracing framework (Corbett & Anderson, 1995). As part of this work, we directly address the scalability and reliability of these models' predictions because we tested how well they predict for student data not used to build them. When doing so, we found that these models demonstrate the potential to scale because they can correctly evaluate and track students' inquiry skills. The ability to evaluate students' inquiry also enables the system to provide automated, individualized feedback to students as they experiment. As part of this work, we also describe an approach to provide such scaffolding to students. We also tested the efficacy of these scaffolds by conducting a study to determine how scaffolding impacts acquisition and transfer of skill across science topics. When doing so, we found that students who received scaffolding versus students who did not were better able to acquire skills in the topic in which they practiced, and also transfer skills to a second topic when was scaffolding removed. Our overall findings suggest that computer-based simulations augmented with real-time feedback can be used to reliably measure the inquiry skills of interest and can help students learn how to demonstrate these skills. As such, our assessment approach and system as a whole shows promise as a way to formatively assess students' inquiry.
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Jiang, Yang. "Development of Self-Regulated Learning Skills Within Open-Ended Computer-Based Learning Environments for Science." Thesis, 2018. https://doi.org/10.7916/D82Z2NPW.

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Over the past decade, open-ended computer-based learning environments have been increasingly used to facilitate students’ learning of complex scientific topics. The non-linearity and open-endedness of these environments create learning opportunities for students, but can also impose challenges in terms of extraneous cognitive load and greater requirements for self-regulated learning (SRL). SRL is crucial for academic success in various educational settings. This dissertation explores how self-regulatory skills develop and the role of gender in the development of SRL skills in Virtual Performance Assessments (VPA), an immersive, open-ended virtual environment designed to assess middle school students’ science inquiry skills. Findings from three analyses combining educational data mining techniques with multilevel modeling indicated that students developed self-regulatory behaviors and strategies as they used VPA. For example, experience with VPA prepared students to adopt more efficient note-taking and note-reviewing strategies. Students who used VPA for the second time engaged in note-taking more frequently, noted a significantly higher quantity of unique information, used the control of variables strategy more frequently in note-taking, and reproduced more domain-specific declarative information in notes than students who used VPA for the first time, all of which have been found to be positively associated with science inquiry performance. Students also learned to exploit more available sources of information by applying learning strategies, in order to either solve inquiry problems, or to monitor and evaluate their solutions. Compared to the second-time users who focused primarily on answering the core inquiry question and selectively collected data, the first-time users’ behaviors showed the repetition and combination of exploratory actions such as talking with non-player characters and collecting data. In addition, consistent gender differences in SRL were observed in this study. Female students were more likely to take notes than male students; they took notes and reviewed notes more frequently and recorded a higher quantity of information in notes, especially information from the research kiosk. Females were also more likely to review notes or read research pages to assist them with the problem-solving and decision-making process than their male counterparts. Possibly due to the higher quantity of information recorded by female note-takers and their tendency to review notes over males, female students’ performance on science inquiry tasks improved across the course of using the two scenarios of VPA, whereas the male students’ science inquiry skills did not show improvement. Results from this dissertation study provide insights into the instructional design of personalized open-ended learning environments to facilitate self-regulated learning for both male and female students.
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Book chapters on the topic "Open-Ended Learning Environments"

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Segedy, James R. "Adaptive Scaffolds in Open-Ended Learning Environments." In Lecture Notes in Computer Science, 892–95. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39112-5_139.

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Biswas, Gautam, Roger Azevedo, Valerie Shute, and Susan Bull. "Workshop on Scaffolding in Open-Ended Learning Environments (OELEs)." In Lecture Notes in Computer Science, 952–53. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39112-5_163.

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Hannafin, Michael J. "Open-Ended Learning Environments: Foundations, Assumptions, and Implications for Automated Design." In Automating Instructional Design: Computer-Based Development and Delivery Tools, 101–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57821-2_5.

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Bywater, James P., Mark Floryan, and Jennifer L. Chiu. "DiSCS: A New Sequence Segmentation Method for Open-Ended Learning Environments." In Lecture Notes in Computer Science, 88–100. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78292-4_8.

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Biswas, Gautam, James R. Segedy, and John S. Kinnebrew. "Smart Open-Ended Learning Environments That Support Learners Cognitive and Metacognitive Processes." In Human-Computer Interaction and Knowledge Discovery in Complex, Unstructured, Big Data, 303–10. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39146-0_27.

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Gauch, Brian, and Gautam Biswas. "Behavior Changes Across Time and Between Populations in Open-Ended Learning Environments." In Intelligent Tutoring Systems, 187–96. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39583-8_18.

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Frost, Stephanie, and Gord McCalla. "Exploring Through Simulation an Instructional Planner for Dynamic Open-Ended Learning Environments." In Lecture Notes in Computer Science, 578–81. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19773-9_66.

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Kynigos, C., G. Gyftodimos, and P. Georgiadis. "Qualitative Analysis of Children’s Learning of Programming in the Context of a Developing Culture of Open-Ended Project Work in a Primary School." In Technology-Based Learning Environments, 200–207. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-79149-9_26.

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Shelton, Brett E., and Mary Ann Parlin. "Taking Activity-Goal Alignment into Open-Ended Environments: Assessment and Automation in Game-Based Learning." In Assessment in Game-Based Learning, 105–21. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3546-4_7.

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Segedy, James R., Gautam Biswas, Emily Feitl Blackstock, and Akailah Jenkins. "Guided Skill Practice as an Adaptive Scaffolding Strategy in Open-Ended Learning Environments." In Lecture Notes in Computer Science, 532–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39112-5_54.

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Conference papers on the topic "Open-Ended Learning Environments"

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Segedy, James R., Kirk M. Loretz, and Gautam Biswas. "Model-driven assessment of learners in open-ended learning environments." In the Third International Conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2460296.2460336.

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Palmer, Dajanae. "Listen to Black Women: Utilizing Open-Ended Responses to Critically Examine Learning Environments." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690965.

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Bahle, Gernot, Adrian Calma, Jan Marco Leimeister, Paul Lukowicz, Sarah Oeste-Reiss, Tobias Reitmaier, Albrecht Schmidt, Bernhard Sick, Gerd Stumme, and Katharina Anna Zweig. "Lifelong Learning and Collaboration of Smart Technical Systems in Open-Ended Environments -- Opportunistic Collaborative Interactive Learning." In 2016 IEEE International Conference on Autonomic Computing (ICAC). IEEE, 2016. http://dx.doi.org/10.1109/icac.2016.36.

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Munshi, Anabil, Ramkumar Rajendran, Jaclyn Ocumpaugh, Gautam Biswas, Ryan S. Baker, and Luc Paquette. "Modeling Learners' Cognitive and Affective States to Scaffold SRL in Open-Ended Learning Environments." In UMAP '18: 26th Conference on User Modeling, Adaptation and Personalization. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3209219.3209241.

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Ramachandran, Madhumitha, Zahed Siddique, Gül E. Okudan Kremer, and Firas Akasheh. "Bridging Learning Gap Through Peer-to-Peer Information Exchange in a Flat Environment." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47379.

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In this paper, we present a technology assisted flat learning environment, Teaching to Learn (TeatoL), where all participants have dual roles as students and instructors. The main objective of this work is to investigate how peer-to-peer information exchange aids in bridging knowledge gap in a flat-learning environment. We present our TeatoL implementation that was developed to enhance ill-structured problem solving skill along with its assessment. The participants in the learning environment were given an open design problem related to sheet metal forming. A short lecture about 35 minutes (Phase 0) was given and then student teams were asked to make an instructional video (Phase I) describing their approach for solving the open-ended problem. The videos were viewed by peers, using their computers and mobile devices. The students then critiqued and provided feedback on the posted videos (Phase II). The final step of the process had students write short reports on their problem solving approach (Phase III) that was modified based on peer-to-peer interactions. Student learning in all three phases was assessed to understand the effects of different modes of learning in TeatoL. Our findings indicate that TeatoL is an effective flat online learning environment. Correlation analysis suggests that learning gains are dependent on the level of knowledge on the topic for the learning community (class) and the number of meaningful comments provided by peers. The findings from this work can be utilized to develop technology based online peer learning environments to improve learning outcomes through active collaborative learning. Such an environment can be particularly useful for open course delivery.
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Abdul Uzza, Aisyamariam, Analisa Hamdan, and Abtar Darshan Singh. "Improving Equity and Inclusion in Education using Virtual and Augmented Reality in Open Distance Learning." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.142.

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School closures due to the COVID-19 pandemic, have caused many countries to transform teaching and learning (T&L) using digital pedagogical techniques and tools. Educators and learners constantly communicated using networked devices such as smartphones and tablets to share content and to track learners’ learning progress. Also, many educational institutions across the globe rapidly built online courses and developed innovative online content in ensuring learning is continuous and responding to the challenges they faced in adapting and conducting online classes. Even though several countries have re-opened schools to foster various needs of learners, the pandemic did not stop education institutions to digitize their T&L approaches. The increasing number of affordable and more durable online courses in an Open Distance Learning (ODL) environment, for example, micro-credentials, have pushed education institutions to develop innovative programs and structures in improving the effectiveness of distance education. According to Ellysse (2021), virtual, augmented, and mixed reality (VR/ AR /MR) environments are more immersive, real, and motivating for learners and should be capitalized to bring a more transformative effect on the learning process. Apart from the effectiveness and impact of learning, it is also imperative that technological applications and use in classrooms should ensure inclusive and equitable principles are included to meet the social and emotional needs of students. Coupled with this, there is also a new generation of students entering college: they are digital natives who are connected 24/7 to their mobile devices (Harris, 2012) and it is important to ensure their learning needs are met too. Research by Sung (2014) using VR/AR combined with collaborative learning and the flexibility of mobile devices for a more ubiquitous experience may aid researchers in further improving inclusivity and equity of learning. Thus, creating lessons for ODL learners using VR/ AR /MR for a more inclusive and equitable environment necessitates looking at emerging pedagogical structures. In this paper, we sought to answer the research question: What are educators' perceptions and attitudes about using VR /AR technologies to improve equity and inclusion in education? Towards this, a qualitative study on the lecturer’s perception using purposive sampling was conducted. An open-ended survey questionnaire with responses from eight academicians were qualitatively analyzed using NVIVO 9. From the findings, most of educators believe and are aware that using VR/AR in the classroom can improve equity and inclusion. Finally, this study provides recommendations to educators and stakeholders in implementing AR/VR in their T&L approaches.
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Valantinaite, Ilona, and Živilė Sederevičiūtė-Pačiauskienė. "The Pros and Cons of Online Learning Environment from the Students’ Perspective." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.026.

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The country’s participation in the Bologna process obliges it to strategically develop lifelong learning. The internet network is a key to accessibility of studies to everybody. Technologization seems to be an integral part of the system of education in the 21st century. According to the researchers, technologization facilitates teaching/learning and makes it more attractive, accessible, individual and efficient. However, some researchers still doubt its effectiveness and efficiency. Therefore, what factors promote technologization? Do efforts and insights of politicians answer the students’ needs? The aim of the study is to reveal the attitude of students towards application of virtual learning environments in the study process and its compliance with the contemporary tendencies in study organisation. The article focuses on the development of lifelong learning in the Bologna process documents. The data of qualitative research are also presented: the students’ attitude towards advantages and disadvantages of applying virtual learning environments in the study process. The applied methods include analysis of scholarly literature and documents, qualitative research. The article presents the analysis of open-ended questions about the advantages and disadvantages of virtual learning environments. The research sample included 106 third year university students. Technically the accessibility of studies is developed but the personal individuality and exceptionality of individual needs are trivialized to convenience of learning when the place and time for learning can chose. If the main focus of studies is diverted from the personality growth, building up of individual's values and worldview to technologization exclusively, a passive consumer society, whose members are not ready to assume responsibility and do not justify the essential idea of higher education, is developed. Unbalanced workload of highly qualified specialists in higher education institutions does not create the anticipated economic value, economic and social wellbeing or added value. Appropriate distribution of responsibilities establishes conditions for development of culture and building up personalities.
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Tomlinson, Brianna J., R. Michael Winters, Christopher Latina, Smruthi Bhat, Milap Rane, and Bruce N. Walker. "Solar System Sonification: Exploring Earth and Its Neighbors Through Sound." In The 23rd International Conference on Auditory Display. Arlington, Virginia: The International Community for Auditory Display, 2017. http://dx.doi.org/10.21785/icad2017.027.

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Informal learning environments (ILEs) like museums incorporate multi-modal displays into their exhibits as a way to engage a wider group of visitors, often relying on tactile, audio, and visual means to accomplish this. Planetariums, however represent one type of ILE where a single, highly visual presentation modality is used to entertain, inform, and engage a large group of users in a passive viewing experience. Recently, auditory displays have been used as a supplement or even an alternative to visual presentation of astronomy concepts, though there has been little evaluation of those displays. Here, we designed an auditory model of the solar system and created a planetarium show, which was later presented at a local science center. Attendees evaluated the performance on helpfulness, interest, pleasantness, understandability, and relatability of the sounds' mappings. Overall, attendees rated the solar system and planetary details very highly, in addition to providing open-ended responses about their entire experience.
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"Teacher Presence and Social Presence in Virtual and Blended Courses." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3965.

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[This Proceedings paper was revised and published in the 2018 issue of Journal of Information Technology Education: Research, Volume 17] Aim/Purpose: The purpose of the study was to examine the relationship between teacher presence and social presence on one hand, and feelings of challenge and threat, self-efficacy, and motivation among students studying in virtual and blended courses on the other. Background: In this study we examined two types of courses, virtual courses (VCs) and blended courses (BCs). Physical separation between teacher and learners may lead to transactional distance, which should be reduced through teacher presence (TP) and social presence (SP). Methodology: This is a mixed-method study. Participants completed a threat/challenge questionnaire, a motivation questionnaire, a self-efficacy questionnaire, and answered open-ended questions. The sample included 484 students from two academic institutions in the Israel. Contribution: The study highlights the connection between critical factors involved in learning and teaching in VCs and BCs (teacher presence, social presence, feelings of challenge and threat, self-efficacy, and motivation) from the point of view of students studying in VCs and BCs. Findings: We found a link between teacher presence and social presence on one hand and feelings of challenge and threat, self-efficacy, and motivation of students in VCs and BCs on the other. At the same time, we found that the perceptions of motivation, challenge, and threat associated with VCs and BCs are interrelated, that is, students have similar perceptions in relation to both types of courses. Recommendations for Practitioners : It is preferable to create a learning environment that supports the learners and is attentive to their needs and to the creation of an active learning community. It has been found that these factors greatly influence the process and the quality of learning in the course. Recommendation for Researchers: The study examined the subjective feelings of the students about the learning process in virtual and blended environments. We recommend continuing to explore the characteristics of the virtual environment and of teaching methods in these environments. Impact on Society: The combination of virtual and blended learning environments in the learning process may lead to the realization of the educational vision of creating a learning environment that supports students and responds to their needs, enabling autonomous and collaborative learning while creating a learning community. Future Research: It is advisable to examine the issue from the perspective of the teachers in VCs and BCs to elucidate the topic from other angles.
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Terpenny, Janis P., and Richard M. Goff. "Preparing Future Faculty for Teaching Engineering Design." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85221.

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This paper reports on a new core course that has been developed for the recently established Department of Engineering Education at Virginia Polytechnic Institute and State University (Virginia Tech). The course is focused on preparing future engineering faculty members to teach engineering design as well as how to function more effectively in industry design environments. Material related to theories of student learning and appropriate pedagogical approaches to teaching an open-ended subject such as engineering design are included. Having successfully completed this course, students are able to describe engineering design process and compare and contrast design across engineering and non-engineering disciplines. Students develop a syllabus for a design course in their own discipline, including assignments and projects. They also learn about effective project management and are able to characterize and demonstrate effective means of teaching/coaching/mentoring of various design projects. As future educators, students are able to describe the ABET (Accreditation Board for Engineering and Technology) requirements for design courses (Capstone, etc.), describe and demonstrate various theories of learning and pedagogy, and are able to navigate the course design and approval process. Descriptions of student mentoring of K-12 design teams in the FIRST LEGO® League competition are also provided.
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