Exploring students’ iterative practices when learning with physical computing kits through data visualisations

Physical computing kits allow the practical implementation of open-ended, hands-on, interactive learning experiences in the classroom. In the process of engaging with physical computing kits, students formulate and implement self-constructed goals using an iterative approach. However, the openness and diversity of such learning contexts often make them challenging to design and support. The field of learning analytics has the potential to support project-based learning, using continuous real-time data traces arising from student interactions. Data visualisations, specifically, can provide reflective opportunities for teachers to analyse students’ actions and act based on this evidence. However, to date, there has been little data visualisation research targeted at learning with physical computing kits. This thesis reports progress into the design and evaluation of a suite of data visualisations focussed on students’ iterative design process when using physical computing kits in authentic classroom settings. The areas of iterative design, appropriation theory, process-driven learning analytics and data visualisation inform the analysis and interpretation of trace data collected from students’ interactions. The contribution of the thesis is three-fold. First, a model for examining students’ trace data in keeping with social processes, such as appropriation, is presented. Secondly, insights into the iterative design process of students engaging in open-ended projects are produced, as they emerge from our data visualisations, across multiple groups of students. Thirdly, an evaluation into the role and potential of using data visualisations in the classroom is conducted with ten teachers. Implications for the design and support of open-ended project-based learning experiences with physical computing kits using trace data and data visualisation are discussed based on the teachers’ feedback. The thesis represents a first step towards the design of context-aligned, process-oriented data visualisations to provide evidence-based reflective opportunities to support students’ iterative design behaviours in this learning setting

The trouble with STEAM and why we use it anyway

As an emerging field of theory, research, and practice, STEAM (Science, Technology, Engineering, Arts, and Mathematics) has received attention for its efforts to incorporate the arts into the rubric of STEM (Science, Technology, Engineering, and Mathematics) learning. In particular, many informal educators have embraced it as an inclusive and authentic approach to engaging young people with STEM. Yet, as with many nascent fields, the conceptualization and usage of STEAM is somewhat ambivalent and weakly theorized. On the one hand, STEAM offers significant promise through its focus on multiple ways of knowing and new pathways to equitable learning. On the other hand, it is often deployed in theory, pedagogy, and practice in ambiguous or potentially problematic ways toward varying ends. This paper attempts to disentangle some of the key tensions and contradictions of the STEAM concept as currently operationalized in educational research, policy, and practice. We pay particular attention to the transformative learning potential supported by contexts where STEAM is conceptualized as both pedagogical and mutually instrumental. That is, neither STEM nor arts are privileged over the other, but both are equally in play. We link the possibilities suggested by this approach to emerging theories for understanding how designing for and surfacing epistemic practices linked to the relevant disciplines being integrated into STEAM programs may point the way toward resolving tensions in inter- and transdisciplinary learning approaches

Undergraduate and Graduate Course Descriptions, 2013 Summer

Wright State University undergraduate and graduate course descriptions from Summer 2013

Undergraduate and Graduate Course Descriptions, 2013 Summer

Wright State University undergraduate and graduate course descriptions from Summer 2013

The guiding process in discovery hypertext learning environments for the Internet

Hypertext is the dominant method to navigate the Internet, providing user freedom and control over navigational behaviour. There has been an increase in converting existing educational material into Internet web pages but weaknesses have been identified in current WWW learning systems. There is a lack of conceptual support for learning from hypertext, navigational disorientation and cognitive overload. This implies the need for an established pedagogical approach to developing the web as a teaching and learning medium. Guided Discovery Learning is proposed as an educational pedagogy suitable for supporting WWW learning. The hypothesis is that a guided discovery environment will produce greater gains in learning and satisfaction, than a non-adaptive hypertext environment. A second hypothesis is that combining concept maps with this specific educational paradigm will provide cognitive support. The third hypothesis is that student learning styles will not influence learning outcome or user satisfaction. Thus, providing evidence that the guided discovery learning paradigm can be used for many types of learning styles. This was investigated by the building of a guided discovery system and a framework devised for assessing teaching styles. The system provided varying discovery steps, guided advice, individualistic system instruction and navigational control. An 84 subject experiment compared a Guided discovery condition, a Map-only condition and an Unguided condition. Subjects were subdivided according to learning styles, with measures for learning outcome and user satisfaction. The results indicate that providing guidance will result in a significant increase in level of learning. Guided discovery condition subjects, regardless of learning styles, experienced levels of satisfaction comparable to those in the other conditions. The concept mapping tool did not appear to affect learning outcome or user satisfaction. The conclusion was that using a particular approach to guidance would result in a more supportive environment for learning. This research contributes to the need for a better understanding of the pedagogic design that should be incorporated into WWW learning environments, with a recommendation for a guided discovery approach to alleviate major hypertext and WWW issues for distance learning

NASA Space Engineering Research Center for VLSI systems design

This annual review reports the center's activities and findings on very large scale integration (VLSI) systems design for 1990, including project status, financial support, publications, the NASA Space Engineering Research Center (SERC) Symposium on VLSI Design, research results, and outreach programs. Processor chips completed or under development are listed. Research results summarized include a design technique to harden complementary metal oxide semiconductors (CMOS) memory circuits against single event upset (SEU); improved circuit design procedures; and advances in computer aided design (CAD), communications, computer architectures, and reliability design. Also described is a high school teacher program that exposes teachers to the fundamentals of digital logic design