Education & learning publications
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Forward For The Components On Online Education
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Developing Educational Software Components
Educational applications must be very flexible because curricula and teaching styles vary tremendously among institutions, locations, and even among instructors at the same institution.
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Constructopedia
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From Moo To Meow: Domesticating Technology For Online Communities
Informed by our experience with TAPPED IN and reviews of related work, we are developing a new online ācommunity-wareā technology called MEOW (Multi-user Educational Online Workspace) which can scale to…
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Organizing Principles for Science Education Partnerships: Case Studies of Studentsā Learning About āRats in Spaceā and āDeformed Frogs
We show that our Scaffolded Knowledge Integration framework gives partnerships a head start on effective designs. We illustrate this process with the Deformed Frogs partnership and the Rats in Space…
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Educational Software Components Of Tomorrow
In this paper, we report some of the early results from our testbed for developing interoperable components for middle school mathematics, as well as some of the difficult challenges that…
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Globe Year 4 Evaluation: Evolving Implementation Practices
GLOBE students are involved in authentic science investigations, led by GLOBE scientists who have designed the data collection protocols and review and analyze the student data.
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How Inner-City Children See Their Family, School, Peers And Neighborhood: Developmental Changes During The Transition To Adolescence
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Toward A Learning Technologies Knowledge Network
This paper describes the rationale and operations of the NSF-funded Center, and first-year progress in defining a set of CILT partnership projects with many other institutions that came out of…
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World Links Student Assessment Report, 1998-1999
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Foreward to The Components of Online Education
Foreward to Book ā Ā B. Henderson, The Components of Online Education, Published byĀ Centre for the Study of Co-operatives University of Saskatchewan.
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“…It’s Fair Because They Each Have Two”: The Development Of A Mathematical Practice Across Two Social Contexts
They haveĀ an equal chance of landing on...tails [R types]Ā WeĀ think the gameĀ is fair becauseĀ itĀ hasĀ an equal chance of landing on headsĀ asĀ itĀ hasĀ on tails.