In one project, TIER-ED Director Robb Lindgren is taking his work on embodied learning simulations onto the museum floor such that young science center visitors can use the full movement of their bodies to interact with a game about energy. The game, called energIze uses the Microsoft Kinect to empower children to act out different forms of energy, energy transfer, and to reason about conservation of energy. Dr. Lindgren and his TIER-ED colleague Dr. Mike Tissenbaum are currently working with the Lawrence Hall of Science in Berkeley, CA, where the energIze exhibit is currently active on the museum floor, to develop a system of connected embodied learning exhibits that build off of each other and facilitate learning transfer.
In another project Dr. Emma Mercier is examining parent-child collaboration in an informal learning context. Along with graduate student LuEttaMae Lawrence, she is implementing their Food for Thought application onto a large screen surface at a local museum. Food for Thought focuses on using a familiar topic (food) to help students understand more about climate change, and the way small choices can have a global impact. The software was initially designed for use on large multi-touch table, and two iterations were tested with middle school students through the CoLearn Lab.
Finally, Dr. H Chad Lane is on the leadership team for a major international collaboration with multiple museums in the U.S. and the U.K. understanding the role of gesture and other kinds of body movement for pre-school children’s science learning in informal environments. The consortium, which also includes TIER-ED Director Lindgren, is called Move2Learn, and it brings together researchers and museum practitioners to study how experiences such as the Rivers of Grass exhibit at the Frost Museum of Science in Miami, FL encourage students to use their bodies when engaging with science ideas. Other digital exhibit research on the Move2Learn project is happening at The Children’s Museum’s Indianapolis where young visitors use their whole bodies to learn critical ideas in crop sciences.
One such project is the GRASP simulation platform that was co-designed by UofI College of Education researchers. The goal of GRASP (GestuRe Augmented Simulations for supporting exPlanations) is to understand the role gestures play in reasoning about critical concepts in science, and to create simulations that encourage the use of gestures for creating scientific explanations. GRASP is a NSF-funded collaboration between UofI and Concord Consortium, an educational research and development organization in Massachusetts. Robb Lindgren (PI) and David Brown (Co-PI) are working with graduate students to interview local middle school students to understand how the gesture-augmented simulations affect their science explanations and understanding.
In a second project, Dr. Bill Cope and Dr. Mary Kalantzis explore ‘complex epistemic performance’ in online learning environments as part of an NSF-funded project to further develop Common Ground Scholar (CGScholar) environment. They have launched Scholar’s new Analytics area, created by their research team at the University of Illinois. Analytics is a learning visualization tool, wherein any unit of work a student can see their progress towards mastery, and a teacher can see the comparative progress towards mastery of all members of the class, identifying which students may require more time or special attention to achieve mastery. The CGScholar Analytics tool collects information about learning processes in three domains: knowledge, focus, and collaboration. Developing this tool is an interdisciplinary effort involving faculty and graduate students from multiple units across campus.
Kutasha Bryan-Silva is a doctoral candidate in Curriculum & Instruction. Her research has centered on early childhood and focused on foundational literacy development in Puerto Rico, Global Citizenship Education in Hong Kong, and best practices for early childhood e-learning. As a 2021 Fulbright Scholar she aims to look through the international lens of Uruguay, South America to investigate how young children can be taught sustainable development concepts through the intentional interconnection of technology and traditional ecological knowledges. The research cite selected is considered a national model for educational technologies and environmental education in Uruguay. Through the theoretical framework of Knowledge Building, Bryan-Silva aims to investigate how educational technologies (e.g. micro bits, QR codes, iPad) support young children at the public ecological school in developing competencies to create clean energy and food security that is beneficial to their immediate communities. Her goal is that data collection in Uruguay will provide an understanding of what can be possible in the United States if greater emphasis on educational technologies and sustainable development was placed within educational policy and national curricula.