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Friday, March 2


Understanding student responses to online feedback and digital recommendations
What kinds of feedback are most useful to students? How do students respond to feedback presented in a digital environment? As part of a research team designing educational technology interfaces, we conducted a set of user design workshops that explored how students prefer to receive feedback on their work products during drafting and final submissions. The workshop also examined student preferences in receiving feedback in dynamic systems (e.g., online learning systems). Based on the workshops, we designed varying levels of online feedback, including conceptual feedback, feedback on error types, and digital resource recommendations while students worked on an essay writing task. Results inform our understanding of what constitutes adequate feedback during project drafts and final submissions, especially in online environments. In this session, we will present our findings about how students respond to feedback in an online environment and discuss implications for teaching.


Friday March 2, 2012 10:45am - 11:45am


Using Google Apps to Create A Deeper Learning Experience for Students
Facilitating a deeper learning experience using online interactions can be challenging unless individuals have significant programming skills and technical resources. Fortunately, Google provides some free, online tools that make it possible to create meaningful online materials without programming, using point and click interfaces and standardized web tools. In this session, we will talk about the differences between shallow and deep learning environments and step through an interactive example on how to facilitate deep thinking and meaningful student interactions using Google Sites and Google Docs. Finally, we will discuss how you can integrate this environment into classroom activities. By the end of the session, you should have concrete ideas about how facilitate deep, Web-based learning environments using free online tools.

Friday March 2, 2012 10:45am - 11:45am
Saturday, March 3


Visual multimedia for learning: What, When, and How?
Is a picture really worth a thousand words? Have you found yourself looking for digital images to augment your lessons and engage your learners? Should you pick a website with detailed pictures or abstract diagrams? In this session, research findings from studies on learning with visual representations will be used to engage teachers in thinking about what types of visuals are most useful for instruction, when they should be used, and how to support students in thinking deeply about visuals presented in the classroom. In this session, we will discuss how to reconcile and implement varied findings from the research literature. For example, research has found that abstract representations support knowledge transfer to new tasks but that novices need concrete representations that can be connected to background knowledge. The first half of this session will be an interactive presentation, in which examples will be used to facilitate discussion. The second half of the presentation will be a demonstration of how to use readily-available digital tools (e.g., PowerPoint and Google images) to create and modify optimal visuals for instruction and learning. Teachers are encouraged to bring a laptop equipped with PowerPoint and wireless access in order to follow along and try out hands-on techniques.


Saturday March 3, 2012 9:15am - 10:15am


How can we support better student learning in math and science?
In this session, I will use multimedia videos and research findings to lead a discussion about student learning during online problem-solving practice in mathematics and science. We will discuss characteristics that sometimes prevent students from gaining deep, long-lasting understanding of math and science concepts, especially when working with computerized practice tools. I will demonstrate the features of a computer-based Intelligent Tutoring System that has been developed for geometry, and discuss how we’ve used this system to investigate student learning and identify problematic student behaviors and thinking during computer-supported mathematics practice. Finally, I will present practical implications from the research findings, both for geometry as well as other math and science domains. We will discuss how teachers can support deep student learning, with and without computer technologies.


Saturday March 3, 2012 10:30am - 11:30am