Virtual School Meanderings

June 22, 2016

Cyberlearning 2016: Designing for Deeper, Broader, and More Equitable Learning – CTL Research Update –

From yesterday’s inbox…

CTL: Insightful design, research, and evaluation of innovative learning environments and assessments

CTL Research Update – June 2016, Issue 24

Cyberlearning 2016: Designing for Deeper, Broader, and More Equitable Learning

Cyberlearning photo collageOn June 5 and 6, approximately 180 leading researchers along with students, educators, designers, industry experts, and other stakeholders worked together for two days at Cyberlearning 2016 to accelerate the community’s collective work and impact. Cyberlearning 2016 builds on research funded by the National Science Foundation and three prior successful meetings in, 2015, 2014, and 2013, which inspired the community to identify issues of common interest and ignited joint efforts among participants. Watch the archived keynote addresses by Andrew Coy (White House OSTP), Jim Shelton(Chan-Zuckerberg), Peggy Weil (USC Cinematic Arts), Nichole Pinkard (Digital Youth Network), andLinda Chaput (AgileMind) and check out the online conversation via the twitter hashtag #NSFCL16 or this storify.

What Is Next Generation Preschool Science?

Screenshot from the Next Gen Math VideoNext Generation Preschool Science brings together education researchers from the Center for Technology in Learning and Education Development Center (EDC), public media producers from WGBH, and preschool teachers and children to create rich early science curricula that integrate tablet-based and traditional learning experiences. Thanks to funding from the National Science Foundation, the team has embarked on a research and development process with the goal of promoting preschoolers’ understanding of science concepts, engagement in science practices, and science discourse as well as supporting preschool educators in the classroom. Watch the video to see more about what we’ve been making!

Reflections on the Ready To Learn Initiative, 2010 to 2015

Student using an iPad with teacherCarlin Llorente and Savitha Moorthy are co-authors of a new report, Reflections on the Ready to Learn Initiative, 2010 to 2015 and a related article “Dramatic change, persistent challenges: a five-year view of children’s educational media as resources for equity” in the Journal of Children and Media. Together EDC and SRI authors describe progress and potential leverage points in using educational media and community engagement to enhance the school readiness and success of children living in low-income households. As the summative evaluation partners to the Corporation for Public Broadcasting and PBS, EDC, and SRI measured children’s learning outcomes under Ready To Learn for a decade. This report draws on interviews with 26 prominent children’s media researchers, producers, and thought leaders and a review of scholarly articles and reports to provide a big-picture view of the status and future directions of children’s media. (Photo courtesy of WNED.)

Bill Gates keynote address at the Arizona State University Global Silicon Valley Summit

Education Technology That Supports Struggling Students

On April 20, Bill Gates cited ourLessons Learned from Early Implementations of Adaptive Courseware in his keynote address at the Arizona State University Global Silicon Valley Summit. Adaptive learning courseware uses computer algorithms to analyze data collected as students interact with online learning environments.

The Lessons Learned report was also featured in an April EdSurge article. CTL Researcher Vanessa Peters wrote the opinion piece How Can Technology Impact Outcomes in Introductory College Courses?

Cover of book Meeting the Challenges to Measurement in an Era of Accountability

CTL’s Assessment Group Writes Two Chapters on the Evidence-Centered Design Process

CTL’s Assessment Group is pleased to announce the publication of two new chapters describing our evidence-centered design process in the most recent volume of the National Council of Measurement in Education’s book series. The first chapter, “General introduction to evidence-centered design,” introduces the reader to the evidence-centered design process. The second chapter, “Assessing the life sciences: Using evidence-centered design for accountability purposes,” applies evidence-centered design for purposes of assessing student’s knowledge and skills in science. Read Meeting the Challenges to Measurement in an Era of Accountability.

Photo of adults working together

How Research Can Raise the Bar on Developing Adults’ Skills in 21st Century Careers

In the United States today, millions of people are unemployed and underemployed—making economic stability out of reach for themselves and their families. These numbers are not driven solely by lack of education or technical knowledge, but also by a broad need in the workforce to develop adults’ personal success skills. CTL and the Joyce Foundation recently released the reportEmpowering Adults to Thrive at Work: Personal Success Skills for 21st Century Jobs that discusses how evidence-based research provides guidance for promoting personal success skills for adults who are striving to build sustainable 21st century careers.

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Innovation Lab Maps the Future of Learning in Smart and Connected Communities

New Report Calls STEM Learning a “Social Justice” Issue

Popularity of Ed Tech Not Necessarily Linked to Products’ Impact


Constructing Assessment Tasks That Blend Disciplinary Core Ideas, Crosscutting Concepts, and Science Practices for Classroom Formative Applications

Influences on the Scaling of Digital Learning Resources

Blog Posts:

New Report Highlights Key Findings from Next Generation STEM Schools Forum

Characteristics of Successful Inclusive STEM High Schools and Their Impact on Student Outcomes

Assessing the Value of Social Capital for Youth Across Multiple Learning Environments

Developing an Early Mathematics Assessment to Evaluate School Readiness for Young Learners

Measuring Student Learning About Computing

Balancing Widespread Use and Positive Learning Impacts of Educational Technology

Don’t miss our September issue!

Learn about why large school districts are adopting SRI’sSunBay Middle School Digital Math programs as part of their core mathematics curriculum.

AND! Learn about the Next Generation Science Assessmentproject, which is developing NGSS-aligned assessments and curricula for the next generation of K-12 students.

Stay Connected

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Contact CTL

SRI Education

SRI Education, a division of SRI International, is tackling the most complex issues in education to help students succeed. We work with federal and state agencies, school districts, major foundations, nonprofit organizations, and international and commercial clients to address risk factors that impede learning, assess learning gains, and use technology for educational innovation. The mission of SRI’sCenter for Technology in Learning (CTL) is to improve learning and teaching through innovation and inquiry. Much of our work is conducted in educational settings such as classrooms, afterschool programs, and teacher education programs.

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