Search results for author:"Jody Clarke"
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Exploring the complexity of inquiry learning in an open@-ended problem space (2009) pp. 1–90
Data-gathering and problem identification are key components of scientific inquiry. However, few researchers have studied how students learn these skills because historically this required a time-consuming, complicated method of capturing the...
Journal of Science Education and Technology Vol. 18, No. 4 (August 2009) pp. 353–365
One-size-fits-all educational innovations do not work because they ignore contextual factors that determine an intervention's efficacy in a particular local situation. This paper presents a framework on how to design educational innovations for...
Journal of Research on Technology in Education Vol. 42, No. 3 (2010) pp. 309–328
Despite three decades of advances in information and communications technology (ICT) and a generation of research on cognition and new pedagogical strategies, the field of assessment has not progressed much beyond paper-and-pencil item-based tests....
A Framework for Structuring Learning Assessment in a Massively Multiplayer Online Educational Game: Experiment Centered Design
International Journal of Game-Based Learning Vol. 4, No. 1 (January 2014) pp. 37–59
Educational games offer an opportunity to engage and inspire students to take interest in science, technology, engineering, and mathematical (STEM) subjects. Unobtrusive learning assessment techniques coupled with machine learning algorithms can be...
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 358–367
The effectiveness of any educational technology depends upon teachers’ and learners’ perception of the functional utility of that medium for teaching, learning, and assessment. The Virtual Performance Assessment project at Harvard University (http://...
British Journal of Educational Technology Vol. 41, No. 1 (January 2010) pp. 56–68
This study investigated novel pedagogies for helping teachers infuse inquiry into a standards‐based science curriculum. Using a multi‐user virtual environment (MUVE) as a pedagogical vehicle, teams of middle‐school students collaboratively solved...
Journal of Interactive Learning Research Vol. 24, No. 4 (October 2013) pp. 371–396
Determining the effectiveness of any educational technology depends upon teachers’ and learners’ perception of the functional utility of that tool for teaching, learning, and assessment. The Virtual Performance project at Harvard University is...
Technology-Enabled and Universally Designed Assessment: Considering Access in Measuring the Achievement of Students with Disabilities--A Foundation for Research
Patricia Almond; Phoebe Winter; Renee Cameto; Michael Russell; Edynn Sato; Jody Clarke-Midura; Chloe Torres; Geneva Haertel; Robert Dolan; Peter Beddow; Sheryl Lazarus
Journal of Technology, Learning, and Assessment Vol. 10, No. 5 (November 2010)
This paper represents one outcome from the "Invitational Research Symposium on Technology-Enabled and Universally Designed Assessments," which examined technology-enabled assessments (TEA) and universal design (UD) as they relate to students with...