Andrew E. Walker

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This paper reviews the literature surrounding an information filtering technique, collaborative information filtering, which supports the discovery of resources in a way that is sensitive to the context of users. Moreover, via statistical clustering techniques, the system supports automated, personalized filtering and recommendation of relevant resources(More)
This paper describes the development of a review rubric for learning resources in the context of the Instructional Architect (IA), a web-based authoring tool. We describe the motivation for developing a review rubric, the process for creating it by synthesizing the rubrics of other education-related digital libraries, and the results of testing the rubric(More)
This paper defines a model of teacher practice (" teaching as design "), and describes a professional development curriculum in which K-12 teachers design learning activities using resources and tools from education digital libraries. It then presents preliminary findings from an application of this model in which teachers' artifacts are analyzed to learn(More)
Assessing the quality of online educational resources in a cost effective manner is a critical issue for educational digital libraries. This study reports on the approach for extending the Open Educational Resource Assessments (OPERA) algorithm from assessing vetted to peer-produced content. This article reports details of changes to the algorithm,(More)
A method of assessing pain using interactive computer animation is described. This method provides quantitative measurements of different qualitative aspects of pain experience without reliance on fine verbal distinctions. A clinical comparison of this procedure and the Short-Form McGill Pain Questionnaire (SF-MPQ) is reported. Correlations between paper(More)
This paper employs meta-analysis to determine the influence of computer-based scaffolding characteristics and study and test score quality on cognitive outcomes in science, technology, engineering, and mathematics education at the secondary, college, graduate, and adult levels. Results indicate that (a) computer-based scaffolding positively influences(More)
Computer-based scaffolding is instructional support that assists students as they generate solutions to complex and ill-structured problems, goals, or tasks, helping to increase and integrate higher-order skills in the process. In this preliminary meta-analysis in STEM education, we coded 35 studies, resulting in 97 outcomes. The average effect size for(More)
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