Corpus ID: 53364535

Beyond and Within Classroom Walls: Designing Principled Pedagogical Tools for Student and Faculty Uptake

  title={Beyond and Within Classroom Walls: Designing Principled Pedagogical Tools for Student and Faculty Uptake},
  author={Elizabeth S. Charles and Nathaniel Lasry and Chris Whittaker and Michael Dugdale and Kevin Lenton and Sameer Bhatnagar and Jonathan Guillemette},
This paper tells the story of DALITE, a design-based experiment, involving a codesign project, spanning three iterations and nearly four years. DALITE was designed around the principles of peer instruction, in particular, self-explanation and intentional reflection. DALITE consists of two databases: a database of college-level physics questions and another of student-generated rationales. We report on the iterative design process that has shaped this web-based asynchronous learning environment… Expand
Harnessing peer instruction in and out of class with myDALITE
MyDALITE is a web-based learning platform that provides students with asynchronous peer instruction that can be used in- and out-of-class and provides teachers with the opportunity to see what their students are thinking, before and/or after classroom instruction. Expand
A systematic review of the design work of STEM teachers
  • Mi Song Kim
  • Psychology
  • Research in Science & Technological Education
  • 2019
ABSTRACT Background: To support a paradigm shift for 21st century learning, teacher design work is emphasized by conceptualizing teachers as designers. Despite the fact that teaching is increasinglyExpand
A Dataset of Learnersourced Explanations from an Online Peer Instruction Environment
This study characterizes a dataset generated by an open-source, web-based homework system that prompts students to first answer questions, and then provide explanations of their reasoning, that includes not only the student generated answers and explanations, but this novel “vote” attribute, which aims to capture how convincing each explanation is to other learners. Expand
Text Classification of Student Self-Explanations in College Physics Questions
Through the course of this study, the effectiveness of different statistical models and document representations to explain data generated from the Asynchronous Peer Instruction tool, DALITE are examined. Expand
DALITE: Asynchronous Peer Instruction for MOOCs
This demonstration will feature the Distributed Active Learning Integrated Technology Environment (DALITE), a novel LTI compliant application which allows Learning Management Systems to include anExpand
An Analysis of Peer-Submitted and Peer-Reviewed Answer Rationales, in an Asynchronous Peer Instruction Based Learning Environment.
This investigation focuses on the relationship between student proficiency, how students change their answers after reading each others’ writings, and the peer-votes they earn in DALITE, an asynchronous instantiation of peer instruction. Expand
An Analysis of Peer-submitted and Peer-reviewed Answer Rationales in a Web-based Peer Instruction Based Learning Environment
This investigation focuses on the relationship between student proficiency, how students change their answers after reading each others’ writings, and the peer-votes they earn in DALITE, an asynchronous instantiation of peer instruction. Expand
An exploration of issues relating to the implementation of Active Learning in Saudi Arabian Universities
Saudi Arabia’s Vision 2030 embraces ambitious proposals for educational reform. It includes the preparation of a modern curriculum focused on rigorous standards which will be aligned with a range ofExpand
Adaptive and Adaptable Learning
This model is informed by the Stirling’s framework for understanding diversity from social science and underpinned by semantic techniques from computer science and driven by the desire to broaden learners’ perspectives in an increasingly diverse and inclusive society. Expand
Spectral Bayesian Knowledge Tracing
This work uses feature compensation and model compensation paradigms in an attempt to conceptualize a more flexible and robust BKT model and shows a tangible boost in model accuracy well over the improvements reported in the literature. Expand


A new framework for smart classroom research: co-designing curriculum, research and technology
Key aspects of the open source smart classroom environment, including an online database of student-generated, tagged, and socially connected learning objects, the integration of handheld learning devices, and supports for visualizing, sorting, and sharing collaboratively generated artifacts are reported on. Expand
Not all interactive engagement is the same: Variations in physics professors' implementation of Peer Instruction
While educational reforms in introductory physics are becoming more widespread, how these reforms are implemented is less well understood. This paper examines the variation in faculty practicesExpand
Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics
Many proven research-based instructional strategies have been developed for introductory college-level physics. Significant efforts to disseminate these strategies have focused on convincingExpand
Peer Instruction: Ten years of experience and results
We report data from ten years of teaching with Peer Instruction (PI) in the calculus- and algebra-based introductory physics courses for nonmajors; our results indicate increased student mastery ofExpand
Resource Letter ALIP-1: Active-Learning Instruction in Physics
This Resource Letter provides a guide to the literature on research-based active-learning instruction in physics. These are instructional methods that are based on, assessed by, and validated throughExpand
Framing Interactions to Foster Generative Learning: A Situative Explanation of Transfer in a Community of Learners Classroom
This article develops a situative approach to explaining the transfer of learning, illustrating it using a challenging-to-explain case from a Fostering Communities of Learners classroom. The caseExpand
Promoting Instructional Change in New Faculty: An Evaluation of the Physics and Astronomy New Faculty Workshop
An important finding of Physics Education Research (PER) is that traditional, transmission‐based instructional approaches are generally not effective in promoting meaningful student learning.Expand
Active learning increases student performance in science, engineering, and mathematics
The analysis supports theory claiming that calls to increase the number of students receiving STEM degrees could be answered, at least in part, by abandoning traditional lecturing in favor of active learning and supports active learning as the preferred, empirically validated teaching practice in regular classrooms. Expand
Eliciting Self-Explanations Improves Understanding
It is shown that self-explanation can also be facilitative when it is explicitly promoted, in the context of learning declarative knowledge from an expository text, and three processing characteristics of self-explaining are considered as reasons for the gains in deeper understanding. Expand
Learning to think like a physicist: A review of research‐based instructional strategies
Many studies in physics education indicate that our conventional instruction fails to achieve objectives we desire for our students. Students leave introductory courses unable to reason qualitativelyExpand