Open collaborative authoring systems such as Wikipedia are growing in use and impact. How well does this model work for the development of educational resources? In particular, can volunteers contribute materials of sufficient quality? Could they create resources that meet students’ specific learning needs and engage their personal characteristics? Our experiment explored these questions using a novel web-based tool for authoring worked examples. Participants were professional teachers (math and non-math) and amateurs. Participants were randomly assigned to the basic tool, or to an enhanced
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Turadg AleahmadVincent AlevanRobert Kraut
Science, technology, engineering, and mathematics(STEM) programs in out-of-school time (OST) are designed to supplement school work, ignite student interest, and extend STEM learning. From interactive museum exhibits to summer-long science camps, opportunities for informal student engagement in STEM learning abound. What difference do these programs make, and how can we improve them? These questions preoccupy educators and funders alike. OST program developers and providers can benefit from understanding why evaluation is critical to the success of STEM OST programs, what data collection
This article encourages afterschool programs to promote youth identification as community science experts. It uses the case study of the GET City program to frame the discussion of encouraging identity development should be an important outcome of afterschool programming.
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Angela Calabrese BartonDaniel BirminghamTakumi SatoEdna TanScott Calabrese Barton