Zobrazeno 1 - 10
of 27
pro vyhledávání: '"Jodi Asbell-Clarke"'
Autor:
Jodi Asbell-Clarke, Ibrahim Dahlstrom-Hakki, John Voiklis, Bennett Attaway, Jena Barchas-Lichtenstein, Teon Edwards, Erin Bardar, Tara Robillard, Kelly Paulson, Shuchi Grover, Maya Israel, Fengfeng Ke, David Weintrop
Publikováno v:
Frontiers in Education, Vol 9 (2024)
IntroductionThe foundational practices of Computational Thinking (CT) present an interesting overlap with neurodiversity, specifically with differences in executive function (EF). An analysis of CT teaching and learning materials designed for differe
Externí odkaz:
https://doaj.org/article/b2afac2a32bc4948b55e634c39ba2ba5
Autor:
Jodi Asbell-Clarke, Elizabeth Rowe
Publikováno v:
Online Learning, Vol 11, Iss 3 (2019)
Online education is a rapidly growing phenomenon for science teachers. Using a sample of 40 online science courses for teachers offered during the 2004–2005 academic year, the Learning Science Online (LSO) study examines the nature and variety of i
Externí odkaz:
https://doaj.org/article/53ef5a2eff0a49e09ffb8db2fd570c3a
Autor:
Elizabeth Rowe, Jodi Asbell-Clarke, Ma. Victoria Almeda, Santiago Gasca, Teon Edwards, Erin Bardar, Valerie Shute, Matthew Ventura
Publikováno v:
International Journal of Computer Science Education in Schools. 5:28-73
Background and Context: The Inclusive Assessment of Computational Thinking (CT) designed for accessibility and learner variability was studied in over 50 classes in US schools (grades 3-8). Objective: The validation studies of IACT sampled thousands
Autor:
Jodi Asbell-Clarke, Tara Robillard, Teon Edwards, Erin Bardar, David Weintrop, Shuchi Grover, Maya Israel
Publikováno v:
Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2.
Advances in game-based learning and educational data mining enable novel methods of formative assessment that can reveal implicit understandings that students may demonstrate in games but may not express formally on a test. This chapter explores a fr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::19b5d2a310bc91d33c660ec7fe23fe44
https://doi.org/10.4018/978-1-6684-3710-0.ch020
https://doi.org/10.4018/978-1-6684-3710-0.ch020
Publikováno v:
Mind, Brain, and Education. 13:30-40
Publikováno v:
HCI in Games: Serious and Immersive Games ISBN: 9783030774134
HCI (29)
HCI (29)
Computational Thinking (CT) and learning games both may have unique potential to engage a broad range of learners, including those with cognitively diverse needs. Many STEM interventions typically do not leverage the cognitive assets of learners [1]
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c9e7dd61dcbdbfe087f1b8c0f53ae873
https://doi.org/10.1007/978-3-030-77414-1_12
https://doi.org/10.1007/978-3-030-77414-1_12
Autor:
Jodi Asbell-Clarke
Providing salient stories and practical strategies, this book empowers educators to embrace the unique talents of neurodivergent learners in science, technology, engineering, and mathematics (STEM). An exploration of the exciting opportunities neurod
Autor:
E. Bardar, Santiago Gasca, Jodi Asbell-Clarke, Ryan S. Baker, Richard Scruggs, Elizabeth Rowe, Ma. Victoria Almeda
Digital games provide engaging opportunities to support and assess implicit learning—the development of tacit knowledge and practices that may not be explicitly articulated by the learner. The assessment of implicit learning reveals learning not ca
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::eae8109bca8f2d1ffa478b65ca783df1
https://doi.org/10.4018/978-1-7998-1173-2.ch006
https://doi.org/10.4018/978-1-7998-1173-2.ch006
Autor:
Teon Edwards, Rebecca Brown, Ryan S. Baker, Jodi Asbell-Clarke, Tiffany Barnes, Andrew Hicks, Michael Eagle, Elizabeth Rowe
Publikováno v:
Computers in Human Behavior. 76:617-630
Building on the promise shown in game-based learning research, this paper explores methods for Game-Based Learning Assessments (GBLA) using a variety of educational data mining techniques (EDM). GBLA research examines patterns of behaviors evident in