DomeStroids 2012 Data Description and Contents

Data Author(s): Svihla, Vanessa; Tyson, Kersti; Kvam, Nicholas; Dahlgren, Matthew; Boyle, Justin; Bowles, Jeffrey

Description:

The DomeStroids study uses a design-based approach (Brown, 1992; The Design-Based Research Collective, 2003), leveraging findings for refinements to the inquiry lessons and technology, and leading to design guidelines for supporting inquiry with immersive technology. We follow the arc of activity, from teachers designing to their students learning. This project brings together expertise in computer science, mathematics, teacher education, and learning sciences.

Abstract:

Supporting Practice, Integrating Research in Immersive Technologies into Educational Designs (SPIRITED), proposes an innovative, interdisciplinary approach involving faculty researchers from three University of New Mexico Colleges: the College of Education, Department of Teacher Education; The School of Engineering, Department of Computer Science; and the College of Fine Arts, Art, Research, Technology, Science (ARTS) Lab. SPIRITED brings together complementary, integrated expertise on learning, teaching, and technologies to develop understanding of how immersive technologies might be used to support inquiry teaching and learning. The study addresses an important problem; in schools, science is taught as a fragmented body of concepts and facts, rather than as inquiry process. The forthcoming Next Generation Science Standards seek to change this via a set of dimensions that highlight Scientific and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas that may deepen understanding (Committee on Conceptual Framework for the New K-12 Science Education Standards & National Research Council, 2012). However, teachers have not been taught in this style, nor have they received professional development to support them in teaching in this style. Although the forthcoming standards represent a significant opportunity to deepen and enrich science teaching and learning in New Mexico, without access to resources to efficiently support such activities, this opportunity is unlikely to be realized. This is further complicated by the diversity presented in the state; despite the being home to the national laboratories, significant science and technology industries, and other DOD/DOE facilities, New Mexico consistently ranks at the bottom of most economic and educational indicators (Economic Research Service USDA, 2011; National Center for Education Statistics & Institute of Education, 2009). While many resources will be deployed via internet, according to the 2009 US Census, 40% of New Mexico residents did not access the internet (United State Census, 2009), compared to nationwide estimates of 31% for the same year. While various factors drive these figures, we see value in pursuing approaches that do not depend solely on internet access, yet still incorporate technology in consequential ways to support deep inquiry learning.

This publicly available data is a subset of the complete DomeStroids project data, and includes learning objects, related publications and project documentation. For access to the complete data set, please contact Vanessa Svihla.

Rights:

This data is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Please use the following to cite this dataset:

Svihla, Vanessa; Tyson, Kersti; Kvam, Nicholas; Dahlgren, Matthew; Boyle, Justin; Bowles, Jeffrey (2013): DomeStroids [dataset]. The University of New Mexico. http://hdl.handle.net/1928/23395

Keywords:

education; immersive learning; educational design;

Related Publications:

• Svihla, V., Dahlgren, M., Kvam, N., Bowles, J., & Kniss, J. (2013, 4/27-5/1). We Can't Just Go Shooting Asteroids Like Space Cowboys: Teaching and Learning with Immersive, Interactive Projection. AERA. San Francisco, CA.
• Svihla, V., Dahlgren, M., Kvam, N., Kniss, J., Waldschmidt, E. D., Beining, D., Hagerman, A. (2012, July 2nd). Supporting Practice, Integrating Research in Immersive Technologies into Educational Designs (SPIRITED): Technology to Support Co-located Collaborative Learning. Paper presented at the ICLS 2012 pre-conference workshop, Digital Ecosystems for Collaborative Learning: Embedding Personal and Collaborative Devices to Support Classrooms of the Future (DECL), Sydney.
• Svihla, V., Kniss, J., Waldschmidt, E.D., Beining, D., Strawn, J., & Hagerman, A. (2012, July 3). Supporting Practice, Integrating Research in Immersive Technologies into Education Designs (SPIRITED): Teachers as Designers. Paper presented at ICLS 2012, pre-conference workshop, Teachers as Designers of Technology Enhanced Learning Materials, Sydney, Australia.
• Svihla, V., Kvam, N., Dahlgren, M., Bowles, J., & Kniss, J. (2013, June 15-19). Reconfiguring Inquiry and Surfacing Questions: Collaborative Learning with Immersive, Interactive Projection. Paper presented at the To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: the 10th International Conference on Computer Supported Collaborative Learning, Madison, WI.
• Svihla, V., Kvam, N., Dahlgren, M., Bowles, J., & Kniss, J. (2013). Extending Inquiry: Collaborative Learning with Immersive, Interactive Projection. In M. Kapur, M. J. Nathan & N. Rummel (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: Proceedings of the 10th International Conference on Computer Supported Collaborative Learning (Vol. 2): International Society of the Learning Sciences.
• Svihla, V., Kvam, N., Dahlgren, M., Bowles, J., & Kniss, J. (2013, June 12-14). We Can't Just Go Shooting Asteroids Like Space Cowboys: The Role of Narrative in Immersive, Interactive Simulations for Learning. Paper presented at the Games, Learning, Society, Madison, WI.

Project Directories and Contents:

Information About File Naming Conventions Used Below