Cyberlearning in the 21st Century

This session explored the status of existing research and the need for new forms of research on teaching practices and student assessment as a consequence of the rise of cyberlearning opportunities. Cyberlearning is defined as those capabilities that are derived from on-line collaboration, knowledge discovery from data, and computation. Future educational practices may include assessing student performance by data mining of student work, improving teaching practices by modeling student behavior through rapid collection and analysis of student data, improving existing cognitive and affective models of student learning, and improving the theory and practice of interactive assessments. The classrooms of the future may include support of collaborative learning through both face-to-face and virtual modes, the use of serious games to support learning, the use of virtual laboratories to support laboratory science, and the use of classroom-based technologies to support individual and group learning. Presentations by REESE investigators inluded:

Download a PDF of the evaluation form for this session here.

About the Chairs

Jeremy Roschelle is the Director of the Center for Technology in Learning at SRI International. He received the first Ph.D. in Berkeley's Educational: Math, Science, and Technology program and pursued educational technology research at both Xerox PARC and the Institute for Research on Learning. Roschelle’s research examines the design and classroom use of innovations that enhance learning of complex and conceptually difficult ideas in mathematics and science. Through cognitive science-based research on the "Envisioning Machine" and later "SimCalc," he has explored how computer-based representations can make the mathematics of change and the related physics of motion accessible to many more students. Two running themes in his work are the study of collaboration in learning and the appropriate use of advanced or emerging technologies (such as component software and wireless handhelds) in education. More recently, Roschelle has been addressing large-scale use of innovative technologies in education, both through consulting to companies with a large impact in the market, such as Texas Instruments, Apple, and Scholastic, and through implementation research on scaling up SimCalc to a wide variety of teachers and classrooms. Roschelle founded SRI's Strategic Learning Consulting practice, which translates research knowledge into innovative products. He serves on the editorial boards of five leading journals and has been a program chair of a Computer-Supported Collaborative Learning conference, an IEEE Wireless and Mobile Technologies in Education workshop, and two AERA Special Interest Groups. He has been invited to give keynote addresses in North America, Asia, and Europe.

Edys Quellmalz is the Director of Technology-Enhanced Assessment and Learning Systems in WestEd’s Math, Science and Technology program. Quellmalz leads SimScientists projects funded by NSF and the U.S. Department of Education related to simulation-based science curricula and assessments for formative and summative assessments that can serve as components of balanced state science assessment systems. Dr. Quellmalz is recognized nationally and internationally as an expert in technology-supported assessment and has published her research widely. She co-directs the development of the framework and specifications for the 2012 Technological Literacy National Assessment of Educational Progress and served on the Steering Committee for the 2011 NAEP Writing Framework. She has consulted for numerous state, national, and international assessment programs. She was Associate Director of the Center for Technology and Learning at SRI International and Director of Assessment Research and Design. She served on the faculty at the Stanford School of Education as research faculty in the UCLA Graduate School of Education.