Field Notes

Quantitative Ethnography

David Williamson Shaffer’s talk “Quantitative Ethnography” (Aarhus, 2016): The ability to teach and assess the development of complex thinking skills is crucial for 21st century educational research. In the age of educational games and the Big Data they generate, we have more information than ever about what students are...
In: Field Notes
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ENA for Readers of Mandarin

Last year, we had the privilege of hosting Xu Fenghua as a visiting scholar. Xu came to us from South Central University for Nationalities in Wuhan, China, where she studies vocational and technical education. She has kindly prepared an overview of epistemic network analysis (ENA) in Mandarin.
In: Field Notes

Virtual Internships Featured in a Report of the National Academies

A recent report published by the National Academies of Science, Engineering, and Medicine, “Integrating Discovery-Based Research into the Undergraduate Curriculum,” reports on a convocation held to discuss the present state and future of course-based undergraduate research experiences. The goals of the convocation were to (1) try to identify and...
In: Field Notes

Partnership to Stimulate High School Student Interest in Engineering

We are excited to announce that we will be partnering with the Long Beach Unified School District to develop an engineering virtual internship for high school students in California. The virtual internship will be offered in two courses this summer for students participating in the district’s Linked Learning program,...
In: Field Notes
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How Computer Games Help People Learn

David Williamson Shaffer’s talk, “How Computer Games Help People Learn” (Stockholm, September 2013), discusses the problems of modern education and how technology can be used to improve learning.
In: Field Notes
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This work was funded in part by the National Science Foundation (DRL-0918409, DRL-0946372, DRL-1247262, DRL-1418288, DRL-1661036, DRL-1713110, DUE-0919347, DUE-1225885, EEC-1232656, EEC-1340402, REC-0347000), the MacArthur Foundation, the Spencer Foundation, the Wisconsin Alumni Research Foundation, and the Office of the Vice Chancellor for Research and Graduate Education at the University of Wisconsin-Madison. The opinions, findings, and conclusions do not reflect the views of the funding agencies, cooperating institutions, or other individuals.