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Jody Clarke-Midura

Jody Clarke-Midura

Assistant Professor of Instructional Technology and Learning Sciences

Contact Information

Office Hours: By Appointment
Phone: (435) 797 - 0571
Email: jody.clarke@usu.edu

Biography

Jody’s research investigates the design, research, and evaluation of digital media for learning and assessment (e.g virtual environments, games, or simulations). Prior to USU, she was a researcher at the Education Arcade at MIT where she was part of a team that developed a Massively Multiplayer Online Game (MMOG) to teach math and science skills. She led a project that developed Virtual Performance Assessments to assess science inquiry and has worked on dynamic formative assessments for biology simulations. Her current research focuses on broadening participation in computer science. She has been running summer camps on App Inventor and studying how it affects girls’ interest in computer science and programming. She is also investigating how we can use games in K-12 to teach computational thinking.

Research Interests

Immersive Virtual Environments, Games, Simulations, Assessment, Collaborative Learning & Assessment, Equity in STEM education, Scale of Technology

Education

Ed. D., Learning and Teaching, Harvard Graduate School of Education, Cambridge, Ma., 2009

M.Ed., Technology in Education, 2001

B.A. Dual Concentration in English and Women’s Studies, Cum Laude, University of Massachusetts, Amherst, Ma., 1994

Selected Publications

**please feel free to contact me if you are seeking a copy of a paper but are unable to find it.**

Journal Articles

Baker, R.S.J.d., Clarke-Midura, J., Ocumpaugh, J. (accepted). Towards General Models of Effective Science Inquiry in Virtual Performance Assessments. Paper submitted to Journal of Computer Assisted Learning.

Conrad, S., Clarke-Midura, J., & Klopfer, E. (2014). A Framework for Structuring Learning Assessment in an Educational Massively Multiplayer Online Educational Game – Experiment Centered Design. International Journal of Game-Based Learning, 4(1), 37-59.

Code, J., Clarke-Midura, J., Zap, N., & Dede, C. (2013). The utility of using immersive virtual environments for the assessment of science inquiry learning. Journal of Interactive Learning Research.

Almond, P., Winter, P., Cameto, R., Russell, M., Sato, E., Clarke-Midura, J., Torres, C., Haertel, G., Dolan, B., Beddow, P., & Lazarus, S. (2010). Technology-enabled and universally designed assessment: Considering access in measuring the achievement of students with disabilities—A foundation for research. The Journal of Technology, Learning and Assessment, 10(5).

Clarke-Midura, J. (2010). The Role of Technology in Science Assessments. Better: Evidence-based Education, 3(1).

Clarke-Midura, J., & Dede, C. (2010). Assessment, Technology, and Change. Journal of Research, Education and Technology, 42(3), 309-328.

Ketelhut, D., Nelson, B., Clarke, J., Dede, C. (2010). A Multi-user virtual environment for building and assessing higher order inquiry skills in science. British Journal of Educational Technology.

Clarke, J., & Dede, C. (2009). Design for Scalability: A Case Study of the River City Curriculum. Journal of Science Education and Technology, 18 (4), 353-365.

Edited Volumes

Mayrath, M., Clarke-Midura, J., & Robinson, D. (2012). Technology Based Assessment for 21st Century Skills: Theoretical and Practical Implications from Modern Research. New York, NY: Springer-Verlag.

Book Chapters

Clarke-Midura, J. and Garduño, E. (2013). Students’ Perceptions of a 3D Virtual Environment Designed for Metacognitive and Self-Regulated Learning in Science. In K. Nettleton, & L. Lennex (Eds.), Cases on 3D Technology Application and Integration in Education (pp. 1-25). Hershey, PA: Information Science Reference.

Code, J., Clarke-Midura, J., Zap, N. & Dede, C. (2012). Virtual performance assessment for serious games and virtual worlds. In H. Wang (Ed.), Interactivity in E-Learning: Cases and Frameworks. New York, NY: IGI Publishing.

Clarke-Midura, J., Code, J., Zap, N. & Dede, C. (2012). Assessing science inquiry in the classroom: A case study of the virtual assessment project. In L. Lennex & K. Nettleton Eds.), Cases on Inquiry Through Instructional Technology in Math and Science: Systemic Approaches. New York, NY: IGI Publishing.

Clarke-Midura, J., Mayrath, M., Dede, C. (2012). Thinking outside the bubble: Virtual Performance Assessments for Measuring Inquiry Learning. In M. Mayrath, J. Clarke-Midura, D. Robinson (Eds.) Technology Based Assessment for 21st Century Skills: Theoretical and Practical Implications from Modern Research. New York, NY: Springer-Verlag.

Ketelhut, D.J., Clarke, J., Nelson, B. (2010). The Development of River City, a Multi-User Virtual Environment-based Scientific Inquiry Curriculum: Historical and Design Evolutions. In M. Jacobsen (Ed), Designs for Learning Environments of the Future: International Learning Sciences Theory and Research Perspectives. New York: Springer.

Clarke, J., & Dede, C. (2009). Robust designs for scalability. L. Moller, Ed., Visions of the future: Learning and instructional technologies for the 21st century. New York: Springer.

Ketelhut, D. J., Clarke, J., Nelson, B., & Dukas, G. (2008). Using Multi-User Virtual Environments to Simulate Authentic Scientific Practice and Enhance Student Engagement (pp. 25-38). In L. Annetta (Ed.), Serious Educational Games: From Theory To Practice. Rotterdam, The Netherlands: Sense Press. 

Refereed Proceedings

Baker, R.S.J.d., Clarke-Midura, J. (2013) Predicting Successful Inquiry Learning in a Virtual Performance Assessment for Science. Proceedings of the 21st International Conference on User Modeling, Adaptation, and Personalization.

Clarke-Midura, J. & Yudelson, M. (2013). Towards Identifying Students’ Reasoning using Machine Learning. Proceedings of the 16th International Conference on Artificial Intelligence and Education. 

Clarke-Midura, J., Rosenheck, L., Haas, J., Klopfer, E. (2013). The Radix Endeavor: Designing a Massively Multiplayer Online Game around Collaborative Problem Solving in STEM. Proceedings of the Computer Supported Collaborative Learning Conference (CSCL), Madison, WI, June 15-19.

Clarke-Midura, J. & Dede, C. (2012). Assessing Science Inquiry using Virtual Performance Assessments. Proceedings of the International Conference of the Learning Sciences (ICLS), Sydney, July 6 – 28.

Clarke-Midura, J. & Garduño, E. (2010). MUVES and Meta-knowledge. Proceedings of the International Conference of the Learning Sciences (ICLS), Chicago, June 28 - July 2.

Clarke-Midura, J., Mayrath, M., Dede, C. (2010). Measuring inquiry: New methods, promises & challenges. Proceedings of the International Conference of the Learning Sciences (ICLS), Chicago, June 28 – July 2.

Clarke, J. (2008). Data as a Diagnostic Tool. Proceedings of the International Conference of the Learning Sciences (ICLS), Utrecht Netherlands. Mahwah, NJ: Erlbaum.

Ketelhut, D. J., Clarke, J., Nelson, B., & Dukas, G. (2008). Rethinking Pedagogy: Using Multi-User Virtual Environments to Foster Authentic Science Learning. Proceedings of the International Conference of the Learning Sciences (ICLS), Utrecht Netherlands. Mahwah, NJ: Erlbaum.

Clarke, J. & Dede, C. (2007). MUVEs as a Powerful Way to Study Situated Learning. The Proceedings of Conference for Computer Supported Collaborative Learning (CSCL). Mahwah, NJ: Erlbaum.

Policy and White Papers

Clarke-Midura, J., Dede, C., Norton, J. (2011). Next Generation Assessments for Measuring Complex Learning in Science. The Road Ahead for State Assessments. MA: Rennie Center for Education Research & Policy.

Almond, P., Winter, P., Cameto, R., Russell, M., Sato, E., Clarke, J., Torres, C., Haertel, G., Dolan, B., Beddow, P., & Lazarus, S. (2010). Technology-enabled and universally designed assessment: Considering access in measuring the achievement of students with disabilities—A foundation for research. Dover, NH: Measured Progress and Menlo Park, CA: SRI International. 

Selected Presentations

Gibson, D., Clarke-Midura, J. Some Psychometric and Design Implications of Game Based Learning Analytics. Best paper award at the Cognition and Exploratory Learning in Digital Age (CELDA) Conference, Fort Worth, TX, October 22-24.

Pope, D., Clarke-Midura, J., Kim, K., Maruca, S., Meir, E. (2013). Intermediate Constraint Tools for Formative Assessment: Assessing Students Understanding of Natural Selection. SABER, Minneapolis, Minnesota, July 13.

Gordon-Messer, S., Clarke-Midura, J., Rosenheck, L. (2013). The Radix Endeavor: Where STEM standards meet MMOs. Paper presented at the Games and Learning Society Conference (GLS 9.0), Madison, WI, June 16.

McCall, M., & Clarke-Midura, J. (2013). Analysis of gaming for assessment. Paper presented at the Association of Test Publishers Annual Meeting, Orlando, Florida.

Roll, I. & Clarke-Midura, J. (2012). Towards a Shared Grammar: Logging and Analyzing Interactions Across a Variety of Inquiry Environments. EARLI SIG20 Meeting, Bochum, Germany, August 23.

Clarke-Midura, J. & Groff, J. (2012). Formal Game-Based Assessments: The challenge and opportunity of building next generation assessments. GLS 8.0. Madison, WI, June 14.

McCall, M. & Clarke-Midura, J. (2012). Analysis of Data from a Game Based Assessment. Paper presented at NCME. Vancouver. Clarke-Midura, J., McCall, M. & Dede, C. (2012). Designing Virtual Performance Assessments. Paper presented at AAAS. Vancouver, Canada, February 18.

Teaching

ITLS 6870/7870: Games and Learning
ITLS 6540: Learning Theory
ITLS 7300: Research in Instructional Technology and Learning Sciences