Instructional Technology & Learning Sciences (ITLS) is an interdisciplinary field devoted to developing a deep understanding of how people learn across settings in order to design innovative technology to support learning and instruction impacting education, business, industry, and government. The faculty and students in ITLS come with a variety of backgrounds, including education, computer science, human-computer interaction (HCI), information sciences, engineering, media studies, cognitive science, and psychology.
The Instructional Architect
The Instructional Architect (IA) provides educators with a tool to find, use, and share learning resources from the National Science Digital Library (NSDL) and the Web in order to create engaging and interactive educational web pages. The Instructional Architect team is lead by three outstanding professors and a variety of amazing graduate students.
Center for Research on Engaging Advanced Technology for Education
The Center for Research on Engaging Advanced Technology for Education (CREATE) consists of a team of researchers in instructional technology, artificial intelligence, engineering, and graphic design. The CREATE team investigates ways to enhance the efficacy of advanced technology for K–12 learners. In particular, CREATE utilizes anthropomorphized interfaces (called pedagogical agents) to provide social context for learning and to increase young learners’ motivation to learn in computer-based environments.
The VITAL Collaborative focuses on studying visualizations, interactions, technology, and learning largely with an emphasis on K-12 learning environments. They design classroom activities and instructional sessions with students in order to understand changes in knowledge and understanding, often through the collection and analysis of video records. Current projects include research and development of physical activity data collection technologies for use with elementary school students, studying technology use and reasoning about mechanical systems among experienced athletes, and engaging high school students in the design and development of their own digital pets. More information is at http://vital.usu.edu.
The purpose of this project is to investigate the creation and use of computer-based scaffolds to support middle school students' construction of evidence-based arguments during problem-based learning units.
Validity in Problem-based Learning Research
For this project validity/reliability evidence is reported in problem-based research to determine the extent to which effect sizes of Problem-based Learning may be over or under-estimated.
The Information Management research group studies how people find, use, and organize information. Specifically, we study information discovery (improving findability), personal information management (keeping, finding, and re-finding information), and information synthesis (knowledge creation using multiple sources).
In this project, we conduct a meta-analysis of scaffolding research across STEM disciplines. This research will identify scaffolding features and contexts of use that lead to strong learning outcomes in STEM. Further information is available at http://itls.usu.edu/~bbelland/grants/reese.php