nagashima[at]cs.uni-saarland.de

🎉 NEWS 🎉

(May 2024) Our lab’s work will be presented/published at CHI, ISLS, CogSci, IDC (LDT), and EARLI SIG16 conferences! See Publications for more info.

(April 2024) AlgeSPACE project on SIC news and university news

(Mar 2024) Our lab will offer two new seminars in SS2024 – check them out here.

(Mar 2024) We will be at the Tag der digitalen Bildung (The Digital Education Day) in Saarland!

(Feb 2024) We have launched AlgeSPACE — a collection of free interactive exercises for teaching and learning how to solve systems of equations.

(Oct 2023) New grant (with Sarah Malone) on co-designing a learning dashboard on AI in Education with university students at Saarland.

(Sep 2023) Won the PRESTO (“Sakigake”) grant! (€300K) We will work on participatory design research with school students and teachers in Germany and Japan to design an intelligent system with a focus on student agency.

(Aug 2023) Echo has joined the lab as a postdoc from ASU! Learn more about her.

(Apr 2023) Starting a new role as a Visiting Professor at Hokkaido University in Japan!

(Mar 2023) Gave a talk at CAIS in Bochum

(Feb 2023) Gave a talk at ETH Zürich (FLI Colloquia)

(Dec 2022) Launched the “Future+Learning” working group with Lis Sylvan and Sandra Cortesi @BKC Harvard

(Nov 2022) Moved to Germany to start my TT position at Saarland University!

(June 2021) Our ISLS paper was nominated for Best Design Paper!

(April 2021) We were at the ED Games Expo! Here’s our entry.

(Dec 2020) Won the Fred Mulder Open Education Practice Award!

(Nov 2020) Gave a talk at Keio Univ.

(Nov 2020) Won an AECT award!

(Nov 2020) Presented at OpenEd20

(Oct 2020) Made a tape diagram template (available under CC-BY-NC)

Re-thinking classroom studies during a pandemic

From Wikimedia Commons, CC-BY

How has the COVID-19 pandemic affected teaching and learning in K-12 classrooms? How has the change affected students on their emotional and engagement aspects? How do teachers cope with the drastic change to the new classroom environment? In this project, we are qualitatively exploring these questions and exploring how “participating in classroom studies” can potentially benefit teachers and students during and after a pandemic. 

 

We conducted interviews with teachers in the US during the COVID-19 pandemic and found some benefits and challenges regarding participating in school research during this time. Based on the findings, we developed a framework for remotely conducting educational technology research.

We first categorized possible types of researchers’ involvement in remote classroom research. In this figure above,e “S”, “T”, and “R” represent Student, Teacher, and Researcher, respectively. Solid lines indicate the interaction is in-person and synchronous, and dotted lines mean the interaction is synchronous and remote. Double dashed lines mean remote asynchronous interaction. Gray squares show that stakeholders inside the square are in a school classroom environment.

Based on the interview finding, we developed this framework that educational technology researchers can use when planning and remotely conducting classroom research. “Dimension & Objective” column shows the important aspects that researchers would want to care about when planning and conducting research. “Question for” columns show sample questions that researchers can explore with teachers, students, and researchers themselves. We hope to extend this framework further — so if you are interested in this, please reach out! 

Relevant Publications

  • Nagashima, T., Yadav, G., & Aleven, V. (2021). A framework to guide technology-based educational studies in the evolving classroom environment. In Proceedings of the Sixteenth European Conference on Technology Enhanced Learning (EC-TEL2021). [Preprint available]