Causal model progressions as a foundation for intelligent learning environments
Artificial Intelligence - Special issue on artificial intelligence and learning environments
Teaching science at multiple space time scales
Communications of the ACM
Using log files to track students' model-based inquiry
ICLS '06 Proceedings of the 7th international conference on Learning sciences
Designing and assessing modeling and visualization technologies (MVT) enhanced learning
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3
WTF? detecting students who are conducting inquiry without thinking fastidiously
UMAP'12 Proceedings of the 20th international conference on User Modeling, Adaptation, and Personalization
User Modeling and User-Adapted Interaction
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The Modeling Across the Curriculum Project (MAC; IERI # 0115699, Oct 2001-2006) used real-time assessments to facilitate student learning and model-based inquiry among high school students. We developed technology, materials, and processes that enabled us to monitor and respond to students' actions. MAC learning activities engage students in a progressive model-building approach (Gobert, 2008; White and Frederiksen, 1990). Formative assessments were seamlessly embedded in scaffolding designed to guide model-based learning and inquiry. Because instruction and assessment were integrated, we were able to measure model-based inquiry skills in situ, thus circumventing the problem of assessing inquiry separate from its context (Mislevy et al., 2002). After identifying useful log file data and developing algorithms for analysing that data on a large scale, we identified productive inquiry strategies that correlated with learning gains. Our findings have immediate applicability to the design of tasks intended to elicit and support rich inquiry learning.