#edpsy — Public Fediverse posts
Live and recent posts from across the Fediverse tagged #edpsy, aggregated by home.social.
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A Scalable, Theory-Based Intervention to Influence Teachers' Student Engagement Practices Improves Academic Performance in a State-Wide Sample www.researchgate.net/publication/... More about FUSE (Fellowship Using the Science of Engagement): fuse.prc.utexas.edu #EdDev #EdPsy #Teaching
(PDF) A Scalable, Theory-Based... -
A Scalable, Theory-Based Intervention to Influence Teachers' Student Engagement Practices Improves Academic Performance in a State-Wide Sample https://www.researchgate.net/publication/398587877_A_Scalable_Theory-Based_Intervention_to_Influence_Teachers'_Student_Engagement_Practices_Improves_Academic_Performance_in_a_State-Wide_Sample
More about FUSE (Fellowship Using the Science of Engagement): https://fuse.prc.utexas.edu/
#EdDev #EdPsy #Teaching -
A Scalable, Theory-Based Intervention to Influence Teachers' Student Engagement Practices Improves Academic Performance in a State-Wide Sample https://www.researchgate.net/publication/398587877_A_Scalable_Theory-Based_Intervention_to_Influence_Teachers'_Student_Engagement_Practices_Improves_Academic_Performance_in_a_State-Wide_Sample
More about FUSE (Fellowship Using the Science of Engagement): https://fuse.prc.utexas.edu/
#EdDev #EdPsy #Teaching -
A Scalable, Theory-Based Intervention to Influence Teachers' Student Engagement Practices Improves Academic Performance in a State-Wide Sample https://www.researchgate.net/publication/398587877_A_Scalable_Theory-Based_Intervention_to_Influence_Teachers'_Student_Engagement_Practices_Improves_Academic_Performance_in_a_State-Wide_Sample
More about FUSE (Fellowship Using the Science of Engagement): https://fuse.prc.utexas.edu/
#EdDev #EdPsy #Teaching -
A Scalable, Theory-Based Intervention to Influence Teachers' Student Engagement Practices Improves Academic Performance in a State-Wide Sample https://www.researchgate.net/publication/398587877_A_Scalable_Theory-Based_Intervention_to_Influence_Teachers'_Student_Engagement_Practices_Improves_Academic_Performance_in_a_State-Wide_Sample
More about FUSE (Fellowship Using the Science of Engagement): https://fuse.prc.utexas.edu/
#EdDev #EdPsy #Teaching -
A Scalable, Theory-Based Intervention to Influence Teachers' Student Engagement Practices Improves Academic Performance in a State-Wide Sample https://www.researchgate.net/publication/398587877_A_Scalable_Theory-Based_Intervention_to_Influence_Teachers'_Student_Engagement_Practices_Improves_Academic_Performance_in_a_State-Wide_Sample
More about FUSE (Fellowship Using the Science of Engagement): https://fuse.prc.utexas.edu/
#EdDev #EdPsy #Teaching -
The Role of Prior Knowledge in Effects of Embodied Pedagogies on Learning: https://osf.io/qyjp9
"learners with lower prior knowledge, because they lack the foundational understanding needed to make sense of abstract representations, benefit from actively performing actions. In contrast, learners who have higher prior knowledge will learn better from observing actions as it enables more opportunity for connection-making and transfer."
#STEMeducation #EdPsy #EmbodiedCognition -
The Role of Prior Knowledge in Effects of Embodied Pedagogies on Learning: https://osf.io/qyjp9
"learners with lower prior knowledge, because they lack the foundational understanding needed to make sense of abstract representations, benefit from actively performing actions. In contrast, learners who have higher prior knowledge will learn better from observing actions as it enables more opportunity for connection-making and transfer."
#STEMeducation #EdPsy #EmbodiedCognition -
The Role of Prior Knowledge in Effects of Embodied Pedagogies on Learning: https://osf.io/qyjp9
"learners with lower prior knowledge, because they lack the foundational understanding needed to make sense of abstract representations, benefit from actively performing actions. In contrast, learners who have higher prior knowledge will learn better from observing actions as it enables more opportunity for connection-making and transfer."
#STEMeducation #EdPsy #EmbodiedCognition -
The Role of Prior Knowledge in Effects of Embodied Pedagogies on Learning: https://osf.io/qyjp9
"learners with lower prior knowledge, because they lack the foundational understanding needed to make sense of abstract representations, benefit from actively performing actions. In contrast, learners who have higher prior knowledge will learn better from observing actions as it enables more opportunity for connection-making and transfer."
#STEMeducation #EdPsy #EmbodiedCognition -
The Role of Prior Knowledge in Effects of Embodied Pedagogies on Learning: https://osf.io/qyjp9
"learners with lower prior knowledge, because they lack the foundational understanding needed to make sense of abstract representations, benefit from actively performing actions. In contrast, learners who have higher prior knowledge will learn better from observing actions as it enables more opportunity for connection-making and transfer."
#STEMeducation #EdPsy #EmbodiedCognition -
@marcusgreen Ahhh, do like a bit of old-skool #EdPsy #CogSci!
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684. https://doi.org/10.1016/S0022-5371(72)80001-X
Morris, C. D., Bransford, J. D., & Franks, J. J. (1977). Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16(5), 519–533. https://doi.org/10.1016/S0022-5371(77)80016-9
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@marcusgreen Ahhh, do like a bit of old-skool #EdPsy #CogSci!
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684. https://doi.org/10.1016/S0022-5371(72)80001-X
Morris, C. D., Bransford, J. D., & Franks, J. J. (1977). Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16(5), 519–533. https://doi.org/10.1016/S0022-5371(77)80016-9
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@marcusgreen Ahhh, do like a bit of old-skool #EdPsy #CogSci!
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684. https://doi.org/10.1016/S0022-5371(72)80001-X
Morris, C. D., Bransford, J. D., & Franks, J. J. (1977). Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16(5), 519–533. https://doi.org/10.1016/S0022-5371(77)80016-9
-
@marcusgreen Ahhh, do like a bit of old-skool #EdPsy #CogSci!
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684. https://doi.org/10.1016/S0022-5371(72)80001-X
Morris, C. D., Bransford, J. D., & Franks, J. J. (1977). Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16(5), 519–533. https://doi.org/10.1016/S0022-5371(77)80016-9
-
@marcusgreen Ahhh, do like a bit of old-skool #EdPsy #CogSci!
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684. https://doi.org/10.1016/S0022-5371(72)80001-X
Morris, C. D., Bransford, J. D., & Franks, J. J. (1977). Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16(5), 519–533. https://doi.org/10.1016/S0022-5371(77)80016-9
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10 to 25: The Science of Motivating Young People (book talk by David Yeager)
https://youtu.be/79Aoi-amWzo?si=B4g6qnQYPnw9znr_&t=238
More about Wise Feedback:
https://sparq.stanford.edu/solutions/wise-critiques-help-students-succeed
https://accelerateequity.org/resource/practices-library/wise-feedback-statement/
See also growth mindset feedback: https://handouts16.modelschoolsconference.com/files/upload/MW_Feedback_and_Framing_Tool_2016.pdf
And transparent teaching: https://www.tilthighered.com/resources
#Teaching #EdDev #EdPsy @edutooters @edutooter -
10 to 25: The Science of Motivating Young People (book talk by David Yeager)
https://youtu.be/79Aoi-amWzo?si=B4g6qnQYPnw9znr_&t=238
More about Wise Feedback:
https://sparq.stanford.edu/solutions/wise-critiques-help-students-succeed
https://accelerateequity.org/resource/practices-library/wise-feedback-statement/
See also growth mindset feedback: https://handouts16.modelschoolsconference.com/files/upload/MW_Feedback_and_Framing_Tool_2016.pdf
And transparent teaching: https://www.tilthighered.com/resources
#Teaching #EdDev #EdPsy @edutooters @edutooter -
10 to 25: The Science of Motivating Young People (book talk by David Yeager)
https://youtu.be/79Aoi-amWzo?si=B4g6qnQYPnw9znr_&t=238
More about Wise Feedback:
https://sparq.stanford.edu/solutions/wise-critiques-help-students-succeed
https://accelerateequity.org/resource/practices-library/wise-feedback-statement/
See also growth mindset feedback: https://handouts16.modelschoolsconference.com/files/upload/MW_Feedback_and_Framing_Tool_2016.pdf
And transparent teaching: https://www.tilthighered.com/resources
#Teaching #EdDev #EdPsy @edutooters @edutooter -
10 to 25: The Science of Motivating Young People (book talk by David Yeager)
https://youtu.be/79Aoi-amWzo?si=B4g6qnQYPnw9znr_&t=238
More about Wise Feedback:
https://sparq.stanford.edu/solutions/wise-critiques-help-students-succeed
https://accelerateequity.org/resource/practices-library/wise-feedback-statement/
See also growth mindset feedback: https://handouts16.modelschoolsconference.com/files/upload/MW_Feedback_and_Framing_Tool_2016.pdf
And transparent teaching: https://www.tilthighered.com/resources
#Teaching #EdDev #EdPsy @edutooters @edutooter -
10 to 25: The Science of Motivating Young People (book talk by David Yeager)
https://youtu.be/79Aoi-amWzo?si=B4g6qnQYPnw9znr_&t=238
More about Wise Feedback:
https://sparq.stanford.edu/solutions/wise-critiques-help-students-succeed
https://accelerateequity.org/resource/practices-library/wise-feedback-statement/
See also growth mindset feedback: https://handouts16.modelschoolsconference.com/files/upload/MW_Feedback_and_Framing_Tool_2016.pdf
And transparent teaching: https://www.tilthighered.com/resources
#Teaching #EdDev #EdPsy @edutooters @edutooter -
Contextualizing math courses to improve #StudentSuccess & #Retention
"Math ends the education careers of thousands of #CommunityCollege students. A few schools are trying something new"
https://hechingerreport.org/math-ends-the-education-careers-of-thousands-of-community-college-students-a-few-schools-are-trying-something-new/
Cites "Facilitating Student Learning Through Contextualization" https://ccrc.tc.columbia.edu/publications/facilitating-student-learning-contextualization.html
#MathEd #EdPsy #EdDev #SituatedLearning -
Contextualizing math courses to improve #StudentSuccess & #Retention
"Math ends the education careers of thousands of #CommunityCollege students. A few schools are trying something new"
https://hechingerreport.org/math-ends-the-education-careers-of-thousands-of-community-college-students-a-few-schools-are-trying-something-new/
Cites "Facilitating Student Learning Through Contextualization" https://ccrc.tc.columbia.edu/publications/facilitating-student-learning-contextualization.html
#MathEd #EdPsy #EdDev #SituatedLearning -
Contextualizing math courses to improve #StudentSuccess & #Retention
"Math ends the education careers of thousands of #CommunityCollege students. A few schools are trying something new"
https://hechingerreport.org/math-ends-the-education-careers-of-thousands-of-community-college-students-a-few-schools-are-trying-something-new/
Cites "Facilitating Student Learning Through Contextualization" https://ccrc.tc.columbia.edu/publications/facilitating-student-learning-contextualization.html
#MathEd #EdPsy #EdDev #SituatedLearning -
Contextualizing math courses to improve #StudentSuccess & #Retention
"Math ends the education careers of thousands of #CommunityCollege students. A few schools are trying something new"
https://hechingerreport.org/math-ends-the-education-careers-of-thousands-of-community-college-students-a-few-schools-are-trying-something-new/
Cites "Facilitating Student Learning Through Contextualization" https://ccrc.tc.columbia.edu/publications/facilitating-student-learning-contextualization.html
#MathEd #EdPsy #EdDev #SituatedLearning -
Contextualizing math courses to improve #StudentSuccess & #Retention
"Math ends the education careers of thousands of #CommunityCollege students. A few schools are trying something new"
https://hechingerreport.org/math-ends-the-education-careers-of-thousands-of-community-college-students-a-few-schools-are-trying-something-new/
Cites "Facilitating Student Learning Through Contextualization" https://ccrc.tc.columbia.edu/publications/facilitating-student-learning-contextualization.html
#MathEd #EdPsy #EdDev #SituatedLearning -
The 2-sigma gain from #tutoring claimed by Benjamin Bloom in 1984 and repeated by Salman Khan is a myth https://www.educationnext.org/two-sigma-tutoring-separating-science-fiction-from-science-fact/
Just FYI, too, Bloom's Taxonomy is not meant to be a sequence, requiring lower level learning before higher order thinking. See research on inductive learning/teaching approaches, and productive failure: https://www.manukapur.com/productive-failure/
#EdTech #AIEd #ITS #EdResearch #EdPsy #Teaching -
The 2-sigma gain from #tutoring claimed by Benjamin Bloom in 1984 and repeated by Salman Khan is a myth https://www.educationnext.org/two-sigma-tutoring-separating-science-fiction-from-science-fact/
Just FYI, too, Bloom's Taxonomy is not meant to be a sequence, requiring lower level learning before higher order thinking. See research on inductive learning/teaching approaches, and productive failure: https://www.manukapur.com/productive-failure/
#EdTech #AIEd #ITS #EdResearch #EdPsy #Teaching -
The 2-sigma gain from #tutoring claimed by Benjamin Bloom in 1984 and repeated by Salman Khan is a myth https://www.educationnext.org/two-sigma-tutoring-separating-science-fiction-from-science-fact/
Just FYI, too, Bloom's Taxonomy is not meant to be a sequence, requiring lower level learning before higher order thinking. See research on inductive learning/teaching approaches, and productive failure: https://www.manukapur.com/productive-failure/
#EdTech #AIEd #ITS #EdResearch #EdPsy #Teaching -
The 2-sigma gain from #tutoring claimed by Benjamin Bloom in 1984 and repeated by Salman Khan is a myth https://www.educationnext.org/two-sigma-tutoring-separating-science-fiction-from-science-fact/
Just FYI, too, Bloom's Taxonomy is not meant to be a sequence, requiring lower level learning before higher order thinking. See research on inductive learning/teaching approaches, and productive failure: https://www.manukapur.com/productive-failure/
#EdTech #AIEd #ITS #EdResearch #EdPsy #Teaching -
The 2-sigma gain from #tutoring claimed by Benjamin Bloom in 1984 and repeated by Salman Khan is a myth https://www.educationnext.org/two-sigma-tutoring-separating-science-fiction-from-science-fact/
Just FYI, too, Bloom's Taxonomy is not meant to be a sequence, requiring lower level learning before higher order thinking. See research on inductive learning/teaching approaches, and productive failure: https://www.manukapur.com/productive-failure/
#EdTech #AIEd #ITS #EdResearch #EdPsy #Teaching -
Students given a 2-page study manual had a higher probability of passing the exams (10-20%-points) and getting high grades (16-24%-points) in three consecutive #psy courses.
* Article: Enhancing learning with a two-page study manual https://www.sciencedirect.com/science/article/pii/S0959475223001214?dgcid=raven_sd_via_email#appsec1
* Manual: https://ars.els-cdn.com/content/image/1-s2.0-S0959475223001214-mmc2.pdf
* See also this 2-page handout by Barbara Oakley with 10 Rules of Good Studying & 10 Rules of Bad Studying https://www.math.toronto.edu/nhoell/10rules-of-studying.pdf
#StudentSuccess #EdPsy -
Students given a 2-page study manual had a higher probability of passing the exams (10-20%-points) and getting high grades (16-24%-points) in three consecutive #psy courses.
* Article: Enhancing learning with a two-page study manual https://www.sciencedirect.com/science/article/pii/S0959475223001214?dgcid=raven_sd_via_email#appsec1
* Manual: https://ars.els-cdn.com/content/image/1-s2.0-S0959475223001214-mmc2.pdf
* See also this 2-page handout by Barbara Oakley with 10 Rules of Good Studying & 10 Rules of Bad Studying https://www.math.toronto.edu/nhoell/10rules-of-studying.pdf
#StudentSuccess #EdPsy -
Students given a 2-page study manual had a higher probability of passing the exams (10-20%-points) and getting high grades (16-24%-points) in three consecutive #psy courses.
* Article: Enhancing learning with a two-page study manual https://www.sciencedirect.com/science/article/pii/S0959475223001214?dgcid=raven_sd_via_email#appsec1
* Manual: https://ars.els-cdn.com/content/image/1-s2.0-S0959475223001214-mmc2.pdf
* See also this 2-page handout by Barbara Oakley with 10 Rules of Good Studying & 10 Rules of Bad Studying https://www.math.toronto.edu/nhoell/10rules-of-studying.pdf
#StudentSuccess #EdPsy -
Students given a 2-page study manual had a higher probability of passing the exams (10-20%-points) and getting high grades (16-24%-points) in three consecutive #psy courses.
* Article: Enhancing learning with a two-page study manual https://www.sciencedirect.com/science/article/pii/S0959475223001214?dgcid=raven_sd_via_email#appsec1
* Manual: https://ars.els-cdn.com/content/image/1-s2.0-S0959475223001214-mmc2.pdf
* See also this 2-page handout by Barbara Oakley with 10 Rules of Good Studying & 10 Rules of Bad Studying https://www.math.toronto.edu/nhoell/10rules-of-studying.pdf
#StudentSuccess #EdPsy -
Students given a 2-page study manual had a higher probability of passing the exams (10-20%-points) and getting high grades (16-24%-points) in three consecutive #psy courses.
* Article: Enhancing learning with a two-page study manual https://www.sciencedirect.com/science/article/pii/S0959475223001214?dgcid=raven_sd_via_email#appsec1
* Manual: https://ars.els-cdn.com/content/image/1-s2.0-S0959475223001214-mmc2.pdf
* See also this 2-page handout by Barbara Oakley with 10 Rules of Good Studying & 10 Rules of Bad Studying https://www.math.toronto.edu/nhoell/10rules-of-studying.pdf
#StudentSuccess #EdPsy -
Applying the ICAP Framework to Improve Classroom Learning https://www.unh.edu/teaching-learning-resource-hub/sites/default/files/media/2023-05/itow-applying-the-icap-framework-to-improve-classroom-learning-chi-boucher.pdf
Updated (2023) summary of how Interactive (collaborative) learning is superior to individual Constructive learning, Active learning, and Passive learning, including some verbs connected to each level (Table 2). Might supplement/improve on Bloom's Taxonomy.
#Teaching #Assessment #EdDev #InstructionalDesign #EdPsy #LearningDesign -
Applying the ICAP Framework to Improve Classroom Learning https://www.unh.edu/teaching-learning-resource-hub/sites/default/files/media/2023-05/itow-applying-the-icap-framework-to-improve-classroom-learning-chi-boucher.pdf
Updated (2023) summary of how Interactive (collaborative) learning is superior to individual Constructive learning, Active learning, and Passive learning, including some verbs connected to each level (Table 2). Might supplement/improve on Bloom's Taxonomy.
#Teaching #Assessment #EdDev #InstructionalDesign #EdPsy #LearningDesign -
Applying the ICAP Framework to Improve Classroom Learning https://www.unh.edu/teaching-learning-resource-hub/sites/default/files/media/2023-05/itow-applying-the-icap-framework-to-improve-classroom-learning-chi-boucher.pdf
Updated (2023) summary of how Interactive (collaborative) learning is superior to individual Constructive learning, Active learning, and Passive learning, including some verbs connected to each level (Table 2). Might supplement/improve on Bloom's Taxonomy.
#Teaching #Assessment #EdDev #InstructionalDesign #EdPsy #LearningDesign -
Applying the ICAP Framework to Improve Classroom Learning https://www.unh.edu/teaching-learning-resource-hub/sites/default/files/media/2023-05/itow-applying-the-icap-framework-to-improve-classroom-learning-chi-boucher.pdf
Updated (2023) summary of how Interactive (collaborative) learning is superior to individual Constructive learning, Active learning, and Passive learning, including some verbs connected to each level (Table 2). Might supplement/improve on Bloom's Taxonomy.
#Teaching #Assessment #EdDev #InstructionalDesign #EdPsy #LearningDesign -
Applying the ICAP Framework to Improve Classroom Learning https://www.unh.edu/teaching-learning-resource-hub/sites/default/files/media/2023-05/itow-applying-the-icap-framework-to-improve-classroom-learning-chi-boucher.pdf
Updated (2023) summary of how Interactive (collaborative) learning is superior to individual Constructive learning, Active learning, and Passive learning, including some verbs connected to each level (Table 2). Might supplement/improve on Bloom's Taxonomy.
#Teaching #Assessment #EdDev #InstructionalDesign #EdPsy #LearningDesign -
Personalizing real-world problems: Posing own problems increases self-efficacy expectations, intrinsic value, attainment value, and utility value https://bpspsychub.onlinelibrary.wiley.com/doi/full/10.1111/bjep.12653?campaign=wolearlyview
"Real-world problems are important in math instruction, but they do not necessarily trigger students' task motivation...Active personalization (i.e. asking students to pose their own real-world problems) is suited to enhance students' motivation, self-efficacy, and value."
#MathEd #EdPsy #EdDev #EdResearch #OpenAccess -
Personalizing real-world problems: Posing own problems increases self-efficacy expectations, intrinsic value, attainment value, and utility value https://bpspsychub.onlinelibrary.wiley.com/doi/full/10.1111/bjep.12653?campaign=wolearlyview
"Real-world problems are important in math instruction, but they do not necessarily trigger students' task motivation...Active personalization (i.e. asking students to pose their own real-world problems) is suited to enhance students' motivation, self-efficacy, and value."
#MathEd #EdPsy #EdDev #EdResearch #OpenAccess -
Personalizing real-world problems: Posing own problems increases self-efficacy expectations, intrinsic value, attainment value, and utility value https://bpspsychub.onlinelibrary.wiley.com/doi/full/10.1111/bjep.12653?campaign=wolearlyview
"Real-world problems are important in math instruction, but they do not necessarily trigger students' task motivation...Active personalization (i.e. asking students to pose their own real-world problems) is suited to enhance students' motivation, self-efficacy, and value."
#MathEd #EdPsy #EdDev #EdResearch #OpenAccess -
Personalizing real-world problems: Posing own problems increases self-efficacy expectations, intrinsic value, attainment value, and utility value https://bpspsychub.onlinelibrary.wiley.com/doi/full/10.1111/bjep.12653?campaign=wolearlyview
"Real-world problems are important in math instruction, but they do not necessarily trigger students' task motivation...Active personalization (i.e. asking students to pose their own real-world problems) is suited to enhance students' motivation, self-efficacy, and value."
#MathEd #EdPsy #EdDev #EdResearch #OpenAccess -
Personalizing real-world problems: Posing own problems increases self-efficacy expectations, intrinsic value, attainment value, and utility value https://bpspsychub.onlinelibrary.wiley.com/doi/full/10.1111/bjep.12653?campaign=wolearlyview
"Real-world problems are important in math instruction, but they do not necessarily trigger students' task motivation...Active personalization (i.e. asking students to pose their own real-world problems) is suited to enhance students' motivation, self-efficacy, and value."
#MathEd #EdPsy #EdDev #EdResearch #OpenAccess -
Terracotta: A tool for conducting experimental research on student learning [in Canvas] https://link.springer.com/article/10.3758/s13428-023-02164-8
More info: https://www.terracotta.education/
Source code: https://github.com/terracotta-education/terracotta
#OpenSource #EdTech #EdResearch #EdPsy -
Terracotta: A tool for conducting experimental research on student learning [in Canvas] https://link.springer.com/article/10.3758/s13428-023-02164-8
More info: https://www.terracotta.education/
Source code: https://github.com/terracotta-education/terracotta
#OpenSource #EdTech #EdResearch #EdPsy -
Terracotta: A tool for conducting experimental research on student learning [in Canvas] https://link.springer.com/article/10.3758/s13428-023-02164-8
More info: https://www.terracotta.education/
Source code: https://github.com/terracotta-education/terracotta
#OpenSource #EdTech #EdResearch #EdPsy -
Terracotta: A tool for conducting experimental research on student learning [in Canvas] https://link.springer.com/article/10.3758/s13428-023-02164-8
More info: https://www.terracotta.education/
Source code: https://github.com/terracotta-education/terracotta
#OpenSource #EdTech #EdResearch #EdPsy