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Tuesday, June 18 • 2:45pm - 3:45pm
Paper Presentations

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Choosing Your Own Adventure: Engaging the New Learning Society Through Integrative Curriculum Design
Elizabeth Ryder
In our increasingly data-driven society, it is critical for high school students to learn to integrate computational thinking with other disciplines in solving real-world problems. To address this need for the life sciences in particular, this paper's authors developed the Bio-CS Bridge, a modular computational system coupled with curriculum integrating biology and computer science. Their approach engages students and teachers in scientific practices using biological data that they can collect themselves, and computational tools that they help to design and implement, to address the real-world problem of pollinator decline. Their team's modular approach to high school curriculum design provides teachers with the educational flexibility to address national and statewide biology and computer science standards for a wide range of learner types. They are using a teacher-leader model to disseminate the Bridge, whose components will be freely available online.

Design and Practice of Online and Classroom Programs that Encourage Deep Learning
Xinyao Cheng
This paper aims to design three online and classroom programs that focus on deep learning of high school mathematics and physics subjects, with the foundation of three levels of Bloom’s Taxonomy: understand, analyze and create. A design of learning tasks and scaffolding for classroom and online in-depth learning support that targets deep understanding as the first program and a design of thinking tasks and scaffolding for classroom and online problem-solving support system that targets at analysis and applications as the second program as well as the third program that designs action tasks and scaffolding aiming at knowledge innovation. Experienced teachers, technology experts, and pedagogues work together striving to help learners deepening self-learning and cooperative learning, encouraging motivation and improving system thinking ability. With on-going experiment in schools, the comparison data of experimental class and control classes on average scores and number of top-ranking students of midterm and final exam have shown the improvements in students’ deep learning.

avatar for Dana Doyle

Dana Doyle

Director, MITx Program, MIT Open Learning
Dana Doyle earned her B.F.A. from Pratt Institute, NY in 1992 and her MEd from Northeastern University, MA in 2018. Over the past 20 years her work has been focused on digital solutions design and management. Ms. Doyle has been working at MIT in the MITx group for over 4 years and... Read More →

Tuesday June 18, 2019 2:45pm - 3:45pm
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