Tom Heywood,
Managing Director, Bowles & Rice & Globaloria-WV Advisor
Image: "Fix it with Food" game by New York City Interns, MyHLife.
Globaloria Reports and Studies:
- Globaloria Executive and Annual Reports
- Globaloria Impact Reports from Academic Year 2010-2011
- Globaloria Impact Reports from Academic Year 2009-2010
- Globaloria Impact Reports from Academic Year 2008-2009
- Globaloria Educators' Story Series
- Globaloria Impact Reports from Academic Year 2007-2008
Meet our Research Partners.
See selected Globaloria Research Findings.
Globaloria Executive and Annual Reports
World Wide Workshop Annual Report (2009-2010)
Harel Caperton, I., Oliver, A., Sullivan, S. (World Wide Workshop, NY).
November 2010.
A deep research-based reflection on how the Globaloria learning network is changing the equation of teaching and learning with a spotlight on two implementation models: a statewide learning network in public schools across West Virginia and a school-wide learning network in a Texas charter school.
Globaloria West Virginia Year 2 Executive Report (2008-2009)
Harel Caperton, I., Oliver, A., Sullivan, S. (World Wide Workshop, NY). October 2009.
An annual report chronicling the growth of Globaloria in West Virginia and its positive impact on students, educators, and principals in its second year of implementation.
Globaloria West Virginia Year 1 Executive Report (2007-2008)
Harel Caperton, I., Oliver, A., Sullivan, S. (World Wide Workshop, NY).
December 2008.
An overview of the first pilot year of Globaloria in West Virginia, and the benefits of integrating the Globaloria Game-Making Network and its unique learning formula into the WV education system.
Globaloria Impact Reports from Academic Year 2010-2011
Quantitative Data Report: Examining Standardized Test Performance in English Language Arts among Students with Two Consecutive Years of Participation in the Globaloria Social Network for Learning Game Design
Minnigerode, L. (World Wide Workshop). November, 2011. This report presents pre and post test scores on an objective designed to measure students' ability to use critical thinking to analyze information from diverse sources, for 7th grade students who have participated in Globaloria for two consecutive years. Students attend a charter school in East Austin, Texas.
Minnigerode, L. (World Wide Workshop). November, 2011. This report presents pre and post test scores on an objective designed to measure students' ability to use critical thinking to analyze information from diverse sources, for 7th grade students who have participated in Globaloria for two consecutive years. Students attend a charter school in East Austin, Texas.
Quantitative Data Report: Examining Standardized Test Performance in Mathematics Objective Used as Game Content and English Language Arts Objective Related to Applying Critical Thinking in Sixth Grade Globaloria Students
Minnigerode, L. (World Wide Workshop). November, 2011. This report presents pre and post test scores on an objective designed to measure students' ability to use critical thinking to analyze information from diverse sources, and also on a math objective that was used as game content for 6th grade students participating in Globaloria for the first time. Students attend a charter school in East Austin, Texas.
Minnigerode, L. (World Wide Workshop). November, 2011. This report presents pre and post test scores on an objective designed to measure students' ability to use critical thinking to analyze information from diverse sources, and also on a math objective that was used as game content for 6th grade students participating in Globaloria for the first time. Students attend a charter school in East Austin, Texas.
Report of Workshop on the Pedagogical Aspects of Computational Thinking
National Research Council of the National Academies. September 2011. This report by the Computer Science and Telecommunications Board of the National Academies in Washington, DC, summarizes insights and approaches, including Globaloria, from leading educators who have addressed computational thinking with teachers and students in the nation's K-12 schools and informal education settings.
National Research Council of the National Academies. September 2011. This report by the Computer Science and Telecommunications Board of the National Academies in Washington, DC, summarizes insights and approaches, including Globaloria, from leading educators who have addressed computational thinking with teachers and students in the nation's K-12 schools and informal education settings.
Full Steam Ahead on CS-STEM Learning
Harel Caperton, I. May 2011. Dr. Harel Caperton's paper from the NCWIT Summit explores the idea of CS-STEM learning as it relates to constructionism, using Globaloria as a method of involving students in their own creative learning process.
Globaloria Impact Reports from Academic Year 2009-2010
Changes in Student Attitudes Towards 6 Dimensions of Digital Engagement in a Program of Game Design Learning
Reynolds, R. (Rutgers University). October 2011. This paper, accepted to AERA 2012, reports results indicating that especially for practices representing the more Constructionist Contemporary Learning Abilities Framework categories 1-3, student participation in Globaloria results in increases in motivation towards, and understanding of, the activities in the practice categories. That is, according to pre/post survey analysis, student post-program engagement was greater than their pre-program engagement, indicating a measure of success in the program at meeting the stated learning objectives, towards cultivating value and motivation towards productive engagement.
Reynolds, R. (Rutgers University). October 2011. This paper, accepted to AERA 2012, reports results indicating that especially for practices representing the more Constructionist Contemporary Learning Abilities Framework categories 1-3, student participation in Globaloria results in increases in motivation towards, and understanding of, the activities in the practice categories. That is, according to pre/post survey analysis, student post-program engagement was greater than their pre-program engagement, indicating a measure of success in the program at meeting the stated learning objectives, towards cultivating value and motivation towards productive engagement.
Children's Game Design Learning in Discovery-Based Contexts: Contribution of Intrinsic and Extrinsic Motivational Orientations to Student Outcomes
Reynolds, R. (Rutgers University). May 2011. This paper presented at the International Communication Association conference, explores contribution of student demographics and active program work in a socio-technical e-learning environment, to learning outcomes, especially in light of the program's discovery-based context. We also explore the contribution of students’ intrinsic and extrinsic motivational orientation to outcomes. Results indicate that intrinsic orientation contributed positively to student outcomes; extrinsic orientation contributed negatively. Findings have implications for the local implementation, towards needed improvements in the program design, and also more broadly, if learning processes occurring in this program relate to those experienced by other novice technology users engaged in digital participation.
Reynolds, R. (Rutgers University). May 2011. This paper presented at the International Communication Association conference, explores contribution of student demographics and active program work in a socio-technical e-learning environment, to learning outcomes, especially in light of the program's discovery-based context. We also explore the contribution of students’ intrinsic and extrinsic motivational orientation to outcomes. Results indicate that intrinsic orientation contributed positively to student outcomes; extrinsic orientation contributed negatively. Findings have implications for the local implementation, towards needed improvements in the program design, and also more broadly, if learning processes occurring in this program relate to those experienced by other novice technology users engaged in digital participation.
Domains of Expertise Developed in a Project-Based Game Design Workshop
Reynolds, R. (Rutgers University). April 2011. This panel presentation at the American Education Research Association, explored variation in student learning styles, role-taking and learning outcomes in a few case study students in Globaloria, and discussed the challenge posed by the Globaloria co-learning model when it comes to uniform evaluation and assessment of students by teachers accustomed to administering traditional proxy knowledge tests.
Reynolds, R. (Rutgers University). April 2011. This panel presentation at the American Education Research Association, explored variation in student learning styles, role-taking and learning outcomes in a few case study students in Globaloria, and discussed the challenge posed by the Globaloria co-learning model when it comes to uniform evaluation and assessment of students by teachers accustomed to administering traditional proxy knowledge tests.
Possible Contributors to Evaluated Student Outcomes in a Discovery-Based Program of Game Design Learning.
Reynolds, R. (Rutgers University). April 2011. This paper, presented at the American Education Research Association, reports upon variation that appears present across pilot locations in evaluated student game design knowledge outcomes. Exploratory analysis is also conducted to investigate possible contributors at the student- and location-level that may be affecting student outcomes. The paper highlights a list of variables at multiple levels of analysis that should be explored as contributors in future research that maps the social learning system (some of which can be intervened-upon through program supports).
Reynolds, R. (Rutgers University). April 2011. This paper, presented at the American Education Research Association, reports upon variation that appears present across pilot locations in evaluated student game design knowledge outcomes. Exploratory analysis is also conducted to investigate possible contributors at the student- and location-level that may be affecting student outcomes. The paper highlights a list of variables at multiple levels of analysis that should be explored as contributors in future research that maps the social learning system (some of which can be intervened-upon through program supports).
Contrasts in student engagement, meaning-making, dislikes, and challenges in a discovery-based program of game design learning
Reynolds, R., Harel Caperton, I. April 2011. In this paper, we draw linkages from the categories of findings that emerged in student feedback from Pilot Year 2 (2008-2009) to literature on discovery based learning, self-determination theory, and the productive failure phenomenon. We identify new scholarly research questions that can be addressed in the ongoing pilot that will contribute to scholarship in these areas.
Reynolds, R., Harel Caperton, I. April 2011. In this paper, we draw linkages from the categories of findings that emerged in student feedback from Pilot Year 2 (2008-2009) to literature on discovery based learning, self-determination theory, and the productive failure phenomenon. We identify new scholarly research questions that can be addressed in the ongoing pilot that will contribute to scholarship in these areas.
Globaloria Replication Study: Examining the Robustness of Relationships between Globaloria Participation and Student Achievement
Chadwick, K., Gore, J. (Edvantia Inc., WV). January 2011.
This replication study by Edvantia provides data showing that, for the second consecutive year, Globaloria students in both middle school and high school scored significantly better on WV's state standardized test, WESTEST2, than students outside the Globaloria program.
Chadwick, K., Gore, J. (Edvantia Inc., WV). January 2011.
This replication study by Edvantia provides data showing that, for the second consecutive year, Globaloria students in both middle school and high school scored significantly better on WV's state standardized test, WESTEST2, than students outside the Globaloria program.
Student Case Studies from the Globaloria Program at EACPA
Minnigerode, L. (World Wide Workshop, NY). November 2010.
In this anthology, readers will encounter the stories of six sixth-grade students who participated in the first year of Globaloria classes at the East Austin College Prep Academy (EACPA) in Texas, and learn how Globaloria helped them to grow as learners and digital citizens.
Globaloria WV Student Engagement and Development of Six Contemporary Learning Abilities in a Program of Game Design and Workshop-Based Learning
Reynolds, R. (Rutgers University). November 2010.
This report provides quantitative and qualitative evidence of the cognitive, affective and behavioral impact of Globaloria on middle school, high school and community college students in West Virginia. The report includes pre- and post- survey results, student wiki activity by location, and a content analysis of all final student games created in Pilot Year 3.
Reynolds, R. (Rutgers University). November 2010.
This report provides quantitative and qualitative evidence of the cognitive, affective and behavioral impact of Globaloria on middle school, high school and community college students in West Virginia. The report includes pre- and post- survey results, student wiki activity by location, and a content analysis of all final student games created in Pilot Year 3.
Constructionism: Theoretical Implications of a Quasi‐Experimental Investigation Comparing Academic Outcomes of Honors and Non‐Honors students in a Globaloria Biology Course
Nicholson, B. (Marshall U, WV). October 2010. The findings from this preliminary study, presented to the annual conference of the Southern Regional Council on Educational Administration, showed that students enrolled in the honors section of a Globaloria-based biology course had only moderately higher outcomes on specific evaluation measures than did their non-honors Globaloria peers (who actually had a better outcome on one measure), suggesting that the constructionist approach is an appropriate epistemological tool for students regardless of skill level.
Nicholson, B. (Marshall U, WV). October 2010. The findings from this preliminary study, presented to the annual conference of the Southern Regional Council on Educational Administration, showed that students enrolled in the honors section of a Globaloria-based biology course had only moderately higher outcomes on specific evaluation measures than did their non-honors Globaloria peers (who actually had a better outcome on one measure), suggesting that the constructionist approach is an appropriate epistemological tool for students regardless of skill level.
Evidence of Liberty High School Students’ Development of Contemporary Learning Abilities in a Game Design Program in Rural West Virginia
Reynolds, R. (Rutgers University). October 2010.
Two chronological case studies of high-school-aged students at a first-year WV pilot location address the ways students gain contemporary learning abilities using the Globaloria co-learning model.
Reynolds, R. (Rutgers University). October 2010.
Two chronological case studies of high-school-aged students at a first-year WV pilot location address the ways students gain contemporary learning abilities using the Globaloria co-learning model.
Evidence of Randolph Technical Center High School Students’ Development of Contemporary Learning Abilities in a Game Design Program in Rural West Virginia
Reynolds, R. (Rutgers University). October 2010.
Two chronological case studies of high-school-aged students at a third-year returning Globaloria WV pilot location address how students gain contemporary learning abilities using the Globaloria co-learning model and when supported by an educator with three years experience in Globaloria game-design teaching.
Reynolds, R. (Rutgers University). October 2010.
Two chronological case studies of high-school-aged students at a third-year returning Globaloria WV pilot location address how students gain contemporary learning abilities using the Globaloria co-learning model and when supported by an educator with three years experience in Globaloria game-design teaching.
Using Quantitative Data To Assess Impact Of Globaloria On Student Performance in an at Risk Middle School Student Population
Minnigerode, L. (World Wide Workshop). September, 2010. This paper examines the pre and post test scores from 6th grade at risk students at a charter middle school in East Austin. The students designed games using math objectives as part of their Globaloria course, and the researchers found a positive relationship between student performance on a Math objective and the student's use of the math objective as content for his or her game.
Minnigerode, L. (World Wide Workshop). September, 2010. This paper examines the pre and post test scores from 6th grade at risk students at a charter middle school in East Austin. The students designed games using math objectives as part of their Globaloria course, and the researchers found a positive relationship between student performance on a Math objective and the student's use of the math objective as content for his or her game.
Evidence of High School Students’ Development of Contemporary Learning Abilities in a Game Design Program in Rural West Virginia
Reynolds, R. (AIR), Scialdone, M. (Syracuse U), Harel Caperton, I. (World Wide Workshop, NY). January 2010.
Three chronological case studies of high-school-aged students at the RTC pilot location in WV address the varied ways students gain contemporary learning abilities in Globaloria's co-learning model.
Reynolds, R. (AIR), Scialdone, M. (Syracuse U), Harel Caperton, I. (World Wide Workshop, NY). January 2010.
Three chronological case studies of high-school-aged students at the RTC pilot location in WV address the varied ways students gain contemporary learning abilities in Globaloria's co-learning model.
Evidence of Sandy River Middle School Students’ Development of Contemporary Learning Abilities in Globaloria (returning school)
Reynolds, R. (Rutgers University). October 2010.
Two chronological case studies of middle-school-aged students at a second-year returning WV pilot location address the varied ways students gain contemporary learning abilities using the Globaloria co-learning model. At this pilot location, one educator was advancing her skills rapidly as a second year participant, and the other educator was a new first-year participant as of 2009-10 (Pilot Year 3). This report highlights this variation in educator experience, and some apparent differences in student outcomes that result.
Reynolds, R. (Rutgers University). October 2010.
Two chronological case studies of middle-school-aged students at a second-year returning WV pilot location address the varied ways students gain contemporary learning abilities using the Globaloria co-learning model. At this pilot location, one educator was advancing her skills rapidly as a second year participant, and the other educator was a new first-year participant as of 2009-10 (Pilot Year 3). This report highlights this variation in educator experience, and some apparent differences in student outcomes that result.
Globaloria Impact Reports from Academic Year 2008-2009
Pre- to Post-Program Change in High School Students’ Six Contemporary Learning Abilities (6-CLAs) through Project-based Design of Web-Games and Social Media Use
Reynolds, R. (AIR), Harel Caperton, I. (World Wide Workshop, NY). January 2010.
This case study of the RTC pilot location in WV investigates the hypothesis that high school students develop six key contemporary learning abilities (CLAs) through Globaloria participation.
Reynolds, R. (AIR), Harel Caperton, I. (World Wide Workshop, NY). January 2010.
This case study of the RTC pilot location in WV investigates the hypothesis that high school students develop six key contemporary learning abilities (CLAs) through Globaloria participation.
Evidence of Middle School Students’ Development of Contemporary Learning Abilities in a Game Design Program in Rural West Virginia
Reynolds, R. (AIR), Harel Caperton, I. (World Wide Workshop, NY). January 2010.
Three chronological case studies of middle-school-aged students at the SRMS pilot location in WV address the varied ways students gain contemporary learning abilities in Globaloria's co-learning model.
Reynolds, R. (AIR), Harel Caperton, I. (World Wide Workshop, NY). January 2010.
Three chronological case studies of middle-school-aged students at the SRMS pilot location in WV address the varied ways students gain contemporary learning abilities in Globaloria's co-learning model.
Pre- to Post-Program Change in Middle School Students’ Six Contemporary Learning Abilities (6-CLAs) through Project-based Design of Web-Games and Social Media Use
Reynolds, R. (AIR), Scialdone, M. (Syracuse U), Harel Caperton, I. (World Wide Workshop, NY). January 2010.
This case study of the SRMS pilot location in WV investigates the hypothesis that middle school students develop six key contemporary learning abilities (CLAs) through Globaloria participation.
Reynolds, R. (AIR), Scialdone, M. (Syracuse U), Harel Caperton, I. (World Wide Workshop, NY). January 2010.
This case study of the SRMS pilot location in WV investigates the hypothesis that middle school students develop six key contemporary learning abilities (CLAs) through Globaloria participation.
The Relationship of Globaloria Participation and Student Achievement
Chadwick, K., Gore, J. (Edvantia Inc., WV). February 2010.
This third-party study by Edvantia provides preliminary data showing that students who participate in Globaloria perform significantly better than those who do not relative to the Global21 standards in four key content areas (math, reading/language arts, science, and social studies), as measured by performance on the standardized WESTEST2 in WV.
Chadwick, K., Gore, J. (Edvantia Inc., WV). February 2010.
This third-party study by Edvantia provides preliminary data showing that students who participate in Globaloria perform significantly better than those who do not relative to the Global21 standards in four key content areas (math, reading/language arts, science, and social studies), as measured by performance on the standardized WESTEST2 in WV.
Mending the Digital and Knowledge Divides in Civics: The Globaloria Approach to Civics Education in the 21st Century
Rosenfelt, R., Harel Caperton, I., Lowenstein, D., Sullivan, S., and Oliver, A. (World Wide Workshop, NY). January 2010.
This paper provides an overview of the Knight-funded Globaloria Civics Initiative implemented in West Virginia, and presents a solution for mending the multiple "digital divides" inhibiting full Democratic participation by youth in the technology-driven 21st-century.
Rosenfelt, R., Harel Caperton, I., Lowenstein, D., Sullivan, S., and Oliver, A. (World Wide Workshop, NY). January 2010.
This paper provides an overview of the Knight-funded Globaloria Civics Initiative implemented in West Virginia, and presents a solution for mending the multiple "digital divides" inhibiting full Democratic participation by youth in the technology-driven 21st-century.
An Analysis of the Effects of a Technology Program on Students' Academic Performance
Nicholson, B., with Alley, R., Green, J., David Lawson (Marshall U, WV). August 2009.
This study examines selected WV schools’ implementation of Globaloria and the program’s effect on student learning and levels of student engagement, both within Globaloria and in other academic pursuits.
Nicholson, B., with Alley, R., Green, J., David Lawson (Marshall U, WV). August 2009.
This study examines selected WV schools’ implementation of Globaloria and the program’s effect on student learning and levels of student engagement, both within Globaloria and in other academic pursuits.
Administrative Perspectives on Technology Integration
Chapman, W. (Marshall, U). August 2009.
This mixed-method study (doctoral thesis) examines the perceptions of principals relating to: 1) the effect of Globaloria on students‘ academic outcomes; 2) the purpose of the program; 3) the principal‘s role in the program; 4) the benefits; and/or 5) the liabilities of having the program in their schools.
Chapman, W. (Marshall, U). August 2009.
This mixed-method study (doctoral thesis) examines the perceptions of principals relating to: 1) the effect of Globaloria on students‘ academic outcomes; 2) the purpose of the program; 3) the principal‘s role in the program; 4) the benefits; and/or 5) the liabilities of having the program in their schools.
The New Literacy is Game Literacy
Harel Capeton, I. (World Wide Workshop, NY). July 2009.
Dr. Harel Caperton’s transcript from TEDGlobal explores the concept that game literacy – the ability to read and write videogames – is the key to preparing today’s children for the complexities of the future.
Harel Capeton, I. (World Wide Workshop, NY). July 2009.
Dr. Harel Caperton’s transcript from TEDGlobal explores the concept that game literacy – the ability to read and write videogames – is the key to preparing today’s children for the complexities of the future.
Networked Teacher Professional Development: The Case of Globaloria
Whitehouse, P. (West Virginia University, WV). July 2009.
Exploring Globaloria’s teacher professional development program as an emerging model and analytic matrix of 21st-Century teacher professional development. (Manuscript conditionally accepted to Journal of Interactive Learning for 2010 publication)
Whitehouse, P. (West Virginia University, WV). July 2009.
Exploring Globaloria’s teacher professional development program as an emerging model and analytic matrix of 21st-Century teacher professional development. (Manuscript conditionally accepted to Journal of Interactive Learning for 2010 publication)
The Impact of Globaloria on Collaborative Problem Solving Skills
Lawson, T. (World Wide Workshop, NY). July 2009.
This pilot research study analyzes the collaborative problem solving skills students gain from their involvement in Globaloria.
Lawson, T. (World Wide Workshop, NY). July 2009.
This pilot research study analyzes the collaborative problem solving skills students gain from their involvement in Globaloria.
Toward a Theory of Game-Media Literacy: Playing and Building as Reading and Writing
Harel Caperton, I. (World Wide Workshop, NY). June 2009.
This paper compares and contrasts the varied ideas on game and learning and digital literacy for 21st -century education as theorized and practiced by James Paul Gee and Idit Harel Caperton and their colleagues.
Harel Caperton, I. (World Wide Workshop, NY). June 2009.
This paper compares and contrasts the varied ideas on game and learning and digital literacy for 21st -century education as theorized and practiced by James Paul Gee and Idit Harel Caperton and their colleagues.
Comparison of Middle School, High School and Community College Students’ Wiki Activity in Globaloria-WV
Reynolds, R. (Syracuse U, NY), Harel Caperton, I. (World Wide Workshop, NY). October 2008.
Accepted to the 2009 WikiSym Conference in Orlando, FL, this poster presents Globaloria students’ use of the Wiki for project management, teamwork and self-presentation of game design attributes.
Reynolds, R. (Syracuse U, NY), Harel Caperton, I. (World Wide Workshop, NY). October 2008.
Accepted to the 2009 WikiSym Conference in Orlando, FL, this poster presents Globaloria students’ use of the Wiki for project management, teamwork and self-presentation of game design attributes.
Globaloria Educators' Series
Learning to Live in a 21st Century World with Globaloria
Barker, I. (Sandy River Middle School, Avondale, WV). August 2009.
In this educator report, Mrs. Barker explores virtual teaching and learning in the middle school context in West Virginia.
Barker, I. (Sandy River Middle School, Avondale, WV). August 2009.
In this educator report, Mrs. Barker explores virtual teaching and learning in the middle school context in West Virginia.
Cultivating Teamwork and Discovering My Students’ Hidden but Impressive Intellectual Talents Through a Game-Design Curriculum
Stalnaker, D. (Randolph Technical Center, Elkins, WV). June 2009.
Mrs. Stalnaker, a 2nd year Globaloria educator, chronicles her experience integrating new media, 21st-Century skills, and the Globaloria platform and philosophy in the classroom.
Stalnaker, D. (Randolph Technical Center, Elkins, WV). June 2009.
Mrs. Stalnaker, a 2nd year Globaloria educator, chronicles her experience integrating new media, 21st-Century skills, and the Globaloria platform and philosophy in the classroom.
Globaloria Impact Reports from Academic Year 2007-2008
Development of High School and Community College Students' Contemporary Learning Abilities in Globaloria
Reynolds, R., Harel Caperton, I. (World Wide Workshop, NY). April 2009.
Presented at the 2009 AERA, this paper proposes that game design activity contributes to the growing discourse on "gaming literacy" and “digital media and learning”, and can foster contemporary learning abilities necessary.
Reynolds, R., Harel Caperton, I. (World Wide Workshop, NY). April 2009.
Presented at the 2009 AERA, this paper proposes that game design activity contributes to the growing discourse on "gaming literacy" and “digital media and learning”, and can foster contemporary learning abilities necessary.
The Emergence of Six Contemporary Learning Abilities (6-CLAs) in High School Students as They Design Web-Games and Use Project-Based Social Media in Globaloria
Reynolds, R., Harel Caperton, I. (World Wide Workshop, NY). April 2009.
Findings on middle school, high school and community college students’ development of 21st-Century learning competencies during Pilot Year 1 of Globaloria-WV. Presented at the 2009 AERA.
Reynolds, R., Harel Caperton, I. (World Wide Workshop, NY). April 2009.
Findings on middle school, high school and community college students’ development of 21st-Century learning competencies during Pilot Year 1 of Globaloria-WV. Presented at the 2009 AERA.
Case Study: Randolph Technical Center, Elkins, WV: Preliminary Findings
Reynolds, R., Harel Caperton, I. (World Wide Workshop, NY). August 2008.
This case study chronicles the positive impact of Globaloria on the learning and development of a group of students and their educator at a vocational high school in West Virginia.
Reynolds, R., Harel Caperton, I. (World Wide Workshop, NY). August 2008.
This case study chronicles the positive impact of Globaloria on the learning and development of a group of students and their educator at a vocational high school in West Virginia.
Understanding Globaloria as the Subject of Research
Knestis, K. (Edvantia, Inc., WV). December 2008.
This study proposes a series of logic models, research questions and hypotheses, the sum of which offers a guide to future research into Globaloria.
Knestis, K. (Edvantia, Inc., WV). December 2008.
This study proposes a series of logic models, research questions and hypotheses, the sum of which offers a guide to future research into Globaloria.
A Research Framework to Examine Educator Experiences in Globaloria
Whitehouse, P., (WVU, WV); Reynolds, R., (Syracuse U, NY); Harel Caperton, I., (World Wide Workshop, NY). December 2008.
A description and explanation of the vision, goals, and research agenda of Globaloria-WV through the lens of teacher professional development. Presented at the Society for Information Technology and Teacher Education International Conference (SITE) in Charleston, SC, March 2009. Click here for the conference power point presentation.
Whitehouse, P., (WVU, WV); Reynolds, R., (Syracuse U, NY); Harel Caperton, I., (World Wide Workshop, NY). December 2008.
A description and explanation of the vision, goals, and research agenda of Globaloria-WV through the lens of teacher professional development. Presented at the Society for Information Technology and Teacher Education International Conference (SITE) in Charleston, SC, March 2009. Click here for the conference power point presentation.