Tom Heywood,
Managing Director, Bowles & Rice & Globaloria-WV Advisor
Dr. Rebecca Reynolds,
Globaloria Research Partner, Rutgers University
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 2012-2013
- Globaloria Impact Reports from Academic Year 2011-2012
- 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.
Click here to apply to join the Globaloria Research Network.
Globaloria Executive and Annual Reports
Globaloria: Students Making Game Media for Literacy and Learning
Rowe, M. (Ed.) (National Telemedia Council).
December 2012.
The Journal of Media Literacy published a special report on Globaloria examining the World Wide Workshop's initiatives to increase media literacy through innovative education programs like Globaloria and tracking the evolution of the theories behind deep learning through media creation.
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 2012-2013
Globaloria Program Analysis for STEM Competency and Career Interest at Round Rock ISD, Texas
Egan, E. (Skillpoint Alliance & University of Texas at Austin). December 2013.
This report, commissioned by Skillpoint Alliance in collaboration with the University of Texas-Austin, finds that students who engaged in Globaloria as part of the KICKS summer school program at Round Rock ISD achieved a greater knowledge of energy sustainability topics, better performance on sample science TEKS questions, increased expressed interest in pursuing college after high school graduation and higher interest in STEM fields (computer programming, mechanical or electrical engineering, math, and science).
Egan, E. (Skillpoint Alliance & University of Texas at Austin). December 2013.
This report, commissioned by Skillpoint Alliance in collaboration with the University of Texas-Austin, finds that students who engaged in Globaloria as part of the KICKS summer school program at Round Rock ISD achieved a greater knowledge of energy sustainability topics, better performance on sample science TEKS questions, increased expressed interest in pursuing college after high school graduation and higher interest in STEM fields (computer programming, mechanical or electrical engineering, math, and science).
Creating Thinking in Digital Games Design and Development: A Case Study
Navarrete, C. C. (University of Texas at Austin). September 2013.
Based on nested case comparison across different years of experience (grades 6, 7 and 8) in the Globaloria program as a stand-alone, daily technology class, key findings suggest that incremental experience in student-centered design and development environments increases and deepens the creative thought process. This report also shows, creative thinking may be found with students as everyday events in which problems are solved through critical thinking and collaboration in the design and development environment for innovative game applications. Moreover, the creative thinking process is suggested to evoke personal satisfaction and enjoyment, especially when the student-centered, socio-constructionist game products are connected to authentic and meaningful learning.
Note: For access to the full report, please contact Cesar C. Navarrete, M.Ed., University of Texas at Austin: This email address is being protected from spambots. You need JavaScript enabled to view it.
Navarrete, C. C. (University of Texas at Austin). September 2013.
Based on nested case comparison across different years of experience (grades 6, 7 and 8) in the Globaloria program as a stand-alone, daily technology class, key findings suggest that incremental experience in student-centered design and development environments increases and deepens the creative thought process. This report also shows, creative thinking may be found with students as everyday events in which problems are solved through critical thinking and collaboration in the design and development environment for innovative game applications. Moreover, the creative thinking process is suggested to evoke personal satisfaction and enjoyment, especially when the student-centered, socio-constructionist game products are connected to authentic and meaningful learning.
Note: For access to the full report, please contact Cesar C. Navarrete, M.Ed., University of Texas at Austin: This email address is being protected from spambots. You need JavaScript enabled to view it.
Globaloria: Second Year Implementation & Outcome Report for Silicon Valley
Borland, J. (Rockman Et al., CA). September 2013.
This evaluation, conducted during the second year of the Globaloria implementation in the Silicon Valley, includes a comparison of participating and non-participating students’ scores on the California Standards Test (CST), as well as analysis of participant’s (in-school and after-school) blog entries and survey responses. We found that Globaloria participants did just as well as non-participating students on the CST, despite the fact that non-participating students may have spent more in-school time focusing on tested subjects. Blog and survey from responses indicate that Globaloria participants find the process of creating games to be challenging, but also find the overall experience to be rewarding and empowering.
Borland, J. (Rockman Et al., CA). September 2013.
This evaluation, conducted during the second year of the Globaloria implementation in the Silicon Valley, includes a comparison of participating and non-participating students’ scores on the California Standards Test (CST), as well as analysis of participant’s (in-school and after-school) blog entries and survey responses. We found that Globaloria participants did just as well as non-participating students on the CST, despite the fact that non-participating students may have spent more in-school time focusing on tested subjects. Blog and survey from responses indicate that Globaloria participants find the process of creating games to be challenging, but also find the overall experience to be rewarding and empowering.
Globaloria in Manor ISD Interim Report
Lee, C. (Skillpoint Alliance). April 2013.
This report offers an initial glimpse into participant and facilitator reflections and anticipated impacts of the Globaloria program in its inaugural year in Manor Independent School District, Texas. It provides a brief overview of the school district demographics and summarizes program implementation processes and pre-program perceptions from educators and students about Globaloria and its impacts.
Lee, C. (Skillpoint Alliance). April 2013.
This report offers an initial glimpse into participant and facilitator reflections and anticipated impacts of the Globaloria program in its inaugural year in Manor Independent School District, Texas. It provides a brief overview of the school district demographics and summarizes program implementation processes and pre-program perceptions from educators and students about Globaloria and its impacts.
Globaloria Impact Reports from Academic Year 2011-2012
East Austin College Preparatory Academy (EAPrep) Quantitative Date Report and Analysis, 2011-2012
Minnigerode, L. (World Wide Workshop). May 2013.
This report presents a summary of data collected during 2011-12 regarding the Globaloria implementation at the East Austin College Prep Academy, Texas. It provides a summary of the data collected, including attendance, standardized test scores, and survey data. Compiled by Laura Minnigerode.
Minnigerode, L. (World Wide Workshop). May 2013.
This report presents a summary of data collected during 2011-12 regarding the Globaloria implementation at the East Austin College Prep Academy, Texas. It provides a summary of the data collected, including attendance, standardized test scores, and survey data. Compiled by Laura Minnigerode.
Self-efficacy and STEM Career Goals Among Students in a Required Game Design Class in an Urban Charter Middle School.
Minnigerode, L. (World Wide Workshop). May 2013.
This study compares self-efficacy scores among students participating in Globaloria on the basis of gender, language learner status, and years of experience in the program; and examines changes in student goals related to STEM careers. The data was collected via online survey during the 2011-12 school year. Results show students with the most experience in Globaloria showed statistically significant differences in self-efficacy when compared to students with less experience in the program, more girls than boys remained interested in pursuing a STEM career goal over time, and the number of students interested in STEM career goals remained higher than expected for an academically underserved population.
Minnigerode, L. (World Wide Workshop). May 2013.
This study compares self-efficacy scores among students participating in Globaloria on the basis of gender, language learner status, and years of experience in the program; and examines changes in student goals related to STEM careers. The data was collected via online survey during the 2011-12 school year. Results show students with the most experience in Globaloria showed statistically significant differences in self-efficacy when compared to students with less experience in the program, more girls than boys remained interested in pursuing a STEM career goal over time, and the number of students interested in STEM career goals remained higher than expected for an academically underserved population.
Formal and informal context factors as contributors to student engagement in a guided discovery-based program of game design learning
Reynolds, R. (Rutgers University) & Chiu, M. (SUNY Buffalo) April 2013.
This paper explores informal (after-school) and formal (in-school) learning contexts as contributors to middle-school student attitudinal changes in Globaloria over a full school year. Formality of the program context did not substantially influence attitude changes but did appear to influence learning outcomes. While intrinsic motivation did not change in the aggregate from pre- to post-program among students, positive changes in intrinsic motivation were found to be associated with engagement in almost all areas of student engagement in Globaloria. This finding challenges critiques of discovery-based learning as being de-motivating and supports the need to more definitively explicate instructional design and context factors in educational technology research when investigating influences upon learning outcomes.
Reynolds, R. (Rutgers University) & Chiu, M. (SUNY Buffalo) April 2013.
This paper explores informal (after-school) and formal (in-school) learning contexts as contributors to middle-school student attitudinal changes in Globaloria over a full school year. Formality of the program context did not substantially influence attitude changes but did appear to influence learning outcomes. While intrinsic motivation did not change in the aggregate from pre- to post-program among students, positive changes in intrinsic motivation were found to be associated with engagement in almost all areas of student engagement in Globaloria. This finding challenges critiques of discovery-based learning as being de-motivating and supports the need to more definitively explicate instructional design and context factors in educational technology research when investigating influences upon learning outcomes.
Understanding the Evolution of Adolescents’ Computational Thinking Skills within the Globaloria Educational Game Design Environment
Games, Alex (Michigan State University) March 2013.
This study documents the evolution of children’s computational thinking in the context of their participation in the Globaloria curriculum. Using theoretical framework and case study methodology, the study examines the evolution of 30 students’ computational thinking and STEM learning and literacy as a function of game design work. A partially longitudinal study, the research suggests that Globaloria appears to positively impact students' computational thinking skills and design thinking.
Games, Alex (Michigan State University) March 2013.
This study documents the evolution of children’s computational thinking in the context of their participation in the Globaloria curriculum. Using theoretical framework and case study methodology, the study examines the evolution of 30 students’ computational thinking and STEM learning and literacy as a function of game design work. A partially longitudinal study, the research suggests that Globaloria appears to positively impact students' computational thinking skills and design thinking.
Interview Findings on Middle Schoolers’ Collaboration in Self-Organizing Game Design Teams
Reynolds, R., Hmelo-Silver, C., Sorenson, L., & Van Ness, C. (Rutgers University) March 2013.
Understanding how younger students can learn to collaborate, and affordances of the learning environment that can effectively support this, are critical questions for knowledge sharing, networking and innovation in education. Exploratory research results on emergent middle schooler collaborative activity in a guided discovery-based learning program are reported. Students in self-organizing game design teams experience certain challenges (e.g., version control), and innovate solutions. Some indicate meta-knowledge development and socialization gains. We conclude with ongoing questions.
Reynolds, R., Hmelo-Silver, C., Sorenson, L., & Van Ness, C. (Rutgers University) March 2013.
Understanding how younger students can learn to collaborate, and affordances of the learning environment that can effectively support this, are critical questions for knowledge sharing, networking and innovation in education. Exploratory research results on emergent middle schooler collaborative activity in a guided discovery-based learning program are reported. Students in self-organizing game design teams experience certain challenges (e.g., version control), and innovate solutions. Some indicate meta-knowledge development and socialization gains. We conclude with ongoing questions.
Globaloria Replication Study: An Examination of the Relationships between Globaloria Participation and Student Achievement in Year 5 of the West Virginia Pilot Implementation
Chadwick, K., Gore, J., Hsiang-Yeh, H. (Edvantia Inc., WV). February 2013.
The research study conducted by Edvantia, Inc. provides evidence that Globaloria students scored significantly better on West Virginia's state standardized test, WESTEST2, than students who did not participate in the program. Findings suggest that Globaloria participation positively affects students' math, science, and social studies achievement as measured by the WESTEST2. Additionally, the data suggest that student-level and school-level contextual factors may be important in determining the extent to which participation affects achievement.
Chadwick, K., Gore, J., Hsiang-Yeh, H. (Edvantia Inc., WV). February 2013.
The research study conducted by Edvantia, Inc. provides evidence that Globaloria students scored significantly better on West Virginia's state standardized test, WESTEST2, than students who did not participate in the program. Findings suggest that Globaloria participation positively affects students' math, science, and social studies achievement as measured by the WESTEST2. Additionally, the data suggest that student-level and school-level contextual factors may be important in determining the extent to which participation affects achievement.
Globaloria: Students Designing Educational Games
Ashcraft, C. (National Center for Women & Information Technology). October 2012.
This preliminary research into the effects on girls of participation in Globaloria finds that the program is successful in engaging girls in computing both at school and at home. Among the findings is evidence that female participation in Globaloria exceeds the national average for computing courses nationwide and that participation yields an increase in computing activities at home, which is an area where girls tend to have less access than boys. This research suggests Globaloria is a promising program for introducing computing to girls in meaningful, and thus engaging, ways. Further research is being conducted to explore how participation in Globaloria may increase girls' long-term interest in computing education and careers.
Ashcraft, C. (National Center for Women & Information Technology). October 2012.
This preliminary research into the effects on girls of participation in Globaloria finds that the program is successful in engaging girls in computing both at school and at home. Among the findings is evidence that female participation in Globaloria exceeds the national average for computing courses nationwide and that participation yields an increase in computing activities at home, which is an area where girls tend to have less access than boys. This research suggests Globaloria is a promising program for introducing computing to girls in meaningful, and thus engaging, ways. Further research is being conducted to explore how participation in Globaloria may increase girls' long-term interest in computing education and careers.
East Austin College Preparatory Academy (EAPrep) Quantitative Data Report and Analysis, 2010-2011
Minnigerode, L. (World Wide Workshop). September 2012.
This report presents a summary of data collected during 2010-11 regarding Globaloria implementation at the East Austin College Prep Academy, Texas. It provides a summary of the data collected, including attendance, standardized test scores, and survey data. Compiled by Dr. Catherine Malerba and Laura Minnigerode.
Minnigerode, L. (World Wide Workshop). September 2012.
This report presents a summary of data collected during 2010-11 regarding Globaloria implementation at the East Austin College Prep Academy, Texas. It provides a summary of the data collected, including attendance, standardized test scores, and survey data. Compiled by Dr. Catherine Malerba and Laura Minnigerode.
STEM Career Goals Among Globaloria Students at East Austin College Prep Academy
Minnigerode, L. (World Wide Workshop). September 2012.
This paper presents research conducted across three years with students taking Globaloria at the East Austin College Prep Academy, Texas. The study examined changes in students' STEM career goals. The study finds that very high numbers of the students, and particularly girls, are interested in pursuing careers in the STEM field, and that this interest is maintained across time.
Minnigerode, L. (World Wide Workshop). September 2012.
This paper presents research conducted across three years with students taking Globaloria at the East Austin College Prep Academy, Texas. The study examined changes in students' STEM career goals. The study finds that very high numbers of the students, and particularly girls, are interested in pursuing careers in the STEM field, and that this interest is maintained across time.
Self-Efficacy in Economically Disadvantaged and English Language Learner Middle School Students Learning Game Design
Minnigerode, L. (World Wide Workshop). September 2012.
The current study examined students' self-efficacy for learning engineering scores collected over the course of the year in Globaloria classrooms. The purpose of this study was two-fold: first to validate the self-efficacy for Globaloria survey instrument that was designed for use in the Globaloria setting and second to examine change in students' reported self-efficacy over the course of one school year. Results show that students developed self-efficacy, although the instrument was most sensitive to changes among the 7th grade students.
Minnigerode, L. (World Wide Workshop). September 2012.
The current study examined students' self-efficacy for learning engineering scores collected over the course of the year in Globaloria classrooms. The purpose of this study was two-fold: first to validate the self-efficacy for Globaloria survey instrument that was designed for use in the Globaloria setting and second to examine change in students' reported self-efficacy over the course of one school year. Results show that students developed self-efficacy, although the instrument was most sensitive to changes among the 7th grade students.
Assessing Girls' Interest, Confidence, and Participation in Computing Activities: Results for Globaloria West Virginia.
Wu, Z., Ashcraft, C., DuBow, W. (National Center for Women & Information Technology), Reynolds, R. (Rutgers University). August 2012.
This report examines the effects of participation in Globaloria on girls' interests, confidence, and participation in computing activities by analyzing pre- and post- test data for Globaloria participants and enrollment data for Globaloria elective courses. Results demonstrate that outcomes of Globaloria participation among girls include an increase in several home computing activities for girls, and that total female enrollment in elective Globaloria courses is higher than the national average for female enrollment in computing courses. This report includes additional findings as well as recommendations for future research.
Wu, Z., Ashcraft, C., DuBow, W. (National Center for Women & Information Technology), Reynolds, R. (Rutgers University). August 2012.
This report examines the effects of participation in Globaloria on girls' interests, confidence, and participation in computing activities by analyzing pre- and post- test data for Globaloria participants and enrollment data for Globaloria elective courses. Results demonstrate that outcomes of Globaloria participation among girls include an increase in several home computing activities for girls, and that total female enrollment in elective Globaloria courses is higher than the national average for female enrollment in computing courses. This report includes additional findings as well as recommendations for future research.
An Evaluation Report on Two School-Based Implementations in Silicon Valley
Borland, J. (Rockman Et al., CA). July 2012.
This report highlights findings from a year-long, quasi-participatory effort to evaluate the impact of Globaloria at two middle schools during the first year of the program's implementation in San Jose. It provides an overview of the participatory evaluation methodology utilized to help study impacts on participants in the Silicon Valley and summarizes specific findings from participant goal-setting exercises, participant surveys, and facilitator interviews.
Borland, J. (Rockman Et al., CA). July 2012.
This report highlights findings from a year-long, quasi-participatory effort to evaluate the impact of Globaloria at two middle schools during the first year of the program's implementation in San Jose. It provides an overview of the participatory evaluation methodology utilized to help study impacts on participants in the Silicon Valley and summarizes specific findings from participant goal-setting exercises, participant surveys, and facilitator interviews.
An Evaluation Report on Two Out-of-School Implementations in Silicon Valley
Borland, J. (Rockman Et al., CA). July 2012.
This report compliments the school-based implementation report with highlights and findings from a year-long, quasi-participatory effort to evaluate the impact of Globaloria at two Boys and Girls Clubs during the first year of the program's implementation in San Jose. This report includes specific findings and results, as well as recommendations for future research.
Borland, J. (Rockman Et al., CA). July 2012.
This report compliments the school-based implementation report with highlights and findings from a year-long, quasi-participatory effort to evaluate the impact of Globaloria at two Boys and Girls Clubs during the first year of the program's implementation in San Jose. This report includes specific findings and results, as well as recommendations for future research.
Self-Efficacy of Middle School Kids in a Daily, Required Game Design Class
Minnigerode, L. (World Wide Workshop). June 2012.
This poster presents research conducted during 2010-11 on the Globaloria implementation at the East Austin College Prep Academy, Texas. The study examined changes in students' self-efficacy related to STEM and game design skills. The larger goal of this longitudinal study is to document the potential support that self-efficacy in these areas has for persistence towards achieving academic and career goals for students. Presented at Games, Learning and Society, June, 2012.
Minnigerode, L. (World Wide Workshop). June 2012.
This poster presents research conducted during 2010-11 on the Globaloria implementation at the East Austin College Prep Academy, Texas. The study examined changes in students' self-efficacy related to STEM and game design skills. The larger goal of this longitudinal study is to document the potential support that self-efficacy in these areas has for persistence towards achieving academic and career goals for students. Presented at Games, Learning and Society, June, 2012.
San Jose Evaluation Interim Report
Borland, J. (Rockman Et al., CA). April 2012.
This report offers an initial glimpse into participant and facilitator reflections and highlights impacts of the Globaloria program at the mid-point of its inaugural year in San Jose, California. It provides a brief overview of the participatory evaluation methodology being utilized to help study impacts on participants in the Silicon Valley and summarizes specific findings from participant goal-setting exercises, participant surveys, and facilitator interviews.
Borland, J. (Rockman Et al., CA). April 2012.
This report offers an initial glimpse into participant and facilitator reflections and highlights impacts of the Globaloria program at the mid-point of its inaugural year in San Jose, California. It provides a brief overview of the participatory evaluation methodology being utilized to help study impacts on participants in the Silicon Valley and summarizes specific findings from participant goal-setting exercises, participant surveys, and facilitator interviews.
Globaloria Student Outcomes: An Overview of What We Have Learned About Urban Charter Middle School Students Who Design Games
Minnigerode, L. (World Wide Workshop). March 2012.
This paper provides an overview of the research conducted during the first and second years of a longitudinal implementation of Globaloria in an urban charter middle school, where the program is a required class taken by all students. Program surveys, self-efficacy data, and standardized test scores are discussed. Presented at the SITE conference in March, 2012.
Minnigerode, L. (World Wide Workshop). March 2012.
This paper provides an overview of the research conducted during the first and second years of a longitudinal implementation of Globaloria in an urban charter middle school, where the program is a required class taken by all students. Program surveys, self-efficacy data, and standardized test scores are discussed. Presented at the SITE conference in March, 2012.
Globaloria Impact Reports from Academic Year 2010-2011
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). January 2012.
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 4.
Reynolds, R. (Rutgers University). January 2012.
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 4.
Examining Trends in Adolescents' Computational Thinking Skills within the Globaloria Educational Game Design Environment
Games, A. & Kane, L. (Michigan State University). August 2012.
This study concentrated on an analysis of the evolution of computational thinking skills and habits of mind of adolescents during their first year of enrollment in Globaloria. Findings suggest that in general, students showed positive evolution in the dimensions of the discourse-analytic CT model used in this research (problem decomposition, pattern recognition and generalization, algorithm design, and information analysis for visualization). The research identified opportunities to emphasize principles of games and system design in later years to help develop stronger self-regulated learning in students in order to maximize the course's impact in later years for youth.
Games, A. & Kane, L. (Michigan State University). August 2012.
This study concentrated on an analysis of the evolution of computational thinking skills and habits of mind of adolescents during their first year of enrollment in Globaloria. Findings suggest that in general, students showed positive evolution in the dimensions of the discourse-analytic CT model used in this research (problem decomposition, pattern recognition and generalization, algorithm design, and information analysis for visualization). The research identified opportunities to emphasize principles of games and system design in later years to help develop stronger self-regulated learning in students in order to maximize the course's impact in later years for youth.
Contributors to Student Learning and Success in Creating Civics Web Games: A Case Study of the Winning Team in the 2010/2011 Globaloria Civics Game Competition.
Reynolds, R. & Radziszewski, A. (Rutgers University, NJ). August 2012.
This report highlights the elements of teamwork that contribute to successful engagement in Globaloria, as evidenced by a review of a range of data sources collected over their year-long participation, including team wiki artifacts, game artifacts, blogs, surveys, and student presentation videos. This report was presented as part of a featured dataset in the Pre-Conference Data Workshop on Connecting Multiple Levels of Learning at the 2012 International Conference of the Learning Sciences, Sydney, AU.
Reynolds, R. & Radziszewski, A. (Rutgers University, NJ). August 2012.
This report highlights the elements of teamwork that contribute to successful engagement in Globaloria, as evidenced by a review of a range of data sources collected over their year-long participation, including team wiki artifacts, game artifacts, blogs, surveys, and student presentation videos. This report was presented as part of a featured dataset in the Pre-Conference Data Workshop on Connecting Multiple Levels of Learning at the 2012 International Conference of the Learning Sciences, Sydney, AU.
Globaloria Replication Study: An Examination of the Relationships between Globaloria Participation and Student Achievement in Year 4 of the West Virginia Pilot implementation
Chadwick, K., Gore, J., Hsiang-Yeh, H. (Edvantia Inc., WV). July, 2012.
The research study conducted by Edvantia, Inc. provides evidence that Globaloria students scored significantly better on WV's state standardized test, WESTEST2, than students who did not participate in the program. Findings suggest that Globaloria participation positively affects students' math and reading achievement and, to a lesser extent, science achievement as measured by the WESTEST2. Additionally, the data suggest that school-level contextual factors may be important in determining the extent to which participation affects science and reading achievement. Whenever possible, the report also compares findings from this study with the two previous studies conducted by Edvantia.
Chadwick, K., Gore, J., Hsiang-Yeh, H. (Edvantia Inc., WV). July, 2012.
The research study conducted by Edvantia, Inc. provides evidence that Globaloria students scored significantly better on WV's state standardized test, WESTEST2, than students who did not participate in the program. Findings suggest that Globaloria participation positively affects students' math and reading achievement and, to a lesser extent, science achievement as measured by the WESTEST2. Additionally, the data suggest that school-level contextual factors may be important in determining the extent to which participation affects science and reading achievement. Whenever possible, the report also compares findings from this study with the two previous studies conducted by Edvantia.
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 EAPrep
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 East Austin College Prep (EAPrep) 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.