ASSISTANT/ASSOCIATE PROFESSOR OF INSTRUCTIONAL SYSTEMS TECHNOLOGY

ASSISTANT/ASSOCIATE PROFESSOR OF INSTRUCTIONAL SYSTEMS TECHNOLOGYIndiana University announces a new faculty position of Assistant/Associate Professor of Instructional Systems Technology (IST) beginning with the fall semester of the 2024 – 2025 academic year. This is a search for a full‑time tenure‑track position in the Department of Instructional Systems Technology in the School of Education at Indiana University- Bloomington. The IST program seeks applicants with a broad knowledge of instructional technology, instructional design, educational technology, or related fields, including emergent theories and areas of study. The successful applicant will be expected to teach, conduct and publish research, and supervise graduate students.Responsibilities for this position include:· Develop and maintain a strong research agenda as evidenced by refereed publications and grant support;· Teach undergraduate and graduate core and elective courses in the Instructional Systems Technology program;· Advise masters and doctoral students;· Collaborate and establish partnerships with professionals in educational and non-educational settings;· Assist with supervision and guidance of undergraduate and graduate programs;· Contribute to service activities at levels commensurate with peers.The search committee will begin reviewing applications on October 13, 2023 and continue to accept and review applications until the position is filled. The anticipated start date is August 1, 2024. To apply for this position applicants should upload the following to:https://indiana.peopleadmin.com/postings/20182Letter of Application briefly describing the applicant’s program of research, teaching experience, and service record. Our program is committed to supporting diverse learners in an inclusive and equitable manner. Please note in the letter of application how your research and / or teaching supports such efforts.Curriculum VitaeTwo Sample PublicationsContact information for three references who may be asked to submit letters of support. References will not be contacted without prior contact with the applicant.For more information about the Instructional Systems Technology program, please visit our website at: https://education.indiana.edu/faculty/departments/IST/index.html. For questions regarding this position, please contact the chair of the search committee, Dr. Thomas Brush, at (812) 856-8458 or [email protected] a conditional offer of employment with tenure is finalized, candidates will be asked to disclose any pending investigations or previous findings of sexual or professional misconduct. They will also be required to authorize an inquiry by Indiana University Bloomington with all current and former employers along these lines. The relevance of information disclosed or ascertained in the context of this process to a candidate’s eligibility for hire will be evaluated by Indiana University Bloomington on a case-by-case basis. Applicants should be aware, however, that Indiana University Bloomington takes the matters of sexual and professional misconduct very seriously.The faculty of Indiana University is committed to achieving excellence through cultural diversity. The university actively encourages applications from women, persons of color, applicants with disabilities, and members of other under-represented groups.Indiana University is an equal employment and affirmative action employer and a provider of ADA services. All qualified applicants will receive consideration for employment based on individual qualifications. Indiana University prohibits discrimination based on age, ethnicity, color, race, religion, sex, sexual orientation, gender identity or expression, genetic information, marital status, national origin, disability status or protected veteran status.

Understanding young children’s science learning through embodied communication within an MR environment - International Journal of Computer-Supported Collaborative Learning

While there is increased interest in using movement and embodiment to support learning due to the rise in theories of embodied cognition and learning, additional work needs to be done to explore how we can make sense of students collectively developing their understanding within a mixed-reality environment. In this paper, we explore embodied communication’s individual and collective functions as a way of seeing students’ learning through embodiment. We analyze data from a mixed-reality (MR) environment: Science through Technology Enhanced Play (STEP) (Danish et al., International Journal of Computer-Supported Collaborative Learning 15:49–87, 2020), using descriptive statistics and interaction analysis to explore the role of gesture and movement in student classroom activities and their pre-and post-interviews. The results reveal that students appear to develop gestures for representing challenging concepts within the classroom and then use these gestures to help clarify their understanding within the interview context. We further explore how students collectively develop these gestures in the classroom, with a focus on their communicative acts, then provide a list of individual and collective functions that are supported by student gestures and embodiment within the STEP MR environment, and discuss the functions of each act. Finally, we illustrate the value of attending to these gestures for educators and designers interested in supporting embodied learning.

Investigating students’ development of mechanistic reasoning in modeling complex aquatic ecosystems

IntroductionThis study reports on a classroom intervention where upper-elementary students and their teacher explored the biological phenomena of eutrophication using the Modeling and Evidence Mapping (MEME) software environment and associated learning activities. The MEME software and activities were designed to help students create and refine visual models of an ecosystem based on evidence about the eutrophication phenomena. The current study examines how students utilizing this tool were supported in developing their mechanistic reasoning when modeling complex systems. We ask the following research question: How do designed activities within a model-based software tool support the integrations of complex systems thinking and the practice of scientific modeling for elementary students?MethodsThis was a design-based research (DBR) observational study of one classroom. A new mechanistic reasoning coding scheme is used to show how students represented their ideas about mechanisms within their collaboratively developed models. Interaction analysis was then used to examine how students developed their models of mechanism in interaction.ResultsOur results revealed that students’ mechanistic reasoning clearly developed across the modeling unit they participated in. Qualitative coding of students’ models across time showed that students’ mechanisms developed from initially simplistic descriptions of cause and effect aspects of a system to intricate connections of how multiple en...

NSF Award Search: Award # 2300832 - Collaborative Research: Engaging students in discourse about criteria for judging scientific models

New grant funds new software program for middle schoolers

A team of researchers from Indiana University receive $1.3 million grant to support middle schoolers’ data literacy with Net.Create software tool.