social media, avatars, and virtual worlds re-imagine learning for secondary and postsecondary stem...

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Principal Invesgator for the University of Georgia: Noel Gregg, [email protected] UGA Co-PI: Michael Hannafin, hannafi[email protected] Principal Invesgator for the Georgia Instute of Technology: Robert Todd, [email protected] Title: Georgia STEM Accessibility Alliance (GSAA) Funding: $1,479,128, Naonal Science Foundaon If you have comments, suggesons or would like to subscribe or unsubscribe, please contact us at: [email protected] COE researchUPDATE is produced by the University of Georgia College of Educaon Research Office. Social Media, Avatars, and Virtual Worlds Re-Imagine Learning for Secondary and Postsecondary STEM Students The influence of digital media has changed the way young people learn, play and socialize. As a result, researchers at the University of Georgia (UGA) are partnering with the Georgia Instute of Technology to develop an innovave learning environment that combines elements of social networking and virtual 3-D communies to encourage secondary and postsecondary students with disabilies to pursue science, technology, engineering, and math (STEM) majors. UGA and its collaborave partner, the Georgia Instute of Technology, are creang a pipeline between secondary and postsecondary instuons to strengthen students with disabilies’ capacies to access and succeed in STEM programs across crical junctures: high school g two year college g four year college g graduate school. With 5 year funding from the Naonal Science Foundaon (NSF), the Georgia STEM Accessibility Alliance (GSAA) seeks to increase the number of students with disabilies enrolling in STEM classes and majors; increase retenon and graduaon rates; and increase successful entry rate into STEM graduate programs. GSAA student parcipants will engage using avatars, or simulated representaons of their physical selves, which they can manipulate, using their computer to access virtual mentoring and teaching, social networking, academic support, transion assistance, and research parcipaon. GSAA teachers and faculty will be able to virtually access training modules on universal design and evidence-based teaching strategies. Virtual worlds can be especially powerful for communies and ushers in a new and vigorous learning environment. GSAA’s digital media model is an innovave approach to teaching and learning which will revoluonize access to learning for students. It will serve as a state and naonal model. Potenal Impact for Schools in Georgia and the Naon: GSAA efforts are focused on Georgia pipeline schools and students with disabilies, but outreach and disseminaon efforts extend naonwide. The GSAA virtual world and web resources will provide broad impact through their applicability to students and faculty who are separated geographically and for its potenal to gather naonal/internaonal networking of STEM stakeholders. The digital media GSAA model will be scalable to other secondary and postsecondary instuons throughout the naon. Its focus on universal design and accessible materials delivered via virtual communies will make STEM educaon successful for many students with disabilies and will provide evidence-based learning environments. ...AdvAncing Knowledge...chAnging lives

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Page 1: Social Media, Avatars, and Virtual Worlds Re-Imagine Learning for Secondary and Postsecondary STEM Students -- Georgia COE

Principal Investigator for the University of Georgia: Noel Gregg, [email protected] Co-PI: Michael Hannafin, [email protected] Investigator for the Georgia Institute of Technology: Robert Todd, [email protected]: Georgia STEM Accessibility Alliance (GSAA)Funding: $1,479,128, National Science Foundation

If you have comments, suggestions or would like to subscribe or unsubscribe, please contact us at: [email protected]

COE researchUPDATE is produced by the University of Georgia College of Education Research Office.

Social Media, Avatars, and Virtual Worlds Re-Imagine Learning for Secondary and Postsecondary STEM Students

The influence of digital media has changed the way young people learn, play and socialize. As a result, researchers at the University of Georgia (UGA) are partnering with the Georgia Institute of Technology to develop an innovative learning environment that combines elements of social networking and virtual 3-D communities to encourage secondary and postsecondary students with disabilities to pursue science, technology, engineering, and math (STEM) majors.

UGA and its collaborative partner, the Georgia Institute of Technology, are creating a pipeline between secondary and postsecondary institutions to strengthen students with disabilities’ capacities to access and succeed in STEM programs across critical junctures: high school g two year college g four year college g graduate school. With 5 year funding from the National Science Foundation (NSF), the Georgia STEM Accessibility Alliance (GSAA) seeks to increase the number of students with disabilities enrolling in STEM classes and majors; increase retention and graduation rates; and increase successful entry rate into STEM graduate programs.

GSAA student participants will engage using avatars, or simulated representations of their physical selves, which they can manipulate, using their computer to access virtual mentoring and teaching, social networking, academic support, transition assistance, and research participation. GSAA teachers and faculty will be able to virtually access training modules on universal design and evidence-based teaching strategies.

Virtual worlds can be especially powerful for communities and ushers in a new and vigorous learning environment. GSAA’s digital media model is an innovative approach to teaching and learning which will revolutionize access to learning for students. It will serve as a state and national model.

Potential Impact for Schools in Georgia and the Nation: GSAA efforts are focused on Georgia pipeline schools and students with disabilities, but outreach and dissemination efforts extend nationwide. The GSAA virtual world and web resources will provide broad impact through their applicability to students and faculty who are separated geographically and for its potential to gather national/international networking of STEM stakeholders. The digital media GSAA model will be scalable to other secondary and postsecondary institutions throughout the nation. Its focus on universal design and accessible materials delivered via virtual communities will make STEM education successful for many students with disabilities and will provide evidence-based learning environments.

...AdvAncing Knowledge...chAnging lives

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