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Welcome. EcoLearn is an educational research group at the Harvard Graduate School of Education that explores the use of advanced immersive technologies to support learning about the complex causal dynamics of ecosystems.
EcoMUVE
EcoMUVE is a curriculum that uses immersive virtual environments to teach middle school students about ecosystems and causal patterns.
EcoMOBILE
EcoMOBILE is an extension of the EcoMUVE curriculum that blends immersive virtual environments and real ecosystems infused with digital resources.
EcoXPT
EcoXPT was designed to introduce experiment-based inquiry in immersive virtual environments and is now being tested in classrooms.
EcoMOD
The EcoMOD project explores the power of immersive virtual environments to support computational thinking and ecosystem science learning in elementary grades.
News
iLRN
We are presenting EcoMOD in the Immersive Learning Project Showcase & Competition as part of the iLRN 2020 Virtual Conference June 21-25, 2020. Come check out our showcase anytime during the conference, or during the two presentation time slots on Monday...
Presentation at LearnLaunch 2020
Shari Metcalf presented about our work with EcoMOD at a session entitled "Deeper learning in action: Computational thinking in the classroom" (Jan 30, 11am) at the LearnLaunch Across Boundaries Conference 2020 in Boston on Jan 30-31.
EcoLearn featured in new book - Learning Science: Theory, Research, & Practice
The new book, Learning Science: Theory, Research & Practice, features a chapter about our work, Designing Immersive Authentic Simulations That Enhance Motivation and Learning: EcoLearn, by Chris Dede, Tina Grotzer, Amy Kamarainen, and Shari Metcalf. It...
Cold Spring School in New Haven: 4th and 5th grade students using EcoMUVE
Cold Spring Kids Become Public Artists, Eco-Warriors - article in New Haven Arts website.
Edutopia article about EcoXPT
We have a new article in Edutopia about our work with EcoXPT: The Value of Digital Tools in Science Classes, by Emily Gonzalez. Digital learning experiences can be used to mirror the work of real scientists, boosting students’ engagement and learning...
EcoMOD in the 2019 STEM for all Video Showcase
We have a new video about EcoMOD that we are sharing as part of the 2019 STEM for all Video Showcase. We talk about how EcoMOD supports 3rd grade students in learning about computational modeling through a blended 3D world and 2D modeling tool.
Recent Publications and Presentations
2022
Metcalf, S., Dede, C., Jeon, S., & Reilly, J. (2022). Fostering Systemic and Evidentiary Thinking in Elementary Learners: Concept Mapping of Causal Relationships in Ecosystems. In CMC 2022: Ninth International Concept Mapping Conference, Sept 26-28.
Metcalf, S., Dede, C., Jeon, S., & Reilly, J. (2022). Fostering Systemic and Evidentiary Thinking in Elementary Learners: Concept Mapping of Causal Relationships in Ecosystems. In CMC 2022: Ninth International Concept Mapping Conference, Sept 26-28.
Grotzer, T., Gonzalez, E., & McGivney, E. (2022). Teaching students to grasp complexity in biology education using a “Body of Evidence” approach. In O. Ben-Zvi-Assaraf & M. Knippels (Eds.), Fostering Understanding of Complex Systems in Biology Education: Pedagogies, Guidelines and Insights from Classroom-based Research (pp. 171-204). Springer Nature.
Grotzer, T., Gonzalez, E., & McGivney, E. (2022). Teaching students to grasp complexity in biology education using a “Body of Evidence” approach. In O. Ben-Zvi-Assaraf & M. Knippels (Eds.), Fostering Understanding of Complex Systems in Biology Education: Pedagogies, Guidelines and Insights from Classroom-based Research (pp. 171-204). Springer Nature.
Gonzalez, E., Grotzer, T., McGivney, E., & Reilly, J. (2022). Details matter: How contrasting design features in two MUVEs impact learning outcomes. Technology, Knowledge, and Learning, 27(3), 801-821.
Gonzalez, E., Grotzer, T., McGivney, E., & Reilly, J. (2022). Details matter: How contrasting design features in two MUVEs impact learning outcomes. Technology, Knowledge, and Learning, 27(3), 801-821.
2021
Metcalf, S., Reilly, J., Jeon, S., Wang, A., Pyers, A., Brennan, K., & Dede, C. (2021). Assessing computational thinking through the lenses of functionality and computational fluency. Computer Science Education, 31(2), 199-223.
Metcalf, S., Reilly, J., Jeon, S., Wang, A., Pyers, A., Brennan, K., & Dede, C. (2021). Assessing computational thinking through the lenses of functionality and computational fluency. Computer Science Education, 31(2), 199-223.
Kamarainen, A., Grotzer, T., Thompson, M., Sabey, D., & Haag, B. (2021). Teacher views of experimentation in ecosystem science. Journal of Biological Education.
Kamarainen, A., Grotzer, T., Thompson, M., Sabey, D., & Haag, B. (2021). Teacher views of experimentation in ecosystem science. Journal of Biological Education.
Grotzer, T., Gonzalez, E., & Schibuk, E. (2021). Cause and Effect: Mechanism and Prediction. In J. Nordine & O. Lee (Eds.), Crosscutting Concepts: Strengthening Science and Engineering Learning (pp. 89-113). NSTA.
Grotzer, T., Gonzalez, E., & Schibuk, E. (2021). Cause and Effect: Mechanism and Prediction. In J. Nordine & O. Lee (Eds.), Crosscutting Concepts: Strengthening Science and Engineering Learning (pp. 89-113). NSTA.