|Title:||Program in Interdisciplinary Education Research (PIER)|
|Principal Investigator:||Klahr, David||Awardee:||Carnegie Mellon University|
|Program:||Predoctoral Interdisciplinary Research Training Programs in the Education Sciences [Program Details]|
|Award Period:||5 years||Award Amount:||$4,983,570|
The goal of Carnegie Mellon's Program in Interdisciplinary Research (PIER) was to produce scientists who are qualified to do rigorous research needed for evidence-based educational practice and policy. PIER students dealt with the bi-directional flow of ideas and challenges between laboratory studies and instructional applications. In addition to achieving expertise in a chosen discipline such as Psychology, Statistics, Human Computer Interaction, and Philosophy, PIER students from these fields formed interdisciplinary teams to assess learners' knowledge at vastly different temporal and cognitive grain sizes. They developed skills necessary to utilize cognitive science, educational technology and advanced statistical methods to further our understanding of learning in a variety of real-world contexts and settings.
20 students completed the PIER training program funded under this award.
Project Website: http://www.cmu.edu/pier
Related IES Projects: This original PIER predoctoral training grant award ended in 2010. Carnegie Mellon University received two additional predoctoral research training grant awards to continue implementing PIER (R305B090023; R305B150008).
Aleahmad, T., Aleven, V., and Kraut, R. (2008). Open Community Authoring of Targeted Worked Example Problems. 9th International Conference on Intelligent Tutoring Systems. Montreal, Quebec, Canada.
Aleahmad, T., Slotta, J. and van Joolingen, W. (2007). Authoring Frameworks for Integrating Collaborative Learning Technologies. Computer Supported Collaborative Learning. July 17. Rutgers University, New Brunswick NJ.
Aleven, V., Ogan, A. Popescu. O., Torrey, C., and Koedinger, K. (2004). Evaluating the Effectiveness of a Tutorial Dialogue System for Self-Explanation. Intelligent Tutoring Systems 2004: 443–454
Ayers, E. and Junker, B.W. (2008). IRT Modeling of Tutor Performance To Predict End-of-Year Exam Scores. Educational and Psychological Measurement, 68(6): 972–987.
Easterday, M. W., Aleven, V., & Scheines, R. (2007). The logic of Babel: Causal reasoning from conflicting sources. Proceedings of the 13th International Conference on Artificial Intelligence in Education.
Easterday, M. W., Aleven, V., & Scheines, R. (2007). 'Tis better to construct or to receive? Effect of diagrams on analysis of social policy. Proceedings of the 13th International Conference on Artificial Intelligence in Education.
Easterday, M., Kanarek, J., & Harrell, M. (2009) Design Requirements of Argument Mapping Software for Teaching Deliberation. Online Deliberation 2005 / DIAC 2005, May 20–22 2005, Stanford University.
Fogarty, J., Ko, A.J., Aung, H.H., Golden, E., Tang, K.P., & Hudson, S.E. (2005). Examining Task Engagement in Sensor-Based Statistical Models of Human Interruptibility. Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI 2005), Portland, OR, April 2005. [Recipient of Best Paper Award ]
Gobert, Tinker, Horwitz, Slotta, Aleahmad (2006). Authoring, Assessment & Open Source: Implications for Research and Classroom Application. 7th International Conference of the Learning Sciences. June 27. Indiana University, Bloomington IN.
Golden, E. & Bass, L. (2007). Creating Meaningful Assessments for Professional Development Education in Software Architecture. Proceedings of the 20th Conference on Software Engineering Education & Training (CSEET 2007), Dublin, Ireland, July 3–5, 2007.
Golden, E., John, B.E., & Bass, L. (2005). Quality vs. Quantity: Comparing Evaluation Methods in a Usability-Focused Software Architecture Modification Task. Proceedings of the 4th International Symposium on Empirical Software Engineering (ISESE 2005), Noosa Heads, Queensland, Australia, November 2005.
Golden, E., John, B.E., & Bass, L. (2005). The Value of a Usability-Supporting Architectural Pattern in Software Architecture Design: A Controlled Experiment. Proceedings of the 27th International Conference on Software Engineering (ICSE 2005), St. Louis, MO, May 2005.
Hamner, E., Lauwers, T., Bernstein, D., Stubbs, K., Crowley, K., & Nourbakhsh, I. Robot Diaries Interim Project Report: Development of a Technology Program for Middle School Girls. Tech. report CMU-RI-TR-08-25, Robotics Institute, Carnegie Mellon University, May, 2008.
Hamner, E., Lauwers, T., Bernstein, E., Nourbakhsh, I., & DiSalvo, C. Robot Diaries: Broadening Participation in the Computer Science Pipeline through Social Technical Exploration, Proceedings of AAAI Spring Symposium on Using AI to Motivate Greater Participation in Computer Science, March, 2008.
Heilman, M., Collins-Thompson, K., & Eskenazi, M. (2008). An Analysis of Statistical Models and Features for Reading Difficulty Prediction. The 3rd Workshop on Innovative Use of NLP for Building Educational Applications. Association for Computational Linguistics.
Heilman, M., Zhao, L., Pino, J., & Eskenazi, M. (2008) Retrieval of Reading Materials for Vocabulary and Reading Practice. The 3rd Workshop on Innovative Use of NLP for Building Educational Applications. Association for Computational Linguistics.
Heilman, M. & Eskenazi, M. (2007). Application of Automatic Thesaurus Extraction for Computer Generation of Vocabulary Questions. Proceedings of the SLaTE Workshop on Speech and Language Technology in Education.
Heilman, M., Collins-Thompson, K., Callan, J., & Eskenazi, M. (2007). Combining Lexical and Grammatical Features to Improve Readability Measures for First and Second Language Texts. Proceedings of the Human Language Technology Conference. Rochester, NY.
Heilman, M., Collins-Thompson, K., Callan, J., & Eskenazi, M. (2006). Classroom Success of an Intelligent Tutoring System for Lexical Practice and Reading Comprehension. Proceedings of the Ninth International Conference on Spoken Language Processing. Pittsburgh, PA.
Heilman, M. & Eskenazi, M. (2006). Language Learning: Challenges for Intelligent Tutoring Systems. Proceedings of the Workshop of Intelligent Tutoring Systems for Ill-Defined Domains. Proceeding of the 8th International Conference on Intelligent Tutoring Systems.
Kalra, N., & Lauwers, T. A Braille Writing Tutor to Combat Illiteracy in Developing Countries, AI for ICT and Development workshop, IJCAI, January 2007.
Kalra, N., Lauwers, T., Dewey, D., Stepleton, T., & Dias, M.B. Iterative Design of A Braille Writing Tutor to Combat Illiteracy, Proceedings of International Conference on Information and Communication Technologies and Development, December 2007
Kao, Y. S., Roll, I., Koedinger, K. R. (2007, August). Sources of difficulty in geometry area problem solving. Poster presented at the 19th Annual Meeting of the Cognitive Science Society, Nashville, TN.
Kao, Y., Cina, A. & Gimm, J. A. (2006, December). Inside the Black Box. The Science Teacher, 73 (9), 46–49.
Kao, Y., Zenner, G., & Gimm, J. A. (2005, September). Putting Nano-Tex to the test. Science Scope, 29 (1), 37–41.
Kulkarni, A., Heilman, M., Eskenazi, M., & Callan, J. (2008). Word Sense Disambiguation for Vocabulary Learning. Ninth International Conference on Intelligent Tutoring Systems.
Laski, E. V. & Siegler, R. S. (2007). Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison. Child Development, 78, 1723–1743.
Lauwers, T., & Nourbakhsh, I. Iterative Design of a Robot-Centered Curriculum for the Introduction to Computer Science Course, Proceedings of AAAI Spring Symposium on Using AI to Motivate Greater Participation in Computer Science, March, 2008.
Lauwers, T., and Nourbakhsh, I. Informing Curricular Design by Surveying CS1 Educators, 4th International Symposium on Autonomous Minirobots for Research and Edutainment, October 2007.
Nourbakhsh, I., Hamner, E., Lauwers, T., DiSalvo, C., & Bernstein, D. TeRK: A Flexible Tool for Science and Technology Education, AAAI Spring Symposium on Robots and Robot Venues: Resources for AI Education, March 2007.
Nourbakhsh, I., Hamner, E., Lauwers, T., Bernstein, D., & Disalvo, C. A Roadmap for Technology Literacy and a Vehicle for Getting There: Educational Robotics and the TeRK Project, IEEE Ro-Man 2006.
Ogan, A., Walker, E., Aleven, V., & Jones, C. (2008). Towards Supporting Discussion in an Ill-Defined Domain, Intelligent Tutoring Systems Conference.
Ogan, A., Walker, E., Aleven, V., & Jones, C. (2008). Using Peer Moderators for the Support of Interculturally Competent Discussion, Culturally-Aware Tutoring Systems Workshop, Intelligent Tutoring Systems Conference, 2008.
Ogan, A., Jones, C., & Aleven, V. (2008) Pause, Predict, and Ponder: Use of Narrative Video to Improve Cultural Discussion and Learning. Proceedings of Computer-Human Interaction 2008. Florence, Italy.
Ogan, A., Wylie, R., & Walker, E. (2006). Defining the Ill-Defined: Modeling Student Behavior in Making Aspectual Distinctions. Student Track Paper at the 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, June 26–30, 2006.
Ogan, A., Wylie, R., & Walker, E. (2006). The Challenges in Adapting Traditional Techniques for Modeling Student Behavior in Ill-Defined Domains. Workshop Proceedings on Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems. Jhongli, Taiwan. June 26–30, 2006
Ogan, A., Aleven, V., & Jones, C. (2006) Culture in the Classroom: Challenges for Assessment in Ill-Defined Domains. In Workshop Proceedings on Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, June 26–30, 2006.
Ogan, A., Wylie, R., & Walker, E. (2006). The Challenges in Adapting Traditional Techniques for Modeling Student Behaviors in Ill-defined Domains. In Workshop Proceedings on Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, June 26–30, 2006. (Presented by Ruth Wylie)
Ogan, A., Jones, C., Aleven, V. (2005) Improving Intercultural Competence by Predicting in French Film. In Richards, G. (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005.
Pavlik Jr., P., Presson, N., Dozzi, G., Wu, S., MacWhinney, B. & Koedinger, K. (2007, August). The Memory Consequences of Study after Successful Recall. In D. McNamara & G. Trafton (Eds.), Proceedings of the Twenty-Ninth Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum.
Scheines. R, Easterday, M. & Danks, D. (2006). Teaching the normative theory of causal reasoning. In Gopnik, A., & Schulz, L. (Eds.), Causal Learning: Psychology, Philosophy, and Computation. Oxford: Oxford University Press.
Shih, B., Koedinger, K., &Scheines, R. (2007). Optimizing Student Models for Causality. In Proceedings of the 13th International Conference on Artificial Intelligence in Education.
Shih, B., Koedinger, K., & Scheines, R. A Response Time Model for Bottom-Out Hints as Worked Examples. In Proceedings of the 1st International Conference on Educational Data Mining, 2008.
Slotta, J.D., and Aleahmad, T. (2005). The Scalable Architecture for Interactive Learning (SAIL)—Background, Design and Demonstration. Annual meeting of the Technology-Enhanced Learning in Science (TELS) Center. July 13–17. State College, Pennsylvania
Walker, E., Ogan, A., Aleven, V., & Jones, C. (2008). Approaches for Supporting Discussion in an Ill-Defined Domain, Ill-Defined Domains Workshop, Intelligent Tutoring Systems Conference, 2008.
Wylie, R., Koedinger, K., & Mitamura, T. Putting A/The Stake in the Ground: Making A Priori Predictions of Student Learning. Intelligent Tutoring Systems, Young Researchers Track. Montreal, Canada. June 23–27, 2008.
Wylie, R., Mitamura, T., Koedinger, K., & Rankin, J. (2007). Doing More than Teaching Students: Opportunities for CALL in the Learning Sciences. Proceedings of SLaTE Workshop on Speech and Language Technology in Education. Farmington, Pennsylvania. October 1–3, 2007.
Wylie, R. (2007). Are We Asking the Right Questions? Understanding Which Tasks Lead to the Robust Learning of English Grammar. Accepted as a Young Researchers Track paper at the 13th International Conference on Artificial Intelligence in Education. Marina del Rey, California. July 9–13, 2007.