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Aaron H. Doering, University of Minnesota, USA

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Content Area Specific Technology Integration: A Model For Educating Teachers
Journal of Technology and Teacher Education (JTATE) 14:2 , April 2006

Sara Dexter, University of Virginia, USA; Aaron H. Doering & Eric Riedel, University of Minnesota, USA

In this article we present a model of content-area specific technology preparation. This approach was premised on the fact that even if preservice teachers know how to operate technology, they need help to understand how to flexibly incorporate...

Impact of Asynchronous Discussion on a Preservice Teacher Education Practicum Experience
Society for Information Technology & Teacher Education International Conference (SITE) 2001:1 , 2001

Aaron Doering, Marc Johnson & Sara Dexter, Univ. of MN, USA

Teacher education programs have long recognized that in order to develop their pedagogical capacity, pre-service teachers must have teaching experiences and interactions with students during their program of preparation. At the University of...

Content Area Specific Technology Integration: A Model and Resources for Educating Teachers
Society for Information Technology & Teacher Education International Conference (SITE) 2003:1 , 2003

Sara Dexter & Aaron Doering, University of Minnesota, USA

In this paper, and the presentation based upon it, we will discuss the University of Minnesota's model for preparing teachers to use technology in ways that support the development of content area knowledge and pedagogical strategies appropriate to...

Adventure Learning
Society for Information Technology & Teacher Education International Conference (SITE) 2005:1 , 2005

Aaron Doering, University of Minnesota, USA

Adventure learning is an educational approach that provides learners with opportunities to explore real-world issues through authentic learning experiences within collaborative online learning environments. This paper clearly defines this online...

Analyzing Classroom Use of an Online Adventure Learning Curriculum
Society for Information Technology & Teacher Education International Conference (SITE) 2005:1 , 2005

Aaron Doering, Eric Riedel, Cassandra Scharber & David Ernst, University of Minnesota, USA

This paper analyzes the classroom use of an adventure learning site in K-12 classrooms. Surveys of 228 respondents who used the online curriculum in 300 separate courses, 21 interviews, and three classroom observations were analyzed. Who...

Motivation and Adventure Learning
Society for Information Technology & Teacher Education International Conference (SITE) 2005:1 , 2005

Aaron Doering, Eric Riedel, David Ernst & Cassandra Scharber, University of Minnesota, USA

This paper analyzes the adventure learning (AL) project, PolarHusky, which used motivational factors such as the polarhuskies (the sled dogs), the real-time delivery of far-away places, and the collaboration with educators, experts, and other...

The Role of Intelligent Agents on Learner Performance
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005:1 , Jun 27, 2005

George Veletsianos, Theano Yerasimou & Aaron Doering, University of Minnesota, USA

This paper explores the use of a male and a female intelligent agent in education. Qualitative analysis of learner performance, motivation, availability and support of the agents, agent gender, and human-like characteristics is presented. Our...

Multi-Scaffolding Environment (MSE): Providing Authentic Assistance in an Online Learning Environment
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005:1 , Jun 27, 2005

Aaron Doering, Theano Yerasimou & George Veletsianos, University of Minnesota, USA

A Multi-Scaffolding Environment (MSE), an online learning environment that provides authentic assistance to learners when solving authentic problems, is presented in this paper. The authentic module principles for which an MSE can be used to assist...

Conversational Agents and Their Longitudinal Affordances on Communication and Interaction
Journal of Interactive Learning Research (JILR) 19:2 , April 2008

Aaron Doering & George Veletsianos, University of Minnesota, USA; Theano Yerasimou, Indiana University - Bloomington, USA

In this study, we investigate the effects of conversational agents on communication and interaction when used to assist participants in developing an online portfolio. Data from 52 participants were gathered and analyzed through questionnaires,...

Authentic Learning with Geospatial Data: An Investigation of the use of Real-Time Authentic Data with Geospatial Technologies in the K-12 Classroom
Society for Information Technology & Teacher Education International Conference (SITE) 2007:1 , Mar 26, 2007

Aaron Doering & George Veletsianos, University of Minnesota, USA

This research examines how seven classrooms of middle-school students from the Midwest and Northwest United States used real-time authentic data, provided through an online hybrid adventure learning environment, with the geospatial technology Google ...

TPCK in Preservice and Inservice Teacher Education: A Discussion of how Technological Pedaogogical Content Knowledge is Facilitated and Constrained in Teacher Education Contexts
Society for Information Technology & Teacher Education International Conference (SITE) 2007:1 , Mar 26, 2007

Aaron Doering & Joan Hughes, University of Minnesota, USA; Denise Schmidt, Iowa State University, USA; Neal Grandgenett, Univerity of Nebraska at Omaho, USA; Jon Margerum-Leys, Eastern Michigan University, USA; Cassandra Scharber, University of Minnesota, USA

Technological pedagogical content knowledge (TPCK) (Mishra & Koehler, 2006) is emerging as one of the field's more important contributions to teacher education. TPCK, a conceptual framework for technology integration, is based upon and extends...

Integration Models for Hybrid Online Education in the K-12 Classroom
Society for Information Technology & Teacher Education International Conference (SITE) 2008:1 , Mar 03, 2008

Aaron Doering & George Veletsianos, University of Minnesota, USA

In this paper we sought to understand how teachers chose to integrate a hybrid online education program in their classrooms and how how students' experiences were influenced by the integration. Data collected via classroom observations, personal...

Examining the interplay of aesthetics and the learner experience in an online assessment environment
Society for Information Technology & Teacher Education International Conference (SITE) 2008:1 , Mar 03, 2008

Charles Miller, George Veletsianos & Aaron Doering, University of Minnesota, USA

The traditional methodology of the instructional design field encompasses the analysis, design, development, implementation, and evaluation of instructional processes and products, also known as the life-cycle of design. However, to orient the field ...

The Design Evolution of Geographic Online Learning Environments
Society for Information Technology & Teacher Education International Conference (SITE) 2008:1 , Mar 03, 2008

Aaron Doering, Charles Miller, Cassandra Scharber & George Veletsianos, University of Minnesota, USA

In this brief paper we 1) present an overview of three online geography education environments (i.e. MSE, LGGT, and Geothentic) designed to help learners and instructors achieve the aforementioned instructional scenario, 2) use a lens of design...

GeoThentic: Designing and Assessing with Technological Pedagogical Content Knowledge
Contemporary Issues in Technology and Teacher Education (CITE Journal) 9:3 , September 2009

Aaron Doering, Cassandra Scharber & Charles Miller, University of Minnesota, USA; George Veletsianos, University of Manchester, UK

GeoThentic, an online teaching and learning environment, focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies. The design of GeoThentic is grounded on the technology, pedagogy, and ...

“Timber for President": Adventure Learning and Motivation
Journal of Interactive Learning Research (JILR) 21:4 , October 2010

Aaron Doering & Cassandra Scharber, University of Minnesota, USA; Eric Riedel, Walden University, USA; Charles Miller, University of Minnesota, USA

Adventure learning (AL) provides learners with opportunities to explore real-world issues through authentic learning experiences within collaborative online learning environments. This paper reports on an AL program, designed using Keller’s ARCS...

Participatory Media in Informal Learning
Society for Information Technology & Teacher Education International Conference (SITE) 2009:1 , Mar 02, 2009

David Gibson, Global Challenge & University of Vermont, USA; Suzanne Reynolds-Alpert, ITEST Learning Resource Center, EDC, USA; Aaron Doering, University of Minnesota, USA; Michael Searson, Kean University, USA

This panel presented a range of perspectives, examples and opinions about the role of participatory media in informal learning, including the prospects and challenges of bridging formal and informal learning experiences. The presenters included...

Online Learning Revisited: Adventure Learning 2.0
Society for Information Technology & Teacher Education International Conference (SITE) 2009:1 , Mar 02, 2009

Aaron Doering & Charles Miller, University of Minnesota, USA

This paper describes a revised adventure learning framework for online learning that is a result of numerous online programs, over six years of research, and millions of students using programs that have been designed, developed, and delivered under ...

GeoThentic: Designing and Assessing with Technological Pedagogical Content Knowledge
Society for Information Technology & Teacher Education International Conference (SITE) 2009:1 , Mar 02, 2009

Aaron Doering, Cassandra Scharber & Charles Miller, University of Minnesota, USA; George Veletsianos, University of Manchester, UK

GeoThentic, an online teaching and learning environment, focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies. The design of this learning environment is grounded in the...

Online Learning Revisited: Adventure Learning 2.0
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2009:1 , Jun 22, 2009

Aaron Doering & Charles Miller, University of Minnesota, USA

This paper describes a revised adventure learning framework for online learning that is a result of numerous online programs, over six years of research, and millions of students using programs that have been designed, developed, and delivered under ...

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