Class: VTS 394, Fall 2022

Ruth Wylie

Class: VTS 394, Fall 2022

Enrollment ends August 19, 2022

Participants will spend eight weeks discovering possible personal and professional futures through foresight, interviews, speculative storytelling, and collaborative imagination.

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Using design-based research to improve peer help-giving in a middle school math classroom

Mawasi, A., Ahmed, I., Walker, E., Wang, S., Marasli, Z., Whitehurst, A., & Wylie, R.
International Conference on the Learning Sciences. 

Neutrality, “New” Digital Divide, and Openness Paradox: Equity in Learning Environments Mediated by Educational Technology

Areej Mawasi, Arizona State University Earl Aguilera, Frenso State University Ruth Wylie, Arizona State University Elisabeth Gee, Arizona State University

Facing the Pariah of Science: The Frankenstein Myth as a Social and Ethical Reference for Scientists

 Peter Nagy,  Ruth Wylie, Joey Eschrich, Ed Finn Science and Engineering Ethics

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Co-Design for Learner Help-Giving Across Physical and Digital Contexts

Ahmed, I., Girotto, V., Mawasi, A., Whitehurst, A., Wylie, R., & Walker, E.
International Conference on the Learning Sciences

A close up photo of a computer screen with unreadable numbers and words stack on each other and all different colors.

Investigating help-giving behavior in a cross-platform learning environment

Ahmed, I., Mawasi, A., Wang, S., Wylie, R., Bergner, Y., Whitehurst, A., & Walker, E
International Conference on Artificial Intelligence in Education

The Weight of Light: A Collection of Solar Futures

A collection of science fiction stories, art, and essays exploring human futures powered by solar energy, with an upbeat, solarpunk twist. What will it be like to live in the photon societies of tomorrow? How will a transition to clean, plentiful energy transform our values, markets, and politics?

Get the book

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The Enduring Influence of a Dangerous Narrative: How Scientists Can Mitigate the Frankenstein Myth

Bioethical Inquiry
Peter Nagy, Ruth Wylie, Joey Eschrich and Ed Finn

What Matters in Concept Mapping? Maps Learners Create or How They Create Them

Shang Wang, Erin Walker, Ruth Wylie International Conference on Artificial Intelligence in Education Nominated for Best Paper

Balancing Student Needs and Learning Theory in a Social Interactive Postdigital Textbook

Erin Walker, Ruth Wylie, Andreea Danielescu, James P. Rodriguez III, Ed Finn End-User Considerations in Educational Technology Design, IGI Global

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Why Frankenstein is a Stigma Among Scientists

Peter Nagy, Ruth Wylie, Joey Eschrich, Ed Finn Science and Engineering Ethics Download article

Evolution and revolution in artificial intelligence in education.

Three icons: one representing a museum building displayed on a laptop screen; one displaying a number of people holding maker and DIY tools; and one representing a toolbox with a variety of science-themed objects inside. Dotted arrow lines connect the three images to one another.

Using digital storytelling to grapple with scientific progress

Researchers at Arizona State University have received a four-year, $3 million grant from the National Science Foundation to use the interactive, engaging nature of digital narratives to invite deeper conversations about questions of scientific creativity and responsibility.

Personalized expert skeleton scaffolding in concept map construction

Shang Wang, Erin Walker, Rishabh Chaudhry, and Ruth Wylie Artificial Intelligence in Education

The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes

Michelene T. H. Chi & Ruth Wylie
Educational Psychologist

The self-explanation principle in multimedia learning.

Ruth Wylie and Michelene T. H. Chi The Cambridge Handbook of Multimedia Learning