Project Learning with Automated, Networked Supports (PLANS)

PLANS research combines investigation and analytic technologies to guide students' design projects. PLANS is creating a genre for extensible, progressive, project learning materials that develop students’ abilities to combine science practices, disciplinary concepts, and crosscutting themes to create and test designs for contemporary problems such as climate change or energy conservation. This integration enables PLANS to research strategies for guiding students to gain coherent understanding of the science concepts, practices, and cross-cutting themes called for in the Next Generation Science Standards (NGSS). PLANS is using advanced analytics that draw on logs of students’ actions and scores of their products (e.g., models, graphs, sketches, critiques, and explanations) to monitor progress and provide individualized guidance. PLANS is investigating how analytic tools in a project-based learning environment can help students achieve deeper understanding of science.


Check out PLANS projects:

See our 2016-2017 Annual Report on PLANS research


Selected publications:

Applebaum, L., Fricke, K., Vitale, J. M. & Linn, M. C. (2017).  Learning about climate change through collaboration.  International Conference of The Learning Sciences (ICLS), Philadelphia, PA. June, 2017.

Gerard, L. F., Vitale, J. M. & Linn, M. C. (2017).  Argument Construction to Drive Inquiry. 12th Conference of the European Science Education Research Association (ESERA), Dublin City University, Dublin, Ireland, August 2017.

McBride, E.A., Dixit, A., & Linn, M. C. (2017) Using Machine Learning to Automatically Score Text Responses in Middle School Science Projects. 18th International Conference on Artificial Intelligence in Education, Wuhan, China, June-July,2017.

McBride, E.A., Vitale, J. M, Applebaum, L. R. & Linn, M. C. (2017). Examining the Flow of Ideas During Critique Activities in a Design. Project International Conference of The Learning Sciences (ICLS), Philadelphia, PA. June, 2017.

Vitale, J., Applebaum, L. R., & Linn, M. C. (2017). Individual versus shared design goals in a graph construction activity. International Conference of The Learning Sciences (ICLS),  Philadelphia, PA. June, 2017.