@inbook{gupta_smith_vandenberg_elsayed_fox_minogue_cheuoua_oliver_ringstaff_mott_2023, title={Fostering Interdisciplinary Learning for Elementary Students Through Developing Interactive Digital Stories}, url={https://doi.org/10.1007/978-3-031-47658-7_5}, DOI={10.1007/978-3-031-47658-7_5}, abstractNote={Recent years have seen growing awareness of the potential digital storytelling brings to creating engaging K-12 learning experiences. By fostering students’ interdisciplinary knowledge and skills, digital storytelling holds great promise for realizing positive impacts on student learning in language arts as well as STEM subjects. In parallel, researchers and practitioners increasingly acknowledge the importance of computational thinking in supporting K-12 students’ problem solving across subjects and grade levels, including science and elementary school. Integrating the unique affordances of digital storytelling and computational thinking offers significant potential; however, careful attention must be given to ensure students and teachers are properly supported and not overwhelmed. In this paper, we present our work on a narrative-centered learning environment that engages upper elementary students (ages 9 to 11) in computational thinking and physical science through the creation of interactive science narratives. Leveraging log data from a pilot study with 28 students using the learning environment, we analyze the narrative programs students created across multiple dimensions to better understand the nature of the resulting narratives. Furthermore, we examine automating this analysis using artificial intelligence techniques to support real-time adaptive feedback. Results indicate that the learning environment enabled students to create interactive digital stories demonstrating their understanding of physical science, computational thinking, and narrative concepts, while the automated assessment techniques showed promise for enabling real-time feedback and support.}, author={Gupta, Anisha and Smith, Andy and Vandenberg, Jessica and ElSayed, Rasha and Fox, Kimkinyona and Minogue, James and Cheuoua, Aleata Hubbard and Oliver, Kevin and Ringstaff, Cathy and Mott, Bradford}, year={2023} }
 @article{monahan_vandenberg_gupta_smith_elsayed_fox_cheuoua_ringstaff_minogue_oliver_et al._2023, title={Multimodal CS Education Using a Scaffolded CSCL Environment}, url={https://doi.org/10.1145/3587103.3594181}, DOI={10.1145/3587103.3594181}, abstractNote={There is a growing need for 21st-century workers to be digitally literate and to possess computational thinking and collaborative problem-solving skills. Computer-supported collaborative learning (CSCL) focused on computational thinking can guide students toward the co-development of these skills. In this work, we present our approach to integrating virtual and physical learning modalities into InfuseCS, a CSCL environment. InfuseCS uses problem-based learning scenarios to situate upper elementary school students (ages 8 to 11) in a CSCL setting to foster their computational thinking and science knowledge construction as they collaborate to create digital narratives.}, journal={PROCEEDINGS OF THE 2023 CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, ITICSE 2023, VOL. 2}, author={Monahan, Robert and Vandenberg, Jessica and Gupta, Anisha and Smith, Andy and Elsayed, Rasha and Fox, Kimkinyona and Cheuoua, Aleata Hubbard and Ringstaff, Cathy and Minogue, James and Oliver, Kevin and et al.}, year={2023}, pages={645–645} }
 @inproceedings{vandenberg_gupta_smith_elsayed_fox_cheuoua_minogue_oliver_ringstaff_mott_2022, title={Supporting Upper Elementary Students in Multidisciplinary Block-Based Narrative Programming}, url={https://doi.org/10.1145/3545947.3576345}, DOI={10.1145/3545947.3576345}, abstractNote={Digital storytelling, which combines traditional storytelling with digital tools, has seen growing popularity as a means of creating motivating problem-solving activities in K-12 education. Though an attractive potential solution to integrating language arts skills across topic areas such as computational thinking and science, better understanding of how to structure and support these activities is needed to increase adoption by teachers. Building on prior research on block-based programming for interactive storytelling, we present initial results from a study of 28 narrative programs created by upper elementary students that were collected in both classroom and extracurricular contexts. The narrative programs are evaluated across multiple dimensions to better understand the types of narrative programs being created by the students, characteristics of the students who created the narratives, and what types of support could most benefit the students in their narrative program construction. In addition to analyzing the student-created narrative programs, we also provide recommendations for promising system-generated and instructor-led supports.}, author={Vandenberg, Jessica and Gupta, Anisha and Smith, Andy and ElSayed, Rasha and Fox, Kimkinyona and Cheuoua, Aleata Hubbard and Minogue, James and Oliver, Kevin and Ringstaff, Cathy and Mott, Bradford}, year={2022}, month={Mar} }
 @article{oliver_houchins_moore_wang_2021, title={Informing Makerspace Outcomes Through a Linguistic Analysis of Written and Video-Recorded Project Assessments}, volume={19}, url={https://doi.org/10.1007/s10763-020-10060-2}, DOI={10.1007/s10763-020-10060-2}, abstractNote={A growing body of research focuses on what outcomes to assess in makerspaces, and appropriate formats for capturing those outcomes (e.g. reflections, surveys, and portfolios). Linguistic analysis as a data mining technique holds promise for revealing different dimensions of learning exhibited by students in makerspaces. In this study, student reflections on makerspace projects were gathered in 2 formats over 2 years: private written assessments captured in the 3D GameLab gamification platform, and semi-public video-recorded assessments posted in the more social FlipGrid platform. Transcripts of student assessments were analyzed using Linguistic Inquiry Word Count (LIWC) to generate 4 summary variables thought to inform makerspace outcomes of interest (i.e. analytical thinking, authenticity, clout, and emotional tone). Comparative findings indicate that written assessments may elicit more analytical thinking about maker projects compared with less analytical conversation in videos, while video assessments may elicit somewhat higher clout scores as evidence of social scaffolding along with a much more positive emotional tone. Recommendations are provided for layering assessment approaches to maximize the potential benefits of each format, including reflective writing for social spaces, in social groups, and about design processes and procedures.}, number={2}, journal={International Journal of Science and Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Oliver, Kevin M. and Houchins, Jennifer K. and Moore, Robert L. and Wang, Chuang}, year={2021}, month={Feb}, pages={333–354} }
 @article{boulden_rachmatullah_oliver_wiebe_2021, title={Measuring in-service teacher self-efficacy for teaching computational thinking: development and validation of the T-STEM CT}, volume={26}, ISSN={["1573-7608"]}, url={https://doi.org/10.1007/s10639-021-10487-2}, DOI={10.1007/s10639-021-10487-2}, number={4}, journal={EDUCATION AND INFORMATION TECHNOLOGIES}, publisher={Springer Science and Business Media LLC}, author={Boulden, Danielle Cadieux and Rachmatullah, Arif and Oliver, Kevin M. and Wiebe, Eric}, year={2021}, month={Jul}, pages={4663–4689} }
 @book{hollebrands_anderson_oliver_2021, series={Research in Mathematics Education}, title={Online Learning in Mathematics Education}, ISBN={9783030802295 9783030802301}, ISSN={2570-4729 2570-4737}, url={http://dx.doi.org/10.1007/978-3-030-80230-1}, DOI={10.1007/978-3-030-80230-1}, publisher={Springer International Publishing}, year={2021}, collection={Research in Mathematics Education} }
 @inbook{smith_boulden_mott_hubbard-cheuoua_minogue_oliver_ringstaff_2021, title={Supporting Interactive Storytelling with Block-Based Narrative Programming}, url={https://doi.org/10.1007/978-3-030-92300-6_41}, DOI={10.1007/978-3-030-92300-6_41}, abstractNote={Recent years have seen growing interest in utilizing digital storytelling, where students create short narratives around a topic, as a means of creating motivating problem-solving activities in K-12 education. At the same time, there is increasing awareness of the need to engage students as young as elementary school in complex topics such as physical science and computational thinking. Building on previous research investigating block-based programming activities for storytelling, we present an approach to block-based programming for interactive digital storytelling to engage upper elementary students (ages 9 to 10) in computational thinking and narrative skill development. We describe both the learning environment that combines block-based narrative programming with a rich, interactive visualization engine designed to produce animations of student generated stories, as well as an analysis of students using the system to create narratives. Student generated stories are evaluated from both a story quality perspective as well as from their ability to communicate and demonstrate computational thinking and physical science concepts and practices. We also explore student behaviors during the story creation process and discuss potential improvements for future interventions.}, booktitle={Interactive Storytelling}, publisher={Springer International Publishing}, author={Smith, Andy and Boulden, Danielle and Mott, Bradford and Hubbard-Cheuoua, Aleata and Minogue, James and Oliver, Kevin and Ringstaff, Cathy}, year={2021}, pages={416–424} }
 @inbook{smith_mott_taylor_hubbard-cheuoua_minogue_oliver_ringstaff_2020, title={Toward a Block-Based Programming Approach to Interactive Storytelling for Upper Elementary Students}, url={https://doi.org/10.1007/978-3-030-62516-0_10}, DOI={10.1007/978-3-030-62516-0_10}, abstractNote={Developing narrative and computational thinking skills is crucial for K-12 student learning. A growing number of K-12 teachers are utilizing digital storytelling, where students create short narratives around a topic, as a means of creating motivating problem-solving activities for a variety of domains, including history and science. At the same time, there is increasing awareness of the need to engage K-12 students in computational thinking, including elementary school students. Given the challenges that the syntax of text-based programming languages poses for even novice university-level learners, block-based programming languages have emerged as an effective tool for introducing computational thinking to elementary-level students. Leveraging the unique affordances of narrative and computational thinking offers significant potential for student learning; however, integrating them presents significant challenges. In this paper, we describe initial work toward solving this problem by introducing an approach to block-based programming for interactive storytelling to engage upper elementary students (ages 9 to 11) in computational thinking and narrative skill development. Leveraging design principles and best practices from prior research on elementary-grade block-based programming and digital storytelling, we propose a set of custom blocks enabling learners to create interactive narratives. We describe both the process used to derive the custom blocks, including their alignment with elements of interactive narrative and with specific computational thinking curricular goals, as well as lessons learned from students interacting with a prototype learning environment utilizing the block-based programming approach.}, booktitle={Interactive Storytelling}, publisher={Springer International Publishing}, author={Smith, Andy and Mott, Bradford and Taylor, Sandra and Hubbard-Cheuoua, Aleata and Minogue, James and Oliver, Kevin and Ringstaff, Cathy}, year={2020}, pages={111–119} }
 @inproceedings{houchins_oliver_2019, place={Waynesville, NC}, title={Computational thinking in student reflections: A thematic analysis of video project documentation in the afterschool makerspace}, url={https://www.learntechlib.org/primary/p/210027/}, booktitle={Proceedings of Ed Media + Innovate Learning}, publisher={Association for the Advancement of Computing in Education (AACE).}, author={Houchins, J. and Oliver, K.}, editor={Bastiaens, J. TheoEditor}, year={2019}, month={Jun}, pages={358–363} }
 @inproceedings{oliver_2019, place={San Diego, CA}, title={Design and development of a new course on culture, media, and technology}, ISBN={978-1-939797-45-2}, url={https://www.learntechlib.org/primary/p/211123/.}, booktitle={Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education}, publisher={Association for the Advancement of Computing in Education (AACE)}, author={Oliver, K.}, editor={Carliner, S.Editor}, year={2019}, month={Nov}, pages={478–483} }
 @inproceedings{oliver_houchins_2019, place={Waynesville, NC}, title={Evidence of computational thinking from circuitry projects in the after-school makerspace}, ISBN={978-1-939797-42-1}, url={https://www.learntechlib.org/primary/p/210028/}, booktitle={Proceedings of Ed Media + Innovate Learning}, publisher={Association for the Advancement of Computing in Education (AACE)}, author={Oliver, K. and Houchins, J.}, editor={Bastiaens, J. TheoEditor}, year={2019}, month={Jun}, pages={364–369} }
 @inproceedings{oliver_houchins_moore_2019, place={Las Vegas, NV, United States}, title={Informing recommended makerspace outcomes through linguistic analytics}, booktitle={Proceedings of Society for Information Technology & Teacher Education International Conference}, publisher={Association for the Advancement of Computing in Education (AACE)}, author={Oliver, K. and Houchins, J. and Moore, R.}, editor={Graziano, K.Editor}, year={2019}, month={Mar}, pages={1624–1629} }
 @inproceedings{oliver_houchins_2019, place={Waynesville, NC}, title={Preparing teachers to capture and assess evidence of computational thinking}, ISBN={978-1-939797-42-1}, url={https://www.learntechlib.org/primary/p/210029/}, booktitle={Proceedings of Ed Media + Innovate Learning}, publisher={Association for the Advancement of Computing in Education (AACE)}, author={Oliver, K. and Houchins, J.}, editor={Bastiaens, J. TheoEditor}, year={2019}, month={Jun}, pages={370–375} }
 @article{moore_oliver_wang_2019, title={Setting the pace: examining cognitive processing in MOOC discussion forums with automatic text analysis}, volume={27}, ISSN={["1744-5191"]}, url={https://doi.org/10.1080/10494820.2019.1610453}, DOI={10.1080/10494820.2019.1610453}, abstractNote={ABSTRACT Learning analytics focuses on extracting meaning from large amounts of data. One of the largest datasets in education comes from Massive Open Online Courses (MOOCs) that typically feature enrollments in the tens of thousands. Analyzing MOOC discussion forums presents logistical issues, resulting chiefly from the size of the dataset, which can create challenges for understanding and adequately describing student behaviors. Utilizing automatic text analysis, this study built a hierarchical linear model that examines the influence of the pacing condition of a massive open online course (MOOC), whether it is self-paced or instructor-paced, on the demonstration of cognitive processing in a HarvardX MOOC. The analysis of 2,423 discussion posts generated by 671 students revealed the number of dictionary words used were positively associated with cognitive processing while analytical thinking and clout was negatively associated. We found that none of the student background information (gender, education), status of the course engagement (explored or completed), or the course pace (self-paced versus instructor paced) significantly influenced the cognitive processing of the postings.}, number={5-6}, journal={INTERACTIVE LEARNING ENVIRONMENTS}, publisher={Informa UK Limited}, author={Moore, Robert L. and Oliver, Kevin M. and Wang, Chuang}, year={2019}, month={Aug}, pages={655–669} }
 @article{oliver_cook_wiseman_2019, title={Teachers’ First Experiences with Global Projects: Emerging Collaboration and Cultural Awareness}, volume={5}, number={1}, journal={Journal of Online Learning Research}, author={Oliver, K. and Cook, M. and Wiseman, A.}, year={2019}, pages={65–96} }
 @article{oliver_purichia_2018, title={Analyzing historical primary source open educational resources: A blended pedagogical approach}, volume={18}, url={https://www.learntechlib.org/primary/p/172907/}, number={2}, journal={Contemporary Issues in Technology and Teacher Education}, author={Oliver, K. and Purichia, H.}, year={2018}, pages={392–415} }
 @inproceedings{oliver_houchins_2018, place={Waynesville, NC}, title={Evidence of computational thinking in the after-school makerspace from written project documentation}, url={https://www.learntechlib.org/primary/p/184222/}, booktitle={Proceedings of EdMedia: World Conference on Educational Media and Technology}, publisher={Association for the Advancement of Computing in Education (AACE)}, author={Oliver, K. and Houchins, J.}, editor={Bastiaens, T. and Van Braak, J. and Brown, M. and Cantoni, L. and Castro, M. and Christensen, R. and Davidson-Shivers, G. and DePryck, K. and Ebner, M. and Fominykh, M. and et al.Editors}, year={2018}, month={Jun}, pages={402–407} }
 @inproceedings{oliver_wiseman_cook_2018, place={Waynesville, NC}, title={Supporting cultural connections, collections, and reflections through technology in short-term study abroad}, url={https://www.learntechlib.org/primary/p/184276/}, booktitle={Proceedings of EdMedia: World Conference on Educational Media and Technology}, publisher={Association for the Advancement of Computing in Education (AACE)}, author={Oliver, K. and Wiseman, A. and Cook, M.}, editor={Bastiaens, T. and Van Braak, J. and Brown, M. and Cantoni, L. and Castro, M. and Christensen, R. and Davidson-Shivers, G. and DePryck, K. and Ebner, M. and Fominykh, M. and et al.Editors}, year={2018}, month={Jun}, pages={769–776} }
 @article{al lily_foland_stoloff_gogus_erguvan_awshar_tondeur_hammond_venter_jerry_et al._2017, title={Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology}, volume={33}, ISSN={["1741-6469"]}, DOI={10.1177/0266666916646415}, abstractNote={This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political ‘actors’, just like their human counterparts, having ‘agency’ – which they exercise over humans. This turns academic domains into political (functional or dysfunctional) ‘battlefields’ wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain. For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development. doi: 10.1177/0266666915622044.}, number={3}, journal={INFORMATION DEVELOPMENT}, author={Al Lily, Abdulrahman E. and Foland, Jed and Stoloff, David and Gogus, Aytac and Erguvan, Inan Deniz and Awshar, Mapotse Tome and Tondeur, Jo and Hammond, Michael and Venter, Isabella M. and Jerry, Paul and et al.}, year={2017}, month={Jun}, pages={270–288} }
 @article{oliver_moore_evans_2017, title={Establishing a Virtual Makerspace for an Online Graduate Course: A Design Case}, volume={8}, ISSN={2159-449X 2159-449X}, url={http://dx.doi.org/10.14434/ijdl.v8i1.22573}, DOI={10.14434/ijdl.v8i1.22573}, abstractNote={This design case discusses key steps taken to establish a virtual makerspace for students enrolled in an online graduate course on informal learning. Two key design decisions are elaborated around (a) the selection of appropriate projects and packaged materials that distance education students can receive by mail to participate in making, and (b) the choice of an online platform for distance education students to document their design processes for assessment purposes and peer interaction and learning. This design case is relevant to a variety of online communities who may wish to engage in maker activities as well as isolated face-to-face communities or individuals who may not have local mentors to support informal making and could, therefore, benefit from online connectivity to an expert or peer support. To promote replication of the design, materials and community tools to support making among geographically dispersed makers are detailed.}, number={1}, journal={International Journal of Designs for Learning}, publisher={IUScholarWorks}, author={Oliver, Kevin M. and Moore, Robert L. and Evans, Michael A.}, year={2017}, month={Jun} }
 @inbook{wiseman_oliver_cook_2017, place={Tampere, Finland}, title={Global professional development for inservice teachers: A focus on literacy, technology, and culture}, ISBN={978-952-03-0500-0}, booktitle={Steps for Development, Secrets of Communities: Perspectives to Education and Teaching}, publisher={University of Tampere Press}, author={Wiseman, A. and Oliver, K. and Cook, M.}, editor={Korhonen, V. and Annala, J. and Kulju, P.Editors}, year={2017}, pages={219–235} }
 @inproceedings{oliver_2016, place={Chesapeake, VA}, title={Encouraging teacher development of a personal learning network (PLN) in Twitter}, booktitle={Proceedings of Society for Information Technology & Teacher Education International Conference 2016}, publisher={Association for the Advancement of Computing in Education}, author={Oliver, K.}, year={2016}, month={Mar}, pages={743–748} }
 @inproceedings{oliver_pritchard_2016, place={Chesapeake, VA}, title={Multimodal composing with GoAnimate}, booktitle={Proceedings of Society for Information Technology & Teacher Education International Conference}, publisher={Association for the Advancement of Computing in Education}, author={Oliver, K. and Pritchard, R.}, year={2016}, month={Mar}, pages={1611–1616} }
 @article{oliver_2016, title={Professional Development Considerations for Makerspace Leaders, Part One: Addressing “What?” and “Why?”}, volume={60}, ISSN={8756-3894 1559-7075}, url={http://dx.doi.org/10.1007/s11528-016-0028-5}, DOI={10.1007/s11528-016-0028-5}, number={2}, journal={TechTrends}, publisher={Springer Science and Business Media LLC}, author={Oliver, Kevin M.}, year={2016}, month={Feb}, pages={160–166} }
 @article{oliver_2016, title={Professional Development Considerations for Makerspace Leaders, Part Two: Addressing “How?”}, volume={60}, ISSN={8756-3894 1559-7075}, url={http://dx.doi.org/10.1007/s11528-016-0050-7}, DOI={10.1007/s11528-016-0050-7}, number={3}, journal={TechTrends}, publisher={Springer Science and Business Media LLC}, author={Oliver, Kevin M.}, year={2016}, month={Mar}, pages={211–217} }
 @article{oliver_2016, title={Promoting continuing computer science education through a massively open online course}, volume={35}, number={4}, journal={Journal of Computers in Mathematics and Science Teaching}, author={Oliver, K.}, year={2016}, pages={355–368} }
 @inproceedings{oliver_2016, place={Chesapeake, VA}, title={Promoting continuing computer science education through a massively open online course}, booktitle={Proceedings of Society for Information Technology & Teacher Education International Conference}, publisher={AACE}, author={Oliver, K.}, year={2016}, month={Mar}, pages={333–340} }
 @inproceedings{theisen_williams_oliver_murphy-hill_2016, place={New York, NY}, title={Software security education at scale}, ISBN={9781450342056}, DOI={10.1145/2889160.2889186}, abstractNote={Massively Open Online Courses (MOOCs) provide a unique opportunity to reach out to students who would not normally be reached by alleviating the need to be physically present in the classroom. However, teaching software security coursework outside of a classroom setting can be challenging. What are the challenges when converting security material from an on-campus course to the MOOC format? The goal of this research is to assist educators in constructing software security coursework by providing a comparison of classroom courses and MOOCs. In this work, we compare demographic information, student motivations, and student results from an on-campus software security course and a MOOC version of the same course. We found that the two populations of students differed, with the MOOC reaching a more diverse set of students than the on-campus course. We found that students in the on-campus course had higher quiz scores, on average, than students in the MOOC. Finally, we document our experience running the courses and what we would do differently to assist future educators constructing similar MOOC’s.}, booktitle={ICSE '16: Proceedings of the 38th International Conference on Software Engineering Companion}, publisher={ACM}, author={Theisen, C. and Williams, L. and Oliver, K. and Murphy-Hill, E.}, year={2016}, month={May}, pages={346–355} }
 @inproceedings{oliver_moore_2016, place={Chesapeake, VA}, title={Supporting documentation of informal learning and making from a distance with Voicethread}, booktitle={Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016}, publisher={Association for the Advancement of Computing in Education (AACE)}, author={Oliver, K. and Moore, R.}, year={2016}, month={Nov}, pages={966–970} }
 @inbook{oliver_weeks_2015, place={Sterling, VA}, title={A case study of external evaluation in support of a new virtual school}, ISBN={9781620361634 9781620361641 9781620361658 9781620361665}, booktitle={Online, Blended and Distance Education in Schools: building successful programs}, publisher={Stylus Publishing}, author={Oliver, K.M. and Weeks, T.}, editor={Clark, T. and Barbour, M.Editors}, year={2015}, pages={87–103} }
 @inproceedings{oliver_cook_2015, place={Waynesville, NC}, title={Capturing global perspectives during study abroad: A comparison of three visual tools}, booktitle={Proceedings of Ed-Media 2015}, publisher={Association for the Advancement of Computing in Education (AACE)}, author={Oliver, K. and Cook, M.}, editor={Carliner, S. and Fulford, C. and Ostashewski, N.Editors}, year={2015}, month={Jun}, pages={497–503} }
 @article{oliver_kellogg_2015, title={Credit recovery in a virtual school: Affordances of online learning for the at-risk student}, volume={1}, number={2}, journal={Journal of Online Learning Research}, author={Oliver, K. and Kellogg, S.}, year={2015}, pages={191–218} }
 @article{oliver_kennedy_hibbard_swan_clark_lafrance_oglesby_2015, title={Personalization of Learning: Lessons from RTT-D Winners}, volume={2015}, ISSN={1535-394X}, url={http://dx.doi.org/10.1145/2822373.2816976}, DOI={10.1145/2822373.2816976}, abstractNote={This article presents a synthesis of personalization of learning strategies as extracted from 16 school district proposals funded in the 2012 Race to the Top (RTT-D) federal grant program. Personalization of learning strategies fell into six overall themes: digital learning materials and courses, data and data systems, curriculum and teaching, repurposed learning facilities, human capital, and professional development. For each theme, the article offers a summary, exemplars from the district proposals, and additional recommended resources.}, number={September}, journal={eLearn}, publisher={Association for Computing Machinery (ACM)}, author={Oliver, Kevin and Kennedy, Kathryn and Hibbard, Laura and Swan, Bonnie and Clark, Tom and LaFrance, Jason and Oglesby, Jonathan}, year={2015}, month={Sep}, pages={1} }
 @article{kellogg_booth_oliver_2014, title={A Social Network Perspective on Peer Supported Learning in MOOCs for Educators}, volume={15}, url={https://doaj.org/article/0bdf6fb04f9e4fa6a608cc86321d59d8}, number={5}, journal={International Review of Research in Open and Distance Learning}, author={Kellogg, Shaun and Booth, Sherry and Oliver, Kevin}, year={2014}, pages={263–289} }
 @book{kennedy_freidhoff_oliver_2014, title={Current trends and issues in K-12 online and blended teaching and learning}, volume={22}, number={1}, journal={Special issue of the Journal of Technology and Teacher Education}, year={2014} }
 @inproceedings{oliver_cook_pritchard_lee_2014, place={Chesapeake, VA}, title={Leveraging affordances of the mashup tool Pinterest for writing and reflecting on culture}, booktitle={Proceedings of Society for Information Technology & Teacher Education International Conference 2014}, publisher={AACE}, author={Oliver, K. and Cook, M. and Pritchard, R. and Lee, S.}, editor={Searson, M. and Ochoa, M.Editors}, year={2014}, month={Mar}, pages={1034–1040} }
 @article{oliver_stallings_2014, title={Preparing teachers for emerging blended learning environments}, volume={22}, number={1}, journal={Journal of Technology and Teacher Education}, author={Oliver, K. and Stallings, D.T.}, year={2014}, pages={57–81} }
 @inbook{oliver_pritchard_2014, title={Supporting the Development of Writing Abstraction with Technology}, ISBN={9781466659827 9781466659834}, ISSN={2326-8905 2326-8913}, url={http://dx.doi.org/10.4018/978-1-4666-5982-7.ch018}, DOI={10.4018/978-1-4666-5982-7.ch018}, abstractNote={This chapter overviews the concept of writing abstraction as conceptualized by Moffett (1992a) as two progressions writers must learn to negotiate. In the first progression on audience, students learn to make verbalizations to the self, then write informally to peers who understand the student's language, then formally to distant others who require more abstract or culturally accepted conventions. In the second progression on topic, students learn to write about sensory stimuli experienced, then to retell past experiences, and finally to propose more abstract generalizations and theory. To help students develop the capacity for writing across these continua, the authors recommend emerging communication tools and networks for accessing and writing to increasingly distant others, as well as emerging Web 2.0, multimedia, and research tools for capturing and writing about experiences or conceptualizing generalizations and theory. The chapter closes by noting future research directions in writing across audience and multiple modes with digital tools.}, booktitle={Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings}, publisher={IGI Global}, author={Oliver, Kevin M. and Pritchard, Ruie J.}, year={2014}, month={Jun}, pages={363–385} }
 @inproceedings{cook_oliver_pritchard_lee_2014, place={Chesapeake, VA}, title={Using forum-based writing to learn in the English classroom: An investigation of student comprehension and collaboration}, booktitle={Proceedings of Society for Information Technology & Teacher Education International Conference 2014}, publisher={AACE}, author={Cook, M. and Oliver, K. and Pritchard, R. and Lee, S.}, editor={Searson, M. and Ochoa, M.Editors}, year={2014}, month={Mar}, pages={1974–1979} }
 @article{avci_vasu_oliver_keene_fusarelli_2014, title={Utilization of online technologies in mathematical problem solving at high school level: Student and teacher perceptions}, url={http://archives.sproc.org/index.php/wjet/article/view/3164}, author={Avci, Zeynep Yurtseven and Vasu, Ellen S. and Oliver, Kevin and Keene, Karen Allen and Fusarelli, Bonnie}, year={2014} }
 @article{oliver_townsend_2013, title={Preparing teachers for technology integration: Programs, competencies, and factors from the literature}, volume={6}, number={3}, journal={National Teacher Education Journal}, author={Oliver, K. and Townsend, L.}, year={2013}, pages={41–60} }
 @article{pritchard_oliver_morrow_2013, title={Promoting Writing through Technology during Study Abroad}, volume={19}, ISSN={2327-0136 2327-266X}, url={http://dx.doi.org/10.18848/2327-0136/cgp/v19i03/48793}, DOI={10.18848/2327-0136/cgp/v19i03/48793}, number={3}, journal={The International Journal of Literacies}, publisher={Common Ground Research Networks}, author={Pritchard, Ruie J. and Oliver, Kevin M. and Morrow, Donna}, year={2013}, pages={201–214} }
 @inproceedings{oliver_pritchard_watson_2013, place={Chesapeake, VA}, title={Teachers abroad: Integrating writing and technology}, booktitle={Proceedings of Society for Information Technology & Teacher Education International Conference 2013}, publisher={AACE}, author={Oliver, K. and Pritchard, R. and Watson, T.}, editor={McBride, R. and Searson, M.Editors}, year={2013}, month={Mar}, pages={3532–3539} }
 @article{oliver_mollette_corn_2012, title={Administrative perspectives on the implementation of one-to-one computing}, volume={1}, number={4}, journal={Journal of Information Technology and Application in Education}, author={Oliver, K.M. and Mollette, M. and Corn, J.}, year={2012}, pages={125–142} }
 @article{oliver_kellogg_patel_2012, title={An Investigation into Reported Differences Between Online Foreign Language Instruction and Other Subject Areas in a Virtual School}, volume={29}, ISSN={0742-7778}, url={http://dx.doi.org/10.11139/cj.29.2.269-296}, DOI={10.11139/cj.29.2.269-296}, abstractNote={High school students participating in online courses offered by the North Carolina Virtual Public School (NCVPS) completed end-of-course surveys in Spring 2009. When the responses of 559 foreign language students were compared to students in five other subject area groups, the findings suggested foreign language students had significantly lower perceptions of their online courses in several key areas: overall success in the online environment, teacher preparation, teaching, course/assignment instructions, and level of group collaboration. A follow-up survey with open-ended questions was sent to students and teachers asking them to help explain these significant differences. The 119 students and 19 teachers who responded to follow-up questions reported that reduced student perceptions of online foreign language courses might be increased by improving specific aspects of teaching, increasing collaboration, and providing adequate support for student learning needs.}, number={2}, journal={CALICO Journal}, publisher={Equinox Publishing}, author={Oliver, Kevin and Kellogg, Shaun and Patel, Ruchi}, year={2012}, month={Jan}, pages={269–296} }
 @inbook{land_oliver_2012, place={New York}, title={Open learning environments}, DOI={10.1007/978-1-4419-1428-6_1102}, booktitle={Encyclopedia of the Sciences of Learning}, publisher={Springer}, author={Land, S. and Oliver, K.M.}, editor={Seel, N.Editor}, year={2012}, pages={2518–2521} }
 @inbook{oliver_2012, place={Thousand Oaks, CA}, series={Debating Issues in American Education}, title={Should national and/or state-level technology standards be required for today's teachers?}, volume={10}, ISBN={9781452266619 9781452218373 9781412987592}, publisher={Sage Publications}, author={Oliver, K.M.}, editor={Brady, Kevin P.Editor}, year={2012}, pages={119–126}, collection={Debating Issues in American Education} }
 @inbook{land_hannafin_oliver_2012, place={New York, NY}, edition={2nd}, title={Student-Centered Learning Environments: Foundations, Assumptions and Design}, ISBN={9780415894210 9780415894227 9780203813799}, booktitle={Theoretical Foundations of Learning Environments}, publisher={Routledge}, author={Land, S. and Hannafin, M. and Oliver, K.}, editor={Jonassen, D. and Land, S.Editors}, year={2012}, pages={3–25} }
 @article{spires_oliver_corn_2011, title={The New Learning Ecology of One-to-One Computing Environments}, volume={28}, ISSN={2153-2974 2332-7383}, url={http://dx.doi.org/10.1080/21532974.2011.10784682}, DOI={10.1080/21532974.2011.10784682}, abstractNote={Abstract Despite growing research and evaluation results on one-to-one computing environments, how these environments affect learning in schools remains underexamined. The purpose of this article is twofold: (a) to use a theoretical lens, namely a new learning ecology, to frame the dynamic changes as well as challenges that are introduced by a one-to-one laptop computing initiative; and (b) to highlight the shifting dynamics and relationships in the new learning ecology that emerging research has shown have implications for better preparing teachers and students to manage the change. The new learning ecology is an evolving attempt to create a multifaceted theoretical frame that takes into account the complexity of one-to-one teaching and learning environments. Future scholarly activity on one-to-one environments should provide coherence around research and theoretical agendas so that practitioners can better operationalize findings in their practice.}, number={2}, journal={Journal of Digital Learning in Teacher Education}, publisher={Informa UK Limited}, author={Spires, Hiller A. and Oliver, Kevin and Corn, Jenifer}, year={2011}, month={Dec}, pages={63–72} }
 @article{corn_oliver_hess_halstead_argueta_patel_tingen_huff_2010, title={A computer for every student (1:1): Lessons learned about planning and implementing a successful 1:1 learning initiative in schools}, volume={50}, number={6}, journal={Educational Technology}, author={Corn, J. and Oliver, K. and Hess, C. and Halstead, E. and Argueta, R. and Patel, R. and Tingen, J. and Huff, J.}, year={2010}, pages={11–17} }
 @article{oliver_kellogg_patel_2010, title={An investigation into reported differences between online math instruction and other subject areas in a virtual school}, volume={29}, number={4}, journal={Journal of Computers in Mathematics and Science Teaching}, author={Oliver, K.M. and Kellogg, S. and Patel, R.}, year={2010}, pages={417–453} }
 @article{oliver_2010, title={Evaluating teacher readiness for the implementation of one-to-one computing based on national educational technology standards}, volume={11}, number={3}, journal={Journal of Literacy and Technology}, author={Oliver, K.M.}, year={2010}, pages={40–76} }
 @article{oliver_2010, title={Integrating Web 2.0 Across the Curriculum}, volume={54}, ISSN={8756-3894 1559-7075}, url={http://dx.doi.org/10.1007/s11528-010-0382-7}, DOI={10.1007/s11528-010-0382-7}, number={2}, journal={TechTrends}, publisher={Springer Science and Business Media LLC}, author={Oliver, Kevin}, year={2010}, month={Mar}, pages={50–60} }
 @article{oliver_kellogg_townsend_brady_2010, title={Needs of elementary and middle school teachers developing online courses for a virtual school}, volume={31}, ISSN={["0158-7919"]}, DOI={10.1080/01587911003725022}, abstractNote={Eight teams of elementary and middle school teachers developed pilot online courses for the North Carolina Virtual Public School (NCVPS) in the USA. A qualitative case study with focus groups and a follow‐up survey helped to identify common needs of these non‐traditional course designers during course development efforts. Findings suggest virtual schools can better support non‐traditional course designers by providing leadership components such as technical expertise, regular feedback, and clear expectations, including an understanding of the target students. Findings further suggest designers need a range of bite‐sized professional development on replicating model courses, using course management systems, assessing learners online, designing with copyright and safety issues in mind, integrating Web tools, and developing course documentation for deployment. The article concludes with a discussion of support structures that may aid instructors tasked with online course development.}, number={1}, journal={DISTANCE EDUCATION}, author={Oliver, Kevin and Kellogg, Shaun and Townsend, Latricia and Brady, Kevin}, year={2010}, pages={55–75} }
 @article{oliver_2009, title={An Investigation of Concept Mapping to Improve the Reading Comprehension of Science Texts}, volume={18}, ISSN={["1573-1839"]}, DOI={10.1007/s10956-009-9157-3}, number={5}, journal={JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY}, author={Oliver, Kevin}, year={2009}, month={Oct}, pages={402–414} }
 @article{oliver_osborne_brady_2009, title={What are secondary students’ expectations for teachers in virtual school environments?}, volume={30}, ISSN={0158-7919 1475-0198}, url={http://dx.doi.org/10.1080/01587910902845923}, DOI={10.1080/01587910902845923}, abstractNote={A recent evaluation of the new North Carolina Virtual Public School (NCVPS) in the USA revealed numerous expectations for virtual school teachers from secondary students. Specifically, students expected their teachers to actually teach rather than moderate a course shell, supplement course shells with content and projects that illustrate relevance, provide for both content and peer interaction, and respond to questions and provide feedback quickly. The data suggest a possible content‐related interaction where a limited course shell can be bolstered by a proactive teacher, but potentially flounder among teachers who do not expect or know how to supplement an online course. Data further suggest a potential communication‐related interaction where increased opportunities for student–student and student–teacher interaction could potentially decrease the actual or perceived need for individualized attention that is particularly challenging for virtual teachers to provide. These results can be used to establish teacher expectations and design professional development experiences that prepare teachers to undertake divergent roles unique to online instruction.}, number={1}, journal={Distance Education}, publisher={Informa UK Limited}, author={Oliver, Kevin and Osborne, Jason and Brady, Kevin}, year={2009}, month={May}, pages={23–45} }
 @article{oliver_2008, title={A comparison of Web-based concept mapping tasks for alternative assessment in distance teacher education}, volume={24}, DOI={10.1080/10402454.2008.10784593}, abstractNote={Abstract Three sections of the same distance education class completed a series of Web-based concept map assessments using one of two methods. Open-ended maps applied in section 1 led students to conduct more relational thinking overall, but variance in map items was very high introducing more subjectivity in scoring. Preselected term mapping applied in sections 2—3 led students to correctly classify many concepts and express proper relationships compared to an instructor's map. Identifying expected concept sets from the instructor's maps caused students some difficulty. The high volume of readings associated with the task appeared to further this problem. Students touted many benefits of mapping, including synthesizing and connecting course material, reading more intentionally, and thinking critically.}, number={3}, journal={Journal of Computing in Teacher Education}, author={Oliver, K.}, year={2008}, pages={95–103} }
 @inproceedings{oliver_holcomb_2008, place={Las Vegas, Nevada}, title={Changes in student technology use and skill in the first year of a 1-to-1 computing program}, booktitle={Proceedings of the Society for Information Technology and Teacher Education 2008}, publisher={Association for the Advancement of Computing in Education}, author={Oliver, K. and Holcomb, L.}, editor={McFerrin, K. and Weber, R. and Carlsen, R. and Willis, D.A.Editors}, year={2008}, month={Mar}, pages={2154–2160} }
 @article{oliver_moore_2008, title={Faculty recommendations for web tools: Implications for course management systems}, volume={19}, ISSN={1042-1726}, url={http://dx.doi.org/10.1007/bf03033424}, DOI={10.1007/bf03033424}, number={2}, journal={Journal of Computing in Higher Education}, publisher={Springer Science and Business Media LLC}, author={Oliver, Kevin and Moore, John}, year={2008}, month={Mar}, pages={3–24} }
 @article{oliver_osborne_patel_kleiman_2008, title={Issues surrounding the deployment of a new statewide virtual public school}, volume={10}, number={1}, journal={Quarterly Review of Distance Education}, author={Oliver, K.M. and Osborne, J. and Patel, R. and Kleiman, G.}, year={2008}, pages={37–50} }
 @article{oliver_corn_2008, title={Student‐reported differences in technology use and skills after the implementation of one‐to‐one computing}, volume={45}, ISSN={0952-3987 1469-5790}, url={http://dx.doi.org/10.1080/09523980802284333}, DOI={10.1080/09523980802284333}, abstractNote={This two‐year, mixed methods study with surveys, observations, and interviews, documented student technology use and skill before and after the implementation of a new one‐to‐one tablet computing program at a private middle school in the United States. After one year with tablets, several differences in students' technology use and skill were documented, including: higher satisfaction with school technology, greater frequency of technology use in specific subjects such as math and science, greater frequency of certain classroom activities such as two‐way communicating, and greater technology skills on competencies such as editing collaborative wikis. New modes of student collaboration were evident after implementing the tablet program, including sharing notes and co‐editing wikis. Differences were inconsistent across grade levels and subjects, suggesting teachers are adopting the tablet innovation differentially. In general, technology use increased most in math, science, and social studies classrooms, with smaller increases in language arts and foreign language classrooms. Différences d'usages et de compétences technologiques rapportées par les élèves après la mise en place de programmes informatiques individualisés La présente étude fondée sur un mélange de méthodes a duré deux années avec des enquêtes, des observations et des entretiens; elle a relevé les usages et les compétences des élèves avant et après la mise en place d'un nouveau programme d'informatique individualisée avec des ordinateurs “tablet” dans une école secondaire privée, aux Etats Unis. Après une année d'usage des “tablets”, on a noté chez les élèves plusieurs différences d'utilisation et de savoir‐faire comme par exemple: un niveau de satisfaction plus élevé par rapport à la technologie de l'établissement, une plus grande fréquence dans l'usage de la technologie pour des matières spécifiques telles que les maths et les sciences, une plus grande fréquence dans certaines activités de classe telles que la communication à double sens, et un plus grand savoir‐faire technologique pour des compétences telles que la mise en forme de wikis collaboratifs. De nouveaux modes de collaboration entre élèves sont apparus clairement après la mise en place du programme “tablet” y compris le partage de notes et la co‐édition de wikis. Il n'y avait pas de cohérence dans les différences d'une classe et d'une matière à l'autre ce qui permet de penser que les enseignants adoptent l'innovation des “tablets” de façon différenciée. En général, l'usage de la technologie a le plus augmenté dans les classes de maths, de sciences et de sciences sociales, l'augmentation étant moins forte dans les classes de lettres et de langues étrangères. Von Schülern berichtete Unterschiede in ihrer Technikanwendung nach Einführung von „One‐to‐One Computing” Diese zwei‐jährige, mit verschiedenen Methoden arbeitende Untersuchung, mit Umfragen, Beobachtungen und Interviews, dokumentiert den Technologieeinsatz und die Kompetenz von Studenten vor und nach dem Einsatz eines neuen One‐to‐One Tablett‐Computer Programms an einer privaten Mittelschule der Vereinigten Staaten. Nach einem Jahr Nutzung der Tablettrechner wurden einige Unterschiede beim Technologiegebrauch und den Fertigkeiten bei den Studenten festgestellt, einschließlich einem höheren Zufriedenheitsgrad mit der Schultechnologie, öfterer Technologieverwendung in besonderen Fächern wie Mathematik und Naturwissenschaften, höherer Nutzung von Unterrichtsaktivitäten wie wechselseitiger Kommunikation und verbesserten Fertigkeiten und Kompetenzen in der Technologienutzung, z.B. bei der gemeinsamen Bearbeitung von Wikies. Neue Formen der studentischen Zusammenarbeit wurden erkennbar, nachdem das Tablett‐Programm eingerichtet worden war. Einige Differenzen blieben – abhängig von der Anspruchshöhe und den Testpersonen – widersprüchlich, was auch auf die unterschiedliche Nutzung der Programme durch die Lehrer zurückzuführen sein kann. Im Allgemeinen wuchs die Technikverwendung am meisten in Mathematik, den Naturwissenschaften und den soziologisch orientierten Fächern, weniger den Sprach‐ und Fremdsprachenbereichen. Diferencias de uso y competencias en tecnologías relatas por los alumnos después de la introducción de la informática individualizada. Este estudio de dos años y de métodos mixtos con encuestas, observaciones y entrevistas ha apuntado el uso y las destrezas de los alumnos en relación con la tecnología antes y después de la introducción de un nuevo programa “Tablet” de informática individualizada en un colegio secundario privado de los Estados Unidos. Después de un año con los “Tablets”, se notó varias diferencias en los usos y destrezas de los alumnos en relación con la tecnología, incluyendo: más sarisfacción con la tecnología de la escuela, un uso más frecuente de la tecnología en asignaturas como matemáticas y ciencias, una frecuencia más alta de ciertas actividades de aula como la comunicación bilateral y más destrezas tecnológicas en competencias como la edición de wikis colaborativos. Nuevas formas de colaboración estudiantil aparecierón claramente después de la introducción, del programa “Tablet”, entre ellas el reparto de apuntes y la co‐edición de wikis. Las diferencias entre niveles y asignaturas resultaron inconsistentes lo que conduce a pensar que los profesores están adoptando la inovación del “Tablet” de varias maneras. En general el incremento del uso de la tecnología fue más fuerte en las aulas de matemáticas, ciencias y ciencias sociales con incrementos más bajos en aulas de Humanidades y lenguas extranjeras.}, number={3}, journal={Educational Media International}, publisher={Informa UK Limited}, author={Oliver, Kevin M. and Corn, Jeni O.}, year={2008}, month={Sep}, pages={215–229} }
 @inproceedings{oliver_osborne_patel_holcomb_kleiman_2008, place={Las Vegas, Nevada}, title={Teacher and student reactions to a new statewide virtual public school}, booktitle={Proceedings of the Society for Information Technology and Teacher Education 2008}, publisher={Association for the Advancement of Computing in Education}, author={Oliver, K. and Osborne, J. and Patel, R. and Holcomb, L. and Kleiman, G.}, editor={McFerrin, K. and Weber, R. and Carlsen, R. and Willis, D.A.Editors}, year={2008}, month={Mar}, pages={601–608} }
 @inproceedings{oliver_2007, place={Waynesville, NC}, title={An investigation of student thinking from concept mapping of reading material}, booktitle={Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications}, publisher={Association for the Advancement of Computing in Education}, author={Oliver, K.}, editor={Montgomerie, C. and Seale, J.Editors}, year={2007}, month={Jun}, pages={2593–2602} }
 @article{oliver_2007, title={Design and development of a faculty technology practices directory}, volume={30}, number={4}, journal={Educause Quarterly}, author={Oliver, K.}, year={2007}, pages={38–47} }
 @inbook{oliver_2007, title={Teaching Frameworks for Context-Rich Instruction}, ISBN={9781599043340 9781599043364}, url={http://dx.doi.org/10.4018/978-1-59904-334-0.ch008}, DOI={10.4018/978-1-59904-334-0.ch008}, abstractNote={This chapter proposes a category of tools called design objects that can be used by instructors to integrate existing content sources, including but not limited to learning objects, within teaching frameworks that engage learners with content in meaningful ways. Emphasis is on tools to support the K-12 instructor, although related issues are applicable across educational levels. Examples of teaching-oriented design objects are provided along with related development systems, however it is argued the former represent more viable options for teachers given limitations in the learning object economy, conceptualizations of teachers regarding objects, complexity in packaging objects, and classroom control issues. The possibility of design objects and development systems working in tandem is discussed, with development systems prescribing effective educational strategies for novice teachers and design objects supporting more personalized content development. Various sources for new design objects are suggested to encourage further development and research.}, booktitle={Learning Objects for Instruction}, publisher={IGI Global}, author={Oliver, Kevin}, year={2007}, pages={119–139} }
 @inbook{sharma_oliver_hannafin_2007, place={Mahwah, NJ}, edition={2nd}, title={Teaching and learning in directed environments}, booktitle={The Handbook of Distance Education}, publisher={Erlbaum}, author={Sharma, P. and Oliver, K. and Hannafin, M.}, editor={Moore, M.G.Editor}, year={2007}, pages={259–270} }
 @inproceedings{oliver_2007, place={Waynesville, NC}, title={Web-based concept mapping activities in distance teacher education}, booktitle={Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications}, publisher={Association for the Advancement of Computing in Education}, author={Oliver, K.}, editor={Montgomerie, C. and Seale, J.Editors}, year={2007}, month={Jun}, pages={3380–3384} }
 @inproceedings{oliver_2007, place={Waynesville, NC}, title={What are they doing: The technology practices directory}, booktitle={Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications}, publisher={Association for the Advancement of Computing in Education}, author={Oliver, K.}, editor={Montgomerie, C. and Seale, J.Editors}, year={2007}, month={Jun}, pages={505–508} }
 @inproceedings{overbay_grable_oliver_vasu_2006, place={Chesapeake, VA}, title={Learning Styles and Resistance to Change: Something's Got to Give}, booktitle={Proceedings of Society for Information Technology and Teacher Education International Conference 2006}, publisher={AACE}, author={Overbay, A. and Grable, L. and Oliver, K. and Vasu, E.}, editor={Crawford, C.Editor}, year={2006}, month={Mar}, pages={3553–3559} }
 @inproceedings{oliver_raubenheimer_2006, place={San Jose, Costa Rica}, title={Lessons learned from unstructured concept mapping tasks}, booktitle={Proceedings of the 2nd International Conference on Concept Mapping}, publisher={Universidad de Costa Rica}, author={Oliver, K. and Raubenheimer, D.}, editor={Canas, Alberto J. and Novak, Joseph D.Editors}, year={2006}, month={Sep}, pages={351–358} }
 @inproceedings{oliver_raubenheimer_2006, place={Chesapeake, VA}, title={Online Concept Mapping in Distance Teacher Education: Two Case Studies}, booktitle={Proceedings of Society for Information Technology and Teacher Education International Conference 2006}, publisher={AACE}, author={Oliver, K. and Raubenheimer, D.}, editor={Crawford, C.Editor}, year={2006}, month={Mar}, pages={114–119} }
 @inproceedings{oliver_2006, title={Promoting scientific thinking with Web-based concept maps}, author={Oliver, K.}, year={2006}, month={Oct} }
 @book{byrom_matzen_oliver_2005, place={Tallahassee, FL}, title={English language learners and technology}, volume={7}, number={1}, journal={NewsWire}, publisher={SERVE}, year={2005} }
 @inbook{hannafin_hill_oliver_glazer_sharma_2003, place={Mahwah, NJ}, title={Cognitive and learning strategies in Web-based environments}, booktitle={The Handbook of Distance Education}, publisher={Lawrence Erlbaum Associates}, author={Hannafin, M. and Hill, J. and Oliver, K. and Glazer, E. and Sharma, P.}, editor={Moore, M.G. and Anderson, W.G.Editors}, year={2003}, pages={245–260} }
 @book{byrom_oliver_2003, place={Tallahassee, FL}, title={Reading and technology}, volume={6}, number={1}, journal={NewsWire}, publisher={SERVE}, year={2003} }
 @article{head_lockee_oliver_2002, title={Method, media, and mode: Clarifying the discussion of distance education effectiveness}, volume={3}, number={3}, journal={Quarterly Review of Distance Education}, author={Head, J.T. and Lockee, B.B. and Oliver, K.M.}, year={2002}, pages={261–268} }
 @article{oliver_2001, title={Depth Perception in Media Design: From Sensory Psychology Cues to Interactive Tools}, volume={21}, ISSN={1051-144X 2379-6529}, url={http://dx.doi.org/10.1080/23796529.2001.11674568}, DOI={10.1080/23796529.2001.11674568}, abstractNote={Abstract Considerable research in sensory psychology has demonstrated the ability to generate depth perception in media by manipulating the physical presentation, relative motion, or pictorial qualities of objects. These research results can enable educational developers to create more realistic educational materials when depth perception is key to comprehension. Developers may also utilize research results and modern software tools to create exploratory environments for learners to alter, position, or interact with spatial elements in a scene.}, number={1}, journal={Journal of Visual Literacy}, publisher={Informa UK Limited}, author={Oliver, Kevin}, year={2001}, month={Jan}, pages={1–14} }
 @article{oliver_hannafin_2001, title={Developing and refining mental models in open-ended learning environments: A case study}, volume={49}, ISSN={1042-1629 1556-6501}, url={http://dx.doi.org/10.1007/bf02504945}, DOI={10.1007/bf02504945}, number={4}, journal={Educational Technology Research and Development}, publisher={Springer Science and Business Media LLC}, author={Oliver, Kevin and Hannafin, Michael}, year={2001}, month={Dec}, pages={5–32} }
 @article{oliver_2001, title={Recommendations for student tools in online course management systems}, volume={13}, ISSN={1042-1726}, url={http://dx.doi.org/10.1007/bf02940944}, DOI={10.1007/bf02940944}, number={1}, journal={Journal of Computing in Higher Education}, publisher={Springer Science and Business Media LLC}, author={Oliver, Kevin}, year={2001}, month={Sep}, pages={47–70} }
 @inproceedings{oliver_2000, place={Chesapeake, VA}, title={A case study of student tool use during hypermedia-based problem solving}, booktitle={Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2000}, publisher={AACE}, author={Oliver, K.}, year={2000}, month={Jun}, pages={842–847} }
 @article{oliver_2000, title={Methods for developing constructivist learning on the Web}, volume={40}, number={6}, journal={Educational Technology}, author={Oliver, K.M.}, year={2000}, pages={5–18} }
 @article{oliver_hannafin_2000, title={Student Management of Web-Based Hypermedia Resources During Open-Ended Problem Solving}, volume={94}, ISSN={0022-0671 1940-0675}, url={http://dx.doi.org/10.1080/00220670009598746}, DOI={10.1080/00220670009598746}, abstractNote={Abstract Twelve middle school students' use of computer tools to manage and manipulate Internet-based hypermedia resources was investigated. Tools were proposed to support higher order thinking about hypermedia resources to help students find, frame, and resolve open-ended science problems. Tools alone were insufficient to help students manage hypermedia information for solving open-ended problems. Students more frequently applied lower order tool functions (e.g., information collection) than higher order tool functions (e.g., reasoning). Students typically resolved problems with original solutions, but tools were used infrequently to develop evidence-based arguments justifying new ideas. Computer tools alone may be insufficient to help students manage extensive hypermedia resources. Together with additional support structures, however, tool potential may be realized.}, number={2}, journal={The Journal of Educational Research}, publisher={Informa UK Limited}, author={Oliver, Kevin and Hannafin, Michael J.}, year={2000}, month={Nov}, pages={75–92} }
 @inproceedings{oliver_2000, place={Chesapeake, VA}, title={The instructional portal project}, booktitle={Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2000}, publisher={AACE}, author={Oliver, K.}, year={2000}, month={Jun}, pages={1826} }
 @inbook{hannafin_land_oliver_1999, place={Mahwah, NJ}, title={Open learning environments: Foundations, methods, and models}, volume={2}, booktitle={Instructional-Design Theories and Models}, publisher={Lawrence Erlbaum Associates}, author={Hannafin, M.J. and Land, S. and Oliver, K.M.}, editor={Reigeluth, C.Editor}, year={1999}, pages={115–140} }
 @article{wilkinson_bennett_oliver_1997, title={Evaluation criteria and indicators of quality for internet resources}, volume={37}, number={3}, journal={Educational Technology}, author={Wilkinson, G.L. and Bennett, L. and Oliver, K.}, year={1997}, pages={52–59} }
 @article{hannafin_hannafin_land_oliver_1997, title={Grounded practice and the design of constructivist learning environments}, volume={45}, ISSN={1042-1629 1556-6501}, url={http://dx.doi.org/10.1007/bf02299733}, DOI={10.1007/bf02299733}, number={3}, journal={Educational Technology Research and Development}, publisher={Springer Science and Business Media LLC}, author={Hannafin, Michael J. and Hannafin, Kathleen M. and Land, Susan M. and Oliver, Kevin}, year={1997}, month={Sep}, pages={101–117} }
 @article{hannafin_hannafin_land_oliver_1997, title={Grounded practice and the design of constructivist learning environments}, url={http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.462.4696}, author={Hannafin, Michael J. and Hannafin, Kathleen M. and Land, Susan M and Oliver, Kevin}, year={1997} }
 @article{oliver_raubenheimer, title={Online Concept Mapping in Distance Teacher Education: Two Case Studies}, url={http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.486.7617}, author={Oliver, Kevin and Raubenheimer, Dianne} }