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Digital learning environments are used frequently in K-12 classrooms. Such use can require skillful orchestration as teachers need to understand the affordances of the learning environment, sequence of activities, and when and how to intervene with students. Using a digital learning environment in a multidisciplinary classroom context makes the design of support materials for teachers and students even more essential. To design for effective teacher orchestration in the classroom, we created a comprehensive set of materials for our multidisciplinary digital learning environment. We employ the design-based intervention research framework to trace the contextual and practical iterations these materials underwent. Additionally, we provide next steps for our work and considerations for the broader community. 

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. 

Digital storytelling in combination with makerspace activities holds significant potential to engage students and support their learning. When students play, such as through makerspace activities, they engage in critical thinking and problem solving. In our work, we are joining storytelling with computational thinking (CT) practices, physical science exploration, and makerspace activities through a digital narrative-centered learning environment for elementary school. Learning within the environment is undergirded by makerspace play that centers on finding solutions to an open problem—how can stranded scientists on a remote island power up their village using found materials? The learning environment supports students’ CT practices and science content learning as they use and problem solve with physical energy conversion kits, culminating in their creation of an interactive story. We present here a brief case study of the ways students’ experiences with makerspace play support their problem solving and storytelling. 

Ground-based magnetometers used to measure magnetic fields on the Earth’s surface (B) have played a central role in the development of Heliophysics research for more than a century. These versatile instruments have been adapted to study everything from polar cap dynamics to the equatorial electrojet, from solar wind-magnetosphere-ionosphere coupling to real-time monitoring of space weather impacts on power grids. Due to their low costs and relatively straightforward operational procedures, these instruments have been deployed in large numbers in support of Heliophysics education and citizen science activities. They are also widely used in Heliophysics research internationally and more broadly in the geosciences, lending themselves to international and interdisciplinary collaborations; for example, ground-based electrometers collocated with magnetometers provide important information on the inductive coupling of external magnetic fields to the Earth’s interior through the induced electric field (E). The purpose of this white paper is to (1) summarize present ground-based magnetometer infrastructure, with a focus on US-based activities, (2) summarize research that is needed to improve our understanding of the causes and consequences of B variations, (3) describe the infrastructure and policies needed to support this research and improve space weather models and nowcasts/forecasts. We emphasize a strategic shift to proactively identify operational efficiencies and engage all stakeholders who need B and E to work together to intelligently design new coverage and instrumentation requirements. 

Abstract Interplanetary (IP) shocks are perturbations observed in the solar wind. IP shocks correlate well with solar activity, being more numerous during times of high sunspot numbers. Earth‐bound IP shocks cause many space weather effects that are promptly observed in geospace and on the ground. Such effects can pose considerable threats to human assets in space and on the ground, including satellites in the upper atmosphere and power infrastructure. Thus, it is of great interest to the space weather community to (a) keep an accurate catalog of shocks observed near Earth, and (b) be able to forecast shock occurrence as a function of the solar cycle (SC). In this work, we use a supervised machine learning regression model to predict the number of shocks expected in SC25 using three previously published sunspot predictions for the same cycle. We predict shock counts to be around 275 ± 10, which is ∼47% higher than the shock occurrence in SC24 (187 ± 8), but still smaller than the shock occurrence in SC23 (343 ± 12). With the perspective of having more IP shocks on the horizon for SC25, we briefly discuss many opportunities in space weather research for the remainder years of SC25. The next decade or so will bring unprecedented opportunities for research and forecasting effects in the solar wind, magnetosphere, ionosphere, and on the ground. As a result, we predict SC25 will offer excellent opportunities for shock occurrences and data availability for conducting space weather research and forecasting. 

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. 

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.