<p>OpenModelica is an open-source based development environment for Modelica coordinated by the Programming Environments Laboratory (PELAB) at Linköpings Universitet. Previously an external tool, PtPlot, has been used to create graphics from simulation data. This tool is poorly integrated with OMNotebook, the OpenModelica Notebook, which is a tool for creating interactive documents where Modelica code can be edited and evaluated. This thesis develops and implements a plotting API accessible from Modelica algorithmic code and extends OMNotebook to allow creation of diagrams and other forms of graphics without an external application.These diagrams are more customizable than those generated by PtPlot and allow for example logarithmic scaling. The new Modelica API for graphic programming allows access of graphic functionality from within Modelica models and Modelica functions.</p>

OpenModelica is an open-source based development environment for Modelica coordinated by the Programming Environments Laboratory (PELAB) at Linköpings Universitet. Previously an external tool, PtPlot, has been used to create graphics from simulation data. This tool is poorly integrated with OMNotebook, the OpenModelica Notebook, which is a tool for creating interactive documents where Modelica code can be edited and evaluated. This thesis develops and implements a plotting API accessible from Modelica algorithmic code and extends OMNotebook to allow creation of diagrams and other forms of graphics without an external application.These diagrams are more customizable than those generated by PtPlot and allow for example logarithmic scaling. The new Modelica API for graphic programming allows access of graphic functionality from within Modelica models and Modelica functions.

We will share strategies for paper and digital interactive notebooks to deepen student thinking and promote learning through hands-on investigations that meet the NGSS.

Students with specific learning disabilities (SLD) typically learn less history content than their peers without disabilities and show fewer learning gains. Even when they are provided with the same instructional strategies, many students with SLD struggle to grasp complex historical concepts and content area vocabulary. Many strategies involving technology have been used in the past to enhance learning for students with SLD in history classrooms. However, very few studies have explored the effectiveness of emerging mobile technology in K-12 history classrooms. This study investigated the effects of mobile devices (iPads) as an active student response (ASR) system on the acquisition of U.S. history content of middle school students with SLD. An alternating treatments single subject design was used to compare the effects of two interventions. There were two conditions and a series of pretest probesin this study. The conditions were: (a) direct instruction and studying from handwritten notes using the interactive notebook strategy and (b) direct instruction and studying using the Quizlet App on the iPad. There were three dependent variables in this study: (a) percent correct on tests, (b) rate of correct responses per minute, and (c) rate of errors per minute. A comparative analysis suggested that both interventions (studying from interactive notes and studying using Quizlet on the iPad) had varying degrees of effectiveness in increasing the learning gains of students with SLD. In most cases, both interventions were equally effective. During both interventions, all of the participants increased their percentage correct and increased their rate of correct responses. Most of the participants decreased their rate of errors. The results of this study suggest that teachers of students with SLD should consider a post lesson review in the form of mobile devices as an ASR system or studying from handwritten notes paired with existing evidence-based practices to facilitate students’ knowledge in U.S. history. Future research should focus on the use of other interactive applications on various mobile operating platforms, on other social studies subjects, and should explore various testing formats such as oral question-answer and multiple choice.

Local High School, a pseudonym, located in Northwest Mississippi has in place two differing Biology 1 curricula; in one curriculum, the students use interactive notebooks daily and in the other curriculum, they are not used. The purpose of this ex post facto quasi-experimental study was to investigate the impact that an instructional tool, such as the interactive notebook, could have on student achievement. Instructional design theory and the materials, methods, environment, collaboration, content, and assessment (MMECCA) framework served as the theoretical framework for this study. The standard measure of science proficiency was provided by the test results from the Biology 1 Subject Area Testing Program assessment (SATP). Using data from 2016-2017 Biology 1 students who took the pretest, CASE 21 assessment, and the posttest, Biology 1 SATP assessment (N = 184), three independent samples t tests were used to analyze the data. The first independent samples t test performed on data from the pretest established that the two groups began the study with similar science proficiencies. The second and third independent samples t tests, conducted using overall mean scores and the mean scores for each of the individual six categories from the SATP Biology 1 assessment, determined that there was a statistically significant difference in the overall science proficiency of the two groups. A position paper was developed recommending the use of the interactive notebook to improve science proficiency. Positive social change is expected to occur as this information can be used to inform educational policy makers and close the achievement gap.