Innovative Technologies to Improve Teaching and Learning

Marilyn M. Ault, PhD

Research Centers - Center for Research on Learning
Senior Research Associate
Director, ALTEC (Advanced Learning Technologies in Education Consortia), The University of Kansas Center for Research on Learning
Primary office:
785-864-0729
Joseph R. Pearson Hall
Room 748
University of Kansas
1122 West Campus Road
Lawrence, Kansas 66045
Second office:
784-864-0517
Joseph R. Pearson Hall
Room 702



Summary

Marilyn Ault is a Senior Research Associate and Director of ALTEC, a division of the University of Kansas Center for Research on Learning (KU-CRL). She has directed research and technical assistance projects on the integration of technology into secondary and post-secondary education instruction since 199 b5. This includes research and development projects funded through the US Department of Education, US Department of Labor, US Department of Defense, National Science Foundation, National Institutes of Health, Kansas State Department of Education, Kansas Department of Transportation, and the Intel Foundation. She brings experience in large project management and coordination of activities across departments and institutions, particularly educational technology research and development projects. She additionally has experience in the development of online instructional resources, including educational games, as well as the design of active learning spaces, and the instructional integration of technology.

Research

As Principal Investigator for multiple projects awarded to her through the University of Kansas Center for Research on Learning, Dr. Ault has been involved in research and development addressing the design and instructional integration of technology since 1995, with an emphasis on the design and delivery of online instructional resources and multiplayer online games. Her role on both research and development projects is to oversee the day-to-day operations of the project, manage the budget, and coordinate all research, development, and reporting. She takes a lead on coordinating activities with the school leadership and teachers, and oversees the integration of content into online resources. She manages the interactions with collaborators, particularly the user-testing in implementation sites. She also takes the lead on coordinating interactions with the consultants and advisors that provide both formative and summative input on project activities.

Research Interests

  • 4Teachers.org
  • 4Kids.org
  • Reason Racer

Selected Publications

Frey, B. B., Ellis, J. D., Bulgren, J. A., Craig-Hare, J. & Ault, M. (in press). Development of a test of scientific argumentation. Journal of Science Education and Technology.

Ault, M. Craig-Hare, J. Frey, B. B., Ellis, J. D., & Bulgren, J. A. (2015). The effectiveness of Reason Racer, a game designed to engage middle school students in scientific argumentation. Journal of Research on Technology in Education, 47(1), 1-21.

Bulgren, J. A., Ault, M. Craig-Hare, J. Ellis, J. D., & Frey, B. B. (2014). Final Report for The Evidence Games: Collaborative Games Engaging Middle School Students in the Evaluation of Scientific Evidence.

Ault, M. (2014). How games can engage students and improve learning. eSchool News: Daily Tech News & Innovation. www.eschoolnews.com/2014/06/06/games-engage-students-241/10.1080/15391523.2015.967542

Ault, M. Craig-Hare, J. Scherrer, D. Kroge, J. Tran, P. Adams, D. Ellis, J. & Bulgren, J. (2013). ReasonRacer: An online competitive game to learn skills in scientific argumentation. Reasonracer.com

Ault, M. Craig-Hare, J. Bulgren, J. A., & Ellis, J. D. (2012). Analysis of a game feature designed to heighten engagement and learning. In Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 2462-2466). Chesapeake, VA: AACE. http://www.editlib.org/p/39952

Craig-Hare, J. & Ault, M. (2012). Supporting scientific argumentation in the classroom. In Society for Information Technology & Teacher Education International Conference (1st ed., Vol. 2012, pp. 2495-2497).

Ault, M. Craig-Hare, J. Bulgren, J. A., Scherrer, D. & Adams, D. (2011). Iterative development process for the Evidence Game: A scientific argumentation game for middle school students. In Proceedings of Society for Information Technology and Teacher Education International Conference, Nashville, TN. http://site.aace.org/conf/

Craig-Hare, J. & Ault, M. (2011). Student grouping strategies within technology rich learning environments. In Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 3177-3184). Chesapeake, VA.

Craig-Hare, J. & Ault, M. (2011). Teaching scientific argumentation through games: A design based approach. In Proceedings of Society for Information Technology & Teacher Education International Conference 2011. Chesapeake, VA: AACE.

Craig-Hare, J. Ault, M. & Niileksela, C. (2011). The influence of technology rich learning environments: A classroom-based observational study. In Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 4304-4311). Chesapeake, VA: AACEVA: AACE.

Ault, M. Craig-Hare, J. Frey, B. & Tiemann, G. (2011). Use of targeted games to support instruction. In Proceedings of Society for Information Technology & Teacher Education International Conference. (1st ed., Vol. 2011). http://site.aace.org/conf/

Merillat, L. & Ault, M. (2010). Teaching and learning about rubics using RubiStar. In Society for Information Technology & Teacher Education International Conference (1st ed., Vol. 2010, pp. 2783-2790).

Adams, D. & Ault, M. (2009). Games have a long history in American education. SEEN Magazine, 11(3), 37. http://bit.ly/SEENmag

Rues, J. P., Graff, G. C., Ault, M. M., & Holvoet, J. F. (2006). Special health care procedures. In M. Snell & F. Brown (Eds.), Instruction of persons with severe disabilities(6th ed.) (pp. 251-290). Columbus, OH: Merrill Publishing Co.

Rues, J. P., Graff, G. C., Ault, M. M., & Holvoet, J. F. (2000). Special health care procedures. In M. Snell & F. Brown (Eds.), Instruction of persons with severe disabilities(5th ed.) (pp. 245-290). Columbus, OH: Merrill Publishing Co.

Chaffin, J. Carey, F. & Ault, M. (2000). 4Kids.org.

Chaffin, J. Holvoet, J. Schappveld, E. & Ault, M. (2000). 4Teachers.org.

Thompson, B. Wickham, D. Wegner, J. & Ault, M. M. (1996). All children should know joy: Reflections on inclusive, family centered services for young children with significant disabilities. In D. Lehr & F. Brown (Eds.), Persons who challenge the system (pp. 23-48). Baltimore, MD: Paul H. Brooks Publishing Co.

Ault, M. M., Guy, B. Guess, D. Bashinki, S. & Roberts, S. (1995). Analyzing behavior state and learning environments: Application in instructional settings. Mental Retardation, 33(5), 304-316.

Ault, M. M., Guess, P. D., Bashinski, S. & Guy, B. (1995). ABLE Inservice Training (CD-ROM). Lawrence, KS: The Department of Special Education, The University of Kansas.

Peterson, N. Barber, P. & Ault, M. M. (1994). Children with special health care needs in early childhood special education. In B. Spodek & P. Safford (Eds.), Year book in early childhood education (Vol. 5, pp. 89-105). New York, NY: Teachers College Press.

Ault, M. M., Rues, J. P., & Graff, G. C. (1994). Special health care needs. In L. Sternberg (Ed.), Individuals with profound handicaps: Instructional and assistive strategies (pp. 54-100). Austin, TX: Pro-Ed.

Ault, M. M., Guy, B. Rues, J. P., Noto, L. & Guess, D. (1994). Some educational implications for students with profound disabilities at risk for inadequate nutrition and the nontherapeutic effects of medication. Mental Retardation, 32(3), 200-205.

Ault, M. M., Graff, G. C., & Rues, J. P. (1993). Special health care procedures. In M. Snell (Ed.), Systematic instruction of persons with severe disabilities(4th ed.) (pp. 215-247). Columbus, OH: Merrill Publishing Co.

Thompson, B. Wickham, D. Wegner, J. Ault, M. M., Shanks, P. & Reinertson, B. (1993). Handbook for the inclusion of young children with severe disabilities: Strategies for implementing exemplary full inclusion programs. Lawrence, KS: Learner Managed Designs, Inc.

Guess, D. Roberts, S. Siegel-Causey, E. Ault, M. M., Thompson, B. & Rues, J. (1993). An analysis of behavior state conditions and associated environmental variables among students with profound handicaps. American Journal on Mental Retardation, 97(6), 634-653.

Guess, D. Siegel-Causey, E. Roberts, S. Guy, B. Ault, M. M., & Rues, J. (1993). Analysis of state organization patterns among students with profound disabilities. The Journal of the Association for Persons with Severe Handicaps, 18(2), 93-108.

Guy, B. Guess, D. & Ault, M. M. (1993). Classroom procedures for the measurement of behavior state among students with profound disabilities. The Journal of the Association for Persons with Severe Handicaps, 18(1), 52-60.

Graff, J. C., & Ault, M. M. (1993). Guidelines for working with students having special health care needs. Journal of School Health, 63(8), 335-339.

Guy, B. Ault, M. M., & Guess, D. (1993). Analyzing behavior states and learning environments profile. Lawrence, KS: The University of Kansas, Department of Special Education.

Howard, S. W., Ault, M. M., Knowlton, E. H., & Swall, R. (1992). Distance education: Promises and cautions for special education. Teacher Education and Special Education, 15(4), 275-283.

Thompson, B. & Ault, M. M. (1992). The Circle of Inclusion. Lawrence, KS: Learner Managed Designs, Inc.

Thompson, B. Wickham, D. Ault, M. M., Shanks, P. Reinertson, B. Wegner, J. & Guess, D. (1991). Expanding the circle of inclusion: Integrating young children with severe multiple disabilities into Montessori classrooms. Montessori Life, 11-14.

Graff, C. Ault, M. M., Guess, D. Taylor, M. & Thompson, B. (1990). Health care for students with disabilities: An illustrated medical guide for the classroom. Baltimore, MD: Paul H. Brookes Publishing Co.

Guess, D. Roberts, S. Siegel-Causey, E. Ault, M. Guy, B. Thompson, B. & Rues, J. (1990). Investigations into state behaviors of students with severe and profound handicapping conditions: Special Education Monograph 1. Lawrence, KS: University of Kansas Special Education Department.

McDonald, P. Wilson, R. Turner, R. & Mulligan-Ault, M. (1988). Classroom-based medical interventions. In L. Sternberg (Ed.), Educating students with severe and profound handicaps(2nd ed.) (pp. 53-100). Baltimore, MD: Aspen Press.

Mulligan-Ault, M. (1988). Curriculum development. In L. Sternberg (Ed.), Educating students with severe and profound handicaps(2nd ed.) (pp. 219-266). Baltimore, MD: Aspen Press.

Guess, D. Ault, M. M., Roberts, S. Struth, J. Siegel-Causey, E. Thompson, B. Bronicki, G. J., & Guy, B. (1988). Implications of biobehavioral states for the education and treatment of students with the most profound handicapping conditions. Journal of the Association for Persons with Severe Handicaps, 13(3), 163-174.

Ault, M. M., Guess, D. Struth, J. & Thompson, B. (1988). The implementation of health related procedures in classrooms for students with severe multiple impairments. The Journal of the Association for Persons with Severe Handicaps, 13(2), 100-109.

Wilson, R. Mulligan, M. & Turner, R. (1985). Early childhood education of the handicapped in an urban setting. Teaching Exceptional Children, 17(2), 134-139.

Holvoet, J. Mulligan, M. Schussler, N. Lacy, L. & Guess, P. D. (1984). The Kansas individualized curriculum sequencing model: Sequencing learning experiences for severely handicapped children and youth, Portland, OR: A.S.I.E.P. Education Company.

Mulligan, M. & Guess, P. D. (1984). Using an individualized curriculum sequencing model for teaching communication skills. In L. McCormick & R. L. Schiefelbusch (Eds.), Language and communication disorders: An introduction. Columbus, OH: Charles E. Merrill Publishing Company.

Guess, D. Dussault, B. Brown, F. Mulligan, M. Orelove, F. Comegy, A. & Rues, J. (1984). Legal economic, psychological, and moral considerations on the practice of withholding medical treatment from infants with congenital defects. Monograph #l. Seattle, WA: The Association for Persons with Severe Handicaps.

Turnbull, R. T., Turnbull, A. & Mulligan, M. (1983). Leadership Management Series. Primer on P. L. 94-l42 for the regular educator, University of Minnesota.

Guess, P. D., & Mulligan, M. (1982). The severely and profoundly handicapped. In E. L. Meyen (Ed.), Exceptional Children and Youth: An introduction. Denver, CO: Love.

Mulligan, M. & Schussler, N. (1982). The Individualized Curriculum Sequencing (ICS) Model training module. Minneapolis, MN: Upper Midwest Regional Resource Center, University of Minnesota.

Mulligan, M. Lacy, L. & Guess, P. D. (1982). The effects of massed, distributed, and spaced trial sequencing on severely handicapped students' performance. The Journal of the Association for the Severely Handicapped, 7, 48-62.

Noonan, M. J., Brown, F. Mulligan, M. & Rettig, M. (1982). Educability of severely handicapped persons: Both sides of the issue. The Journal of the Association for the Severely Handicapped, 7, 3-13.

Mulligan, M. Guess, P. D., Holvoet, J. & Brown, F. (1980). The individualized curriculum sequencing model (I): Implication from research on massed, distributed, and spaced trial training. The Journal of the Association for the Severely Handicapped, 5, 325-336.

Holvoet, J. Guess, P. D., Mulligan, M. & Brown, F. (1980). The individualized curriculum sequencing model (II): A teaching strategy for teaching severely handicapped students. The Journal of the Association for the Severely Handicapped, 5, 337-352.

Brown, F. Holvoet, J. Guess, D. & Mulligan, M. (1980). The individualized curriculum sequencing model (III): Small group instruction. The Journal of the Association for the Severely Handicapped, 5, 353-367.

Academic Degrees

  • PhD, Special Education, Minor: Research & Analysis, University of Kansas, Lawrence, KS, 1981
  • MS, Severe Disabilities, University of Kansas, Lawrence, KS, 1978
  • BA, Psychology, Grinnell College, Grinnell, IA, 1972

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