Research on Innovative Technologies for Enhanced Learning (RITEL)

Overview

The purpose of the Research on Innovative Technologies for Enhanced Learning (RITEL) program is to support early-stage research in emerging technologies for teaching and learning that respond to pressing needs in authentic (real-world) educational environments. RITEL supports future-oriented exploratory and synergistic research in emerging technologies (including, but not limited to, artificial intelligence (AI), robotics, and immersive or augmenting technologies) for teaching and learning. The program accepts proposals that focus on learning, teaching, or a combination of both. The scope of the program is broad and includes teaching and learning in science, technology, engineering, and mathematics (STEM) and in foundational areas that enable STEM (e.g., self-regulation, literacy, communication, collaboration, creativity, and socio-emotional skills). RITEL supports research in all learning contexts (e.g., formal, informal, workplace) and for all learner populations. RITEL has a special interest in diverse learner/educator populations and in developing new educational technologies that are cost-effective for budget-limited school districts, colleges and universities. 

Research in this program should be informed by the convergence (synthesis) of multiple disciplines: e.g., learning sciences; discipline-based education research; computer and information science and engineering; design; and cognitive, behavioral, and social sciences. RITEL is unique in its requirement that projects must advance research in both learning (and/or teaching) and technology.

RITEL is an exploratory research program that serves as an incubator to support cutting-edge research in advanced learning and teaching 4 technologies. Research should be theory-driven and apply human-centered design methods to explore proof-of-concept or feasibility of innovative learning technologies in support of new learning and/or teaching experiences. Emerging and innovative technologies have the potential to reshape teaching and learning processes, which in turn can influence new technology designs. RITEL encourages projects that explore new ideas and involve risk.

RITEL is unique in its requirement that projects must advance fundamental research in both learning (and/or teaching) and technology.

Projects that broaden participation, expand STEM pathways, ensure educational equity, or otherwise promote diversity, inclusion, and access in STEM education and careers are strongly encouraged. RITEL encourages proposals from Minority-Serving Institutions (MSIs).

All projects must be framed in terms of a pressing need in an authentic educational environment. The research should address a meaningful and practical teaching and/or learning problem identified by educators and/or other stakeholders who have expertise in the specific context.

This program supports a broad range of projects across: 
-Content areas: STEM and other foundational areas supported by NSF that enable STEM learning and teaching (e.g., self-regulation, literacy, communication, collaboration, creativity, curiosity, and social skills). 
-Populations and contexts: learners, teachers, mentors, educators, and other workers in formal (e.g., K12, higher education) or informal settings; and individual, collective, and collaborative learning and teaching across the lifespan.

The primary goal should be investigating a new technology in the context of advancing teaching and/or learning. RITEL will not fund projects that are primarily about development of a technology.

All projects must have clear research objectives that integrate teaching and/or learning and technology research to advance the respective fields (e.g., learning sciences, discipline-based education research, computer and information sciences, engineering, and/or social, cognitive, and behavioral sciences) as described below:

Teaching and/or learning research 
-For teaching, this includes researching new teaching processes and approaches (e.g., andragogy and pedagogy). 
-For learning, this includes researching new learning processes, principles, and theories (e.g., cognitive, behavioral, affective, socio-cultural, social, epistemological, problem-based, project-based, developmental, and other perspectives).

Technology research 
-Examples of emerging technology research include (but are not limited to): AI-driven technologies; virtual, immersive, embodied, interactive, or augmented environments; multimodal modeling/sensing of cognitive or affective states; language and speech processing; learning analytics and dashboards; and robotics. 
-The technology research must advance fields involving computer science, information science, and/or engineering. 
-It is insufficient to simply implement or test an existing technology, even if innovative. Incremental advances in existing technologies or deployment/implementation of existing technologies in novel learning contexts will not be funded through this program.

 An individual may participate as PI, co-PI, or other Senior Personnel in no more than one (1) proposal in response to this solicitation for each submission date. In the event that an individual exceeds the limit, the first proposal received (based on the date and time stamp of proposal submission) will be accepted and the remainder will be returned without review. No exceptions will be made.

Each project will be funded for a duration of 3 years and up to $900,000.