Request for TLE articles

Fellow Research Partners,

We are compiling a comprehensive listing of all journal articles involving the TLE TeachLivE technology and need your help. If you have published (or recently submitted a manuscript) on TLE TeachLivE please help us out and send the citation to Dr. Carrie Straub at so that we can add your citation to our website.

Thank you for your continued research efforts with TLE TeachLivE!

Addressing Preconceptions in Using TeachLivE™

kevin easyBy Dr. Carrie Straub

Preconception: A student’s understanding of content before a lesson is taught. These may be misconceptions, incomplete conceptions, or correct and complete conceptions.

In all subjects, student preconceptions are commonly encountered, and veteran teachers, over time, develop a rich reservoir of approaches for dealing with a myriad of preconceptions. Typically, the ability to choose the best method for delivering content is a skill refined after teaching lessons to many students, many times, over many years.  This is a slow process, because teachers generally only revisit a lesson annually.  Even if teachers present the same lesson for three classes in a row on a particular day, they must quickly move on to tomorrow’s lesson and content.  There is little time to reflect on what made the lesson effective and what could be improved. By the time another school year has elapsed, their solutions for handling student preconceptions about different content are no longer fresh in their minds.  Teacher candidates are at further disadvantage. They receive information about common content preconceptions along with a long list of critical concepts in methods classes. However, they generally do not have an opportunity to immediately apply their learning about the preconceptions. They usually must wait months or years until they have an opportunity to work with real students in clinical field experiences. However, the existence of the virtual environment TeachLivE,  allows time to be compacted and teachers and teacher candidates can experience multiple virtual rehearsals of a lesson with reflection in between each session. They can rehearse dealing with selected student preconceptions at an accelerated pace.

Avatars do not mind learning the same lesson over and over; they start fresh each session.  Avatars show up to class to learn the most challenging topics in a discipline, and like their real-life peers, they bring preconceptions.

In a recent research project using TeachLivE, we identified the top 5 mathematics preconceptions about solving  simple equations after an analysis of 113 student work samples. One of the five preconceptions was assigned to one of the five avatars in TeachLivE.  Most of these were misconceptions. Then middle school mathematics teachers were given a formative assessment probe from the start of a lesson containing descriptions of the preconceptions.  Before the TeachLivE session, teachers reviewed the student work samples of the avatars containing their assigned preconceptions of each avatar.  Then, during the TeachLivE session, teachers had to “deal with” the same preconceptions as they interacted with the avatars in a class discussion.  Each teacher practiced teaching the lesson four times.  All of this was accomplished in 50 minutes, rather than over the course of years.  The benefit of time acceleration allowed the teachers to virtually rehearse, reflect on their practice, and make changes to their delivery in a compressed amount of time.

If you would like to increase your students’ ability to address preconceptions, there are simple steps you can take.

Steps for using TeachLivE to Allow your Teacher Candidates to Address Student Preconceptions:

  1. Identify research-based preconceptions for a concept or skill in your chosen content area
  2. Choose three to five preconceptions that are most common for that content
  3. Complete a TeachLivE Session Objective Form and explain the preconceptions you would like to see as well as the targeted teacher behaviors you want to see (good questioning, positive feedback, attention to all students, etc.)
  4. Follow up by accessing to see if there are any questions about your session objectives.

Note: Resources are available for preconceptions in your field, and as teacher educators, you may be aware of sources which would be invaluable to us at TeachLivE.  Please feel free to email Dr. Carrie Straub at with resources for preconceptions subjects that you have found to be helpful in your teacher preparation or research.

Spotlight: Katie Ingraham

Katie Ingraham is in her final year at UCF as a doctoral student in instructional design and technology. She joined TLE TeachLive as a part of the original development team six years ago as an undergraduate student at UCF through the Interactive Performance Lab. Since then she has worked with TLE TeachLive as an interactor delivering sessions, developing new characters, and training new interactors.

Outside of TLE TeachLive and her graduate studies, Katie works part-time as an instructional designer writing online course material and media for a local online learning company. Last semester she also co-taught pilot classes in interactive performance for the UCF theater department and has been working to support the development of courses at UCF to teach interactive performance to future generations of interactors.

DSC_1099aKatie is interested in virtual character research and simulation development that merges best practices in instructional design with interactive entertainment and hopes to continue research and development in this area after she graduates from UCF. She enjoys working with TLE TeachLive because of the opportunity to deliver targeted and impactful experiences to teachers across the United States.

TLE TeachLivE™ Conference 2013

The TLE TeachLivE™ team proudly hosted our inaugural conference on May 23-24, 2013 here at UCF. We were fortunate to have distinguished visitors from around the world present current research findings, offer keynote addresses, and network with conference attendees during the event. General consensus placed this conference at the top of the list for anyone interested in the research, technology, and development of TLE TeachLivE™. A special thank you to all attendees and presenters and a very special thank you to Amy Slamp, Senior Program Officer at the Bill & Melinda Gates Foundation, for her ongoing support and her outstanding keynote address that inspired us all to continue innovative work in teacher education!amy2

Bill & Melinda Gates Foundation Senior Program Officer Amy Slamp delivering her keynote address at the inaugural TLE TeachLivE™ conferencePVA-768x1024

Dr. Charlie Hughes demonstrating the Robothespian at UCF’s Institute for Simulation and Training  (IST)


TLE TeachLivE™ head interactor Morgan Russell fielding questions at the conference audsideview-1024x768Distinguished attendees at the TLE TeachLivE™ conference demonstration, Day 1Mike4-1024x768 Dr. Michael Hynes welcoming attendees to the TLE TeachLivE™ Conferencestacey_ann TLE TeachLivE™ professional development consultant Ann Shannon with TLE TeachLivE™ conference coordinator and UCF doctoral candidate Stacey HardinCarrie6-1024x768 Project Director of TeachLivE™ national research study Dr. Carrie Straub presenting in Spanish at the TLE TeachLivE™ conference, Day 2lisa2-1024x768Dr. Lisa Dieker delivers opening remarks at the TLE TeachLivE™ conference, Day 1

Did you miss the conference? Be sure to check out TLE’s conference website page.

TLE TeachLivE™ Demonstrations

teachlive logo

We’ve been honored to offer demonstrations to the following institutions and individuals in the past couple months:

May 2013

New Schools Venture Fund

TLE TeachLivE Conference

June 2013

UCF Trustees

United Arab Emirates


July 2013

Orange County Public Schools

Robin Church

Sesame Street

If you are interested in scheduling a TLE demonstration at your site, please contact Stacey at