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SEERNet is a network of platform developers, researchers, and education stakeholders working together to create and expand the capacity of digital learning platforms (DLPs) to enable equity-focused and rigorous education research.  SEERNet is funded by the Institute of Education Science, with a deliberate intention to fund both DLPs and researchers, as well as a growing network connecting DLPs, researchers, and practitioners. It is called “SEERNet” in reference to IES’s SEER principles, a set of aspirations for educational research.

NCER has released a new Request for Applications for FY 2024 for teams to conduct research on one of the five Digital Learning Platforms. SEERNet is pleased to share resources that may support applicants in their proposal.
Learn more about how SEERNet can support you
Learn more about this initiative from IES


Guides & Reports

Making Waves: Reflections on SEERNet’s Progress Towards Enabling Next Generation of Education Research

Abstract: SEERNet is a network of Digital Learning Platforms, researchers, and practitioners with the vision to leverage DLPs as research infrastructure, enabling researchers to ask and answer important questions about learning in ways that are grounded in realistic, widespread use of learning technologies. A first wave of work established the foundation for the research community. The network looks now towards a second wave of work that clarifies research opportunities and builds capacity for the types of research that can be supported. A third wave seeks to expand the network’s efforts towards broader aspirations for better science, engineering, practitioner engagement, and community.


Reflections on Researcher-Practitioner Co-design of SEERNet Research Questions

One of SEERNet’s aims is to enable alignment of research on digital learning platforms to practitioner needs. Office Hours: A Conversational Series was SEERNet’s first initiative to convene practitioners and researchers in identifying problems of practice relevant to digital learning platforms (DLPs) and co-designing research questions. Participants discussed their experiences, goals, challenges, and vision related to DLP use. The conversations were synthesized and feedback from the participants led to refined research questions. In addition, we asked the participants to reflect on the value of the Office Hours process.

What We’re Reading

The Impact of Online Lesson Plans on Student Learning in the United States

More than 90 percent of middle and high school teachers report using the internet to source instructional materials, but there is a dearth of rigorous evidence on the effects of providing teachers with access to online materials. Researchers evaluated the impact of providing teachers with access to high-quality online lessons and implementation support on student achievement in mathematics. Providing teachers with access to the lessons, reminders, and implementation support significantly increased student achievement. Researchers also found suggestive evidence that providing access to the lessons alone had a positive effect on math scores.