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1. Collaborative Synergy: Enhancing Face-to-Face Computing Courses

   https://doi.org/10.1109/FIE61694.2024.10893586  

   Ashby, Iryna; Tagare, Deepti; Thomas, Cassandra; Exter, Marisa (October 2024, IEEE)
2. Traveling Bazaar: Portable Support for Face-to-Face Collaboration

   Vitiello, Rosanna; Tiwari, Soham D.; Murray, R. Charles; Rosé, Carolyn (January 2023, International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2023)

   For nearly two decades, conversational agents have been used to structure group interactions in online chat-based environments. More recently, this form of dynamic support for collaborative learning has been extended to physical spaces using a combination of multimodal sensing technologies and instrumentation installed within a physical space. This demo extends the reach of dynamic support for collaboration still further through an application of what has recently been termed on-device machine learning, which enables a portable form of multimodal detection to trigger real-time responses. 

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3. On Moving a Face-to-Face Flipped Classroom to a Remote Setting

   Autar Kaw (May 2021, 2021 ASEE Virtual Annual Conference)

   Starting in March 2020, the COVID19 pandemic instantly affected the education of 14 million higher education students in the USA. The switch to remote instruction caught instructors and students off guard – teachers had to change their techniques, approaches, and course content rapidly (called “panicgogy”), and students had to adjust to remote instruction in a hurry. Hoping that the pandemic would not last too long, most had expected to return to the regular class format at most by the Fall semester. That expectation was quickly squashed as the summer semester progressed. If one were teaching a face-to-face classroom in a flipped modality, it would be even more challenging to teach a flipped class in an online environment. In this paper, we present how the instructor overhauled a face-to-face flipped class in Numerical Methods to an online environment. This involved 1) rethinking the learning design of the course content via the learning management system, 2) using Microsoft forms as personal response systems, and YouTube for video lectures, 3) not only using break-out rooms for peer-to-peer learning but the “main room” for individual learning as well, 4) exploit the availability of two computers and multiple monitors to deliver and observe the synchronous part of the class, 5) use of discussion boards to streamline the flow of communication that would have otherwise been unwieldy for the instructor, TAs, and students alike, 6) changes made to assessment as it had to be carried online and within a proctoring software environment, 7) changes in the conducting of office hours. The above items will be discussed in the paper, and comparisons of face-to-face and online implementations will be made. The ultimate goal is to present a logic model for a typical lecture-based online flipped STEM classroom for efficient and effective implementation by other instructors. 

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4. Face-to-Face Contrastive Learning for Social Intelligence Question-Answering

   https://doi.org/10.1109/FG57933.2023.10042612  

   Wilf, Alex; Ma, Martin Q.; Liang, Paul Pu; Zadeh, Amir; Morency, Louis-Philippe (January 2023, 2023 IEEE 17th International Conference on Automatic Face and Gesture Recognition (FG))
5. To Be Face-to-Face Today or to Be Remote Today: That is the Question

   Mohandas, L.; Mentzer, N.; Koehler, A.& Farrington (April 2023, AERA)