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Spatially Manipulable Interactive Note Taking Tool to Facilitate Collaborative Learning in Science Education

https://doi.org/10.1145/3585088.3593918

Zeng, Litong ; Hadinezhad, Shafagh ; Tissenbaum, Mike ( June 2023 , IDC '23: Proceedings of the 22nd Annual ACM Interaction Design and Children Conference)

We examined how Idea Wall, a collaboration spatially manipulable interactive note tool, supports collaborative scientific reasoning among students. Through a design-based research approach, the study also aims to identify potential improvements to the tool that can better support collaborative interactions. The Idea Wall has the ability to facilitate spatial manipulation and interactive note-taking supported student engagement and collaboration. This paper contributes to the growing body of research on the use of interactive tools to enhance scientific reasoning skills in collaborative learning environments. By researching the affordances and challenges of the tool, this study provides valuable insights into the design considerations and potential improvements of such tools in building new norms of collaborative discussion for a knowledge community.
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Free, publicly-accessible full text available June 19, 2024
In-class Collaborative Learning Environment for Middle School Children: A Usability Study

https://doi.org/10.1145/3585088.3593915

Sultana, Afroza ; Bakogeorge, Alex ; Tibu, Tudor ; Zeng, Litong ; Hadinezhad, Shafagh ; Zaccagnini, Luigi ; Cang, Xuesong ; Gnesdilow, Dana ; Tarun, Aneesh P. ; Puntambekar, Sadhana ; et al ( June 2023 , IDC '23: Proceedings of the 22nd Annual ACM Interaction Design and Children Conference)

Creating effective middle school STEM curricula requires a combination of individual and collaborative learning. Prior studies showed that finding a proper balance and providing uninterrupted knowledge transmission between different learning modes can be challenging in such mixed pedagogical approaches. In this paper, we present a multi-device interactive educational platform named SimSnap to teach biology curriculum to middle school children. SimSnap facilitates interactions among touchscreen Chromebooks to perform in-class individual and group activities. We present a usability analysis study with eight middle school children where they learn about the influence of temperature on tomato plant growth. Our study demonstrated that SimSnap facilitates group discussions to complete collaborative tasks. It also creates seamless knowledge propagation between prior to current tasks to learn about more complex concepts from previous simpler activities. Middle school children gave overall high usability ratings and positive feedback on SimSnap. This study also helped to outline some design recommendations for future improvements of SimSnap.
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Free, publicly-accessible full text available June 19, 2024
Using Participatory Design Studies to Collaboratively Create Teacher Dashboards

Dey, Indrani ; Dickler, Rachel ; Hirshfield, Leanne ; Goss, William ; Tissenbaum, Mike ; Puntambekar, Sadhana ( July 2022 , International Conference on Artificial Intelligence in Education)

Classroom orchestration requires teachers to concurrently manage multiple activities across multiple social levels (individual, group, and class) and under various constraints. Real-time dashboards can support teachers; however, designing actionable dashboards is a huge challenge. This paper describes a participatory design study to identify and inform critical features of a dashboard for displaying relevant, actionable, real-time data. We leveraged a Sense-Assess-Act framework to present dashboard mockups to teachers for feedback. Although the participating teachers differed in how they would use the presented information (during class or after class as a post hoc analysis tool), two common emerging themes were that they wanted to use the data to a) better support their students and b) to make broader instructional decisions. We present data from our study and propose a customizable, mobile dashboard, that can be adapted to a teacher's specific needs at a specific time, to help them better facilitate learning activities.
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Full Text Available
REACH Projector: Remote Embodiment for Augmented Collaborative Help

Smith, Casey ; Tissenbaum, Mike ( January 2022 , 15th International Conference on Computer-Supported Collaborative Learning (CSCL) – Proceedings)
Weinberger, A. ; Chen, W. ; Hernández-Leo, D. ; Chen, B. (Ed.)
Full Text Available
Supporting collaborative classroom networks through technology: An actor network theory approach to understanding social behaviours and design

https://doi.org/10.1111/bjet.13274

Kumar, Vishesh ; Tissenbaum, Mike ( September 2022 , British Journal of Educational Technology)

Abstract
This paper presents an implementation of Connected Spaces (CxS)—an ambient help seeking interface designed and developed for a project‐based computing classroom. We use actor network theory (ANT) to provide an underutilized posthumanist lens to understand the creation of collaborative connections in this Computational Action‐based implementation. Posthumanism offers an emerging and critical extension to sociocultural perspectives on understanding learning, by pushing us to decenter the human, and consider the active roles that human and non‐human entities play in learning environments by actively shaping each other. We analyse how students in this class adjusted their help‐seeking and collaborative habits following the introduction of CxS, a tool designed to foster (more inter‐group) collaboration. ANT proposes generalized symmetry—a principle of considering human, non‐human and more than human entities with equivalent and comparable agency, leading to describing phenomena as networks of actors in different evolving relationships with each other. Analysing collaborative interactions as fostered by CxS using an ANT approach supports design‐based research—an iterative design revision process highlighting understandings about design as well as learning—by providing a temporal and informative lens into the relationship between actors and tools within the environment. Our key findings include a framing of technologies in classrooms as bridgingagentic gapsbetween students and becoming actors engaging in different behaviours; learners enacting new agencies through technologies (for instance a more comfortable non‐intrusive help seeker), and the need for voicing and teachers to connect help networks in CxS equipped classrooms.

Practitioner notes
What is already known about this topic
Collaborative learning is a valuable skill and practice; opportunities to mentor others are critical in empowering minoritized learners, especially in STEM and computing disciplines.
School norms solidify a power and expertise hierarchy between teachers and learners and fail to productively support learners in learning from each other.
Additionally, lack of awareness about peers' knowledge is a common hindrance in students knowing who to ask for help and how.
What this paper adds
An example of a designed interface called Connected Spaces with potential to foster more inter‐student collaboration, especially outside of mandated within‐group collaboration—in the form of cross‐group help seeking and help giving.
A design based research study using actor network theory highlighting the limitations of Connected Spaces in sparking notable behaviour change among students by itself but being retooled as a teacher support tool in enabling cross‐group collaborations.
Presenting conceptions of collaboration through technologies as bridging agentic gaps and acting with new agencies in performing help‐seeking related actions.
Provoking the idea of testing emerging technologies in classrooms along with sharing our analyses and reflections with the classroom as a key idea in computing education—surfacing the gap between designed intentions and the different kinds of extra social work needed in the on‐ground success of different technologies.
Implications for practice and/or policy
Designers and researchers should create and test more interfaces alongside teachers across different classrooms and contexts aimed at supporting different kinds of voluntary collaborative interactions.
Curricula, standards and school practices should further center providing students with opportunities to engage as mentors and build communities of learning across disciplines to empower minoritized students.
Researchers engaging in design based research should consider using more posthumanist lenses to examine educational technologies and how they affect change in learning environments.

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The case for alternative endpoints in computing education

https://doi.org/10.1111/bjet.13072

Tissenbaum, Mike ; Weintrop, David ; Holbert, Nathan ; Clegg, Tamara ( April 2021 , British Journal of Educational Technology)

Abstract
This paper argues for a re‐examination of the nature and goals of broad computing education initiatives. Instead of starting with specific values or goals, we instead begin by considering various desired endpoints of computing instruction and then work backward to reason about what form learning activities might take and what are the underlying values and principles that support learners in reaching these endpoints. The result of this exercise is a push for rethinking the form of contemporary computing education with an eye toward more diverse, equitable and meaningful endpoints. With a focus on the role that constructionist‐focused pedagogies and designs can play in supporting these endpoints, we examine four distinct cases and the endpoints they support. This paper is not intended to encompass all the possible alternate endpoints for computer science education; rather, this work seeks to start a conversation around the nature of and need for alternate endpoints, as a means to re‐evaluate the current tools and curricula to prepare learners for a future of active and empowered computing‐literate citizens.

Practitioner notes
What is already known about this topic
There is a growing call for computing education to be a core educational component.
Computing education traditionally has a narrow goal of training people for programming jobs.
Computing education fails to connect with students underrepresented in STEM.
What this paper adds
An argument for why we need more and diverse endpoints to computing education.
That many possible endpoints for computing education can be more inclusive, just and equitable than software engineering.
Constructionism is a particularly useful paradigm for approaching and supporting alternate endpoints.
Implications for practice and policy
Helps reframe the goals of computing education, to truly be “for all.”
Provides a set of cases for how this reframing can be achieved.
Gives policy new lenses for understanding, evaluating and implementing computing education.

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