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>2017 and earlier

2025

Smith, C., & Tissenbaum, M. (2025). REACH: Extending reality for distributed collaborative making. Computers & Education: X Reality, 7, 100111.

Tabares, S. O., Tissenbaum, M., & Bawankule, A. (2025). Exploring Computational Action: Summer Camp Influence on Computing Attitudes Among Middle School Students. In Rajala, A., Cortez, A., Hofmann, R., Jornet, A., Lotz-Sisitka, H., & Markauskaite, L. (Eds.), Proceedings of the 19th International Conference of the Learning Sciences - ICLS 2025 (pp. 1694-1698). International Society of the Learning Sciences.

Bawankule, A. & Tissenbaum, M. (2025). Maker Mindset or Making What Matters: Journeys of Persistence Towards Identity-Driven Making. In Rajala, A., Cortez, A., Hofmann, R., Jornet, A., Lotz-Sisitka, H., & Markauskaite, L. (Eds.), Proceedings of the 19th International Conference of the Learning Sciences - ICLS 2025 (pp. 341-349). International Society of the Learning Sciences.

Chang, M. A., Tissenbaum, M., Philip, T. M., & D’Mello, S. K. (2025). Co-designing AI with Youth Partners: Enabling Ideal Classroom Relationships through a Novel AI Relational Privacy Ethical Framework. Computers and Education: Artificial Intelligence, 100364.

Shehab, S., Bohn, D., O’Bryan, L., Lawrence, L., & Tissenbaum, M. (2025). Integrating Human-Centered Design into Undergraduate STEM Capstone Courses: A Food Product Development Case Study. Education Sciences, 15(5), 542.

Zeng, L., & Tissenbaum, M. (2025). The Role of Free Movement in the Physical Space for Productive Disequilibration in Collaborative Simulations. In Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning-CSCL 2025, pp. 430-434. International Society of the Learning Sciences.

2024

Bawankule, A., Hopping, D., & Tissenbaum. (2023). Fostering Maker Identity and Collaboration: Affordances of the Connected Spaces Dashboard in Two Afterschool Makerspaces. To appear in proceedings of the Constructionism / FabLearn 2023 Conference. Association for Computing Machinery (ACM).

Liu, J., Smith, C. J., & Tissenbaum, M. (2024, November). REACH Projector: A Remote Collaboration Projector-Camera System with an Effective Visual Echo Cancellation Algorithm. In Companion Publication of the 2024 Conference on Computer-Supported Cooperative Work and Social Computing (pp. 175-178).

Sultana, A., Zeng, L., Wang, M., Cernova, S., Cang, X., Gnesdilow, D., ... & Mazalek, A. (2024, June). A Plant Simulation Tool for Collaborative Biology Experiments in Middle-school Classrooms: An In-the-wild Study. In Proceedings of the 50th Graphics Interface Conference (pp. 1-12).

D'Mello, S. K., Biddy, Q., Breideband, T., Bush, J., Chang, M., Cortez, A., Tissenbaum, M., & Whitehill, J. (2024). From learning optimization to learner flourishing: Reimagining AI in Education at the Institute for Student‐AI Teaming (iSAT). AI Magazine, 45(1), 61-68.

Zeng, L., Cang, X., Sultana, A., Cernova, S., Wang, M., Gnesdilow, D., ... & Tissenbaum, M. (2024). Spatial Manipulative Note-Taking Tool for Small Group Face-to-Face Collaboration in Science Class. In Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning-CSCL 2024, pp. 431-432. International Society of the Learning Sciences.

Cang, X., Zeng, L., Tissenbaum, M., Gnesdilow, D., & Puntambekar, S. (2024). Convergent Group Understanding: Indicator of Knowledge Integration?. In Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning-CSCL 2024, pp. 197-200. International Society of the Learning Sciences.

Lawrence, L., Shehab, S., & Tissenbaum, M. (2024). Understanding non-designers' practices and processes in a human-centered design course. International Journal of Innovation in Education, 9(5), 1-27.

2023

Bawankule, A., Hopping, D., & Tissenbaum. (2023). Fostering Maker Identity and Collaboration: Affordances of the Connected Spaces Dashboard in Two Afterschool Makerspaces. To appear in proceedings of the Constructionism / FabLearn 2023 Conference. Association for Computing Machinery (ACM).

Smith, C., & Tissenbaum. (2023). The REACH System: Boundary Spanning’s Support of Distributed Collaborative Making. To appear in proceedings of the Constructionism / FabLearn 2023 Conference. Association for Computing Machinery (ACM).

Sultana, A., Bakogeorge, A., Tibu, T., Zeng, L., Hadinezhad, S., Zaccagnini, L., ... & Mazalek, A. (2023, June). In-class Collaborative Learning Environment for Middle School Children: A Usability Study. In Proceedings of the 22nd Annual ACM Interaction Design and Children Conference (pp. 661-666). Association for Computing Machinery (ACM).

Zeng, L., Hadinezhad, S., & Tissenbaum, M. (2023, June). Spatially Manipulable Interactive Note Taking Tool to Facilitate Collaborative Learning in Science Education. In Proceedings of the 22nd Annual ACM Interaction Design and Children Conference (pp. 614-618). Association for Computing Machinery (ACM).

Tissenbaum, M & Joye, A. (2023). Idea Wall: A real-time collaboration tool to support and orchestrate knowledge construction across multiple social planes. To appear in proceedings of the 16th International Conference on Computer-Supported Collaborative Learning. International Society of the Learning Sciences.

Hall, K., Tissenbaum, M. (2023). Being a Good Student: Risks and Reactive Coping Strategies Encountered in a Summer STEM Makerspace for Black Youth. In Proceedings of the International Conference of the Learning Sciences - ICLS 2023. Montreal, Canada: International Society of the Learning Sciences.

Bawankule, A., Tissenbaum, M. (2023). Maker identity development: What and how? In Proceedings of the International Conference of the Learning Sciences - ICLS 2023. Montreal, Canada: International Society of the Learning Sciences.

2022

Kumar, V., & Tissenbaum, M. (2022). Supporting collaborative classroom networks through technology: An actor network theory approach to understanding social behaviours and design. British Journal of Educational Technology, 53, 1549-1570.

Zeng, L., & Tissenbaum, M. (2022). The Impact of Device Orientation on Small Group Collaboration During Whole Class Game-Based Simulations. Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning (pp. 27-34). International Society of the Learning Sciences.

Smith, C., & Tissenbaum, M. (2022). REACH Projector: Remote Embodiment for Augmented Collaborative Help. Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning (pp. 336-339). International Society of the Learning Sciences.

Tarun, A., Andric, V., Yang, L., Tibu, T., Zaccagnini, L., Hadinezhad, S., Tissenbaum, M. & Mazalek, A. (2022). SimSnap: Supporting Collaborative Learning through Reconfigurable Simulations. Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning (pp. 447-450). International Society of the Learning Sciences.

Dey, I., Dickler, R., Hirshfield, L., Goss, W., Tissenbaum, M., & Puntambekar, S. (2022). Using Participatory Design Studies to Collaboratively Create Teacher Dashboards. Proceedings of the 23rd International Conference or Artificial Intelligence in Education (AIED) 2022, (Part II pp. 506-509). Artificial Intelligence in Education.

Meis, E., Pugh, S., Dickler, R., Tissenbaum, M., & Hirshfield, L. (2022, November). HCI Strategies for Informing the Design of a Teacher Dashboard: How Might Real-Time Situational Data Determine the Potential for Technological Support in the Classroom?. Proceedings of the 24th International Conference on Human-Computer Interaction, (Part II pp. 161-168). Cham: Springer Nature Switzerland.

Tissenbaum, M. Lindgren, R., & Danish, J. (2022) The Role of the Physical Space in Distributed Intelligence [Symposium Session]. Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning (pp. 533-540). International Society of the Learning Sciences.

Tissenbaum, M. & Hall, K. (2022) Supporting computational design thinking for personally-relevant computing and making education. The annual meeting of the American Educational Research Association, San Diego, CA, United States.

Kumar, V. & Tissenbaum, M. (2022) Ambient representation tools for divergent collaboration: Design-based research using actor network analysis. The annual meeting of the American Educational Research Association, San Diego, CA, United States.

Shehab, S., Irvin, A. & Tissenbaum, M. (2022) The impact of an internship program on understanding human-centered design and development of its mindsets. American Educational Research Association, San Diego, CA, United States.

2021

Kumar, V., Tissenbaum, M. B., & Kim, T. (2021). Procedural Collaboration in Educational Games: Supporting Complex System Understandings in Immersive Whole Class Simulations. Communication Studies, 72(6), 994-1016.

Tissenbaum, M., Weintrop, D., Holbert, N., & Clegg, T. (2021). The Case for Alternative Endpoints in Computing Education. British Journal of Educational Technology.

Shehab, S., Rees Lewis, D., Tissenbaum, M. … & Sawyer, K. (2021) Towards Bringing Human-Centered Design to K-12 and Post-Secondary Education. Symposium presented at the International Conference of the Learning Sciences, 2021.

Kim, T., Kumar, V., & Tissenbaum, M. (2021) Productive anger? Changing systems understanding due to negative emotions. International Conference of the Learning Sciences, 2021.

2020

Jorion, N., Roberts, J., Bowers, A., Tissenbaum, M., Lyons, L., Kumar, V., & Berland, M. (2020). Uncovering Patterns in Constructionist Collaborative Learning Activities via Cluster Analysis of Museum Exhibit Log Files. Frontline Learning Research, 8(4), 77-87.

Tissenbaum, M., & Ottenbreit-Leftwich, A. (2020). A vision of K-12 computer science education for 2030. Communications of the ACM, 63(5), 42-44.

Tissenbaum, M. (2020). I see what you did there! Divergent collaboration and learner transitions from unproductive to productive states in open-ended inquiry. Computers & Education, 145, 103739.

Saadeddine, S., Lawrence, L., Tissenbaum, M., Rui, T., & Hixon, T. (June 2020). Integrating Human Centered Design in Post-Secondary Courses: Evaluating the First Iteration. In Proceedings of the International Conference of the Learning Sciences (ICLS).

Weintrop, D., Holbert, N., & Tissenbaum, M. (May 2020). Considering Alternative Endpoints: An Exploration in the Space of Computing Educations. Constructionism. Dublin, Ireland.

Kumar, V., Tissenbaum, M. (2020). Making a promise: Breaking, creating, and sustaining collaborations in participatory management games. In session: Becoming Together: Creating and Looking at Collaborations as Learning Products at the International Conference of the Learning Sciences, 2020.

Weintrop, D., Choi, G. W., Maltese, A., Tissenbaum, M., Walton, M., Walkoe, J., ... & Blikstein, P. (2020). What Does Computer Science and Maker Education Look Like in 2030?. Symposium held at the International Conference of the Learning Sciences, 2020.

Irgens, G. A., Dabholkar, S., Bain, C., Woods, P., Hall, K., Swanson, H., ... & Wilensky, U. (2020). Modeling and measuring high school students’ computational thinking practices in science. Journal of Science Education and Technology, 29(1), 137-161.

2019

Matuk, C., Tissenbaum, M., & Schneider, B. (2019). Real-time orchestrational technologies in computer-supported collaborative learning: an introduction to the special issue. International Journal of Computer-Supported Collaborative Learning, 14(3), 251-260.

Tissenbaum, M., & Slotta, J. (2019). Supporting classroom orchestration with real-time feedback: A role for teacher dashboards and real-time agents. International Journal of Computer-Supported Collaborative Learning, 14(3), 325-351.

Tissenbaum, M., & Slotta, J. D. (2019). Developing a smart classroom infrastructure to support real-time student collaboration and inquiry: a 4-year design study. Instructional Science, 1-40.

Tissenbaum, M., Sheldon, J., & Ableson, H. (2019) From Computational Thinking to Computational Action. Communications of the ACM, 62(3). 34-36.

Tissenbaum, M., & Kumar, V. (2019). See the Collaboration Through the Code: Using Data Mining and CORDTRA Graphs to Analyze Blocks-Based Programming. In Proceedings of the International Conference on Computer Supported Collaborative Learning (CSCL).

Tissenbaum, M., & Sheldon, J. (2019). Computational Action in App Inventor: Developing Theoretical and Technological Frameworks for Collaboration and Empowerment. In Proceedings of the International Conference on Computer Supported Collaborative Learning (CSCL) (pp. 985-988).

Kumar, V., & Tissenbaum, M. (2019, June). City Settlers – Participatory Games to Build Sustainable Cities. In Proceedings of the 18th ACM Conference on Interaction Design and Children. ACM, New York, NY, USA.

2018

Tissenbaum, M., Sherman, M., Sheldon, J., & Ableson, H. (2018, June). From Computational Thinking to Computational Action: Understanding Changes in Computational Identity Through App Inventor and the Internet of Things. In Proceedings of the 13th International Conference of the Learning Sciences (1657-1658), London.

Tissenbaum, M., Sheldon, J. & Sherman, M. (2018, June). Combining data mining and qualitative analysis to reveal learners' computational practices in open-ended student-driven curricula. In The State of the Field in Computational Thinking Assessment. Symposium conducted in the 13th International Conference of the Learning Sciences (1304-1311), London.

Swanson, H., Irgens, G. A., Bain, C., Hall, K., Woods, P., Rogge, C., ... & Wilensky, U. (2018). Characterizing computational thinking in high school science. International Society of the Learning Sciences, Inc.[ISLS]..

2017

Tissenbaum, M., Berland, M., & Lyons, L. (2017). DCLM framework: understanding collaboration in open-ended tabletop learning environments. International Journal of Computer-Supported Collaborative Learning, 12(1), 35-64.

Kumar, V., Tissenbaum, M., Wielgus, L., & Berland, M. (2017, June). Connected Spaces: Helping Makers Know Their Neighbors. In Proceedings of the 2017 Conference on Interaction Design and Children (pp. 629-635). ACM.

Tissenbaum, M., Sheldon, J., Seop, L., Lee, C. H., & Lao, N. (2017, April). Critical computational empowerment: Engaging youth as shapers of the digital future. In Global Engineering Education Conference (EDUCON), 2017 IEEE (pp. 1705-1708). IEEE.

Kumar, V., Tissenbaum, M., & Berland, M. (2017, March). What are visitors up to: helping museum facilitators know what visitors are doing. In Proceedings of the Seventh International Learning Analytics & Knowledge Conference (pp. 558-559). ACM.

Kong, S. C., Abelson, H., Sheldon, J., Lao, A., Tissenbaum, M., Lai, M., & Lao, N. (2017). Curriculum Activities to Foster Primary School Students’ Computational Practices in Block-Based Programming Environments. Proceedings of the Computational Thinking in Education Conference (pp. 84-89), Hong Kong.

Jane, I. M., Medlock-Walton, P., & Tissenbaum, M. (2017). App Inventor VR Editor for Computational Thinking. Proceedings of the Computational Thinking in Education Conference (pp. 160-163), Hong Kong.

Tissenbaum, M., Sheldon, J., Patton, E., Gupta, A., Zhang, E., & Gopinath, D. (2017). Off the Screen, and Into the World of Everyday Objects: Computational Thinking for Youth with the Internet of Things. Proceedings of the Computational Thinking in Education Conference (pp. 145-148), Hong Kong.

2016

Tissenbaum, M., & Berland, M. (2016, August). Divergent inquiry for exploratory learning: A multimodal perspective. In Proceedings of the EARLI SIG20 & SIG26 conference “Inquiry and argumentation: Education for thinking”, Ghent, Belgium.

Tissenbaum, M., Kumar, V., & Berland, M. (2016, June). Modeling Visitor Behavior in a Game-Based Engineering Museum Exhibit with Hidden Markov Models. In Proceedings of the 9th International Conference on Educational Data Mining (pp. 517-522). ACM.

Tissenbaum, M., Berland, M. & Lyons, L. (2016, June). Designing a real-time intelligent support for museum interpreters. In Real-Time Visualization of Student Activities to Support Classroom Orchestration. Symposium conducted at the 12th International Conference of the Learning Sciences (pp. 1043-1044), Singapore.

Halverson, E. & Tissenbaum, M., (2016, April). Technologies for learning in library-based makerspaces. In Connected Making: Designing for Youth Learning in Online Maker Communities In and Out of Schools. Symposium conducted at the 12th International Conference of the Learning Sciences (pp. 1043-1044), Singapore.

2015

Tissenbaum, M., & Slotta, J. D. (2015). Scripting and Orchestration of Learning Across Contexts: A Role for Intelligent Agents and Data Mining. In Seamless Learning in the Age of Mobile Connectivity (pp. 223-257). Springer Singapore.

Lyons, L., Tissenbaum, M., Berland, M., Eydt, R., Wielgus, L., & Mechtley, A. (2015, June). Designing visible engineering: supporting tinkering performances in museums. In Proceedings of the 14th International Conference on Interaction Design and Children (pp. 49-58). ACM.

2014

Tissenbaum, M., & Slotta, J. D. (2014, June). Developing an Orchestrational Framework for Collective Inquiry in Smart Classrooms: SAIL Smart Space (S3). In Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) (pp. 831-838).

2013

Tissenbaum, M. & Slotta, J. D. (2013, June). Scripting and orchestration of collaborative inquiry: An increasing complexity of designs. Proceedings of the 10th International Conference on Computer Supported Collaborative Learning (pp. 367-368), Madison, WI.

Slotta, J. D., Tissenbaum, M., & Lui, M. (2013, April). Orchestrating of complex inquiry: three roles for learning analytics in a smart classroom infrastructure. In Proceedings of the Third International Conference on Learning Analytics and Knowledge (pp. 270-274). ACM.

2012

Tissenbaum, M., & Slotta, J. D. (2012, June). Scaffolding a Knowledge Community for High School Physics. Proceedings of the 10th International Conference for the Learning Sciences (ICLS 2012) (pp. 436-440). Sydney, Australia.

Slotta, J. D., Tissenbaum, M., Lui, M., & Zukowski, M. (2012). Smart Classrooms for Knowledge Communities: EPIC Technology Environment (pp. 66-67). Symposium conducted at the 10th International Conference for the Learning Sciences (ICLS) Conference, Sydney, Australia.

Tissenbaum, M. & Slotta, J.D. (2012). Scripting Collective Inquiry in High School Physics (pp. 121-123). In Scripting Science Inquiry Learning in CSCL Classrooms. Symposium conducted at the 10th International Conference for the Learning Sciences (ICLS) Conference, Sydney, Australia.

2021

2020

2019

2018

2017

2016

2015

2022

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