Pixel
Playgrounds
Lab

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).

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• 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).

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• 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).

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• 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).

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• 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.

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• 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.

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• 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.

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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.

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• 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.

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• 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.

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• 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.

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• 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.

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• 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.

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• 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.

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• 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.

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• 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.

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• 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.

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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. 

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

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• 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.

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• 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.

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

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• 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.

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• 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).

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

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• 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. 

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• 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. 

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• 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. 

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• 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.

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• 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.

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

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• 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). 

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• 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).

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• 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. 

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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. 

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• 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.

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• 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.

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• 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.

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• 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.

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• 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.

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• 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.

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• 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.

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• 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.

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• 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.

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• 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.​

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• 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. 

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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. ​

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• 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. 

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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).

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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.

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• 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.

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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.

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• 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.

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• 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.