Perspectives on Digitally-Mediated Team Learning

1. Front Matter

   Pages i-xiv

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2. Pedagogical Perspectives in Digitally-Mediated Team Learning

   1. Front Matter

      Pages 1-1

      PDF

   2. Aligning Teacher Facilitation Tools with Pedagogies in a Real-Time Environment for Mathematics Team Learning

      • Leslie Bondaryk, Chad Dorsey

      Pages 3-17

   3. Cultivating and Leveraging Continuous Accountability Through Mundane Infrastructures for Critical Thinking

      • John M. Carroll, Guillermo Romera Rodriguez, Na Li, Chun-Hua Tsai

      Pages 19-32

   4. Team Learning in a Technology-Driven Era

      • Jody K. Takemoto, Drew Lewis, Christopher W. Parrish, Leanne Coyne, Christopher M. Burns

      Pages 33-51

   5. The Foundations of Collaborative Programming by Elementary-Aged Children

      • Jessica Vandenberg, Jennifer Tsan, Zarifa Zakaria, Collin Lynch, Kristy Elizabeth Boyer, Eric Wiebe

      Pages 53-72

3. Tools for Facilitating Digitally-Mediated Team Learning

   1. Front Matter

      Pages 73-73

      PDF

   2. Using Extended Reality to Promote Team Learning

      • Leanne Coyne, Thayer A. Merritt, Jody K. Takemoto

      Pages 75-94

   3. All-in-One Team-Based Learning (TBL) Technology: Profiling the InteDashboard Technology Platform

      • Brian O’Dwyer

      Pages 95-118

   4. Digitally Mediated Tools for Facilitating High-Quality Team-Based Programming Projects

      • Zhewei Hu, Edward F. Gehringer

      Pages 119-144

4. Analytics and Social Perspectives of Digitally-Mediated Team Learning

   1. Front Matter

      Pages 145-145

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   2. Designing Analytics to Support Team Learning

      • Qiujie Li, Yeonji Jung, Alyssa Friend Wise, Sophie Sommer, Victoria G. Axelrod

      Pages 147-165

   3. Building Rapport and Trust in Collaborative, Team-Based Online Learning Communities

      • Linda M. Wiley, Matthew P. Connell, Jonathan C. Ohlde

      Pages 167-177

   4. Mediated Interactions via WhatsApp: a Social Space for Teacher Development in Brazil

      • Junia Braga, Glenda A. Gunter, Marcos Racilan

      Pages 179-192

   5. Social Presence in Technology-Enabled Team Learning Environments

      • Caroline Kairu

      Pages 193-204

5. Back Matter

   Pages 205-220

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This book explores technology-supported andragogical and pedagogical approaches that facilitate teamwork, collaboration, communication, and problem-solving opportunities in diverse disciplines. Collaboration and communication skills are not typically developed in traditional STEM instructional practices.

The purpose of the book includes expanding the learning science research base regarding how learning principles and strategies, including structured, collaborative, active, contextual, and engaging instructional settings, can support foundational STEM instruction and improve student interest and achievement. The chapters are classified into three categories: (a) empirical studies exploring the manner in which technology-enabled pedagogical principles and practices facilitate student interest in STEM courses, (b) exploration of logistical factors associated with revisioning STEM education and (c) theoretical underpinnings and literature review of digitally-mediated team learning.

The book showcases full-length manuscripts advancing transformative approaches for technology-enhanced team learning within STEM disciplines. Contributions have been sought from interdisciplinary researchers, developers, and educators who engage in the research, development, and practice of adaptable digital environments for highly-effective, rewarding, and scalable team-based and collaborative learning. These include such topics as real-time tools for teams in classroom settings; learning analytics; effective technology-enabled pedagogies; and technology-enabled, collaborative, pedagogical approaches to broaden participation in STEM disciplines.  

Promising approaches and technologies to advance digitally-mediated team and collaborative learning are explored including learning analytics to form effective learning teams. Further, innovative cyber-assisted observation approaches for diagnostic/assessment observation and interaction with student teams, educational data mining of large volumes of collected data, and leveraging.  

The book will be of interest to Higher Education Faculty in STEM, Learning Scientist, and K-12 educators and learning coaches.

 

• Digitally Mediated Team Learning (DMTL)
• Inclusivity in STEM
• STEM pedagogy [higher education or K-12]
• Computer Supported Collaborative Learning
• Cyberlearning and National Science Foundation
• Tools for Team Learning
• Machine Learning and Team Development
• Learning Analytics and Collaborative Learning

• Learning Sciences and Educational Research, University of Central Florida, Orlando, USA

  Laurie O. Campbell, Richard Hartshorne

• Electrical Engineering and Computer Science, University of Central Florida, Orlando, USA

  Ronald F. DeMara

Richard Hartshorne is a Professor and Coordinator for the Instructional Design & Technology program and serves as the Chair of the Department of Learning Sciences and Educational Research at the University of Central Florida (UCF). He earned his Ph.D. in Curriculum and Instruction with a focus on educational technology production and technology and teacher education from the University of Florida. His teaching focuses on the integration of technology into the educational landscape, as well as instructional design and development. His research interests primarily involve the production and effective integration of instructional technology into the teaching and learning environment. The major areas of his research interest are rooted in technology and teacher education, the integration of emerging technology into the k-post-secondary curriculum, and online teaching and learning. He currently serves as the Editor-in-Chief of the Journal of Technology and Teacher Education, andhis articles have appeared in such publications as the International Journal of Gaming and Computer-Mediated Simulations, the Journal of Digital Learning in Teacher Education, Internet and Higher Education, the Journal of Educational Computing Research, and others. He has authored numerous book chapters and serves in various editorial capacities for a number of journals in the field of educational technology.

Ronald F. DeMara is a Pegasus Professor in the Department of Electrical and Computer Engineering at UCF where he has been a faculty member since 1993. His educational research interests focus on classroom instructional technologies and the digitization of STEM assessments. He was Principal Investigator of the NSF Workshop on Digitally-Mediated Team Learning held in 2019. He has created a series of faculty development courses on Assessment Digitization for engineering curricula and on workshops on Virtualized Active Learning. He has completed over 300technical and educational publications, 50 funded projects as PI/Co-I, and 23 Ph.D. graduates. He serves as the founding Director of the Evaluation and Proficiency Center (EPC), is an iSTEM Fellow, and the Digital Learning Faculty Fellow at UCF. At UCF he received the university-level Scholarship of Teaching and Learning Award twice, Teaching Initiative Program Award four times, Research Initiative Award twice, Excellence in Undergraduate Teaching Award, Excellence in Doctoral Mentoring Award, Advisor of the Year, Distinguished Research Lecturer, and the Marchioli Collective Impact Award. He received the Effective Practice Award from the Online Learning Consortium and the Joseph M. Biedenbach Outstanding Engineering Educator Award from IEEE.

Laurie O. Campbell is an Associate Professor in the Department of Learning Sciences and Educational Research at the University of Central Florida. As an interdisciplinary educational researcher her interests include personalized and activelearning to support underserved and underrepresented populations. Within STEM, she is most concerned with designing sustainable educational opportunities that build individuals' capacity for positive STEM identity and equity. Finally, her research encompasses the development of safe learning environments. Specifically, she has published in the area of academic civility, bullying, and cyberbullying.  She is a co-principal investigator of two National Science Foundation (NSF) grants and another private foundation grant. Currently, her disciplinary instructional field includes graduate courses in Instructional Design and Technology.  Her national service includes being the current chair of the AERA Sig. 022.  Computer and Internet Applications in Education which promotes research and evaluation of computer-based instruction, assessment, and practices. She can be reached at locampbell@ucf.edu- ORCID: 0000-0001-7313-5457

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