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Michael Tissenbaum

Biography

Dr. Tissenbaum's research, which focuses on collaborative learning and knowledge communities, aims to understand how children develop STEM and computational literacies when engaged with technology-enhanced learning. More broadly, his work focuses on how to design transformational learning environments that combine interactive physical spaces, digital information, and collaboration between learners to envision the future of learning both in and out of schools. Dr. Tissenbaum has developed several theories on how students collaborate and learn in open-ended and exploratory learning environments.

Prior to joining UIUC, Dr. Tissenbaum worked with MIT's App Inventor lab. During his time there he advances a new approach to computing education, computational action - which is founded on the idea that while learning about computing, young people should also have opportunities to create with computing which have direct impact on their lives and their communities.

Key Professional Appointments

  • Assistant Professor, Curriculum and Instruction, University of Illinois, Urbana-Champaign
  • Assistant Professor, Educational Psychology, University of Illinois, Urbana-Champaign
  • Assistant Professor, National Center for Supercomputing Applications (NCSA), University of Illinois, Urbana-Champaign
Links

http://pixelplaygrounds.org

Research & Service

Dr. Tissenbaum's research, which focuses on collaborative learning and knowledge communities, aims to understand how children develop STEM and computational literacies when engaged with technology-enhanced learning. More broadly, his work focuses on how to design transformational learning environments that combine interactive physical spaces, digital information, and collaboration between learners to envision the future of learning both in and out of schools. Dr. Tissenbaum has developed several theories on how students collaborate and learn in open-ended and exploratory learning environments.

Prior to joining UIUC, Dr. Tissenbaum worked with MIT's App Inventor lab. During his time there he advances a new approach to computing education, computational action - which is founded on the idea that while learning about computing, young people should also have opportunities to create with computing which have direct impact on their lives and their communities.

Publications

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.  link >

Tissenbaum, M., Weintrop, D., Holbert, N., & Clegg, T. (2021). The case for alternative endpoints in computing education. British Journal of Educational Technology, 52(3), 1164-1177.  link >

Benjamin, R., Margulieux, L., Holbert, N., Searle, K., Tissenbaum, M., & DiSalvo, B. (2020). Expanding the field: How the learning sciences might further computing education research. In M. Gresalfi, & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings (pp. 2644-2646). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 5). International Society of the Learning Sciences (ISLS).

Davis, P., Krist, C., Lewis, D. R., Tissenbaum, M., Vogel, F., & Easterday, M. (2020). Communicating design-based research: A workshop for creating and interpreting design arguments. In M. Gresalfi, & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings (pp. 2647-2649). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 5). International Society of the Learning Sciences (ISLS).

Jorion, N., Roberts, J., Bowers, A., Tissenbaum, M., Lyons, L., Kumar, V., & Berland, M. (2020). Uncovering patterns in collaborative interactions via cluster analysis of museum exhibit logfiles. Frontline Learning Research, 8(6), 77-87.  link >

Kumar, V., Jayathirtha, G., Halverson, E., Carter-Stone, L., Leander, K., Tissenbaum, M., Wheeler, N. T., & Litts, B. K. (2020). Becoming Together: Creating and Looking at Collaborations as Learning Products. In M. Gresalfi, & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings (pp. 1511-1518). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 3). International Society of the Learning Sciences (ISLS).  link >

Tissenbaum, M., & Ottenbreit-Leftwich, A. (2020). A Vision of K-12 Computer Science Education for 2030. Communications of the ACM, 63(5), 42-44.  link >

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

Weintrop, D., Choi, G. W., Maltese, A. V., & Tissenbaum, M. (2020). What Does Computer Science and Maker Education Look Like in 2030? In M. Gresalfi, & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings (Vol. 3, pp. 1519-1524). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 3). International Society of the Learning Sciences (ISLS).  link >

Kumar, V., & Tissenbaum, M. (2019). City settlers-Participatory games to build sustainable cities. In Proceedings of the 18th ACM International Conference on Interaction Design and Children, IDC 2019 (pp. 660-663). (Proceedings of the 18th ACM International Conference on Interaction Design and Children, IDC 2019). Association for Computing Machinery, Inc.  link >

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.  link >

Patton, E. W., Tissenbaum, M., & Harunani, F. (2019). MIT App Inventor: Objectives, Design, and Development. In S-C. Kong, & H. Abelson (Eds.), Computational Thinking Education (pp. 31-49). Springer.  link >

Shapiro, R. B., & Tissenbaum, M. (2019). New Programming Paradigms. In S. A. Fincher, & A. V. Robins (Eds.), The Cambridge Handbook of Computing Education Research (pp. 606-636). Cambridge University Press.  link >

Tissenbaum, M., & Sheldon, J. (2019). Computational action in app inventor: Developing theoretical and technological frameworks for collaboration and empowerment. In K. Lund, G. P. Niccolai, E. Lavoue, C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - 13th International Conference on Computer Supported Collaborative Learning, CSCL 2019 - Conference Proceedings (pp. 985-988). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 2). International Society of the Learning Sciences (ISLS).  link >

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, 47(4), 423-462.  link >

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

Tissenbaum, M., & Kumar, V. (2019). See the collaboration through the code: Using data mining and cordtra graphs to analyze blocks-based programming. In K. Lund, G. P. Niccolai, E. Lavoue, C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - 13th International Conference on Computer Supported Collaborative Learning, CSCL 2019 - Conference Proceedings (pp. 680-683). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 2). International Society of the Learning Sciences (ISLS).  link >

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.  link >

Tissenbaum, M., Sheldon, J., Abelson, H., & Sherman, M. (2018). Examining a secondary school computational action curriculum using app inventor and the internet of things. In S. KONG, K. SIN, D. ANDONE, G. BISWAS, T. CRICK, H. U. HOPPE, T. HSU, R. HUANG, R. K. LI, C. LOOI, M. MILRAD, J. SHELDON, M. TISSENBAUM, J. SHIH, & J. VAHRENHOLD (Eds.), Proceedings of International Conference on Computational Thinking Education, CTE 2018 (pp. 104-105). (Proceedings of International Conference on Computational Thinking Education). The Education University of Hong Kong.

Tissenbaum, M., Sherman, M., Sheldon, J., & Abelson, H. (2018). From computational thinking to computational action: Understanding changes in computational identity through app inventor and the internet of things. Proceedings of International Conference of the Learning Sciences, ICLS, 3(2018-June), 1657-1658.

Tissenbaum, M., Sheldon, J., Sherman, M., Weintrop, D., Jona, K., Horn, M., Wilensky, U., Basu, S., Rutstein, D., Snow, E., Shear, L., Grover, S., Lee, I., Klopfer, E., Lui, D., Jayathirta, G., Shaw, M., Kafai, Y. B., Fields, D. A., ... Hall, R. (2018). The state of the field in computational thinking assessment. Proceedings of International Conference of the Learning Sciences, ICLS, 2(2018-June), 1304-1311.

Tseng, C. H., Tissenbaum, M., Kuan, W. H., Hsu, F. C., & Wong, C. C. (2018). A design-based approach to implementing a computational thinking curriculum with app inventor and the internet of things. In S. KONG, K. SIN, D. ANDONE, G. BISWAS, T. CRICK, H. U. HOPPE, T. HSU, R. HUANG, R. K. LI, C. LOOI, M. MILRAD, J. SHELDON, M. TISSENBAUM, J. SHIH, & J. VAHRENHOLD (Eds.), Proceedings of International Conference on Computational Thinking Education, CTE 2018 (pp. 63-66). (Proceedings of International Conference on Computational Thinking Education). The Education University of Hong Kong.

Jane, I. M., Medlock-Walton, P., & Tissenbaum, M. (2017). App inventor vr editor for computational thinking. In S. KONG, J. SHELDON, & R. K. LI (Eds.), Proceedings of International Conference on Computational Thinking Education, CTE 2017 (pp. 160-163). (Proceedings of International Conference on Computational Thinking Education). The Education University of Hong Kong.

Kong, S. C., Abelson, H., Sheldon, J., Lao, A., Tissenbaum, M., Lai, M., Lang, K., & Lao, N. (2017). Curriculum activities to foster primary school students’ computational practices in block-based programming environments. In S. KONG, J. SHELDON, & R. K. LI (Eds.), Proceedings of International Conference on Computational Thinking Education, CTE 2017 (pp. 84-89). (Proceedings of International Conference on Computational Thinking Education). The Education University of Hong Kong.

Kong, S. C., Lai, M., Sheldon, J., & Tissenbaum, M. (2017). The design and evaluation of a teacher development programme in computational thinking education. In S. KONG, J. SHELDON, & R. K. LI (Eds.), Proceedings of International Conference on Computational Thinking Education, CTE 2017 (pp. 77-80). (Proceedings of International Conference on Computational Thinking Education). The Education University of Hong Kong.

Kumar, V., Tissenbaum, M., Weilgus, L., & Berland, M. (2017). Connected spaces: Helping makers know their neighbors. In IDC 2017 - Proceedings of the 2017 ACM Conference on Interaction Design and Children (pp. 629-635). (IDC 2017 - Proceedings of the 2017 ACM Conference on Interaction Design and Children). Association for Computing Machinery, Inc.  link >

Kumar, V., Tissenbaum, M., & Berland, M. (2017). What are visitors up to? Helping museum facilitators know what visitors are doing. In LAK 2017 Conference Proceedings - 7th International Learning Analytics and Knowledge Conference: Understanding, Informing and Improving Learning with Data (pp. 558-559). (ACM International Conference Proceeding Series). Association for Computing Machinery.  link >

Ruan, L. L., Patton, E. W., & Tissenbaum, M. (2017). Evaluations of programming complexity in app inventor. In S. KONG, J. SHELDON, & R. K. LI (Eds.), Proceedings of International Conference on Computational Thinking Education, CTE 2017 (pp. 2-5). (Proceedings of International Conference on Computational Thinking Education). The Education University of Hong Kong.

Tissenbaum, M., Sheldon, J., Seop, L., Lee, C. H., & Lao, N. (2017). Critical computational empowerment: Engaging youth as shapers of the digital future. In Proceedings of 2017 IEEE Global Engineering Education Conference, EDUCON 2017 (pp. 1705-1708). [7943078] (IEEE Global Engineering Education Conference, EDUCON). IEEE Computer Society.  link >

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.  link >

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. In S. KONG, J. SHELDON, & R. K. LI (Eds.), Proceedings of International Conference on Computational Thinking Education, CTE 2017 (pp. 145-148). (Proceedings of International Conference on Computational Thinking Education). The Education University of Hong Kong.

Lindgren, R., Manches, A., Abrahamson, D., Price, S., Lee, V. R., & Tissenbaum, M. (2016). Embodiment and designing learning environments. In C-K. Looi, J. L. Polman, P. Reimann, & U. Cress (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 2, pp. 1353-1355). International Society of the Learning Sciences (ISLS).

Litts, B. K., Kafai, Y. B., Fields, D. A., Halverson, E. R., Peppler, K., Keune, A., Tissenbaum, M., Grimes, S. M., Chang, S., Regalla, L., Telhan, O., & Tan, M. (2016). Connected making: Designing for youth learning in online maker communities in and out of schools. In C-K. Looi, J. L. Polman, P. Reimann, & U. Cress (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 2, pp. 1041-1047). International Society of the Learning Sciences (ISLS).  link >

Tissenbaum, M., Kumar, V., & Berland, M. (2016). Modeling visitor behavior in a game-based engineering museum exhibit with hidden Markov models. 517-522. Paper presented at 9th International Conference on Educational Data Mining, EDM 2016, Raleigh, United States.

Tissenbaum, M., Matuk, C., Berland, M., Lyons, L., Cocco, F., Linn, M., Plass, J. L., Hajny, N., Olsen, A., Schwendimann, B., Boroujeni, M. S., Slotta, J. D., Vitale, J., Gerard, L., & Dillenbourg, P. (2016). Real-time visualization of student activities to support classroom orchestration. In C-K. Looi, J. L. Polman, P. Reimann, & U. Cress (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 2, pp. 1120-1127). International Society of the Learning Sciences (ISLS).  link >

Worsley, M., Abrahamson, D., Blikstein, P., Grover, S., Schneider, B., & Tissenbaum, M. (2016). Situating multimodal learning analytics. In C-K. Looi, J. L. Polman, P. Reimann, & U. Cress (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 2, pp. 1346-1349). International Society of the Learning Sciences (ISLS).

Lyons, L., Tissenbaum, M., Berland, M., Eydt, R., Wielgus, L., & Mechtley, A. (2015). Designing visible engineering: Supporting tinkering performances in museums. In Proceedings of IDC 2015: The 14th International Conference on Interaction Design and Children (pp. 49-58). [2771845] (Proceedings of IDC 2015: The 14th International Conference on Interaction Design and Children). Association for Computing Machinery, Inc.  link >

Tissenbaum, M. (2015). Developing next generation learning environments. In O. Lindwall, P. Hakkinen, T. Koschmann, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: Computer Supported Collaborative Learning Conference 2015, CSCL 2015 - Conference Proceedings (pp. 922-923). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 2). International Society of the Learning Sciences (ISLS).

Tissenbaum, M. B., & Slotta, J. D. (2015). Scripting and orchestration of learning across contexts: A role for intelligent agents and data mining. In L-H. Wong, M. Milrad, & M. Specht (Eds.), Seamless Learning in the Age of Mobile Connectivity (pp. 223-257). Springer.  link >

Moher, T., Ching, C. C., Schaefer, S., Lee, V. R., Enyedy, N., Danish, J., Guerra, P., Gnoli, A., Jimenez, P., Lopez-Silva, B., Lyons, L., Perritano, A., Slattery, B., Tissenbaum, M., Slotta, J., Cober, R., Fong, C., & Rubin, A. (2014). Becoming reflective: Designing for reflection on physical performances. Proceedings of International Conference of the Learning Sciences, ICLS, 3(January), 1273-1282.

Tissenbaum, M., & Slotta, J. D. (2014). Developing an orchestrational framework for collective inquiry in smart classrooms: SAIL Smart Space (S3). Proceedings of International Conference of the Learning Sciences, ICLS, 2(January), 831-838.

Slotta, J. D., Tissenbaum, M. B., & Lui, M. (2013). Orchestrating of complex inquiry: Three roles for learning analytics in a smart classroom infrastructure. In LAK 2013: 3rd International Conference on Learning Analytics and Knowledge (pp. 270-274). (ACM International Conference Proceeding Series).  link >

Tissenbaum, M. B. (2013). Scripting and orchestration in smart classrooms. Computer-Supported Collaborative Learning Conference, CSCL, 2.

Tissenbaum, M. B., & Slotta, J. (2013). Scripting and orchestration of collaborative inquiry: An increasing complexity of designs. Computer-Supported Collaborative Learning Conference, CSCL, 2, 367-368.

Tissenbaum, M. (2013). Scripting and orchestration of collaborative inquiry in smart classrooms. In Proceedings of IDC 2013 - The 12th International Conference on Interaction Design and Children (pp. 663-666). (ACM International Conference Proceeding Series).  link >

Cober, R., Fong, C., Gnoli, A., Silva, B. L., Lui, M., Madeira, C., McCann, C., Moher, T., Slotta, J., & Tissenbaum, M. B. (2012). Embedded phenomena for knowledge communities: Supporting complex practices and interactions within a community of inquiry in the elementary science classroom. In 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings (pp. 64-71). (10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings; Vol. 2).

Evans, M. A., Rick, J., Horn, M., Shen, C., Mercier, E., McNaughton, J., Higgins, S., Burd, E., Tissenbaum, M., Lui, M., Slotta, J. D., Maldonado, R. M., & Clayphan, A. (2012). Interactive surfaces and spaces: A learning sciences agenda. In 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings (pp. 78-85). (10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings; Vol. 2).

Martinez, R., Slotta, J., Dillenbourg, P., Clayphan, A., Tissenbaum, M., Schwendimann, B., & Ackad, C. (2012). Digital ecosystems for collaborative learning: Embedding personal and collaborative devices to support classrooms of the future. In 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings (pp. 588-589). (10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings; Vol. 2).

Raes, A., Schellens, T., De Wever, B., Kollar, I., Wecker, C., Langer, S., Fischer, F., Tissenbaum, M., Slotta, J. D., Peters, V. L., Songer, N. B., & Dillenbourg, P. (2012). Scripting science inquiry learning in CSCL classrooms. In 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings (pp. 118-125). (10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings; Vol. 2).

Tissenbaum, M., Lui, M., & Slotta, J. D. (2012). Co-Designing collaborative smart classroom curriculum for secondary school science. Journal of Universal Computer Science, 18(3), 327-352.

Tissenbaum, M., & Slotta, J. D. (2012). Scaffolding a knowledge community for high school physics. In 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings (pp. 436-440). (10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings; Vol. 2).

Charles, E. S., Whittaker, C., Tissenbaum, M., Lui, M., Dugdale, M., & Slotta, J. D. (2011). Co-design of collaborative collective knowledge environment. In Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conf. Proc. - Short Papers and Posters, 9th International Computer-Supported Collaborative Learning Conference (pp. 641-645). (Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conf. Proc. - Short Papers and Posters, 9th International Computer-Supported Collaborative Learning Conf.; Vol. 2).

Lui, M., Tissenbaum, M. B., & Slotta, J. D. (2011). Scripting collaborative learning in smart classrooms: Towards building knowledge communities. In Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conference Proceedings - Long Papers, 9th International Computer-Supported Collaborative Learning Conference (Vol. 1, pp. 430-437)

Tissenbaum, M., Lui, M., & Slotta, J. D. (2011). Orchestrating collaborative science curriculum across formal and informal contexts. In Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conf. Proc. - Community Events Proceedings, 9th International Computer-Supported Collaborative Learning Conf. (pp. 1143-1147). (Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conf. Proc. - Community Events Proceedings, 9th International Computer-Supported Collaborative Learning Conf.).

Wang, H., Slotta, J., Zhao, N., Tissenbaum, M. B., & Haklev, S. (2011). The inspiration of the studies of learning science in the west for the studies of educational technology in China. In Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conf. Proc. - Community Events Proceedings, 9th International Computer-Supported Collaborative Learning Conf. (pp. 1308-1309). (Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conf. Proc. - Community Events Proceedings, 9th International Computer-Supported Collaborative Learning Conf.).

Clement, A., Ley, D., Costantino, T., Kurtz, D., & Tissenbaum, M. (2010). PIPWatch toolbar: Using social navigation to enhance privacy protection and compliance. IEEE Technology and Society Magazine, 29(1), 50-57. [5431905].  link >

Tissenbaum, M. B., & Slotta, J. D. (2009). A new framework for smart classroom research: Co-designing curriculum, research and technology. In Computer Supported Collaborative Learning Practices, CSCL 2009 Community Events Proceedings - 9th International Conference (Vol. 2, pp. 91-93)

Clement, A., Costantino, T., Kurtz, D., & Tissenbaum, M. (2008). Participatory Design and Web 2.0: The Case of PIPWatch, the Collaborative Privacy Toolbar. In Proceedings of the Tenth Anniversary Conference on Participatory Design 2008 (pp. 51–60). (PDC ’08). Indiana University.  link >

Clement, A., Ley, D., Costantino, T., Kurtz, D., & Tissenbaum, M. (2008). The PIPWatch toolbar: Combining PIPEDA, PETs and market forces through social navigation to enhance privacy protection and compliance. In 2008 IEEE International Symposium on Technology and Society - Proceedings: ISTAS '08 - Citizens, Groups, Communities and Information and Communication Technologies [4559759] (International Symposium on Technology and Society, Proceedings).  link >

Courses

Tech Applications for Teachers (CI 435) In this course, students will dive in-depth into the opportunities and challenges of integrating technology into formal K-12 classrooms. Students will get a chance to critically examine a range of learning technologies, including examples of their use and approaches for assessing their efficacy. As an outcome of this course, each student will construct a lesson plan for integrating a chosen technology in their own classroom.

Social Learning and Multimedia (CI 482) Learning in multimodal environments from a social and cultural perspective. Topics include the formation and expression of individual and group identity across multiple contexts, including social networking, online gaming, reality television programs, streamed video, and in online courses. Assignments include both analytic and project-based tasks, with an emphasis on implications for formal learning environments.

DELTA Capstone Project (CI 489) Project-based course focusing on creating Digital Environments for Learning, Teaching and Agency. Students work in teams to build technology-supported learning activities. This course provides a studio-based, hands-on and participatory approach to the development and research of technology tools and curriculum materials. Synchronous attendance required. Canvas LMS.

Sem for Adv Stu of Education (CI 590) Seminar for graduate students on specific topics. The DELTA seminar is required for graduate students in the DELTA program and will focus on research methods, timely issues related to the field, presentations from faculty and students and profession development topics.