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.

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.

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Publications

Tissenbaum, M. (2020). Computing Education for Impact, Identity, and Empowerment. What Does Computer Science and Maker Education Look Like in 2030? Nashville, USA: International Conference of the Learning Sciences.

Weintrop, D., Choi, G., Maltese, A., & Tissenbaum, M. (2020). What Does Computer Science and Maker Education Look Like in 2030? Nashville, USA: International Conference of the Learning Sciences.

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.

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. Springer, 14 (3), 325-351.

Kumar, V., & Tissenbaum, M. (2019). City Settlers – Participatory Games to Build Sustainable Cities. New York, USA: ACM Conference on Interaction Design and Children.

Kumar, V., & Tissenbaum, M. (2019). See the Collaboration Through the Code: Using Data Mining and CORDTRA Graphs to Analyze Blocks-Based Programming. ( 680-683 ed). Lyon, France: 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. ( pp. 985-988). Lyon, France: International Conference on Computer Supported Collaborative Learning (CSCL.

Tissenbaum, M. (2019). Developing a smart classroom infrastructure to support real-time student collaboration and inquiry – a four-year design study. Instructional Science.

Tissenbaum, M. (2019). MIT App Inventor: Objectives, Design, and Development Computational Thinking Education Springer Nature.

Tissenbaum, M., & Shapiro, B. (2019). New Programming Paradigms. The Cambridge Handbook of Computing Education Research ( pp. 604-634). Cambridge, MA: Cambridge University Press.

Tissenbaum, M. (2019). From Computational Thinking to Computational Action: Envisioning computing education that both teaches and empowers Communications of the ACM, 62 (3), 34-36.

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

Tissenbaum, M., & Leftwich, A. A Vision of K-12 Computer Science Education for 2030: Goals, Perspectives and Challenges. Communications of the ACM.

Tissenbaum, M., Sherman, M., & Sheldon, J. (2018). Making Computing Meaningful: Computational Action for Formal and Informal Computing. Cambridge, MA: Connected Learning Summit.

Tissenbaum, M., & Hod, Y. (2018). Understanding Future Learning Spaces through Multiple Architectures. New York: Annual meeting of the American Educational Research Association.

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

Kumar, V., Tissenbaum, M., & Berland, M. (2017). What are visitors up to? Helping museum facilitators know what visitors are doing. ACM International Conference Proceeding Series ( pp. 558-559).  link >

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

Tissenbaum, M., Matuk, C., Berland, M., Lyons, L., Cocco, F., Linn, M., Plass, J., Hajny, N., Olsen, A., Schwendimann, B., Boroujeni, M., Slotta, J., Vitale, J., Gerard, L., & Dillenbourg, P. (2016). Real-time visualization of student activities to support classroom orchestration. Proceedings of International Conference of the Learning Sciences, ICLS ( vol. 2, pp. 1120-1127).  link >

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

Tissenbaum, M. (2018). The State of the Field in Computational Thinking Assessment. ( pp. 1304-1311). London, England: 13th Annual International Conference of the Learning Sciences.

Tissenbaum, 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. ( pp. 1657-1658). London, England: 13th Annual International Conference of the Learning Sciences.

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Presentations

What’s space got to do with it? Understanding the role of the physical space, information, and technology in collaborative learning environments. (2019). University of Illinois Chicago: University of Illinois Chicago.

The Use of Large-Format Displays for Supporting Collaborative Knowledge Construction and Classroom Orchestration (2019).: Toronto.

Communicating Design-based Research: A Workshop for Creating and Interpreting Design Arguments (2020). ISLS: Nashville TN.

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Courses

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.

Technology Apps for Teachers (CI 499) 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.

Designing Learning Spaces (CI 499) Seminar course on topics not treated by regularly scheduled courses; requests for initiation may be made by students or faculty member.

DELTA Grad Seminar (CI 590) 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.

Analysis of Educational Tech (EPSY 556) This course will analyze currently available technologies for learning. Areas addressed include: learning management systems, intelligent tutors, computer adaptive testing, gamification, simulations, learning in and through social media and peer interaction, universal design for learning, differentiated instruction systems, big data and learning analytics, attention monitoring, and affect-aware systems. Participants will explore the processes for selection and implementation of suitable technologies, the design of electronic learning resources, design and application of digital media in teaching and learning, familiarization with web usually and accessibility, and critical analysis of the benefits of technologies in education.

Profile Picture for Michael Tissenbaum

Assistant Professor, Curriculum & Instruction

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Education Building
1310 S. Sixth St.
Champaign IL, 61820

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