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., & 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., 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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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. 3 undergraduate hours. 4 graduate hours.

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. 3 undergraduate hours. 4 graduate hours. Approved for Letter and S/U grading.

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. 2 to 4 undergraduate hours. 2 to 4 graduate hours. Approved for both letter and S/U grading. May be repeated to a maximum of 8 hours.

DELTA Grad Seminar (CI 590) Approved for both letter and S/U grading.

Tissenbaum, Michael

Assistant Professor, Curriculum & Instruction

Contact

Office

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

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