Board 38: Methods and Outcomes of the NSF Project on Synthesizing Environments for Digitally Mediated Team Learning
- Conference
- Location
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Tampa, Florida
- Publication Date
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June 15, 2019
- Start Date
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June 15, 2019
- End Date
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June 19, 2019
- Conference Session
- Tagged Topics
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Diversity and NSF Grantees Poster Session
- Page Count
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21
- DOI
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10.18260/1-2--32336
- Permanent URL
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https://strategy.asee.org/32336
- Download Count
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473
Paper Authors
Ronald F. DeMara P.E.
University of Central Florida
orcid.org/0000-0001-6864-7255
Ronald F. DeMara is a Professor in the Department of Electrical and Computer Engineering at the University of Central Florida (UCF), where he has been a full-time faculty member since 1993. His educational research interests focus on classroom instructional technologies and the digitization of STEM assessments. He is Principal Investigator of the NSF Workshop on Digitally-Mediated Team Learning and the organizer of faculty development workshops on Assessment Digitization Innovation and also on Virtualized Active Learning. He has completed over 275 technical and educational publications, 47 funded projects as PI/Co-I, and 22 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. He received the UCF university-level Scholarship of Teaching and Learning Award twice, Teaching Initiative Program Award four times, Research Initiative Award twice, Excellence in Undergraduate Teaching Award, Advisor of the Year, Distinguished Research Lecturer, Marchioli Collective Impact Award, the Effective Practice Award from Online Learning Consortium, and the Joseph M. Biedenbach Outstanding Engineering Educator Award from IEEE.
Laurie O. Campbell
University of Central Florida
orcid.org/0000-0001-7313-5457
Laurie O. Campbell, Ed.D., is an Asst. Professor of STEM and Instructional Design and Technology, at the University of Central Florida. She pursues research related to STEM curriculum and STEM identity among underserved and underrepresented populations, personalized and active learning, and exploring factors of computational thinking related to learning. The purpose and foundation of her interdisciplinary research include the desire to improving education for all through instructional design and technology. She can be reached by email at locampbell@ucf.edu
Richard Hartshorne University of Central Florida
Richard Hartshorne is an Associate Professor and 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. Prior to his tenure at the UCF, Richard was an Assistant and Associate Professor of Instructional Systems Technology at the University of North Carolina at Charlotte for seven years and a physics instructor at Ed White High School in Jacksonville, FL for seven years. At the University of Central 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.
Melissa A. Dagley University of Central Florida
Melissa Dagley is the Executive Director of Initiatives in STEM (iSTEM) at the University of Central Florida. Dr. Dagley serves as Director of the previously NSF-funded STEP 1a program “EXCEL:UCF-STEP Pathways to STEM: From Promise to Prominence" and PI for the NSF-funded STEP 1b program “Convincing Outstanding-Math-Potential Admits to Succeed in STEM (COMPASS)”. She is currently a Co-PI for the Girls EXCELling in Math and Science (GEMS) and WISE@UCF industry funded women’s mentoring initiatives. Through iSTEM Dr. Dagley works to promote and enhance collaborative efforts on STEM education and research by bringing together colleges, centers, and institutes on campus, as well as other stakeholders with similar interest in STEM initiatives. Her research interests lie in the areas of student access to education, sense of community, retention, first-year experience, living-learning communities, and persistence to graduation for students in science, technology, engineering, and mathematics programs.
Sam Spiegel Colorado School of Mines
Dr. Spiegel is the Director of the Trefny Innovative Instruction Center at the Colorado School of Mines. He previously served as Chair of the Disciplinary Literacy in Science Team at the Institute for Learning (IFL) and Associate Director of Outreach and Development for the Swanson School of Engineering's Engineering Education Research Center at the University of Pittsburgh. Prior to joining the University of Pittsburgh, he was a science educator at Biological Sciences Curriculum Study (BSCS). Dr. Spiegel also served as Director of Research & Development for a multimedia development company and as founding Director of the Center for Integrating Research & Learning (CIRL) at the National High Magnetic Field Laboratory, Florida State University. Under Dr. Spiegel's leadership, the CIRL matured into a thriving Center recognized as one of the leading National Science Foundation Laboratories for activities to promote science, mathematics, and technology (STEM) education. While at Florida State University, Dr. Spiegel also directed an award winning teacher enhancement program for middle grades science teachers, entitled Science For Early Adolescence Teachers (Science FEAT).
His extensive background in science education includes experiences as both a middle school and high school science teacher, teaching science at elementary through graduate level, developing formative assessment instruments, teaching undergraduate and graduate courses in science and science education, working with high-risk youth in alternative education centers, working in science museums, designing and facilitating online courses, multimedia curriculum development, and leading and researching professional learning for educators. The Association for the Education of Teachers of Science (AETS) honored Dr. Spiegel for his efforts in teacher education with the Innovation in Teaching Science Teachers award (1997).
Dr. Spiegel's current efforts focus on educational reform and in the innovation of teaching and learning resources and practices.
Tian Tian University of Central Florida
Tian Tian is an Associate Lecturer of Mechanical and Aerospace Engineering at the UCF, which she joined in 2013. She has been frequently teaching undergraduate lecture and laboratory components of Heat Transfer, Thermodynamics and Fluid Mechanics. Her educational research interests focus on project-based learning, online learning, and the digitization of STEM assessments. She received the Teaching Initiative Program (TIP) Award, Excellence in Undergraduate Teaching Award, the Dean’s Advisory Board Faculty Fellow Award, Professor of the Year Award and Advisor of the Year Award.
Zhongzhou Chen University of Central Florida
Julie Donnelly University of Central Florida
Department of Chemistry, Karen L. Smith Faculty Center for Teaching and Learning,
Adrian Tatulian University of Central Florida
Adrian Tatulian is currently pursuing a PhD in Computer Engineering at the University of Central Florida. His research interests include low-power VLSI design, spintronic-based architectures, and STEM education. Tatulian has three years of STEM classroom teaching experience at the high school level.
Florencio Eloy Hernandez University of Central Florida
Florencio E. Hernández is a Professor in of Chemistry Optics with an interdisciplinary training in fundamental physical chemistry and chirality, and scholarship of teaching and learning. Hernandez has the firm dedication to impart knowledge to others, develop their critical thinking, and understand how students from the new generation learn.
Shadi Sheikhfaal University of Central Florida
Shadi Sheikhfaal received her B.Sc. degree in computer engineering from Azad University, Ardebil, Iran, in 2012 and her M.Sc. degree in computer engineering, computer systems architecture from Science and Research Branch of Azad University, Tehran, Iran, in 2014. She is currently pursuing her Ph.D. degree in computer engineering at the University of Central Florida, Orlando, FL, USA. Her current research interests include brain-inspired computing, spin-based computing, and educational research involving digitally-mediated team learning.
Hossein Pourmeidani University of Central Florida
He received his M.S. degree in Computer Science from University of Mississippi in 2018. He is currently pursuing his Ph.D. degree at the University of Central Florida. His interests include emerging nanoscale electronics including spin-based devices and neuromorphic computing systems.
Hans Esteves University of Central Florida
Abstract
This poster paper describes the authors’ single-year National Science Foundation (NSF) project DRL-1825007 titled, “DCL: Synthesis and Design Workshop on Digitally-Mediated Team Learning” which has been conducted as one of nine awards within NSF-18-017: Principles for the Design of Digital STEM Learning Environments. Beginning in September 2018, the project conducted the activities herein to deliver a three-day workshop on Digitally-Mediated Team Learning (DMTL) to convene, invigorate, and task interdisciplinary science and engineering researchers, developers, and educators to coalesce the leading strategies for digital team learning. The deliverable of the workshop is a White Paper composed to identify one-year, three-year, and five-year research and practice roadmaps for highly-adaptable environments for computer-supported collaborative learning within STEM curricula. As subject to the chronology of events, highlights of the White Paper’s outcomes will be showcased within the poster itself.
Collaborations during this workshop identified near-term and future research directions to facilitate adaptable digital environments for highly-effective, rewarding, and scalable team-based learning. An emphasis of the workshop included the personalization of collaborations among diverse learners by automating the identification and utilization of learners’ efficacies and knowledge gaps to create complementary collaborative teams that maximize avenues for peer teaching and learning. The workshop targeted the utilization and efficacy of next-generation learning architectures through a focus on instructional technologies that facilitate digitally-mediated team-based learning. These included technical objectives of: (1) identifying new research in learning analytics required to automate more optimal composition, formation, and adaptation of learner design teams; (2) detecting advances in physical and virtual learning environments that can achieve more effective and scalable observation and assessment of learner teams in real-time; (3) distinguishing data mining techniques to leverage devices such as monitors, trackers, and automated camera observations to increase efficacy of team learning; and (4) extending collaborative learning technologies to broaden participation and achievement of diverse learner groups, including women and other underrepresented and underserved populations in STEM. The poster will present the results of the workshop for the design, development, implementation, and evaluation of digitally-mediated teams.
DeMara, R. F., & Campbell, L. O., & Hartshorne, R., & Dagley, M. A., & Spiegel, S., & Tian, T., & Chen, Z., & Donnelly, J., & Tatulian, A., & Hernandez, F. E., & Sheikhfaal, S., & Pourmeidani, H., & Esteves, H. (2019, June), Board 38: Methods and Outcomes of the NSF Project on Synthesizing Environments for Digitally Mediated Team Learning Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32336
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