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Workshop on Digitally-Mediated Team Learning (DMTL)
Synthesis and Design Tracks
Track 1: Facilitating Team Learning in Real-time via Online Technologies
Scope: Design of online instructional environments for engaging, observing, and assessing STEM design and problem-solving teams in real-time. Specification of instructional technologies which enhance the traceability of activities within learner teams, advance mechanisms for integrated and automated scoring, and annotate/organize feedback. Identification of standardized interfaces to learning management systems and definition of transportable formats/clearinghouses for problem banks.
Track Co-Chairs:
Ronald F. DeMara, Elliot Soloway, and Tian Tian
Perspectives:
Student-Facing and Instructor-Facing
Some recent works related to this track include:
- GLASS: "Group Learning At Significant Scale via WiFi-Enabled Learner Design Teams in an ECE Flipped Classroom"
- ELCOT: "Development of the Engineering Learning Classroom Observation Tool"
- HOWARD: "Creating Instructor Dashboards to Foster Collaborative Learning in On-Line Medical Problem-Based Learning Situation"
- FEAL: "Fine-Grained Evaluation of Active Learning in Collaborative Learning Spaces"
- CATME: "Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools"
- InteDashboard: "Training the next generation in aviation with technology enabled team-based learning"
- Etherpad: "Using Etherpads as Platforms for Collaborative Learning in a Distance Education LIS Course"
Track 2: Personalizing Collaborative Learning through Analytics
Scope:
Utilizing offline data-mining of assessments for automated optimization of team composition and sustained back-end reporting of learning outcomes. Collecting and leveraging of real-time observations of team members’ participation, dynamically identifying learners’ needs/ZPD, restructuring learner cohorts, and generating instructor/learning guidance on-demand. Defining metrics, benchmarks, and repositories for the evaluation and interchange of worthwhile algorithms and techniques to advance analytics of effective learning teams.
Track Co-Chairs:
Joseph E. Beck, Samuel Spiegel, and Zhongzhou Chen
Perspectives:
Instructor-Facing and Institution-Facing
Some recent works related to this track include:
- Auto-PLC: Automated Formation of Peer-learning Cohorts Using Computer-based Assessment Data: A Double-blind Study within a Software Engineering Course
- OptAssign: A web-based tool for assigning students to groups
- GroupFormation.org: Creating Effective Student Groups: An Introduction to groupformation.org
- Group Technology / PopCorm: Dynamic Group Formation as an Approach to Collaborative Learning
- Clustering and Sequential Pattern Mining of Online Collaborative Learning Data
- "Towards organizing smart collaboration and enhancing teamwork performance: a GA-supported system oriented to mobile learning through cloud-based online course"
Track 3: Supporting Digital Teams using Active Pedagogical Strategies
Scope: Defining pedagogical strategies for technology-enhanced active learning for synchronous student teams. Underpinning the team activities within STEM classroom settings via cognitive science including peer interactions, intrinsic/extrinsic incentivization, and lurker/lone wolf interactions. Exploring andragogical/pedagogical methods leading to autogradable/reusable/scalable problem design, Individual/Team Readiness Assessment Tests (IRAT/TRAT), Most Valuable Peer (MVP) protocols, and actionable lesson plans.
Track Co-Chairs: Richard Hartshorne, Chris Dede, Eloy Hernandez, and Julie Donnelly
Perspective:
Instructor-Facing
Pedagogies spanning TBL, CSCL, CSCW, AL, Team Training
Some recent works related to this track include:
- "Advancing the Science of Collaborative Problem Solving"
- "Increasing student engagement and learning outcomes with technology enhanced team-based learning"
- "Off to On: Best Practices for Online Team-Based Learning"
- "What can training researchers gain from examination of methods for active-learning (PBL, TBL, and SBL)"
- "Team-based learning in an online environment"
- "Team shared mental model as a contributing factor to team performance and students' course satisfaction in blended courses"
- "Cooperative Learning Principles Enhance Online interaction
- "Establishing team knowledge coordination from a learning perspective"
Track 4: Empowering Equitable Participation through DMTL
Scope: Fostering collaborative digital learning approaches that broaden participation among underserved and underrepresented populations. Investigating the role of socially-agnostic participation: neutral from observation (no preconceptions) and also neutral from some aspects of active projection (reduced dominance from interpersonal tone). Providing mechanisms which elevate retention and achievement through personalizations supporting diverse learners in collaborative settings across multiple disciplines in STEM.
Track Co-Chairs:
Laurie O. Campbell and Melissa Dagley
Perspective: Student-Facing
Some recent works related to this track include:
- "Perceptions and Experiences of, and Outcomes for, University Students in Culturally Diversified Dyads in a Computer-Supported Collaborative Learning Environment"
- "Effects of gender grouping on students’ group performance, individual achievements and attitudes in computer-supported collaborative learning"
- "Student Preferences With Regards to the Use of Internet Content: Gender Differences"
- "Small Group Processes on Computer Supported Collaborative Learning"
- "Exploring the relevance of single‐gender group formation: What we learn from a massive open online course (MOOC)"