Learning Communities and Inquiry

My work focuses on classrooms as learning communities in which students approach learning as a collective endeavor (rather than an individual one). A key aspect of learning communities is that students work towards solving authentic and personally relevant real-world problems. I strongly believe that these STEM+C focused, collaborative problem solving practices are increasingly critical for students to be productive members of the modern information society.

Inspired by the work of Seymour Papert around constructionism, my work also investigates how students learn when they build real, inspectable artifacts. In the process of building real solutions to real problems, students build their computational, engineering, and scientific identities and become empowered to make lasting change in their communities now and in the future.

My research also examines the unique ways that students learn and collaborate in open-ended learning environments. From this research I have developed theories around divergent collaboration and inquiry. This work is opening up new ways of examining and understanding how students learning in open-ended and exploratory STEM+C learning spaces.

Other Relevant Work:

Tissenbaum, M., Berland, M., & Lyons, L. (2017). DCLM framework: understanding collaboration in open-ended tabletop learning environmentsInternational Journal of Computer-Supported Collaborative Learning12(1), 35-64.

Tissenbaum, M., & Berland, M. (2016, August). Divergent inquiry for exploratory learning: A multimodal perspective. In Proceedings of the EARLI SIG20 & SIG26 conference “Inquiry and argumentation: Education for thinking”, Ghent, Belgium.

Tissenbaum & Slotta (2015), Scripting and orchestration of learning across contexts: A role for intelligent agents and data mining. In Milrad, Wong & Specht (eds.) Seamless Learning in the Age of Connectivity. Springer.

Tissenbaum, M., & Slotta, J. D. (2012). Scaffolding a Knowledge Community for High School Physics. Proceedings of the 10th International Conference for the Learning Sciences (ICLS 2012) (pp. 436-440). Sydney, Australia.