Technology-Rich Learning Spaces

I believe we need to critically rethink learning environments as intertwined technological, informational, and pedagogical spaces, in which participants’ experiences, goals, and learning needs can be connected to those of their peers to provide new forms of collaborative learning – learning that is spontaneous, anchored in students’ own ideas, and facilitated by their teachers and the technologies around them.

My learning designs have allowed students to investigate ecologies of simulated insects living in classroom walls; to become squirrels searching for food across their classroom while avoiding predators; to act as engineers helping biologists to discover new forms of aquatic life in a South American rainforest; and to embody the physics of Hollywood movies.

My research has shown how integrating interactive and immersive technologies into the physical space offered new opportunities for collaborative investigation and knowledge building via contextually and spatially relevant information. This work has connected K-12 science classrooms and students everyday lives; visitors at a large urban science center; and youth at makerspaces, libraries, outreach programs.

Relevant Publications

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.

Kumar, V., Tissenbaum, M., Wielgus, L., & Berland, M. (2017, June). Connected Spaces: Helping Makers Know Their Neighbors. In Proceedings of the 2017 Conference on Interaction Design and Children (pp. 629-635). ACM.

Halverson, E. & Tissenbaum, M., (2016, April). Technologies for learning in library-based makerspaces. In Connected Making: Designing for Youth Learning in Online Maker Communities In and Out of Schools. Symposium conducted at the 12th International Conference of the Learning Sciences (pp. 1043-1044), Singapore.

Tissenbaum, M. & Slotta, J. D. (2014, June). Developing an Orchestrational Framework for Collective Inquiry in Smart Classrooms: SAIL Smart Space (S3). Proceedings of the 11th International Conference for the Learning Sciences (ICLS 2014), Boulder, CO. (Nominated for best student paper)

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.