Workshop Venue: Morgridge Center
 Workshop Presentation Hall
Workshop Breakout Areas
Call for Participation
NSF Synthesis and Design Workshop
on Digitally-Mediated Team Learning (DMTL)
DMTL CFP .pdf Overview
Directions
1) Refer to procedures and template provided below.
4) You will receive an e-mail confirmation within 10 business days that indicates the outcome of your submission(s) and/or a link required to register.
 
Important Dates
  • Deadline Past (was January 15, 2019):  Early Stipend Consideration - Position Abstract and Expertise Profile submission for early consideration of a travel stipend.
  • Deadline Past (was January 31, 2019):  Stipend Request Deadline - Position Abstract and Expertise Profile submission deadline to receive consideration for a travel stipend.
  • Deadline Past(was February 15, 2019): Non-Stipend and Poster Commitment Deadline - Expertise Profile submission deadline for those who are not requesting a travel stipend. Poster presentation request deadline.

Objectives
This workshop aims to identify and prioritize research directions by examining existing and next-generation approaches to DMTL for selected foci within research on computer-supported collaborative learning. During the two-and-a-half day workshop, participants will be afforded opportunities to participate in a poster session, keynote, panel session, technical breakout sessions, and action committees. Workshop participants are expected to actively contribute to a White Paper defining 1, 3, and 5+ year research plans requested by NSF. 

Participation
This workshop is open to all researchers, educators, and industry developers advancing transformative pedagogical approaches for technology-enhanced team learning within STEM disciplines. To participate please complete the corresponding steps listed below prior to the deadline dates listed above. 

Availability of Support
The workshop is open to everyone who has registered to attend. Additionally, there are a limited number of 50 travel stipends available to U.S. Citizens/Permanent Residents which are distributed competitively based on the considerations identified below:

Case 1) Participants who are not seeking a Travel Stipend:
Completion of the Expertise Profile (via link in the Directions section at the top of this page) is required and submission of a Position Abstract via the EasyChair website is optional.

Case 2) Participants who are seeking a Travel Stipend:
Completion of the Expertise Profile (via link in the Directions section at the top of this page) is required and submission of a Position Abstract via the EasyChair website is required. Position Abstracts will be reviewed by the DMTL Workshop Program Committee for selecting travel stipend awardees based on the overall relevance to advancing workshop goals to contribute to the White Paper deliverable to NSF. Constructive, innovative, complementary, and feasible positions will be given preference. The Position Abstracts will also be used to shape the workshop agenda, identify panelists, and contribute to the white paper.

Format of Position Abstract
1) Download suggested Position Abstract Template available HERE in Microsoft Word .docx format.
2) Each author requesting consideration for a travel stipend must upload their own Position Abstract in .pdf format. 
3) Position Abstracts should be uploaded as a .pdf file from 1 to 3 pages in length exclusive of any references, as formatted to 8.5”x11” paper with 1” margins and single-spaced and one-column format. Please use Times New Roman font within minimum of 11-point type size for narrative text. Figures and/or tables are welcomed, if helpful to convey ideas.

Content of Position Abstract 
Position Abstract should begin by describing the authors’ current and planned research, then extend it to recommend approaches that improve the community’s shared understanding of DMTL. All Position Abstracts should address the following required questions:
I. Key Challenges: Which challenge(s) related to digitally-mediated team learning does this Position Abstract address?
II. Maturity: Has the approach been implemented? Under what circumstances? What were the outcome thus far (in terms of learning gains, student perception, etc.)?
III. Research Direction: What is the promising research direction for this topic?
IV. State-of-the-Art: Across the community, what is the current state-of-the-art for this research direction?

Specifically, some considerations specific to each track are offered below which could be addressed within the appropriate Section I, II, III, or IV identified above:

Track 1: Facilitating Team Learning in Real-time via Online Technologies
Scope: Design and alignment of online instructional environments for engaging, observing, and assessing STEM design and problem-solving teams in-situ and in real-time.
  • How is the interaction between the instructor and student teams supported when using the proposed real-time collaborative technologies?
  • What platforms (e.g., Canvas, Socrative, EduPad) are being targeted with this approach? How can strategies be made adaptable to different platforms?
  • How are students being monitored/graded in real-time? What is the cost (e.g., in terms of grader hours) of scaling up to a larger setting
  • Some recent works related to this track include:

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. 
  • How can student formative assessment data be used to optimize student learning teams? For example, is there a specific algorithm/metric that can be used?
  • What are prototypical platforms that you recommend to rapidly and/or optimally form and convene student teams?
  • Some recent works related to this track include:

Track 3: Supporting Digital Teams using Active Pedagogical Strategies

Scope: Underpinning team activity in STEM class settings via cognitive science. Exploring andragogical and pedagogical methods and strategies such as: Most Valuable Peer (MVP) Protocols, Lurker/Lone Wolf team interactions, and Intrinsic/Extrinsic Incentivization leading to actionable lesson plans.
  • Which challenges does the approach address that relates to students who prefer not to collaborate in teamwork?
  • Which pedagogical strategies are used in the Position Abstract to address teamwork challenges?
  • How can contributions/learning outcomes for individual students be traced to evaluate effectiveness of pedagogical strategies?
  • Some recent works related to this track include:

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.
  • How does your Position Abstract address the challenges of underrepresented students in STEM?
  • What approaches can be taken to reduce social barriers among students that may be underrepresented in the STEM population?
  • What approaches can be taken to give equal opportunity to students who may have difficulty participating in team activities (e.g., due to personality, disability, etc.)?
Recap 
Authors are strongly encouraged to please follow the Section I, II, III, or IV structure outlined above using the Microsoft Word .docx template to create your Position Abstract. Then upload the .pdf version via the EasyChair website and submit your Expertise Profile.
Share by: