Connect to:
_____ White Paper _____
White Paper (Typeset, Formatted, 192 pages)
_____ Community Report (concise) _____
Rapid Community Report (Typeset, Formatted, 5 pages)
_____ Comprehensive List of Tracks & Themes ______
For a narrative description of each Track, please click Tracks
on the left menu.
Track 1: Facilitating Team Learning in Real-time via Online Technologies
- Theme 1A: Activity Authoring
- Theme 1B: Student-Facing Delivery
- Theme 1C: Instructor Orchestration
- Theme 1D: Educational Games
- Theme 1E: Assessment Mechanisms
- Theme 1F: Standards & Clearinghouses
Track 2: Personalizing Collaborative Learning through Analytics
- Theme 2A: Types of learner data (e.g., speech, biometrics)
- Theme 2B: Making sense of learners (analytic approaches for literally noisy data)
- Theme 2C: Challenges for learner modeling of groups
- Theme 2D: Providing feedback
- Theme 2E: Improving higher-order thinking via analytics
Track 3: Supporting Digital Teams using Active Pedagogical Strategies
- Theme 3A: Pedagogical Methods for Team Management
- Theme 3B: Engagement & Accountability
- Theme 3C: Emerging Pedagogical Strategies
- Theme 3D: Faculty Development and DMTL
- Theme 3E: Faculty & Student Orientation
Track 4: Empowering Equitable Participation through DMTL
- Theme 4A: Factors of Engagement
- Theme 4B: Fostering Inclusivity
- Theme 4C: Equity & Diversity
- Theme 4D: Transferability & Sustainability
- Theme 4E: Possibilities of DTML
_____ Track 1 - Guiding Questions & Templates _____
Track 1: Facilitating Team Learning in Real-time via Online Technologies
Theme 1A: Activity Authoring (Ron)
- Which types of STEM design and problem-solving activities are envisioned and some archetypes?
- Which of those archetypes are prioritized at 1,3,5 years to leverage a layered development flow?
- How to create clones, handle solution visibility, and content reuse?
- Is a Respondus-style converter facility helpful to create/maintain authored activities?
Theme 1B: Student-Facing Delivery (Elliot)
- What would suitable and even the ideal student-facing user interfaces for DMTL look like?
- What are essential widgets for a student-facing interface: e.g. raise hand, bannering, balloting, pin note, up-voting?
- How do learners nominate team leaders or MVPs? e.g. pick lists, ratings, blinded vs. open, or support a range of options?
- What are some state-of-art tools today for DMTL to consider for further inspiration?
Theme 1C: Instructor Orchestration (Ron)
- How should instructor-facing user interfaces for DMTL operate and which features would they provide?
- How to support instructor observability/moderation of individual teams and the overall activity, and what are 'operator loading limits' to do so?
- After action review should have which features? e.g. are playback and freeze modes of session activities beneficial?
- Which Team Management features from semester-long team project management tools are applicable to 30-minute synchronous DMTL activities in the classroom, e.g. CATME features?
- What parameters should be specified, e.g. number of teams, activity duration, etc.
Theme 1D: Educational Games (Elliot)
- How does DMTL relate to Educational Games? e.g. attributes in common, compare/contrast?
- Which progress achieved / features in Educational Games can be most useful to apply to DMTL?
- What is role of VR to conduct DMTL activities in the near and long term?
- Can we describe a 'best application' of Games/VR for DMTL?
Theme 1E: Assessment Mechanisms (Tian)
- Team vs. Student Scoring Resolution, e.g. is there benefit in providing student-level traceability?
- Which capabilities can be feasible for automation of scoring? And mechanisms to realize those?
- What would constitute Real-time Dashboard Display content vs. static summary report content?
- How to determine correctness, time-on-task, and identification of pioneer teams automatically?
- How to annotate/organize/provide feedback on submissions?
Theme 1F: Standards & Clearinghouses (Ron)
- What are preferable mechanisms and interfaces needed for effective LMS integration of DMTL?
- Definition of transportable formats: will they help to interchange activity content? and results?
- Clearinghouses for problem banks: what, where, when?
- Symposia: crosslinking sessions in which conferences? CSCL, CSCW, EDM, ASEE, AERA, etc.
(View-only access for reference of information gathered during the workshop)
(Anytime:Create a sub-folder with your last name to place a copy of any documents or related manuscripts. Gather your own related research paper(s) or those in the literature suggested to cite within the NSF White Paper, as well identifying/highlighting relevant passages of text/figures therein.)
_____ Track 2 - Guiding Questions & Templates _____
Track 2: Personalizing Collaborative Learning through Analytics
Theme 2A: Types of learner data
- What types of learner data is most impactful for DMTL?
- How does one best manage the collection of different data types? (e.g., speech, biometrics)
- What types of learner data can be gathered in a seamless and continuous manner?
- What learner data is available online compared to that available in live, face-to-face team work?
- How can we best assess student knowledge?
- What ways can we capture learners’ creativity in a digitally-mediated setting?
Theme 2B: Assessment mechanics (analytic approaches for literally noisy data)
- How can we best collect and analyze data from traditionally unconnected sources to inform learning?
- What modeling or analysis techniques can sort through the complex and noisy data of team learning?
- What approaches can help scale analytics for larger courses?
Theme 2C: Challenges for optimization of group learning
- How can we best assess students’ performance in situ?
- How can data be reported in real-time to inform group dynamics and learning?
- How can pre- and live-data be used to form or adjust teams?
- What do we know about using natural language processing (NLP) techniques for classroom data?
Theme 2D: Using data to provide feedback (to instructor and/or students)
- What techniques can be used to automate productive feedback so it can be offered more immediately?
- How can mobile apps be used to provide timely and meaningful feedback to learners?
Theme 2E: Enhancing cognitive demand and mastery of learning outcomes via analytics
- What real-time approaches allow assessment of tasks and assessments against learning outcomes?
- Can conversational interfaces improve motivation and engagement?
- How can we enhance self and socially shared regulation of team-based learning?
(View-only access for reference of information gathered during the workshop)
(Anytime: Create a sub-folder with your last name to place a copy of any documents or related manuscripts. Gather your own related research paper(s) or those in the literature suggested to cite within the NSF White Paper, as well identifying/highlighting relevant passages of text/figures therein.)
_____ Track 3 - Guiding Questions & Templates _____
Track 3: Supporting Digital Teams using Active Pedagogical Strategies
Theme 3A: Pedagogical Methods for Team Management (Richard)
- How can we maximize the student role in team management and minimize the instructor role in team management via pedagogical approaches?
- Which pedagogical approaches support team management in synchronous DMTL classroom settings?
- How do group selection approaches (and resulting group dynamics) influence team management strategies implemented?
Theme 3B: Engagement and Accountability (Eloy)
- What pedagogical approaches can motivate (or de-motivate) learners to actively participate/contribute in DMTL?
- How can we hold all learners accountable in DMTL? (lurkers)
- What grouping strategies result in increased engagement/accountability?
- Which pedagogical approaches enhance the development of soft-skills?
Theme 3C: Emerging Pedagogical Strategies (Chris)
- Which innovative pedagogical approaches improve student achievement using DMTL?
- Which DMTL-associated pedagogies support the integration of virtual reality, augmented reality, and other emerging digital tools in STEM education?
- Which innovative and emerging DMTL-centric pedagogical approaches show the most promise for impact over the next 1, 3, and 5 years? Future possibilities
- Which innovative and emerging pedagogical approaches should be prioritized for deep research at 1, 3, and 5 years?
Theme 3D: Faculty Development and DMTL (Julie)
- How do we assist faculty in developing effective and appropriate pedagogical strategies related to DMTL?
- What are key contextual and pedagogical considerations that are specific to STEM education?
- How do we align asynchronous pedagogies to support synchronous DMTL?
- How can we support the development of pedagogical reasoning in faculty?
Theme 3E: Faculty and Student Orientation (Julie/Richard)
- How can we scaffold students to enhance the effectiveness of DMTL?
- Which models of faculty development are most effective for supporting DMTL instructional skills?
- What approaches are most effective in preparing students as mentors in DMTL?
- How can we increase SoTL support in STEM education?
(View-only access for reference of information gathered during the workshop)
(Anytime: Create a sub-folder with your last name to place a copy of any documents or related manuscripts. Gather your own related research paper(s) or those in the literature suggested to cite within the NSF White Paper, as well identifying/highlighting relevant passages of text/figures therein.)
_____ Track 4 - Guiding Questions & Templates _____
Track 4: Empowering Equitable Participation through DMTL
Theme 4A: Factors of Engagement in DMTL
- What are common factors for engaging all learners in DMTL?
- How does DMTL provide affordances towards learner engagement?
- What are potential perceived barriers towards learner engagement in DMTL?
- Are there time limits to DMTL?
Theme 4B: Fostering Inclusivity in DMTL
- What types of digital learning environments foster inclusivity?
- What type of training is needed for faculty to foster inclusivity in DMTL?
- What type of skills do students need to foster inclusivity with each other?
- How can active learning be fostered among all learners in DMTL?
Theme 4C: Equity and Diversity through Accessibility
- How can educators contribute to an equitable collaborative learning environment?
- How do we make DMTL technologies accessible to all learners?
- What are the procedures and practices that need to be employed in a DMTL environment?
Theme 4D: Transferability and Sustainability of DMTL
- How can DMTL interactions be transferred to other group environments?
- Are there ways to contribute to learners’ efficacy in DMTL for sustainable leadership and persistence?
- What if any processing interactions are needed between students and instructor in DMTL?
Theme 4E: Possibilities of a DMTL environment
- What are the 1, 3, and 5-year research, development, and implementation goals of DMTL?
- What are the current practices of DMTL that promote inclusivity (exemplary and promising practices) ?
- What are the social skills, and personal accountability needed to be successful in a DMTL environment?
(View-only access for reference of information gathered during the workshop)
(Anytime: Create a sub-folder with your last name to place a copy of any documents or related manuscripts. Gather your own related research paper(s) or those in the literature suggested to cite within the NSF White Paper, as well identifying/highlighting relevant passages of text/figures therein.)
_____ White Paper Global Resources _____
(Documents that relate to all 4 tracks, sample White Papers from other Workshops, etc.)