* TLTL Students/Postdocs        ** Corresponding author

2019

Blikstein, P., Kafai, Y., & Pea, R. (in press). Mike Eisenberg: A one-of-a-kind pioneer in the Learning Sciences. Journal of the Learning Sciences. https://doi.org/10.1080/10508406.2019.1684751

Blikstein, P. & Valente, J. A. (2019). Professional development and policymaking in maker education: Old dilemmas and familiar risks. Constructivist Foundations, 14(3), pp. 268-271. [PDF]

Valente, J. A. & Blikstein, P. (2019). Maker Education: Where Is the Knowledge Construction?. Constructivist Foundations, 14(3), pp. 252-262. [PDF]

Proctor, C.* & Blikstein, P. (2019). Unfold Studio: Supporting critical literacies of text & code. Information and Learning Science, 120 (5/6), pp. 285-307. [PDF]

Blikstein, P. & Moghadam, S. H. (2019). Computing Education: Literature Review and Voices from the Field. In S. Fincher & A. Robins (Eds.), The Cambridge Handbook of Computing Education Research, pp. 56-78, Cambridge: Cambridge University Press. [PDF]

2018

Blikstein, P. (2018). The History and Prospects of the Maker Movement in Education. In M. Vries (ed.), Springer International Handbooks of Education, pp. 419-437. [PDF]

Blikstein, P. (2018) Thinking with your fingers and touching with your mind: the cognitive dance of Edith Ackermann.  Infancia y Aprendizaje, 41(2), 248-286, DOI: 10.1080/02103702.2018.1450475

Schneider, B.* & Blikstein, P. (2018). Tangible User Interface and Contrasting Cases As A Preparation For Future Learning.  Journal of Science Education and Technology. DOI: 10.1007/s10956-018-9730-8

Chan, M. M.* , & Blikstein, P. (2018). Exploring Problem-Based Learning for Middle School Design and Engineering Education in Digital Fabrication Laboratories. Interdisciplinary Journal of Problem-Based Learning, 12(2). doi: 10.7771/1541-5015.1746.

Hossain, Z.*, Bumbacher, E.*, Brauneis, A*., Diaz, M.*, Saltarelli, A.*,  Blikstein, P. & Riedel-Kruse, I. (2018).  Design Guidelines and Empirical Case Study for Scaling Authentic Inquiry-based Science Learning via Open Online Courses and Interactive Biology Cloud Labs. International Journal of Artificial Intelligence in Education. doi: 10.1007/s40593-017-0150-3.

2017

Bumbacher, E.*, Salehi, S.*, Wieman, C., & Blikstein, P. (2017). Tools for science inquiry learning: Tool affordances, experimentation strategies, and conceptual understanding.  Journal of Science Education and Technology, pp. 1-21. doi: 10.1007/s10956-017-9719-8

Worsley, M.* & Blikstein, P. (2017). A Multimodal Analysis of Making. International Journal of Artificial Intelligence in Education, pp. 1-35. doi: 10.1007/s40593-017-0160-1.

Worsley, M.* & Blikstein, P. (2017). On the origins of students’ ideas: Identifying reasoning strategies in the context of engineering design with everyday materials. Journal of Pre-College Engineering Education Research.

Zancul, E.S., Durão, L.F.C.S., Lopes, R.D., Nakano, D.N., Blikstein, P., Majzoub, G.G. & Leite, D.D.* (2017). Engineering Design Education: Comparing a Traditional Design Process to a Design Thinking Approach. International Journal of Engineering Education.

Blikstein, P., Kabayadondo, Z.*, Martin, A.*, & Fields, D. (2017). The Exploration and Fabrication Technology Index (EFTi): Assessment of unexplored technology and engineering literacies in makerspaces and educational FabLabs. Journal of Engineering Education, 106 (1), pp. 149-175.

Roschelle, J., Noss, R., Blikstein, P., & Jackiw, N. (2017). Technology for mathematical reasoning. In NCTM Research Handbook on Mathematics Education.

2016

Hossain, Z.*, Chung, A.*, Bumbacher, E.*, Lee, S.*, Kim, H.*, Walter, A.*, Litton, C.*, Pradhan, S.*, Jona, K., Blikstein, P. & Riedel-Kruse, I. (2016). A Real-Time Interactive, Scalable Biology Cloud Experimentation Platform. Nature Biotechnology, 34, pp. 1293–1298.

Iversen, O., Smith, R.,  Blikstein, P., Katterfeldt, E. S. & Read, J. (2016). Digital fabrication in education: Expanding the research towards design and reflective practices. International Journal of Child-Computer Interaction, pp. 1-2.

Blikstein, P., Fuhrmann, T.*, & Salehi, S.* (2016). Using the Bifocal Modeling Framework to Resolve “Discrepant Events” Between Physical Experiments and Virtual Models in Biology. Journal of Science Education and Technology, 25 (4), pp. 513-526.

Christensen, K., Hjorth, M., Iversen, O., & Blikstein, P. (2016) Towards a formal assessment of design literacy: Analyzing K-12 students’ stance towards inquiry, Design Studies, 46, pp. 125-151.

Blikstein, P., Gomes, J.*, Akiba, H. T. & Schneider, B.* (2016). The Effect of Highly Scaffolded Versus General Instruction on Students’ Exploratory Behavior and Arousal. Technology, Knowledge, and Learning, pp. 1-24

Blikstein, P. & Worsley, M.* (2016). Multimodal Learning Analytics and Education Data Mining: using computational technologies to measure complex learning tasks. Journal of Learning Analytics,  3 (2), pp 220-238.

Schneider, B.* & Blikstein, P. (2016). Using exploratory tangible user interfaces for supporting collaborative learning of probability. IEEE Transactions on Learning Technologies,  9(1), 5-17.

Merceron, A., Blikstein, P., & Siemens, G. (2016). Learning analytics: From big data to meaningful data. Journal of Learning Analytics, 2 (3), pp. 4-8.

Sadler, J.*, Aquino Shluzas, L., & Blikstein, P. (2016). Building blocks in creative computing: Modularity increases the probability of creative prototyping success. International Journal of Design Creativity and Innovation, pp. 1-17.

Blikstein, P. (2016). Freire and Papert: Agency, Emancipation, and Technology. (original title in Portuguese: Freire and Papert : a tecnologia como um agente de emancipação). Education and Research,  42 (3), pp.837-856.

Sadler, J., Shluzas, L., Blikstein, P., and Srivastava, S. (2016). Can Anyone Make a Smart Device? Evaluating the Usability of a Prototyping Toolkit for Creative Computing. In H. Plattner, C. Meinel, & L. Leifer (Eds.), Design Thinking Research (vol. 8), Berlin, Germany: Springer International Publishing.

Blikstein, P. & Worsley, M.* (2016). Children are not Hackers: Building a culture of powerful ideas, deep learning, and equity in the Maker Movement. In K. Peppler, E. Halverson, and Y. Kafai (Eds.), Makeology: Makerspaces as Learning Environments (Volume 1) (pp. 64-79), New York, NY: Routledge.

2015

Blikstein, P. (2015) Computationally enhanced toolkits for children: historical review and a framework for future design. Foundations and Trends in Human-Computer Interaction, 1 (9), pp. 1-68.

Schneider, B.* & Blikstein, P. (2015). Unraveling students’ interaction around a tangible interface using multimodal learning analytics. jEDM-Journal of Educational Data Mining, 7(3), 89-116.

Hossain, Z.*, Jin, X.*, Bumbacher, E.*, Chung, A.*, Koo, S.*, Shapiro, J.*, Truong, C.*, Choi, S.*, Orloff, N.*, Blikstein, P., & Riedel-Kruse, I. (2015). Interactive cloud experimentation for biology: An online education case study. In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems. ACM, Seoul, South Korea, pp. 3681-3690 [Honorable mention award, top 5% of submissions].

Lee, S. A.*, Bumbacher, E.*, Chung, A.*, Cira, N.*, Walker, B.*, Park, J.*, Starr, B.*, Blikstein, P., & Riedel-Kruse, I. (2015). Trap it! : A playful human-biology interaction for a museum installation. In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems. ACM, Seoul, South Korea, pp. 2593-2602.

2014

Worsley, M.* & Blikstein, P. (2014). Analyzing engineering design through the lens of learning analytics. Journal of Learning Analytics, 1 (2), pp. 151-186.

Blikstein, P.**, Worsley, M.*, Piech, C.*, Sahami, M., Cooper, S., & Koller, D. (2014). Programming pluralism: Using learning analytics to detect patterns in novices’ learning of computer programming. Journal of the Learning Sciences, 23 (4), pp. 561-599. [45 citation on Google Scholar] [PDF]

Berland, M., Baker, R., & Blikstein, P. (2014) Learning analytics in constructivist, inquiry-based learning environments. Technology, Knowledge, and Learning, 19 (1-2), pp. 205-220. [60 citation on Google Scholar]

Blikstein, P. (2014). Bifocal Modeling: Comparing physical and computational models linked in real time. In Nijholt, A. (Ed.), Playful learning interfaces (pp. 317-350),  Netherlands: Springer.

2013

Schneider, B.*, Wallace, J.*, Blikstein, P.**, & Pea, R. (2013). Preparing for future learning with a tangible user interface: the case of neuroscience. IEEE Transaction on Learning Technologies, 6 (2), pp. 117-129. ISSN 1939-1382.

Blikstein, P. (2013). Digital fabrication and ’making’ in education: The democratization of invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLabs: Of machines, makers and inventors (pp. 203-221). Bielefeld: Transcript Publishers. [281 citations on Google Scholar] [PDF]

Before 2012

Blikstein, P. & Wilensky, U. (2010). MaterialSim: An agent-based learning environment for advanced scientific content. In Jacobson, M. J., (Ed.), Designs for learning environments of the future (pp. 17-60), Netherlands: Springer.

Blikstein, P. & Wilensky, U. (2009). An atom is known by the company it keeps: Constructing multi-agent models in engineering education.  International Journal of Computers for Mathematical Learning, 14 (2), pp. 81-119, Netherlands: Springer. [62 citation on Google Scholar] [PDF]

Blikstein, P. (2008). Travels in Troy with Freire: Technology as an agent for emancipation in Noguera, P. & Torres, C. A. (Eds.), Social Justice Education for Teachers: Paulo Freire and the possible dream (pp. 205-244). Rotterdam, Netherlands: Sense. [44 citations on Google Scholar] [PDF]

Blikstein, P. (2006). Assessment and its discontents (“Mal-estar na avaliação”). In Silva, Marco (Ed.), Assessment in Online Learning (pp. 123-144). Rio de Janeiro, Brazil: Ed. Loyola.

Blikstein, P. & Zuffo, M. K. (2004). The mermaids of electronic teaching (“As sereias do ensino eletrônico”). In Silva, Marco (Ed.), Educação Online: teoria, prática, legislação e treinamento corporativo. (“Online Education: theory, practice, legislation and corporate training.”) (pp. 10-37). Rio de Janeiro, Brazil: Ed. Loyola. [Chosen by the Brazilian Literary Academic as one of the 10 best books in education in 2005.] [108 citations on Google Scholar] [PDF]

Blikstein, P. & Tschiptschin, A. (1999). Monte Carlo simulation of grain growth. Materials Research, 2 (3), pp.133-137.

Note that many publications have TLTL students or postdocs as first authors and were generated entirely within the TLTL. Asterisks (*) are used to indicate when TLTL students, researchers, or postdocs are authors.

 

Books

Blikstein, P., Bumbacher, E., Davis, R., Lin, V., & Proctor, C. (under contract). Learning-Centered Design. MIT Press, Cambridge, MA.

 

Edited Books

Valente, J. & Blikstein, P. (in preparation). História da Informática Educacional Brasileira [The history of educational technologies in Brazil]. Penso, Porto Alegre, Brazil.

Meira, L.. & Blikstein, P. (2020). Ludicidade, Jogos Digitais e Gamificação na Aprendizagem [Playfulness, Digital Games and Gamification for Learning]. Penso, Porto Alegre, Brazil. (181 pages)

Raabe, A. & Blikstein, P. (2020). Computação na Educação Básica [Computing in K-12 education]. Penso, Porto Alegre, Brazil. (315 pages)

Barbosa Silva, R. & Blikstein, P. (2020). Robótica Educacional [Educational Robotics]. Penso, Porto Alegre, Brazil. (299 pages)

Blikstein, P., Martinez, S., & Pang, H. (Eds.). (2019). Meaningful Making 2: Projects and inspirations for fablabs and makerspaces. CMK Press, Los Angeles. (270 pages)

Campos, F. & Blikstein, P. (2019). Inovações Radicais na educação brasileira [Radical innovations in Brazilian education]. Penso, Porto Alegre, Brazil. (479 pages)

Blikstein, P., Martinez, S., & Pang, H. (Eds.). (2015). Meaningful Making: Projects and inspirations for fablabs and makerspaces. CMK Press, Los Angeles. (255 pages)

 

Peer-Reviewed Book Chapters Published or Accepted

Blikstein, P. (accepted). Emancipatory technologies: A possible dream in the age of technological despair. In Kress, T., Lake, R. & Stein, E. (Eds.). Radically Dreaming: Illuminating Freirean Praxis and Emerging from Dark Times. DIO Press

Blikstein, P. (in press). Cheesemaking emancipation: The critical theory of cultural making. In N. Holbert, M. Berland, & Y. Kafai (Eds.) Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs. Cambridge, MA: MIT Press.

Blikstein, P. & Moghadam, S. H. (2019). Computing education: Literature review and voices from the field. In S. Fincher & A. Robins (Eds.), The Cambridge Handbook of Computing Education Research (pp. 56-78). New York, NY, USA: Cambridge University Press. [Handbook chapter]

Blikstein, P. (2018). Paulo Freire vai a Palo Alto: Tecnologias e Pedagogias progressistas em um mundo desigual [Paulo Freire Goes to Palo Alto: Progressive Technologies and Pedagogies in a world of inequality]. In Carnoy, M. & Gadotti, M. (Eds.). Reinventando Paulo Freire [Reinventing Paulo Freire] Instituto Paulo Freire, São Paulo.

Blikstein P. (2018). Maker movement in education: History and prospects. In M. de Vries (Ed.) Handbook of Technology Education (pp. 419-437). Springer International Handbooks of Education. Springer, Cham. [Handbook chapter]

Sadler J., Shluzas L.A., Blikstein P. (2018). Abracadabra: Imagining access to creative computing tools for everyone. In: H. Plattner, C. Meinel, L. Leifer (Eds.) Design Thinking Research: Making Distinctions: Collaboration versus Cooperation (pp. 365-376). Understanding Innovation. Springer, Cham.

Blikstein, P. & Worsley, M. (2018). Multimodal learning analytics and assessment of open-ended artifacts. In D. Neimi, R. Pea,B. Saxberg, & R. Clark (Eds.), Learning Analytics in Education. (pp. 89-112). IAP, Charlotte.

Roschelle, J., Noss, R., Blikstein, P., & Jackiw, N. (2017). Technology for mathematical reasoning. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 853-878). Reston, VA: National Council of Teachers of Mathematics.[Handbook chapter]

Sadler, J., Shluzas, L., Blikstein, P., and Srivastava, S. (2016). Can anyone make a smart device? Evaluating the usability of a prototyping toolkit for creative computing. In H. Plattner, C. Meinel, & L. Leifer (Eds.), Design Thinking Research (vol. 8, pp. 147-160). Berlin, Germany: Springer International Publishing.

Blikstein, P. & Worsley, M. (2016). Children are not Hackers: Building a culture of powerful ideas, deep learning, and equity in the Maker Movement. In K. Peppler, E. Halverson, and Y. Kafai (Eds.), Makeology: Makerspaces as Learning Environments (Volume 1) (pp. 64-79). New York, NY: Routledge. [78 citations on Google Scholar]

Blikstein, P. (2014). Bifocal modeling: Promoting authentic scientific inquiry through exploring and comparing real and ideal systems linked in real-time. In A. Nijholt (Ed.), Playful learning interfaces (pp. 317-350). The Netherlands: Springer.

Blikstein, P. (2013). Digital fabrication and ’making’ in education: The democratization of invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLabs: Of machines, makers and inventors (pp. 203-221). Bielefeld: Transcript Publishers. [786 citations on Google Scholar]

Blikstein, P. & Wilensky, U. (2010). MaterialSim: A constructionist agent-based modeling approach to engineering education: International perspectives from the learning sciences. In M. J. Jacobson, & P. Reimann (Eds.), Designs for learning environments of the future: International perspectives from the learning sciences (pp. 17-60). The Netherlands: Springer.

Blikstein, P. (2008). Travels in Troy with Freire: Technology as an agent for emancipation. In P. Noguera & C.A. Torres (Eds.), Social Justice Education for Teachers: Paulo Freire and the possible dream (pp. 205-244). Rotterdam, Netherlands: Sense. [91 citations on Google Scholar]

Blikstein, P. (2006). Mal-estar na avaliação [Assessment and its discontents]. In M. Silva (Ed.), Assessment in Online Learning (pp. 123-144). Rio de Janeiro, Brazil: Ed. Loyola.

Blikstein, P. & Zuffo, M. K. (2004). As sereias do ensino eletrônico [The mermaids of electronic teaching ]). In M. Silva (Ed.), Educação Online: Teoria, prática, legislação e treinamento corporativo [Online Education: Theory, practice, legislation and corporate training] (pp. 10-37). Rio de Janeiro, Brazil: Ed. Loyola. [115 citations on Google Scholar]

 

Peer-Reviewed Journal Papers Published or Accepted

Blikstein, P. & Proctor, C.*  (accepted). A Literature Review on Programming Languages for Children. International Journal on Child-Computer Interaction.

Blikstein, P. & Blikstein, I. (in press). The Semiotic Construction of an Educational Farse: Discourses of Silicon Valley and School Technology. Journal of Design and Science (7), MIT Press, Cambridge, MA.

Blikstein, P., Valente, J. A., Moura, E. M. (2020). Maker Education: Where is the Curriculum? e-Curriculum, 18 (2), 523-544. https://dx.doi.org/10.23925/1809-3876.2020v18i2p523-544

Blikstein, P., Kafai, Y. & Pea, R. (2019). Mike Eisenberg: A one of a kind pioneer in the learning sciences. Journal of the Learning Sciences, 28(4-5), 678-684. https://doi.org/10.1080/10508406.2019.1684751

Blikstein, P. & Valente, J. A. (2019). Professional development and policymaking in maker education: Old dilemmas and familiar risks. Constructivist Foundations, 14(3), 268-271.

Valente, J. A. & Blikstein, P. (2019). Maker Education: Where is the knowledge construction? Constructivist Foundations, 14(3),801-811.

Proctor, C.* & Blikstein, P. (2019). Unfold Studio: Supporting critical literacies of text & code. Information and Learning Science, 120(5/6), 285-307. https://doi.org/10.1108/ILS-05-2018-0039

Blikstein, P. (2018). Thinking with your fingers and touching with your mind: The cognitive dance of Edith Ackermann / Pensando con los dedos y tocando con la mente: la danza cognitiva de Edith Ackermann. Infancia y Aprendizaje, 41(2), 248-286. https://doi.org/10.1080/02103702.2018.1450475

Schneider, B.* & Blikstein, P. (2018). Tangible user interface and contrasting cases as a preparation for future learning. Journal of Science Education and Technology, 27(4), 369-384. https://doi.org/10.1007/s10956-018-9730-8 

Chan, M. M.* , & Blikstein, P. (2018). Exploring problem-based learning for middle school design and engineering education in digital fabrication laboratories. Interdisciplinary Journal of Problem-Based Learning, 12(2), 1-13. https://doi.org/10.7771/1541-5015.1746

Hossain, Z.*, Bumbacher, E.*, Brauneis, A*., Diaz, M.*, Saltarelli, A.*, Blikstein, P. & Riedel-Kruse, I. (2018). Design guidelines and empirical case study for scaling authentic inquiry-based science learning via open online courses and interactive biology cloud labs. International Journal of Artificial Intelligence in Education, 28(4), 478-507. https://doi.org/10.1007/s40593-017-0150-3 [Top 3 read article in 2018]

Fuhrmann, T., Schneider, B., & Blikstein, P. (2018). Should students design or interact with models? Using the Bifocal Modelling Framework to investigate model construction in high school science. International Journal of Science Education, 40(8), 867-893. https://doi.org/10.1080/09500693.2018.1453175

Blikstein, P., Gomes, J.*, Akiba, H. T. & Schneider, B.* (2017). The effect of highly scaffolded versus general instruction on students’ exploratory behavior and arousal. Technology, Knowledge, and Learning, 22(1), 105–128. https://doi.org/10.1007/s10758-016-9291-y

Bumbacher, E.*, Salehi, S.*, Wieman, C., & Blikstein, P. (2017). Tools for science inquiry learning: Tool affordances, experimentation strategies, and conceptual understanding. Journal of Science Education and Technology, 27(3), 215–235. https://doi.org/10.1007/s10956-017-9719-8

Worsley, M.* & Blikstein, P. (2017). A multimodal analysis of making. International Journal of Artificial Intelligence in Education, 28(3), 385–419. https://doi.org/10.1007/s40593-017-0160-1

Worsley, M.* & Blikstein, P. (2017). Reasoning strategies in the context of engineering design with everyday materials. Journal of Pre-College Engineering Education Research (J-PEER), 6(2), 57-74. https://doi.org/10.7771/2157-9288.1126

Zancul, E.D., Lopes, R.D., Durão, L.M., Nakano, D., Majzoub, G.G., Blikstein, P., & Dalmon, D.L. (2017). An empirical study on design-based vs. Traditional approaches in capstone courses in engineering education. International Journal of Engineering Education, 33, 1543-1560.

Blikstein, P., Kabayadondo, Z.*, Martin, A.*, & Fields, D. (2017). An assessment instrument of technological literacies in makerspaces and fablabs. Journal of Engineering Education, 106(1), 149-175. https://doi.org/10.1002/jee.20156

Sadler, J.*, Aquino Shluzas, L., & Blikstein, P. (2017). Building blocks in creative computing: Modularity increases the probability of creative prototyping success. International Journal of Design Creativity and Innovation, 5(3–4), 168–184. https://doi.org/10.1080/21650349.2015.1136796

Hossain, Z.*, Bumbacher, E.*, Chung, A.*, Kim, H.*, Litton, C.*, Walter, A.*, Pradhan, S.*, Jona, K., Blikstein, P. & Riedel-Kruse, I. (2016). Interactive and scalable biology cloud experimentation for scientific inquiry and education. Nature Biotechnology, 34(12), 1293–1298. https://doi.org/10.1038/nbt.3747 

Blikstein, P., Fuhrmann, T.*, & Salehi, S.* (2016). Using the bifocal modeling framework to resolve “discrepant events” between physical experiments and virtual models in biology. Journal of Science Education and Technology, 25(4), 513-526. https://doi.org/10.1007/s10956-016-9623-7

Christensen, K., Hjorth, M., Iversen, O., & Blikstein, P. (2016). Towards a formal assessment of design literacy: Analyzing K-12 students’ stance towards inquiry, Design Studies, 46, 125-151. https://doi.org/10.1016/j.destud.2016.05.002

Blikstein, P. & Worsley, M.* (2016). Multimodal learning analytics and education data mining: Using computational technologies to measure complex learning tasks. Journal of Learning Analytics, 3(2), 220-238. https://doi.org/10.18608/jla.2016.32.11 [139 citations on Google Scholar]

Blikstein, P. (2016). Viagens em Tróia com Freire:a tecnologia como um agente de emancipação [Travels in Troy with Freire: Technology as an agent for emancipation]. Educação e Pesquisa [Education and Research], 42(3), 837-856. https://doi.org/10.1590/S1517-970220164203003

Iversen, O., Smith, R., Blikstein, P., Katterfeldt, E. S. & Read, J. (2015). Digital fabrication in education: Expanding the research towards design and reflective practices. International Journal of Child-Computer Interaction, 5, 1-2. https://doi.org/10.1016/j.ijcci.2016.01.001

Schneider, B.*, & Blikstein, P. (2015). Flipping the flipped classroom: a study of the effectiveness of video lectures versus constructivist exploration using tangible user interfaces. IEEE Transactions on Learning Technologies, 9(1), 5-17. https://doi.org/10.1109/TLT.2015.2448093

Merceron, A., Blikstein, P., & Siemens, G. (2015). Learning analytics: From big data to meaningful data. Journal of Learning Analytics, 2(3), 4-8. https://doi.org/10.18608/jla.2015.23.2 [54 citations on Google Scholar]

Blikstein, P. (2015). Computationally enhanced toolkits for children: Historical review and a framework for future design. Foundations and Trends in Human-Computer Interaction, 9(1), 1–68. https://doi.org/10.1561/1100000057 [47 citations on Google Scholar]

Schneider, B.* & Blikstein, P. (2015). Unraveling students’ interaction around a tangible interface using multimodal learning analytics. jEDM-Journal of Educational Data Mining, 7(3), 89-116. [65 citations on Google Scholar]

Hossain, Z.*, Jin, X.*, Bumbacher, E.*, Chung, A.*, Koo, S.*, Shapiro, J.*, Truong, C.*, Choi, S.*, Orloff, N.*, Blikstein, P., & Riedel-Kruse, I. (2015). Interactive cloud experimentation for biology: An online education case study. Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems – CHI ’15 (pp. 3681-3690). Seoul, South Korea: ACM. https://doi.org/10.1145/2702123.2702354 [Honorable mention award, top 5% of submissions]

Lee, S. A.*, Bumbacher, E.*, Chung, A.*, Cira, N.*, Walker, B.*, Park, J.*, Starr, B.*, Blikstein, P., & Riedel-Kruse, I. (2015). Trap it! : A playful human-biology interaction for a museum installation. In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems – CHI ‘15 (pp. 2593-2602). Seoul, South Korea: ACM. https://doi.org/10.1145/2702123.2702220 

Worsley, M.* & Blikstein, P. (2014). Analyzing engineering design through the lens of computation. Journal of Learning Analytics, 1(2), 151-186. https://doi.org/10.18608/jla.2014.12.8 [45 citations on Google Scholar]

Blikstein, P., Worsley, M.*, Piech, C.*, Sahami, M., Cooper, S., & Koller, D. (2014). Programming pluralism: Using learning analytics to detect patterns in novices’ learning of computer programming. Journal of the Learning Sciences, 23(4), 561-599. https://doi.org/10.1080/10508406.2014.954750 [127 citations on Google Scholar]

Berland, M., Baker, R., & Blikstein, P. (2014). Educational data mining and learning analytics: Applications to constructionist research. Technology, Knowledge, and Learning, 19(1-2), 205-220. https://doi.org/10.1007/s10758-014-9223-7 [169 citations on Google Scholar, top cited paper in the history of the journal]

Schneider, B.*, Wallace, J.*, Blikstein, P., & Pea, R. (2013). Preparing for future learning with a tangible user interface: The case of neuroscience. IEEE Transaction on Learning Technologies, 6(2), 117-129. ISSN 1939-1382. https://doi.org/10.1109/TLT.2013.15 [81 citations on Google Scholar]

Blikstein, P. & Wilensky, U. (2009). An atom is known by the company it keeps: A constructionist learning environment for materials science using agent-based modeling. International Journal of Computers for Mathematical Learning, 14(2), 81-119. The Netherlands: Springer. https://doi.org/10.1007/s10758-009-9148-8 [100 citations on Google Scholar]

Blikstein, P. & Tschiptschin, A. (1999). Monte Carlo simulation of grain growth. Materials Research, 2(3), 133-137.

 

Peer-Reviewed Journal Papers Under Review

Morimoto, T. K.*, Martinez, M. O.*, Davis, R.L.*, Blikstein, P., & Okamura, A. M. (under review). Haptics online: An online class with hands-on laboratories. IEEE Robotics and Automation Magazine.

Blikstein, P. (under review). Computational alchemy via representational magic: Epistemic affordances of re-presenting complex scientific phenomena. Cognition and Instruction.

 

Peer-Reviewed Journal Papers in Preparation

Blikstein, P., Almeida, F., & Soster, T. (in preparation). Maker Education: Where does it come from, and where it is going? E-Curriculum Journal. São Paulo, Brazil.

Blikstein, P. & Fuhrmann, T.*. (in preparation). Modes of implementations and learning experiences: Bifocal Modeling at scale.

Raabe, A., Fuhrmann, T.* & Blikstein, P. (in preparation). The maker approach in a science classroom: A bifocal modeling implementation in a Brazilian high school.

Fuhrmann, T.* & Blikstein, P. (in preparation). Computational thinking in the science classroom: Programming a  liquid handling robot for advanced experiments.

Blikstein, P. & Fuhrmann, T.*. (in preparation). Investigating diffusion in elementary school using the Bifocal Modeling framework. Educational Technology Research and Development.

Bumbacher, E.* & Blikstein, P. (in preparation). Scientific models are not alone: Engaging students in model comparison to foster evidence-based reasoning in life sciences. Journal of Research in Science Teaching.

Bumbacher, E.* & Blikstein, P. (in preparation). Technology as messenger: How students’ views of science are mediated by technology-based inquiry learning. Computers & Education.

Bumbacher, E.*, Riedel-Kruse, I. & Blikstein, P. (in preparation). Lab in the cloud: Integrating experimentation, computational modeling and data analysis into one web app for life science classrooms. ACM Conference on Human Factors in Computing Systems.

Davis, R.L.*, Schneider, B.*, & Blikstein, P. (in preparation). Making the invisible visible: Novel assessments for understanding student learning in digital fabrication labs. Journal of the Learning Sciences.

Davis, R.L.*, & Blikstein, P. (in preparation). Reflective making and the construction of mechanistic mental models. Cognition and Instruction.

Davis, R.L.*, & Blikstein, P. (in preparation). Employing the engineer’s mindset: Structure-behavior-function prompting facilitates a shift to a mechanistic perspective that improves problem solving in novices. Journal of Engineering Education.

Davis, R.L.*, & Blikstein, P. (in preparation). Electronic textiles and ambient belonging. Journal of Science Education and Technology.

Fuhrmann, T.* & Blikstein, P. (in preparation). Introducing concepts in design and engineering to first grade students. Journal of Engineering Education.

 

Full Papers in Indexed, Archival Peer-Reviewed CS/HCI Proceedings

In the field of Computer Science, archival conference proceedings such as the Association for Computing Machinery’s (ACM) CHI, IDC, TEI, ICMI and ITS, are among the top publication venues. These are peer-reviewed publications, with a multi-stage revision process, and low acceptance rates (CHI’s acceptance rate has ranged from 15-25%). Conference proceeding publications rival top journals in the field in their selectivity, citations, and influence. Thus, within the field of human-computer interaction, full papers in proceedings are considered on par with publications in a journal. For rankings see: https://scholar.google.com/citations?view_op=top_venues&vq=eng_humancomputerinteraction

Ahmed, T.*, Bumbacher, E.*, Blikstein, P., Riedel-Kruse, I. (under review). Versatile deployment of interactive biology cloud labs in schools through teacher driven curricula design.

Proctor, C.*, Bigman, M., & Blikstein, P. (2019). Defining and designing computer science education in a K12 public school district. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE ’19) (pp. 314–320). New York, NY, USA: ACM. https://doi.org/10.1145/3287324.3287440

Hossain, Z.*, Bumbacher, E.*, Blikstein, P., & Riedel-Kruse, I. (2017). Authentic science inquiry learning at scale enabled by an interactive biology cloud experimentation lab. In Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale (L@S ’17) (pp. 237-240). New York, NY, USA. https://doi.org/10.1145/3051457.3053994

Davis, R.*, Martinez, O.*, Schneider, O.*, MacLean, K., Okamura, A., & Blikstein, P. (2017). The haptic bridge: Towards a theory of haptic-supported learning. In Proceedings of the 16th International Conference on Interaction Design and Children (pp. 51-60). Stanford, CA, USA: ACM. https://doi.org/10.1145/3078072.3079755

Martinez, M.*, Morimoto, T.*, Taylor, A.*, Barron, A.*, Pultorak, J.*, Wang, J.*, Calasanz-Kaiser, A.*, Davis, R.*, Blikstein, P., Okamura, A. (2016). 3-D printed haptic devices for educational applications. In World Haptics Conference (WHC), 2016 IEEE Haptics Symposium (HAPTICS) (pp. 126-133). https://doi.org/10.1109/HAPTICS.2016.7463166

Worsley, M.* & Blikstein, P. (2015). Leveraging multimodal learning analytics to differentiate student learning strategies. In Proceedings of the Fifth International Conference on Learning Analytics and Knowledge – LAK ‘15 (pp. 360-367). Poughkeepsie, New York. https://doi.org/10.1145/2723576.2723624

Sadler, J.*, Durfee, K., Aquino Shluzas, L., & Blikstein, P. (2015). Bloctopus: A novice modular sensor system for playful prototyping. In Proceedings of the 9th Annual Conference on Tangible, Embedded and Embodied Interaction – TEI ‘14 (pp. 347-354). Stanford, CA, USA: ACM. https://doi.org/10.1145/2677199.2680581

Bumbacher, E.*, Salehi, S.*, Wierzchula, M.*, & Blikstein, P. (2015). Learning environments and inquiry behaviors in science inquiry learning: How their interplay affects the development of conceptual understanding in physics. In Proceedings of the 8th International Conference on Educational Data Mining (pp.61-68). Madrid, Spain.

Worsley, M.* & Blikstein, P. (2014). Deciphering the practices and affordances of different reasoning strategies through multimodal learning analytics. In Proceedings of the 2014 ACM Workshop on Multimodal Learning Analytics Workshop and Grand Challenge – MLA ‘14 (pp. 21-27). New York, NY, USA: ACM. https://doi.org/10.1145/2666633.2666637

Blikstein, P. (2013). Gears of our childhood: Constructionist toolkits, robotics, and physical computing, past and future. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC ‘13 (pp. 173-182). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485786 [108 citations on Google Scholar]

Worsley, M.* & Blikstein, P. (2013). Towards the development of multimodal action based assessment. In D. Suthers & K. Verbert (Eds.), Proceedings of the Third International Conference on Learning Analytics and Knowledge – LAK ’13 (pp. 94-101). New York, NY, USA: ACM. https://doi.org/10.1145/2460296.2460315 [73 citations on Google Scholar]

Blikstein, P. (2012). Using agent-based computer modeling to simulate the use of multiple epistemological resources in the classroom. In Proceedings of the Annual Meeting of the Cognitive Science Society (pp. 132-137), Sapporo, Japan.

Blikstein, P. (2012). Bifocal modeling: A study on the learning outcomes of comparing physical and computational models linked in real time. In Proceedings of the 14th ACM International Conference on Multimodal Interaction – ICMI ‘12 (pp. 257-264). https://doi.org/10.1145/2388676.2388729

Piech, C.*, Sahami, M., Koller, D., Cooper, S., & Blikstein, P. (2012). Modeling how students learn to program. Proceedings of the 43rd ACM Technical Symposium on Computer Science Education – SIGCSE ‘12 (pp. 153-160). https://doi.org/10.1145/2157136.2157182 [169 citations on Google Scholar]

Blikstein, P. (2011). Using learning analytics to assess students’ behavior in open-ended programming tasks. Proceedings of the I Learning Analytics Knowledge Conference (LAK 2011) (pp. 110-116). Banff, AB, Canada. [269 citations on Google Scholar]

Tseng, T.*, Bryant, C.*, & Blikstein, P. (2011). Collaboration through documentation: Automated capturing of tangible constructions to support engineering design. Proceedings of the Ninth International Conference for Interaction Design and Children (IDC) (pp. 118-126). Ann Arbor, MI.

 

Full Papers at ICLS/CSCL

Proctor, C.*, Zheng, Y.*, & Blikstein, P. (2020). Comparing cognitive and situated assessments of learning in middle school computer science. 14th International Conference of Learning Sciences, ICLS2020. Nashville, TN.

Bumbacher, E.*, Hossain,Z.*, Riedel-Kruse,I., & Blikstein, P. (2018). Design matters: The impact of technology design on students’ inquiry behaviors. Proceedings of the 13th International Conference of Learning Sciences (pp. 839-846). London, UK: ISLS.

Proctor, C.* & Blikstein, P. (2018). How broad is computational thinking? a longitudinal study of practices shaping learning in computer science. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018 (Volume 1, pp. 544-551). London, UK: International Society of the Learning Sciences.

Davis, R.L.*, Proctor, C.*, Friend, M., & Blikstein, P. (2018). Solder and wire or needle and thread: Examining the effects of electronic textile construction kits on girls’ attitudes towards computing and arts. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.

Davis, R.*, Schneider, B.*, & Blikstein, P. (2017). Making the invisible visible: A new method for capturing student development in makerspaces. 12th International Conference on Computer Supported Collaborative Learning, CSCL2017 (Vol. 1, pp. 175-182). Philadelphia, PA: International Society of the Learning Sciences.

Bumbacher, E.*, Hossain, Z., Riedel-Kruse, I., & Blikstein, P. (2016). Where the rubber meets the road: the impact of the interface design on model exploration in science inquiry. In Proceedings of the 12th International Conference of Learning Sciences – ICLS 2012 (Vol. 2, pp. 1277–1278). Singapore: ISLS.

Schneider, B.*, Bumbacher, E.*, & Blikstein, P. (2015). Discovery versus direct instruction: Learning outcomes of two pedagogical models using tangible interfaces. 11th International Conference on Computer Supported Collaborative Learning, CSCL2015 (Vol. 1, pp. 364-371). Gothenburg, Sweden: International Society of the Learning Sciences.

Schneider, B.* & Blikstein, P. (2015). Comparing the benefits of a tangible user interface and contrasting cases as a preparation for future learning. 11th International Conference on Computer Supported Collaborative Learning, CSCL2015 (Vol. 1, pp. 134-141). Gothenburg, Sweden: International Society of the Learning Sciences.

Fuhrmann, T.*, Salehi, S.*, & Blikstein, P. (2014). A tale of two worlds: Using bifocal modeling to find and resolve “discrepant events” between physical experiments and virtual models in biology. Proceedings of the International Conference of the Learning Sciences (ICLS 2014) (pp. 863-870). Madison, WI.

Blikstein, P. (2012). Re-presenting complex scientific phenomena using agent-based modeling in engineering education. Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 387-394). Sydney, Australia.

Blikstein, P. (2012). Building bridges between learning analytics, educational data mining and core learning sciences perspectives. Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 134-141). Sydney, Australia.

Abrahamson, D., Blikstein, P., & Wilensky, U. (2007). Classroom model, model classroom: Computer-supported methodology for investigating collaborative-learning pedagogy. Proceedings of the 8th International Computer-Supported Collaborative Learning Conference (CSCL 2007) (pp. 49-58). Rutgers University, NJ. https://doi.org/10.3115/1599600.1599607

Sipitakiat, A., Blikstein, P., & Cavallo, D. (2004). GoGo Board: Augmenting programmable bricks for economically challenged audiences. Proceedings of the International Conference of the Learning Sciences (ICLS) (pp. 481 – 488). Los Angeles, USA. [92 citations on Google Scholar]

 

Non-Peer Reviewed Book Chapters

Blikstein, P. & Martins, S.* (2017). Information and communication technologies for education: Perspectives from Portuguese-speaking countries. Lecture Notes in Technology, Education and Society, vol. 1. Lemann Center, Stanford, CA.

Blikstein, P. (2013). The role of educational technologies in a revolution in teaching and learning. In Castro, C. M. & Ramos, J. F. (Eds.) Paths for Education (pp. 118-126). Positivo: Curitiba.

Blikstein, P. (2012). The myth of the bad student: New technologies for learning and the future of public education in Brazil. In Nakahodo, S. and Moura, M. (Eds.) Brasileiros Globalizados [Globalized Brazilians] (pp. 127-150).

Blikstein, P. (2007). As novas tecnologias na educação ambiental: Instrumentos para mudar o jeito de ensinar e aprender na escola [New technologies in environmental education: Changing the way we teach and learn in schools]. In Soraia Silva de Mello (Ed.), Concepts and practices in environmental education (pp. 106-112). Brasília, Brazil: Ministry of Education.

Sipitakiat, A., Blikstein, P., & Cavallo, D. (2003). A placa Gogo: Robótica de baixo custo, programável e reconfigurável [GoGo Board: Low-cost, programmable and reconfigurable robotics ]. In Sampaio, F., Motta C., Santoro, F. (Eds.), XIV Simpósio Brasileiro de Informática na Educação – Mini-Cursos (pp. 74-92). Rio de Janeiro, Brazil: Ed. Federal University of Rio de Janeiro.

 

Short Papers in Indexed Peer-Reviewed CS/HCI Proceedings with Acceptance ~20-30%

Antle, A., Hourcade, J. P., Blikstein, P., Fails, J. A., Iversen, O. S., Garzotto, F., Markopoulos, P., & Revelle, G. (2020). Child-Computer Interaction SIG: Looking forward after 18 years. In Proceedings of the 2020 ACM Conference on Computer-Human-Interaction (CHI). https://doi.org/10.1145/3334480.3381060

Boles, K. L.*, Macedo, L.*, Proctor, C.*, & Blikstein, P. (2018). Manipul8: an interactive experience to inspire pattern-based algebraic thinking and representational fluency. In Proceedings of the 17th ACM Conference on Interaction Design and Children (IDC ’18) (pp. 501-504). New York, NY, USA: ACM. https://doi.org/10.1145/3202185.3210763

Kralicek, D.*, Shelar, S.*, von Rabenau, L.*, & Blikstein, P. (2018). Inside out: Teaching empathy and social-emotional skills. In Proceedings of the 17th ACM Conference on Interaction Design and Children (IDC ’18) (pp.525–528). New York, NY, USA: ACM. https://doi.org/10.1145/3202185.3213525

Mongkhonvanit, K.*, Zau, C. J. Y.*, Proctor, C.* & Blikstein, P. (2018). Testudinata: a tangible interface for exploring functional programming. In Proceedings of the 17th ACM Conference on Interaction Design and Children (IDC ’18) (pp. 493-496). New York, NY, USA: ACM. https://doi.org/10.1145/3202185.3210762

Blikstein, P., Han, J.*, Jue, K.*, & Shroff, A.* (2018). domino: Mobile phones as accessible microcontrollers. In Proceedings of the 17th ACM Conference on Interaction Design and Children (pp. 505-508). https://doi.org/10.1145/3202185.3213524

Chailangka, M.*, Sipitakiat, A., & Blikstein, P. (2017). Designing a physical computing toolkit to utilize miniature computers: A case study of selective exposure. In Proceedings of the 2017 Conference on Interaction Design and Children (pp. 659-665). https://doi.org/10.1145/3078072.3084339

Atherton, J.*, & Blikstein, P. (2017). Sonification Blocks: A block-based programming environment for embodied data sonification. In Proceedings of the 2017 Conference on Interaction Design and Children (pp. 733–736). New York, NY, USA: ACM. https://doi.org/10.1145/3078072.3091992

Campos, F.*, Blikstein, P., & Azhar, A.* (2017). The conference of the birds: A collaborative storytelling environment for literacy development. In Proceedings of the 2017 Conference on Interaction Design and Children (pp. 729-732). https://doi.org/10.1145/3078072.3091991

Doshi, S.*, Hojjat, K.*, Lin, A.*, & Blikstein, P. (2017). Cool Cities a tangible user interface for thinking critically about climate change. In Proceedings of the 2017 Conference on Interaction Design and Children (pp. 709-712). https://doi.org/10.1145/3078072.3091986

Proctor, C.*, & Blikstein, P. (2017). Interactive fiction: Weaving together literacies of text and code. In Proceedings of the 2017 Conference on Interaction Design and Children (IDC ’17) (pp. 555-560). New York, NY, USA: ACM. https://doi.org/10.1145/3078072.3084324

Hossain, Z., Bumbacher, E.*, Brauneis, A., Diaz, M., Saltarelli, A., Blikstein, P., & Riedel-Kruse, I.H. (2017). Interactive biology cloud lab enables authentic inquiry-based science learning at MOOC scale. bioRxiv.

Otero, N.*, & Blikstein, P. (2016). Barcino, creation of a cross-disciplinary city. In Proceedings of the 15th International Conference on Interaction Design and Children – IDC ’16 (pp. 694-700). New York, NY, USA: ACM. https://doi.org/10.1145/2930674.2935996

Worsley, M.* & Blikstein, P. (2015). Using learning analytics to study cognitive disequilibrium in a complex learning environment. In Proceedings of the Fifth International Conference on Learning Analytics and Knowledge – LAK ’15 (pp. 426-427). Poughkeepsie, New York.  https://doi.org/10.1145/2723576.2723659

Davis, R.*, Bumbacher, E.*, Bel, O., Sipitakiat, A., & Blikstein, P. (2015). Sketching intentions: Comparing different metaphors for programming robots. In Proceedings of the 14th International Conference on Interaction Design and Children – IDC ’15 (pp. 391-394). ACM.  https://doi.org/10.1145/2771839.2771924

Hossain, Z., Jin, X., Bumbacher, E.*, Chung, A.M., Koo, S., Shapiro, J.D., Truong, C.Y., Choi, S., Blikstein, P., & Riedel-Kruse, I.H. (2015). Cloud experimentation for biology: Systems architecture and utility for online education and research. Biophysical Journal, 108(2), 334a. https://doi.org/10.1016/j.bpj.2014.11.1820

Blikstein, P. (2014). Re-empowering powerful ideas: Designers’ mission in the age of ubiquitous technology. In Proceedings of the 13th International Conference on Interaction Design and Children – IDC ’14 (pp. 1-4). New York, NY, USA: ACM. https://doi.org/10.1145/2593968.2597649

Worsley, M.* & Blikstein, P. (2014). Using multimodal learning analytics to study the learning of mechanisms. In Proceedings of the 7th International Conference on Educational Data Mining (pp. 431-432). London, UK.

Schneider, B.* & Blikstein, P. (2014). Unraveling students’ interaction around a tangible interface using gesture recognition. In Proceedings of the 7th International Conference on Educational Data Mining (pp. 320-323). London, UK.

Morimoto, T.K.*, Blikstein, P., & Okamura, A.M. (2014). Hapkit: An open-hardware haptic device for online education. 2014 IEEE Haptics Symposium (HAPTICS), 1-1. Houston, TX.

Salehi, S.*, Schneider, B.*, & Blikstein, P. (2014). The effects of physical and virtual manipulatives on learning basic concepts in electronics. In CHI ’14 Extended Abstracts on Human Factors in Computing Systems – CHI EA ’14 (pp. 2263–2268). New York, NY, USA: ACM. https://doi.org/10.1145/2559206.2581346

Blikstein, P. (2013). Seymour Papert’s legacy: Thinking about learning, and learning about thinking. Seymour Papert Tribute at IDC 2013. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 613-616). New York, NY.

Blikstein, P. & Krannich, D. (2013). The makers’ movement and FabLabs in education: Experiences, technologies, and research. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC’13 (pp. 613-616). New York, NY. https://doi.org/10.1145/2485760.2485884 [147 citations on Google Scholar]

Gomes, J. S.*, Yassine, M.*, Worsley, M.*, & Blikstein, P. (2013). Eye tracking analysis of visual spatial engineering games. In Proceedings of the Educational Data Mining Conference, Memphis, Tennessee.

Bumbacher E.*, Sandes A.*, Deutsch A.*, & Blikstein P. (2013). Student coding styles as predictors of help-seeking behavior. In Proceedings of the Artificial Intelligence in Education Conference (pp. 856-859). Memphis, Tennessee.

Blikstein, P. (2013). Multimodal learning analytics. In D.Suthers and K.Verbert (Eds.) Proceedings of the Third International Conference on Learning Analytics and Knowledge (LAK ’13) (pp. 102-106). New York, NY, USA: ACM. https://doi.org/10.1145/2460296.2460316  [158 citations on Google Scholar]

Bumbacher, E.*, Deutsch, A.*, Otero, N.*, & Blikstein, P. (2013). BeatTable: A tangible approach to rhythms and ratios. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC’13 (pp. 589-592). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485872

Chan, J.*, Pondicherry, T.*, & Blikstein, P. (2013). LightUp: An augmented, learning platform for electronics. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC’13 (pp. 491-494). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485812

Kleiman, J.*, Pope, M.*, & Blikstein, P. (2013). RoyoBlocks: An exploration in tangible literacy learning. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC’13 (pp. 543-546). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485861

Fuhrmann, T.*, Salehi, S.*, & Blikstein, P. (2013). Meta-modeling knowledge: Comparing model construction and model interaction in bifocal modeling. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC’13 (pp. 483-486). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485810

Sipitakiat, A. & Blikstein, P. (2013). Interaction design and physical computing in the era of miniature embedded computers. In Proceedings of the 12th International Conference on Interaction Design and Children  – IDC’13(pp. 515-518). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485854

Chawla, K.*, Chiou, M.*, Sandes, A.*, & Blikstein, P. (2013). Dr. Wagon: A ‘stretchable’ toolkit for tangible computer programming. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC’13 (pp. 561-564). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485865

Worsley, M.* & Blikstein, P. (2013). Programming pathways: A technique for analyzing novice programmers’ learning trajectories. In Artificial Intelligence in Education (pp. 844-847). Springer Berlin Heidelberg.

Blikstein, P., Fuhrmann, T.*, Greene, D.*, & Salehi, S.* (2012). Bifocal modeling: Mixing real and virtual labs for advanced science learning. In Proceedings of the 11th International Conference on Interaction Design and Children – IDC’12 (pp. 296-299). https://doi.org/10.1145/2307096.2307150

Miller, A.*, Rosenbaum, C.*, & Blikstein, P. (2012). MagneTracks: A tangible constructionist toolkit for Newtonian physics. In Proceedings of the Sixth International Conference on Tangible, Embedded and Embodied Interaction – TEI’12 (pp. 253-256). https://doi.org/10.1145/2148131.2148185

Salehi, S.*, Kim, J.*, Meltzer, C.*, & Blikstein, P. (2012). Process pad: A low-cost multi-touch platform to facilitate multimodal documentation of complex learning. In Proceedings of the Sixth International Conference on Tangible, Embedded and Embodied Interaction – TEI’12 (pp. 257-262). https://doi.org/10.1145/2148131.2148186

Salehi, S.*, Schneider, B.*, & Blikstein, P. (2012). Comparing the effect of interactive tabletops and desktops on students’ cognition. In Proceedings of the 2012 ACM International Conference on Interactive tabletops and surfaces (pp. 391-394). Boston, MA: ACM. https://doi.org/10.1145/2396636.2396708

Schneider, B.*, Blikstein, P., & Mackay, W. (2012). Combinatorix: A tangible user interface that supports collaborative learning of probabilities. In Proceedings of the 2012 ACM International Conference on Interactive Tabletops And Surfaces – ITS’12 (pp. 129-132). Boston, MA: ACM.  https://doi.org/10.1145/2396636.2396656

Schneider, B.*, Wallace, J.*, Pea, R., & Blikstein, P. (2012). BrainExplorer: An innovative tool for teaching neuroscience. In Proceedings of the 2012 ACM International Conference on Interactive Tabletops And Surfaces – ITS’12 (pp. 407-410). Boston, MA: ACM.  https://doi.org/10.1145/2396636.2396712

Kim, J.*, Meltzer, C.*, Salehi, S.*, & Blikstein, P. (2011). A multimedia multi-touch learning platform. In Proceedings of the Interactive Tabletops and Surfaces Conference – ITS’11 (pp. 272-273). Kobe, Japan. https://doi.org/10.1145/2076354.2076411

Worsley, M.* & Blikstein, P. (2011). What’s an expert? Using learning analytics to identify emergent markers of expertise through automated speech, sentiment and sketch analysis. In Proceedings of the Educational Data Mining Conference 2011 – EDM’11 (pp. 235-240). Eindhoven, The Netherlands.

Blikstein, P. & Sipitakiat, A. (2011). QWERTY and the art of designing microcontrollers for children. In Proceedings of the Ninth International Conference for Interaction Design and Children – IDC’11 (pp. 234-237). Ann Arbor, Michigan. https://doi.org/10.1145/1999030.1999070

Worsley, M.*, Johnston, M., & Blikstein, P. (2011). OpenGesture: A low-cost authoring framework for gesture and speech based application development and learning analytics. In Proceedings of the Ninth International Conference for Interaction Design and Children – IDC’11 (pp. 254-256). Ann Arbor, Michigan. https://doi.org/10.1145/1999030.1999075

Asgar, Z.*, Liu, C.*, Chan, J.*, & Blikstein, P. (2011). LightUp: A low-cost, multi-age toolkit for learning and prototyping electronics. In Proceedings of the Ninth International Conference for Interaction Design and Children – IDC’11 (pp. 225-226). Ann Arbor, Michigan. https://doi.org/10.1145/1999030.1999067

Gilutz, S., Bekker, T., Fisch, S., & Blikstein, P. (2011). Teaching interaction design & children within diverse disciplinary curricula. In Proceedings of the Ninth International Conference for Interaction Design and Children – IDC’11 (pp. 257-259). Ann Arbor, Michigan. https://doi.org/10.1145/1999030.1999076

Tseng, T.*, Bryant, C.*, & Blikstein, P. (2011). Mechanix: An interactive display for exploring engineering design through a tangible interface. In Proceedings of the Conference on Tangible, Embedded, and Embodied Interaction (TEI 2011) (pp. 265-266). Madeira, Portugal. https://doi.org/10.1145/1935701.1935757

Steinsapir, D.* &  Blikstein, P. (2011). Osciloscopiando: Interactive video-mechanical sculpture. In Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction – TEI’11 (pp. 411-412). Madeira, Portugal.  https://doi.org/10.1145/1935701.1935805

Sipitakiat, A. & Blikstein, P. (2010). Think globally, build locally: A technological platform for low-cost, open-source, locally-assembled programmable bricks for education. In Proceedings of the Fourth International Conference on Tangible, Embedded, and Embodied Interaction – TEI ’10 (pp. 231-232). Cambridge, USA. https://doi.org/10.1145/1709886.1709931

Blikstein, P. & Wilensky, U. (2006). A technological platform for trans-media scientific exploration. In Proceedings of the Fifth International Conference for Interaction Design and Children – IDC’06 (pp.  161-162). Tampere, Finland. https://doi.org/10.1145/1139073.1139074

Abrahamson, D., Blikstein, P., Lamberty, K. K., & Wilensky, U. (2005). Mixed-media learning environments. In M. Eisenberg & A. Eisenberg (Eds.), Proceedings of the Fourth International Conference for Interaction Design and Children – IDC’05. Boulder, CO, USA.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2005). NetLogo: Where we are, where we’re going. In M. Eisenberg & A. Eisenberg (Eds.), Proceedings of the Fourth International Conference for Interaction Design and Children – IDC’05. Boulder, Colorado.

Blikstein, P. & Wilensky, U. (2005). Less is more: Agent-based simulation as a powerful learning tool in materials science. In Proceedings of the IV International Joint Conference on Autonomous Agents and Multiagent Systems (AAMAS 2005). Utrecht, The Netherlands.

 

Short Papers in Indexed Selective Peer-Reviewed Proceedings (ICLS, CSCL, etc.)

Davis, R.L.* and Blikstein, P. (2020). Electronic Textiles and Ambient Belonging. 14th International Conference on the Learning Sciences. Nashville, TN: International Society of the Learning Sciences.

Lin, V.*, Blikstein, P. (2019). Project Bloks: Embodied and collaborative Learning with tangible interfaces for young children. CSCL 2019.

Bumbacher, E.*, Blikstein, P., Washington, P., & Riedel-Kruse, I. (2018). Real-time play in microscopic worlds. Proceedings of the International Conference of the Learning Sciences (ICLS 2018) (pp. 1275-1282). London, UK.[Paper in symposium: “Affordances of Digital, Textile and Living Media for Designing and Learning Biology in K-12 Education”]

Lin, V.*, Blikstein, P. (2018). Learning loops: Affordances and challenges of Project Bloks. Proceedings of the International Conference of the Learning Sciences (ICLS 2018) (pp. 1531-1532). London, UK.

Fuhrmann, T., Fernandez, C., Hochgreb-Haegele, T., & Blikstein, P. (2018). Professional development of science teachers in underserved communities: An initial report from the field. Proceedings of the 13th International Conference of the Learning Sciences, ICLS 2018 (pp. 1749-1750).

Fuhrmann, T., Bumbacher, E.*, & Blikstein, P. (2018). Introducing bifocal modeling framework in elementary school: Learning science using tangible modeling tools. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS 2018), Volume 3. London, UK: International Society of the Learning Sciences.

Worsley, M., Abrahamson, D., Blikstein, P., Grover, S., Schneider, B., & Tissenbaum, M. (2016). Situating multimodal learning analytics. In C.-K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), “Transforming learning, empowering learners,” Proceedings of the International Conference of the Learning Sciences (ICLS 2016) (Vol. 2, pp. 1346-1349). Singapore: International Society of the Learning Sciences.

Worsley, M.* & Blikstein, P. (2014). Assessing the “Makers”: The impact of principle-based reasoning on hands-on, project-based learning. In Proceedings of the 2014 International Conference of the Learning Sciences (ICLS 2014) (pp. 1147-1151). Madison, WI.

Chen, V.*, Martin, A.* & Blikstein, P. (2014). Digital fabrication and “making” as an instrument for promoting inclusive engineering education in high-school: A mixed-methods study. Proceedings of the International Conference of the Learning Sciences (ICLS 2014). Madison, WI.

Blikstein, P. , Chen, V.*, & Martin, A.* (2014). Promoting diversity within the maker movement in schools: New assessments and preliminary results. Proceedings of the International Conference of the Learning Sciences (ICLS 2014) (pp. 1669-1670). Madison, WI.

Rogers, M. & Blikstein, P. (2013). Designing community knowledge in fabrication labs: Design directives and initial prototypes. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events (pp. 345-346). Madison, WI: International Society of the Learning Sciences.

Blikstein, P. & Worsley, M.* (2012). Using dynamic time warping and cluster analysis to analyze the learning of computer programming. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 134-141). Sydney, Australia.[Paper in symposium: “Building Bridges between Learning Analytics, Educational Data Mining and Core Learning Sciences Perspectives”]

Rosenbaum, C.*, Blikstein, P., Roschelle, J. & Schank, P. (2012). UltraLite collaboration: A low-cost toolkit to promote collaborative learning in the classroom. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 567-568). Sydney, Australia.

Fuhrmann, T.*, Greene, D.*, Salehi, S.*, & Blikstein, P. (2012). Bifocal biology: Combining physical and virtual labs to support inquiry in biological systems. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 571-572). Sydney, Australia.

Worsley, M.*, & Blikstein, P. (2012). An eye for detail: Techniques for using eye tracker data to explore learning in computer-mediated environments. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 561-562). Sydney, Australia.

Blikstein, P. (2012). The retriever-connector model: Matching classroom data and agent-based computer models to simulate students’ use of multiple epistemological resources. Cognitive Science. In Proceedings of the Annual Meeting of the Cognitive Science Society (p. 34).

Rosenbaum, C.*, Blikstein, P., Schank, P., Rafanan, K., & Roschelle, J. (2012). UltraLite collaboration: A low-cost toolkit to promote collaborative learning in the classroom. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 567-568). Sydney, Australia.

Law, N., Zhang, B., Kolin, K., Blikstein, P., Nussbaum, M.L., & Jacobson, M. (2012). Linking learning sciences communities across the world. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 7-8). Sydney, Australia.

Greene, D.* & Blikstein, P. (2011). Towards the identification of emergent strategies for interdependent collaboration in complex tasks.  In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Proceedings of the CSCL Conference (pp. 976-977). Hong Kong, China.

Blikstein, P. (2010). Using agent-based computer modeling to simulate the use of multiple epistemological resources in the classroom. Proceedings of the annual meeting of the Cognitive Science Society (abstracts). Portland, OR.

Blikstein, P. (2010). The treachery of representation: The cognitive impact of exposed representational elements in students’ explanations of complex scientific phenomena. Proceedings of the American Society for Engineering Education Annual Conference (ASEE 2010). Louisville, KY.

Sipitakiat, A. & Blikstein, P. (2010). Programmable robotics and environmental sensing for low-income populations: Design principles, impact, and technology. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) –  Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 447-448). University of Illinois at Chicago: Chicago, IL: International Society of the Learning Sciences.

Blikstein, P. (2010). Connecting the science classroom and tangible interfaces: The Bifocal Modeling framework. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010). University of Illinois at Chicago: Chicago, IL.

Blikstein, P. (2010). A new age in digital tangible interfaces for learning. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences. University of Illinois at Chicago: Chicago, IL.

Blikstein, P. (2010). Cognitive leaps and multiple epistemological resources: an agent-based modeling approach. Proceedings of the Annual Meeting of the Cognitive Science Society, 32.

Blikstein, P. & Wilensky, U. (2008). Implementing multi-agent modeling in the classroom: Lessons from empirical studies in undergraduate engineering education. In Jacobson, M. J. (Organizer), Complex Systems and Learning: Empirical Research, Issues, and “Seeing” Scientific Knowledge with New Eyes. Proceedings of the 8th International Conference of the Learning Sciences (ICLS’08) (Vol. 3, pp.266-267). Utrecht, the Netherlands.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2008).  The classroom as a complex adaptive system: An agent-based framework to investigate students’ emergent collective behaviors. In Proceedings of the International Conference of the Learning Sciences, ICLS2008 (Vol. 3, pp. 312-313). Utrecht, the Netherlands.

Rand, W., Blikstein, P., & Wilensky, U. (2008). GoGoBot: Group collaboration, multi-agent modeling, and robots. In L. Padgham, D. Parkes, J. Müller & S. Parsons (Eds.), Proceedings of the 7th International Joint Conference on Autonomous Agents and Multiagent Systems, AAMAS 2008 (Vol. 3, pp. 1717-1722). Richland, SC: International Foundation for Autonomous Agents and Multiagent Systems (IFAAMAS).

Blikstein, P., Rand, W., & Wilensky, U. (2007). “Just a cog in the machine”: Participatory robotics as a powerful tool for understanding collaborative learning. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference (pp. 81-83). NJ: Rutgers University.

Blikstein, P., Rand, W., & Wilensky, U. (2006). Participatory, embodied, multi-agent simulation. Proceedings of the 5th Joint Conference on Autonomous Agents and Multiagent Systems (AAMAS) (pp. 1457-1458). Hakodate, Hokkaido, Japan.

Blikstein, P. & Wilensky, U. (2006). ‘Hybrid modeling’: Advanced scientific investigation linking computer models and real-world sensing. In D. Abrahamson (Symposium Chair & Org.) & A. Collins (Discussant), What’s a situation in situated cognition? — A constructionist critique of authentic inquiry. In S. Barab, K. Hay, & D. Hickey (Eds.), Proceedings of the Seventh International Conference of the Learning Sciences (pp. 1015-1021). Mahwah, NJ: Lawrence Erlbaum Associates.

Blikstein, P. & Wilensky, U. (2006). A case study of multi-agent-based simulation in undergraduate materials science education. Proceedings of the Annual Conference of the American Society for Engineering Education (ASEE). Chicago, USA.

Blikstein, P. & Wilensky, U. (2006).  ‘Hybrid modeling’: Advanced scientific investigation linking computer models and real-world sensing (an interactive poster). Proceedings of the Seventh International Conference of the Learning Sciences (pp. 890 – 891). Mahwah, NJ: Lawrence Erlbaum Associates.

Blikstein, P. & Wilensky, Uri. (2005). Less is more: Agent-based simulation as a powerful learning tool in materials science. Proceedings of the IV International Joint Conference on Autonomous Agents and Multiagent Systems (AAMAS), Agent-Based Modeling and Human Learning workshop. Utrecht, the Netherlands.

Blikstein, P., Takanohashi, R., Landgraf, F. J. G., & Tschiptschin, A. P. (1999). Comparação entre tamanhos de grãos obtidos por simulação pelo método de Monte Carlo e resultantes de recozimento de aço Si [Comparison of grain sizes of silicon steels obtained experimentally and using the Monte Carlo method]. In Proceedings of the 54th Conference of the Brazilian Association of Metallurgy and Materials Science (ABM) (pp. 1182-1191). São Paulo, Brazil. [Finalist in its category for the Best Paper award.]

Blikstein, P. & Tschiptschin, A. (1998). Monte Carlo simulation of grain growth. Proceedings of the IASTED Modeling and Simulation Conference, Honolulu, USA.

 

Presentations and Papers at Other Conferences

Zheng, Y.*, Blikstein, P., & Holbert, N. (2020). Combining learning analytics and qualitative analysis for the exploration of open-ended learning environments. Poster presented at Constructionism 2020. Dublin, Ireland.

Fuhrmann, T., Bar, C., Blikstein, P. (2020). Growing curious minds: Improving inquiry practices and content knowledge by comparing computational models to hands-on science experiments. In I. Blau, A. Caspi, Y. Eshet-Alkalai, N. Geri, Y. Kalman, S. Etgar, T. Lauterman (Eds.) Proceedings of the 15th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Digital Era (pp. 3E-15E). Ra’anana, Israel: The Open University of Israel.

Campos, F.*, Soster, T.*, & Blikstein, P. (2019). Sorry, I was in teacher mode today: pivotal tensions and contradictory discourses in real-world implementations of school makerspaces. In Proceedings of FabLearn 2019 (FL2019) (pp. 96–103). New York, NY, USA: ACM.

Davis, R.*, Proctor, C.*, Friend, M.*, Blikstein, P. (2017). Solder and wire or needle and thread: Can the tools we use change the way we think?, Paper presented at the American Educational Research Association Conference, AERA 2016. San Antonio, TX, USA. [LS/ATL SIG Full paper]

Fuhrmann, T. & Blikstein. P. (2017). Complex bifocal model labs in a science class: Combining computer models and real-world data in a diffusion unit. Presented at the 2017 American Educational Research Association Conference.

Fuhrmann, T. & Blikstein. P. (2017). Towards a framework for co-designing complex technology-based science curricula with teachers: an investigation using multiple case study methodology. Presented at the 2017 American Educational Research Association Conference.

Proctor, C.* & Blikstein, P. (2016). Grounding how we teach programming in why we teach programming. In A. Sipitakiat, Editor. & N. Tutiyaphuengprasert, Editor. Constructionism in Action. Paper presented at Constructionism 2016, Bangkok, Thailand (pp. 127-134). Bangkok: Suksapattana Foundation.

Zancul, E.S., Blikstein, P., Durão, L.F.C.S., & Rocha, A.M. (2016). Students’ engagement in the implementation of results obtained in capstone design courses: A preliminary model for detailed design and go-to-market activities. 18th International Conference on Engineering and Product Design Education (E&PDE), Aalborg, Denmark.

Sadler, J.*, Aquino Shluzas, L., Blikstein, P., & Katila, R. (2015). Creative chunking: Modularity increases prototyping quantity, creative self-efficacy and cognitive flow. In Proceedings of the Third International Conference on Design Creativity (ICDC). Bangalore, India.

Worsley, M.* and Blikstein, P. (2014). An approach for combining qualitative analysis with learning analytics to study learning processes in open-ended environments. Paper presented at the 2014 American Education Research Association (AERA) Annual Conference.

Worsley, M.* and Blikstein, P. (2014). Making smarter not harder: Using principle-based reasoning to promote object closeness and improve making. In Proceedings of the FabLearn 2014 Conference.

Riedel-Kruse, I.H. & Blikstein, P. (2014). Biotic games and cloud experimentation as novel media for biophysics education. In APS March Meeting Abstracts 2014.

Worsley, M.* & Blikstein P. (2013). Learning to paraphrase: Using paraphrase detection of spoken utterances to predict learner expertise. Paper presented at the Annual Meeting of the American Education Research Association (AERA), San Francisco, CA. [LS/ATL SIG Full paper]

Schneider, B.* & Blikstein, P. (2013). Supporting collaborative learning of probabilities with a tangible user interface: Design and preliminary results. Paper presented at the American Educational Research Association Conference, AERA 2013. San Francisco, CA, USA. [LS/ATL SIG Full paper]

Blikstein, P. (2013). Digital fabrication in education: The ultimate construction kit. Paper presented at the American Educational Research Association Conference, AERA 2013. San Francisco, CA, USA. [LS/ATL SIG Full paper]

Blikstein, P. (2013). Critical computational literacy: A Freirean perspective on technology in education as a tool for emancipation. Roundtable Paper presented at the American Educational Research Association Conference, AERA 2013. San Francisco, CA, USA.

Salehi, S.*, Fuhrmann, T.*, Greene, D.*, & Blikstein, P. (2013).The effect of bifocal modeling on students’ assessment of credibility. Roundtable Paper presented at the American Educational Research Association Conference, AERA 2013. San Francisco, CA, USA.

Greene, D.* & Blikstein, P. (2013). Everyday input/output: Assessing computational literacy with common objects. Roundtable Paper presented at the American Educational Research Association Conference, AERA 2013. San Francisco, CA, USA.

Blikstein, P. (2012). The making of minds: Digital fabrication and the future of stem education. Invited presidential talk at the Annual Meeting of the AERA (AERA 2012), Vancouver, Canada.

Worsley, M.* & Blikstein P. (2012). A framework for characterizing student changes in student identity during constructionist learning activities. Proceedings of Constructionism 2012 (pp. 115-125). Athens, Greece. [full paper]

Fuhrmann, T.*, Greene, D.*, Salehi, S.*, & Blikstein, P. (2012). Bifocal biology: The link between real and virtual experiments. Proceedings of the Constructionism 2012 Conference (pp. 166-173). Athens, Greece. [full paper]

Worsley, M.* & Blikstein, P. (2012). OpenGesture: A low-cost, easy-to-author application framework for collaborative, gesture-, and speech-based learning applications. Paper presented at the Annual Meeting of the American Education Research Association (AERA), Vancouver, Canada. [SIG-ATL full paper].

Blikstein, P., (2012). Using learning analytics and educational data mining to understand scripted and exploratory learning environments: Toward a common theoretical and methodological framework to investigate the trajectory to expertise. Session at the Annual Meeting of the American Educational Research Association (AERA), Vancouver, Canada. [Roundtable session, organizer and chair]

Blikstein, P. & Worsley, M.* (2012).  Using dynamic time warping and cluster analysis to analyze the learning of computer programming. Annual Meeting of the American Educational Research Association (AERA), Vancouver, Canada. [Roundtable paper]

Greene, D.* & Blikstein, P. (2012). The cognition of everyday machines: Computational literacy and the development of everyday technological understanding. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Vancouver, Canada. [Roundtable paper]

Blikstein, P. & Worsley, M.* (2011).  Learning analytics: Assessing constructionist learning using machine learning. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, USA.

Blikstein, P. (2011).  Computing what the eye cannot see: Educational data mining, learning analytics and computational techniques for detecting and evaluating patterns in learning. Annual Meeting of the American Educational Research Association (AERA), New Orleans, USA. [Symposium organizer and chair]

Worsley, M.* & Blikstein, P. (2011).  Toward the development of learning analytics: Student speech as an automatic and natural form of assessment. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, USA. [SIG ATL full paper]

Worsley, M.* & Blikstein, P. (2011). Using machine learning to examine learner’s engineering expertise using speech, text, and sketch analysis. Paper presented at the 41st Annual Meeting of the Jean Piaget Society (JPS). San Francisco, CA, USA.

Blikstein, P. (2010). Changing schools, one laser cutter at a time. FAB 6 Conference, Amsterdam, Netherlands.

Blikstein, P. (2010). Constructionists under construction. Symposium, Constructionism 2010 Conference, Paris, France. [Symposium organizer and chair]

Blikstein, P. (2010). Constructionism and the next 40 years. Plenary session, Constructionism 2010 Conference, Paris, France. [Chair and presenter]

Blikstein, P. (2010).  Data mining automated logs of students’ interactions with a programming environment: A New methodological tool for assessment of constructionist learning. American Educational Research Association Annual Conference (AERA). Denver, CO.

Blikstein, P. (2010). Can non-intelligent behavior generate intelligence? Multi-agent computational modeling as a theory-building tool in developmental psychology and education research. Jean Piaget Society Annual Conference, St. Louis, MO.

Worsley, M.* & Blikstein, P. (2010). Learning analytics – natural assessments for constructionist learning environments. HSTAR-Cicero Workshop on Learning, Learning Environments and Technologies, Stanford, CA.

Blikstein, P. & Sipitakiat, A. (2010). Technological platform for low-cost educational robotics. First Open Hardware Summit, New York, NY. September, 2010.

Blikstein, P., Wilensky, U., & Abrahamson, D. (2009). Towards a framework for cognitive research using agent-based modeling and complexity sciences. In M. Jacobson (Chair), M. Kapur (Organizer) & N. Sabelli (Discussant), Complexity, learning, and research: Under the microscope, new kinds of microscopes, and seeing differently. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego, CA.

Sipitakiat, A. & Blikstein, P. (2008). Designing for ubiquitous robot learning activities with the GoGo Board. Paper presented at the International Conference on Embedded Systems and Intelligent Technology (ICESIT 2008), Bangkok, Thailand.

Blikstein, P. (2008). Computer modeling methodologies for investigating classroom practices and individual cognition. Presentation at the Conference on Mixed Methods in Educational Research, Northwestern University, Evanston, IL.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2008). Groupwork as a complex adaptive system: A methodology to model, understand and design classroom strategies for collaborative learning. Poster presented at the annual meeting of the American Educational Research Association (AERA 2008-SIG ATL), Chicago, USA.

Blikstein, P., Rand, W., & Wilensky, U. (2007). Examining group behavior and collaboration using agent-based modeling and robots. In M. J. North, C. M. Macal & D. L. Sallach (Eds.), Proceedings of the Agent 2007 Conference on Complex Interaction and Social Emergence (pp. 159-172). Evanston, IL, USA: Argonne National Laboratory and Northwestern University.

Blikstein, P. & Wilensky, U. (2007). Using complex systems to design and model learning environments for advanced scientific content. Presentation at the Thirteenth International Conference on the Teaching of Mathematical Modeling and Applications (ICTMA13), Bloomington, USA.

Blikstein, P. & Wilensky, U. (2007). An empirical study of a complex systems approach to undergraduate engineering curricula through the construction of agent-based models. In Jacobson, M. J. (Organizer), Micki Chi (Discussant), Complex Systems and Education: Conceptual Principles, Methodologies, and Implications for Education.  12th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Budapest, Hungary.

Blikstein, P. & Wilensky, U. (2007). Agent-based modeling in education: Atoms, neurons, and agents. Presentation at the Second Distributed Learning and Collaboration Symposium (DLAC II), Nanyang Technological University, Singapore.

Blikstein, P. & Wilensky, U. (2007). Bridging the gap between neuroscience and qualitative methods: “glass boxing” computational cognitive simulation using agent-based modeling. Poster presented at the annual meeting of the Jean Piaget Society (JPS), Amsterdam, Netherlands.

Blikstein, P. & Wilensky, U. (2007). Bifocal modeling: A framework for combining computer modeling, robotics and real-world sensing.  Paper presented at the annual meeting of the American Educational Research Association (AERA 2007-SIG ATL), Chicago, USA.

Blikstein, P. (2007). Reflections on the feasibility of technology as a Freirean emancipatory tool in learning environments.  Roundtable presentation at the annual meeting of the American Educational Research Association (AERA 2007), Chicago, USA.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2007). Multi-agent simulations as a tool for investigating cognitive-developmental theory.  In D. Abrahamson (Organizer), U. Wilensky (Chair), & R. Lesh (Discussant), Learning complexity: Agent-based modeling supporting education research on student cognition in social contexts. Paper presented at the annual meeting of the American Educational Research Association (AERA 2007), Chicago, USA.

Blikstein, P. & Wilensky, U. (2007). Modeling manifold epistemological stances with agent-based computer simulation. In D. Abrahamson (Organizer), U. Wilensky (Chair), & R. Lesh (Discussant), Learning complexity: Agent-based modeling supporting education research on student cognition in social contexts. Paper presented at the annual meeting of the American Educational Research Association (AERA 2007), Chicago, USA.

Abrahamson, D., Blikstein, P., Cole, M., Hammer, D., Levin, J., Wilensky, U. (Chair), & Lesh, R. (2007). Learning complexity: Agent-based modeling supporting education research on student cognition in social contexts. Paper presented at the 2007 Annual Meeting of the American Educational Research Association, AERA 2007,Chicago, IL.

Blikstein, P. & Wilensky, U. (2006). Learning about learning: Using multi-agent computer simulation to investigate human cognition. Paper presented at the International Conference of Complex Systems (ICCS), Boston, MA, USA.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2006). Minsky, mind, and models: Juxtaposing agent-based computer simulations and clinical-interview data as a methodology for investigating cognitive-developmental theory. Paper presented at the Jean Piaget Society Annual Meeting, Baltimore, MD, USA.

Rand, W., Blikstein, P., & Wilensky, U. (2006). Widgets, planets, and demons: The case for the integration of human, embedded, and virtual agents via mediation. Paper presented at Swarmfest 2006, South Bend, IN, USA.

Blikstein, P. & Wilensky, U. (2006). An atom is known by the company it keeps: Constructing multi-agent models in engineering education. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Francisco, CA, USA.

Blikstein, P. & Wilensky, U. (2006). From inert to generative modeling: Case studies of multi-agent-based simulation in undergraduate engineering education. In D. Abrahamson (Org.), U. Wilensky (Chair), and M. Eisenberg (Discussant), “Small steps for agents… giant steps for students? Learning with agent-based models”. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Francisco, CA, USA.

Blikstein, P. & Wilensky, U. (2006). MaterialSim: A constructionist computer-based modeling environment for materials science learning. Proceedings of the Materials Science & Technology Conference of The Minerals, Metals & Materials Society. Cincinnati, OH, USA.

Blikstein, P. & Wilensky, U. (2006). The missing link: A case study of sensing-and-modeling toolkits for constructionist scientific investigation. In Sixth IEEE International Conference on Advanced Learning Technologies (ICALT’06) (pp. 980-982). Kerkrade, 2006.

Blikstein, P. & Wilensky, U. (2006). A case study of multi agent based simulation in undergraduate materials science education. In Proceedings of the 2006 ASEE Annual Conference and Exposition. Chicago, IL.

Alves, A.C., Blikstein, P., & Lopes, R.D. (2005). Robótica na periferia? Uso de tecnologias digitais na rede pública de São Paulo como ferramentas de expressão e inclusão. Workshop de Informática na Escola 1 (1). São Leopoldo, Brazil.

Blikstein, P. & Wilensky, U. (2004). MaterialSim: An agent-based simulation toolkit for materials science learning. Proceedings of the International Conference on Engineering Education. University of Florida, Gainesville, FL, USA.

Cavallo, D., Blikstein, P., Sipitakiat, A., Basu, A. et al. (2004).The city that we want: Generative themes, constructionist technologies and school/social change. Proceedings from the IEEE International Conference on Advanced Learning Technologies (ICALT) (pp. 1034- 1038). Tampere, Finland.

Blikstein, P. & Cavallo, D. (2003). God hides in the details: Design and implementation of technology-enabled learning environments in public education. Proceedings of Eurologo 2003, Porto, Portugal.

Blikstein, P. & Cavallo, D. P. (2002). The emergence of the learning atmosphere. Proceedings of the Interactive Computer Aided Learning Conference (ICL). Villach, Austria.

Blikstein, P. & Cavallo, D. P. (2002). Technology as a ‘Trojan Horse’ in school environments. Paper presented at the UNESCO Informatica conference, La Havana, Cuba.

Sipitakiat, A., Blikstein, P. & Cavallo, D. (2002). The GoGo Board: Moving towards highly available computational tools in learning environments. In Proceedings of Interactive Computer Aided Learning International Workshop.  Carinthia Technology Institute, Villach, Austria.

Blikstein, P., Zuffo, M. K., & Cavallo, D. P. (2001). Will scientific documentaries survive? A new approach for TV and video in learning environments. Presented at the Computer Aided Learning Conference (CAL), Warwick, England.

Blikstein, P. & Tschiptschin, André P. (1998). Simulação computacional de crescimento de grão pelo método de Monte Carlo. In Proceedings of the Encuentro de Ingeniería de Materiales (pp. 314-319). Instituto Superior Politécnico Jose Antonio Echeverría, La Habana, Cuba.

 

Online and Press Publications

Schneider, B.*, Blikstein, P., & Pea, R. (2013, August 5). The flipped, flipped classroom. The Stanford Daily. https://www.stanforddaily.com/2013/08/05/the-flipped-flipped-classroom/ 

Blikstein, P. (2008). O pensamento computacional e a reinvenção do computador na educação. Paulo Blikstein. http://www.blikstein.com/paulo/documents/online/ol_pensamento_computacional.html 

Blikstein, P. (2003). Programmable Water. Paulo Blikstein. http://www.blikstein.com/paulo/projects/project_water.html 

Blikstein, P. (2001, February 18). Novas tecnologias podem escravizar o homem. Caderno Educação e Trabalho do Jornal do Brasil, Rio de Janeiro.

Blikstein, P. (2000). Beyond egg dropping and spaghetti bridges: Fred Martin’s robot competition and new approaches for science and technology learning.

Peer-Reviewed Book Chapters Published or Accepted

Blikstein, P. (accepted). Emancipatory technologies: A possible dream in the age of technological despair. In Kress, T., Lake, R. & Stein, E. (Eds.). Radically Dreaming: Illuminating Freirean Praxis and Emerging from Dark Times. DIO Press

Blikstein, P. (in press). Cheesemaking emancipation: The critical theory of cultural making. In N. Holbert, M. Berland, & Y. Kafai (Eds.) Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs. Cambridge, MA: MIT Press.

Blikstein, P. & Moghadam, S. H. (2019). Computing education: Literature review and voices from the field. In S. Fincher & A. Robins (Eds.), The Cambridge Handbook of Computing Education Research (pp. 56-78). New York, NY, USA: Cambridge University Press. [Handbook chapter]

Blikstein, P. (2018). Paulo Freire vai a Palo Alto: Tecnologias e Pedagogias progressistas em um mundo desigual [Paulo Freire Goes to Palo Alto: Progressive Technologies and Pedagogies in a world of inequality]. In Carnoy, M. & Gadotti, M. (Eds.). Reinventando Paulo Freire [Reinventing Paulo Freire] Instituto Paulo Freire, São Paulo.

Blikstein P. (2018). Maker movement in education: History and prospects. In M. de Vries (Ed.) Handbook of Technology Education (pp. 419-437). Springer International Handbooks of Education. Springer, Cham. [Handbook chapter]

Sadler J., Shluzas L.A., Blikstein P. (2018). Abracadabra: Imagining access to creative computing tools for everyone. In: H. Plattner, C. Meinel, L. Leifer (Eds.) Design Thinking Research: Making Distinctions: Collaboration versus Cooperation (pp. 365-376). Understanding Innovation. Springer, Cham.

Blikstein, P. & Worsley, M. (2018). Multimodal learning analytics and assessment of open-ended artifacts. In D. Neimi, R. Pea,B. Saxberg, & R. Clark (Eds.), Learning Analytics in Education. (pp. 89-112). IAP, Charlotte.

Roschelle, J., Noss, R., Blikstein, P., & Jackiw, N. (2017). Technology for mathematical reasoning. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 853-878). Reston, VA: National Council of Teachers of Mathematics.[Handbook chapter]

Sadler, J., Shluzas, L., Blikstein, P., and Srivastava, S. (2016). Can anyone make a smart device? Evaluating the usability of a prototyping toolkit for creative computing. In H. Plattner, C. Meinel, & L. Leifer (Eds.), Design Thinking Research (vol. 8, pp. 147-160). Berlin, Germany: Springer International Publishing.

Blikstein, P. & Worsley, M. (2016). Children are not Hackers: Building a culture of powerful ideas, deep learning, and equity in the Maker Movement. In K. Peppler, E. Halverson, and Y. Kafai (Eds.), Makeology: Makerspaces as Learning Environments (Volume 1) (pp. 64-79). New York, NY: Routledge. [78 citations on Google Scholar]

Blikstein, P. (2014). Bifocal modeling: Promoting authentic scientific inquiry through exploring and comparing real and ideal systems linked in real-time. In A. Nijholt (Ed.), Playful learning interfaces (pp. 317-350). The Netherlands: Springer.

Blikstein, P. (2013). Digital fabrication and ’making’ in education: The democratization of invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLabs: Of machines, makers and inventors (pp. 203-221). Bielefeld: Transcript Publishers. [786 citations on Google Scholar]

Blikstein, P. & Wilensky, U. (2010). MaterialSim: A constructionist agent-based modeling approach to engineering education: International perspectives from the learning sciences. In M. J. Jacobson, & P. Reimann (Eds.), Designs for learning environments of the future: International perspectives from the learning sciences (pp. 17-60). The Netherlands: Springer.

Blikstein, P. (2008). Travels in Troy with Freire: Technology as an agent for emancipation. In P. Noguera & C.A. Torres (Eds.), Social Justice Education for Teachers: Paulo Freire and the possible dream (pp. 205-244). Rotterdam, Netherlands: Sense. [91 citations on Google Scholar]

Blikstein, P. (2006). Mal-estar na avaliação [Assessment and its discontents]. In M. Silva (Ed.), Assessment in Online Learning (pp. 123-144). Rio de Janeiro, Brazil: Ed. Loyola.

Blikstein, P. & Zuffo, M. K. (2004). As sereias do ensino eletrônico [The mermaids of electronic teaching ]). In M. Silva (Ed.), Educação Online: Teoria, prática, legislação e treinamento corporativo [Online Education: Theory, practice, legislation and corporate training] (pp. 10-37). Rio de Janeiro, Brazil: Ed. Loyola. [115 citations on Google Scholar]

 

Non-Peer Reviewed Book Chapters

Blikstein, P. & Martins, S.* (2017). Information and communication technologies for education: Perspectives from Portuguese-speaking countries. Lecture Notes in Technology, Education and Society, vol. 1. Lemann Center, Stanford, CA.

Blikstein, P. (2013). The role of educational technologies in a revolution in teaching and learning. In Castro, C. M. & Ramos, J. F. (Eds.) Paths for Education (pp. 118-126). Positivo: Curitiba.

Blikstein, P. (2012). The myth of the bad student: New technologies for learning and the future of public education in Brazil. In Nakahodo, S. and Moura, M. (Eds.) Brasileiros Globalizados [Globalized Brazilians] (pp. 127-150).

Blikstein, P. (2007). As novas tecnologias na educação ambiental: Instrumentos para mudar o jeito de ensinar e aprender na escola [New technologies in environmental education: Changing the way we teach and learn in schools]. In Soraia Silva de Mello (Ed.), Concepts and practices in environmental education (pp. 106-112). Brasília, Brazil: Ministry of Education.

Sipitakiat, A., Blikstein, P., & Cavallo, D. (2003). A placa Gogo: Robótica de baixo custo, programável e reconfigurável [GoGo Board: Low-cost, programmable and reconfigurable robotics ]. In Sampaio, F., Motta C., Santoro, F. (Eds.), XIV Simpósio Brasileiro de Informática na Educação – Mini-Cursos (pp. 74-92). Rio de Janeiro, Brazil: Ed. Federal University of Rio de Janeiro.

Peer-Reviewed Journal Papers Published or Accepted

Blikstein, P. & Proctor, C.*  (accepted). A Literature Review on Programming Languages for Children. International Journal on Child-Computer Interaction.

Blikstein, P. & Blikstein, I. (in press). The Semiotic Construction of an Educational Farse: Discourses of Silicon Valley and School Technology. Journal of Design and Science (7), MIT Press, Cambridge, MA.

Blikstein, P., Valente, J. A., Moura, E. M. (2020). Maker Education: Where is the Curriculum? e-Curriculum, 18 (2), 523-544. https://dx.doi.org/10.23925/1809-3876.2020v18i2p523-544

Blikstein, P., Kafai, Y. & Pea, R. (2019). Mike Eisenberg: A one of a kind pioneer in the learning sciences. Journal of the Learning Sciences, 28(4-5), 678-684. https://doi.org/10.1080/10508406.2019.1684751

Blikstein, P. & Valente, J. A. (2019). Professional development and policymaking in maker education: Old dilemmas and familiar risks. Constructivist Foundations, 14(3), 268-271.

Valente, J. A. & Blikstein, P. (2019). Maker Education: Where is the knowledge construction? Constructivist Foundations, 14(3),801-811.

Proctor, C.* & Blikstein, P. (2019). Unfold Studio: Supporting critical literacies of text & code. Information and Learning Science, 120(5/6), 285-307. https://doi.org/10.1108/ILS-05-2018-0039

Blikstein, P. (2018). Thinking with your fingers and touching with your mind: The cognitive dance of Edith Ackermann / Pensando con los dedos y tocando con la mente: la danza cognitiva de Edith Ackermann. Infancia y Aprendizaje, 41(2), 248-286. https://doi.org/10.1080/02103702.2018.1450475

Schneider, B.* & Blikstein, P. (2018). Tangible user interface and contrasting cases as a preparation for future learning. Journal of Science Education and Technology, 27(4), 369-384. https://doi.org/10.1007/s10956-018-9730-8 

Chan, M. M.* , & Blikstein, P. (2018). Exploring problem-based learning for middle school design and engineering education in digital fabrication laboratories. Interdisciplinary Journal of Problem-Based Learning, 12(2), 1-13. https://doi.org/10.7771/1541-5015.1746

Hossain, Z.*, Bumbacher, E.*, Brauneis, A*., Diaz, M.*, Saltarelli, A.*, Blikstein, P. & Riedel-Kruse, I. (2018). Design guidelines and empirical case study for scaling authentic inquiry-based science learning via open online courses and interactive biology cloud labs. International Journal of Artificial Intelligence in Education, 28(4), 478-507. https://doi.org/10.1007/s40593-017-0150-3 [Top 3 read article in 2018]

Fuhrmann, T., Schneider, B., & Blikstein, P. (2018). Should students design or interact with models? Using the Bifocal Modelling Framework to investigate model construction in high school science. International Journal of Science Education, 40(8), 867-893. https://doi.org/10.1080/09500693.2018.1453175

Blikstein, P., Gomes, J.*, Akiba, H. T. & Schneider, B.* (2017). The effect of highly scaffolded versus general instruction on students’ exploratory behavior and arousal. Technology, Knowledge, and Learning, 22(1), 105–128. https://doi.org/10.1007/s10758-016-9291-y

Bumbacher, E.*, Salehi, S.*, Wieman, C., & Blikstein, P. (2017). Tools for science inquiry learning: Tool affordances, experimentation strategies, and conceptual understanding. Journal of Science Education and Technology, 27(3), 215–235. https://doi.org/10.1007/s10956-017-9719-8

Worsley, M.* & Blikstein, P. (2017). A multimodal analysis of making. International Journal of Artificial Intelligence in Education, 28(3), 385–419. https://doi.org/10.1007/s40593-017-0160-1

Worsley, M.* & Blikstein, P. (2017). Reasoning strategies in the context of engineering design with everyday materials. Journal of Pre-College Engineering Education Research (J-PEER), 6(2), 57-74. https://doi.org/10.7771/2157-9288.1126

Zancul, E.D., Lopes, R.D., Durão, L.M., Nakano, D., Majzoub, G.G., Blikstein, P., & Dalmon, D.L. (2017). An empirical study on design-based vs. Traditional approaches in capstone courses in engineering education. International Journal of Engineering Education, 33, 1543-1560.

Blikstein, P., Kabayadondo, Z.*, Martin, A.*, & Fields, D. (2017). An assessment instrument of technological literacies in makerspaces and fablabs. Journal of Engineering Education, 106(1), 149-175. https://doi.org/10.1002/jee.20156

Sadler, J.*, Aquino Shluzas, L., & Blikstein, P. (2017). Building blocks in creative computing: Modularity increases the probability of creative prototyping success. International Journal of Design Creativity and Innovation, 5(3–4), 168–184. https://doi.org/10.1080/21650349.2015.1136796

Hossain, Z.*, Bumbacher, E.*, Chung, A.*, Kim, H.*, Litton, C.*, Walter, A.*, Pradhan, S.*, Jona, K., Blikstein, P. & Riedel-Kruse, I. (2016). Interactive and scalable biology cloud experimentation for scientific inquiry and education. Nature Biotechnology, 34(12), 1293–1298. https://doi.org/10.1038/nbt.3747 

Blikstein, P., Fuhrmann, T.*, & Salehi, S.* (2016). Using the bifocal modeling framework to resolve “discrepant events” between physical experiments and virtual models in biology. Journal of Science Education and Technology, 25(4), 513-526. https://doi.org/10.1007/s10956-016-9623-7

Christensen, K., Hjorth, M., Iversen, O., & Blikstein, P. (2016). Towards a formal assessment of design literacy: Analyzing K-12 students’ stance towards inquiry, Design Studies, 46, 125-151. https://doi.org/10.1016/j.destud.2016.05.002

Blikstein, P. & Worsley, M.* (2016). Multimodal learning analytics and education data mining: Using computational technologies to measure complex learning tasks. Journal of Learning Analytics, 3(2), 220-238. https://doi.org/10.18608/jla.2016.32.11 [139 citations on Google Scholar]

Blikstein, P. (2016). Viagens em Tróia com Freire:a tecnologia como um agente de emancipação [Travels in Troy with Freire: Technology as an agent for emancipation]. Educação e Pesquisa [Education and Research], 42(3), 837-856. https://doi.org/10.1590/S1517-970220164203003

Iversen, O., Smith, R., Blikstein, P., Katterfeldt, E. S. & Read, J. (2015). Digital fabrication in education: Expanding the research towards design and reflective practices. International Journal of Child-Computer Interaction, 5, 1-2. https://doi.org/10.1016/j.ijcci.2016.01.001

Schneider, B.*, & Blikstein, P. (2015). Flipping the flipped classroom: a study of the effectiveness of video lectures versus constructivist exploration using tangible user interfaces. IEEE Transactions on Learning Technologies, 9(1), 5-17. https://doi.org/10.1109/TLT.2015.2448093

Merceron, A., Blikstein, P., & Siemens, G. (2015). Learning analytics: From big data to meaningful data. Journal of Learning Analytics, 2(3), 4-8. https://doi.org/10.18608/jla.2015.23.2 [54 citations on Google Scholar]

Blikstein, P. (2015). Computationally enhanced toolkits for children: Historical review and a framework for future design. Foundations and Trends in Human-Computer Interaction, 9(1), 1–68. https://doi.org/10.1561/1100000057 [47 citations on Google Scholar]

Schneider, B.* & Blikstein, P. (2015). Unraveling students’ interaction around a tangible interface using multimodal learning analytics. jEDM-Journal of Educational Data Mining, 7(3), 89-116. [65 citations on Google Scholar]

Hossain, Z.*, Jin, X.*, Bumbacher, E.*, Chung, A.*, Koo, S.*, Shapiro, J.*, Truong, C.*, Choi, S.*, Orloff, N.*, Blikstein, P., & Riedel-Kruse, I. (2015). Interactive cloud experimentation for biology: An online education case study. Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems – CHI ’15 (pp. 3681-3690). Seoul, South Korea: ACM. https://doi.org/10.1145/2702123.2702354 [Honorable mention award, top 5% of submissions]

Lee, S. A.*, Bumbacher, E.*, Chung, A.*, Cira, N.*, Walker, B.*, Park, J.*, Starr, B.*, Blikstein, P., & Riedel-Kruse, I. (2015). Trap it! : A playful human-biology interaction for a museum installation. In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems – CHI ‘15 (pp. 2593-2602). Seoul, South Korea: ACM. https://doi.org/10.1145/2702123.2702220 

Worsley, M.* & Blikstein, P. (2014). Analyzing engineering design through the lens of computation. Journal of Learning Analytics, 1(2), 151-186. https://doi.org/10.18608/jla.2014.12.8 [45 citations on Google Scholar]

Blikstein, P., Worsley, M.*, Piech, C.*, Sahami, M., Cooper, S., & Koller, D. (2014). Programming pluralism: Using learning analytics to detect patterns in novices’ learning of computer programming. Journal of the Learning Sciences, 23(4), 561-599. https://doi.org/10.1080/10508406.2014.954750 [127 citations on Google Scholar]

Berland, M., Baker, R., & Blikstein, P. (2014). Educational data mining and learning analytics: Applications to constructionist research. Technology, Knowledge, and Learning, 19(1-2), 205-220. https://doi.org/10.1007/s10758-014-9223-7 [169 citations on Google Scholar, top cited paper in the history of the journal]

Schneider, B.*, Wallace, J.*, Blikstein, P., & Pea, R. (2013). Preparing for future learning with a tangible user interface: The case of neuroscience. IEEE Transaction on Learning Technologies, 6(2), 117-129. ISSN 1939-1382. https://doi.org/10.1109/TLT.2013.15 [81 citations on Google Scholar]

Blikstein, P. & Wilensky, U. (2009). An atom is known by the company it keeps: A constructionist learning environment for materials science using agent-based modeling. International Journal of Computers for Mathematical Learning, 14(2), 81-119. The Netherlands: Springer. https://doi.org/10.1007/s10758-009-9148-8 [100 citations on Google Scholar]

Blikstein, P. & Tschiptschin, A. (1999). Monte Carlo simulation of grain growth. Materials Research, 2(3), 133-137.

* TLTL Students/Postdocs        ** Corresponding author

2019

Blikstein, P., Kafai, Y., & Pea, R. (in press). Mike Eisenberg: A one-of-a-kind pioneer in the Learning Sciences. Journal of the Learning Sciences. https://doi.org/10.1080/10508406.2019.1684751

Blikstein, P. & Valente, J. A. (2019). Professional development and policymaking in maker education: Old dilemmas and familiar risks. Constructivist Foundations, 14(3), pp. 268-271. [PDF]

Valente, J. A. & Blikstein, P. (2019). Maker Education: Where Is the Knowledge Construction?. Constructivist Foundations, 14(3), pp. 252-262. [PDF]

Proctor, C.* & Blikstein, P. (2019). Unfold Studio: Supporting critical literacies of text & code. Information and Learning Science, 120 (5/6), pp. 285-307. [PDF]

Blikstein, P. & Moghadam, S. H. (2019). Computing Education: Literature Review and Voices from the Field. In S. Fincher & A. Robins (Eds.), The Cambridge Handbook of Computing Education Research, pp. 56-78, Cambridge: Cambridge University Press. [PDF]

2018

Blikstein, P. (2018). The History and Prospects of the Maker Movement in Education. In M. Vries (ed.), Springer International Handbooks of Education, pp. 419-437. [PDF]

Blikstein, P. (2018) Thinking with your fingers and touching with your mind: the cognitive dance of Edith Ackermann.  Infancia y Aprendizaje, 41(2), 248-286, DOI: 10.1080/02103702.2018.1450475

Schneider, B.* & Blikstein, P. (2018). Tangible User Interface and Contrasting Cases As A Preparation For Future Learning.  Journal of Science Education and Technology. DOI: 10.1007/s10956-018-9730-8

Chan, M. M.* , & Blikstein, P. (2018). Exploring Problem-Based Learning for Middle School Design and Engineering Education in Digital Fabrication Laboratories. Interdisciplinary Journal of Problem-Based Learning, 12(2). doi: 10.7771/1541-5015.1746.

Hossain, Z.*, Bumbacher, E.*, Brauneis, A*., Diaz, M.*, Saltarelli, A.*,  Blikstein, P. & Riedel-Kruse, I. (2018).  Design Guidelines and Empirical Case Study for Scaling Authentic Inquiry-based Science Learning via Open Online Courses and Interactive Biology Cloud Labs. International Journal of Artificial Intelligence in Education. doi: 10.1007/s40593-017-0150-3.

2017

Bumbacher, E.*, Salehi, S.*, Wieman, C., & Blikstein, P. (2017). Tools for science inquiry learning: Tool affordances, experimentation strategies, and conceptual understanding.  Journal of Science Education and Technology, pp. 1-21. doi: 10.1007/s10956-017-9719-8

Worsley, M.* & Blikstein, P. (2017). A Multimodal Analysis of Making. International Journal of Artificial Intelligence in Education, pp. 1-35. doi: 10.1007/s40593-017-0160-1.

Worsley, M.* & Blikstein, P. (2017). On the origins of students’ ideas: Identifying reasoning strategies in the context of engineering design with everyday materials. Journal of Pre-College Engineering Education Research.

Zancul, E.S., Durão, L.F.C.S., Lopes, R.D., Nakano, D.N., Blikstein, P., Majzoub, G.G. & Leite, D.D.* (2017). Engineering Design Education: Comparing a Traditional Design Process to a Design Thinking Approach. International Journal of Engineering Education.

Blikstein, P., Kabayadondo, Z.*, Martin, A.*, & Fields, D. (2017). The Exploration and Fabrication Technology Index (EFTi): Assessment of unexplored technology and engineering literacies in makerspaces and educational FabLabs. Journal of Engineering Education, 106 (1), pp. 149-175.

Roschelle, J., Noss, R., Blikstein, P., & Jackiw, N. (2017). Technology for mathematical reasoning. In NCTM Research Handbook on Mathematics Education.

2016

Hossain, Z.*, Chung, A.*, Bumbacher, E.*, Lee, S.*, Kim, H.*, Walter, A.*, Litton, C.*, Pradhan, S.*, Jona, K., Blikstein, P. & Riedel-Kruse, I. (2016). A Real-Time Interactive, Scalable Biology Cloud Experimentation Platform. Nature Biotechnology, 34, pp. 1293–1298.

Iversen, O., Smith, R.,  Blikstein, P., Katterfeldt, E. S. & Read, J. (2016). Digital fabrication in education: Expanding the research towards design and reflective practices. International Journal of Child-Computer Interaction, pp. 1-2.

Blikstein, P., Fuhrmann, T.*, & Salehi, S.* (2016). Using the Bifocal Modeling Framework to Resolve “Discrepant Events” Between Physical Experiments and Virtual Models in Biology. Journal of Science Education and Technology, 25 (4), pp. 513-526.

Christensen, K., Hjorth, M., Iversen, O., & Blikstein, P. (2016) Towards a formal assessment of design literacy: Analyzing K-12 students’ stance towards inquiry, Design Studies, 46, pp. 125-151.

Blikstein, P., Gomes, J.*, Akiba, H. T. & Schneider, B.* (2016). The Effect of Highly Scaffolded Versus General Instruction on Students’ Exploratory Behavior and Arousal. Technology, Knowledge, and Learning, pp. 1-24

Blikstein, P. & Worsley, M.* (2016). Multimodal Learning Analytics and Education Data Mining: using computational technologies to measure complex learning tasks. Journal of Learning Analytics,  3 (2), pp 220-238.

Schneider, B.* & Blikstein, P. (2016). Using exploratory tangible user interfaces for supporting collaborative learning of probability. IEEE Transactions on Learning Technologies,  9(1), 5-17.

Merceron, A., Blikstein, P., & Siemens, G. (2016). Learning analytics: From big data to meaningful data. Journal of Learning Analytics, 2 (3), pp. 4-8.

Sadler, J.*, Aquino Shluzas, L., & Blikstein, P. (2016). Building blocks in creative computing: Modularity increases the probability of creative prototyping success. International Journal of Design Creativity and Innovation, pp. 1-17.

Blikstein, P. (2016). Freire and Papert: Agency, Emancipation, and Technology. (original title in Portuguese: Freire and Papert : a tecnologia como um agente de emancipação). Education and Research,  42 (3), pp.837-856.

Sadler, J., Shluzas, L., Blikstein, P., and Srivastava, S. (2016). Can Anyone Make a Smart Device? Evaluating the Usability of a Prototyping Toolkit for Creative Computing. In H. Plattner, C. Meinel, & L. Leifer (Eds.), Design Thinking Research (vol. 8), Berlin, Germany: Springer International Publishing.

Blikstein, P. & Worsley, M.* (2016). Children are not Hackers: Building a culture of powerful ideas, deep learning, and equity in the Maker Movement. In K. Peppler, E. Halverson, and Y. Kafai (Eds.), Makeology: Makerspaces as Learning Environments (Volume 1) (pp. 64-79), New York, NY: Routledge.

2015

Blikstein, P. (2015) Computationally enhanced toolkits for children: historical review and a framework for future design. Foundations and Trends in Human-Computer Interaction, 1 (9), pp. 1-68.

Schneider, B.* & Blikstein, P. (2015). Unraveling students’ interaction around a tangible interface using multimodal learning analytics. jEDM-Journal of Educational Data Mining, 7(3), 89-116.

Hossain, Z.*, Jin, X.*, Bumbacher, E.*, Chung, A.*, Koo, S.*, Shapiro, J.*, Truong, C.*, Choi, S.*, Orloff, N.*, Blikstein, P., & Riedel-Kruse, I. (2015). Interactive cloud experimentation for biology: An online education case study. In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems. ACM, Seoul, South Korea, pp. 3681-3690 [Honorable mention award, top 5% of submissions].

Lee, S. A.*, Bumbacher, E.*, Chung, A.*, Cira, N.*, Walker, B.*, Park, J.*, Starr, B.*, Blikstein, P., & Riedel-Kruse, I. (2015). Trap it! : A playful human-biology interaction for a museum installation. In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems. ACM, Seoul, South Korea, pp. 2593-2602.

2014

Worsley, M.* & Blikstein, P. (2014). Analyzing engineering design through the lens of learning analytics. Journal of Learning Analytics, 1 (2), pp. 151-186.

Blikstein, P.**, Worsley, M.*, Piech, C.*, Sahami, M., Cooper, S., & Koller, D. (2014). Programming pluralism: Using learning analytics to detect patterns in novices’ learning of computer programming. Journal of the Learning Sciences, 23 (4), pp. 561-599. [45 citation on Google Scholar] [PDF]

Berland, M., Baker, R., & Blikstein, P. (2014) Learning analytics in constructivist, inquiry-based learning environments. Technology, Knowledge, and Learning, 19 (1-2), pp. 205-220. [60 citation on Google Scholar]

Blikstein, P. (2014). Bifocal Modeling: Comparing physical and computational models linked in real time. In Nijholt, A. (Ed.), Playful learning interfaces (pp. 317-350),  Netherlands: Springer.

2013

Schneider, B.*, Wallace, J.*, Blikstein, P.**, & Pea, R. (2013). Preparing for future learning with a tangible user interface: the case of neuroscience. IEEE Transaction on Learning Technologies, 6 (2), pp. 117-129. ISSN 1939-1382.

Blikstein, P. (2013). Digital fabrication and ’making’ in education: The democratization of invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLabs: Of machines, makers and inventors (pp. 203-221). Bielefeld: Transcript Publishers. [281 citations on Google Scholar] [PDF]

Before 2012

Blikstein, P. & Wilensky, U. (2010). MaterialSim: An agent-based learning environment for advanced scientific content. In Jacobson, M. J., (Ed.), Designs for learning environments of the future (pp. 17-60), Netherlands: Springer.

Blikstein, P. & Wilensky, U. (2009). An atom is known by the company it keeps: Constructing multi-agent models in engineering education.  International Journal of Computers for Mathematical Learning, 14 (2), pp. 81-119, Netherlands: Springer. [62 citation on Google Scholar] [PDF]

Blikstein, P. (2008). Travels in Troy with Freire: Technology as an agent for emancipation in Noguera, P. & Torres, C. A. (Eds.), Social Justice Education for Teachers: Paulo Freire and the possible dream (pp. 205-244). Rotterdam, Netherlands: Sense. [44 citations on Google Scholar] [PDF]

Blikstein, P. (2006). Assessment and its discontents (“Mal-estar na avaliação”). In Silva, Marco (Ed.), Assessment in Online Learning (pp. 123-144). Rio de Janeiro, Brazil: Ed. Loyola.

Blikstein, P. & Zuffo, M. K. (2004). The mermaids of electronic teaching (“As sereias do ensino eletrônico”). In Silva, Marco (Ed.), Educação Online: teoria, prática, legislação e treinamento corporativo. (“Online Education: theory, practice, legislation and corporate training.”) (pp. 10-37). Rio de Janeiro, Brazil: Ed. Loyola. [Chosen by the Brazilian Literary Academic as one of the 10 best books in education in 2005.] [108 citations on Google Scholar] [PDF]

Blikstein, P. & Tschiptschin, A. (1999). Monte Carlo simulation of grain growth. Materials Research, 2 (3), pp.133-137.

Note that many publications have TLTL students or postdocs as first authors and were generated entirely within the TLTL. Asterisks (*) are used to indicate when TLTL students, researchers, or postdocs are authors.

 

Books

Blikstein, P., Bumbacher, E., Davis, R., Lin, V., & Proctor, C. (under contract). Learning-Centered Design. MIT Press, Cambridge, MA.

 

Edited Books

Valente, J. & Blikstein, P. (in preparation). História da Informática Educacional Brasileira [The history of educational technologies in Brazil]. Penso, Porto Alegre, Brazil.

Meira, L.. & Blikstein, P. (2020). Ludicidade, Jogos Digitais e Gamificação na Aprendizagem [Playfulness, Digital Games and Gamification for Learning]. Penso, Porto Alegre, Brazil. (181 pages)

Raabe, A. & Blikstein, P. (2020). Computação na Educação Básica [Computing in K-12 education]. Penso, Porto Alegre, Brazil. (315 pages)

Barbosa Silva, R. & Blikstein, P. (2020). Robótica Educacional [Educational Robotics]. Penso, Porto Alegre, Brazil. (299 pages)

Blikstein, P., Martinez, S., & Pang, H. (Eds.). (2019). Meaningful Making 2: Projects and inspirations for fablabs and makerspaces. CMK Press, Los Angeles. (270 pages)

Campos, F. & Blikstein, P. (2019). Inovações Radicais na educação brasileira [Radical innovations in Brazilian education]. Penso, Porto Alegre, Brazil. (479 pages)

Blikstein, P., Martinez, S., & Pang, H. (Eds.). (2015). Meaningful Making: Projects and inspirations for fablabs and makerspaces. CMK Press, Los Angeles. (255 pages)

 

Peer-Reviewed Book Chapters Published or Accepted

Blikstein, P. (accepted). Emancipatory technologies: A possible dream in the age of technological despair. In Kress, T., Lake, R. & Stein, E. (Eds.). Radically Dreaming: Illuminating Freirean Praxis and Emerging from Dark Times. DIO Press

Blikstein, P. (in press). Cheesemaking emancipation: The critical theory of cultural making. In N. Holbert, M. Berland, & Y. Kafai (Eds.) Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs. Cambridge, MA: MIT Press.

Blikstein, P. & Moghadam, S. H. (2019). Computing education: Literature review and voices from the field. In S. Fincher & A. Robins (Eds.), The Cambridge Handbook of Computing Education Research (pp. 56-78). New York, NY, USA: Cambridge University Press. [Handbook chapter]

Blikstein, P. (2018). Paulo Freire vai a Palo Alto: Tecnologias e Pedagogias progressistas em um mundo desigual [Paulo Freire Goes to Palo Alto: Progressive Technologies and Pedagogies in a world of inequality]. In Carnoy, M. & Gadotti, M. (Eds.). Reinventando Paulo Freire [Reinventing Paulo Freire] Instituto Paulo Freire, São Paulo.

Blikstein P. (2018). Maker movement in education: History and prospects. In M. de Vries (Ed.) Handbook of Technology Education (pp. 419-437). Springer International Handbooks of Education. Springer, Cham. [Handbook chapter]

Sadler J., Shluzas L.A., Blikstein P. (2018). Abracadabra: Imagining access to creative computing tools for everyone. In: H. Plattner, C. Meinel, L. Leifer (Eds.) Design Thinking Research: Making Distinctions: Collaboration versus Cooperation (pp. 365-376). Understanding Innovation. Springer, Cham.

Blikstein, P. & Worsley, M. (2018). Multimodal learning analytics and assessment of open-ended artifacts. In D. Neimi, R. Pea,B. Saxberg, & R. Clark (Eds.), Learning Analytics in Education. (pp. 89-112). IAP, Charlotte.

Roschelle, J., Noss, R., Blikstein, P., & Jackiw, N. (2017). Technology for mathematical reasoning. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 853-878). Reston, VA: National Council of Teachers of Mathematics.[Handbook chapter]

Sadler, J., Shluzas, L., Blikstein, P., and Srivastava, S. (2016). Can anyone make a smart device? Evaluating the usability of a prototyping toolkit for creative computing. In H. Plattner, C. Meinel, & L. Leifer (Eds.), Design Thinking Research (vol. 8, pp. 147-160). Berlin, Germany: Springer International Publishing.

Blikstein, P. & Worsley, M. (2016). Children are not Hackers: Building a culture of powerful ideas, deep learning, and equity in the Maker Movement. In K. Peppler, E. Halverson, and Y. Kafai (Eds.), Makeology: Makerspaces as Learning Environments (Volume 1) (pp. 64-79). New York, NY: Routledge. [78 citations on Google Scholar]

Blikstein, P. (2014). Bifocal modeling: Promoting authentic scientific inquiry through exploring and comparing real and ideal systems linked in real-time. In A. Nijholt (Ed.), Playful learning interfaces (pp. 317-350). The Netherlands: Springer.

Blikstein, P. (2013). Digital fabrication and ’making’ in education: The democratization of invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLabs: Of machines, makers and inventors (pp. 203-221). Bielefeld: Transcript Publishers. [786 citations on Google Scholar]

Blikstein, P. & Wilensky, U. (2010). MaterialSim: A constructionist agent-based modeling approach to engineering education: International perspectives from the learning sciences. In M. J. Jacobson, & P. Reimann (Eds.), Designs for learning environments of the future: International perspectives from the learning sciences (pp. 17-60). The Netherlands: Springer.

Blikstein, P. (2008). Travels in Troy with Freire: Technology as an agent for emancipation. In P. Noguera & C.A. Torres (Eds.), Social Justice Education for Teachers: Paulo Freire and the possible dream (pp. 205-244). Rotterdam, Netherlands: Sense. [91 citations on Google Scholar]

Blikstein, P. (2006). Mal-estar na avaliação [Assessment and its discontents]. In M. Silva (Ed.), Assessment in Online Learning (pp. 123-144). Rio de Janeiro, Brazil: Ed. Loyola.

Blikstein, P. & Zuffo, M. K. (2004). As sereias do ensino eletrônico [The mermaids of electronic teaching ]). In M. Silva (Ed.), Educação Online: Teoria, prática, legislação e treinamento corporativo [Online Education: Theory, practice, legislation and corporate training] (pp. 10-37). Rio de Janeiro, Brazil: Ed. Loyola. [115 citations on Google Scholar]

 

Peer-Reviewed Journal Papers Published or Accepted

Blikstein, P. & Proctor, C.*  (accepted). A Literature Review on Programming Languages for Children. International Journal on Child-Computer Interaction.

Blikstein, P. & Blikstein, I. (in press). The Semiotic Construction of an Educational Farse: Discourses of Silicon Valley and School Technology. Journal of Design and Science (7), MIT Press, Cambridge, MA.

Blikstein, P., Valente, J. A., Moura, E. M. (2020). Maker Education: Where is the Curriculum? e-Curriculum, 18 (2), 523-544. https://dx.doi.org/10.23925/1809-3876.2020v18i2p523-544

Blikstein, P., Kafai, Y. & Pea, R. (2019). Mike Eisenberg: A one of a kind pioneer in the learning sciences. Journal of the Learning Sciences, 28(4-5), 678-684. https://doi.org/10.1080/10508406.2019.1684751

Blikstein, P. & Valente, J. A. (2019). Professional development and policymaking in maker education: Old dilemmas and familiar risks. Constructivist Foundations, 14(3), 268-271.

Valente, J. A. & Blikstein, P. (2019). Maker Education: Where is the knowledge construction? Constructivist Foundations, 14(3),801-811.

Proctor, C.* & Blikstein, P. (2019). Unfold Studio: Supporting critical literacies of text & code. Information and Learning Science, 120(5/6), 285-307. https://doi.org/10.1108/ILS-05-2018-0039

Blikstein, P. (2018). Thinking with your fingers and touching with your mind: The cognitive dance of Edith Ackermann / Pensando con los dedos y tocando con la mente: la danza cognitiva de Edith Ackermann. Infancia y Aprendizaje, 41(2), 248-286. https://doi.org/10.1080/02103702.2018.1450475

Schneider, B.* & Blikstein, P. (2018). Tangible user interface and contrasting cases as a preparation for future learning. Journal of Science Education and Technology, 27(4), 369-384. https://doi.org/10.1007/s10956-018-9730-8 

Chan, M. M.* , & Blikstein, P. (2018). Exploring problem-based learning for middle school design and engineering education in digital fabrication laboratories. Interdisciplinary Journal of Problem-Based Learning, 12(2), 1-13. https://doi.org/10.7771/1541-5015.1746

Hossain, Z.*, Bumbacher, E.*, Brauneis, A*., Diaz, M.*, Saltarelli, A.*, Blikstein, P. & Riedel-Kruse, I. (2018). Design guidelines and empirical case study for scaling authentic inquiry-based science learning via open online courses and interactive biology cloud labs. International Journal of Artificial Intelligence in Education, 28(4), 478-507. https://doi.org/10.1007/s40593-017-0150-3 [Top 3 read article in 2018]

Fuhrmann, T., Schneider, B., & Blikstein, P. (2018). Should students design or interact with models? Using the Bifocal Modelling Framework to investigate model construction in high school science. International Journal of Science Education, 40(8), 867-893. https://doi.org/10.1080/09500693.2018.1453175

Blikstein, P., Gomes, J.*, Akiba, H. T. & Schneider, B.* (2017). The effect of highly scaffolded versus general instruction on students’ exploratory behavior and arousal. Technology, Knowledge, and Learning, 22(1), 105–128. https://doi.org/10.1007/s10758-016-9291-y

Bumbacher, E.*, Salehi, S.*, Wieman, C., & Blikstein, P. (2017). Tools for science inquiry learning: Tool affordances, experimentation strategies, and conceptual understanding. Journal of Science Education and Technology, 27(3), 215–235. https://doi.org/10.1007/s10956-017-9719-8

Worsley, M.* & Blikstein, P. (2017). A multimodal analysis of making. International Journal of Artificial Intelligence in Education, 28(3), 385–419. https://doi.org/10.1007/s40593-017-0160-1

Worsley, M.* & Blikstein, P. (2017). Reasoning strategies in the context of engineering design with everyday materials. Journal of Pre-College Engineering Education Research (J-PEER), 6(2), 57-74. https://doi.org/10.7771/2157-9288.1126

Zancul, E.D., Lopes, R.D., Durão, L.M., Nakano, D., Majzoub, G.G., Blikstein, P., & Dalmon, D.L. (2017). An empirical study on design-based vs. Traditional approaches in capstone courses in engineering education. International Journal of Engineering Education, 33, 1543-1560.

Blikstein, P., Kabayadondo, Z.*, Martin, A.*, & Fields, D. (2017). An assessment instrument of technological literacies in makerspaces and fablabs. Journal of Engineering Education, 106(1), 149-175. https://doi.org/10.1002/jee.20156

Sadler, J.*, Aquino Shluzas, L., & Blikstein, P. (2017). Building blocks in creative computing: Modularity increases the probability of creative prototyping success. International Journal of Design Creativity and Innovation, 5(3–4), 168–184. https://doi.org/10.1080/21650349.2015.1136796

Hossain, Z.*, Bumbacher, E.*, Chung, A.*, Kim, H.*, Litton, C.*, Walter, A.*, Pradhan, S.*, Jona, K., Blikstein, P. & Riedel-Kruse, I. (2016). Interactive and scalable biology cloud experimentation for scientific inquiry and education. Nature Biotechnology, 34(12), 1293–1298. https://doi.org/10.1038/nbt.3747 

Blikstein, P., Fuhrmann, T.*, & Salehi, S.* (2016). Using the bifocal modeling framework to resolve “discrepant events” between physical experiments and virtual models in biology. Journal of Science Education and Technology, 25(4), 513-526. https://doi.org/10.1007/s10956-016-9623-7

Christensen, K., Hjorth, M., Iversen, O., & Blikstein, P. (2016). Towards a formal assessment of design literacy: Analyzing K-12 students’ stance towards inquiry, Design Studies, 46, 125-151. https://doi.org/10.1016/j.destud.2016.05.002

Blikstein, P. & Worsley, M.* (2016). Multimodal learning analytics and education data mining: Using computational technologies to measure complex learning tasks. Journal of Learning Analytics, 3(2), 220-238. https://doi.org/10.18608/jla.2016.32.11 [139 citations on Google Scholar]

Blikstein, P. (2016). Viagens em Tróia com Freire:a tecnologia como um agente de emancipação [Travels in Troy with Freire: Technology as an agent for emancipation]. Educação e Pesquisa [Education and Research], 42(3), 837-856. https://doi.org/10.1590/S1517-970220164203003

Iversen, O., Smith, R., Blikstein, P., Katterfeldt, E. S. & Read, J. (2015). Digital fabrication in education: Expanding the research towards design and reflective practices. International Journal of Child-Computer Interaction, 5, 1-2. https://doi.org/10.1016/j.ijcci.2016.01.001

Schneider, B.*, & Blikstein, P. (2015). Flipping the flipped classroom: a study of the effectiveness of video lectures versus constructivist exploration using tangible user interfaces. IEEE Transactions on Learning Technologies, 9(1), 5-17. https://doi.org/10.1109/TLT.2015.2448093

Merceron, A., Blikstein, P., & Siemens, G. (2015). Learning analytics: From big data to meaningful data. Journal of Learning Analytics, 2(3), 4-8. https://doi.org/10.18608/jla.2015.23.2 [54 citations on Google Scholar]

Blikstein, P. (2015). Computationally enhanced toolkits for children: Historical review and a framework for future design. Foundations and Trends in Human-Computer Interaction, 9(1), 1–68. https://doi.org/10.1561/1100000057 [47 citations on Google Scholar]

Schneider, B.* & Blikstein, P. (2015). Unraveling students’ interaction around a tangible interface using multimodal learning analytics. jEDM-Journal of Educational Data Mining, 7(3), 89-116. [65 citations on Google Scholar]

Hossain, Z.*, Jin, X.*, Bumbacher, E.*, Chung, A.*, Koo, S.*, Shapiro, J.*, Truong, C.*, Choi, S.*, Orloff, N.*, Blikstein, P., & Riedel-Kruse, I. (2015). Interactive cloud experimentation for biology: An online education case study. Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems – CHI ’15 (pp. 3681-3690). Seoul, South Korea: ACM. https://doi.org/10.1145/2702123.2702354 [Honorable mention award, top 5% of submissions]

Lee, S. A.*, Bumbacher, E.*, Chung, A.*, Cira, N.*, Walker, B.*, Park, J.*, Starr, B.*, Blikstein, P., & Riedel-Kruse, I. (2015). Trap it! : A playful human-biology interaction for a museum installation. In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems – CHI ‘15 (pp. 2593-2602). Seoul, South Korea: ACM. https://doi.org/10.1145/2702123.2702220 

Worsley, M.* & Blikstein, P. (2014). Analyzing engineering design through the lens of computation. Journal of Learning Analytics, 1(2), 151-186. https://doi.org/10.18608/jla.2014.12.8 [45 citations on Google Scholar]

Blikstein, P., Worsley, M.*, Piech, C.*, Sahami, M., Cooper, S., & Koller, D. (2014). Programming pluralism: Using learning analytics to detect patterns in novices’ learning of computer programming. Journal of the Learning Sciences, 23(4), 561-599. https://doi.org/10.1080/10508406.2014.954750 [127 citations on Google Scholar]

Berland, M., Baker, R., & Blikstein, P. (2014). Educational data mining and learning analytics: Applications to constructionist research. Technology, Knowledge, and Learning, 19(1-2), 205-220. https://doi.org/10.1007/s10758-014-9223-7 [169 citations on Google Scholar, top cited paper in the history of the journal]

Schneider, B.*, Wallace, J.*, Blikstein, P., & Pea, R. (2013). Preparing for future learning with a tangible user interface: The case of neuroscience. IEEE Transaction on Learning Technologies, 6(2), 117-129. ISSN 1939-1382. https://doi.org/10.1109/TLT.2013.15 [81 citations on Google Scholar]

Blikstein, P. & Wilensky, U. (2009). An atom is known by the company it keeps: A constructionist learning environment for materials science using agent-based modeling. International Journal of Computers for Mathematical Learning, 14(2), 81-119. The Netherlands: Springer. https://doi.org/10.1007/s10758-009-9148-8 [100 citations on Google Scholar]

Blikstein, P. & Tschiptschin, A. (1999). Monte Carlo simulation of grain growth. Materials Research, 2(3), 133-137.

 

Peer-Reviewed Journal Papers Under Review

Morimoto, T. K.*, Martinez, M. O.*, Davis, R.L.*, Blikstein, P., & Okamura, A. M. (under review). Haptics online: An online class with hands-on laboratories. IEEE Robotics and Automation Magazine.

Blikstein, P. (under review). Computational alchemy via representational magic: Epistemic affordances of re-presenting complex scientific phenomena. Cognition and Instruction.

 

Peer-Reviewed Journal Papers in Preparation

Blikstein, P., Almeida, F., & Soster, T. (in preparation). Maker Education: Where does it come from, and where it is going? E-Curriculum Journal. São Paulo, Brazil.

Blikstein, P. & Fuhrmann, T.*. (in preparation). Modes of implementations and learning experiences: Bifocal Modeling at scale.

Raabe, A., Fuhrmann, T.* & Blikstein, P. (in preparation). The maker approach in a science classroom: A bifocal modeling implementation in a Brazilian high school.

Fuhrmann, T.* & Blikstein, P. (in preparation). Computational thinking in the science classroom: Programming a  liquid handling robot for advanced experiments.

Blikstein, P. & Fuhrmann, T.*. (in preparation). Investigating diffusion in elementary school using the Bifocal Modeling framework. Educational Technology Research and Development.

Bumbacher, E.* & Blikstein, P. (in preparation). Scientific models are not alone: Engaging students in model comparison to foster evidence-based reasoning in life sciences. Journal of Research in Science Teaching.

Bumbacher, E.* & Blikstein, P. (in preparation). Technology as messenger: How students’ views of science are mediated by technology-based inquiry learning. Computers & Education.

Bumbacher, E.*, Riedel-Kruse, I. & Blikstein, P. (in preparation). Lab in the cloud: Integrating experimentation, computational modeling and data analysis into one web app for life science classrooms. ACM Conference on Human Factors in Computing Systems.

Davis, R.L.*, Schneider, B.*, & Blikstein, P. (in preparation). Making the invisible visible: Novel assessments for understanding student learning in digital fabrication labs. Journal of the Learning Sciences.

Davis, R.L.*, & Blikstein, P. (in preparation). Reflective making and the construction of mechanistic mental models. Cognition and Instruction.

Davis, R.L.*, & Blikstein, P. (in preparation). Employing the engineer’s mindset: Structure-behavior-function prompting facilitates a shift to a mechanistic perspective that improves problem solving in novices. Journal of Engineering Education.

Davis, R.L.*, & Blikstein, P. (in preparation). Electronic textiles and ambient belonging. Journal of Science Education and Technology.

Fuhrmann, T.* & Blikstein, P. (in preparation). Introducing concepts in design and engineering to first grade students. Journal of Engineering Education.

 

Full Papers in Indexed, Archival Peer-Reviewed CS/HCI Proceedings

In the field of Computer Science, archival conference proceedings such as the Association for Computing Machinery’s (ACM) CHI, IDC, TEI, ICMI and ITS, are among the top publication venues. These are peer-reviewed publications, with a multi-stage revision process, and low acceptance rates (CHI’s acceptance rate has ranged from 15-25%). Conference proceeding publications rival top journals in the field in their selectivity, citations, and influence. Thus, within the field of human-computer interaction, full papers in proceedings are considered on par with publications in a journal. For rankings see: https://scholar.google.com/citations?view_op=top_venues&vq=eng_humancomputerinteraction

Ahmed, T.*, Bumbacher, E.*, Blikstein, P., Riedel-Kruse, I. (under review). Versatile deployment of interactive biology cloud labs in schools through teacher driven curricula design.

Proctor, C.*, Bigman, M., & Blikstein, P. (2019). Defining and designing computer science education in a K12 public school district. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE ’19) (pp. 314–320). New York, NY, USA: ACM. https://doi.org/10.1145/3287324.3287440

Hossain, Z.*, Bumbacher, E.*, Blikstein, P., & Riedel-Kruse, I. (2017). Authentic science inquiry learning at scale enabled by an interactive biology cloud experimentation lab. In Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale (L@S ’17) (pp. 237-240). New York, NY, USA. https://doi.org/10.1145/3051457.3053994

Davis, R.*, Martinez, O.*, Schneider, O.*, MacLean, K., Okamura, A., & Blikstein, P. (2017). The haptic bridge: Towards a theory of haptic-supported learning. In Proceedings of the 16th International Conference on Interaction Design and Children (pp. 51-60). Stanford, CA, USA: ACM. https://doi.org/10.1145/3078072.3079755

Martinez, M.*, Morimoto, T.*, Taylor, A.*, Barron, A.*, Pultorak, J.*, Wang, J.*, Calasanz-Kaiser, A.*, Davis, R.*, Blikstein, P., Okamura, A. (2016). 3-D printed haptic devices for educational applications. In World Haptics Conference (WHC), 2016 IEEE Haptics Symposium (HAPTICS) (pp. 126-133). https://doi.org/10.1109/HAPTICS.2016.7463166

Worsley, M.* & Blikstein, P. (2015). Leveraging multimodal learning analytics to differentiate student learning strategies. In Proceedings of the Fifth International Conference on Learning Analytics and Knowledge – LAK ‘15 (pp. 360-367). Poughkeepsie, New York. https://doi.org/10.1145/2723576.2723624

Sadler, J.*, Durfee, K., Aquino Shluzas, L., & Blikstein, P. (2015). Bloctopus: A novice modular sensor system for playful prototyping. In Proceedings of the 9th Annual Conference on Tangible, Embedded and Embodied Interaction – TEI ‘14 (pp. 347-354). Stanford, CA, USA: ACM. https://doi.org/10.1145/2677199.2680581

Bumbacher, E.*, Salehi, S.*, Wierzchula, M.*, & Blikstein, P. (2015). Learning environments and inquiry behaviors in science inquiry learning: How their interplay affects the development of conceptual understanding in physics. In Proceedings of the 8th International Conference on Educational Data Mining (pp.61-68). Madrid, Spain.

Worsley, M.* & Blikstein, P. (2014). Deciphering the practices and affordances of different reasoning strategies through multimodal learning analytics. In Proceedings of the 2014 ACM Workshop on Multimodal Learning Analytics Workshop and Grand Challenge – MLA ‘14 (pp. 21-27). New York, NY, USA: ACM. https://doi.org/10.1145/2666633.2666637

Blikstein, P. (2013). Gears of our childhood: Constructionist toolkits, robotics, and physical computing, past and future. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC ‘13 (pp. 173-182). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485786 [108 citations on Google Scholar]

Worsley, M.* & Blikstein, P. (2013). Towards the development of multimodal action based assessment. In D. Suthers & K. Verbert (Eds.), Proceedings of the Third International Conference on Learning Analytics and Knowledge – LAK ’13 (pp. 94-101). New York, NY, USA: ACM. https://doi.org/10.1145/2460296.2460315 [73 citations on Google Scholar]

Blikstein, P. (2012). Using agent-based computer modeling to simulate the use of multiple epistemological resources in the classroom. In Proceedings of the Annual Meeting of the Cognitive Science Society (pp. 132-137), Sapporo, Japan.

Blikstein, P. (2012). Bifocal modeling: A study on the learning outcomes of comparing physical and computational models linked in real time. In Proceedings of the 14th ACM International Conference on Multimodal Interaction – ICMI ‘12 (pp. 257-264). https://doi.org/10.1145/2388676.2388729

Piech, C.*, Sahami, M., Koller, D., Cooper, S., & Blikstein, P. (2012). Modeling how students learn to program. Proceedings of the 43rd ACM Technical Symposium on Computer Science Education – SIGCSE ‘12 (pp. 153-160). https://doi.org/10.1145/2157136.2157182 [169 citations on Google Scholar]

Blikstein, P. (2011). Using learning analytics to assess students’ behavior in open-ended programming tasks. Proceedings of the I Learning Analytics Knowledge Conference (LAK 2011) (pp. 110-116). Banff, AB, Canada. [269 citations on Google Scholar]

Tseng, T.*, Bryant, C.*, & Blikstein, P. (2011). Collaboration through documentation: Automated capturing of tangible constructions to support engineering design. Proceedings of the Ninth International Conference for Interaction Design and Children (IDC) (pp. 118-126). Ann Arbor, MI.

 

Full Papers at ICLS/CSCL

Proctor, C.*, Zheng, Y.*, & Blikstein, P. (2020). Comparing cognitive and situated assessments of learning in middle school computer science. 14th International Conference of Learning Sciences, ICLS2020. Nashville, TN.

Bumbacher, E.*, Hossain,Z.*, Riedel-Kruse,I., & Blikstein, P. (2018). Design matters: The impact of technology design on students’ inquiry behaviors. Proceedings of the 13th International Conference of Learning Sciences (pp. 839-846). London, UK: ISLS.

Proctor, C.* & Blikstein, P. (2018). How broad is computational thinking? a longitudinal study of practices shaping learning in computer science. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018 (Volume 1, pp. 544-551). London, UK: International Society of the Learning Sciences.

Davis, R.L.*, Proctor, C.*, Friend, M., & Blikstein, P. (2018). Solder and wire or needle and thread: Examining the effects of electronic textile construction kits on girls’ attitudes towards computing and arts. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.

Davis, R.*, Schneider, B.*, & Blikstein, P. (2017). Making the invisible visible: A new method for capturing student development in makerspaces. 12th International Conference on Computer Supported Collaborative Learning, CSCL2017 (Vol. 1, pp. 175-182). Philadelphia, PA: International Society of the Learning Sciences.

Bumbacher, E.*, Hossain, Z., Riedel-Kruse, I., & Blikstein, P. (2016). Where the rubber meets the road: the impact of the interface design on model exploration in science inquiry. In Proceedings of the 12th International Conference of Learning Sciences – ICLS 2012 (Vol. 2, pp. 1277–1278). Singapore: ISLS.

Schneider, B.*, Bumbacher, E.*, & Blikstein, P. (2015). Discovery versus direct instruction: Learning outcomes of two pedagogical models using tangible interfaces. 11th International Conference on Computer Supported Collaborative Learning, CSCL2015 (Vol. 1, pp. 364-371). Gothenburg, Sweden: International Society of the Learning Sciences.

Schneider, B.* & Blikstein, P. (2015). Comparing the benefits of a tangible user interface and contrasting cases as a preparation for future learning. 11th International Conference on Computer Supported Collaborative Learning, CSCL2015 (Vol. 1, pp. 134-141). Gothenburg, Sweden: International Society of the Learning Sciences.

Fuhrmann, T.*, Salehi, S.*, & Blikstein, P. (2014). A tale of two worlds: Using bifocal modeling to find and resolve “discrepant events” between physical experiments and virtual models in biology. Proceedings of the International Conference of the Learning Sciences (ICLS 2014) (pp. 863-870). Madison, WI.

Blikstein, P. (2012). Re-presenting complex scientific phenomena using agent-based modeling in engineering education. Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 387-394). Sydney, Australia.

Blikstein, P. (2012). Building bridges between learning analytics, educational data mining and core learning sciences perspectives. Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 134-141). Sydney, Australia.

Abrahamson, D., Blikstein, P., & Wilensky, U. (2007). Classroom model, model classroom: Computer-supported methodology for investigating collaborative-learning pedagogy. Proceedings of the 8th International Computer-Supported Collaborative Learning Conference (CSCL 2007) (pp. 49-58). Rutgers University, NJ. https://doi.org/10.3115/1599600.1599607

Sipitakiat, A., Blikstein, P., & Cavallo, D. (2004). GoGo Board: Augmenting programmable bricks for economically challenged audiences. Proceedings of the International Conference of the Learning Sciences (ICLS) (pp. 481 – 488). Los Angeles, USA. [92 citations on Google Scholar]

 

Non-Peer Reviewed Book Chapters

Blikstein, P. & Martins, S.* (2017). Information and communication technologies for education: Perspectives from Portuguese-speaking countries. Lecture Notes in Technology, Education and Society, vol. 1. Lemann Center, Stanford, CA.

Blikstein, P. (2013). The role of educational technologies in a revolution in teaching and learning. In Castro, C. M. & Ramos, J. F. (Eds.) Paths for Education (pp. 118-126). Positivo: Curitiba.

Blikstein, P. (2012). The myth of the bad student: New technologies for learning and the future of public education in Brazil. In Nakahodo, S. and Moura, M. (Eds.) Brasileiros Globalizados [Globalized Brazilians] (pp. 127-150).

Blikstein, P. (2007). As novas tecnologias na educação ambiental: Instrumentos para mudar o jeito de ensinar e aprender na escola [New technologies in environmental education: Changing the way we teach and learn in schools]. In Soraia Silva de Mello (Ed.), Concepts and practices in environmental education (pp. 106-112). Brasília, Brazil: Ministry of Education.

Sipitakiat, A., Blikstein, P., & Cavallo, D. (2003). A placa Gogo: Robótica de baixo custo, programável e reconfigurável [GoGo Board: Low-cost, programmable and reconfigurable robotics ]. In Sampaio, F., Motta C., Santoro, F. (Eds.), XIV Simpósio Brasileiro de Informática na Educação – Mini-Cursos (pp. 74-92). Rio de Janeiro, Brazil: Ed. Federal University of Rio de Janeiro.

 

Short Papers in Indexed Peer-Reviewed CS/HCI Proceedings with Acceptance ~20-30%

Antle, A., Hourcade, J. P., Blikstein, P., Fails, J. A., Iversen, O. S., Garzotto, F., Markopoulos, P., & Revelle, G. (2020). Child-Computer Interaction SIG: Looking forward after 18 years. In Proceedings of the 2020 ACM Conference on Computer-Human-Interaction (CHI). https://doi.org/10.1145/3334480.3381060

Boles, K. L.*, Macedo, L.*, Proctor, C.*, & Blikstein, P. (2018). Manipul8: an interactive experience to inspire pattern-based algebraic thinking and representational fluency. In Proceedings of the 17th ACM Conference on Interaction Design and Children (IDC ’18) (pp. 501-504). New York, NY, USA: ACM. https://doi.org/10.1145/3202185.3210763

Kralicek, D.*, Shelar, S.*, von Rabenau, L.*, & Blikstein, P. (2018). Inside out: Teaching empathy and social-emotional skills. In Proceedings of the 17th ACM Conference on Interaction Design and Children (IDC ’18) (pp.525–528). New York, NY, USA: ACM. https://doi.org/10.1145/3202185.3213525

Mongkhonvanit, K.*, Zau, C. J. Y.*, Proctor, C.* & Blikstein, P. (2018). Testudinata: a tangible interface for exploring functional programming. In Proceedings of the 17th ACM Conference on Interaction Design and Children (IDC ’18) (pp. 493-496). New York, NY, USA: ACM. https://doi.org/10.1145/3202185.3210762

Blikstein, P., Han, J.*, Jue, K.*, & Shroff, A.* (2018). domino: Mobile phones as accessible microcontrollers. In Proceedings of the 17th ACM Conference on Interaction Design and Children (pp. 505-508). https://doi.org/10.1145/3202185.3213524

Chailangka, M.*, Sipitakiat, A., & Blikstein, P. (2017). Designing a physical computing toolkit to utilize miniature computers: A case study of selective exposure. In Proceedings of the 2017 Conference on Interaction Design and Children (pp. 659-665). https://doi.org/10.1145/3078072.3084339

Atherton, J.*, & Blikstein, P. (2017). Sonification Blocks: A block-based programming environment for embodied data sonification. In Proceedings of the 2017 Conference on Interaction Design and Children (pp. 733–736). New York, NY, USA: ACM. https://doi.org/10.1145/3078072.3091992

Campos, F.*, Blikstein, P., & Azhar, A.* (2017). The conference of the birds: A collaborative storytelling environment for literacy development. In Proceedings of the 2017 Conference on Interaction Design and Children (pp. 729-732). https://doi.org/10.1145/3078072.3091991

Doshi, S.*, Hojjat, K.*, Lin, A.*, & Blikstein, P. (2017). Cool Cities a tangible user interface for thinking critically about climate change. In Proceedings of the 2017 Conference on Interaction Design and Children (pp. 709-712). https://doi.org/10.1145/3078072.3091986

Proctor, C.*, & Blikstein, P. (2017). Interactive fiction: Weaving together literacies of text and code. In Proceedings of the 2017 Conference on Interaction Design and Children (IDC ’17) (pp. 555-560). New York, NY, USA: ACM. https://doi.org/10.1145/3078072.3084324

Hossain, Z., Bumbacher, E.*, Brauneis, A., Diaz, M., Saltarelli, A., Blikstein, P., & Riedel-Kruse, I.H. (2017). Interactive biology cloud lab enables authentic inquiry-based science learning at MOOC scale. bioRxiv.

Otero, N.*, & Blikstein, P. (2016). Barcino, creation of a cross-disciplinary city. In Proceedings of the 15th International Conference on Interaction Design and Children – IDC ’16 (pp. 694-700). New York, NY, USA: ACM. https://doi.org/10.1145/2930674.2935996

Worsley, M.* & Blikstein, P. (2015). Using learning analytics to study cognitive disequilibrium in a complex learning environment. In Proceedings of the Fifth International Conference on Learning Analytics and Knowledge – LAK ’15 (pp. 426-427). Poughkeepsie, New York.  https://doi.org/10.1145/2723576.2723659

Davis, R.*, Bumbacher, E.*, Bel, O., Sipitakiat, A., & Blikstein, P. (2015). Sketching intentions: Comparing different metaphors for programming robots. In Proceedings of the 14th International Conference on Interaction Design and Children – IDC ’15 (pp. 391-394). ACM.  https://doi.org/10.1145/2771839.2771924

Hossain, Z., Jin, X., Bumbacher, E.*, Chung, A.M., Koo, S., Shapiro, J.D., Truong, C.Y., Choi, S., Blikstein, P., & Riedel-Kruse, I.H. (2015). Cloud experimentation for biology: Systems architecture and utility for online education and research. Biophysical Journal, 108(2), 334a. https://doi.org/10.1016/j.bpj.2014.11.1820

Blikstein, P. (2014). Re-empowering powerful ideas: Designers’ mission in the age of ubiquitous technology. In Proceedings of the 13th International Conference on Interaction Design and Children – IDC ’14 (pp. 1-4). New York, NY, USA: ACM. https://doi.org/10.1145/2593968.2597649

Worsley, M.* & Blikstein, P. (2014). Using multimodal learning analytics to study the learning of mechanisms. In Proceedings of the 7th International Conference on Educational Data Mining (pp. 431-432). London, UK.

Schneider, B.* & Blikstein, P. (2014). Unraveling students’ interaction around a tangible interface using gesture recognition. In Proceedings of the 7th International Conference on Educational Data Mining (pp. 320-323). London, UK.

Morimoto, T.K.*, Blikstein, P., & Okamura, A.M. (2014). Hapkit: An open-hardware haptic device for online education. 2014 IEEE Haptics Symposium (HAPTICS), 1-1. Houston, TX.

Salehi, S.*, Schneider, B.*, & Blikstein, P. (2014). The effects of physical and virtual manipulatives on learning basic concepts in electronics. In CHI ’14 Extended Abstracts on Human Factors in Computing Systems – CHI EA ’14 (pp. 2263–2268). New York, NY, USA: ACM. https://doi.org/10.1145/2559206.2581346

Blikstein, P. (2013). Seymour Papert’s legacy: Thinking about learning, and learning about thinking. Seymour Papert Tribute at IDC 2013. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 613-616). New York, NY.

Blikstein, P. & Krannich, D. (2013). The makers’ movement and FabLabs in education: Experiences, technologies, and research. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC’13 (pp. 613-616). New York, NY. https://doi.org/10.1145/2485760.2485884 [147 citations on Google Scholar]

Gomes, J. S.*, Yassine, M.*, Worsley, M.*, & Blikstein, P. (2013). Eye tracking analysis of visual spatial engineering games. In Proceedings of the Educational Data Mining Conference, Memphis, Tennessee.

Bumbacher E.*, Sandes A.*, Deutsch A.*, & Blikstein P. (2013). Student coding styles as predictors of help-seeking behavior. In Proceedings of the Artificial Intelligence in Education Conference (pp. 856-859). Memphis, Tennessee.

Blikstein, P. (2013). Multimodal learning analytics. In D.Suthers and K.Verbert (Eds.) Proceedings of the Third International Conference on Learning Analytics and Knowledge (LAK ’13) (pp. 102-106). New York, NY, USA: ACM. https://doi.org/10.1145/2460296.2460316  [158 citations on Google Scholar]

Bumbacher, E.*, Deutsch, A.*, Otero, N.*, & Blikstein, P. (2013). BeatTable: A tangible approach to rhythms and ratios. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC’13 (pp. 589-592). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485872

Chan, J.*, Pondicherry, T.*, & Blikstein, P. (2013). LightUp: An augmented, learning platform for electronics. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC’13 (pp. 491-494). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485812

Kleiman, J.*, Pope, M.*, & Blikstein, P. (2013). RoyoBlocks: An exploration in tangible literacy learning. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC’13 (pp. 543-546). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485861

Fuhrmann, T.*, Salehi, S.*, & Blikstein, P. (2013). Meta-modeling knowledge: Comparing model construction and model interaction in bifocal modeling. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC’13 (pp. 483-486). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485810

Sipitakiat, A. & Blikstein, P. (2013). Interaction design and physical computing in the era of miniature embedded computers. In Proceedings of the 12th International Conference on Interaction Design and Children  – IDC’13(pp. 515-518). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485854

Chawla, K.*, Chiou, M.*, Sandes, A.*, & Blikstein, P. (2013). Dr. Wagon: A ‘stretchable’ toolkit for tangible computer programming. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC’13 (pp. 561-564). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485865

Worsley, M.* & Blikstein, P. (2013). Programming pathways: A technique for analyzing novice programmers’ learning trajectories. In Artificial Intelligence in Education (pp. 844-847). Springer Berlin Heidelberg.

Blikstein, P., Fuhrmann, T.*, Greene, D.*, & Salehi, S.* (2012). Bifocal modeling: Mixing real and virtual labs for advanced science learning. In Proceedings of the 11th International Conference on Interaction Design and Children – IDC’12 (pp. 296-299). https://doi.org/10.1145/2307096.2307150

Miller, A.*, Rosenbaum, C.*, & Blikstein, P. (2012). MagneTracks: A tangible constructionist toolkit for Newtonian physics. In Proceedings of the Sixth International Conference on Tangible, Embedded and Embodied Interaction – TEI’12 (pp. 253-256). https://doi.org/10.1145/2148131.2148185

Salehi, S.*, Kim, J.*, Meltzer, C.*, & Blikstein, P. (2012). Process pad: A low-cost multi-touch platform to facilitate multimodal documentation of complex learning. In Proceedings of the Sixth International Conference on Tangible, Embedded and Embodied Interaction – TEI’12 (pp. 257-262). https://doi.org/10.1145/2148131.2148186

Salehi, S.*, Schneider, B.*, & Blikstein, P. (2012). Comparing the effect of interactive tabletops and desktops on students’ cognition. In Proceedings of the 2012 ACM International Conference on Interactive tabletops and surfaces (pp. 391-394). Boston, MA: ACM. https://doi.org/10.1145/2396636.2396708

Schneider, B.*, Blikstein, P., & Mackay, W. (2012). Combinatorix: A tangible user interface that supports collaborative learning of probabilities. In Proceedings of the 2012 ACM International Conference on Interactive Tabletops And Surfaces – ITS’12 (pp. 129-132). Boston, MA: ACM.  https://doi.org/10.1145/2396636.2396656

Schneider, B.*, Wallace, J.*, Pea, R., & Blikstein, P. (2012). BrainExplorer: An innovative tool for teaching neuroscience. In Proceedings of the 2012 ACM International Conference on Interactive Tabletops And Surfaces – ITS’12 (pp. 407-410). Boston, MA: ACM.  https://doi.org/10.1145/2396636.2396712

Kim, J.*, Meltzer, C.*, Salehi, S.*, & Blikstein, P. (2011). A multimedia multi-touch learning platform. In Proceedings of the Interactive Tabletops and Surfaces Conference – ITS’11 (pp. 272-273). Kobe, Japan. https://doi.org/10.1145/2076354.2076411

Worsley, M.* & Blikstein, P. (2011). What’s an expert? Using learning analytics to identify emergent markers of expertise through automated speech, sentiment and sketch analysis. In Proceedings of the Educational Data Mining Conference 2011 – EDM’11 (pp. 235-240). Eindhoven, The Netherlands.

Blikstein, P. & Sipitakiat, A. (2011). QWERTY and the art of designing microcontrollers for children. In Proceedings of the Ninth International Conference for Interaction Design and Children – IDC’11 (pp. 234-237). Ann Arbor, Michigan. https://doi.org/10.1145/1999030.1999070

Worsley, M.*, Johnston, M., & Blikstein, P. (2011). OpenGesture: A low-cost authoring framework for gesture and speech based application development and learning analytics. In Proceedings of the Ninth International Conference for Interaction Design and Children – IDC’11 (pp. 254-256). Ann Arbor, Michigan. https://doi.org/10.1145/1999030.1999075

Asgar, Z.*, Liu, C.*, Chan, J.*, & Blikstein, P. (2011). LightUp: A low-cost, multi-age toolkit for learning and prototyping electronics. In Proceedings of the Ninth International Conference for Interaction Design and Children – IDC’11 (pp. 225-226). Ann Arbor, Michigan. https://doi.org/10.1145/1999030.1999067

Gilutz, S., Bekker, T., Fisch, S., & Blikstein, P. (2011). Teaching interaction design & children within diverse disciplinary curricula. In Proceedings of the Ninth International Conference for Interaction Design and Children – IDC’11 (pp. 257-259). Ann Arbor, Michigan. https://doi.org/10.1145/1999030.1999076

Tseng, T.*, Bryant, C.*, & Blikstein, P. (2011). Mechanix: An interactive display for exploring engineering design through a tangible interface. In Proceedings of the Conference on Tangible, Embedded, and Embodied Interaction (TEI 2011) (pp. 265-266). Madeira, Portugal. https://doi.org/10.1145/1935701.1935757

Steinsapir, D.* &  Blikstein, P. (2011). Osciloscopiando: Interactive video-mechanical sculpture. In Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction – TEI’11 (pp. 411-412). Madeira, Portugal.  https://doi.org/10.1145/1935701.1935805

Sipitakiat, A. & Blikstein, P. (2010). Think globally, build locally: A technological platform for low-cost, open-source, locally-assembled programmable bricks for education. In Proceedings of the Fourth International Conference on Tangible, Embedded, and Embodied Interaction – TEI ’10 (pp. 231-232). Cambridge, USA. https://doi.org/10.1145/1709886.1709931

Blikstein, P. & Wilensky, U. (2006). A technological platform for trans-media scientific exploration. In Proceedings of the Fifth International Conference for Interaction Design and Children – IDC’06 (pp.  161-162). Tampere, Finland. https://doi.org/10.1145/1139073.1139074

Abrahamson, D., Blikstein, P., Lamberty, K. K., & Wilensky, U. (2005). Mixed-media learning environments. In M. Eisenberg & A. Eisenberg (Eds.), Proceedings of the Fourth International Conference for Interaction Design and Children – IDC’05. Boulder, CO, USA.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2005). NetLogo: Where we are, where we’re going. In M. Eisenberg & A. Eisenberg (Eds.), Proceedings of the Fourth International Conference for Interaction Design and Children – IDC’05. Boulder, Colorado.

Blikstein, P. & Wilensky, U. (2005). Less is more: Agent-based simulation as a powerful learning tool in materials science. In Proceedings of the IV International Joint Conference on Autonomous Agents and Multiagent Systems (AAMAS 2005). Utrecht, The Netherlands.

 

Short Papers in Indexed Selective Peer-Reviewed Proceedings (ICLS, CSCL, etc.)

Davis, R.L.* and Blikstein, P. (2020). Electronic Textiles and Ambient Belonging. 14th International Conference on the Learning Sciences. Nashville, TN: International Society of the Learning Sciences.

Lin, V.*, Blikstein, P. (2019). Project Bloks: Embodied and collaborative Learning with tangible interfaces for young children. CSCL 2019.

Bumbacher, E.*, Blikstein, P., Washington, P., & Riedel-Kruse, I. (2018). Real-time play in microscopic worlds. Proceedings of the International Conference of the Learning Sciences (ICLS 2018) (pp. 1275-1282). London, UK.[Paper in symposium: “Affordances of Digital, Textile and Living Media for Designing and Learning Biology in K-12 Education”]

Lin, V.*, Blikstein, P. (2018). Learning loops: Affordances and challenges of Project Bloks. Proceedings of the International Conference of the Learning Sciences (ICLS 2018) (pp. 1531-1532). London, UK.

Fuhrmann, T., Fernandez, C., Hochgreb-Haegele, T., & Blikstein, P. (2018). Professional development of science teachers in underserved communities: An initial report from the field. Proceedings of the 13th International Conference of the Learning Sciences, ICLS 2018 (pp. 1749-1750).

Fuhrmann, T., Bumbacher, E.*, & Blikstein, P. (2018). Introducing bifocal modeling framework in elementary school: Learning science using tangible modeling tools. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS 2018), Volume 3. London, UK: International Society of the Learning Sciences.

Worsley, M., Abrahamson, D., Blikstein, P., Grover, S., Schneider, B., & Tissenbaum, M. (2016). Situating multimodal learning analytics. In C.-K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), “Transforming learning, empowering learners,” Proceedings of the International Conference of the Learning Sciences (ICLS 2016) (Vol. 2, pp. 1346-1349). Singapore: International Society of the Learning Sciences.

Worsley, M.* & Blikstein, P. (2014). Assessing the “Makers”: The impact of principle-based reasoning on hands-on, project-based learning. In Proceedings of the 2014 International Conference of the Learning Sciences (ICLS 2014) (pp. 1147-1151). Madison, WI.

Chen, V.*, Martin, A.* & Blikstein, P. (2014). Digital fabrication and “making” as an instrument for promoting inclusive engineering education in high-school: A mixed-methods study. Proceedings of the International Conference of the Learning Sciences (ICLS 2014). Madison, WI.

Blikstein, P. , Chen, V.*, & Martin, A.* (2014). Promoting diversity within the maker movement in schools: New assessments and preliminary results. Proceedings of the International Conference of the Learning Sciences (ICLS 2014) (pp. 1669-1670). Madison, WI.

Rogers, M. & Blikstein, P. (2013). Designing community knowledge in fabrication labs: Design directives and initial prototypes. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events (pp. 345-346). Madison, WI: International Society of the Learning Sciences.

Blikstein, P. & Worsley, M.* (2012). Using dynamic time warping and cluster analysis to analyze the learning of computer programming. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 134-141). Sydney, Australia.[Paper in symposium: “Building Bridges between Learning Analytics, Educational Data Mining and Core Learning Sciences Perspectives”]

Rosenbaum, C.*, Blikstein, P., Roschelle, J. & Schank, P. (2012). UltraLite collaboration: A low-cost toolkit to promote collaborative learning in the classroom. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 567-568). Sydney, Australia.

Fuhrmann, T.*, Greene, D.*, Salehi, S.*, & Blikstein, P. (2012). Bifocal biology: Combining physical and virtual labs to support inquiry in biological systems. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 571-572). Sydney, Australia.

Worsley, M.*, & Blikstein, P. (2012). An eye for detail: Techniques for using eye tracker data to explore learning in computer-mediated environments. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 561-562). Sydney, Australia.

Blikstein, P. (2012). The retriever-connector model: Matching classroom data and agent-based computer models to simulate students’ use of multiple epistemological resources. Cognitive Science. In Proceedings of the Annual Meeting of the Cognitive Science Society (p. 34).

Rosenbaum, C.*, Blikstein, P., Schank, P., Rafanan, K., & Roschelle, J. (2012). UltraLite collaboration: A low-cost toolkit to promote collaborative learning in the classroom. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 567-568). Sydney, Australia.

Law, N., Zhang, B., Kolin, K., Blikstein, P., Nussbaum, M.L., & Jacobson, M. (2012). Linking learning sciences communities across the world. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 7-8). Sydney, Australia.

Greene, D.* & Blikstein, P. (2011). Towards the identification of emergent strategies for interdependent collaboration in complex tasks.  In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Proceedings of the CSCL Conference (pp. 976-977). Hong Kong, China.

Blikstein, P. (2010). Using agent-based computer modeling to simulate the use of multiple epistemological resources in the classroom. Proceedings of the annual meeting of the Cognitive Science Society (abstracts). Portland, OR.

Blikstein, P. (2010). The treachery of representation: The cognitive impact of exposed representational elements in students’ explanations of complex scientific phenomena. Proceedings of the American Society for Engineering Education Annual Conference (ASEE 2010). Louisville, KY.

Sipitakiat, A. & Blikstein, P. (2010). Programmable robotics and environmental sensing for low-income populations: Design principles, impact, and technology. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) –  Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 447-448). University of Illinois at Chicago: Chicago, IL: International Society of the Learning Sciences.

Blikstein, P. (2010). Connecting the science classroom and tangible interfaces: The Bifocal Modeling framework. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010). University of Illinois at Chicago: Chicago, IL.

Blikstein, P. (2010). A new age in digital tangible interfaces for learning. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences. University of Illinois at Chicago: Chicago, IL.

Blikstein, P. (2010). Cognitive leaps and multiple epistemological resources: an agent-based modeling approach. Proceedings of the Annual Meeting of the Cognitive Science Society, 32.

Blikstein, P. & Wilensky, U. (2008). Implementing multi-agent modeling in the classroom: Lessons from empirical studies in undergraduate engineering education. In Jacobson, M. J. (Organizer), Complex Systems and Learning: Empirical Research, Issues, and “Seeing” Scientific Knowledge with New Eyes. Proceedings of the 8th International Conference of the Learning Sciences (ICLS’08) (Vol. 3, pp.266-267). Utrecht, the Netherlands.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2008).  The classroom as a complex adaptive system: An agent-based framework to investigate students’ emergent collective behaviors. In Proceedings of the International Conference of the Learning Sciences, ICLS2008 (Vol. 3, pp. 312-313). Utrecht, the Netherlands.

Rand, W., Blikstein, P., & Wilensky, U. (2008). GoGoBot: Group collaboration, multi-agent modeling, and robots. In L. Padgham, D. Parkes, J. Müller & S. Parsons (Eds.), Proceedings of the 7th International Joint Conference on Autonomous Agents and Multiagent Systems, AAMAS 2008 (Vol. 3, pp. 1717-1722). Richland, SC: International Foundation for Autonomous Agents and Multiagent Systems (IFAAMAS).

Blikstein, P., Rand, W., & Wilensky, U. (2007). “Just a cog in the machine”: Participatory robotics as a powerful tool for understanding collaborative learning. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference (pp. 81-83). NJ: Rutgers University.

Blikstein, P., Rand, W., & Wilensky, U. (2006). Participatory, embodied, multi-agent simulation. Proceedings of the 5th Joint Conference on Autonomous Agents and Multiagent Systems (AAMAS) (pp. 1457-1458). Hakodate, Hokkaido, Japan.

Blikstein, P. & Wilensky, U. (2006). ‘Hybrid modeling’: Advanced scientific investigation linking computer models and real-world sensing. In D. Abrahamson (Symposium Chair & Org.) & A. Collins (Discussant), What’s a situation in situated cognition? — A constructionist critique of authentic inquiry. In S. Barab, K. Hay, & D. Hickey (Eds.), Proceedings of the Seventh International Conference of the Learning Sciences (pp. 1015-1021). Mahwah, NJ: Lawrence Erlbaum Associates.

Blikstein, P. & Wilensky, U. (2006). A case study of multi-agent-based simulation in undergraduate materials science education. Proceedings of the Annual Conference of the American Society for Engineering Education (ASEE). Chicago, USA.

Blikstein, P. & Wilensky, U. (2006).  ‘Hybrid modeling’: Advanced scientific investigation linking computer models and real-world sensing (an interactive poster). Proceedings of the Seventh International Conference of the Learning Sciences (pp. 890 – 891). Mahwah, NJ: Lawrence Erlbaum Associates.

Blikstein, P. & Wilensky, Uri. (2005). Less is more: Agent-based simulation as a powerful learning tool in materials science. Proceedings of the IV International Joint Conference on Autonomous Agents and Multiagent Systems (AAMAS), Agent-Based Modeling and Human Learning workshop. Utrecht, the Netherlands.

Blikstein, P., Takanohashi, R., Landgraf, F. J. G., & Tschiptschin, A. P. (1999). Comparação entre tamanhos de grãos obtidos por simulação pelo método de Monte Carlo e resultantes de recozimento de aço Si [Comparison of grain sizes of silicon steels obtained experimentally and using the Monte Carlo method]. In Proceedings of the 54th Conference of the Brazilian Association of Metallurgy and Materials Science (ABM) (pp. 1182-1191). São Paulo, Brazil. [Finalist in its category for the Best Paper award.]

Blikstein, P. & Tschiptschin, A. (1998). Monte Carlo simulation of grain growth. Proceedings of the IASTED Modeling and Simulation Conference, Honolulu, USA.

 

Presentations and Papers at Other Conferences

Zheng, Y.*, Blikstein, P., & Holbert, N. (2020). Combining learning analytics and qualitative analysis for the exploration of open-ended learning environments. Poster presented at Constructionism 2020. Dublin, Ireland.

Fuhrmann, T., Bar, C., Blikstein, P. (2020). Growing curious minds: Improving inquiry practices and content knowledge by comparing computational models to hands-on science experiments. In I. Blau, A. Caspi, Y. Eshet-Alkalai, N. Geri, Y. Kalman, S. Etgar, T. Lauterman (Eds.) Proceedings of the 15th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Digital Era (pp. 3E-15E). Ra’anana, Israel: The Open University of Israel.

Campos, F.*, Soster, T.*, & Blikstein, P. (2019). Sorry, I was in teacher mode today: pivotal tensions and contradictory discourses in real-world implementations of school makerspaces. In Proceedings of FabLearn 2019 (FL2019) (pp. 96–103). New York, NY, USA: ACM.

Davis, R.*, Proctor, C.*, Friend, M.*, Blikstein, P. (2017). Solder and wire or needle and thread: Can the tools we use change the way we think?, Paper presented at the American Educational Research Association Conference, AERA 2016. San Antonio, TX, USA. [LS/ATL SIG Full paper]

Fuhrmann, T. & Blikstein. P. (2017). Complex bifocal model labs in a science class: Combining computer models and real-world data in a diffusion unit. Presented at the 2017 American Educational Research Association Conference.

Fuhrmann, T. & Blikstein. P. (2017). Towards a framework for co-designing complex technology-based science curricula with teachers: an investigation using multiple case study methodology. Presented at the 2017 American Educational Research Association Conference.

Proctor, C.* & Blikstein, P. (2016). Grounding how we teach programming in why we teach programming. In A. Sipitakiat, Editor. & N. Tutiyaphuengprasert, Editor. Constructionism in Action. Paper presented at Constructionism 2016, Bangkok, Thailand (pp. 127-134). Bangkok: Suksapattana Foundation.

Zancul, E.S., Blikstein, P., Durão, L.F.C.S., & Rocha, A.M. (2016). Students’ engagement in the implementation of results obtained in capstone design courses: A preliminary model for detailed design and go-to-market activities. 18th International Conference on Engineering and Product Design Education (E&PDE), Aalborg, Denmark.

Sadler, J.*, Aquino Shluzas, L., Blikstein, P., & Katila, R. (2015). Creative chunking: Modularity increases prototyping quantity, creative self-efficacy and cognitive flow. In Proceedings of the Third International Conference on Design Creativity (ICDC). Bangalore, India.

Worsley, M.* and Blikstein, P. (2014). An approach for combining qualitative analysis with learning analytics to study learning processes in open-ended environments. Paper presented at the 2014 American Education Research Association (AERA) Annual Conference.

Worsley, M.* and Blikstein, P. (2014). Making smarter not harder: Using principle-based reasoning to promote object closeness and improve making. In Proceedings of the FabLearn 2014 Conference.

Riedel-Kruse, I.H. & Blikstein, P. (2014). Biotic games and cloud experimentation as novel media for biophysics education. In APS March Meeting Abstracts 2014.

Worsley, M.* & Blikstein P. (2013). Learning to paraphrase: Using paraphrase detection of spoken utterances to predict learner expertise. Paper presented at the Annual Meeting of the American Education Research Association (AERA), San Francisco, CA. [LS/ATL SIG Full paper]

Schneider, B.* & Blikstein, P. (2013). Supporting collaborative learning of probabilities with a tangible user interface: Design and preliminary results. Paper presented at the American Educational Research Association Conference, AERA 2013. San Francisco, CA, USA. [LS/ATL SIG Full paper]

Blikstein, P. (2013). Digital fabrication in education: The ultimate construction kit. Paper presented at the American Educational Research Association Conference, AERA 2013. San Francisco, CA, USA. [LS/ATL SIG Full paper]

Blikstein, P. (2013). Critical computational literacy: A Freirean perspective on technology in education as a tool for emancipation. Roundtable Paper presented at the American Educational Research Association Conference, AERA 2013. San Francisco, CA, USA.

Salehi, S.*, Fuhrmann, T.*, Greene, D.*, & Blikstein, P. (2013).The effect of bifocal modeling on students’ assessment of credibility. Roundtable Paper presented at the American Educational Research Association Conference, AERA 2013. San Francisco, CA, USA.

Greene, D.* & Blikstein, P. (2013). Everyday input/output: Assessing computational literacy with common objects. Roundtable Paper presented at the American Educational Research Association Conference, AERA 2013. San Francisco, CA, USA.

Blikstein, P. (2012). The making of minds: Digital fabrication and the future of stem education. Invited presidential talk at the Annual Meeting of the AERA (AERA 2012), Vancouver, Canada.

Worsley, M.* & Blikstein P. (2012). A framework for characterizing student changes in student identity during constructionist learning activities. Proceedings of Constructionism 2012 (pp. 115-125). Athens, Greece. [full paper]

Fuhrmann, T.*, Greene, D.*, Salehi, S.*, & Blikstein, P. (2012). Bifocal biology: The link between real and virtual experiments. Proceedings of the Constructionism 2012 Conference (pp. 166-173). Athens, Greece. [full paper]

Worsley, M.* & Blikstein, P. (2012). OpenGesture: A low-cost, easy-to-author application framework for collaborative, gesture-, and speech-based learning applications. Paper presented at the Annual Meeting of the American Education Research Association (AERA), Vancouver, Canada. [SIG-ATL full paper].

Blikstein, P., (2012). Using learning analytics and educational data mining to understand scripted and exploratory learning environments: Toward a common theoretical and methodological framework to investigate the trajectory to expertise. Session at the Annual Meeting of the American Educational Research Association (AERA), Vancouver, Canada. [Roundtable session, organizer and chair]

Blikstein, P. & Worsley, M.* (2012).  Using dynamic time warping and cluster analysis to analyze the learning of computer programming. Annual Meeting of the American Educational Research Association (AERA), Vancouver, Canada. [Roundtable paper]

Greene, D.* & Blikstein, P. (2012). The cognition of everyday machines: Computational literacy and the development of everyday technological understanding. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Vancouver, Canada. [Roundtable paper]

Blikstein, P. & Worsley, M.* (2011).  Learning analytics: Assessing constructionist learning using machine learning. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, USA.

Blikstein, P. (2011).  Computing what the eye cannot see: Educational data mining, learning analytics and computational techniques for detecting and evaluating patterns in learning. Annual Meeting of the American Educational Research Association (AERA), New Orleans, USA. [Symposium organizer and chair]

Worsley, M.* & Blikstein, P. (2011).  Toward the development of learning analytics: Student speech as an automatic and natural form of assessment. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, USA. [SIG ATL full paper]

Worsley, M.* & Blikstein, P. (2011). Using machine learning to examine learner’s engineering expertise using speech, text, and sketch analysis. Paper presented at the 41st Annual Meeting of the Jean Piaget Society (JPS). San Francisco, CA, USA.

Blikstein, P. (2010). Changing schools, one laser cutter at a time. FAB 6 Conference, Amsterdam, Netherlands.

Blikstein, P. (2010). Constructionists under construction. Symposium, Constructionism 2010 Conference, Paris, France. [Symposium organizer and chair]

Blikstein, P. (2010). Constructionism and the next 40 years. Plenary session, Constructionism 2010 Conference, Paris, France. [Chair and presenter]

Blikstein, P. (2010).  Data mining automated logs of students’ interactions with a programming environment: A New methodological tool for assessment of constructionist learning. American Educational Research Association Annual Conference (AERA). Denver, CO.

Blikstein, P. (2010). Can non-intelligent behavior generate intelligence? Multi-agent computational modeling as a theory-building tool in developmental psychology and education research. Jean Piaget Society Annual Conference, St. Louis, MO.

Worsley, M.* & Blikstein, P. (2010). Learning analytics – natural assessments for constructionist learning environments. HSTAR-Cicero Workshop on Learning, Learning Environments and Technologies, Stanford, CA.

Blikstein, P. & Sipitakiat, A. (2010). Technological platform for low-cost educational robotics. First Open Hardware Summit, New York, NY. September, 2010.

Blikstein, P., Wilensky, U., & Abrahamson, D. (2009). Towards a framework for cognitive research using agent-based modeling and complexity sciences. In M. Jacobson (Chair), M. Kapur (Organizer) & N. Sabelli (Discussant), Complexity, learning, and research: Under the microscope, new kinds of microscopes, and seeing differently. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego, CA.

Sipitakiat, A. & Blikstein, P. (2008). Designing for ubiquitous robot learning activities with the GoGo Board. Paper presented at the International Conference on Embedded Systems and Intelligent Technology (ICESIT 2008), Bangkok, Thailand.

Blikstein, P. (2008). Computer modeling methodologies for investigating classroom practices and individual cognition. Presentation at the Conference on Mixed Methods in Educational Research, Northwestern University, Evanston, IL.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2008). Groupwork as a complex adaptive system: A methodology to model, understand and design classroom strategies for collaborative learning. Poster presented at the annual meeting of the American Educational Research Association (AERA 2008-SIG ATL), Chicago, USA.

Blikstein, P., Rand, W., & Wilensky, U. (2007). Examining group behavior and collaboration using agent-based modeling and robots. In M. J. North, C. M. Macal & D. L. Sallach (Eds.), Proceedings of the Agent 2007 Conference on Complex Interaction and Social Emergence (pp. 159-172). Evanston, IL, USA: Argonne National Laboratory and Northwestern University.

Blikstein, P. & Wilensky, U. (2007). Using complex systems to design and model learning environments for advanced scientific content. Presentation at the Thirteenth International Conference on the Teaching of Mathematical Modeling and Applications (ICTMA13), Bloomington, USA.

Blikstein, P. & Wilensky, U. (2007). An empirical study of a complex systems approach to undergraduate engineering curricula through the construction of agent-based models. In Jacobson, M. J. (Organizer), Micki Chi (Discussant), Complex Systems and Education: Conceptual Principles, Methodologies, and Implications for Education.  12th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Budapest, Hungary.

Blikstein, P. & Wilensky, U. (2007). Agent-based modeling in education: Atoms, neurons, and agents. Presentation at the Second Distributed Learning and Collaboration Symposium (DLAC II), Nanyang Technological University, Singapore.

Blikstein, P. & Wilensky, U. (2007). Bridging the gap between neuroscience and qualitative methods: “glass boxing” computational cognitive simulation using agent-based modeling. Poster presented at the annual meeting of the Jean Piaget Society (JPS), Amsterdam, Netherlands.

Blikstein, P. & Wilensky, U. (2007). Bifocal modeling: A framework for combining computer modeling, robotics and real-world sensing.  Paper presented at the annual meeting of the American Educational Research Association (AERA 2007-SIG ATL), Chicago, USA.

Blikstein, P. (2007). Reflections on the feasibility of technology as a Freirean emancipatory tool in learning environments.  Roundtable presentation at the annual meeting of the American Educational Research Association (AERA 2007), Chicago, USA.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2007). Multi-agent simulations as a tool for investigating cognitive-developmental theory.  In D. Abrahamson (Organizer), U. Wilensky (Chair), & R. Lesh (Discussant), Learning complexity: Agent-based modeling supporting education research on student cognition in social contexts. Paper presented at the annual meeting of the American Educational Research Association (AERA 2007), Chicago, USA.

Blikstein, P. & Wilensky, U. (2007). Modeling manifold epistemological stances with agent-based computer simulation. In D. Abrahamson (Organizer), U. Wilensky (Chair), & R. Lesh (Discussant), Learning complexity: Agent-based modeling supporting education research on student cognition in social contexts. Paper presented at the annual meeting of the American Educational Research Association (AERA 2007), Chicago, USA.

Abrahamson, D., Blikstein, P., Cole, M., Hammer, D., Levin, J., Wilensky, U. (Chair), & Lesh, R. (2007). Learning complexity: Agent-based modeling supporting education research on student cognition in social contexts. Paper presented at the 2007 Annual Meeting of the American Educational Research Association, AERA 2007,Chicago, IL.

Blikstein, P. & Wilensky, U. (2006). Learning about learning: Using multi-agent computer simulation to investigate human cognition. Paper presented at the International Conference of Complex Systems (ICCS), Boston, MA, USA.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2006). Minsky, mind, and models: Juxtaposing agent-based computer simulations and clinical-interview data as a methodology for investigating cognitive-developmental theory. Paper presented at the Jean Piaget Society Annual Meeting, Baltimore, MD, USA.

Rand, W., Blikstein, P., & Wilensky, U. (2006). Widgets, planets, and demons: The case for the integration of human, embedded, and virtual agents via mediation. Paper presented at Swarmfest 2006, South Bend, IN, USA.

Blikstein, P. & Wilensky, U. (2006). An atom is known by the company it keeps: Constructing multi-agent models in engineering education. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Francisco, CA, USA.

Blikstein, P. & Wilensky, U. (2006). From inert to generative modeling: Case studies of multi-agent-based simulation in undergraduate engineering education. In D. Abrahamson (Org.), U. Wilensky (Chair), and M. Eisenberg (Discussant), “Small steps for agents… giant steps for students? Learning with agent-based models”. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Francisco, CA, USA.

Blikstein, P. & Wilensky, U. (2006). MaterialSim: A constructionist computer-based modeling environment for materials science learning. Proceedings of the Materials Science & Technology Conference of The Minerals, Metals & Materials Society. Cincinnati, OH, USA.

Blikstein, P. & Wilensky, U. (2006). The missing link: A case study of sensing-and-modeling toolkits for constructionist scientific investigation. In Sixth IEEE International Conference on Advanced Learning Technologies (ICALT’06) (pp. 980-982). Kerkrade, 2006.

Blikstein, P. & Wilensky, U. (2006). A case study of multi agent based simulation in undergraduate materials science education. In Proceedings of the 2006 ASEE Annual Conference and Exposition. Chicago, IL.

Alves, A.C., Blikstein, P., & Lopes, R.D. (2005). Robótica na periferia? Uso de tecnologias digitais na rede pública de São Paulo como ferramentas de expressão e inclusão. Workshop de Informática na Escola 1 (1). São Leopoldo, Brazil.

Blikstein, P. & Wilensky, U. (2004). MaterialSim: An agent-based simulation toolkit for materials science learning. Proceedings of the International Conference on Engineering Education. University of Florida, Gainesville, FL, USA.

Cavallo, D., Blikstein, P., Sipitakiat, A., Basu, A. et al. (2004).The city that we want: Generative themes, constructionist technologies and school/social change. Proceedings from the IEEE International Conference on Advanced Learning Technologies (ICALT) (pp. 1034- 1038). Tampere, Finland.

Blikstein, P. & Cavallo, D. (2003). God hides in the details: Design and implementation of technology-enabled learning environments in public education. Proceedings of Eurologo 2003, Porto, Portugal.

Blikstein, P. & Cavallo, D. P. (2002). The emergence of the learning atmosphere. Proceedings of the Interactive Computer Aided Learning Conference (ICL). Villach, Austria.

Blikstein, P. & Cavallo, D. P. (2002). Technology as a ‘Trojan Horse’ in school environments. Paper presented at the UNESCO Informatica conference, La Havana, Cuba.

Sipitakiat, A., Blikstein, P. & Cavallo, D. (2002). The GoGo Board: Moving towards highly available computational tools in learning environments. In Proceedings of Interactive Computer Aided Learning International Workshop.  Carinthia Technology Institute, Villach, Austria.

Blikstein, P., Zuffo, M. K., & Cavallo, D. P. (2001). Will scientific documentaries survive? A new approach for TV and video in learning environments. Presented at the Computer Aided Learning Conference (CAL), Warwick, England.

Blikstein, P. & Tschiptschin, André P. (1998). Simulação computacional de crescimento de grão pelo método de Monte Carlo. In Proceedings of the Encuentro de Ingeniería de Materiales (pp. 314-319). Instituto Superior Politécnico Jose Antonio Echeverría, La Habana, Cuba.

 

Online and Press Publications

Schneider, B.*, Blikstein, P., & Pea, R. (2013, August 5). The flipped, flipped classroom. The Stanford Daily. https://www.stanforddaily.com/2013/08/05/the-flipped-flipped-classroom/ 

Blikstein, P. (2008). O pensamento computacional e a reinvenção do computador na educação. Paulo Blikstein. http://www.blikstein.com/paulo/documents/online/ol_pensamento_computacional.html 

Blikstein, P. (2003). Programmable Water. Paulo Blikstein. http://www.blikstein.com/paulo/projects/project_water.html 

Blikstein, P. (2001, February 18). Novas tecnologias podem escravizar o homem. Caderno Educação e Trabalho do Jornal do Brasil, Rio de Janeiro.

Blikstein, P. (2000). Beyond egg dropping and spaghetti bridges: Fred Martin’s robot competition and new approaches for science and technology learning.

Peer-Reviewed Book Chapters Published or Accepted

Blikstein, P. (accepted). Emancipatory technologies: A possible dream in the age of technological despair. In Kress, T., Lake, R. & Stein, E. (Eds.). Radically Dreaming: Illuminating Freirean Praxis and Emerging from Dark Times. DIO Press

Blikstein, P. (in press). Cheesemaking emancipation: The critical theory of cultural making. In N. Holbert, M. Berland, & Y. Kafai (Eds.) Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs. Cambridge, MA: MIT Press.

Blikstein, P. & Moghadam, S. H. (2019). Computing education: Literature review and voices from the field. In S. Fincher & A. Robins (Eds.), The Cambridge Handbook of Computing Education Research (pp. 56-78). New York, NY, USA: Cambridge University Press. [Handbook chapter]

Blikstein, P. (2018). Paulo Freire vai a Palo Alto: Tecnologias e Pedagogias progressistas em um mundo desigual [Paulo Freire Goes to Palo Alto: Progressive Technologies and Pedagogies in a world of inequality]. In Carnoy, M. & Gadotti, M. (Eds.). Reinventando Paulo Freire [Reinventing Paulo Freire] Instituto Paulo Freire, São Paulo.

Blikstein P. (2018). Maker movement in education: History and prospects. In M. de Vries (Ed.) Handbook of Technology Education (pp. 419-437). Springer International Handbooks of Education. Springer, Cham. [Handbook chapter]

Sadler J., Shluzas L.A., Blikstein P. (2018). Abracadabra: Imagining access to creative computing tools for everyone. In: H. Plattner, C. Meinel, L. Leifer (Eds.) Design Thinking Research: Making Distinctions: Collaboration versus Cooperation (pp. 365-376). Understanding Innovation. Springer, Cham.

Blikstein, P. & Worsley, M. (2018). Multimodal learning analytics and assessment of open-ended artifacts. In D. Neimi, R. Pea,B. Saxberg, & R. Clark (Eds.), Learning Analytics in Education. (pp. 89-112). IAP, Charlotte.

Roschelle, J., Noss, R., Blikstein, P., & Jackiw, N. (2017). Technology for mathematical reasoning. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 853-878). Reston, VA: National Council of Teachers of Mathematics.[Handbook chapter]

Sadler, J., Shluzas, L., Blikstein, P., and Srivastava, S. (2016). Can anyone make a smart device? Evaluating the usability of a prototyping toolkit for creative computing. In H. Plattner, C. Meinel, & L. Leifer (Eds.), Design Thinking Research (vol. 8, pp. 147-160). Berlin, Germany: Springer International Publishing.

Blikstein, P. & Worsley, M. (2016). Children are not Hackers: Building a culture of powerful ideas, deep learning, and equity in the Maker Movement. In K. Peppler, E. Halverson, and Y. Kafai (Eds.), Makeology: Makerspaces as Learning Environments (Volume 1) (pp. 64-79). New York, NY: Routledge. [78 citations on Google Scholar]

Blikstein, P. (2014). Bifocal modeling: Promoting authentic scientific inquiry through exploring and comparing real and ideal systems linked in real-time. In A. Nijholt (Ed.), Playful learning interfaces (pp. 317-350). The Netherlands: Springer.

Blikstein, P. (2013). Digital fabrication and ’making’ in education: The democratization of invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLabs: Of machines, makers and inventors (pp. 203-221). Bielefeld: Transcript Publishers. [786 citations on Google Scholar]

Blikstein, P. & Wilensky, U. (2010). MaterialSim: A constructionist agent-based modeling approach to engineering education: International perspectives from the learning sciences. In M. J. Jacobson, & P. Reimann (Eds.), Designs for learning environments of the future: International perspectives from the learning sciences (pp. 17-60). The Netherlands: Springer.

Blikstein, P. (2008). Travels in Troy with Freire: Technology as an agent for emancipation. In P. Noguera & C.A. Torres (Eds.), Social Justice Education for Teachers: Paulo Freire and the possible dream (pp. 205-244). Rotterdam, Netherlands: Sense. [91 citations on Google Scholar]

Blikstein, P. (2006). Mal-estar na avaliação [Assessment and its discontents]. In M. Silva (Ed.), Assessment in Online Learning (pp. 123-144). Rio de Janeiro, Brazil: Ed. Loyola.

Blikstein, P. & Zuffo, M. K. (2004). As sereias do ensino eletrônico [The mermaids of electronic teaching ]). In M. Silva (Ed.), Educação Online: Teoria, prática, legislação e treinamento corporativo [Online Education: Theory, practice, legislation and corporate training] (pp. 10-37). Rio de Janeiro, Brazil: Ed. Loyola. [115 citations on Google Scholar]

 

Non-Peer Reviewed Book Chapters

Blikstein, P. & Martins, S.* (2017). Information and communication technologies for education: Perspectives from Portuguese-speaking countries. Lecture Notes in Technology, Education and Society, vol. 1. Lemann Center, Stanford, CA.

Blikstein, P. (2013). The role of educational technologies in a revolution in teaching and learning. In Castro, C. M. & Ramos, J. F. (Eds.) Paths for Education (pp. 118-126). Positivo: Curitiba.

Blikstein, P. (2012). The myth of the bad student: New technologies for learning and the future of public education in Brazil. In Nakahodo, S. and Moura, M. (Eds.) Brasileiros Globalizados [Globalized Brazilians] (pp. 127-150).

Blikstein, P. (2007). As novas tecnologias na educação ambiental: Instrumentos para mudar o jeito de ensinar e aprender na escola [New technologies in environmental education: Changing the way we teach and learn in schools]. In Soraia Silva de Mello (Ed.), Concepts and practices in environmental education (pp. 106-112). Brasília, Brazil: Ministry of Education.

Sipitakiat, A., Blikstein, P., & Cavallo, D. (2003). A placa Gogo: Robótica de baixo custo, programável e reconfigurável [GoGo Board: Low-cost, programmable and reconfigurable robotics ]. In Sampaio, F., Motta C., Santoro, F. (Eds.), XIV Simpósio Brasileiro de Informática na Educação – Mini-Cursos (pp. 74-92). Rio de Janeiro, Brazil: Ed. Federal University of Rio de Janeiro.

Peer-Reviewed Journal Papers Published or Accepted

Blikstein, P. & Proctor, C.*  (accepted). A Literature Review on Programming Languages for Children. International Journal on Child-Computer Interaction.

Blikstein, P. & Blikstein, I. (in press). The Semiotic Construction of an Educational Farse: Discourses of Silicon Valley and School Technology. Journal of Design and Science (7), MIT Press, Cambridge, MA.

Blikstein, P., Valente, J. A., Moura, E. M. (2020). Maker Education: Where is the Curriculum? e-Curriculum, 18 (2), 523-544. https://dx.doi.org/10.23925/1809-3876.2020v18i2p523-544

Blikstein, P., Kafai, Y. & Pea, R. (2019). Mike Eisenberg: A one of a kind pioneer in the learning sciences. Journal of the Learning Sciences, 28(4-5), 678-684. https://doi.org/10.1080/10508406.2019.1684751

Blikstein, P. & Valente, J. A. (2019). Professional development and policymaking in maker education: Old dilemmas and familiar risks. Constructivist Foundations, 14(3), 268-271.

Valente, J. A. & Blikstein, P. (2019). Maker Education: Where is the knowledge construction? Constructivist Foundations, 14(3),801-811.

Proctor, C.* & Blikstein, P. (2019). Unfold Studio: Supporting critical literacies of text & code. Information and Learning Science, 120(5/6), 285-307. https://doi.org/10.1108/ILS-05-2018-0039

Blikstein, P. (2018). Thinking with your fingers and touching with your mind: The cognitive dance of Edith Ackermann / Pensando con los dedos y tocando con la mente: la danza cognitiva de Edith Ackermann. Infancia y Aprendizaje, 41(2), 248-286. https://doi.org/10.1080/02103702.2018.1450475

Schneider, B.* & Blikstein, P. (2018). Tangible user interface and contrasting cases as a preparation for future learning. Journal of Science Education and Technology, 27(4), 369-384. https://doi.org/10.1007/s10956-018-9730-8 

Chan, M. M.* , & Blikstein, P. (2018). Exploring problem-based learning for middle school design and engineering education in digital fabrication laboratories. Interdisciplinary Journal of Problem-Based Learning, 12(2), 1-13. https://doi.org/10.7771/1541-5015.1746

Hossain, Z.*, Bumbacher, E.*, Brauneis, A*., Diaz, M.*, Saltarelli, A.*, Blikstein, P. & Riedel-Kruse, I. (2018). Design guidelines and empirical case study for scaling authentic inquiry-based science learning via open online courses and interactive biology cloud labs. International Journal of Artificial Intelligence in Education, 28(4), 478-507. https://doi.org/10.1007/s40593-017-0150-3 [Top 3 read article in 2018]

Fuhrmann, T., Schneider, B., & Blikstein, P. (2018). Should students design or interact with models? Using the Bifocal Modelling Framework to investigate model construction in high school science. International Journal of Science Education, 40(8), 867-893. https://doi.org/10.1080/09500693.2018.1453175

Blikstein, P., Gomes, J.*, Akiba, H. T. & Schneider, B.* (2017). The effect of highly scaffolded versus general instruction on students’ exploratory behavior and arousal. Technology, Knowledge, and Learning, 22(1), 105–128. https://doi.org/10.1007/s10758-016-9291-y

Bumbacher, E.*, Salehi, S.*, Wieman, C., & Blikstein, P. (2017). Tools for science inquiry learning: Tool affordances, experimentation strategies, and conceptual understanding. Journal of Science Education and Technology, 27(3), 215–235. https://doi.org/10.1007/s10956-017-9719-8

Worsley, M.* & Blikstein, P. (2017). A multimodal analysis of making. International Journal of Artificial Intelligence in Education, 28(3), 385–419. https://doi.org/10.1007/s40593-017-0160-1

Worsley, M.* & Blikstein, P. (2017). Reasoning strategies in the context of engineering design with everyday materials. Journal of Pre-College Engineering Education Research (J-PEER), 6(2), 57-74. https://doi.org/10.7771/2157-9288.1126

Zancul, E.D., Lopes, R.D., Durão, L.M., Nakano, D., Majzoub, G.G., Blikstein, P., & Dalmon, D.L. (2017). An empirical study on design-based vs. Traditional approaches in capstone courses in engineering education. International Journal of Engineering Education, 33, 1543-1560.

Blikstein, P., Kabayadondo, Z.*, Martin, A.*, & Fields, D. (2017). An assessment instrument of technological literacies in makerspaces and fablabs. Journal of Engineering Education, 106(1), 149-175. https://doi.org/10.1002/jee.20156

Sadler, J.*, Aquino Shluzas, L., & Blikstein, P. (2017). Building blocks in creative computing: Modularity increases the probability of creative prototyping success. International Journal of Design Creativity and Innovation, 5(3–4), 168–184. https://doi.org/10.1080/21650349.2015.1136796

Hossain, Z.*, Bumbacher, E.*, Chung, A.*, Kim, H.*, Litton, C.*, Walter, A.*, Pradhan, S.*, Jona, K., Blikstein, P. & Riedel-Kruse, I. (2016). Interactive and scalable biology cloud experimentation for scientific inquiry and education. Nature Biotechnology, 34(12), 1293–1298. https://doi.org/10.1038/nbt.3747 

Blikstein, P., Fuhrmann, T.*, & Salehi, S.* (2016). Using the bifocal modeling framework to resolve “discrepant events” between physical experiments and virtual models in biology. Journal of Science Education and Technology, 25(4), 513-526. https://doi.org/10.1007/s10956-016-9623-7

Christensen, K., Hjorth, M., Iversen, O., & Blikstein, P. (2016). Towards a formal assessment of design literacy: Analyzing K-12 students’ stance towards inquiry, Design Studies, 46, 125-151. https://doi.org/10.1016/j.destud.2016.05.002

Blikstein, P. & Worsley, M.* (2016). Multimodal learning analytics and education data mining: Using computational technologies to measure complex learning tasks. Journal of Learning Analytics, 3(2), 220-238. https://doi.org/10.18608/jla.2016.32.11 [139 citations on Google Scholar]

Blikstein, P. (2016). Viagens em Tróia com Freire:a tecnologia como um agente de emancipação [Travels in Troy with Freire: Technology as an agent for emancipation]. Educação e Pesquisa [Education and Research], 42(3), 837-856. https://doi.org/10.1590/S1517-970220164203003

Iversen, O., Smith, R., Blikstein, P., Katterfeldt, E. S. & Read, J. (2015). Digital fabrication in education: Expanding the research towards design and reflective practices. International Journal of Child-Computer Interaction, 5, 1-2. https://doi.org/10.1016/j.ijcci.2016.01.001

Schneider, B.*, & Blikstein, P. (2015). Flipping the flipped classroom: a study of the effectiveness of video lectures versus constructivist exploration using tangible user interfaces. IEEE Transactions on Learning Technologies, 9(1), 5-17. https://doi.org/10.1109/TLT.2015.2448093

Merceron, A., Blikstein, P., & Siemens, G. (2015). Learning analytics: From big data to meaningful data. Journal of Learning Analytics, 2(3), 4-8. https://doi.org/10.18608/jla.2015.23.2 [54 citations on Google Scholar]

Blikstein, P. (2015). Computationally enhanced toolkits for children: Historical review and a framework for future design. Foundations and Trends in Human-Computer Interaction, 9(1), 1–68. https://doi.org/10.1561/1100000057 [47 citations on Google Scholar]

Schneider, B.* & Blikstein, P. (2015). Unraveling students’ interaction around a tangible interface using multimodal learning analytics. jEDM-Journal of Educational Data Mining, 7(3), 89-116. [65 citations on Google Scholar]

Hossain, Z.*, Jin, X.*, Bumbacher, E.*, Chung, A.*, Koo, S.*, Shapiro, J.*, Truong, C.*, Choi, S.*, Orloff, N.*, Blikstein, P., & Riedel-Kruse, I. (2015). Interactive cloud experimentation for biology: An online education case study. Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems – CHI ’15 (pp. 3681-3690). Seoul, South Korea: ACM. https://doi.org/10.1145/2702123.2702354 [Honorable mention award, top 5% of submissions]

Lee, S. A.*, Bumbacher, E.*, Chung, A.*, Cira, N.*, Walker, B.*, Park, J.*, Starr, B.*, Blikstein, P., & Riedel-Kruse, I. (2015). Trap it! : A playful human-biology interaction for a museum installation. In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems – CHI ‘15 (pp. 2593-2602). Seoul, South Korea: ACM. https://doi.org/10.1145/2702123.2702220 

Worsley, M.* & Blikstein, P. (2014). Analyzing engineering design through the lens of computation. Journal of Learning Analytics, 1(2), 151-186. https://doi.org/10.18608/jla.2014.12.8 [45 citations on Google Scholar]

Blikstein, P., Worsley, M.*, Piech, C.*, Sahami, M., Cooper, S., & Koller, D. (2014). Programming pluralism: Using learning analytics to detect patterns in novices’ learning of computer programming. Journal of the Learning Sciences, 23(4), 561-599. https://doi.org/10.1080/10508406.2014.954750 [127 citations on Google Scholar]

Berland, M., Baker, R., & Blikstein, P. (2014). Educational data mining and learning analytics: Applications to constructionist research. Technology, Knowledge, and Learning, 19(1-2), 205-220. https://doi.org/10.1007/s10758-014-9223-7 [169 citations on Google Scholar, top cited paper in the history of the journal]

Schneider, B.*, Wallace, J.*, Blikstein, P., & Pea, R. (2013). Preparing for future learning with a tangible user interface: The case of neuroscience. IEEE Transaction on Learning Technologies, 6(2), 117-129. ISSN 1939-1382. https://doi.org/10.1109/TLT.2013.15 [81 citations on Google Scholar]

Blikstein, P. & Wilensky, U. (2009). An atom is known by the company it keeps: A constructionist learning environment for materials science using agent-based modeling. International Journal of Computers for Mathematical Learning, 14(2), 81-119. The Netherlands: Springer. https://doi.org/10.1007/s10758-009-9148-8 [100 citations on Google Scholar]

Blikstein, P. & Tschiptschin, A. (1999). Monte Carlo simulation of grain growth. Materials Research, 2(3), 133-137.

* TLTL Students/Postdocs        ** Corresponding author

2019

Blikstein, P., Kafai, Y., & Pea, R. (in press). Mike Eisenberg: A one-of-a-kind pioneer in the Learning Sciences. Journal of the Learning Sciences. https://doi.org/10.1080/10508406.2019.1684751

Blikstein, P. & Valente, J. A. (2019). Professional development and policymaking in maker education: Old dilemmas and familiar risks. Constructivist Foundations, 14(3), pp. 268-271. [PDF]

Valente, J. A. & Blikstein, P. (2019). Maker Education: Where Is the Knowledge Construction?. Constructivist Foundations, 14(3), pp. 252-262. [PDF]

Proctor, C.* & Blikstein, P. (2019). Unfold Studio: Supporting critical literacies of text & code. Information and Learning Science, 120 (5/6), pp. 285-307. [PDF]

Blikstein, P. & Moghadam, S. H. (2019). Computing Education: Literature Review and Voices from the Field. In S. Fincher & A. Robins (Eds.), The Cambridge Handbook of Computing Education Research, pp. 56-78, Cambridge: Cambridge University Press. [PDF]

2018

Blikstein, P. (2018). The History and Prospects of the Maker Movement in Education. In M. Vries (ed.), Springer International Handbooks of Education, pp. 419-437. [PDF]

Blikstein, P. (2018) Thinking with your fingers and touching with your mind: the cognitive dance of Edith Ackermann.  Infancia y Aprendizaje, 41(2), 248-286, DOI: 10.1080/02103702.2018.1450475

Schneider, B.* & Blikstein, P. (2018). Tangible User Interface and Contrasting Cases As A Preparation For Future Learning.  Journal of Science Education and Technology. DOI: 10.1007/s10956-018-9730-8

Chan, M. M.* , & Blikstein, P. (2018). Exploring Problem-Based Learning for Middle School Design and Engineering Education in Digital Fabrication Laboratories. Interdisciplinary Journal of Problem-Based Learning, 12(2). doi: 10.7771/1541-5015.1746.

Hossain, Z.*, Bumbacher, E.*, Brauneis, A*., Diaz, M.*, Saltarelli, A.*,  Blikstein, P. & Riedel-Kruse, I. (2018).  Design Guidelines and Empirical Case Study for Scaling Authentic Inquiry-based Science Learning via Open Online Courses and Interactive Biology Cloud Labs. International Journal of Artificial Intelligence in Education. doi: 10.1007/s40593-017-0150-3.

2017

Bumbacher, E.*, Salehi, S.*, Wieman, C., & Blikstein, P. (2017). Tools for science inquiry learning: Tool affordances, experimentation strategies, and conceptual understanding.  Journal of Science Education and Technology, pp. 1-21. doi: 10.1007/s10956-017-9719-8

Worsley, M.* & Blikstein, P. (2017). A Multimodal Analysis of Making. International Journal of Artificial Intelligence in Education, pp. 1-35. doi: 10.1007/s40593-017-0160-1.

Worsley, M.* & Blikstein, P. (2017). On the origins of students’ ideas: Identifying reasoning strategies in the context of engineering design with everyday materials. Journal of Pre-College Engineering Education Research.

Zancul, E.S., Durão, L.F.C.S., Lopes, R.D., Nakano, D.N., Blikstein, P., Majzoub, G.G. & Leite, D.D.* (2017). Engineering Design Education: Comparing a Traditional Design Process to a Design Thinking Approach. International Journal of Engineering Education.

Blikstein, P., Kabayadondo, Z.*, Martin, A.*, & Fields, D. (2017). The Exploration and Fabrication Technology Index (EFTi): Assessment of unexplored technology and engineering literacies in makerspaces and educational FabLabs. Journal of Engineering Education, 106 (1), pp. 149-175.

Roschelle, J., Noss, R., Blikstein, P., & Jackiw, N. (2017). Technology for mathematical reasoning. In NCTM Research Handbook on Mathematics Education.

2016

Hossain, Z.*, Chung, A.*, Bumbacher, E.*, Lee, S.*, Kim, H.*, Walter, A.*, Litton, C.*, Pradhan, S.*, Jona, K., Blikstein, P. & Riedel-Kruse, I. (2016). A Real-Time Interactive, Scalable Biology Cloud Experimentation Platform. Nature Biotechnology, 34, pp. 1293–1298.

Iversen, O., Smith, R.,  Blikstein, P., Katterfeldt, E. S. & Read, J. (2016). Digital fabrication in education: Expanding the research towards design and reflective practices. International Journal of Child-Computer Interaction, pp. 1-2.

Blikstein, P., Fuhrmann, T.*, & Salehi, S.* (2016). Using the Bifocal Modeling Framework to Resolve “Discrepant Events” Between Physical Experiments and Virtual Models in Biology. Journal of Science Education and Technology, 25 (4), pp. 513-526.

Christensen, K., Hjorth, M., Iversen, O., & Blikstein, P. (2016) Towards a formal assessment of design literacy: Analyzing K-12 students’ stance towards inquiry, Design Studies, 46, pp. 125-151.

Blikstein, P., Gomes, J.*, Akiba, H. T. & Schneider, B.* (2016). The Effect of Highly Scaffolded Versus General Instruction on Students’ Exploratory Behavior and Arousal. Technology, Knowledge, and Learning, pp. 1-24

Blikstein, P. & Worsley, M.* (2016). Multimodal Learning Analytics and Education Data Mining: using computational technologies to measure complex learning tasks. Journal of Learning Analytics,  3 (2), pp 220-238.

Schneider, B.* & Blikstein, P. (2016). Using exploratory tangible user interfaces for supporting collaborative learning of probability. IEEE Transactions on Learning Technologies,  9(1), 5-17.

Merceron, A., Blikstein, P., & Siemens, G. (2016). Learning analytics: From big data to meaningful data. Journal of Learning Analytics, 2 (3), pp. 4-8.

Sadler, J.*, Aquino Shluzas, L., & Blikstein, P. (2016). Building blocks in creative computing: Modularity increases the probability of creative prototyping success. International Journal of Design Creativity and Innovation, pp. 1-17.

Blikstein, P. (2016). Freire and Papert: Agency, Emancipation, and Technology. (original title in Portuguese: Freire and Papert : a tecnologia como um agente de emancipação). Education and Research,  42 (3), pp.837-856.

Sadler, J., Shluzas, L., Blikstein, P., and Srivastava, S. (2016). Can Anyone Make a Smart Device? Evaluating the Usability of a Prototyping Toolkit for Creative Computing. In H. Plattner, C. Meinel, & L. Leifer (Eds.), Design Thinking Research (vol. 8), Berlin, Germany: Springer International Publishing.

Blikstein, P. & Worsley, M.* (2016). Children are not Hackers: Building a culture of powerful ideas, deep learning, and equity in the Maker Movement. In K. Peppler, E. Halverson, and Y. Kafai (Eds.), Makeology: Makerspaces as Learning Environments (Volume 1) (pp. 64-79), New York, NY: Routledge.

2015

Blikstein, P. (2015) Computationally enhanced toolkits for children: historical review and a framework for future design. Foundations and Trends in Human-Computer Interaction, 1 (9), pp. 1-68.

Schneider, B.* & Blikstein, P. (2015). Unraveling students’ interaction around a tangible interface using multimodal learning analytics. jEDM-Journal of Educational Data Mining, 7(3), 89-116.

Hossain, Z.*, Jin, X.*, Bumbacher, E.*, Chung, A.*, Koo, S.*, Shapiro, J.*, Truong, C.*, Choi, S.*, Orloff, N.*, Blikstein, P., & Riedel-Kruse, I. (2015). Interactive cloud experimentation for biology: An online education case study. In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems. ACM, Seoul, South Korea, pp. 3681-3690 [Honorable mention award, top 5% of submissions].

Lee, S. A.*, Bumbacher, E.*, Chung, A.*, Cira, N.*, Walker, B.*, Park, J.*, Starr, B.*, Blikstein, P., & Riedel-Kruse, I. (2015). Trap it! : A playful human-biology interaction for a museum installation. In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems. ACM, Seoul, South Korea, pp. 2593-2602.

2014

Worsley, M.* & Blikstein, P. (2014). Analyzing engineering design through the lens of learning analytics. Journal of Learning Analytics, 1 (2), pp. 151-186.

Blikstein, P.**, Worsley, M.*, Piech, C.*, Sahami, M., Cooper, S., & Koller, D. (2014). Programming pluralism: Using learning analytics to detect patterns in novices’ learning of computer programming. Journal of the Learning Sciences, 23 (4), pp. 561-599. [45 citation on Google Scholar] [PDF]

Berland, M., Baker, R., & Blikstein, P. (2014) Learning analytics in constructivist, inquiry-based learning environments. Technology, Knowledge, and Learning, 19 (1-2), pp. 205-220. [60 citation on Google Scholar]

Blikstein, P. (2014). Bifocal Modeling: Comparing physical and computational models linked in real time. In Nijholt, A. (Ed.), Playful learning interfaces (pp. 317-350),  Netherlands: Springer.

2013

Schneider, B.*, Wallace, J.*, Blikstein, P.**, & Pea, R. (2013). Preparing for future learning with a tangible user interface: the case of neuroscience. IEEE Transaction on Learning Technologies, 6 (2), pp. 117-129. ISSN 1939-1382.

Blikstein, P. (2013). Digital fabrication and ’making’ in education: The democratization of invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLabs: Of machines, makers and inventors (pp. 203-221). Bielefeld: Transcript Publishers. [281 citations on Google Scholar] [PDF]

Before 2012

Blikstein, P. & Wilensky, U. (2010). MaterialSim: An agent-based learning environment for advanced scientific content. In Jacobson, M. J., (Ed.), Designs for learning environments of the future (pp. 17-60), Netherlands: Springer.

Blikstein, P. & Wilensky, U. (2009). An atom is known by the company it keeps: Constructing multi-agent models in engineering education.  International Journal of Computers for Mathematical Learning, 14 (2), pp. 81-119, Netherlands: Springer. [62 citation on Google Scholar] [PDF]

Blikstein, P. (2008). Travels in Troy with Freire: Technology as an agent for emancipation in Noguera, P. & Torres, C. A. (Eds.), Social Justice Education for Teachers: Paulo Freire and the possible dream (pp. 205-244). Rotterdam, Netherlands: Sense. [44 citations on Google Scholar] [PDF]

Blikstein, P. (2006). Assessment and its discontents (“Mal-estar na avaliação”). In Silva, Marco (Ed.), Assessment in Online Learning (pp. 123-144). Rio de Janeiro, Brazil: Ed. Loyola.

Blikstein, P. & Zuffo, M. K. (2004). The mermaids of electronic teaching (“As sereias do ensino eletrônico”). In Silva, Marco (Ed.), Educação Online: teoria, prática, legislação e treinamento corporativo. (“Online Education: theory, practice, legislation and corporate training.”) (pp. 10-37). Rio de Janeiro, Brazil: Ed. Loyola. [Chosen by the Brazilian Literary Academic as one of the 10 best books in education in 2005.] [108 citations on Google Scholar] [PDF]

Blikstein, P. & Tschiptschin, A. (1999). Monte Carlo simulation of grain growth. Materials Research, 2 (3), pp.133-137.

Note that many publications have TLTL students or postdocs as first authors and were generated entirely within the TLTL. Asterisks (*) are used to indicate when TLTL students, researchers, or postdocs are authors.

 

Books

Blikstein, P., Bumbacher, E., Davis, R., Lin, V., & Proctor, C. (under contract). Learning-Centered Design. MIT Press, Cambridge, MA.

 

Edited Books

Valente, J. & Blikstein, P. (in preparation). História da Informática Educacional Brasileira [The history of educational technologies in Brazil]. Penso, Porto Alegre, Brazil.

Meira, L.. & Blikstein, P. (2020). Ludicidade, Jogos Digitais e Gamificação na Aprendizagem [Playfulness, Digital Games and Gamification for Learning]. Penso, Porto Alegre, Brazil. (181 pages)

Raabe, A. & Blikstein, P. (2020). Computação na Educação Básica [Computing in K-12 education]. Penso, Porto Alegre, Brazil. (315 pages)

Barbosa Silva, R. & Blikstein, P. (2020). Robótica Educacional [Educational Robotics]. Penso, Porto Alegre, Brazil. (299 pages)

Blikstein, P., Martinez, S., & Pang, H. (Eds.). (2019). Meaningful Making 2: Projects and inspirations for fablabs and makerspaces. CMK Press, Los Angeles. (270 pages)

Campos, F. & Blikstein, P. (2019). Inovações Radicais na educação brasileira [Radical innovations in Brazilian education]. Penso, Porto Alegre, Brazil. (479 pages)

Blikstein, P., Martinez, S., & Pang, H. (Eds.). (2015). Meaningful Making: Projects and inspirations for fablabs and makerspaces. CMK Press, Los Angeles. (255 pages)

 

Peer-Reviewed Book Chapters Published or Accepted

Blikstein, P. (accepted). Emancipatory technologies: A possible dream in the age of technological despair. In Kress, T., Lake, R. & Stein, E. (Eds.). Radically Dreaming: Illuminating Freirean Praxis and Emerging from Dark Times. DIO Press

Blikstein, P. (in press). Cheesemaking emancipation: The critical theory of cultural making. In N. Holbert, M. Berland, & Y. Kafai (Eds.) Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs. Cambridge, MA: MIT Press.

Blikstein, P. & Moghadam, S. H. (2019). Computing education: Literature review and voices from the field. In S. Fincher & A. Robins (Eds.), The Cambridge Handbook of Computing Education Research (pp. 56-78). New York, NY, USA: Cambridge University Press. [Handbook chapter]

Blikstein, P. (2018). Paulo Freire vai a Palo Alto: Tecnologias e Pedagogias progressistas em um mundo desigual [Paulo Freire Goes to Palo Alto: Progressive Technologies and Pedagogies in a world of inequality]. In Carnoy, M. & Gadotti, M. (Eds.). Reinventando Paulo Freire [Reinventing Paulo Freire] Instituto Paulo Freire, São Paulo.

Blikstein P. (2018). Maker movement in education: History and prospects. In M. de Vries (Ed.) Handbook of Technology Education (pp. 419-437). Springer International Handbooks of Education. Springer, Cham. [Handbook chapter]

Sadler J., Shluzas L.A., Blikstein P. (2018). Abracadabra: Imagining access to creative computing tools for everyone. In: H. Plattner, C. Meinel, L. Leifer (Eds.) Design Thinking Research: Making Distinctions: Collaboration versus Cooperation (pp. 365-376). Understanding Innovation. Springer, Cham.

Blikstein, P. & Worsley, M. (2018). Multimodal learning analytics and assessment of open-ended artifacts. In D. Neimi, R. Pea,B. Saxberg, & R. Clark (Eds.), Learning Analytics in Education. (pp. 89-112). IAP, Charlotte.

Roschelle, J., Noss, R., Blikstein, P., & Jackiw, N. (2017). Technology for mathematical reasoning. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 853-878). Reston, VA: National Council of Teachers of Mathematics.[Handbook chapter]

Sadler, J., Shluzas, L., Blikstein, P., and Srivastava, S. (2016). Can anyone make a smart device? Evaluating the usability of a prototyping toolkit for creative computing. In H. Plattner, C. Meinel, & L. Leifer (Eds.), Design Thinking Research (vol. 8, pp. 147-160). Berlin, Germany: Springer International Publishing.

Blikstein, P. & Worsley, M. (2016). Children are not Hackers: Building a culture of powerful ideas, deep learning, and equity in the Maker Movement. In K. Peppler, E. Halverson, and Y. Kafai (Eds.), Makeology: Makerspaces as Learning Environments (Volume 1) (pp. 64-79). New York, NY: Routledge. [78 citations on Google Scholar]

Blikstein, P. (2014). Bifocal modeling: Promoting authentic scientific inquiry through exploring and comparing real and ideal systems linked in real-time. In A. Nijholt (Ed.), Playful learning interfaces (pp. 317-350). The Netherlands: Springer.

Blikstein, P. (2013). Digital fabrication and ’making’ in education: The democratization of invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLabs: Of machines, makers and inventors (pp. 203-221). Bielefeld: Transcript Publishers. [786 citations on Google Scholar]

Blikstein, P. & Wilensky, U. (2010). MaterialSim: A constructionist agent-based modeling approach to engineering education: International perspectives from the learning sciences. In M. J. Jacobson, & P. Reimann (Eds.), Designs for learning environments of the future: International perspectives from the learning sciences (pp. 17-60). The Netherlands: Springer.

Blikstein, P. (2008). Travels in Troy with Freire: Technology as an agent for emancipation. In P. Noguera & C.A. Torres (Eds.), Social Justice Education for Teachers: Paulo Freire and the possible dream (pp. 205-244). Rotterdam, Netherlands: Sense. [91 citations on Google Scholar]

Blikstein, P. (2006). Mal-estar na avaliação [Assessment and its discontents]. In M. Silva (Ed.), Assessment in Online Learning (pp. 123-144). Rio de Janeiro, Brazil: Ed. Loyola.

Blikstein, P. & Zuffo, M. K. (2004). As sereias do ensino eletrônico [The mermaids of electronic teaching ]). In M. Silva (Ed.), Educação Online: Teoria, prática, legislação e treinamento corporativo [Online Education: Theory, practice, legislation and corporate training] (pp. 10-37). Rio de Janeiro, Brazil: Ed. Loyola. [115 citations on Google Scholar]

 

Peer-Reviewed Journal Papers Published or Accepted

Blikstein, P. & Proctor, C.*  (accepted). A Literature Review on Programming Languages for Children. International Journal on Child-Computer Interaction.

Blikstein, P. & Blikstein, I. (in press). The Semiotic Construction of an Educational Farse: Discourses of Silicon Valley and School Technology. Journal of Design and Science (7), MIT Press, Cambridge, MA.

Blikstein, P., Valente, J. A., Moura, E. M. (2020). Maker Education: Where is the Curriculum? e-Curriculum, 18 (2), 523-544. https://dx.doi.org/10.23925/1809-3876.2020v18i2p523-544

Blikstein, P., Kafai, Y. & Pea, R. (2019). Mike Eisenberg: A one of a kind pioneer in the learning sciences. Journal of the Learning Sciences, 28(4-5), 678-684. https://doi.org/10.1080/10508406.2019.1684751

Blikstein, P. & Valente, J. A. (2019). Professional development and policymaking in maker education: Old dilemmas and familiar risks. Constructivist Foundations, 14(3), 268-271.

Valente, J. A. & Blikstein, P. (2019). Maker Education: Where is the knowledge construction? Constructivist Foundations, 14(3),801-811.

Proctor, C.* & Blikstein, P. (2019). Unfold Studio: Supporting critical literacies of text & code. Information and Learning Science, 120(5/6), 285-307. https://doi.org/10.1108/ILS-05-2018-0039

Blikstein, P. (2018). Thinking with your fingers and touching with your mind: The cognitive dance of Edith Ackermann / Pensando con los dedos y tocando con la mente: la danza cognitiva de Edith Ackermann. Infancia y Aprendizaje, 41(2), 248-286. https://doi.org/10.1080/02103702.2018.1450475

Schneider, B.* & Blikstein, P. (2018). Tangible user interface and contrasting cases as a preparation for future learning. Journal of Science Education and Technology, 27(4), 369-384. https://doi.org/10.1007/s10956-018-9730-8 

Chan, M. M.* , & Blikstein, P. (2018). Exploring problem-based learning for middle school design and engineering education in digital fabrication laboratories. Interdisciplinary Journal of Problem-Based Learning, 12(2), 1-13. https://doi.org/10.7771/1541-5015.1746

Hossain, Z.*, Bumbacher, E.*, Brauneis, A*., Diaz, M.*, Saltarelli, A.*, Blikstein, P. & Riedel-Kruse, I. (2018). Design guidelines and empirical case study for scaling authentic inquiry-based science learning via open online courses and interactive biology cloud labs. International Journal of Artificial Intelligence in Education, 28(4), 478-507. https://doi.org/10.1007/s40593-017-0150-3 [Top 3 read article in 2018]

Fuhrmann, T., Schneider, B., & Blikstein, P. (2018). Should students design or interact with models? Using the Bifocal Modelling Framework to investigate model construction in high school science. International Journal of Science Education, 40(8), 867-893. https://doi.org/10.1080/09500693.2018.1453175

Blikstein, P., Gomes, J.*, Akiba, H. T. & Schneider, B.* (2017). The effect of highly scaffolded versus general instruction on students’ exploratory behavior and arousal. Technology, Knowledge, and Learning, 22(1), 105–128. https://doi.org/10.1007/s10758-016-9291-y

Bumbacher, E.*, Salehi, S.*, Wieman, C., & Blikstein, P. (2017). Tools for science inquiry learning: Tool affordances, experimentation strategies, and conceptual understanding. Journal of Science Education and Technology, 27(3), 215–235. https://doi.org/10.1007/s10956-017-9719-8

Worsley, M.* & Blikstein, P. (2017). A multimodal analysis of making. International Journal of Artificial Intelligence in Education, 28(3), 385–419. https://doi.org/10.1007/s40593-017-0160-1

Worsley, M.* & Blikstein, P. (2017). Reasoning strategies in the context of engineering design with everyday materials. Journal of Pre-College Engineering Education Research (J-PEER), 6(2), 57-74. https://doi.org/10.7771/2157-9288.1126

Zancul, E.D., Lopes, R.D., Durão, L.M., Nakano, D., Majzoub, G.G., Blikstein, P., & Dalmon, D.L. (2017). An empirical study on design-based vs. Traditional approaches in capstone courses in engineering education. International Journal of Engineering Education, 33, 1543-1560.

Blikstein, P., Kabayadondo, Z.*, Martin, A.*, & Fields, D. (2017). An assessment instrument of technological literacies in makerspaces and fablabs. Journal of Engineering Education, 106(1), 149-175. https://doi.org/10.1002/jee.20156

Sadler, J.*, Aquino Shluzas, L., & Blikstein, P. (2017). Building blocks in creative computing: Modularity increases the probability of creative prototyping success. International Journal of Design Creativity and Innovation, 5(3–4), 168–184. https://doi.org/10.1080/21650349.2015.1136796

Hossain, Z.*, Bumbacher, E.*, Chung, A.*, Kim, H.*, Litton, C.*, Walter, A.*, Pradhan, S.*, Jona, K., Blikstein, P. & Riedel-Kruse, I. (2016). Interactive and scalable biology cloud experimentation for scientific inquiry and education. Nature Biotechnology, 34(12), 1293–1298. https://doi.org/10.1038/nbt.3747 

Blikstein, P., Fuhrmann, T.*, & Salehi, S.* (2016). Using the bifocal modeling framework to resolve “discrepant events” between physical experiments and virtual models in biology. Journal of Science Education and Technology, 25(4), 513-526. https://doi.org/10.1007/s10956-016-9623-7

Christensen, K., Hjorth, M., Iversen, O., & Blikstein, P. (2016). Towards a formal assessment of design literacy: Analyzing K-12 students’ stance towards inquiry, Design Studies, 46, 125-151. https://doi.org/10.1016/j.destud.2016.05.002

Blikstein, P. & Worsley, M.* (2016). Multimodal learning analytics and education data mining: Using computational technologies to measure complex learning tasks. Journal of Learning Analytics, 3(2), 220-238. https://doi.org/10.18608/jla.2016.32.11 [139 citations on Google Scholar]

Blikstein, P. (2016). Viagens em Tróia com Freire:a tecnologia como um agente de emancipação [Travels in Troy with Freire: Technology as an agent for emancipation]. Educação e Pesquisa [Education and Research], 42(3), 837-856. https://doi.org/10.1590/S1517-970220164203003

Iversen, O., Smith, R., Blikstein, P., Katterfeldt, E. S. & Read, J. (2015). Digital fabrication in education: Expanding the research towards design and reflective practices. International Journal of Child-Computer Interaction, 5, 1-2. https://doi.org/10.1016/j.ijcci.2016.01.001

Schneider, B.*, & Blikstein, P. (2015). Flipping the flipped classroom: a study of the effectiveness of video lectures versus constructivist exploration using tangible user interfaces. IEEE Transactions on Learning Technologies, 9(1), 5-17. https://doi.org/10.1109/TLT.2015.2448093

Merceron, A., Blikstein, P., & Siemens, G. (2015). Learning analytics: From big data to meaningful data. Journal of Learning Analytics, 2(3), 4-8. https://doi.org/10.18608/jla.2015.23.2 [54 citations on Google Scholar]

Blikstein, P. (2015). Computationally enhanced toolkits for children: Historical review and a framework for future design. Foundations and Trends in Human-Computer Interaction, 9(1), 1–68. https://doi.org/10.1561/1100000057 [47 citations on Google Scholar]

Schneider, B.* & Blikstein, P. (2015). Unraveling students’ interaction around a tangible interface using multimodal learning analytics. jEDM-Journal of Educational Data Mining, 7(3), 89-116. [65 citations on Google Scholar]

Hossain, Z.*, Jin, X.*, Bumbacher, E.*, Chung, A.*, Koo, S.*, Shapiro, J.*, Truong, C.*, Choi, S.*, Orloff, N.*, Blikstein, P., & Riedel-Kruse, I. (2015). Interactive cloud experimentation for biology: An online education case study. Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems – CHI ’15 (pp. 3681-3690). Seoul, South Korea: ACM. https://doi.org/10.1145/2702123.2702354 [Honorable mention award, top 5% of submissions]

Lee, S. A.*, Bumbacher, E.*, Chung, A.*, Cira, N.*, Walker, B.*, Park, J.*, Starr, B.*, Blikstein, P., & Riedel-Kruse, I. (2015). Trap it! : A playful human-biology interaction for a museum installation. In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems – CHI ‘15 (pp. 2593-2602). Seoul, South Korea: ACM. https://doi.org/10.1145/2702123.2702220 

Worsley, M.* & Blikstein, P. (2014). Analyzing engineering design through the lens of computation. Journal of Learning Analytics, 1(2), 151-186. https://doi.org/10.18608/jla.2014.12.8 [45 citations on Google Scholar]

Blikstein, P., Worsley, M.*, Piech, C.*, Sahami, M., Cooper, S., & Koller, D. (2014). Programming pluralism: Using learning analytics to detect patterns in novices’ learning of computer programming. Journal of the Learning Sciences, 23(4), 561-599. https://doi.org/10.1080/10508406.2014.954750 [127 citations on Google Scholar]

Berland, M., Baker, R., & Blikstein, P. (2014). Educational data mining and learning analytics: Applications to constructionist research. Technology, Knowledge, and Learning, 19(1-2), 205-220. https://doi.org/10.1007/s10758-014-9223-7 [169 citations on Google Scholar, top cited paper in the history of the journal]

Schneider, B.*, Wallace, J.*, Blikstein, P., & Pea, R. (2013). Preparing for future learning with a tangible user interface: The case of neuroscience. IEEE Transaction on Learning Technologies, 6(2), 117-129. ISSN 1939-1382. https://doi.org/10.1109/TLT.2013.15 [81 citations on Google Scholar]

Blikstein, P. & Wilensky, U. (2009). An atom is known by the company it keeps: A constructionist learning environment for materials science using agent-based modeling. International Journal of Computers for Mathematical Learning, 14(2), 81-119. The Netherlands: Springer. https://doi.org/10.1007/s10758-009-9148-8 [100 citations on Google Scholar]

Blikstein, P. & Tschiptschin, A. (1999). Monte Carlo simulation of grain growth. Materials Research, 2(3), 133-137.

 

Peer-Reviewed Journal Papers Under Review

Morimoto, T. K.*, Martinez, M. O.*, Davis, R.L.*, Blikstein, P., & Okamura, A. M. (under review). Haptics online: An online class with hands-on laboratories. IEEE Robotics and Automation Magazine.

Blikstein, P. (under review). Computational alchemy via representational magic: Epistemic affordances of re-presenting complex scientific phenomena. Cognition and Instruction.

 

Peer-Reviewed Journal Papers in Preparation

Blikstein, P., Almeida, F., & Soster, T. (in preparation). Maker Education: Where does it come from, and where it is going? E-Curriculum Journal. São Paulo, Brazil.

Blikstein, P. & Fuhrmann, T.*. (in preparation). Modes of implementations and learning experiences: Bifocal Modeling at scale.

Raabe, A., Fuhrmann, T.* & Blikstein, P. (in preparation). The maker approach in a science classroom: A bifocal modeling implementation in a Brazilian high school.

Fuhrmann, T.* & Blikstein, P. (in preparation). Computational thinking in the science classroom: Programming a  liquid handling robot for advanced experiments.

Blikstein, P. & Fuhrmann, T.*. (in preparation). Investigating diffusion in elementary school using the Bifocal Modeling framework. Educational Technology Research and Development.

Bumbacher, E.* & Blikstein, P. (in preparation). Scientific models are not alone: Engaging students in model comparison to foster evidence-based reasoning in life sciences. Journal of Research in Science Teaching.

Bumbacher, E.* & Blikstein, P. (in preparation). Technology as messenger: How students’ views of science are mediated by technology-based inquiry learning. Computers & Education.

Bumbacher, E.*, Riedel-Kruse, I. & Blikstein, P. (in preparation). Lab in the cloud: Integrating experimentation, computational modeling and data analysis into one web app for life science classrooms. ACM Conference on Human Factors in Computing Systems.

Davis, R.L.*, Schneider, B.*, & Blikstein, P. (in preparation). Making the invisible visible: Novel assessments for understanding student learning in digital fabrication labs. Journal of the Learning Sciences.

Davis, R.L.*, & Blikstein, P. (in preparation). Reflective making and the construction of mechanistic mental models. Cognition and Instruction.

Davis, R.L.*, & Blikstein, P. (in preparation). Employing the engineer’s mindset: Structure-behavior-function prompting facilitates a shift to a mechanistic perspective that improves problem solving in novices. Journal of Engineering Education.

Davis, R.L.*, & Blikstein, P. (in preparation). Electronic textiles and ambient belonging. Journal of Science Education and Technology.

Fuhrmann, T.* & Blikstein, P. (in preparation). Introducing concepts in design and engineering to first grade students. Journal of Engineering Education.

 

Full Papers in Indexed, Archival Peer-Reviewed CS/HCI Proceedings

In the field of Computer Science, archival conference proceedings such as the Association for Computing Machinery’s (ACM) CHI, IDC, TEI, ICMI and ITS, are among the top publication venues. These are peer-reviewed publications, with a multi-stage revision process, and low acceptance rates (CHI’s acceptance rate has ranged from 15-25%). Conference proceeding publications rival top journals in the field in their selectivity, citations, and influence. Thus, within the field of human-computer interaction, full papers in proceedings are considered on par with publications in a journal. For rankings see: https://scholar.google.com/citations?view_op=top_venues&vq=eng_humancomputerinteraction

Ahmed, T.*, Bumbacher, E.*, Blikstein, P., Riedel-Kruse, I. (under review). Versatile deployment of interactive biology cloud labs in schools through teacher driven curricula design.

Proctor, C.*, Bigman, M., & Blikstein, P. (2019). Defining and designing computer science education in a K12 public school district. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE ’19) (pp. 314–320). New York, NY, USA: ACM. https://doi.org/10.1145/3287324.3287440

Hossain, Z.*, Bumbacher, E.*, Blikstein, P., & Riedel-Kruse, I. (2017). Authentic science inquiry learning at scale enabled by an interactive biology cloud experimentation lab. In Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale (L@S ’17) (pp. 237-240). New York, NY, USA. https://doi.org/10.1145/3051457.3053994

Davis, R.*, Martinez, O.*, Schneider, O.*, MacLean, K., Okamura, A., & Blikstein, P. (2017). The haptic bridge: Towards a theory of haptic-supported learning. In Proceedings of the 16th International Conference on Interaction Design and Children (pp. 51-60). Stanford, CA, USA: ACM. https://doi.org/10.1145/3078072.3079755

Martinez, M.*, Morimoto, T.*, Taylor, A.*, Barron, A.*, Pultorak, J.*, Wang, J.*, Calasanz-Kaiser, A.*, Davis, R.*, Blikstein, P., Okamura, A. (2016). 3-D printed haptic devices for educational applications. In World Haptics Conference (WHC), 2016 IEEE Haptics Symposium (HAPTICS) (pp. 126-133). https://doi.org/10.1109/HAPTICS.2016.7463166

Worsley, M.* & Blikstein, P. (2015). Leveraging multimodal learning analytics to differentiate student learning strategies. In Proceedings of the Fifth International Conference on Learning Analytics and Knowledge – LAK ‘15 (pp. 360-367). Poughkeepsie, New York. https://doi.org/10.1145/2723576.2723624

Sadler, J.*, Durfee, K., Aquino Shluzas, L., & Blikstein, P. (2015). Bloctopus: A novice modular sensor system for playful prototyping. In Proceedings of the 9th Annual Conference on Tangible, Embedded and Embodied Interaction – TEI ‘14 (pp. 347-354). Stanford, CA, USA: ACM. https://doi.org/10.1145/2677199.2680581

Bumbacher, E.*, Salehi, S.*, Wierzchula, M.*, & Blikstein, P. (2015). Learning environments and inquiry behaviors in science inquiry learning: How their interplay affects the development of conceptual understanding in physics. In Proceedings of the 8th International Conference on Educational Data Mining (pp.61-68). Madrid, Spain.

Worsley, M.* & Blikstein, P. (2014). Deciphering the practices and affordances of different reasoning strategies through multimodal learning analytics. In Proceedings of the 2014 ACM Workshop on Multimodal Learning Analytics Workshop and Grand Challenge – MLA ‘14 (pp. 21-27). New York, NY, USA: ACM. https://doi.org/10.1145/2666633.2666637

Blikstein, P. (2013). Gears of our childhood: Constructionist toolkits, robotics, and physical computing, past and future. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC ‘13 (pp. 173-182). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485786 [108 citations on Google Scholar]

Worsley, M.* & Blikstein, P. (2013). Towards the development of multimodal action based assessment. In D. Suthers & K. Verbert (Eds.), Proceedings of the Third International Conference on Learning Analytics and Knowledge – LAK ’13 (pp. 94-101). New York, NY, USA: ACM. https://doi.org/10.1145/2460296.2460315 [73 citations on Google Scholar]

Blikstein, P. (2012). Using agent-based computer modeling to simulate the use of multiple epistemological resources in the classroom. In Proceedings of the Annual Meeting of the Cognitive Science Society (pp. 132-137), Sapporo, Japan.

Blikstein, P. (2012). Bifocal modeling: A study on the learning outcomes of comparing physical and computational models linked in real time. In Proceedings of the 14th ACM International Conference on Multimodal Interaction – ICMI ‘12 (pp. 257-264). https://doi.org/10.1145/2388676.2388729

Piech, C.*, Sahami, M., Koller, D., Cooper, S., & Blikstein, P. (2012). Modeling how students learn to program. Proceedings of the 43rd ACM Technical Symposium on Computer Science Education – SIGCSE ‘12 (pp. 153-160). https://doi.org/10.1145/2157136.2157182 [169 citations on Google Scholar]

Blikstein, P. (2011). Using learning analytics to assess students’ behavior in open-ended programming tasks. Proceedings of the I Learning Analytics Knowledge Conference (LAK 2011) (pp. 110-116). Banff, AB, Canada. [269 citations on Google Scholar]

Tseng, T.*, Bryant, C.*, & Blikstein, P. (2011). Collaboration through documentation: Automated capturing of tangible constructions to support engineering design. Proceedings of the Ninth International Conference for Interaction Design and Children (IDC) (pp. 118-126). Ann Arbor, MI.

 

Full Papers at ICLS/CSCL

Proctor, C.*, Zheng, Y.*, & Blikstein, P. (2020). Comparing cognitive and situated assessments of learning in middle school computer science. 14th International Conference of Learning Sciences, ICLS2020. Nashville, TN.

Bumbacher, E.*, Hossain,Z.*, Riedel-Kruse,I., & Blikstein, P. (2018). Design matters: The impact of technology design on students’ inquiry behaviors. Proceedings of the 13th International Conference of Learning Sciences (pp. 839-846). London, UK: ISLS.

Proctor, C.* & Blikstein, P. (2018). How broad is computational thinking? a longitudinal study of practices shaping learning in computer science. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018 (Volume 1, pp. 544-551). London, UK: International Society of the Learning Sciences.

Davis, R.L.*, Proctor, C.*, Friend, M., & Blikstein, P. (2018). Solder and wire or needle and thread: Examining the effects of electronic textile construction kits on girls’ attitudes towards computing and arts. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.

Davis, R.*, Schneider, B.*, & Blikstein, P. (2017). Making the invisible visible: A new method for capturing student development in makerspaces. 12th International Conference on Computer Supported Collaborative Learning, CSCL2017 (Vol. 1, pp. 175-182). Philadelphia, PA: International Society of the Learning Sciences.

Bumbacher, E.*, Hossain, Z., Riedel-Kruse, I., & Blikstein, P. (2016). Where the rubber meets the road: the impact of the interface design on model exploration in science inquiry. In Proceedings of the 12th International Conference of Learning Sciences – ICLS 2012 (Vol. 2, pp. 1277–1278). Singapore: ISLS.

Schneider, B.*, Bumbacher, E.*, & Blikstein, P. (2015). Discovery versus direct instruction: Learning outcomes of two pedagogical models using tangible interfaces. 11th International Conference on Computer Supported Collaborative Learning, CSCL2015 (Vol. 1, pp. 364-371). Gothenburg, Sweden: International Society of the Learning Sciences.

Schneider, B.* & Blikstein, P. (2015). Comparing the benefits of a tangible user interface and contrasting cases as a preparation for future learning. 11th International Conference on Computer Supported Collaborative Learning, CSCL2015 (Vol. 1, pp. 134-141). Gothenburg, Sweden: International Society of the Learning Sciences.

Fuhrmann, T.*, Salehi, S.*, & Blikstein, P. (2014). A tale of two worlds: Using bifocal modeling to find and resolve “discrepant events” between physical experiments and virtual models in biology. Proceedings of the International Conference of the Learning Sciences (ICLS 2014) (pp. 863-870). Madison, WI.

Blikstein, P. (2012). Re-presenting complex scientific phenomena using agent-based modeling in engineering education. Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 387-394). Sydney, Australia.

Blikstein, P. (2012). Building bridges between learning analytics, educational data mining and core learning sciences perspectives. Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 134-141). Sydney, Australia.

Abrahamson, D., Blikstein, P., & Wilensky, U. (2007). Classroom model, model classroom: Computer-supported methodology for investigating collaborative-learning pedagogy. Proceedings of the 8th International Computer-Supported Collaborative Learning Conference (CSCL 2007) (pp. 49-58). Rutgers University, NJ. https://doi.org/10.3115/1599600.1599607

Sipitakiat, A., Blikstein, P., & Cavallo, D. (2004). GoGo Board: Augmenting programmable bricks for economically challenged audiences. Proceedings of the International Conference of the Learning Sciences (ICLS) (pp. 481 – 488). Los Angeles, USA. [92 citations on Google Scholar]

 

Non-Peer Reviewed Book Chapters

Blikstein, P. & Martins, S.* (2017). Information and communication technologies for education: Perspectives from Portuguese-speaking countries. Lecture Notes in Technology, Education and Society, vol. 1. Lemann Center, Stanford, CA.

Blikstein, P. (2013). The role of educational technologies in a revolution in teaching and learning. In Castro, C. M. & Ramos, J. F. (Eds.) Paths for Education (pp. 118-126). Positivo: Curitiba.

Blikstein, P. (2012). The myth of the bad student: New technologies for learning and the future of public education in Brazil. In Nakahodo, S. and Moura, M. (Eds.) Brasileiros Globalizados [Globalized Brazilians] (pp. 127-150).

Blikstein, P. (2007). As novas tecnologias na educação ambiental: Instrumentos para mudar o jeito de ensinar e aprender na escola [New technologies in environmental education: Changing the way we teach and learn in schools]. In Soraia Silva de Mello (Ed.), Concepts and practices in environmental education (pp. 106-112). Brasília, Brazil: Ministry of Education.

Sipitakiat, A., Blikstein, P., & Cavallo, D. (2003). A placa Gogo: Robótica de baixo custo, programável e reconfigurável [GoGo Board: Low-cost, programmable and reconfigurable robotics ]. In Sampaio, F., Motta C., Santoro, F. (Eds.), XIV Simpósio Brasileiro de Informática na Educação – Mini-Cursos (pp. 74-92). Rio de Janeiro, Brazil: Ed. Federal University of Rio de Janeiro.

 

Short Papers in Indexed Peer-Reviewed CS/HCI Proceedings with Acceptance ~20-30%

Antle, A., Hourcade, J. P., Blikstein, P., Fails, J. A., Iversen, O. S., Garzotto, F., Markopoulos, P., & Revelle, G. (2020). Child-Computer Interaction SIG: Looking forward after 18 years. In Proceedings of the 2020 ACM Conference on Computer-Human-Interaction (CHI). https://doi.org/10.1145/3334480.3381060

Boles, K. L.*, Macedo, L.*, Proctor, C.*, & Blikstein, P. (2018). Manipul8: an interactive experience to inspire pattern-based algebraic thinking and representational fluency. In Proceedings of the 17th ACM Conference on Interaction Design and Children (IDC ’18) (pp. 501-504). New York, NY, USA: ACM. https://doi.org/10.1145/3202185.3210763

Kralicek, D.*, Shelar, S.*, von Rabenau, L.*, & Blikstein, P. (2018). Inside out: Teaching empathy and social-emotional skills. In Proceedings of the 17th ACM Conference on Interaction Design and Children (IDC ’18) (pp.525–528). New York, NY, USA: ACM. https://doi.org/10.1145/3202185.3213525

Mongkhonvanit, K.*, Zau, C. J. Y.*, Proctor, C.* & Blikstein, P. (2018). Testudinata: a tangible interface for exploring functional programming. In Proceedings of the 17th ACM Conference on Interaction Design and Children (IDC ’18) (pp. 493-496). New York, NY, USA: ACM. https://doi.org/10.1145/3202185.3210762

Blikstein, P., Han, J.*, Jue, K.*, & Shroff, A.* (2018). domino: Mobile phones as accessible microcontrollers. In Proceedings of the 17th ACM Conference on Interaction Design and Children (pp. 505-508). https://doi.org/10.1145/3202185.3213524

Chailangka, M.*, Sipitakiat, A., & Blikstein, P. (2017). Designing a physical computing toolkit to utilize miniature computers: A case study of selective exposure. In Proceedings of the 2017 Conference on Interaction Design and Children (pp. 659-665). https://doi.org/10.1145/3078072.3084339

Atherton, J.*, & Blikstein, P. (2017). Sonification Blocks: A block-based programming environment for embodied data sonification. In Proceedings of the 2017 Conference on Interaction Design and Children (pp. 733–736). New York, NY, USA: ACM. https://doi.org/10.1145/3078072.3091992

Campos, F.*, Blikstein, P., & Azhar, A.* (2017). The conference of the birds: A collaborative storytelling environment for literacy development. In Proceedings of the 2017 Conference on Interaction Design and Children (pp. 729-732). https://doi.org/10.1145/3078072.3091991

Doshi, S.*, Hojjat, K.*, Lin, A.*, & Blikstein, P. (2017). Cool Cities a tangible user interface for thinking critically about climate change. In Proceedings of the 2017 Conference on Interaction Design and Children (pp. 709-712). https://doi.org/10.1145/3078072.3091986

Proctor, C.*, & Blikstein, P. (2017). Interactive fiction: Weaving together literacies of text and code. In Proceedings of the 2017 Conference on Interaction Design and Children (IDC ’17) (pp. 555-560). New York, NY, USA: ACM. https://doi.org/10.1145/3078072.3084324

Hossain, Z., Bumbacher, E.*, Brauneis, A., Diaz, M., Saltarelli, A., Blikstein, P., & Riedel-Kruse, I.H. (2017). Interactive biology cloud lab enables authentic inquiry-based science learning at MOOC scale. bioRxiv.

Otero, N.*, & Blikstein, P. (2016). Barcino, creation of a cross-disciplinary city. In Proceedings of the 15th International Conference on Interaction Design and Children – IDC ’16 (pp. 694-700). New York, NY, USA: ACM. https://doi.org/10.1145/2930674.2935996

Worsley, M.* & Blikstein, P. (2015). Using learning analytics to study cognitive disequilibrium in a complex learning environment. In Proceedings of the Fifth International Conference on Learning Analytics and Knowledge – LAK ’15 (pp. 426-427). Poughkeepsie, New York.  https://doi.org/10.1145/2723576.2723659

Davis, R.*, Bumbacher, E.*, Bel, O., Sipitakiat, A., & Blikstein, P. (2015). Sketching intentions: Comparing different metaphors for programming robots. In Proceedings of the 14th International Conference on Interaction Design and Children – IDC ’15 (pp. 391-394). ACM.  https://doi.org/10.1145/2771839.2771924

Hossain, Z., Jin, X., Bumbacher, E.*, Chung, A.M., Koo, S., Shapiro, J.D., Truong, C.Y., Choi, S., Blikstein, P., & Riedel-Kruse, I.H. (2015). Cloud experimentation for biology: Systems architecture and utility for online education and research. Biophysical Journal, 108(2), 334a. https://doi.org/10.1016/j.bpj.2014.11.1820

Blikstein, P. (2014). Re-empowering powerful ideas: Designers’ mission in the age of ubiquitous technology. In Proceedings of the 13th International Conference on Interaction Design and Children – IDC ’14 (pp. 1-4). New York, NY, USA: ACM. https://doi.org/10.1145/2593968.2597649

Worsley, M.* & Blikstein, P. (2014). Using multimodal learning analytics to study the learning of mechanisms. In Proceedings of the 7th International Conference on Educational Data Mining (pp. 431-432). London, UK.

Schneider, B.* & Blikstein, P. (2014). Unraveling students’ interaction around a tangible interface using gesture recognition. In Proceedings of the 7th International Conference on Educational Data Mining (pp. 320-323). London, UK.

Morimoto, T.K.*, Blikstein, P., & Okamura, A.M. (2014). Hapkit: An open-hardware haptic device for online education. 2014 IEEE Haptics Symposium (HAPTICS), 1-1. Houston, TX.

Salehi, S.*, Schneider, B.*, & Blikstein, P. (2014). The effects of physical and virtual manipulatives on learning basic concepts in electronics. In CHI ’14 Extended Abstracts on Human Factors in Computing Systems – CHI EA ’14 (pp. 2263–2268). New York, NY, USA: ACM. https://doi.org/10.1145/2559206.2581346

Blikstein, P. (2013). Seymour Papert’s legacy: Thinking about learning, and learning about thinking. Seymour Papert Tribute at IDC 2013. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 613-616). New York, NY.

Blikstein, P. & Krannich, D. (2013). The makers’ movement and FabLabs in education: Experiences, technologies, and research. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC’13 (pp. 613-616). New York, NY. https://doi.org/10.1145/2485760.2485884 [147 citations on Google Scholar]

Gomes, J. S.*, Yassine, M.*, Worsley, M.*, & Blikstein, P. (2013). Eye tracking analysis of visual spatial engineering games. In Proceedings of the Educational Data Mining Conference, Memphis, Tennessee.

Bumbacher E.*, Sandes A.*, Deutsch A.*, & Blikstein P. (2013). Student coding styles as predictors of help-seeking behavior. In Proceedings of the Artificial Intelligence in Education Conference (pp. 856-859). Memphis, Tennessee.

Blikstein, P. (2013). Multimodal learning analytics. In D.Suthers and K.Verbert (Eds.) Proceedings of the Third International Conference on Learning Analytics and Knowledge (LAK ’13) (pp. 102-106). New York, NY, USA: ACM. https://doi.org/10.1145/2460296.2460316  [158 citations on Google Scholar]

Bumbacher, E.*, Deutsch, A.*, Otero, N.*, & Blikstein, P. (2013). BeatTable: A tangible approach to rhythms and ratios. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC’13 (pp. 589-592). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485872

Chan, J.*, Pondicherry, T.*, & Blikstein, P. (2013). LightUp: An augmented, learning platform for electronics. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC’13 (pp. 491-494). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485812

Kleiman, J.*, Pope, M.*, & Blikstein, P. (2013). RoyoBlocks: An exploration in tangible literacy learning. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC’13 (pp. 543-546). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485861

Fuhrmann, T.*, Salehi, S.*, & Blikstein, P. (2013). Meta-modeling knowledge: Comparing model construction and model interaction in bifocal modeling. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC’13 (pp. 483-486). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485810

Sipitakiat, A. & Blikstein, P. (2013). Interaction design and physical computing in the era of miniature embedded computers. In Proceedings of the 12th International Conference on Interaction Design and Children  – IDC’13(pp. 515-518). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485854

Chawla, K.*, Chiou, M.*, Sandes, A.*, & Blikstein, P. (2013). Dr. Wagon: A ‘stretchable’ toolkit for tangible computer programming. In Proceedings of the 12th International Conference on Interaction Design and Children – IDC’13 (pp. 561-564). New York, NY, USA: ACM. https://doi.org/10.1145/2485760.2485865

Worsley, M.* & Blikstein, P. (2013). Programming pathways: A technique for analyzing novice programmers’ learning trajectories. In Artificial Intelligence in Education (pp. 844-847). Springer Berlin Heidelberg.

Blikstein, P., Fuhrmann, T.*, Greene, D.*, & Salehi, S.* (2012). Bifocal modeling: Mixing real and virtual labs for advanced science learning. In Proceedings of the 11th International Conference on Interaction Design and Children – IDC’12 (pp. 296-299). https://doi.org/10.1145/2307096.2307150

Miller, A.*, Rosenbaum, C.*, & Blikstein, P. (2012). MagneTracks: A tangible constructionist toolkit for Newtonian physics. In Proceedings of the Sixth International Conference on Tangible, Embedded and Embodied Interaction – TEI’12 (pp. 253-256). https://doi.org/10.1145/2148131.2148185

Salehi, S.*, Kim, J.*, Meltzer, C.*, & Blikstein, P. (2012). Process pad: A low-cost multi-touch platform to facilitate multimodal documentation of complex learning. In Proceedings of the Sixth International Conference on Tangible, Embedded and Embodied Interaction – TEI’12 (pp. 257-262). https://doi.org/10.1145/2148131.2148186

Salehi, S.*, Schneider, B.*, & Blikstein, P. (2012). Comparing the effect of interactive tabletops and desktops on students’ cognition. In Proceedings of the 2012 ACM International Conference on Interactive tabletops and surfaces (pp. 391-394). Boston, MA: ACM. https://doi.org/10.1145/2396636.2396708

Schneider, B.*, Blikstein, P., & Mackay, W. (2012). Combinatorix: A tangible user interface that supports collaborative learning of probabilities. In Proceedings of the 2012 ACM International Conference on Interactive Tabletops And Surfaces – ITS’12 (pp. 129-132). Boston, MA: ACM.  https://doi.org/10.1145/2396636.2396656

Schneider, B.*, Wallace, J.*, Pea, R., & Blikstein, P. (2012). BrainExplorer: An innovative tool for teaching neuroscience. In Proceedings of the 2012 ACM International Conference on Interactive Tabletops And Surfaces – ITS’12 (pp. 407-410). Boston, MA: ACM.  https://doi.org/10.1145/2396636.2396712

Kim, J.*, Meltzer, C.*, Salehi, S.*, & Blikstein, P. (2011). A multimedia multi-touch learning platform. In Proceedings of the Interactive Tabletops and Surfaces Conference – ITS’11 (pp. 272-273). Kobe, Japan. https://doi.org/10.1145/2076354.2076411

Worsley, M.* & Blikstein, P. (2011). What’s an expert? Using learning analytics to identify emergent markers of expertise through automated speech, sentiment and sketch analysis. In Proceedings of the Educational Data Mining Conference 2011 – EDM’11 (pp. 235-240). Eindhoven, The Netherlands.

Blikstein, P. & Sipitakiat, A. (2011). QWERTY and the art of designing microcontrollers for children. In Proceedings of the Ninth International Conference for Interaction Design and Children – IDC’11 (pp. 234-237). Ann Arbor, Michigan. https://doi.org/10.1145/1999030.1999070

Worsley, M.*, Johnston, M., & Blikstein, P. (2011). OpenGesture: A low-cost authoring framework for gesture and speech based application development and learning analytics. In Proceedings of the Ninth International Conference for Interaction Design and Children – IDC’11 (pp. 254-256). Ann Arbor, Michigan. https://doi.org/10.1145/1999030.1999075

Asgar, Z.*, Liu, C.*, Chan, J.*, & Blikstein, P. (2011). LightUp: A low-cost, multi-age toolkit for learning and prototyping electronics. In Proceedings of the Ninth International Conference for Interaction Design and Children – IDC’11 (pp. 225-226). Ann Arbor, Michigan. https://doi.org/10.1145/1999030.1999067

Gilutz, S., Bekker, T., Fisch, S., & Blikstein, P. (2011). Teaching interaction design & children within diverse disciplinary curricula. In Proceedings of the Ninth International Conference for Interaction Design and Children – IDC’11 (pp. 257-259). Ann Arbor, Michigan. https://doi.org/10.1145/1999030.1999076

Tseng, T.*, Bryant, C.*, & Blikstein, P. (2011). Mechanix: An interactive display for exploring engineering design through a tangible interface. In Proceedings of the Conference on Tangible, Embedded, and Embodied Interaction (TEI 2011) (pp. 265-266). Madeira, Portugal. https://doi.org/10.1145/1935701.1935757

Steinsapir, D.* &  Blikstein, P. (2011). Osciloscopiando: Interactive video-mechanical sculpture. In Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction – TEI’11 (pp. 411-412). Madeira, Portugal.  https://doi.org/10.1145/1935701.1935805

Sipitakiat, A. & Blikstein, P. (2010). Think globally, build locally: A technological platform for low-cost, open-source, locally-assembled programmable bricks for education. In Proceedings of the Fourth International Conference on Tangible, Embedded, and Embodied Interaction – TEI ’10 (pp. 231-232). Cambridge, USA. https://doi.org/10.1145/1709886.1709931

Blikstein, P. & Wilensky, U. (2006). A technological platform for trans-media scientific exploration. In Proceedings of the Fifth International Conference for Interaction Design and Children – IDC’06 (pp.  161-162). Tampere, Finland. https://doi.org/10.1145/1139073.1139074

Abrahamson, D., Blikstein, P., Lamberty, K. K., & Wilensky, U. (2005). Mixed-media learning environments. In M. Eisenberg & A. Eisenberg (Eds.), Proceedings of the Fourth International Conference for Interaction Design and Children – IDC’05. Boulder, CO, USA.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2005). NetLogo: Where we are, where we’re going. In M. Eisenberg & A. Eisenberg (Eds.), Proceedings of the Fourth International Conference for Interaction Design and Children – IDC’05. Boulder, Colorado.

Blikstein, P. & Wilensky, U. (2005). Less is more: Agent-based simulation as a powerful learning tool in materials science. In Proceedings of the IV International Joint Conference on Autonomous Agents and Multiagent Systems (AAMAS 2005). Utrecht, The Netherlands.

 

Short Papers in Indexed Selective Peer-Reviewed Proceedings (ICLS, CSCL, etc.)

Davis, R.L.* and Blikstein, P. (2020). Electronic Textiles and Ambient Belonging. 14th International Conference on the Learning Sciences. Nashville, TN: International Society of the Learning Sciences.

Lin, V.*, Blikstein, P. (2019). Project Bloks: Embodied and collaborative Learning with tangible interfaces for young children. CSCL 2019.

Bumbacher, E.*, Blikstein, P., Washington, P., & Riedel-Kruse, I. (2018). Real-time play in microscopic worlds. Proceedings of the International Conference of the Learning Sciences (ICLS 2018) (pp. 1275-1282). London, UK.[Paper in symposium: “Affordances of Digital, Textile and Living Media for Designing and Learning Biology in K-12 Education”]

Lin, V.*, Blikstein, P. (2018). Learning loops: Affordances and challenges of Project Bloks. Proceedings of the International Conference of the Learning Sciences (ICLS 2018) (pp. 1531-1532). London, UK.

Fuhrmann, T., Fernandez, C., Hochgreb-Haegele, T., & Blikstein, P. (2018). Professional development of science teachers in underserved communities: An initial report from the field. Proceedings of the 13th International Conference of the Learning Sciences, ICLS 2018 (pp. 1749-1750).

Fuhrmann, T., Bumbacher, E.*, & Blikstein, P. (2018). Introducing bifocal modeling framework in elementary school: Learning science using tangible modeling tools. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS 2018), Volume 3. London, UK: International Society of the Learning Sciences.

Worsley, M., Abrahamson, D., Blikstein, P., Grover, S., Schneider, B., & Tissenbaum, M. (2016). Situating multimodal learning analytics. In C.-K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), “Transforming learning, empowering learners,” Proceedings of the International Conference of the Learning Sciences (ICLS 2016) (Vol. 2, pp. 1346-1349). Singapore: International Society of the Learning Sciences.

Worsley, M.* & Blikstein, P. (2014). Assessing the “Makers”: The impact of principle-based reasoning on hands-on, project-based learning. In Proceedings of the 2014 International Conference of the Learning Sciences (ICLS 2014) (pp. 1147-1151). Madison, WI.

Chen, V.*, Martin, A.* & Blikstein, P. (2014). Digital fabrication and “making” as an instrument for promoting inclusive engineering education in high-school: A mixed-methods study. Proceedings of the International Conference of the Learning Sciences (ICLS 2014). Madison, WI.

Blikstein, P. , Chen, V.*, & Martin, A.* (2014). Promoting diversity within the maker movement in schools: New assessments and preliminary results. Proceedings of the International Conference of the Learning Sciences (ICLS 2014) (pp. 1669-1670). Madison, WI.

Rogers, M. & Blikstein, P. (2013). Designing community knowledge in fabrication labs: Design directives and initial prototypes. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events (pp. 345-346). Madison, WI: International Society of the Learning Sciences.

Blikstein, P. & Worsley, M.* (2012). Using dynamic time warping and cluster analysis to analyze the learning of computer programming. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 134-141). Sydney, Australia.[Paper in symposium: “Building Bridges between Learning Analytics, Educational Data Mining and Core Learning Sciences Perspectives”]

Rosenbaum, C.*, Blikstein, P., Roschelle, J. & Schank, P. (2012). UltraLite collaboration: A low-cost toolkit to promote collaborative learning in the classroom. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 567-568). Sydney, Australia.

Fuhrmann, T.*, Greene, D.*, Salehi, S.*, & Blikstein, P. (2012). Bifocal biology: Combining physical and virtual labs to support inquiry in biological systems. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 571-572). Sydney, Australia.

Worsley, M.*, & Blikstein, P. (2012). An eye for detail: Techniques for using eye tracker data to explore learning in computer-mediated environments. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 561-562). Sydney, Australia.

Blikstein, P. (2012). The retriever-connector model: Matching classroom data and agent-based computer models to simulate students’ use of multiple epistemological resources. Cognitive Science. In Proceedings of the Annual Meeting of the Cognitive Science Society (p. 34).

Rosenbaum, C.*, Blikstein, P., Schank, P., Rafanan, K., & Roschelle, J. (2012). UltraLite collaboration: A low-cost toolkit to promote collaborative learning in the classroom. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 567-568). Sydney, Australia.

Law, N., Zhang, B., Kolin, K., Blikstein, P., Nussbaum, M.L., & Jacobson, M. (2012). Linking learning sciences communities across the world. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2012) (pp. 7-8). Sydney, Australia.

Greene, D.* & Blikstein, P. (2011). Towards the identification of emergent strategies for interdependent collaboration in complex tasks.  In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Proceedings of the CSCL Conference (pp. 976-977). Hong Kong, China.

Blikstein, P. (2010). Using agent-based computer modeling to simulate the use of multiple epistemological resources in the classroom. Proceedings of the annual meeting of the Cognitive Science Society (abstracts). Portland, OR.

Blikstein, P. (2010). The treachery of representation: The cognitive impact of exposed representational elements in students’ explanations of complex scientific phenomena. Proceedings of the American Society for Engineering Education Annual Conference (ASEE 2010). Louisville, KY.

Sipitakiat, A. & Blikstein, P. (2010). Programmable robotics and environmental sensing for low-income populations: Design principles, impact, and technology. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) –  Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 447-448). University of Illinois at Chicago: Chicago, IL: International Society of the Learning Sciences.

Blikstein, P. (2010). Connecting the science classroom and tangible interfaces: The Bifocal Modeling framework. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010). University of Illinois at Chicago: Chicago, IL.

Blikstein, P. (2010). A new age in digital tangible interfaces for learning. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences. University of Illinois at Chicago: Chicago, IL.

Blikstein, P. (2010). Cognitive leaps and multiple epistemological resources: an agent-based modeling approach. Proceedings of the Annual Meeting of the Cognitive Science Society, 32.

Blikstein, P. & Wilensky, U. (2008). Implementing multi-agent modeling in the classroom: Lessons from empirical studies in undergraduate engineering education. In Jacobson, M. J. (Organizer), Complex Systems and Learning: Empirical Research, Issues, and “Seeing” Scientific Knowledge with New Eyes. Proceedings of the 8th International Conference of the Learning Sciences (ICLS’08) (Vol. 3, pp.266-267). Utrecht, the Netherlands.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2008).  The classroom as a complex adaptive system: An agent-based framework to investigate students’ emergent collective behaviors. In Proceedings of the International Conference of the Learning Sciences, ICLS2008 (Vol. 3, pp. 312-313). Utrecht, the Netherlands.

Rand, W., Blikstein, P., & Wilensky, U. (2008). GoGoBot: Group collaboration, multi-agent modeling, and robots. In L. Padgham, D. Parkes, J. Müller & S. Parsons (Eds.), Proceedings of the 7th International Joint Conference on Autonomous Agents and Multiagent Systems, AAMAS 2008 (Vol. 3, pp. 1717-1722). Richland, SC: International Foundation for Autonomous Agents and Multiagent Systems (IFAAMAS).

Blikstein, P., Rand, W., & Wilensky, U. (2007). “Just a cog in the machine”: Participatory robotics as a powerful tool for understanding collaborative learning. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference (pp. 81-83). NJ: Rutgers University.

Blikstein, P., Rand, W., & Wilensky, U. (2006). Participatory, embodied, multi-agent simulation. Proceedings of the 5th Joint Conference on Autonomous Agents and Multiagent Systems (AAMAS) (pp. 1457-1458). Hakodate, Hokkaido, Japan.

Blikstein, P. & Wilensky, U. (2006). ‘Hybrid modeling’: Advanced scientific investigation linking computer models and real-world sensing. In D. Abrahamson (Symposium Chair & Org.) & A. Collins (Discussant), What’s a situation in situated cognition? — A constructionist critique of authentic inquiry. In S. Barab, K. Hay, & D. Hickey (Eds.), Proceedings of the Seventh International Conference of the Learning Sciences (pp. 1015-1021). Mahwah, NJ: Lawrence Erlbaum Associates.

Blikstein, P. & Wilensky, U. (2006). A case study of multi-agent-based simulation in undergraduate materials science education. Proceedings of the Annual Conference of the American Society for Engineering Education (ASEE). Chicago, USA.

Blikstein, P. & Wilensky, U. (2006).  ‘Hybrid modeling’: Advanced scientific investigation linking computer models and real-world sensing (an interactive poster). Proceedings of the Seventh International Conference of the Learning Sciences (pp. 890 – 891). Mahwah, NJ: Lawrence Erlbaum Associates.

Blikstein, P. & Wilensky, Uri. (2005). Less is more: Agent-based simulation as a powerful learning tool in materials science. Proceedings of the IV International Joint Conference on Autonomous Agents and Multiagent Systems (AAMAS), Agent-Based Modeling and Human Learning workshop. Utrecht, the Netherlands.

Blikstein, P., Takanohashi, R., Landgraf, F. J. G., & Tschiptschin, A. P. (1999). Comparação entre tamanhos de grãos obtidos por simulação pelo método de Monte Carlo e resultantes de recozimento de aço Si [Comparison of grain sizes of silicon steels obtained experimentally and using the Monte Carlo method]. In Proceedings of the 54th Conference of the Brazilian Association of Metallurgy and Materials Science (ABM) (pp. 1182-1191). São Paulo, Brazil. [Finalist in its category for the Best Paper award.]

Blikstein, P. & Tschiptschin, A. (1998). Monte Carlo simulation of grain growth. Proceedings of the IASTED Modeling and Simulation Conference, Honolulu, USA.

 

Presentations and Papers at Other Conferences

Zheng, Y.*, Blikstein, P., & Holbert, N. (2020). Combining learning analytics and qualitative analysis for the exploration of open-ended learning environments. Poster presented at Constructionism 2020. Dublin, Ireland.

Fuhrmann, T., Bar, C., Blikstein, P. (2020). Growing curious minds: Improving inquiry practices and content knowledge by comparing computational models to hands-on science experiments. In I. Blau, A. Caspi, Y. Eshet-Alkalai, N. Geri, Y. Kalman, S. Etgar, T. Lauterman (Eds.) Proceedings of the 15th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Digital Era (pp. 3E-15E). Ra’anana, Israel: The Open University of Israel.

Campos, F.*, Soster, T.*, & Blikstein, P. (2019). Sorry, I was in teacher mode today: pivotal tensions and contradictory discourses in real-world implementations of school makerspaces. In Proceedings of FabLearn 2019 (FL2019) (pp. 96–103). New York, NY, USA: ACM.

Davis, R.*, Proctor, C.*, Friend, M.*, Blikstein, P. (2017). Solder and wire or needle and thread: Can the tools we use change the way we think?, Paper presented at the American Educational Research Association Conference, AERA 2016. San Antonio, TX, USA. [LS/ATL SIG Full paper]

Fuhrmann, T. & Blikstein. P. (2017). Complex bifocal model labs in a science class: Combining computer models and real-world data in a diffusion unit. Presented at the 2017 American Educational Research Association Conference.

Fuhrmann, T. & Blikstein. P. (2017). Towards a framework for co-designing complex technology-based science curricula with teachers: an investigation using multiple case study methodology. Presented at the 2017 American Educational Research Association Conference.

Proctor, C.* & Blikstein, P. (2016). Grounding how we teach programming in why we teach programming. In A. Sipitakiat, Editor. & N. Tutiyaphuengprasert, Editor. Constructionism in Action. Paper presented at Constructionism 2016, Bangkok, Thailand (pp. 127-134). Bangkok: Suksapattana Foundation.

Zancul, E.S., Blikstein, P., Durão, L.F.C.S., & Rocha, A.M. (2016). Students’ engagement in the implementation of results obtained in capstone design courses: A preliminary model for detailed design and go-to-market activities. 18th International Conference on Engineering and Product Design Education (E&PDE), Aalborg, Denmark.

Sadler, J.*, Aquino Shluzas, L., Blikstein, P., & Katila, R. (2015). Creative chunking: Modularity increases prototyping quantity, creative self-efficacy and cognitive flow. In Proceedings of the Third International Conference on Design Creativity (ICDC). Bangalore, India.

Worsley, M.* and Blikstein, P. (2014). An approach for combining qualitative analysis with learning analytics to study learning processes in open-ended environments. Paper presented at the 2014 American Education Research Association (AERA) Annual Conference.

Worsley, M.* and Blikstein, P. (2014). Making smarter not harder: Using principle-based reasoning to promote object closeness and improve making. In Proceedings of the FabLearn 2014 Conference.

Riedel-Kruse, I.H. & Blikstein, P. (2014). Biotic games and cloud experimentation as novel media for biophysics education. In APS March Meeting Abstracts 2014.

Worsley, M.* & Blikstein P. (2013). Learning to paraphrase: Using paraphrase detection of spoken utterances to predict learner expertise. Paper presented at the Annual Meeting of the American Education Research Association (AERA), San Francisco, CA. [LS/ATL SIG Full paper]

Schneider, B.* & Blikstein, P. (2013). Supporting collaborative learning of probabilities with a tangible user interface: Design and preliminary results. Paper presented at the American Educational Research Association Conference, AERA 2013. San Francisco, CA, USA. [LS/ATL SIG Full paper]

Blikstein, P. (2013). Digital fabrication in education: The ultimate construction kit. Paper presented at the American Educational Research Association Conference, AERA 2013. San Francisco, CA, USA. [LS/ATL SIG Full paper]

Blikstein, P. (2013). Critical computational literacy: A Freirean perspective on technology in education as a tool for emancipation. Roundtable Paper presented at the American Educational Research Association Conference, AERA 2013. San Francisco, CA, USA.

Salehi, S.*, Fuhrmann, T.*, Greene, D.*, & Blikstein, P. (2013).The effect of bifocal modeling on students’ assessment of credibility. Roundtable Paper presented at the American Educational Research Association Conference, AERA 2013. San Francisco, CA, USA.

Greene, D.* & Blikstein, P. (2013). Everyday input/output: Assessing computational literacy with common objects. Roundtable Paper presented at the American Educational Research Association Conference, AERA 2013. San Francisco, CA, USA.

Blikstein, P. (2012). The making of minds: Digital fabrication and the future of stem education. Invited presidential talk at the Annual Meeting of the AERA (AERA 2012), Vancouver, Canada.

Worsley, M.* & Blikstein P. (2012). A framework for characterizing student changes in student identity during constructionist learning activities. Proceedings of Constructionism 2012 (pp. 115-125). Athens, Greece. [full paper]

Fuhrmann, T.*, Greene, D.*, Salehi, S.*, & Blikstein, P. (2012). Bifocal biology: The link between real and virtual experiments. Proceedings of the Constructionism 2012 Conference (pp. 166-173). Athens, Greece. [full paper]

Worsley, M.* & Blikstein, P. (2012). OpenGesture: A low-cost, easy-to-author application framework for collaborative, gesture-, and speech-based learning applications. Paper presented at the Annual Meeting of the American Education Research Association (AERA), Vancouver, Canada. [SIG-ATL full paper].

Blikstein, P., (2012). Using learning analytics and educational data mining to understand scripted and exploratory learning environments: Toward a common theoretical and methodological framework to investigate the trajectory to expertise. Session at the Annual Meeting of the American Educational Research Association (AERA), Vancouver, Canada. [Roundtable session, organizer and chair]

Blikstein, P. & Worsley, M.* (2012).  Using dynamic time warping and cluster analysis to analyze the learning of computer programming. Annual Meeting of the American Educational Research Association (AERA), Vancouver, Canada. [Roundtable paper]

Greene, D.* & Blikstein, P. (2012). The cognition of everyday machines: Computational literacy and the development of everyday technological understanding. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Vancouver, Canada. [Roundtable paper]

Blikstein, P. & Worsley, M.* (2011).  Learning analytics: Assessing constructionist learning using machine learning. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, USA.

Blikstein, P. (2011).  Computing what the eye cannot see: Educational data mining, learning analytics and computational techniques for detecting and evaluating patterns in learning. Annual Meeting of the American Educational Research Association (AERA), New Orleans, USA. [Symposium organizer and chair]

Worsley, M.* & Blikstein, P. (2011).  Toward the development of learning analytics: Student speech as an automatic and natural form of assessment. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, USA. [SIG ATL full paper]

Worsley, M.* & Blikstein, P. (2011). Using machine learning to examine learner’s engineering expertise using speech, text, and sketch analysis. Paper presented at the 41st Annual Meeting of the Jean Piaget Society (JPS). San Francisco, CA, USA.

Blikstein, P. (2010). Changing schools, one laser cutter at a time. FAB 6 Conference, Amsterdam, Netherlands.

Blikstein, P. (2010). Constructionists under construction. Symposium, Constructionism 2010 Conference, Paris, France. [Symposium organizer and chair]

Blikstein, P. (2010). Constructionism and the next 40 years. Plenary session, Constructionism 2010 Conference, Paris, France. [Chair and presenter]

Blikstein, P. (2010).  Data mining automated logs of students’ interactions with a programming environment: A New methodological tool for assessment of constructionist learning. American Educational Research Association Annual Conference (AERA). Denver, CO.

Blikstein, P. (2010). Can non-intelligent behavior generate intelligence? Multi-agent computational modeling as a theory-building tool in developmental psychology and education research. Jean Piaget Society Annual Conference, St. Louis, MO.

Worsley, M.* & Blikstein, P. (2010). Learning analytics – natural assessments for constructionist learning environments. HSTAR-Cicero Workshop on Learning, Learning Environments and Technologies, Stanford, CA.

Blikstein, P. & Sipitakiat, A. (2010). Technological platform for low-cost educational robotics. First Open Hardware Summit, New York, NY. September, 2010.

Blikstein, P., Wilensky, U., & Abrahamson, D. (2009). Towards a framework for cognitive research using agent-based modeling and complexity sciences. In M. Jacobson (Chair), M. Kapur (Organizer) & N. Sabelli (Discussant), Complexity, learning, and research: Under the microscope, new kinds of microscopes, and seeing differently. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego, CA.

Sipitakiat, A. & Blikstein, P. (2008). Designing for ubiquitous robot learning activities with the GoGo Board. Paper presented at the International Conference on Embedded Systems and Intelligent Technology (ICESIT 2008), Bangkok, Thailand.

Blikstein, P. (2008). Computer modeling methodologies for investigating classroom practices and individual cognition. Presentation at the Conference on Mixed Methods in Educational Research, Northwestern University, Evanston, IL.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2008). Groupwork as a complex adaptive system: A methodology to model, understand and design classroom strategies for collaborative learning. Poster presented at the annual meeting of the American Educational Research Association (AERA 2008-SIG ATL), Chicago, USA.

Blikstein, P., Rand, W., & Wilensky, U. (2007). Examining group behavior and collaboration using agent-based modeling and robots. In M. J. North, C. M. Macal & D. L. Sallach (Eds.), Proceedings of the Agent 2007 Conference on Complex Interaction and Social Emergence (pp. 159-172). Evanston, IL, USA: Argonne National Laboratory and Northwestern University.

Blikstein, P. & Wilensky, U. (2007). Using complex systems to design and model learning environments for advanced scientific content. Presentation at the Thirteenth International Conference on the Teaching of Mathematical Modeling and Applications (ICTMA13), Bloomington, USA.

Blikstein, P. & Wilensky, U. (2007). An empirical study of a complex systems approach to undergraduate engineering curricula through the construction of agent-based models. In Jacobson, M. J. (Organizer), Micki Chi (Discussant), Complex Systems and Education: Conceptual Principles, Methodologies, and Implications for Education.  12th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Budapest, Hungary.

Blikstein, P. & Wilensky, U. (2007). Agent-based modeling in education: Atoms, neurons, and agents. Presentation at the Second Distributed Learning and Collaboration Symposium (DLAC II), Nanyang Technological University, Singapore.

Blikstein, P. & Wilensky, U. (2007). Bridging the gap between neuroscience and qualitative methods: “glass boxing” computational cognitive simulation using agent-based modeling. Poster presented at the annual meeting of the Jean Piaget Society (JPS), Amsterdam, Netherlands.

Blikstein, P. & Wilensky, U. (2007). Bifocal modeling: A framework for combining computer modeling, robotics and real-world sensing.  Paper presented at the annual meeting of the American Educational Research Association (AERA 2007-SIG ATL), Chicago, USA.

Blikstein, P. (2007). Reflections on the feasibility of technology as a Freirean emancipatory tool in learning environments.  Roundtable presentation at the annual meeting of the American Educational Research Association (AERA 2007), Chicago, USA.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2007). Multi-agent simulations as a tool for investigating cognitive-developmental theory.  In D. Abrahamson (Organizer), U. Wilensky (Chair), & R. Lesh (Discussant), Learning complexity: Agent-based modeling supporting education research on student cognition in social contexts. Paper presented at the annual meeting of the American Educational Research Association (AERA 2007), Chicago, USA.

Blikstein, P. & Wilensky, U. (2007). Modeling manifold epistemological stances with agent-based computer simulation. In D. Abrahamson (Organizer), U. Wilensky (Chair), & R. Lesh (Discussant), Learning complexity: Agent-based modeling supporting education research on student cognition in social contexts. Paper presented at the annual meeting of the American Educational Research Association (AERA 2007), Chicago, USA.

Abrahamson, D., Blikstein, P., Cole, M., Hammer, D., Levin, J., Wilensky, U. (Chair), & Lesh, R. (2007). Learning complexity: Agent-based modeling supporting education research on student cognition in social contexts. Paper presented at the 2007 Annual Meeting of the American Educational Research Association, AERA 2007,Chicago, IL.

Blikstein, P. & Wilensky, U. (2006). Learning about learning: Using multi-agent computer simulation to investigate human cognition. Paper presented at the International Conference of Complex Systems (ICCS), Boston, MA, USA.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2006). Minsky, mind, and models: Juxtaposing agent-based computer simulations and clinical-interview data as a methodology for investigating cognitive-developmental theory. Paper presented at the Jean Piaget Society Annual Meeting, Baltimore, MD, USA.

Rand, W., Blikstein, P., & Wilensky, U. (2006). Widgets, planets, and demons: The case for the integration of human, embedded, and virtual agents via mediation. Paper presented at Swarmfest 2006, South Bend, IN, USA.

Blikstein, P. & Wilensky, U. (2006). An atom is known by the company it keeps: Constructing multi-agent models in engineering education. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Francisco, CA, USA.

Blikstein, P. & Wilensky, U. (2006). From inert to generative modeling: Case studies of multi-agent-based simulation in undergraduate engineering education. In D. Abrahamson (Org.), U. Wilensky (Chair), and M. Eisenberg (Discussant), “Small steps for agents… giant steps for students? Learning with agent-based models”. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Francisco, CA, USA.

Blikstein, P. & Wilensky, U. (2006). MaterialSim: A constructionist computer-based modeling environment for materials science learning. Proceedings of the Materials Science & Technology Conference of The Minerals, Metals & Materials Society. Cincinnati, OH, USA.

Blikstein, P. & Wilensky, U. (2006). The missing link: A case study of sensing-and-modeling toolkits for constructionist scientific investigation. In Sixth IEEE International Conference on Advanced Learning Technologies (ICALT’06) (pp. 980-982). Kerkrade, 2006.

Blikstein, P. & Wilensky, U. (2006). A case study of multi agent based simulation in undergraduate materials science education. In Proceedings of the 2006 ASEE Annual Conference and Exposition. Chicago, IL.

Alves, A.C., Blikstein, P., & Lopes, R.D. (2005). Robótica na periferia? Uso de tecnologias digitais na rede pública de São Paulo como ferramentas de expressão e inclusão. Workshop de Informática na Escola 1 (1). São Leopoldo, Brazil.

Blikstein, P. & Wilensky, U. (2004). MaterialSim: An agent-based simulation toolkit for materials science learning. Proceedings of the International Conference on Engineering Education. University of Florida, Gainesville, FL, USA.

Cavallo, D., Blikstein, P., Sipitakiat, A., Basu, A. et al. (2004).The city that we want: Generative themes, constructionist technologies and school/social change. Proceedings from the IEEE International Conference on Advanced Learning Technologies (ICALT) (pp. 1034- 1038). Tampere, Finland.

Blikstein, P. & Cavallo, D. (2003). God hides in the details: Design and implementation of technology-enabled learning environments in public education. Proceedings of Eurologo 2003, Porto, Portugal.

Blikstein, P. & Cavallo, D. P. (2002). The emergence of the learning atmosphere. Proceedings of the Interactive Computer Aided Learning Conference (ICL). Villach, Austria.

Blikstein, P. & Cavallo, D. P. (2002). Technology as a ‘Trojan Horse’ in school environments. Paper presented at the UNESCO Informatica conference, La Havana, Cuba.

Sipitakiat, A., Blikstein, P. & Cavallo, D. (2002). The GoGo Board: Moving towards highly available computational tools in learning environments. In Proceedings of Interactive Computer Aided Learning International Workshop.  Carinthia Technology Institute, Villach, Austria.

Blikstein, P., Zuffo, M. K., & Cavallo, D. P. (2001). Will scientific documentaries survive? A new approach for TV and video in learning environments. Presented at the Computer Aided Learning Conference (CAL), Warwick, England.

Blikstein, P. & Tschiptschin, André P. (1998). Simulação computacional de crescimento de grão pelo método de Monte Carlo. In Proceedings of the Encuentro de Ingeniería de Materiales (pp. 314-319). Instituto Superior Politécnico Jose Antonio Echeverría, La Habana, Cuba.

 

Online and Press Publications

Schneider, B.*, Blikstein, P., & Pea, R. (2013, August 5). The flipped, flipped classroom. The Stanford Daily. https://www.stanforddaily.com/2013/08/05/the-flipped-flipped-classroom/ 

Blikstein, P. (2008). O pensamento computacional e a reinvenção do computador na educação. Paulo Blikstein. http://www.blikstein.com/paulo/documents/online/ol_pensamento_computacional.html 

Blikstein, P. (2003). Programmable Water. Paulo Blikstein. http://www.blikstein.com/paulo/projects/project_water.html 

Blikstein, P. (2001, February 18). Novas tecnologias podem escravizar o homem. Caderno Educação e Trabalho do Jornal do Brasil, Rio de Janeiro.

Blikstein, P. (2000). Beyond egg dropping and spaghetti bridges: Fred Martin’s robot competition and new approaches for science and technology learning.