PUBLICATIONS

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 in Preparation/Under Contract

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

Blikstein, P., Schneider, A., & Henriques, R. (under contract). Gestão inovadora da educação pública brasileira [Innovative experiences in policymaking in Brazilian public education]. Penso, Porto Alegre, Brazil.

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

Under Review

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.

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.

Blikstein, P., Davis, R. L., Rosenbaum, L. F.*, Zheng, Y.*, Halverson, E., Martin, L., Peppler, K., Thomas Murphy, C., Vossoughi, S., Worsley, M., Yankova, N., & Hooper, P. K. (2023). The Future of Maker Education [Symposium]. In Proceedings of the 17th International Conference of the Learning Sciences – ICLS 2023 (pp. 1650-1658). Montreal, Canada: International Society of the Learning Sciences.

Blikstein, P., Martinez, S., & Pang, H. (Eds.). (2023). Meaningful Making 3: Projects and inspirations for fablabs and makerspaces. CMK Press, Los Angeles. [PDF]

Blikstein, P., & Rosenbaum, L. F. *(2023). Knowledge in New Pieces: Exploring Modern Youth’s Intuitive Knowledge. In Proceedings of the 17th International Conference of the Learning Sciences-ICLS 2023, pp. 1987-1988. International Society of the Learning Sciences. [PDF]

Blikstein, P., Russo, R.*, Rosenbaum, L.* (2023). Cultural Making: Practices, Priorities, and Perspectives. 2023 Annual Meeting of the American Education Research Association. Chicago, IL.

Davis, R. L., Schneider, B., Rosenbaum, L. F.*, & Blikstein, P.  (2023in press). Hands-on tasks make learning visible: a learning analytics lens on the development of mechanistic problem-solving expertise in makerspaces. Unlocking New Ways of Seeing: The Effect of a Year-Long Digital Fabrication Course on High-School Students’ Mechanistic Problem-Solving. Educational Technology Research & Development. https://doi.org/10.1007/s11423-023-10318-w

Fernandez, C*., De Deus Lopes, R., & Blikstein, P. (2023). Programming Representations: Uncovering the Process of Constructing Data Visualizations in a Block-based Programming Environment. In Proceedings of the 2023 Symposium on Learning, Design and Technology (pp. 11-20). Evanston, IL, USA: ACM. https://doi.org/10.1145/3594781.3594783 [PDF]

Fernandez, C.*, Freitas, J. A., Blikstein, P., Lopes, R. D. (2023) PlayData: Expressive data visualization through block-based programming.  In Proceedings of the 17th International Conference of the Learning Sciences – ICLS 2023 (pp. 2202-2205). Montreal, Canada: International Society of the Learning Sciences. [PDF]

Fernandez, C.*, Hochgreb-Haegele, T.*, Eloy, A.*, & Blikstein, P. (2023). Beyond “Having Fun” As Evidence of Learning: A Longitudinal Case Study of a Teacher’s Evolving Conception of Hands-On Science Activities. Journal of Science Education and Technology, 1-15.

Fuhrmann, T.*, Rosenbaum, L.*, Eloy, A.*, Wagh, A., Wolf, J.*, Blikstein, P., Wilkerson, M. (2023). Right but Wrong: The Independence of Mechanistic Reasoning and Canonical Understanding in Studying Diffusion. 2023 Annual Meeting of the National Association for Research on Science Teaching. Chicago, IL.

Fuhrmann, T., Wagh, A., Rosenbaum, L. F., Eloy, A., Wilkerson, M., & Blikstein, P. (2023). How Can Computational Modeling Help Students Shift Their Ideas Towards Scientifically Accurate Explanations?. In Proceedings of the 17th International Conference of the Learning Sciences-ICLS 2023, pp. 441-448. Montreal, Canada: International Society of the Learning Sciences. [PDF]

Hong, E.*, Schechter, B.*, Sousa, I.*, Prasetyo, M.*, Russo, R.*, Blikstein, P. (2023). Can AI disrupt disinformation? Assisting learners in identifying fake news through an AI-powered platform informed by inoculation theory. In Proceedings of the 17th International Conference of the Learning Sciences, ICLS 2023 (pp. 2102-2103). Montreal, Canada: International Society of the Learning Sciences. [PDF]

Kapon, S., Azevedo, F. S., Sengupta, P., Shanahan, M., Chokshi, A., Ozacar, B. H., Barton, A. C., Greenberg, D., Tan, E., Perez, M., Fernandez, C., Hochgreb, T., Blikstein, P., Peer, T., Kapon, S., Gravel, B. E., Gouvea, E., & Atherton, T. (2023). Exploring making as a pathway to meaningful engagement in and with STEM disciplines. In Proceedings of the 17th International Conference of the Learning Sciences – ICLS 2023 (pp. 1630-1639). Montreal, Canada: International Society of the Learning Sciences. [PDF]

Rosenbaum, L. F.* (2023). Move with whom? A framework for analyzing collaboration within embodied learning activities. Learning Environments Research. https://doi.org/10.1007/s10984-023-09483-9

Rosenbaum, L. F.*, Fields, D. A., Morales-Navarro, L., & Blikstein, P. (2023). The Transformational Power of Everyday Representations as Objects-to-Think-With in a Thai Farmer’s Life. In Proceedings of the 2023 Constructionism Conference. New York, USA. [PDF] – Honorable mention award

Rosenbaum, L. F.*, Reimer, P., Palatnik, A., & Abrahamson, D. (2023). Beyond Computers: Broadening the Educational Spaces of Constructionist Design. In C. Tofel-Grehl, D. A. Fields, J. T. Walker, & T. Fuhrmann (Eds.), In Proceedingsof the 2023 Constructionism Conference. New York, USA. [PDF] – Honorable mention award

Russo, R*., & Blikstein, P. (2023). An inoculation theory-grounded, AI-based conversational agent to empower learners to recognize disinformation. In Proceedings of the 17th International Conference of the Learning Sciences – ICLS 2023 (pp. 2210-2213). Montreal, Canada: International Society of the Learning Sciences. [PDF]

Russo, R*. & Blikstein, P. (2023). Beyond disinformation: An agent-based modeling and curriculum for the post-truth world. In Proceedings of the 17th International Conference of the Learning Sciences, ICLS 2023 (pp. 2126-2127). Montreal, Canada: International Society of the Learning Sciences. [PDF]

Russo, R.* and Blikstein, P. (2023), “Just asking questions: can a far-right president turn agentic knowledge construction into political manipulation?”, Information and Learning Sciences, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/ILS-10-2022-0118

Russo, R.*, Lei, Y.*, Blikstein, P. (2023). Disinformation as an emergent phenomenon: An agent-based modeling curriculum to address fake news. In Proceedings of the 17th International Conference of the Learning Sciences, ICLS 2023 (pp. 2156-2157). Montreal, Canada: International Society of the Learning Sciences. [PDF]

Russo, R.*, Rosenbaum, L.*, Blikstein, P., Zheng, Y.*, Bora, A.*, Liu, Y.*, Aggarwal, R., Nyakoa, B. (2023). Emancipatory Maker Practices in the Global South. 2023 Annual Meeting of the American Education Research Association. Chicago, IL. – Winner of the Best Student Paper Award

Wagh, A., Eloy, A.*, Fuhrmann, T.*, Rosenbaum, L.*,  Blikstein, P., Wilkerson, M. (2023). What dimensions of a phenomenon do students notice through computational modeling & data analysis?: An investigation using MoDa. 2023 Annual Meeting of the National Association for Research on Science Teaching. Chicago, IL.

Wagh, A., Rosenbaum, L. F.*, Fuhrmann, T.*, Eloy, A.*, Bumbacher, E., Blikstein, P., & Wilkerson, M. (2023). Ontological Alignment: Investigating the Role of the Teacher in Supporting Computational Modeling in Science Classrooms. In Proceedings of the 17th International Conference of the Learning Sciences-ICLS 2023, pp. 1162-1165. Montreal, Canada: International Society of the Learning Sciences. [PDF]

Wolf, J.*, Han, J.*, Proctor, C., Brown, E., & Blikstein, P. (2023). Constructing Computational Identities: Exploring Constructionism and Identity in an Introductory High School Computer Science Course. In Proceedings of the 2023 Constructionism Conference. New York, USA. [PDF]Honorable mention award

Wolf, J.*, Han, J.*, Proctor, C., Brown, E., Pang, J., Blikstein, P.  (2023) “Growing as a person”: Authoring Identity Across Formal CS Education and Everyday Computing Contexts. In Proceedings of the 17th International Conference of the Learning Sciences – ICLS 2023 (pp. 1533-1536). Montreal, Canada: International Society of the Learning Sciences. [PDF]

Zheng, Y.*, Blikstein, P., Ruiz, P., Fusco, J. (2023). Artificial Intelligence in Education: Potentials and Challenges in Ethics, Data Privacy, and Pedagogy. 2023 Annual Meeting of the American Education Research Association. Chicago, IL.

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.

Blikstein, P. (2022). Foreword: Invention Pedagogy: Bringing Equal Access to Progressive Pedagogies for All Children. In Invention Pedagogy–The Finnish Approach to Maker Education (pp. xi-xvii). Routledge.

Blikstein, P., Macedo, L.*, Edelstein, M. L.*, Campos, F.*, Silva, R. B. e S.*, & Russo, R.* (2022). Aprendizagem Híbrida? [Livro eletrônico]: Orientações para regulamentação e adoção com qualidade, equidade e inclusão. São Paulo: Fundação Telefônica Vivo and D3e. [PDF]

Blikstein, P., Zheng, Y.*, & Zhou, K. Z*. (2022). Ceci n’est pas une école: Discourses of artificial intelligence in education through the lens of semiotic analytics. European Journal of Education57(4), 571-583.

Edelstein, M.*, Ricci, P.* (2022). A Dialogue on making use of constructionism in different scenarios as a leverage for empowerment, motivation, and learning. In. Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences-ICLS2022. Hiroshima, Japan: International Society of the Learning Sciences.

Eloy, A.*, Wolf, J.*, Wagh, A.*, Fuhrmann, T.*, Bumbacher, E.*, Wilkerson, M. H., & Blikstein, P. (2022). A2S: Designing an integrated platform for computational modeling & data analysis for sustained investigations in science classrooms. Interactive Workshop to appear in Proceedings of the 2022 Annual Meeting of the International Society for the Learning Sciences (ISLS 2022). ISLS: San Diego, CA.

Fernandez, C.*, Freitas, J. A., Lopes, R. D. D., & Blikstein, P. (2022, June). Using video analysis and learning analytics to understand programming trajectories in data science activities with Scratch. In Interaction Design and Children (pp. 253-260).

Fields, D. A., Morales-Navarro, L., & Blikstein, P. (2022). “The village that learns:” A learning journey across intraventions and domains over two decades in a rural Thai community. Mind, Culture, and Activity. https://doi.org/0.1080/10749039.2022.2138441

Fuhrmann, T*., Fernandez, C.*, Blikstein, P., & de Deus Lopes, R. (2022). “Can Molecules Change their Color?” Exploring Students’ Non-Canonical Ideas while Programming a Model of Diffusion. Proceedings of the 2022 Annual Meeting of the International Society for the Learning Sciences (ISLS 2022), Hiroshima, Japan.

Fuhrmann, T.*, Levy, S. T., Wilensky, U., Bumbacher, E.*, Blikstein, P., Saba, J., … Wilkerson, M. (2022) Developing Accessible and Sustainable Computational Modeling Tools in Learning Science: What is Next? Proceedings of the 2022 Annual Meeting of the International Society for the Learning Sciences (ISLS 2022). Hiroshima, Japan.

Fuhrmann, T.*, Wagh, A.*, Eloy, A.*, Wolf, J.*, Bumbacher, E.*, Wilkerson, M., & Blikstein, P. (2022). Infect, Attach or Bounce off?: Linking Real Data and Computational Models to Make Sense of the Mechanisms of Diffusion. Proceedings of the 2022 Annual Meeting of the International Society for the Learning Sciences (ISLS 2022). Hiroshima, Japan.

Li, E., Lam, A. T., Fuhrmann, T.*, Erikson, L., Wirth, M., Miller, M. L., Blikstein, P., & Riedel-Kruse, I. H. (2022). DIY liquid handling robots for integrated STEM education and life science research. Plos one17(11), e0275688.

Matuk, C., Amato, A., Davidesco, I., Rubel, L., Stornaiuolo, A., Blikstein, P., … & Woods, P. J. (2022). Data Storytelling in the Classroom. Proceedings of the 2022 Annual Meeting of the International Society for the Learning Sciences (ISLS 2022). Hiroshima, Japan.

Russo, R.*, & Blikstein, P. (2022). Beyond Belief: Disinformation Strategies and Collective Knowledge Building Led by Jair Bolsonaro in Brazil. Proceedings of the 2022 Annual Meeting of the International Society for the Learning Sciences (ISLS 2022). Hiroshima, Japan.

Russo, R.*, Blikstein, P. (2022). Ministry of Theory-Building: A President’s Dialogue Guiding Political Manipulation and Knowledge Construction. 2022 Annual Meeting of the American Education Research Association. San Diego, CA.

Russo, R.*, Fuhrmann, T.*, Goya, A.*, & Blikstein, P. (2022). Can Schools Fix the Gender Gap in STEM? A Comparative Study in the Global South about Gender Participation in Maker Education. Proceedings of the 2022 Annual Meeting of the International Society for the Learning Sciences (ISLS 2022), Hiroshima. Japan.

Turakhia, D. G., Blikstein, P., Holbert, N. R., Worsley, M., Jacobs, J., Anderson, F., Gong, J., DesPortes, K., & Mueller, S. (2022). Reimagining Systems for Learning Hands-on Creative and Maker Skills. In CHI Conference on Human Factors in Computing Systems Extended Abstracts (pp. 1-7).

Wagh, A.*, Fuhrmann, T.*, Eloy, A.*, Bumbacher, E.*, Wilkerson, M., & Blikstein, P. (2022) Lessons from Co-designing with Science Teachers to Support Sustained Computational Modeling in Middle School Classrooms. 2022 Annual Meeting of the American Educational Research Association, San Diego, CA, USA.

Wagh, A.*, Fuhrmann, T.*, Eloy, A. A. D. S.*, Wolf, J.*, Bumbacher, E.*, Blikstein, P., & Wilkerson, M. (2022, June). MoDa: Designing a Tool to Interweave Computational Modeling with Real-world Data Analysis for Science Learning in Middle School. In Interaction Design and Children (pp. 206-211).

Wagh, A.*, Fuhrmann, T.*, Eloy, A.*, Wolf, J.*, Bumbacher, E.*, Blikstein, P., & Wilkerson, M. (2022). Strategies towards Designing for Sustained Engagement in Computational Modeling in Science Classrooms. Proceedings of the 2022 Annual Meeting of the International Society for the Learning Sciences (ISLS 2022), Hiroshima, Japan.

Wolf, J.*, Fuhrmann, T.*, Wagh, A.*, Eloy, A.*, Blikstein, P., & Wilkerson, M. H. (2022). After the study ends: Developing heuristics to design for sustainable use of learning technologies in classrooms. In Proceedings of Interaction Design and Children (IDC ’22), June 27-30, 2022, Braga, Portugal. ACM, New York, NY, USA. https://doi.org/10.1145/3501712.3536384

Zheng, Y.*, Bliktein, P. (2022). Home as a Makerspace: Exploring Students Transitions from “Socially Transparent” to “Socially Opaque” Making. 2022 Annual Meeting of the American Education Research Association. San Diego, CA.

Zheng, Y.*, Zhou, Z.*, Bliktein, P. (2022). Peeking into the Artificial Intelligence Hype: Investigating Research Trends in Artificial Intelligence in Education. 2022 Annual Meeting of the American Education Research Association. San Diego, CA.

Zheng, Y.*, Zhou, Z., & Blikstein, P. (2022). Towards an Inclusive and Socially Committed Community in Artificial Intelligence in Education: A Social Network Analysis of the Evolution of Authorship and Research Topics over 8 Years and 2509 Papers. In Proceedings of the International Conference on Artificial Intelligence in Education. p. 414–426. Springer.

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.

Blikstein, P. (2021). Educação personalizada não é educação emancipadora: a apropriação do discurso de Paulo Freire pela indústria da tecnologia educacional. Tecnologias, Sociedade e Conhecimento8(2), 8-24.

Blikstein, P. (2021). If We Could Start from Scratch, What Would Schools Look like in the Twenty-First Century? Rethinking Schools as a Locus for Social Change. In Makers at School, Educational Robotics and Innovative Learning Environments (pp. 41-49). Springer, Cham.

Blikstein, P. & Blikstein, I. (2021). 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., & Fields, D. A. (2021). Principles and Practices Core to the Success of the Constructionist Movement in Thailand. Suksapattana Foundation. [PDF]

de Castro Brasileiro, C., Fernandez, C.*, Hochgreb-Haegele, T.*, & Blikstein, P. (2021). A Case Study on the Pedagogical Alignment between Science and Makerspace Teachers. In Proceedings of the 15th International Conference of the Learning Sciences-ICLS 2021.. International Society of the Learning Sciences.

Fernandez, C.*, Fuhrmann, T.*, de Deus Lopes, R., & Blikstein, P. (2021). Designing domain-specific blocks for diffusion: The dialogue between pedagogical principles and design decisions. Interaction Design and Children (pp. 461-465). ACM. https://doi.org/10.1145/3459990.3465203

Fernandez, C.*, Hochgreb-Haegele, T.*, & Blikstein, P. (2021). From “Playful Activities” to “Knowledge Building”: A Case Study about a Teacher’s Percpetions on the Role of Experiments. In Proceedings of the 15th International Conference of the Learning Sciences-ICLS 2021.. International Society of the Learning Sciences.

Fuhrmann, T.*, Ahmed, D. I., Arikson, L., Wirth, M., Miller, M. L., Li, E., Lam, A., Blikstein, P., & Riedel-Kruse, I. (2021). Scientific inquiry in middle schools by combining computational thinking, wet lab experiments, and liquid handling robots. Interaction Design and Children (pp. 444-449). ACM. https://doi.org/10.1145/3459990.3465180

Fuhrmann, T.*, Fernandez, C.*, Blikstein, P., & de Deus Lopes, R. (2021). Making students’ ideas visible through coding a scientific computational model. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences – ICLS 2021 (pp. 1017-1018). International Society of the Learning Sciences. https://repository.isls.org//handle/1/7374

Law, N. Y., Okita, S. Y., Zheng, Y.*, & Cheung, M. Y. (2021). Exploring Gender Gap in Students Understanding, Self-Efficacy, and Motivation During Maker Activities. Proceedings of the 15th International Conference of the Learning Sciences-ICLS 2021. Bochum, Germany.

Russo, R.*, Blikstein, P., & da Silva, R. P. V. (2021). Can Knowledge Construction Be Harmful? A Theory Building Approach to Explain Mr. Bolsonaro. Proceedings of the Association for Information Science and Technology, 58, 830–832.

Russo, R.*, Goya, W. A.*, Fernandez, C.*, Macedo, L.*, Fuhrmann, T.*, Blikstein, P. (2021). Making space for gender equity in makerspaces. In Proceedings of the 15th International Conference of the Learning Sciences – ICLS 2021 (pp. 953-954). Bochum, Germany: International Society of the Learning Sciences. [PDF]

Scaradozzi, D., Guasti, L., Di Stasio, M., Miotti, B., Monteriù, A., & Blikstein, P. (2021). Makers at School, Educational Robotics and Innovative Learning Environments: Research and Experiences from FabLearn Italy 2019, in the Italian Schools and Beyond (p. 376). Springer Nature.

Shaw, M. S., Kafai, Y. B., Zhang, Y., Ji, G., Russo, R.*, & Aftab, A. (2021). Connecting with Computer Science: Two Case Studies of Restorying CS Identity with Electronic Textile Quilts. Proceedings of the 15th International Conference of the Learning Sciences (ICLS 2021). Bochum, Germany.

Zheng, Y.*, Chen, J., Zhou, Z., Friedman, Z., & Blikstein, P. (2021). Peeking into the AI Hype: Investigating Research Trends and Collaboration Dynamics in Artificial Intelligence in Education. Proceedings of the 15th International Conference of the Learning Sciences (ICLS 2021). Bochum, Germany.

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.

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

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

Blikstein, P. (2020). 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, pp. 115-126. Cambridge, MA: MIT Press. [PDF]​​

Blikstein, P. & Blikstein, I. (2020). 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. & Proctor, C.(2020). A Literature Review on Programming Languages for Children. International Journal on Child-Computer Interaction.

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

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.

Fuhrmann, T.*, Bar, C. & Blikstein, P. (2020). Identifying discrepant events as a strategy to improve critical thinking about scientific models in a heat transfer unit in middle-school. In Proceedings of the 14th International Conference of the Learning Sciences, ICLS 2020. Nashville, TN: International Society of the Learning Sciences. [PDF]

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.

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)

Morimoto, T. K.*, Martinez, M. O.*, Davis, R.L.*, Blikstein, P., & Okamura, A. M. (2020). Teaching with Hapkit: Enabling online haptics courses with hands-on laboratories. IEEE Robotics and Automation Magazine. https://doi.org/10.1109/MRA.2020.3024395  [PDF]

Proctor, C.*, Han, J., Wolf, J.*, Ng, K., & Blikstein, P. (2020). Recovering Constructionism in computer science: Design of a ninth-grade introductory computer science course. In B. Tangney, J. Rowan Byrne, & C. Girvan (Eds.) Proceedings of the 2020 Constructionism Conference. (pp. 473-481). Dublin, Ireland: University of Dublin. [PDF]

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.

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

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.

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.

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. DOI: 10.1080/10508406.2019.1684751

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

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]

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

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.

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

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

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

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

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.

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] [PDF]

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). 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

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

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.

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

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”]

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.

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.

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.

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.

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., Schneider, B., & Blikstein, P. (2018). Should students design or interact with models? Using the Bifocal Modeling 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

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.

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

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.

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

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.

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.

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

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.

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

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

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.

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.

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

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

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

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

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.

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.

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

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.

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

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.

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 [PDF] 

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

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). 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.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.

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.

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

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.

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). 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.

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.

​​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: International Society of the Learning Sciences.

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.

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.

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

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

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

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.

Sadler, J.*, 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, 5(3–4), 168–184. https://doi.org/10.1080/21650349.2015.1136796

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.

Schneider, B.*, & Blikstein, P. (2016). 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

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.

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.

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.

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

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

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.

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

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.

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.

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.

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

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.

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.

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.

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

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

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.

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.

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.

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

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.

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. [PDF]

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.

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. [PDF]

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.

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

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

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.

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.* & Blikstein, P. (2014). Analyzing engineering design through the lens of computation. Journal of Learning Analytics, 1 (2), pp. 151-186. [PDF]

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. [PDF]

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

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. [PDF]

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. [PDF]

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.

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.

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. [PDF

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.

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

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

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. (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. & 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

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. [PDF] 

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. [PDF]

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. [PDF] 

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

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. [PDF] 

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. [PDF]

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.

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

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.

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. [PDF]

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. [PDF]

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.

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

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. [PDF]

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. [PDF]

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. [PDF]

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.

2012

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). [PDF] 

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: International Society of the Learning Sciences.

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: International Society of the Learning Sciences.

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.

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. (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).

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). 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., 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). [PDF] 

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”]

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. [PDF]

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. [PDF]

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.

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.

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). [PDF] 

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). [PDF]

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.

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

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). [PDF] 

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. [PDF] 

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. [PDF] 

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. [PDF]

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. [PDF]

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. [PDF] [SIG-ATL full paper].

2011

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. [PDF]

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]

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.

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. [PDF] 

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.

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

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.

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. [PDF]

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

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. [PDF]

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. [PDF]

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. [PDF]

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.

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. [PDF]

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. [PDF] 

2010

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). 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.

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

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

Blikstein, P. (2010). Constructionists under construction. Symposium, Constructionism 2010 Conference, Paris, France.

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). 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.

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

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.

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.

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

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

2009

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. [PDF]

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.

2008

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. (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. [PDF]

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., 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.

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.

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).

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.

2007

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.

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. [PDF] 

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.

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., 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., 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., 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. & 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). 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). 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. & 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). 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.

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.

2006

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., 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.

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). 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). 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

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).  ‘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. [PDF]

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. & 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.

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.

2005

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. [PDF]

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., 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, 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. [PDF]

2004

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.

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. 

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. [PDF]

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. [PDF]

2003

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.

Sipitakiat, A., Blikstein, P., & Cavallo, D. (2003). A placa Gogo: Robótica de baixo custo, programável e reconfigurável [GoGo Board: Low-cost, programable 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.

2002

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

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

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.

2001

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.

1999

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.

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

1998

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

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.

Selected Publications are those with over 100 citations on Google Scholar and are sorted by citation count. 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.

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. [PDF] (1294)

Blikstein, P. (2011). Using learning analytics to assess students’ behavior in open-ended programming tasks. Proceedings of the Ist International Learning Analytics Knowledge Conference (LAK 2011) (pp. 110-116). Banff, AB, Canada. (367)

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. (315)

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 (262)

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. (261)

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 (254)

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). [PDF] (239)

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. [PDF] (220)

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 (177)

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. (166)

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 (156)

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. (137)

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. [PDF] (136)

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. (123)

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. (116)

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. [PDF] (116)

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. (108)

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. [PDF] (104)

Books 1 MIT Press
Edited Books 8 Penso Editora (Brazil), CMK Press
Peer-reviewed book chapters 16 MIT Press, Cambridge Univ. Press, Springer, Routledge, etc.
Peer-reviewed journal papers 38 Nature Biotechnology, Journal of the Learning Sciences, Journal of Learning Analytics, Journal of Engineering Education, IEEE Transactions on Learning Technologies, Int. Journal of Science Education and Technology, Int. Journal of Artificial Intelligence in Education, Int. Journal on Child-Computer Interaction, Constructivist Foundations, Information and Learning Science, Int. Journal of Science Education Technology, Journal of Pre-College Engineering Education Research, Journal of Educational Data Mining, etc.
Full & Short papers in indexed, Learning Sciences / CogSci proceedings with low acceptance rate 43 ICLS (Int. Conf. of the Learning Sciences), CSCL (Int. Conf. on Computer Supported Collaborative Learning), CogSci (Annual Meeting of the Cognitive Science Society), etc.
Full & Short papers in archival peer-reviewed CS/HCI with acceptance rate  of ~20-30% 66 IDC (ACM Conf. on Interaction Design and Children), ICMI (Int. Conf. on Multimodal Interaction), LAK (Int. Conf. on Learning Analytics and Knowledge), ACM SIGCSE (ACM Technical Symposium on Computer Science Education), TEI (Conf. on Tangible, Embedded and Embodied Interaction), EDM (Int. Conf. on Educational Data Mining), ACM Learning@Scale, etc.
Presentations and papers
at other conferences
82 AERA (American Educational Research Association Conf.), JPS (Annual Meeting of the Jean Piaget Society), Constructionism Conf., FabLearn Conf., ICDC (Int. Conf. on Design Creativity), etc.
Technical reports 11 Google, Lemann Center, Aarhus University, Gates Foundation Intel Foundation, National Ministry of Education in Brazil, University of São Paulo