Mike Tissenbaum is a postdoctoral researcher at the Wisconsin Institute for Discovery and Complex Play Lab (University of Wisconsin–Madison), where he uses design-based approaches to develop and study interactive museum exhibits and connected spaces to teach engineering and science.He teaches “Technology Integration for Teaching and Learning,” which provides teachers with a systematic way to understand the psychological impact of new communication technologies. The class includes both in-depth reading on the theoretical foundations of learning technology, as well as application of this knowledge through the design of lessons that incorporate educational technology.
Broadly, Mike’s work follows two main strands of research: 1) How technology-enhanced learning environments can support radically new ways for learners to collaborate with peers, investigate rich and engaging phenomena, and develop critical STEM literacies; and 2) How data-mining and analytics-driven software agents can add a layer of “intelligence” to these spaces by providing real-time orchestration of activities, timely and context sensitive information, and new insights into collaboration and learning. Mike brings a mixed-methods approach to research by combining multimodal qualitative (video/transcript data) and quantitative (telemetry data/server logs) data, and learning analytics approaches to triangulate findings and provide new lenses into how learners learn.
Mike also leads the development of the Connected Spaces framework that connects pedagogically aligned, physically distributed spaces. Connected Spaces is currently being used to connect makerspaces across Madison to support distributed collaborative work, help children engage with peers across sites, and track their individual and collective learning progressions.
Clement, A., Ley, D., Costantino, T., Kurtz, D., & Tissenbaum, M. (2010). PIPWatch toolbar: Using social navigation to enhance privacy protection and compliance. IEEE Technology and Society Magazine, 29(1), 50-57.
Tissenbaum, M., Lui, M., & Slotta, J. D. (2011). Co-designing collaborative smart classroom curriculum for secondary school science. Journal of Universal Computer Science, 18(3), 327-352.
Tissenbaum, M., & Slotta, J. D. (2014). Developing an orchestrational framework for collective inquiry in smart classrooms: SAIL Smart Space (S3). In Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS; pp. 831-838). Boulder, CO: ISLS.
Tissenbaum, M., & Slotta, J. D. (2015). Scripting and orchestration of learning across contexts: A role for intelligent agents and data mining. In L. Wong, M. Milrad, & M. Specht (Eds.), Seamless learning in the age of mobile connectivity (pp. 223-257). Singapore: Springer.