Perspectives on Digitally-Mediated Team Learning

Richard Hartshorne is a Professor and Coordinator for the Instructional Design & Technology program and serves as the Chair of the Department of Learning Sciences and Educational Research at the University of Central Florida (UCF). He earned his Ph.D. in Curriculum and Instruction with a focus on educational technology production and technology and teacher education from the University of Florida. His teaching focuses on the integration of technology into the educational landscape, as well as instructional design and development. His research interests primarily involve the production and effective integration of instructional technology into the teaching and learning environment. The major areas of his research interest are rooted in technology and teacher education, the integration of emerging technology into the k-post-secondary curriculum, and online teaching and learning. He currently serves as the Editor-in-Chief of the Journal of Technology and Teacher Education, and his articles have appeared in such publications as the International Journal of Gaming and Computer-Mediated Simulations, the Journal of Digital Learning in Teacher Education, Internet and Higher Education, the Journal of Educational Computing Research, and others. He has authored numerous book chapters and serves in various editorial capacities for a number of journals in the field of educational technology.

Ronald F. DeMara is a Pegasus Professor in the Department of Electrical and Computer Engineering at UCF where he has been a faculty member since 1993. His educational research interests focus on classroom instructional technologies and the digitization of STEM assessments. He was Principal Investigator of the NSF Workshop on Digitally-Mediated Team Learning held in 2019. He has created a series of faculty development courses on Assessment Digitization for engineering curricula and on workshops on Virtualized Active Learning. He has completed over 300 technical and educational publications, 50 funded projects as PI/Co-I, and 23 Ph.D. graduates. He serves as the founding Director of the Evaluation and Proficiency Center (EPC), is an iSTEM Fellow, and the Digital Learning Faculty Fellow at UCF. At UCF he received the university-level Scholarship of Teaching and Learning Award twice, Teaching Initiative Program Award four times, Research Initiative Award twice, Excellence in Undergraduate Teaching Award, Excellence in Doctoral Mentoring Award, Advisor of the Year, Distinguished Research Lecturer, and the Marchioli Collective Impact Award. He received the Effective Practice Award from the Online Learning Consortium and the Joseph M. Biedenbach Outstanding Engineering Educator Award from IEEE.

Laurie O. Campbell is an Associate Professor in the Department of Learning Sciences and Educational Research at the University of Central Florida. As an interdisciplinary educational researcher her interests include personalized and active learning to support underserved and underrepresented populations. Within STEM, she is most concerned with designing sustainable educational opportunities that build individuals' capacity for positive STEM identity and equity. Finally, her research encompasses the development of safe learning environments. Specifically, she has published in the area of academic civility, bullying, and cyberbullying.  She is a co-principal investigator of two National Science Foundation (NSF) grants and another private foundation grant. Currently, her disciplinary instructional field includes graduate courses in Instructional Design and Technology.  Her national service includes being the current chair of the AERA Sig. 022.  Computer and Internet Applications in Education which promotes research and evaluation of computer-based instruction, assessment, and practices. She can be reached at locampbell@ucf.edu- ORCID: 0000-0001-7313-5457

Part I. Pedagogical Perspectives in Digitally-Mediated Team Learning.- Chapter 1. Aligning Teacher Facilitation Tools with Pedagogies in a Real-Time Environment for Mathematics Team Learning.- Chapter 2. Cultivating and Leveraging Continuous Accountability.- Chapter 3. Team Learning in a Technology-Driven Era.- Chapter 4. The Foundations of Collaborative Programming by Elementary-aged Children.- Part II. Tools for Facilitating Digitally-Mediated Team Learning.- Chapter 5. Using Extended Reality to Promote Team Learning.- Chapter 6. All-in-One Team-Based Learning (TBL) Technology: Profiling the www.intedashboard.com Technology Platform.- Chapter 7. Digitally-Mediated Tools for Facilitating High-Quality Team-based Programming Projects.- Part III. Analytics and Social Perspectives of Digitally-Mediated Team Learning.- Chapter 8. Designing Analytics to Support Team Learning.- Chapter 9. Building Rapport and Trust in Collaborative, Team-Based Online Learning Communities.- Chapter 10. Social Presence in WhatsApp as a social space for collaborative teacher development in Brazil.- Chapter 11. Technology-Enabled Team Learning Environments.