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dc.contributor.authorThompson, Kate
dc.contributor.authorDawes, Les
dc.contributor.authorDoyle, Tanya
dc.contributor.authorKanasa, Harry
dc.contributor.authorNickels, Katherine
dc.contributor.authorNutchey, David
dc.identifier.citationThompson, K., Dawes, L., Doyle, T., Kanasa, H., Nickels, K., & Nutchey, D. (2017). Collaborating With Stakeholders in STEM Studios In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences.en_US
dc.description.abstractStudio-based learning provides an environment in which a collaborative, problem-based approach to learning Science, Technology, Engineering and Mathematics (STEM) is encouraged. In this project, the STEM Studio approach was used with school students in formal and informal learning environments for preservice teacher education. Building on research from orchestration and learning analytics identifying stakeholders, and part of a nationally funded, multi-institutional project, we examine the complexity and diversity of communities in three STEM Studios. Using multiple data sources, the aim of this paper is to identify the stakeholders and the relationships between them in order to visualize the complexity of the networks and to compare (1) changes in networks over time; (2) differences between the learning contexts; and (3) the implications for preservice teacher education.en_US
dc.publisherPhiladelphia, PA: International Society of the Learning Sciences.en_US
dc.titleCollaborating With Stakeholders in STEM Studiosen_US
dc.typeBook chapteren_US
Appears in Collections:CSCL 2017

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