Tugce Aldemir

Texas A&M University | TAMU · Department of Teaching, Learning and Culture

In this paper, and as a tribute to our friend and collaborator Barbara White, we explore how Generative AI (GenAI) technology can create stimulating new learning environments that support complex sense-making activities. We present a case study of expert use of a chat-based generative AI tool to examine the feasibility of using human–computer colla...

STEM integration has become a national and international priority, but our understanding of student learning experiences in integrated STEM courses, especially those that integrate life sciences and engineering design, is limited. Our team has designed a new high school curriculum unit that focuses on neural engineering, an emerging interdisciplina...

Shared meaning-making across differences in today’s polarized society requires a socio-political perspective toward conceptualizing and operationalizing collaborative competence. Thus, there is a pressing need for socio-political pedagogies and designs in CSCL to empower students as cultural-historical agents who can communicate and work effectivel...

Collaborating effectively with people with diverse professional/cultural backgrounds is a core skill in a globalized world. To prepare students, we need to understand how skills for interprofessional, and multicultural collaboration can best be (1) defined, (2) measured, (3) developed (4), and fostered. Thus, this symposium seeks to identify shared...

The ISLS has long been focusing on innovative learning that supports inclusive socio-emotional and collaborative practices, and more recent research has taken up political and ethical dimensions of human learning as central to design, practice, partnership and research. The society is also taking concrete steps towards structural changes in its own...

We examined the utility of a technologically enhanced collective regulation system for improving students’ collaborative sense-making processes, i.e., discussion quality, over time. Participants were 27 online undergraduate students enrolled in an introductory information science course. Students were divided into teams tasked with carrying out fiv...

This formative research study is an attempt to develop a design model for gamified learning experiences situated in real-life educational contexts. This chapter reports on the overall gamification model with the emphasis on the contexts and their interactions. With this focus, this chapter aims to posit an alternative perspective to existing gamifi...

Our increasingly diverse society requires learners to develop cultural competencies in a way that they could form relationships across differences. Current educational efforts to support these competencies are either marginalized or demand long-term investments. Thus, as the first step of our long-term efforts to design pedagogical tools for modeli...

Introduction Developing greater multicultural competence is predicated on developing continual awareness and education about issues relevant to marginalized identities. One way to promote this competence is by engaging in productive intergroup dialogue with individuals representing a diversity of perspectives. Statement of the Problem Intergroup d...

In this paper, we build upon a series of studies that aimed to explore the dynamics between socio-metacognition (knowledge about and ability to regulate team cognition) and the ability of teams to improve the quality of collaborative discussions. In these studies, discussion teams in an online course are provided with open-ended discussion question...

As online learning continues to evolve many have proposed that we think differently about our pedagogical approaches, to move beyond the replication of the face-to-face experience. Here we explore the student and faculty visions of the future using a Zaltman Metaphor Elicitation (ZMET) method that uses images to metaphorically represent how individ...

This study explores the dynamics between socio-metacognitive communication patterns and collaborative processes, as students engage in collaborative discussions about course concepts. Building upon a series of studies that aimed to design and validate an intervention to help students develop collaborative competencies at the group level, the study...

This formative research study is an attempt to develop a design model for gamified learning experiences situated in real-life educational contexts. This chapter reports on the overall gamification model with the emphasis on the contexts and their interactions. With this focus, this chapter aims to posit an alternative perspective to existing gamifi...

In this critical autoethnography, we come together as female instructional design (ID) faculty and graduate students. We use self-reflection to explore, through our writing, the experiences of our lives as female scholars. This includes gender-related challenges, concerns, and experiences that shape our lives as researchers, instructors, and practi...

As gamification grows in popularity, there has been increased interest in its potential as a motivating and engaging learning strategy. Yet, it is still a controversial issue in education and has received several criticisms. The existing literature suggests that when gamification is designed well and utilized correctly, it has potential to improve...

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The use of interactive whiteboards and tablets has been pervasive in educational environments all over the world. After examination of related literature, various systems were used in the studies, but the usability tests with the actual users were missing. This study addresses the evaluation of a classroom management system (V-Class) working in acc...

This study proposes the pilot results of a master thesis and reports on a practice of instructional design and development utilizing an innovative instructional design, namely, gamification. The study is designed as qualitative research that aims to examine students' opinions and perceptions about an online course which was redesigned using a gamif...