Paulo Blikstein

Associate Professor
Teachers College

Columbia University

Research Interests

Topics

science, technology, engineering and mathematics (STEM) education, AI in education, computer science education, maker education, low-cost educational technologies, educational technologies in developing countries.

Methods

design-based research, surveys, data mining, multimodal learning analytics

Theoretical frameworks

constructivism, soci0-cultural perspectives, constructionism, critical pedagogy

Technologies

tangible user interfaces, digital fabrication, physical computing, haptics and virtual reality, biomaking.

Selected Awards/Fellowships

2016

AERA Div. C Jan Hawkins Award for Early Career Contributions to Humanistic Research and Scholarship in Learning Technologies

2015

Dean’s Distinguished Visiting Fellow
Harvard Graduate School of Education

2011

NSF CAREER Award: “Bifocal modeling: a new approach for the learning of advanced STEM content in high school”

Academic History

since 2018

Teachers College, Columbia University (New York, NY)
Associate Professor of Education

Transformative Learning Technologies Lab (TLTL), Director

2008-2018

Stanford University (Stanford, CA)
Assistant Professor of Education & (by courtesy) Computer Science

Transformative Learning Technologies Lab (TLTL), Director
tltl.stanford.edu

Lemann Center for Educational Innovation in Brazil, Founder & Director
lemanncenter.stanford.edu

2003  2009

Northwestern University (Evanston, IL)
Ph.D., Learning Sciences

Affiliations:        Center for Connected Learning and Computer-Based Modeling (CCL);                 Northwestern Institute on Complex Systems (NICO).

Committee:        Dr. Uri Wilensky (advisor) and Bruce Sherin (Northwestern University);
                Dor Abrahamson (UC Berkeley), and Louis Gomez (UCLA).

2000  2002

Massachusetts Institute of Technology (Cambridge, MA)
Masters in Media Arts and Sciences, Media Lab

Conducted ethnographic studies on the use of technology in low-income communities, and based on those, developed a framework and technological tools for a technology-rich reform program implemented in over 30 urban public schools in Brazil.

Committee:        David Cavallo (advisor), Seymour Papert, and Ceasar McDowell (MIT)

1999  2000

University of São Paulo (São Paulo, Brazil)
Masters in Digital Systems Engineering, Engineering School

Theory and design of technology-rich learning environments in engineering education.

Committee:        Marcelo Zuffo (advisor, Digital Systems Engineering Engineering),
                
Marilia Franco (School of Communication), Alberto Seabra (Electrical
                Engineering).

 1999

University of São Paulo (São Paulo, Brazil)
Bachelor of Science in Engineering

Major:                Metallurgical Engineering

Undergraduate thesis in computer simulation applied to materials science.

Grants and Gifts Received

Summary

Federal grants (NSF)

Blikstein’s budget: ~$2,550,000

8

Foundation and corporate gifts/grants

Blikstein’s budget: ~$10,800,000

8

Internal Stanford awards

Blikstein’s budget: $258,000

7

Gifts from Private K-12 schools

Blikstein’s budget: $63,000

2

Federal grants

Liquid handling robots - a new paradigm for STEM education

Duration:        3 years (2016-2019)
Budget:        ~$900,000, Blikstein’s budget ~$450,000
PIs:                Ingmar Riedel-Kruse (Bioengineering) and Paulo Blikstein (equal co-PIs)

Bifocal modeling: a new approach for the learning of advanced STEM content in high school

Duration:        5 years (2011-2017)
Budget:        ~$620,000
PI:                Paulo Blikstein

Taking Hands-on Experimentation to the Cloud: Comparing Physical and Virtual Models in Biology on a Massive Scale

Duration:        4 years (2013-2017)
Budget:        ~$1,300,000, Blikstein’s budget ~$650,000
PIs:                Ingmar Riedel-Kruse (Bioengineering) and Paulo Blikstein (equal co-PIs)

Hands-on Haptics Laboratories for Classroom and Online Learning

Duration:        2 years (2014-2016)
Budget:        ~$600,000, Blikstein’s budget ~$300,000
PI:                Allison Okamura (Mechanical engineering)
Co-PI:        Paulo Blikstein

LightUp Engine: A platform for augmented learning on mobile devices

Duration:        6 months (2015)
Budget:        ~$150,000, Blikstein’s budget ~$10,000
Senior personnel:        Tarun Pondicherry (PI), Joshua Chan, Paulo Blikstein                

Infusing learning sciences into the Makers’ culture and digital fabrication

Duration:        1 year (2013-2014)
Budget:        ~$200,000
PI:                Paulo Blikstein

Enabling Modeling and Simulation-Based Science in the Classroom: Integrating agent-based models, real world sensing and collaborative networks

Duration:        4 years (2010-2014)
Budget:        ~$2,000,000 Blikstein’s budget $260,000
PI:                Uri Wilensky (Northwestern University)
Co-PIs:        Paulo Blikstein, David Figlio (Northwestern University),
                Pratim Sengupta (Vanderbilt University)

A new generation of educational repositories

Duration:        1 year (2010-2011)
Budget:        ~$80,000, Blikstein’s budget ~$60,000
PI:                Steven Cooper (Stanford CS)
Co-PIs:        Paulo Blikstein, Mehran Sahami

Foundation/corporate gifts and awards

Coding for young learners and Google Bloks

Duration:        2 years (2016-2017)
Budget:          $30,000
PI:                Paulo Blikstein

Stanford-Ravenswood School District  Maker Research and Implementation

Duration:        2 years (2015-2016)
Budget:          $1,000,000 (50% of the funds go directly to the schools)
PI:                Paulo Blikstein

ABRACA.D: A Study to Explore the Integration of Modular Electronics Prototyping with Computer Aided Design Tools

Duration:        1 year (2015-2016)
Budget:        $120,000
PI:                Paulo Blikstein

The Lemann Center for Entrepreneurship and Educational Innovation in Brazil

Duration:        10 years (2011-2018)
Budget:        confidential
PIs:                Paulo Blikstein, Martin Carnoy
Co-PIs:        David Planck, Eric Bettinger

The Candlelight Initiative for Innovation in Thai Education

Duration:        5 years (2013-2018)
Budget:        ~$1,000,000
PI:                Paulo Blikstein

Using Learning Analytics to Detect Patterns in the Learning of Computer Programming

Duration:        1 year (2012-2013)
Budget:        ~$45,000, Blikstein’s budget $35,000
PI:                Paulo Blikstein
Co-PIs:        Mehran Sahami, Steve Cooper

GoGo Board: A platform for open-source, low-cost educational robotics, scientific experimentation, and environmental sensing

Duration:        1 year (2010-2011)
Budget:        ~$50,000, Blikstein’s budget $40,000
PIs:                Paulo Blikstein
Co-PI:        Arnan Sipitakiat (Chiang-Mai University, Thailand)

An ecosystem analysis of the state of the art in STEM education

Duration:        6 months (2011)
Budget:        ~$30,000, Blikstein’s budget $15,000
PIs:                Paulo Blikstein, Roy Pea

K-12 Fabrication Lab: An innovative, collaborative technology initiative to create a cutting-edge learning laboratory for STEM education

Duration:        2 years (2009-2011)
Budget:        ~$73,000
PI:                Paulo Blikstein

Stanford awards and grants

Beyond Asynchronous Discussion Forums for On-Line Student Interaction: A Study of Real-Time Virtual-Area-Based Social Communication Environment for On-Line Class Engagement and Peer to Peer Learning

Duration:        1 year (2015-2016)
Budget:        $40,000
PI:                Paulo Blikstein

MOOCs with physical labs in a haptics course

Duration:        1 year (2013)
Budget:        ~$30,000, Blikstein’s budget $15,000
PI:                Allison Okamura
Co-PI:         Paulo Blikstein

Using biosensing to advance educational research on adaptation, resilience, and new technologies for learning

Duration:        1 year (2013-2014)
Budget:        ~$55,000, Blikstein’s budget $27,500
PIs:                Paulo Blikstein, Jelena Obradovic

Bifocal modeling and remote wet labs in bioengineering

Duration:        1 year (2014)
Budget:        ~$30,000, Blikstein’s budget $15,000
PI:                Ingmar Riedel-Kruse
Co-PI:         Paulo Blikstein

A New Generation of Tangible Interfaces for STEM Learning

Duration:        9 months (2013)
Budget:        ~$100,000, Blikstein’s budget $50,000
PIs:                Paulo Blikstein, Ingmar Riedel-Kruse (Bioengineering)

Massive real time remote biology experiments: Technology development and integration in education

Duration:        1 year (2013-2014)
Budget:        ~$150,000, Blikstein’s budget $75,000
PIs:                Paulo Blikstein, Ingmar Riedel-Kruse (Bioengineering)

Data-collection, modeling and scientific simulation of climate change: a path to deep, motivating STEM education

Duration:        1 year (2010-2011)
Budget:        ~$20,000
PI:                Paulo Blikstein

Gifts from K-12 schools

K-12 Fabrication Labs for STEM education: implementation and research

Duration:        3 years (2011-2013)
Budget:        ~$43,000
PI:                Paulo Blikstein

Gift to support research on FabLabs and Makerspaces in education

Duration:        2 years (2013-2014)
Budget:        $20,000
PI:                Paulo Blikstein

Academic Publications

Citations: 3240 (Google Scholar), h-index: 27, i10-index: 63

Peer-reviewed papers published or accepted (27)

Note that many of my publications have my students or postdocs as first authors, but were generated entirely within my lab. I use asterisks to indicate when my own students or postdocs are authors.

* Students/Postdocs                ** Corresponding author

29

 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

28

Schneider, B.* & Blikstein, P. (2018). Tangible User Interface and Contrasting Cases As A Preparation For Future Learning.  Journal of Science Education and Technology.

27

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.

26

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.

25

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

24

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.

23

Worsley, M.* & Blikstein, P. (2017). On the origins of students’ ideas: Identifying reasoning strategies in the context of engineering design with everyday materials. Journal of Pre-College Engineering Education Research.

22

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.

21

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.

20

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.

19

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.

18

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.

17

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.

16

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

15

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.

14

Schneider, B.* & Blikstein (2016). Using exploratory tangible user interfaces for supporting collaborative learning of probability. IEEE Transactions on Learning Technologies,  9(1), 5-17.

13

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

12

Sadler, J.*, Aquino 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, pp. 1-17.

11

Blikstein, P. (2016). Freire and Papert: Agency, Emancipation, and Technology. (original title in Portuguese: Freire and Papert : a tecnologia como um agente de emancipação). Education and Research,  42 (3), pp.837-856.

10

Blikstein, P. (2015) Computationally enhanced toolkits for children: historical review and a framework for future design. Foundations and Trends in Human-Computer Interaction, 1 (9), pp. 1-68.

9

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.

8

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 [Honorable mention award, top 5% of submissions].

7

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.

6

Worsley, M.* & Blikstein, P. (2014). Analyzing engineering design through the lens of learning analytics. Journal of Learning Analytics, 1 (2), pp. 151-186.

5

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. [45 citation on Google Scholar]

4

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. [60 citation on Google Scholar]

3

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

2

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. [62 citation on Google Scholar]

1

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

Peer reviewed book chapters published or accepted (10)

Blikstein, P. (2017). The History and Prospects of the Maker Movement in Education. In M. Vries (ed.), Springer International Handbooks of Education.

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.

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

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. (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. (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. [281 citations on Google Scholar]

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.

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. [44 citations on Google Scholar]

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. & 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. [Chosen by the Brazilian Literary Academic as one of the 10 best books in education in 2005.] [108 citations on Google Scholar]

Full papers in indexed, archival peer-reviewed CS/HCI proceedings (14)

In the field of Computer Science, archival conference proceedings such as the Association for Computing Machinery’s (ACM) CHI, IDC, TEI, ICMI and ITS, are among the top publication venues. These are peer-reviewed publications, with a multi-stage revision process, and low acceptance rates (CHI’s acceptance rate has ranged from 15-25%). Conference proceeding publications rival top journals in the field in their selectivity, citations, and influence. Thus, within the field of human-computer interaction, full papers in proceedings are considered on par with publications in a journal. For rankings see: https://scholar.google.com/citations?view_op=top_venues&vq=eng_humancomputerinteraction

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. ACM, Stanford, CA. [one of the top 10 IDC downloaded papers in 2017 from the ACM digital library]

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, pp. 126-133.

Worsley, M.* Scherer, S., Morency, L.P., & Blikstein, P. (2015). Exploring behavior representation for learning analytics. In Proceedings of the 2015 International Conference on Multimodal Interaction (ICMI). ACM, New York, pp. 251-258.

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, Poughkeepsie, New York, pp. 360-367.

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). ACM, Stanford, CA, pp. 347-354.

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. Madrid, Spain,
pp. 61-68

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. ACM, New York, NY, USA. pp. 21-27

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. ACM, New York, NY, pp. 173-182. [61 citations on Google Scholar]

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). ACM, New York, NY, USA, pp. 94-101. [46 citations on Google Scholar]

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, Sapporo, Japan, pp. 132-137.

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), pp. 257-264.

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, pp. 153-160. [107 citation on Google Scholar]

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), Banff, Canada, pp. 110-116. [159 citation on Google Scholar]

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), Ann Arbor, Michigan, pp. 118-126.

Edited Books (6)

Blikstein, P., Martinez, S., & Pang, H. (Eds.). (2015). Meaningful Making: Projects and Inspirations for FabLabs and Makerspaces. CMK Press, Los Angeles. (255 pages)

Raabe, A. & Blikstein, P.  (final review of chapters). Coding and programming in K-12 education in Brazil. Grupo A, São Paulo, Brazil.

Meira, L.. & Blikstein, P.  (final review of chapters). Games for learning in Brazilian k-12 Education. Grupo A, São Paulo, Brazil.

Campos, F. & Blikstein, P.  (final review of chapters). Radical innovation in Brazilian Education. Grupo A, São Paulo, Brazil.

Barbosa Silva, R. & Blikstein, P.  (final review of chapters). Physical computing and robotics  in Brazilian schools. Grupo A, São Paulo, Brazil.

Valente, J.. & Blikstein, P.  (call for proposals). The history of educational technologies in Brazil. Grupo A, São Paulo, Brazil

Books (1)

Zancul, E.S., Lopes, R.D., Blikstein, P., & Scheer, S.  (in preparation). A hands-on approach to engineering education. Ed. Saraiva, São Paulo, Brazil.

Other book chapters (5)

Blikstein, P. & Martins, S.* (final review). Information and communication technologies for education: perspectives from Portuguese-speaking countries. Lecture Notes in Technology, Education and Society, vol. 1.

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. (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.) Globalized Brazilians (pp. 127-150).

Blikstein, P.  (2007). New technologies in environmental education: changing the way we teach and learn in schools (“As novas tecnologias na educação ambiental: instrumentos para mudar o jeito de ensinar e aprender na escola”). In Soraia Silva de Mello (Ed.), Concepts and practices in environmental education (pp. 106-112). Brasília, Brazil: Ministry of Education.

Sipitakiat, A., Blikstein, P., & Cavallo, D. (2003).  GoGo Board: low-cost, programmable and reconfigurable robotics. In Sampaio, F., Motta C., Santoro, F. (Eds.), XIV Simpósio Brasileiro de Informática na Educação - Mini-Cursos. Rio de Janeiro, Brazil: Ed. Federal University of Rio de Janeiro.

Full papers at ICLS/CSCL (8)        

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. ISLS. London, UK, pp. 839-846.

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. Philadelphia, PA.                                

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. Gothenburg, Sweden,  pp. 364-371.

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. Gothenburg, Sweden, pp. 134-141.

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), Madison, WI, pp. 863-870.

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), Sydney, Australia, pp. 387-394.

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), Sydney, Australia, pp. 134-141.

Abrahamson, D., Blikstein, P., & Wilensky, U. (2007). Classroom model, model classroom: Computer-supported methodology for investigating collaborative-learning pedagogy. Proceedings of the Computer Supported Collaborative Learning Conference (CSCL 2007), Rutgers University, NJ, pp. 46-55.

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. [71 citations on Google Scholar]

Peer-reviewed journal papers in preparation / revise and resubmit (6)

Blikstein, P. (in preparation). Computational Alchemy via Representational Magic: Epistemic Affordances of Re-presenting Complex Scientific Phenomena. Cognition & Instruction.

Blikstein, P., Calderón, G.* , & Otero, N.*  (in preparation). Evaluation of Makers in Residence Mexico: Creating the Conditions for Learning and Invention. Economics of Education Review.

Christensen, K. S., Iversen, O., & Blikstein, P. (in preparation). "I don't wanna know who is tracking me" - Impediments to supporting digital bildung through digital fabrication in education. International Journal of Child-Computer Interaction.

Blikstein, P., Chen, V.*, Kabayadondo, Z.*, & Martin, A.* (in preparation). Instruments to assess engineering knowledge gains in a digital fabrication and “making” school environment. International Journal of Child-Computer Interaction.

Fuhrmann, T.* & Blikstein, P. (in preparation). Introducing concepts in design and engineering to first grade students. Journal of Engineering Education.

Fuhrmann, T.*, Salehi, S.*, & Blikstein, P. (in submission). Investigating diffusion in elementary school using the Bifocal Modeling framework. Educational Technology Research and Development.

Short papers in indexed peer-reviewed CS/HCI proceedings with acceptance ~20-30% (34)

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. Poughkeepsie, New York, pp. 426-427.

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. ACM, pp. 391-394.

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. ACM, New York, NY, pp. 1-4

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, London, UK.

Schneider, B.* & Blikstein, P. (2014). Unraveling students’ interaction around a tangible interface using multimodal learning analytics. In Proceedings of the 7th International Conference on Educational Data Mining, London, UK, p.320-323.

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, New York, NY, pp 613-616.

Gomes, J. S.*, Yassine, M.*, Worsley, M.*, & Blikstein, P. (2013). Eye tracking analysis of visual spatial engineering games. Proceedings of the Educational Data Mining Conference, Memphis, Tennessee.

Bumbacher E.*, Sandes A.*, Deutsch A.*, & Blikstein P. (2013). Student Coding Styles as Predictors of Help-Seeking Behavior. Proceedings of the Artificial Intelligence in Education Conference, Memphis, Tennessee.

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), ACM, New York, NY, USA, pp. 102-106. [77 citations on Google Scholar]

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, ACM, New York, NY, pp. 589-592.

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. ACM, New York, NY, pp. 491-494

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. ACM, New York, NY, pp. 543-546.

Fuhrmann, T.*, Salehi, S.*, & Blikstein, P. (2013). Meta-modeling knowledge: comparing model construction and model interaction in bifocal modeling. Proceedings of the 12th International Conference on Interaction Design and Children. ACM, New York, NY, pp. 483-486.

Sipitakiat, A. & Blikstein, P. (2013). Interaction design and physical computing in the era of miniature embedded computers. Proceedings of the 12th International Conference on Interaction Design and Children. ACM, New York, NY, pp. 515-518.

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. ACM, New York, NY, pp. 561-564.

Worsley, M. & Blikstein, P. (2013). Programming pathways: A technique for analyzing novice programmers’ learning trajectories. In Artificial Intelligence in Education. Springer Berlin Heidelberg. 844-847.

Blikstein, P., Fuhrmann, T.*, Greene, D.*, & Salehi, S.* (2012). Bifocal modeling: mixing real and virtual labs for advanced science learning. Proceedings of the 11th International Conference on Interaction Design and Children, pp. 296-299.

Miller, A.*, Rosenbaum, C.*, & Blikstein, P. (2012). MagneTracks: a tangible constructionist toolkit for Newtonian physics. Proceedings of the Sixth International Conference on Tangible, Embedded and Embodied Interaction, pp. 253-256.

Salehi, S.*, Kim, J.*, Meltzer, C.*, & Blikstein, P. (2012). Process pad: a low-cost multi-touch platform to facilitate multimodal documentation of complex learning. Proceedings of the Sixth International Conference on Tangible, Embedded and Embodied Interaction, pp. 257-262.

Salehi, S.*, Schneider, B.*, & Blikstein, P. (2012). Comparing the effect of interactive tabletops and desktops on students' cognition. Proceedings of the 2012 ACM International Conference on Interactive tabletops and surfaces, pp. 391-394.

Schneider, B.*, Blikstein, P., & Mackay, W. (2012). Combinatorix: a tangible user interface that supports collaborative learning of probabilities. Proceedings of the 2012 ACM International Conference on Interactive Tabletops And Surfaces, pp. 129-132.

Schneider, B.*, Wallace, J.*, Pea, R., & Blikstein, P. (2012). BrainExplorer: an innovative tool for teaching neuroscience. Proceedings of the 2012 ACM International Conference on Interactive Tabletops And Surfaces, pp. 407-410.

Kim, J.*, Meltzer, C.*, Salehi, S.*, & Blikstein, P. (2011). A multimedia multi-touch learning platform. Proceedings of the Interactive Tabletops and Surfaces conference, Kobe, Japan, pp. 272-273.

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. Proceedings of the Educational Data Mining Conference 2011, Eindhoven, The Netherlands, pp. 235-240.

Blikstein, P. & Sipitakiat, S. (2011). QWERTY and the art of designing microcontrollers for children. Proceedings of the Ninth International Conference for Interaction Design and Children (IDC), Ann Arbor, Michigan, pp. 234-237.

Worsley, M.*, Johnston, M., & Blikstein, P. (2011). OpenGesture: A low-cost authoring framework for gesture and speech based application development and learning analytics. Proceedings of the Ninth International Conference for Interaction Design and Children (IDC), Ann Arbor, Michigan, pp. 254-256.

Asgar, Z.*, Liu, C.*, Chan, J.*, & Blikstein, P. (2011). LightUp: A low-cost, multi-age toolkit for learning and prototyping electronics. Proceedings of the Ninth International Conference for Interaction Design and Children (IDC), Ann Arbor, Michigan, pp. 225-226.

Gilutz, S., Bekker, T., Fisch, S., & Blikstein, P. (2011). Teaching interaction design & children within diverse disciplinary curricula. Proceedings of the Ninth International Conference for Interaction Design and Children (IDC), Ann Arbor, Michigan, pp. 257-259.

Tseng, T.*, Bryant, C.*, & Blikstein, P. (2011). Mechanix: an interactive display for exploring engineering design through a tangible interface. Proceedings of the Conference on Tangible, Embedded, and Embodied Interaction (TEI 2011), Madeira, Portugal, pp. 265-266.

Steinsapir, D.* &  Blikstein, P. (2011). Osciloscopiando: interactive video-mechanical sculpture. Proceedings of the Conference on Tangible, Embedded, and Embodied Interaction (TEI 2011), Madeira, Portugal, pp. 411-412.

Sipitakiat, A. & Blikstein, P.** (2010). Think globally, build locally: a technological platform for low-cost, open-source, locally-assembled programmable bricks for education. TEI 2010, Cambridge, USA, pp. 231-232.

Blikstein, P. & Wilensky, U. (2006). A technological platform for trans-media scientific exploration. Proceedings of the Fifth International Conference for Interaction Design and Children (IDC), pp.  161-162, Tampere, Finland.

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), Boulder, Colorado.

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), Boulder, Colorado.

Short Papers in indexed selective peer-reviewed proceedings (24)

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

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), London, UK, pp. 1275-1282 [Paper in symposium: “Affordances of Digital, Textile and Living Media for Designing and Learning Biology in K-12 Education”]

Lin, V., Blikstein, P. (2018). Learning loops: Affordances and challenges of Project Bloks. Proceedings of the International Conference of the Learning Sciences (ICLS 2018), London, UK, pp. 1531-1532.

Worsley, M.* & Blikstein, P. (2014). Assessing the maker: 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), Madison, WI, pp. 1147-1151.

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.

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), Madison, WI, pp. 1669-1670.

Blikstein, P. & Worsley, M.* (2012). Using dynamic time warping and cluster analysis to analyze the learning of computer programming. Proceedings of the International Conference of the Learning Sciences (ICLS 2012), Sydney, Australia, pp. 134-141 [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: Using bifocal modeling to support inquiry into real and ideal systems. Proceedings of the International Conference of the Learning Sciences (ICLS 2012), Sydney, Australia, pp. 571-572.

Rosenbaum, C.*, Blikstein, P., Roschelle, J. & Schank, P. (2012). UltraLite collaboration: A low-cost toolkit to promote collaborative learning in the classroom. Proceedings of the International Conference of the Learning Sciences (ICLS 2012), Sydney, Australia, pp. 567-568.

Fuhrmann, T.*, Greene, D.*, Salehi, S.*, & Blikstein, P. (2012). Bifocal biology: Combining physical and virtual labs to support inquiry in biological systems. Proceedings of the International Conference of the Learning Sciences (ICLS 2012), Sydney, Australia, pp. 571-572.

Worsley, M.*, & Blikstein, P. (2012). An eye for detail: Techniques for using eye tracker data to explore learning in computer-mediated environments. Proceedings of the International Conference of the Learning Sciences (ICLS 2012), Sydney, Australia, pp. 561-562.

Greene, D.* & Blikstein, P. (2011). Towards the identification of emergent strategies for interdependent collaboration in complex tasks. Proceedings of the Ninth International Conference on Computer-Supported Collaborative Learning (CSCL 2011), Hong Kong.

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. (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.

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). University of Illinois at Chicago: Chicago, IL.

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. & 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 International Conference of the Learning Sciences (ICLS), Utrecht, Netherlands.

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 (ICLS), Utrecht, Netherlands.

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., 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). 'Hybrid modeling': Advanced scientific investigation linking computer models and real-world sensing. In D. Abrahamson (Symposium Chair & Org.) & A. Collins (Discussant), What's a situation in situated cognition? -- A constructionist critique of authentic inquiry. In S. Barab, K. Hay, & D. Hickey (Eds.), Proceedings of the Seventh International Conference of the Learning Sciences (pp. 1015 - 1021). Mahwah, NJ: Lawrence Erlbaum Associates.

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). 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.

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, Holland.

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.

Blikstein, P., Takanohashi, R., Landgraf, F. J. G., & Tschiptschin, A. P. (1999). Comparison of grain sizes of silicon steels obtained experimentally and using the Monte Carlo method (“Comparação entre tamanhos de grãos obtidos por simulação pelo método de Monte Carlo e resultantes de recozimento de aço Si. In Proceedings of the 54th Conference of the Brazilian Association of Metallurgy and Materials Science (ABM), p. 1182-1191, São Paulo, Brazil. [Finalist in its category for the Best Paper award.]

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

Presentations and papers at other conferences  (48)

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. [LS/ATL SIG Full paper]

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 (127-134). Bangkok: Suksapattana Foundation.

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.

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.

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. [LS/ATL SIG Full paper]

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. [LS/ATL SIG Full paper]

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. [LS/ATL SIG Full paper]

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.

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.

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.

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.

Worsley, M.* & Blikstein P. (2012). A framework for characterizing student changes in student identity during constructionist learning activities. Proceedings of Constructionism 2012, Athens, Greece, pp. 115-125. [full paper]

Fuhrmann, T.*, Greene, D.*, Salehi, S.*, & Blikstein, P. (2012). Bifocal biology: the link between real and virtual experiments. Proceedings of the Constructionism 2012 Conference, Athens, Greece, pp. 166-173. [full paper]

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. [SIG-ATL full paper].

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. & Worsley, M. (2012).  Using dynamic time warping and cluster analysis to analyze the learning of computer programming. Annual Meeting of the American Educational Research Association (AERA), Vancouver, Canada. [Roundtable paper]

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. [Roundtable paper]

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.

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]

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. [SIG ATL full paper]

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

Blikstein, P. (2010). Constructionists under construction. Symposium, Constructionism 2010 Conference, Paris, France. [Symposium organizer and chair]

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

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). 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.

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.

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., 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., Rand, W., & Wilensky, U. (2007). Examining group behavior and collaboration using agent-based modeling and robots. Paper presented at Agent 2007 conference, Evanston, 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.

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). 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). 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). 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. (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., 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. & 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. (2006). Learning about learning: Using multi-agent computer simulation to investigate human cognition. Paper presented at the International Conference of Complex Systems (ICCS), Boston, EUA.

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, USA.

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, USA.

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, 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, 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, USA.

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, USA.

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.

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. P. (2002). A path to highly available digital technology for innovative learning environments. Proceedings of the Interactive Computer Aided Learning Conference (2002), Villach, Austria.

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., 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.

Other Honors / Scholarships

2012

Finalist - Leaders Under 40 Award
Estado de São Paulo, Brazil

2007

Best student research award
Northwestern Institute for Complex Sciences annual conference (NICO 2007)

2006

Presidential Fellowship nominee
Nominated by the School of Education for Northwestern University’s highest academic honor

Employment History

2004 2008

Research assistant, Northwestern University

Developed technological tools, usage frameworks, and studies on students’ learning of complex systems and agent-based modeling (ABM), creating a one-year ABM curriculum for undergraduate students. ‘Advancing the Science of Agent-based Modeling’, NSF grant #0713619.

Connected Chemistry: Developed computer models, conducted implementations in middle and high-schools, developed and revised curricula, analyzed data for the ‘Modeling Across the Curricula’ NSF grant.

MaterialSim: Developed and implemented MaterialSim, a suite of agent-based computer models and activities for learning materials science.

Led the design and implementation of tools for educational robotics and sensing

Created and coordinated the first-ever digital fabrication lab in a school of education.

2002  2003

Visiting Scholar, MIT Media Lab

Design of low-cost technologies and usage frameworks for education, implementation and research of projects in large public systems in Brazil, particularly urban schools. Coordinated and led several workshops in various countries, conducted ethnographies of the use of technology in low-incomes settings. Development of the “GoGo Board”, a low-cost electronic robotics board.

2000  2002

Research assistant, MIT Media Lab

Design of low-cost technologies and usage frameworks for education, research and implementation of technology-in-education projects in Brazil, Costa Rica, Mexico and Senegal, mainly in urban schools.

Professional Service

2017

Conference Chair, IDC 2017
Interaction Design for Children 2017, Stanford, USA

2015

Program Co-chair, LAK 2015
Learning Analytics and Knowledge Conference 2015, Marist College, New York

2011  now

Chair, FabLearn Conference 2011, 2012, 2013, 2014, 2015
Conference in Creativity and Digital Fabrication in Education, Stanford University, USA

2015

Co-chair, FabLearn Australia
Digital Fabrication in Education Conference, Melbourne, Australia

2014, 2016

Co-chair, FabLearn Europe
Digital Fabrication in Education Conference, Aarhus, Denmark (2014) and Manchester, UK (2016)

2012

Paper Chair, IDC 2012
Interaction Design for Children 2012, Bremen, Germany

2011

Paper Chair, IDC 2011
Interaction Design for Children 2011, University of Michigan, USA

2011  now

Reviewer, JLS
Journal of the Learning Sciences

2010  now

Reviewer, TKL
Technology, Knowledge, and Learning Journal (Springer)

2010  now

Reviewer, JEE
Journal of Engineering Education

2009

Associate Chair, IDC 2009
Interaction Design for Children 2009, Lake Cuomo, Italy

2008

Chair, doctoral consortium, IDC 2008
Interaction Design for Children 2008, Chicago, USA

2007

Chair, poster and demos, IDC 2007
Interaction Design for Children 2007, Aalborg, Denmark

2007  now

Reviewer, IDC
Interaction Design for Children

2006  now

Reviewer, ICLS
International Conference of the Learning Sciences

2006  now

Reviewer, AERA
American Educational Research Association

Professional Memberships

EDM

International Educational Data Mining Society

SoLAR

Society for Learning Analytics Research

AERA

American Educational Research Association

ISLS

International Society for the Learning Sciences

JPS

Jean Piaget Society

IEEE

Institute of Electrical and Electronics Engineers

ASEE

American Society for Engineering Education

ACM

Association for Computer Machinery

CSS

Cognitive Science Society

Invited talks, products, tutorials, technical reports

Selected recent invited talks/presentations

Nov 2017

The Future of the Maker Movement in Schools, keynote speaker
FabLearn Israel

Apr 2017

Research in Project-Based Learning and Digital Fabrication, keynote speaker
Helsinki, Finland

Nov 2015

Digital Fabrication for Schools
Digital Fabrication in Education, Helsinki, Finland

The educational power of making and building for learning, keynote speaker
Cognitive Adventures Conference, Warsaw, Poland

Oct 2015

CBIE/LACLO, keynote speaker
10th Latin American Conference on Educational Technologies
, Maceió, Brazil.

Jun 2014

IDC 2014, keynote speaker
Interaction Design for Children conference, Aarhus, Denmark

FabLearn Europe, keynote speaker
Digital Fabrication in Education conference, Aarhus, Denmark

Oct 2012

Multimodal Learning Analytics, keynote speaker
I Workshop in Multimodal Learning Analytics, International Conference on Multimodal Interaction

Jan 2012

FabLab@School: How digital fabrication can change STEM learning
NSF Cyberlearning Summit, Washington DC

Oct 2011

One Fabrication Lab per School: the FabLab@School project
TEDx Manhattan Beach, Los Angeles, CA

Fabrication Labs for K12 STEM education
Innovative Learning Conference, Nueva School
, Hillsborough, CA

Aug 2011

Ubiquitous computing and education, keynote speaker
International Conference on Education, São Paulo, Brazil

May 2011

New technologies and the future of school
IV International Conference on Educational Technologies, keynote speaker, São Paulo, Brazil

Selected invited talks/presentations 

Apr 2011

New technologies for creative learning
UC Berkeley, School of Education, CalTeach program, invited speaker

Nov 2010

One Fabrication Lab per Child
Human Computer Interaction colloquium series, invited speaker, Stanford University

May 2010

Computer Modeling in Engineering Education
Materials Science department colloquium, invited speaker, Stanford University

Apr 2010

Technology and school change
UC Berkeley, School of Education, CalTeach program, invited speaker

Sep 2010

Scaling, Manufacturing, Moving beyond DIY: the GoGo Board
Panel at the Open Hardware Summit, New York Hall of Science

Feb 2010

Assessment of Constructionist Learning and Computational Thinking
2
nd National Academies symposium on Computational Thinking

Jan 2010

New challenges for Brazilian education
Peabirus NGO, São Paulo, Brazil (via videoconference)

Oct 2009

Bifocal Modeling
Google Computer Science for High School Workshop (CS4HS), Carnegie Mellon University

Mar 2009

Power in education from a Freirean perspective
Workshop on Sociocultural approaches to race and power in educational settings, Spencer Foundation, Stanford CASBS

Feb 2009

Computational Literacy
1
st National Academies symposium on Computational Thinking.  

Nov 2008

Computational Thinking and Education
NAVE Project Talks (A Brazilian version of TED), Rio de Janeiro, Brazil

May 2007

Agent-Based Modeling and scientific inquiry with NetLogo
Guest Lecture, LS 429: Design of Learning Environments, Prof. Brian Reiser, Northwestern University

Mar 2006

Complexity and new media: making sense of a complex world with Complexity Science
International Conference on New Media and Publishing, Brasília, Brazil

Feb 2006

Agent-Based Simulation and Complex Systems
IGERT Speaker Series, Northwestern University

Nov 2004

Education, Emancipation and Sustainable Technologies for development
First Conference of Sustainable Technologies, São Paulo, Brazil

New technologies for learning: a path to radical innovation in school
School of Education, UNICAMP, Brazil

Mar 2003

Teachers' mental models of children's minds
and
Project-based learning and Science Fairs, panel coordinator
First Symposium of Education for Creativity, Innovation and Sustainable Development, University of São Paulo, Brazil

Nov 2003

The city that we want: constructionist robotics and social design
Catholic University of São Paulo, Brazil

Dec 2002

Technology for new learning environments in public education
Opening ceremony of the Innovative Educators Association
Cidade Escola Aprendiz, São Paulo, Brazil

Feb 2002

Transdiciplinary Science and Technology Ateliers
and
Learning Hubs: a call or action at the local and global level
UNESCO Informatica 2002 conference,
La Havana, Cuba

Sep 2001

Intertextuality and the new media
University of Alicante, Spain

Products

BioLab

Riedel-Kruse, I. Bumbacher, E., & Blikstein, P. (2017)
Platform for massive remote experimentation

LightUp

Chan, J., Pondicherry, T., & Blikstein, P. (latest release 2015)
Tangible system for electronics prototyping
http://www.lightup.io

GoGo Board 5.1

Sipitakiat, A. & Blikstein P. (latest release 2015)
Educational analog-to-digital interface for robotics and environmental sensing
http://www.gogoboard.org

Tinker 1.0

 Sipitakiat, A., & Blikstein, P. (2014)
Graphical programming environment for physical computing
http://tinker.learninginventions.org

Spatial Computing 1.0

Blikstein, P., & Sipitakiat, A. (2014)
Graphical programming language for robotics

ProcessPad

Salehi, S., Kim, J., Meltzer, C., & Blikstein, P.
Multi-touch tangible system for self-documentation

BrainExplorer

Schneider, B., Wallace, J., & Blikstein, P. 
Tangible system for neuroscience learning

UltraLite Collaboration Toolkit

Blikstein, P.  & Rosenbaum, C. (with SRI)
Low cost electronic collaboration facilitation tool for elementary education

EventNavigator 1.0

Blikstein, P. and Liu, L. (latest release 2011)
Software for learning analytics and analysis and coding of logfile data

Mechanix/SLATE

Tseng, T., Bryant, C., and Blikstein, P. (latest release 2011)
Tangible system for learning engineering design

Tutorials

Aug 2012

Bifocal Modeling: combining virtual and physical experiments and learning how to integrate sensors and modeling into the science curriculum
International Conference of the Learning Sciences, Sydney, Australia

Aug 2010

An Introduction to Agent-Based Computer Modeling for Cognitive Research
Full day tutorial - Cognitive Science Society Conference, Portland, OR

Nov 2007

NetLogo and Agent-Based Modeling
Agent 2007 conference - Northwestern University, Evanston, USA

Jun 2005

NetLogo and Multi-agent Simulation for education
Interaction Design and Children (IDC 2005) - University of Colorado, Boulder, USA

Mar 2005

NetLogo and Multi-agent Simulation
Integrated System Laboratory - University of São Paulo, Brazil

Nov 2003

GoGo board: low-cost, programmable and reconfigurable robotics
XIV Symposium of Technology in Education - Federal University of Rio de Janeiro, Brazil

Aug 2003

The GoGo board: extending programming to the physical world
Eurologo 2003 - Porto, Portugal

Mar 2003

The city that we want: designing solutions using new technologies
II National Science and Engineering Fair (FEBRACE) - Brazilian chapter of Intel's ISEF - University of São Paulo, Brazil

Media production

Blikstein, P. & Guizzo, E. M. (Writers) (2001). The Man of the Black Box. São Paulo, Brazil: TV USP (scientific documentary about the microchip and the impact of digital technologies on everyday life.)

Blikstein, P. (Writer) (1999). Monte Carlo or the Meaning of Life. São Paulo, Brazil: TV USP (scientific documentary about the use of Monte Carlo methods and Complex Systems in the natural and social sciences.)

Blikstein, P., Dottori, T. & Cortez, L. (Writers) Two apartments. São Paulo, Brazil. (sitcom, 10 episodes)

Technical reports

Blikstein, P. & Worsley. M. (2013). Multimodal Learning Analytics. Gates Foundation Technical Report on Learning Analytics.The scenario of STEM Learning.

Blikstein, P. & Pea, R. (2012). The scenario of STEM Learning. Intel Foundation.

Blikstein, P. (2006). “Barefoot Science”: technological infrastructure, design, and methodology  (“Projeto Ciência de Pés no Chão: Infra-estrutura tecnológica: Projeto, dimensionamento e metodologia de trabalho”). Project design prepared to the National Ministry of Education, Brazil, for the implementation of a middle-school curriculum for grassroots science.

Blikstein, P. (2005). Social technologies: prospects and direction in Brazil. Report to the Center for Strategic Studies of the National Brazilian Government, Brazil.

Blikstein, P. (2004). Technical and pedagogical evaluation of a programmable educational robotics toolkit. Integrated Systems Laboratory (LSI), University of São Paulo, Brazil.

Teaching Experience

since 2009

School of Education, Stanford University

Courses:
“Beyond Bits and Atoms: Designing Technologies for Creative Learning”
“Beyond Bits and Atoms: Fabrication and Physical Computing for Education”
“Computational Modeling and Analytics in Social Science”

2005  2008

School of Education and Social Policy, Northwestern University, Teaching assistant

Courses:
“Technological Tools for Thinking and Learning” - 2005, 2006 & 2008 (Prof. Uri Wilensky)
“Learning and Understanding: A Cognitive Science Approach” - 2006 (Prof. Bruce Sherin)
“Learning and Understanding” - 2005 (Prof. David Uttal)

        

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