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How real is 'real enough'?: designing artifacts and procedures for embodied simulations of science practices., and . IDC, page 90-98. ACM, (2011)Putting interference to work in the design of a whole-class learning activity.. IDC, page 115-122. ACM, (2009)Using Deficient Models as Scaffolds for Learning Engineering Concepts of Tradeoffs and Optimization., and . ICLS, International Society of the Learning Sciences, (2014)The Use of Visual Evidence for Planning and Argumentation., , , , , , and . CSCL, International Society of the Learning Sciences, (2015)RoomCast: Distributing Digital Resources in the Classroom of Things., and . CSCL, International Society of the Learning Sciences, (2019)Embodying scientific concepts in the physical space of the classroom., , , , and . IDC, page 234-241. ACM, (2008)Combining handhelds with a whole-class display to support the learning of scientific control., , , , , , and . CHI Extended Abstracts, page 882-883. ACM, (2003)Manifesting embodiment: designers' variations on a theme., , , , , and . CSCL (2), page 15-17. International Society of the Learning Sciences, (2009)978-1-4092-8598-4.The Role of Visual Representations Within the Scientific Practice of Explanation., , and . CSCL, International Society of the Learning Sciences, (2017)Researching and Designing for the Orchestration of Learning in the CSCL Classroom., , , , , , , , , and 4 other author(s). CSCL, International Society of the Learning Sciences, (2015)