Select listing of published work
Many papers are available for download from either Research Gate, Academia.Edu, or The Augmented Learning Research Group: http://sites.psu.edu/augmentedlearning
Designing Learning Spaces augmented by Mobile Technologies/AR
Land, S.M., Zimmerman, H.T., Millet, C., & Choi, G.W. (2020). Supporting scientific observations in an Arboretum through proximity-based mobile computing. Visitor Studies, 23 (2), 182-204.
Zimmerman, H.T., Land, S.M., Grills, K., Chen, Y-C, Ju, Y-J, & Williams, J. (2020). Design Conjectures for Place-Based Science Learning About Water: Implementing Mobile Augmented Reality with Families. Proceedings of the 2020 Conference of the International Society of the Learning Sciences.
Peng, X., Land, S.M., & Hollett, T. (2020). Embodied reflective practices in ballet: How video technology mediates reflection across time, scale, and bodies. Proceedings of the 2020 Conference of the International Society of the Learning Sciences.
Zimmerman, H., Land, S.M., Maggiore, C., & Millet, C. (2019). Supporting children’s outdoor science learning with mobile computers: Integrating learning-on-the-move strategies with context-sensitive computing. Learning, Media, & Technology, 44 (4), 457-472).
Jung, Y.J., Zimmerman, H.T., & Land, S.M. (2019). Emerging and developing situational interest during children’s tablet-mediated biology learning activities at a nature center. Science Education, 103 (4), 900-922.
Zimmerman H.T., Land S.M. (2019) Sociomaterial Configurations and Resources Supporting Observations in Outdoor Learning: Results from Multiple Iterations of the Tree Investigator Project. In: Cerratto Pargman T., Jahnke I. (eds) Emergent Practices and Material Conditions in Learning and Teaching with Technologies (pp. 231-244). Springer, Cham.
Choi, G., Land, S.M., & Zimmerman, H.T. (2018). Investigating children’s deep learning of the tree life cycle using mobile technologies. Computers in Human Behavior, 87, pp. 470-479. Doi: 10.1016/j.chb.2018.04.020.
Land, S.M., Zimmerman, H.T., Maggiore, C., Kim, S., & Briskin, J. (2017). Collaborative sense making in a tablet-mediated, informal, place-based learning environment. In B. Smith, M. Borge, E. Mercier, and K. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL, Proceedings of the 12th International Conference of Computer-Supported Collaborative Learning (863-865). Philadelphia, PA: International Society of the Learning Sciences.
Zimmerman, H. T. & Land, S. M. (2017). Integrating mobile computers into informal science education. In T. Patrick (Ed.), Preparing Informal Science Educators (p. 169-183). (Series: Contemporary Trends and Issues in Science Education.) Heidelberg, Germany: Springer.
Zimmerman, H.T., Land, S.M., & Jung, Y.J. (2016). Using augmented reality to support children’s situational interest and science learning during context-sensitive informal mobile learning. In A. Peña-Ayala (Ed.), Mobile, ubiquitous, and pervasive learning: Advances in Intelligent Systems and Computing, 406 (p. 101-119). Switzerland: Springer International. DOI: 10.1007/978-3-319-26518—6_4.
Zimmerman, H.T., Land, S.M., Maggiore, C., Ashley, R.W., & Millet, C. (2016). Designing Outdoor Learning Spaces With iBeacons: Combining Place-Based Learning With the Internet of Learning Things. In 2016 Proceedings of the 12th International Conference of the Learning Sciences, (p. 942-946). Singapore.
Choi, G.W., Land, S.M., & Zimmerman, H.T (2016). Educational affordances of tablet-mediated collaboration to support distributed leadership in small group outdoor activities. In 2016 Proceedings of the International Conference of the Learning Sciences, vol 2 (p. 883-885). Singapore.
Land, S. M. & Zimmerman, H. T. (2015). Socio-technical dimensions of an outdoor mobile learning environment: A three-phase design-based research investigation. Educational Technology Research & Development, 63 (2), p. 229-255. DOI 10.1007/s11423-015-9369-6 [[PDF]]
Zimmerman, H.T., Land, S.M., Mohney, M., Choi, G., Maggiore, C., Kim, S., Jung, Y., & Dudek, J. (2015). Using augmented reality to support observations about trees during summer camp (pp. 395-398). In Proceedings of the 14th International Conference on Interaction Design and Children. ACM: New York. DOI: 10.1145/2771839.2771925. [Link to ACM digital library]
Zimmerman, H. T., Land, S. M., McClain, L.R., Mohney, M. R., Choi, G. W., & Salman, F. H. (2015). Tree investigators: Supporting families and youth to coordinate observations with scientific knowledge. International Journal of Science Education, 5 (1), 44-67. Doi: 10.1080/21548455.2013.832437. [LINK TO ARTICLE]
Land, S.M., Zimmerman, H.T., Choi, G.W., Seely, B.J., & Mohney, M.R. (2015). Design of mobile learning for outdoor environments (pp. 101-113). In M. Orey, & R. Branch (Eds.), Educational Media and Technology Yearbook. Heidelberg, Germany: Springer.
Land, S. M., & Zimmerman, H. T. (2014). Synthesizing perspectives on augmented reality and mobile learning. TechTrends 58(1), 2-5. [[PDF]]
Zimmerman, H. T., & Land, S. M. (2014). Facilitating place-based learning in outdoor informal environments with mobile computers. TechTrends 58(1), 77-83. Doi 10.1007/s11528-013-0724-3.
Zimmerman, H. T., Land, S. M., Seely, B. J., Mohney, M. R, Choi, G. W., & McClain, L. R. (2014). Supporting conceptual understandings outdoors: Findings from the Tree Investigators mobile project. Proceedings of the Eleventh International Conference for the Learning Sciences.
Salman, F. H., Zimmerman, H. T., & Land, S. M., (2014). Collective problem solving in a technologically mediated science learning experience: A case study in a garden. Proceedings of the Eleventh International Conference for the Learning Sciences.
Zimmerman, H. T., Land, S. M., McClain, L. R., Mohney, M. R., Choi, G. W., & Salman, F. H. (2013). Supporting science practices outdoors with mobile devices: Findings from the Tree Investigators augmented reality project. In M. Kapur, M. Nathan, & N. Rumble (Eds.), Learning across Levels of Space, Time, and Scale: Proceedings of the Tenth Conference on Computer Supported Collaborative Learning, 2, 381-382. Retrieved from http://www.isls.org/cscl2013/.
Land, S., Smith, B., & Zimmerman, H. (2013). Mobile technologies as tools for augmenting observations and reflections in everyday informal environments. In J. M. Spector, B. Lockee, S. Smaldino, & M. Herring (Eds.), Learning, problem solving, and mindtools: Essays in honor of David H. Jonassen. London, UK: Routledge. ISBN- 978-04-155-2435-3
Land, S., Smith, B., Park, S., Beabout, B., & Kim, K. (2009). Supporting school-home connections through photojournaling: Capturing everyday experiences of nutrition concepts. Tech Trends, 53 (6), pp. 61-65.
Open-Ended/Student-Centered Learning Environments
Sharma, P., Li, Q., & Land, S. M. (2021). Knowledge sharing discourse types used by key actors in online affinity spaces. Information and Learning Sciences.
Briskin, J., & Land, S.M. (2019). Using a virtual design studio to support collaborative studio instruction. Proceedings of the International Conference of Computer-Supported Collaborative Learning. Lyon, France.
Briskin, J., & Land, S.M. (2019). “Making” in a virtual design studio. Proceedings of 2019 FabLearn Conference. Association for Computing Machinery.
Sharma, P., & Land, S.M. (2019). Patterns of knowledge sharing in an online affinity space for diabetes. Educational Technology Research & Development, 67 (2), 247-275. Doi: 10.1007/s11423-018-9609-7.
Chinn, G., Briskin, J., Land, S.M., & Priddy, J. (2017). Studio approximations: Digital tools in service of signature pedagogies. Spark: UAL Creative Teaching and Learning Journal, 2 (2), 128-138.
Hannafin, M.J., Hill, J.R., Land, S.M., & Lee, E. (2014). Student-centered, open learning environments: Research, theory, and practice (pp. 641-651). In M. Spector, M.D. Merrill, J. Merrienboer, and M. Driscoll (Eds.), Handbook of Research for Educational Communications and Technology. London, UK: Routledge. [PDF]]
Kim, K., Sharma, P., Land, S., & Furlong, K. (2013). Effects of active learning on enhancing student critical thinking in an undergraduate general science course. Innovative Higher Education, 38 (3), pp. 223-235. DOI: 10.1007/s10755-012-9236-x
Land, S.M., Hannafin, M. J., & Oliver, K. (2012). Student-centered learning environments (pp. 3-26). In D. Jonassen and S. Land (Eds.) Theoretical Foundations of Learning Environments, 2nd Ed. London, UK: Routledge. [PDF]
Jonassen, D., & Land, S. (Eds.). (2012). Theoretical Foundations of Learning Environments, 2nd Edition. New York, NY: Routledge/Taylor Francis.
Baytak, A., Land, S.M., & Smith, B.K. (2011). Children as educational game designers: An exploratory study. The Turkish Online Journal of Educational Technology, 10 (4), 84-92. Available online: http://www.tojet.net/articles/v10i4/1049.pdf
Baytak, A., & Land, S.M. (2011). Advancing elementary-school girls’ programming through game design. International Journal of Gender, Science, and Technology, 3 (1), pp.244-253. Available: http://genderandset.open.ac.uk/index.php/genderandset/article/viewArticle/88
Baytak, A., & Land, S.M. (2011). An investigation of the artifacts and process of constructing computer games about environmental science in a fifth-grade classroom. Educational Technology Research & Development, 59 (6), pp. 765-782. DOI: 10.1007/s11423-010-9184-z.
Baytak, A., Land, S. M. (2010). A case study of educational game design by kids and for kids, Procedia – Social and Behavioral Sciences, 2(2), p. 5242-5246.
Land, S., Smith, B., Park, S., Beabout, B., & Kim, K. (2009). Supporting school-home connections through photojournaling: Capturing everyday experiences of nutrition concepts. Tech Trends, 53 (6), pp. 61-65.
Choi, I., Land, S.M., & Turgeon, A. (2005). Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion. Instructional Science, 5-6, pp. 1-29.
Ge, X., & Land, S.M. (2004). A conceptual framework for scaffolding ill-structured problem solving using question prompts and peer interactions. Educational Technology Research & Development, 52 (2), 5-22.
Land, S.M., & Zembal-Saul, C. (2003). Scaffolding reflection and articulation of scientific explanations in a data-rich, project-based learning environment: An investigation of Progress Portfolio. Educational Technology Research & Development, 51 (4), pp. 65-84.
Ge, X., & Land, S.M. (2003). Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions. Educational Technology Research & Development, 51 (1), 21-38.
Jonassen, D.J., & Land, S.M. (2000). Theoretical Foundations of Learning Environments. New York, NY: Erlbaum.
Land, S.M. (2000). Cognitive requirements for learning with open-ended learning environments. Educational Technology Research & Development, 48 (3), 61-78. [PDF Land]
Land, S.M. & Greene, B.A. (2000). Project-based learning with the WWW: A qualitative study of resource integration. Educational Technology Research and Development, 48 (1), 45-66.
Hannafin, M.J., Land, S.M., & Oliver, K. (1999). Open learning environments: Foundations and models. In C. Reigeluth (Ed.), Instructional Design Theories and Models (Vol II). Mahway, NJ: Erlbaum. [[PDF]]
Land, S.M. & Hannafin, M. J. (1997). Patterns of understanding with open-ended learning environments: A qualitative study. Educational Technology Research and Development, 45(2), 47-73. [PDF]
Hannafin, M.J., & Land, S.M. (1997). The foundations and assumptions of student-centered learning environments. Instructional Science, 25, 167-202. [[PDF]]
Hannafin, M., Hannafin, K., Land, S., & Oliver, K. (1997). Grounded practice and the design of constructivist learning environments. Educational Technology Research & Development, 45 (3), pp. 101-117.
Land, S.M., & Hannafin, M.J. (1996). A conceptual framework for the development of theories-in-action with open-ended learning environments. Educational Technology Research & Development, 44 (3), pp. 37-53.