Collaborating with stakeholders in STEM Studios

Abstract

Studio-based learning provides an environment in which a collaborative, problembased 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.