Dr. Marcela Borge
TitleAssistant Professor of Education (LDT)
DepartmentLearning and Performance Systems
ProgramsLearning, Design, and Technology
Dr. Borge's research interests are at the intersection of learning, cognition, and design. Her current research focuses on unpacking group cognition and student needs in order to design new models of interaction and technological tools to enhance learning.
Ph.D., Fall 2007; M.A, Spring 2004 Education; Cognition and Development: Education in Math, Science and Technology
University of California, Berkeley
B.A., Psychology, Spring 2001; University of California, Berkeley, CA
Research Interests and Areas of Expertise
Computer-supported collaborative learning, cognition and development, sociocultural theory, human-computer interaction, design-based research methods, scenario based design, intelligent systems, technology supported self-regulated learning, socio-metacognition
Design & Development Projects
2016-2018 CREATE 2.0 Scaling the System University-Wide. Selected as a faculty fellow for my work with the CREATE prototype by the Teaching and Learning with Technology (TLT) group that supports educational technology across the Penn State University. Worked with TLT to build a multi-user open source version of CREATE and faculty development tools so as to scale the CREATE system university wide.
2014-2017 CoLearnr User Testing and Beta Version. Worked with the CEO of Colearnr.com to test and revise a multi-platform, collaborative learning management system, develop requirements for children in K-12, and a beta version for kids. System accessible at colearnr.com
2013-2017 CREATE: Collaborative Regulation, Enhanced Analysis, and Thinking Environment prototype. Conducted research on the development of collaborative competencies and iteratively developed a computer supported collaborative training system to help students improve collaborative sense-making processes by learning how to monitor and regulate collaborative processes. System accessible at create.psu.edu
2009 - 2012 Coordinated Multiple Views. Conducted research on activity awareness and development of a prototype to support group cognition and decision making for information analysts.
2007- 2012 Collaborative Case-Based Learning with the UCS Case-Based Library. Conducted research on group cognition, group interactions, development of self-regulatory tools and assessments for use in classroom settings. System accessible at ucs.ist.psu.edu
2001- 2007 Inquiry Island/The Web of Inquiry. Conducted research, developed curriculum, and devised new learning assessments for a modifiable cognitive agent system as part of ThinkerTools Scientific Inquiry, Modeling, and Software Development project. For more information see http://thinkertools.org/Pages/woi.html
2001- 2002 M.E.L.L.I.E. Pilot of a bilingual-math software program, run by the Distributed Learning Workshop. Trained at the Office of Educational Research and Improvement (OERI), Stanford University, Palo Alto. Conducted requirements analysis and usability tests of learning system designed for Math students who were also English Language Learners. Video recorded sessions, transcribed in Spanish and then translated to English. Created databases to organize and store all data.
Areas of Expertise
(Within the last four years)
Rosé, C. P., & Borge, M. (in press). Measuring Engagement in Social Processes that Support Group Cognition. In Salas and Fiore (Ed.) Team cognition.
Jung, Y., Toprani, D., Yan, S., & Borge, M. (in press). Children’s participation in rule-making to mitigate process problems in CSCL. To be included in the Proceedings of the International Conference of Computer Supported Collaborative Learning (2017). Philadelphia: International Society of the Learning Sciences.
Seo, J. Y., AlQahtani, M., Ouyang, X., & Borge, M. (in Press). Embracing students with visual impairments in CSCL. To be included in the Proceedings of the International Conference of Computer Supported Collaborative Learning (2017). Philadelphia: International Society of the Learning Sciences.
Borge, M. (2016). Systems thinking as a design problem: A response to Litzinger and Minstrell et al. In R. Duschl and A. Bismack (Eds.), Reconceptualizing STEM Education: The Central Role of Practices. Routledge.
Borge, M., & White, B. (2016). Toward the Development of Socio-Metacognitive Expertise: An Approach to Developing Collaborative Competence. Cognition and Instruction, 34(4), 323-360.
Shimoda, T., and Borge, M. (2016). The Web of Inquiry: Computer Support for Playing Epistemic Games. The International Journal of Information and Education Technology, 6(8), 607- 615.
Borge, M. & Rosé (2016). Automated feedback on group processes: An experience report. EDM 2016: The 9th International Conference on data mining (Raleigh, North Carolina, June 29- July 2, 2016).
Jung, Yan, & Borge, M. (2016). Problems with different interests of learners in an informal CSCL setting. In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1 (pp. 878-881). Singapore: International Society of the Learning Sciences.
Borge, M., Yan, S., Shimoda, T., & Toprani, D. (2016) Moving beyond making: Towards the development of ThinkerSpaces. In the proceedings of CHI2016 (San Jose, California, May 7th – 12th). ACM. https://hci.sbg.ac.at/wp-content/uploads/2015/11/Moving_Beyond_Making.pdf
Toprani, Yan, & Borge, M. (2016). A Comparative Analysis of the Collaboration Process Across Different Technologies. In Proceedings of the 6th Annual Conference on Creativity and Making in Education (San Jose, California, October 14-16). New York: ACM.
Shiou Ong, Y., & Borge, M. (2016). Joint Idea-Building in Online Collaborative Group Discussions. In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). (2016). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. (pp 266-273). Singapore: International Society of the Learning Sciences.
Carroll, J. M., Jiang, H., & Borge, M. (2015). Distributed collaborative homework activities in a problem-based usability engineering course. Education and Information Technologies, 30(3), 589 -617. http://link.springer.com/article/10.1007%2Fs10639-013-9304-6
Borge, M., Ong, Y., & Rosé, C. (2015). Activity design models to support the development of high quality collaborative processes in online settings. In the proceedings of the International Conference of Computer Supported Collaborative Learning (CSCL) 2015. http://www.isls.org/cscl2015/papers/MC-0391-FullPaper-Borge.pdf. Nominated for Best Paper Award.
Borge, M., & Carroll, J. M. (2014). Verbal Equity, Cognitive Specialization, and Performance. In Proceedings of the 18th International Conference on Supporting Group Work (pp. 215-225). ACM.
Borge, M., & Goggins, S. (2014). Towards the facilitation of an online community of learners: Assessing the quality of interactions in Yammer. In Proceedings of the International Conference of the Learning Sciences (Vol. 14, pp. 753-761).
Shimoda, T., White, B., Borge, M., & Frederiksen, J. (2013). Designing for science learning and collaborative discourse. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 247-256). ACM.
Carroll, J., Borge, M., & Shih, S. (2013). Cognitive artifacts as a window on design. Journal of Visual Languages & Computing, 24(4), 248-261. http://dx.doi.org/10.1016/j.jvlc.2013.05.001i
Marcela Borge, Co-PI; Perez-Edgar, Koraly, PI; Kristin Buss, Co-PI (2016-2018). Budget: $432,300, National Institute of Health. Title: Mobile Eye-Tracking as a Tool for Studying Socioemotional Development: Threat-related Attention in a Social Context.
Borge, Marcela, PI, Penn State; Carolyn Rosé, PI- Carnegie Mellon University (2013-2017). Budget: $508,052, National Science Foundation. Fostering ecologies of online learners through technology augmented human facilitation.
Borge, Marcela, PI , (2014-2016). Budget: $43,651, Research Initiation Grant, Center for Online Innovation in Learning, Penn State University. Developing an Interactive Cognitive Support System to Guide and Improve collective thinking processes for Online Collaborative Teams
Marcela Borge; Co-PI, Perez-Edgar, Koraly, PI; Heather Toomey-Zimmerman Co-PI (2014-2016). Budget: $43,659, Research Initiation Grant, Center for Online Innovation in Learning, The Pennsylvania State University. Design and Implementation of a Mobile Eye-Tracking System to assess Parent-Child Interactions in Informal Learning Environments.
Marcela Borge Co-PI, Shields PI (2013-2015). Budget: $40,544, Research Initiation Grant, Center for Online Innovation in Learning, The Pennsylvania State University. WAGES (Workshop Activity for Gender Equity Simulation): A model for the development of theoretically- grounded online gaming environments
Marcel Borge, Co-PI, Rosé, Carolyn, PI; John Carroll, Co-PI, Penn State University, Andrew Duchon, APTIMA, Sean Goggins, Co-PI, Drexel University; Emily Patterson, Co-PI, Ohio State University; Gerry Stahl, Co-PI, Drexel University (2011-2014). Budget, $909,029, Office of Naval Research, CKI program Towards optimization of macrocognitive processes: automating analysis of the emergence of leadership in ad hoc teams.