Koschmann, Timothy

Department/Division:			Email Address:
Medical Education			mcollard@siumed.edu
Office Location:			Location of Laboratory:
913 N. Rutledge - Springfield			851 N. Rutledge - Springfield
Office Phone Number:			Laboratory Phone Number:
(217) 545-6843			N/A
Willing to mentor medical students and / or residents?		Yes
Research Interests:	instructional practice medical communication
Techniques and Methodologies:	Conversation Analysis
Equipment:	Apple Pro Video Post-Production BIAS Peak Pro Adobe Creative Suite (CS)
Current Collaborators:	Gary Dunnington
Current and Pending Awards:
Pending: National Institute of Mental Health, Dissemination and Implementation Research Program, "Examining Professional Competency," 12/10/06 - 11/30/08. National Science Foundation, Directorate for Computer & Information Science & Engineering (CISE), Advanced Learning Technologies (ALT), "Introducing Time Code to Video-Based Studies of Practice," 9/01/06 - 8/31/09. National Science Foundation, Directorate for Education and Human Resources, Division of Research, Evaluation, & Communication (REC). Research and Evaluation on Education in Science and Engineering (REESE),"Studying the Practices of Producing Instructed Understandings," 10/01/06 - 9/31/09. Robert Woods Johnson Foundation, Investigator Awards in Health Policy Research, "Studying How Practices are Constructed in Health Care: A New Research Agenda," 3/1/07 - 2/29/10.
Publications:
Koschmann, T., LeBaron, C., Goodwin, C., Zemel, A., & Dunnington, G. (in press). Formulating the triangle of doom. Gesture. Koschmann, T., Zemel, A., & Stahl, G. (in press). The video analyst?s manifesto (or The implications of Garfinkel?s policies for studying practice within design-based research). To appear in R. Goldman, B. Barron, S. Derry, & R. Pea (Eds.), Video research in the learning sciences. Mahwah, NJ: Lawrence Erlbaum Assoc. Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning. In R. Keith Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (pp. 409?425). NY: Cambridge University Press. Koschmann, T., Zemel, A., Conlee-Stevens, M., Young, N., Robbs, J., & Barnhart, A. (2005). How do people learn? Member methods and communicative mediation. In R. Bromme, F. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication and how they may be overcome (pp. 265-287). Amsterdam: Kluwer Academic Press. Glenn, P., & Koschmann, T. (2005). Learning to diagnose: Production of diagnostic hypotheses in Problem-Based Learning tutorials. In M. Maxwell, D. Kovarsky, & J. Duchan (Eds.), Diagnosis as cultural practice: An account of the power of language in diagnosis (pp. 154-178). The Hague: Mouton. Koschmann, T., Hall, R., & Miyake, N. (Eds.)(2002). CSCL 2: Carrying forward the conversation. Mahwah, NJ: Lawrence Erlbaum. Koschmann, T., & LeBaron, C. (2002). Learner articulation as interactional achievement: Studying the conversation of gesture. Cognition & Instruction, 20, 249?282. [with accompanying CD-ROM] Koschmann, T. (Ed.)(1996). CSCL: Theory and practice of an emerging paradigm. Mahwah, NJ: Lawrence Erlbaum.
Optional-CV Web address:		http://edaff.siumed.edu/tk/