CV — David DeLiema

DAVID J. DELIEMA

Department of Educational Psychology
University of Minnesota
ddeliema [at] umn [dot] edu

EDUCATION

2015

Ph.D., Human Development & Psychology
Graduate School of Education and Information Studies
University of California, Los Angeles, CA

2008

B.A., Communication Studies; Minor, Spanish
University of California, Los Angeles

PROFESSIONAL EXPERIENCE

2019 – present

Assistant Professor, University of Minnesota, Department of Educational Psychology

2016 – 2019

Postdoctoral Researcher, UC Berkeley Graduate School of Education

2015 – 2016

Postdoctoral Researcher, UCLA Graduate School of Education & Information Studies

AWARDS & HONORS

2018 — Facilitators’ Choice Award, NSF STEM For All Video Showcase, Debugging Failure
2016 — Participant, Early Career Workshop at ICLS 2016
2011 - 2014 — Recipient, 3-year NSF Graduate Research Fellowship Program (GRFP) Fellowship
2014 — Participant, ICLS Doctoral Consortium
2013 — Nominated, CSCL Best Design Paper (with Noel Enyedy and Joshua Danish)
2010 & 2011 (summer) — Recipient, UCLA Graduate Summer Research Mentorship (GSRM) Fellowship

PUBLICATIONS

DeLiema, D., Enyedy, N., & Danish, J. A. (accepted). Roles, rules, and keys: How different play configurations shape collaborative science inquiry. Journal of the Learning Sciences.

Dahn, M., DeLiema, D., & Enyedy, N. (accepted). Art as a point of departure for understanding student experience in learning to code. Teachers College Record.

Hoey, E. M., DeLiema, D., Chen, R., Flood, V. J. (2018). Imitation in children’s locomotor play. Research on Children in Social Interaction, 2(1), 1-24.

DeLiema, D. (2017). Co-constructed failure narratives in mathematics tutoring. Instructional Science, 45(6), 709-735.

Xiao, S., & DeLiema, D. (2017). Video-based analysis of learning processes: Rationale and method. Journal of East China Normal University (Educational Sciences), 35(5), 55–71.

Enyedy, N., Danish, J. A., DeLiema, D. (2015). Constructing liminal blends in a collaborative augmented-reality learning environment. Int'l. Journal of Computer Supported Collaborative Learning, 10(1), 7-34.

Kawsaki, J., DeLiema, D., Sandoval, W. (2014). The influence of non-epistemic features of settings on epistemic cognition. Canadian Journal of Science, Math, and Technology Education, 14(2), 207-221.

BOOK CHAPTERS

DeLiema, D., Dahn, M. Flood, V. J., Abrahamson, D., Enyedy, N., Steen, F. F. (2020). Debugging as a context for collaborative reflection on problem-solving processes. In E. Manolo (Ed.), Deeper Learning, Dialogic Learning, and Critical Thinking: Research-Based Strategies for the Classroom (pp. 209-228). New York, NY: Routledge.

DeLiema, D., Lee, V., Danish, J., Enyedy, N., & Brown, N. (2015). A microlatitudinal/microlongitudinal analysis of speech, gesture, and representation use in a student’s repeated scientific explanations of phase change. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.). Knowledge and interaction: A synthetic agenda for the learning sciences (pp. 133-159). New York, NY: Routledge.

DeLiema, D. & Steen, F. F. (2014). Thinking with the body: conceptual integration through gesture in multiviewpoint model construction. In M. Borkent, B. Dancygier, Hinnell, J. (Ed.) Language and the Creative Mind (pp. 275-294). Stanford, CA: CSLI Publications.

CONFERENCE PROCEEDINGS

Kafai, Y., DeLiema, D., Fields, D. A., Lewandowski, G., & Lewis, C. (2019). Rethinking debugging as productive failure for CS education. In upcoming Proceedings of the ACM Special Interest Group on Computer Science Education. Minneapolis, MN: ACM.

Lin, K., & DeLiema, D. (2019). Subgoals, problem solving phases, and sources of knowledge. In upcoming Proceedings of the ACM Special Interest Group on Computer Science Education. Minneapolis, MN: ACM

Flood, V. J., DeLiema, D., & Abrahamson, D. (2018). Bringing static code to life: The instructional work of animating computer programs with the body. In J. Kay & R. Luckin (Eds.), "Rethinking learning in the digital age: Making the Learning Sciences count," Proceedings of the 13th International Conference of the Learning Sciences (Vol. 2, pp. 1085-1088). London: International Society of the Learning Sciences.

Flood, V. J., DeLiema, D., Harrer, B. W., & Abrahamson, D. (2018). Enskilment in the digital age: The interactional work of learning to debug. In J. Kay & R. Luckin (Eds.), "Rethinking learning in the digital age: Making the Learning Sciences count," Proceedings of the 13th International Conference of the Learning Sciences (Vol. 3, pp. 1405-1406). London: International Society of the Learning Sciences.

Nathan, M. J., Williams-Pierce, C., Abrahamson, D., Ottmar, E. R., Landy, D., Smith, C., Walkington, C., DeLiema, D., Soto-Johnson, H., Alibali, M., & Boncoddo, R. (2017). Embodied Mathematical Imagination and Cognition (EMIC) Working Group. In E. Galindo & J. Newton (Eds.), "Synergy at the crossroads" -- Proceedings of the 39th annual conference of the North-American chapter of the International Group for the Psychology of Mathematics Education (Ch. 14 [Working groups], pp. 1497-1506). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

DeLiema, D., Saleh, A., Lee, C., Enyedy, N., Danish, J. A., Illum, R., Dahn, M., Humburg, M., & Mahoney, C. (2016). Blending play and inquiry in augmented reality: A comparison of playing a video game to playing within a participatory model. In C-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.) Proceedings of the International Conference of the Learning Sciences (pp. 450-457). Singapore: International Society of the Learning Sciences.

DeLiema, D. (2016). The social organization of play, embodied cognition, and failure in STEM education. For ICLS Early Career Workshop. In proceedings of the International Conference of the Learning Sciences, Singapore.

DeLiema, D. (2014, June). Attributions and epistemology in conversation: How math tutors
and students co-construct accounts of failure and knowledge. For ICLS Doctoral Consortium. In proceedings of the International Conference of the Learning Sciences, Boulder, Colorado.

Enyedy, N., Danish, J. A., DeLiema, D. (2013, June). Constructing and deconstructing materially-anchored conceptual blends in an augmented reality collaborative learning environment. In proceedings of the Conference on Computer Supported Collaborative Learning, Madison, Wisconsin.

DeLiema, D., Kawasaki, J., & Sandoval, W. A. (2012, July). High school students’ epistemic engagement in producing documentaries about public science concerns. In proceedings of the International Conference of the Learning Sciences, Sydney, Australia.

CONFERENCE PRESENTATIONS

DeLiema, D., Dahn, M. Enyedy, N., Abrahamson, D., Steen, F., Flood, V. J., & Taylor, J. (2019, April). Debugging failure: 5th-10th grade students’ journal reflections, coding, and artwork about broken code. In D. A.-L. Lui, D. DeLiema, J. Ryoo, & Y. Kafai (Chairs & Organizers), Failure in the learning process: How learners experience and overcome obstacles through resources and supports. Structured poster session conducted at the annual meeting of the American Educational Research Association, Toronto, Canada.

Ryan, Z., DeLiema, D., & Abrahamson, D. (2019, April). Understanding instructors’ reflections on conjecture maps and their impact on design-based research. In F. S. Azevedo (Session Organizer), STEM Teacher Education and Cognition. Roundtable session conducted at the annual meeting of the American Educational Research Association, Toronto, Canada.

Dahn, M., DeLiema, D., & Enyedy, N. (2019, April). Using art to tell stories about failure when learning to code. Poster presented at the annual meeting of the American Educational Research Association, Toronto, Canada. Aalst, O. W-V., DeLiema, D., Flood, V., & Abrahamson, D. (2018, May). Peer conversations about refactoring computer code: Negotiating reflective abstraction through narrative, affect, and play. Paper presented at the Jean Piaget Society Annual Meeting, Amsterdam, The Netherlands.

DeLiema, D., Abrahamson, D., Enyedy, N., Steen, F., Dahn, M., Flood, V. J., Taylor, J., & Lee, L. (2018, April). Measuring debugging: How late elementary and middle school students handle broken code. In D. A.-L. Lui & Y. Kafai (Chairs & Organizers), Measuring making: Methods, tools, and strategies for capturing learning, participation, and engagement in maker activities. Symposium conducted at the annual meeting of the American Educational Research Association, New York City.

Keifert, D., Lee, C., Dahn, M., Illum, R., DeLiema, D., Enyedy, N. & Danish, J. A. (2017, June). Agency, embodiment, & affect during play in a mixed-reality learning environment. Paper presented at the Interaction Design and Children conference, Palo Alto, California.

Danish, J. A., Enyedy, N., Saleh, A., Humburg, M., DeLiema, D., Dahn, M., & Lee, C. (2017, April). STEP-Bees: Coordinating embodied interaction with peers, teachers, and computer simulation to support learning. Paper presented at the annual conference of the American Educational Research Association, San Antonio, TX.

DeLiema, D. & Sweetser, E. (2016). Rethinking gestural viewpoint as multidimensional rather than a dichotomy. Paper presented at the International Society of Gesture Studies conference, Paris, France.

Lee, C., DeLiema, D., & Enyedy, N. (2016). Learning through physical action and gestural reflection in a first-person augmented reality science simulation. Paper presented at the International Society of Gesture Studies conference, Paris, France.

Enyedy, N., Danish, J. A., Lee, C., DeLiema, D., Saleh, A., Dahn, M., Illum, R. (2016). Learning about states of matter through multiple correspondences among the body, abstractions, and reality. Paper presented at the Annual Meeting of The American Educational Research Association, Washington, D.C.

Enyedy, N., Danish, J., DeLiema, D., Lee, C., Illum, R., et al. (2015). Science through technology enhanced play. Paper presented at the CREST Conference 2015, Redondo Beach, California.

DeLiema, D., Smith, M., Goodwin, C. (2015). Sources of knowledge in interaction: How geology and math students laminate resources in the process of knowing. Poster presented at the Annual Meeting of The American Educational Research Association, Chicago, Illinois.

Steen, F., Turner, M. and DeLiema, D. (2014, Novermber). Extending blended viewpoint in multimodal communication. Paper presented at the Twelfth Conceptual Structures and Discourse in Language conference, Santa Barbara, California.

DeLiema, D., Gravell, J., Johnson, N., Lee, U., McMillan, B., Tanskley, T., Eynedy, N. (2014). Deficit thinking as a potential mediator of social justice ideology in classroom praxis. Poster presented at the UCLA Research and Inquiry Conference.

DeLiema, D. (2014, July). Teachers and students’ collaborative work to render pointing gestures intelligible. In C. Goodwin, The intelligibility of gesture as a situated accomplishment. Symposium conducted at the International Society of Gesture Studies conference, San Diego, California.

DeLiema, D. (May, 2013). How Do You Know You're Bad at Math? Epistemic Dialogues at an After-School Program. Talk given at the UCLA symposium on Global Transformative Learning: Building Institutions and Changing Minds.

DeLiema, D., Enyedy, N., Steen, F. F., & Hoyer, D. (2012, July). Learning science by being you, being it, being both. In D. Abrahamson, You’re It! Body, Action, and Object in STEM Learning. Symposium conducted at the International Conference of the Learning Sciences, Sydney, Australia.

DeLiema, D., & Steen, F. F. (2012, April). The evolution of gestural blends around learning a new technical system. Paper presented at the Eleventh Conceptual Structures and Discourse in Language conference, Vancouver, Canada.

DeLiema, D., Steen, F. F., & Turner, M. (2012, April). Language, gesture, and audiovisual communication: a massive online database for researching multimodal constructions. Workshop conducted at the Eleventh Conceptual Structures and Discourse in Language conference, Vancouver, Canada.

DeLiema, D. (2012, April). A study of the live evolution of mental models through gesture. Poster presented at the Annual Meeting of The American Educational Research Association, Vancouver, Canada.

Kawasaki, J., DeLiema, D., & Sandoval, W. (2012, April). Using media production as a lever for critical source evaluation. In C. Chinn, Learning from Others: Advancing Theory and Research on Learning from Sources. Symposium conducted at the Annual Meeting of The American Educational Research Association, Vancouver, Canada.

Brown, N. J. S., Danish, J., DeLiema, D., Engle, R. A., Enyedy, N., Lee, V. R., & Parnafes, O. (2012, April). Representations, Interlocutors, and Their Influences on Apparent Knowledgeability. In M. Levin, Integrating Issues of Knowledge and Interaction in Analyses of Cognition and Learning. Symposium conducted at the meeting of The American Educational Research Association, Vancouver, Canada.

INVITED PRESENTATIONS

DeLiema, D. (2019). Debugging failure: A multi-dimensional framework for documenting newcomers’ experiences with obstacles. Invited presentation, UMN, Peter Demerath’s course on Case Studies for Policy Research, September, 30th, 2019.

DeLiema, D. (2019). Navigating code form, flow, and output during debugging. Invited presentation, UMN, Psych Foundations Brown Bag, September 25, 2019. DeLiema, D. (2018). Approaches to failure in education, children’s stories, and news media. Invited presentation, UCLA, Francis Steen’s “Media and Mind” undergraduate course, May 29, 2018.

DeLiema, D. (2017). Debugging failure: Teacher-student interactions around obstacles. Invited presentation, Stanford University, Paulo Blikstein’s Research Lab, October 18, 2017.

DeLiema, D. (2017). Teacher-student interactions during debugging. Invited presentation, University of San Francisco, Cognitive Brown Bag Research Colloquium, San Francisco. September 29, 2017.

Ryoo, J., Hadad, R., & DeLiema, D. (2017). Monthly discussion of failure in making. Invited presentation, Online meeting hosted by Adam Maltese (Indiana University), Alice Anderson (Science Museum of Minnesota), and Amber Simpson (Indiana University).

DeLiema, D. (2016). Debugging failure. Invited presentation, UC Berkeley Graduate School of Education Colloquium. October 17, 2016.

DeLiema, D. (2015). Failure and epistemic cognition. Invited presentation, Research Lab of Judit Moschkovich, University of California, Santa Cruz. January 14, 2016.

DeLiema, D. (2015). Modeling-play and game-play in participatory simulations. Invited presentation, Embodied Design Research Laboratory (D. Abrahamson, Director), University of California, Berkeley. December 1, 2015.

DeLiema, D. (2015). Failure storytelling. Shanghai Municipal Education Commission’s Project of Children's Basic Competencies of Learning and Innovation. Shanghai, China, September 23rd.

DeLiema, D. (2015). Fostering a modeling practice in school. Shanghai Municipal Education Commission’s Project of Children's Basic Competencies of Learning and Innovation. Shanghai, China, September 22nd.

Steen, F. F., DeLiema, D., Treynor, W. (2009). On being certain: Believing you are right even when you’re not. Krishnamurti Foundation America, Ojai, CA, November 14.

Steen, F. F., Treynor, W., DeLiema, D., & Jeong, D. (2009). Participatory knowledge and transformative understanding: Bridging some gaps between the sciences and the humanities. University of California, Santa Barbara, CA, October 19.

RESEARCH EXPERIENCE

2016 - present

Debugging Failure: Fostering Youth Academic Resilience in Computer Science
Postdoctoral researcher under Dor Abrahamson, Ph.D., Graduate School of Education, UC Berkeley

2014 - 2016

Graduate Student Researcher and Postdoctoral Researcher for Noel Enyedy, Ph.D., Urban Schooling (Graduate School of Education and Information Studies), UCLA

2013 - 2014

Teaching, Learning, and Knowing in Field-based Geology Studies
Research Assistant to Charles Goodwin, Ph.D., Applied Linguistics, UCLA.

2011 - 2013

Neuroscience of Role-mediated Learning
Research Assistant to Marco Iacoboni, M.D., Ph.D., Psychiatry and Biobehavioral Sciences, UCLA; Francis F. Steen, Ph.D., Communication Studies, UCLA; Noel Enyedy, Ph.D., Urban Schooling (Graduate School of Education and Information Studies), UCLA.

2010 - present

Berkeley/UCLA Gesture Group
Participant in bimonthly data analysis sessions advancing gesture theory.

2009 - 2010

Semiotic Pivots and Activity Spaces for Elementary Science
Research Assistant to Noel Enyedy, Ph.D., Urban Schooling (Graduate School of Education and Information Studies), UCLA

2008 - 2011

Image-Text Parsing for Understanding Social and Political News Events
Research Assistant to Song-Chun Zhu, Ph.D., Statistics and Computer Science, UCLA; Francis Steen, Ph.D., Communication Studies, UCLA.

2007 - 2009

Research Assistant to Francis Steen, Ph.D., Communication Studies, UCLA

TEACHING EXPERIENCE

Fall 2019

Instructor – Department of Educational Psychology
University of Minnesota
Course title: Debugging failure: Productive and unproductive breakdowns in learning

Summer 2015, 2014, 2013, 2012 & 2011

Instructor – Communication Studies
University of California, Los Angeles
Course title: COMMST 183 – Media and Mind

Summer 2015

Instructor – Communication Studies
University of California, Los Angeles
Course title: COMMST 128 – Play and Entertainment

Spring 2014 & Winter 2013

Teaching Assistant – Graduate School of Education & Information Studies
University of California, Los Angeles
Course title: Educational Psychology

2011 - present

Volunteer Tutor (weekly), grant writer, and education consultant
9 Dots, Los Angeles, CA – Urban after-school STEM nonprofit (3rd-8th grade)

Winter 2014

Co-instructor – Communication Studies
University of California, Los Angeles
Course title: COMMST 19 - Mindful Learning: Exploring Your Own Perceptions, Emotions, and Thinking

Spring 2013

Teaching Assistant – Department of Communication Studies
University of California, Los Angeles
Course titles: The Gaming Mind; Social Communication & New Technology

Summer 2010

Guest Lecturer – Rishi Valley Education Centre & Center for Learning
Krishnamurti Foundation India
Co-organized psychology and cognitive science workshops

2008 - 2009

Curriculum Designer and Guest Lecturer – Communication Studies
University of California, Los Angeles
Course titles: COMMST 128 & 129 – Entertainment as Implicit Pedagogy & The Gaming Mind

2007 - 2008

Course grader – Communication Studies, UCLA
Course titles: COMMST 162 & COMMST 128 – Presidential
Communication (Professor Tim Groeling) & Entertainment as Implicit Pedagogy (Professor Francis Steen)

PROFESSIONAL SERVICE

2018 - present Reviewer for AERA Informal Learning Environments Research SIG

2018 - present Reviewer for Journal of Virtual Worlds Research

2017 - present Reviewer for Education Studies in Mathematics

2016 - present Reviewer for the Journal of the Learning Sciences

2014 - present Reviewer for the International Conference of the Learning Sciences

2015 - present Reviewer for Cognition and Instruction

2015 Host of Mark Turner’s talk on creativity at UCLA’s Marschak Colloquium

2014 & 2015 Reviewer for the GSE&IS Research and Inquiry Conference

2014 UCLA faculty search committee for GSE&IS

2014 Reviewer in training for Educational Psychologist

2013 - 2014 UCLA Learning Sciences student representative

2009 - 2011 Co-organizer (with Eve Sweetser) of the Berkeley/UCLA Gesture Group