Johannes Strobel

Assistant Professor
Engineering Education & Educational Technology

Research

Professor Strobel's research focuses on the intersection between learning and technology.  He is interested in:

- Desigining and integrating open-ended, problem-based learning environments into curricula

- Designing and enabling sustainable on-and off-line communties

-Social computing applications in education (including game-based approaches)

--Problem solving in the workplace and how it informs classroom instruction

-Use of computers as cognitive tools

-Design cognition and identities

-Historical reasoning as a vehicle to foster critical and higher-order thinking.

He is drawing from theories of conceptual development and change, domain-specific reasoning and epistemological beliefs, and employs qualitative, participatory, and design-based research methodologies.

Education

Ph.D.	University of Missouri-Columbia, 2004, Information Science & Learning Technologies
M.Ed.	University of Missouri-Columbia, 2002, Learning Technologies
B.S.	Saarland University, Germany, 1999, Information Science
B.A.	Saarland University, Germany, 1998, Religious Studies
B.Ph.	Munich School of Philosophy, Germany, 1997, Philosophy

Selected Publications

 Clariana, R. & Strobel, J. (in press) Modeling Technologies.  In J.M. Spector, M.D. Merrill, J.J.G. van Merrienboer, & M.P. Driscoll (Eds.) AECT Handbook of Educational Communications and Technology. 3rd Ed., Mahwah, NJ, USA: Lawrence Erlbaum Associates.

 Strobel, J., Jonassen, D.H. & Ionas, I.G. (in press) The evolution of a collaborative authoring system for non-linear hypertext: A design-based research study. Computers & Education.

 Hyslop-Margison, E.J. & Strobel, J. (in press) Constructivism and Education: Misunderstandings and Pedagogical Implications.  The Teacher Educator.

 Niederhauser, D.S., Lindstrom, D.L., & Strobel, J. (in press).  Addressing the NETS*S in K-12 Classrooms

 Strobel, J. (2007) Composition of Compound Problems and Transitions within Compound Problems: Workplace Research to Inform Engineering Education.  Proceedings of the First International Conference on Research in Engineering Education, Hawaii: June, 22-June 24, 2007.

 Zhang, D., Shaw, S. & Strobel, J. (2006) Embedding Instructional Design Supports in Course Management System - Implications from Literature Review.  Paper accepted for ED-MEDIA-World Conference on Educational Multimedia, Hypermedia and Telecommunications, Orlando, FL, June 26-June 30, 2006.  (Published in proceedings of EdMedia).

 Strobel, J. & Tillberg-Webb, H. (2006).  Applying a critical and humanizing framework of instructional technologies to educational practice.  Paper presented at the First Research Symposium of the Association of Educational Communications and Technology (AECT), Indiana, Bloomington, June 22-25, 2006.

 Strobel, J. & Idan, E. (2006).  Integrating Scaffolds into Goal-based Scenarios: The Case of An Interactive Game on Biodiversity for Children.  In Proceedings of the 5th International Conference for Interaction, Design and Children (IDC 2006), 3 pages.

 Strobel, J. (2006). Participatory design strategies for eLearning: a design-based research approach in the field of Educational Technology.  In J. Multisilta (Ed.) Proceedings of the workshop on human centered technology.  Pori Publications, Tempere University of Technology, 9 pages.

 Jonassen, D., Strobel, J., & Lee, C.B. (2006) Everyday Problem Solving in Engineering: Lessons for Engineering Educators, Journal of Engineering Education, 95, 2, 139-150.

 Jonassen, D.H., Strobel, J., & Gottdenker, J. (2005). Model Building for Conceptual Change, Interactive Learning Environments, 13, 1-2, pp. 15-37.

 Strobel, J. & Jonassen, D.H. (2004). Supporting being historians: Historical reasoning with a cognitive flexibility authoring hypertext in Gerjets, P., Kirschner, P.A., Elen, J. & Joiner, R. (Eds.) (2004).  Instructional design for effective and enjoyable computer-supported learning.  Proceedings of the first joint meeting of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (CD-ROM), pp. 208-219.

 Strobel, J., Cernusca, D., Jonassen, D.H. (2004). Different majors - different epistemological beliefs?, Academic Exchange Quarterly, Spring 2004, 208-219.

Jonassen, D.H., Wang, F.K., Strobel, J. & Cernusca, D. (2004).  Applications of a Case Library of Technology Integration Stories for Teachers, Journal of Technology and Teacher Education, 11, 4, 529-548.

Courses Taught

ENGR 100	First-Year Engineering (Purdue University)
ETEC 693AAA	Social Computing and Computer Supported Collaborative Learning (Concordia University)
EDUC 305	Technology for Educational Change I (Concordia University)
ETEC 693C	Designing Constructivist Learning Environments (Concordia University)
ETEC 693D	Introduction to Digital Media for Education (Concordia University)
ETEC 560/660	Introduction to Educational Computing (Concordia University)

and others. . .

Professional Experience

2007-Present	Assistant Professor, Engineering Education & Educational Technology, Purdue University, West Lafayette, IN
2005-2007	Assistant Professor, Educational Technology & Member of Centre for the Study of Learning and Performance, Concordia University, Montreal, Canada
2001-2004	Manager & RA, Center for the Study of Problem Solving, RA @ kite.missouri.edu (Teachers' stories technology integration), Co-Founder & Fellow, Learning Sciences Institute.
1997-2001	RA - Multimedia Applications in Education, RA - Video-conferencing studio, Saarland University
1999-2000	Founding Company "Education in Europe Consulting"
1999-2000	Assistant Knowledge Manager, IDS Scheer AG (IT consulting)
1998	Consultant, Educational Movie Service, Munich
1997	Refugee Worker, Jesuit Refugee Services (Croatia)