flood (at) berkeley (dot) edu (now at vflood (at) buffalo (dot) edu)
Research Interests: I am interested in the interactional methods learners and instructors use to build shared understandings of STEM ideas in technology-rich environments. The approach I take to investigating social interaction is inspired and informed by ethnomethodology and conversation analysis. I also was a member of the Debugging Failure project.
About me: After completing my B.S. in Biochemistry at the University of Southern Maine, I earned a Master of Science in Teaching degree at the University of Maine. My masters thesis explored how undergraduate chemistry students use their bodies to imagine the 3D geometries of molecules.
After graduating, I am excited to be joining the Learning Sciences program in the Department of Learning and Instruction at the University at Buffalo, SUNY. You can find my new profile here.
Technology-Enabled Embodied Learning:
- Flood, V. J. (2018). Multimodal revoicing as an interactional mechanism for connecting scientific and everyday concepts. Human Development, 61(3), 145-173.
- Abrahamson, D., Flood, V. J., Miele, J., & Siu, Y.-T. (2018). Enactivism and ethnomethodological conversation analysis as tools for expanding Universal Design for Learning: The case of visually impaired mathematics. ZDM Mathematics Education, https://doi.org/10.1007/s11858-018-0998-1.
- Flood, V. J., Harrer, B. W., & Abrahamson, D. (2016). The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment. In C.-K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), “Transforming learning, empowering learners,” Proceedings of the International Conference of the Learning Sciences (ICLS 2016) (Vol. 1, “Full Papers,” pp. 122-129). Singapore: International Society of the Learning Sciences.
- Flood, V. J., Neff, M., & Abrahamson, D. (2015). Boundary interactions: Resolving interdisciplinary collaboration challenges using digitized embodied performances. In T. Koschmann, P. Häkkinen, & P. Tchounikine (Eds.), “Exploring the material conditions of learning: opportunities and challenges for CSCL,” the Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference. Gothenburg, Sweden: ISLS.
Gesture in mathematics and science learning and instruction:
- Flood, V. J., Amar, F. G., Nemirovsky, R., Harrer, B. W., Bruce, M. R. M., & Wittmann, M. C. (2015). Paying attention to gesture when students talk chemistry: Interactional resources for responsive reaching. Journal of Chemical Education, 92(1), 11-22.
- Wittmann, M. C., Flood, V. J., & Black, K. E. (2013). Algebraic manipulation as motion within a landscape. Educational Studies in Mathematics, 82(2), 169-181.
The social organization of learning programming:
- 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.
- 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.
- Harrer, B. W., Flood, V. J., Wittmann, M. C. (2013). Productive resources in students’ ideas about energy: An alternative analysis of Watts’ original interview transcripts. Physical Review Special Topics – Physics Education Research, 9(2), 023101.
- Scherr, R. E., Close, H. G., Close, E. W., Flood, V. J., McKagan, S. B., Robertson, A. D., Seeley, L., Wittmann, M. C., and Vokos, S. (2013). Negotiating energy dynamics through embodied action in a materially structured environment. Physical Review Special Topics – Physics Education Research, 9(2), 020105.