Rudolf Mößbauer Tenure Track
Technical University of Munich
Department Educational Sciences
Anna Keune received postdoctoral training at the University of California, Irvine and the Ruhr-University Bochum with a focus on STEM equity in out-of-school settings and adaptive educational technologies. Prior to this, Anna graduated with a PhD in Learning Sciences from Indiana University in 2020. Her dissertation on fiber crafts as context for computer science education won the prestigious Indiana University Distinguished PhD Dissertation Award. Anna also studied New Media Art and Design at Aalto University and was a visiting researcher at the University of California, Berkeley and the Srishti School of Art, Design, and Technology.
- 2020, University Distinguished PhD Dissertation Award, Indiana University
- 2020, Best Student Paper Award, AERA SIG Advanced Technologies for Learning & Learning Sciences (ALT/LS)
- 2019, Systers Pass It On Award, AnitaB.org
STEM and digital skills continue to face lopsided gender representation. Leveraging socio-material historicities for learning promises to foster sustainable and equitable STEM education. At the intersection of learning sciences and design scholarship, my research focuses on advancing the understanding of how materials can foster STEM domain understanding for all students, transform what counts as STEM participation, and widen who participates. Guided by constructionist and posthumanist theoretical commitments as well as participatory approaches to design, I investigate creative design technologies and computational crafts in school and out-of-school settings to advance understanding in the materiality of STEM learning, gender equity in STEM, and design technologies for inclusive STEM learning by leveraging creative tools and materials.
- Keune, A., Yankova, N., & Peppler, K. (2021). #quiltsforpulse: Connected and shared production-centered socio-political activism through craftivism. Learning, Media and Technology, 0(0), 1-17. Doi: 10.1080/17439884.2021.1961147.
- Keune, A., Zambrano-Gutiérrez, J., Phonethibsavads, A., & Peppler, K. (2021). The unexamined influence: An object’s perceived gender on spatial reasoning skills in girls. In N. Rummel & U. Hoppe (Eds.), Reflecting the past and embracing the future: International Society of the Learning Sciences (ISLS) Annual Meeting 2021 (pp. 629-632). Bochum, Germany: International Society of the Learning Sciences.
- Keune, A., Yankova, N., & Peppler, K. (2021). Crafting human-material collaborative learning processes and technology advances. In N. Rummel & U. Hoppe (Eds.), Reflecting the past and embracing the future: International Society of the Learning Sciences (ISLS) Annual Meeting 2021 (pp. 193-196). Bochum, Germany: International Society of the Learning Sciences.
- Keune, A. & Peppler, K., (2020). Tuning into the craft: Materials as a driver of learning computing. In M. Gresalfi & I. Horn (Eds.), The interdisciplinarity of the learning sciences: International conference of the learning sciences (ICLS) 2020 (pp. 769-770). Nashville, TN: International Society of the Learning Sciences.
- Keune, A., Peppler, K., & Wohlwend, K. (2019). Recognition in makerspaces: Supporting opportunities for women to “make” a STEM career. Computers and Human Behavior, 99, 368-380. doi: 10.1016/j.chb.2019.05.013
- Keune, A. & Peppler, K. (2019). Materials-to-develop-with: The making of a makerspace. The British Journal of Educational Technology, 50(1), 280-293. doi: 10.1111/bjet.12702
- Peppler. K. & Keune, A. (2019). “It helps create and enhance a community”: Youth motivations for making portfolios. Mind, Culture, and Activity, 26(3), 234-248. doi: 10.1080/10749039.2019.1647546
- Wohlwend, K., Peppler, K., Keune, A., & Thompson, N. (2017). Making sense and nonsense: Comparing mediated discourse and agential realist approaches to materiality in a preschool makerspace. Journal of Early Childhood Literacy, 17(3), 444-462. doi: 10.1177/1468798417712066
- Leinonen, T., Keune, A., Veermans, M., & Toikkanen, T. (2016). Mobile apps for reflection in learning: A design research in K‐12 education. British Journal of Educational Technology, 47(1), 184-202. doi:10.1111/bjet.12224