My research focus is on the empirical study of learning
instruction in traditional school subjects (e.g., reading
comprehension, mathematics, science) and, in particular, the
development of educational technologies. I am generally
in distributed cognition as it pertains to human-artifact
interaction; how interacting with objects external to
the person (e.g., physical artifacts, symbolic and graphical
representations) affects learning and reasoning.
annotation, social software for education
- Technology-enhanced learning
- Collective behaviour and intelligence; Distributed and extended cognition
- Complex adaptive systems; self-organizing systems
Current research interest
How can social software be used to
create self-organizing, digital artifacts that scaffold
learners? In particular, how can social
annotation systems be developed to support readers?
General research questions
|1||How do social text signals evolve and stabilize?|
|2||a) Do the social text signals that are generated in this manner (self-organized) reflect the main ideas in a text?|
b) Are they similar to the signals an author might provide?
|3||a) In what ways and to what extent do social signals affect or influence readers?|
b) How do readers react to resources that are being dynamically altered and evolve in response to collaborative activity?
|4||a) How do social text signals affect readers’
comprehension of texts as measured by comprehension questions and other
products (e.g. essays and summaries)?|
b) Are these emergent, socially created phenomena useful aids to the learners?
|5||a) What combinations of psychological and social
variables (e.g. social influence and conformity, knowledge and skill
diversity/heterogeneity, and group size) and software variables (e.g.
parameters for aggregation functions) lead to the most beneficial
self-organized, emergent phenomena in collaborative learning tasks?|
b) Under what conditions does this form of indirect collaboration
lead to sub-optimal or poor outcomes (at the group and individual