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Christopher Hoadley

University at Buffalo, State University of New York, Learning and Instruction, Faculty Member

New York University, Administration, Leadership, and Technology, Faculty Member

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Papers by Christopher Hoadley

A qualitative study of social sciences faculty research workflows

Journal of Documentation, 2022

Purpose-This paper is a qualitative study of how social sciences faculty construct their research... more Purpose-This paper is a qualitative study of how social sciences faculty construct their research workflows with the help of technological tools. The purpose of this study is to examine faculty scholarly workflows and how both tools and practices support the research process. This paper could inform academic libraries on how to support scholars throughout the research process. Design/methodology/approach-This is a qualitative study case study of ten faculty members from six research universities from the United States and Canada. Semi-structured interviews were conducted and recorded. Atlas.ti was used to code and analyze the transcripts; each participant was a separate case. Descriptive coding was used to identify digital tools used for collaboration; process and descriptive coding was utilized to examine practices in scholarly workflows. Findings-Through case study analysis the results of this study include the role of technology in faculty research workflows. Each workflow was grouped into four categories: information literacy, information management, knowledge management, and scholarly communication. The findings included scholars creating simple workflows for efficiency and collaboration and utilizing workarounds. Research limitations/implications-The study did not observe faculty in the process of doing research and, thus, only reports on what the researchers say that they do. Originality/value-The research is unique in that there is almost no research on how social scientists conduct their research workflows and the affordances/impasses of this process.

When Doing Good is Good for You: Brokering Future Learning Opportunities to Youth as a Bi-Directional Co-Learning Practice

For educators to become effective brokers in ways that support equity goals, it is important to c... more For educators to become effective brokers in ways that support equity goals, it is important to consider how brokering is a bi-directional, co-learning practice for both youth and educators. This brief discusses how brokering relationships might support this equity-oriented goal.Spencer Foundation; New York Community Trust; Capital On

An Equity-Orientation to Vetting Early Work- Placement Sites in Creative & Technology Industries

It’s important for informal learning organizations that engage in internship placements to consid... more It’s important for informal learning organizations that engage in internship placements to consider how these early work settings are identified and vetted so that underrepresented youth are more likely to have positive experiences. This brief offers some strategies and a framework to support the process.Spencer Foundation; New York Community Trust; Capital On

Brokering to Disrupt Power: How to Leverage Brokering Practices to Support Equity Outcomes

Brokers can play crucial roles in identifying, making visible, and breaking down power structures... more Brokers can play crucial roles in identifying, making visible, and breaking down power structures for youth. In this brief, we discuss how brokers may directly contribute to breaking down or sustaining power inequalities in access and opportunity.Spencer Foundation; New York Community Trust; Capital On

Brokering Youth Pathways: A toolkit for connecting youth to future opportunity

Spencer Foundatio

Not just a Teacher, also a Connector: Increasing Educator Brokering Orientation and Capacity

This brief addresses some questions about how we might support informal educators to develop a “b... more This brief addresses some questions about how we might support informal educators to develop a “brokering orientation” and see themselves as learning brokers who actively connect youth to new opportunities, people, and institutions.Spencer Foundation; New York Community Trust; Capital One Foundatio

How Can Out-of-School Organizations Use Brokering to Support Youth Interest-Driven Learning Pathways?

What is brokering, and why is it an important practice when it comes to supporting learning pathw... more What is brokering, and why is it an important practice when it comes to supporting learning pathways? This brief introduces the idea of brokering as a practice supporting connections to learning opportunities, offers a conceptual model of factors affecting brokering, and gives an overview of potential strategies for integrating brokering into out-of-school programming.Spencer Foundation; New York Community Trust; Capital On

Brokering in the Classroom: OST Partnerships with Schools to Connect Youth to Future Learning Opportunities

When OST organizations bring projects into the classroom, they have an opportunity to act as lear... more

Messy, Sprawling, and Open

When is safe enough?' Considering Diversity and Equity When Brokering Pre-Professional Learning Opportunities to Minoritized Youth

Participatory Knowledge Building Within Research-Practice Partnerships in Education

This case study considers how educational researchers and practitioners can work together to enga... more This case study considers how educational researchers and practitioners can work together to engage in participatory knowledge building, a process rooted in both empirical research and the lived practices and expertise of on-the-ground educators that produces knowledge relevant to both educational theory and practice. The method shared was used as part of a broader approach called research-practice partnerships (RPPs), a model of collaboration between researchers and practitioners that departs from and counters traditional assumptions of "research translation" that suppose a unidirectional relationship where researchers simply share findings with educators, administrators, and youth. Instead, research-practice partnerships are characterized by joint work, mutuality, and a focus on persistent problems of practice across stakeholder groups. Within research-practice partnerships, we propose participatory knowledge building as one method that indexes these values. Rooting our case in the production of collaborative white papers addressing shared issues between researchers and practitioners, we first focus on practical techniques associated with participatory knowledge building, then discuss the outcomes of this approach for researchpractice partnerships, and finally make recommendations for utilizing this approach. In discussing techniques to develop collective knowledge through participatory processes, we detail topic emergence and selection, leveraging community contexts as spaces for knowledge building, integrating basic research data, synthesizing and creating an initial draft of the paper, and engaging in community-based feedback and dissemination. We then detail the outcomes that such a process has for those engaged in research-practice partnerships, including development of shared language, fostering a collective knowledge-building orientation, surfacing practitioner expertise, implicit renegotiation of the focus of joint work, and catalyzing new educational experiments and shifts in practice. We close with lessons learned from our experience in this area and recommendations for others who are looking to engage in this practice. Broadly, the case highlights both the practicalities and affordances of using collaborative, participatory methods of knowledge production when the goal is first and foremost to improve educational practice. Learning Outcomes By the end of this case, students should be able to Understand what techniques can be used in order to produce knowledge collaboratively between educational researchers and practitioners Understand the possible outcomes of participatory knowledge building between educational SAGE Research Methods Cases Part 2 SAGE

Applying for National Science Foundation Funding in Cognitive Science: Cognition, Computation, Development, Education, and Neuroscience

Cognitive Science, 2014

Applying for National Science Foundation Funding in Cognitive Science: Cognition, Computation, De... more Applying for National Science Foundation Funding in Cognitive Science: Cognition, Computation, Development, Education, and Neuroscience Anne Cleary 1 (acleary@nsf.gov), James Donlon 2 (jdonlon@nsf.gov), Evan Heit 3* (ekheit@nsf.gov), Chris Hoadley 2,3 (choadley@nsf.gov), Laura Namy 1 (lnamy@nsf.gov), Akaysha Tang 1 (atang@nsf.gov), Betty Tuller 1 (btuller@nsf.gov) Division of Behavioral and Cognitive Sciences, Directorate for Social, Behavioral & Economic Sciences Division of Information and Intelligent Systems, Directorate for Computer & Information Science & Engineering Division of Research on Learning, Directorate for Education & Human Resources National Science Foundation 4201 Wilson Boulevard Arlington, Virginia 22230 USA *Corresponding author Keywords: cognitive science; research funding; grants; workshop; National Science Foundation. those most relevant to cognitive science, as well career development programs and international opportunities. 3. Attendees will participate in ...

Scaffolding scientific discussion using socially relevant representations in networked multimedia

Proquest Dissertations and Theses Thesis University of California Berkeley 1999 Publication Number Aai9931263 Isbn 9780599314801 Source Dissertation Abstracts International Volume 60 05 Section a Page 1505 229 P, 1999

Google, Inc. (search), Subscribe (Full Service), Register (Limited Service, Free), Login. Search:... more

Educating Reflective Learner Centered Designers

In this paper we discuss a multidisciplinary course for educating reflective designers of technol... more In this paper we discuss a multidisciplinary course for educating reflective designers of technology-enhanced learning environments. The course supports the coordination of students in two disciplines, human-computer interaction and instructional systems design. Through the multidisciplinary teaming and an ontology of design processes, students in the course are encouraged to develop reflective practice as educational designers. Learner-centered design of technology-enhanced educational environments (learning technology design, or LT design for short) requires both a focus on the learning goals for the design, and the ability to connect learning goals to their implementation in interfaces. While the ends, learning, may be relatively clear, it requires special expertise to develop the means for supporting learning through technologies. Early proponents of learner-centered design (Soloway et al.) were cross-trained individuals with a background in both computer science and education. The TRAILS project (http://www.trails-project.org) has as its aim producing more such individuals who can successfully integrate usability and interface design with educational theory and practice to produce effective learning environments (see DiGiano et. al., 2005.) In this paper, we first discuss our goals for the Penn State TRAILS course, including a blend of both learning design and interaction design. We then discuss our pedagogical strategy for this goal, namely using reflective practice of design methods in an interdisciplinary context. We then describe the course in detail, including our teaming strategy, projects and assignments to promote student reflection and practice of various design methods, and an ontology of design methods used to help students compare and contrast various learning and interaction design methodologies.

Erratum to: Self-Reflecting and Mindfulness: Cultivating Curiosity and Decentering Situated in Everyday Life

Lecture Notes in Computer Science, 2016

In the originally published version of the paper starting on page 87 of this volume, the means an... more

Learning and Design: Why the Learning Sciences and Instructional Systems Need Each Other

Educational Technology the Magazine For Managers of Change in Education, 2004

Self-Reflecting and Mindfulness: Cultivating Curiosity and Decentering Situated in Everyday Life

Lecture Notes in Computer Science, 2016

Research on the use of mobile to promote mindfulness states is still rela‐ tively nascent, especi... more Research on the use of mobile to promote mindfulness states is still rela‐ tively nascent, especially when exploring how such states can be cultivated in everyday life, outside of meditation-based approaches. In this study we investigate the design of a mobile app that seeks to cultivate mindfulness states situated in everyday life. Using reminders to prompt self-reflection and breathing exercises to prompt body awareness, we sought to address the overarching question – how can we design towards mindfulness situated in everyday living and how might it change what we mean by mindfulness? Our findings suggest that mobile-based approaches can promote curiosity and decentering through self-reflection, and that the valence and likelihood of experiencing certain mental events may influence how self-reflection is experienced, which in turn influences curiosity and decentering factors of mind‐ fulness states.

Learning, Design, and Technology: Creation of a design studio for educational innovation

This paper describes the creation of a design studio course for students in an innovative graduat... more This paper describes the creation of a design studio course for students in an innovative graduate degree program in the School of Education at Stanford University. While design studios are common in other fields, they are unusual in education. The rationale for this course is presented, our experiences running the course for four years are summarized, and implications for academic

When, why, and how do novice programmers reuse code?

... Studies in Computer Science project. Christopher Hoadley was also supported by a University o... more

Using KIE To Help Students Develop Shared Criteria for House Designs

How can students develop shared criteria especially for problems that have no "right" answer? Suc... more How can students develop shared criteria especially for problems that have no "right" answer? Such ill-structured problems are typically called design problem. They can be identified by their open-endedness, the problem structuring they require, and the iterative refinement that characterizes solution paths.. Like portfolio projects, these problems are difficult to evaluate for both teachers and students. Often success is measured

A qualitative study of social sciences faculty research workflows

Journal of Documentation, 2022

Purpose-This paper is a qualitative study of how social sciences faculty construct their research... more Purpose-This paper is a qualitative study of how social sciences faculty construct their research workflows with the help of technological tools. The purpose of this study is to examine faculty scholarly workflows and how both tools and practices support the research process. This paper could inform academic libraries on how to support scholars throughout the research process. Design/methodology/approach-This is a qualitative study case study of ten faculty members from six research universities from the United States and Canada. Semi-structured interviews were conducted and recorded. Atlas.ti was used to code and analyze the transcripts; each participant was a separate case. Descriptive coding was used to identify digital tools used for collaboration; process and descriptive coding was utilized to examine practices in scholarly workflows. Findings-Through case study analysis the results of this study include the role of technology in faculty research workflows. Each workflow was grouped into four categories: information literacy, information management, knowledge management, and scholarly communication. The findings included scholars creating simple workflows for efficiency and collaboration and utilizing workarounds. Research limitations/implications-The study did not observe faculty in the process of doing research and, thus, only reports on what the researchers say that they do. Originality/value-The research is unique in that there is almost no research on how social scientists conduct their research workflows and the affordances/impasses of this process.

When Doing Good is Good for You: Brokering Future Learning Opportunities to Youth as a Bi-Directional Co-Learning Practice

For educators to become effective brokers in ways that support equity goals, it is important to c... more For educators to become effective brokers in ways that support equity goals, it is important to consider how brokering is a bi-directional, co-learning practice for both youth and educators. This brief discusses how brokering relationships might support this equity-oriented goal.Spencer Foundation; New York Community Trust; Capital On

An Equity-Orientation to Vetting Early Work- Placement Sites in Creative & Technology Industries

It’s important for informal learning organizations that engage in internship placements to consid... more It’s important for informal learning organizations that engage in internship placements to consider how these early work settings are identified and vetted so that underrepresented youth are more likely to have positive experiences. This brief offers some strategies and a framework to support the process.Spencer Foundation; New York Community Trust; Capital On

Brokering to Disrupt Power: How to Leverage Brokering Practices to Support Equity Outcomes

Brokers can play crucial roles in identifying, making visible, and breaking down power structures... more Brokers can play crucial roles in identifying, making visible, and breaking down power structures for youth. In this brief, we discuss how brokers may directly contribute to breaking down or sustaining power inequalities in access and opportunity.Spencer Foundation; New York Community Trust; Capital On

Brokering Youth Pathways: A toolkit for connecting youth to future opportunity

Spencer Foundatio

Not just a Teacher, also a Connector: Increasing Educator Brokering Orientation and Capacity

This brief addresses some questions about how we might support informal educators to develop a “b... more This brief addresses some questions about how we might support informal educators to develop a “brokering orientation” and see themselves as learning brokers who actively connect youth to new opportunities, people, and institutions.Spencer Foundation; New York Community Trust; Capital One Foundatio

How Can Out-of-School Organizations Use Brokering to Support Youth Interest-Driven Learning Pathways?

What is brokering, and why is it an important practice when it comes to supporting learning pathw... more What is brokering, and why is it an important practice when it comes to supporting learning pathways? This brief introduces the idea of brokering as a practice supporting connections to learning opportunities, offers a conceptual model of factors affecting brokering, and gives an overview of potential strategies for integrating brokering into out-of-school programming.Spencer Foundation; New York Community Trust; Capital On

Brokering in the Classroom: OST Partnerships with Schools to Connect Youth to Future Learning Opportunities

When OST organizations bring projects into the classroom, they have an opportunity to act as lear... more

Messy, Sprawling, and Open

When is safe enough?' Considering Diversity and Equity When Brokering Pre-Professional Learning Opportunities to Minoritized Youth

Participatory Knowledge Building Within Research-Practice Partnerships in Education

This case study considers how educational researchers and practitioners can work together to enga... more This case study considers how educational researchers and practitioners can work together to engage in participatory knowledge building, a process rooted in both empirical research and the lived practices and expertise of on-the-ground educators that produces knowledge relevant to both educational theory and practice. The method shared was used as part of a broader approach called research-practice partnerships (RPPs), a model of collaboration between researchers and practitioners that departs from and counters traditional assumptions of "research translation" that suppose a unidirectional relationship where researchers simply share findings with educators, administrators, and youth. Instead, research-practice partnerships are characterized by joint work, mutuality, and a focus on persistent problems of practice across stakeholder groups. Within research-practice partnerships, we propose participatory knowledge building as one method that indexes these values. Rooting our case in the production of collaborative white papers addressing shared issues between researchers and practitioners, we first focus on practical techniques associated with participatory knowledge building, then discuss the outcomes of this approach for researchpractice partnerships, and finally make recommendations for utilizing this approach. In discussing techniques to develop collective knowledge through participatory processes, we detail topic emergence and selection, leveraging community contexts as spaces for knowledge building, integrating basic research data, synthesizing and creating an initial draft of the paper, and engaging in community-based feedback and dissemination. We then detail the outcomes that such a process has for those engaged in research-practice partnerships, including development of shared language, fostering a collective knowledge-building orientation, surfacing practitioner expertise, implicit renegotiation of the focus of joint work, and catalyzing new educational experiments and shifts in practice. We close with lessons learned from our experience in this area and recommendations for others who are looking to engage in this practice. Broadly, the case highlights both the practicalities and affordances of using collaborative, participatory methods of knowledge production when the goal is first and foremost to improve educational practice. Learning Outcomes By the end of this case, students should be able to Understand what techniques can be used in order to produce knowledge collaboratively between educational researchers and practitioners Understand the possible outcomes of participatory knowledge building between educational SAGE Research Methods Cases Part 2 SAGE

Applying for National Science Foundation Funding in Cognitive Science: Cognition, Computation, Development, Education, and Neuroscience

Cognitive Science, 2014

Applying for National Science Foundation Funding in Cognitive Science: Cognition, Computation, De... more Applying for National Science Foundation Funding in Cognitive Science: Cognition, Computation, Development, Education, and Neuroscience Anne Cleary 1 (acleary@nsf.gov), James Donlon 2 (jdonlon@nsf.gov), Evan Heit 3* (ekheit@nsf.gov), Chris Hoadley 2,3 (choadley@nsf.gov), Laura Namy 1 (lnamy@nsf.gov), Akaysha Tang 1 (atang@nsf.gov), Betty Tuller 1 (btuller@nsf.gov) Division of Behavioral and Cognitive Sciences, Directorate for Social, Behavioral & Economic Sciences Division of Information and Intelligent Systems, Directorate for Computer & Information Science & Engineering Division of Research on Learning, Directorate for Education & Human Resources National Science Foundation 4201 Wilson Boulevard Arlington, Virginia 22230 USA *Corresponding author Keywords: cognitive science; research funding; grants; workshop; National Science Foundation. those most relevant to cognitive science, as well career development programs and international opportunities. 3. Attendees will participate in ...

Scaffolding scientific discussion using socially relevant representations in networked multimedia

Proquest Dissertations and Theses Thesis University of California Berkeley 1999 Publication Number Aai9931263 Isbn 9780599314801 Source Dissertation Abstracts International Volume 60 05 Section a Page 1505 229 P, 1999

Google, Inc. (search), Subscribe (Full Service), Register (Limited Service, Free), Login. Search:... more

Educating Reflective Learner Centered Designers

In this paper we discuss a multidisciplinary course for educating reflective designers of technol... more In this paper we discuss a multidisciplinary course for educating reflective designers of technology-enhanced learning environments. The course supports the coordination of students in two disciplines, human-computer interaction and instructional systems design. Through the multidisciplinary teaming and an ontology of design processes, students in the course are encouraged to develop reflective practice as educational designers. Learner-centered design of technology-enhanced educational environments (learning technology design, or LT design for short) requires both a focus on the learning goals for the design, and the ability to connect learning goals to their implementation in interfaces. While the ends, learning, may be relatively clear, it requires special expertise to develop the means for supporting learning through technologies. Early proponents of learner-centered design (Soloway et al.) were cross-trained individuals with a background in both computer science and education. The TRAILS project (http://www.trails-project.org) has as its aim producing more such individuals who can successfully integrate usability and interface design with educational theory and practice to produce effective learning environments (see DiGiano et. al., 2005.) In this paper, we first discuss our goals for the Penn State TRAILS course, including a blend of both learning design and interaction design. We then discuss our pedagogical strategy for this goal, namely using reflective practice of design methods in an interdisciplinary context. We then describe the course in detail, including our teaming strategy, projects and assignments to promote student reflection and practice of various design methods, and an ontology of design methods used to help students compare and contrast various learning and interaction design methodologies.

Erratum to: Self-Reflecting and Mindfulness: Cultivating Curiosity and Decentering Situated in Everyday Life

Lecture Notes in Computer Science, 2016

In the originally published version of the paper starting on page 87 of this volume, the means an... more

Learning and Design: Why the Learning Sciences and Instructional Systems Need Each Other

Educational Technology the Magazine For Managers of Change in Education, 2004

Self-Reflecting and Mindfulness: Cultivating Curiosity and Decentering Situated in Everyday Life

Lecture Notes in Computer Science, 2016

Research on the use of mobile to promote mindfulness states is still rela‐ tively nascent, especi... more Research on the use of mobile to promote mindfulness states is still rela‐ tively nascent, especially when exploring how such states can be cultivated in everyday life, outside of meditation-based approaches. In this study we investigate the design of a mobile app that seeks to cultivate mindfulness states situated in everyday life. Using reminders to prompt self-reflection and breathing exercises to prompt body awareness, we sought to address the overarching question – how can we design towards mindfulness situated in everyday living and how might it change what we mean by mindfulness? Our findings suggest that mobile-based approaches can promote curiosity and decentering through self-reflection, and that the valence and likelihood of experiencing certain mental events may influence how self-reflection is experienced, which in turn influences curiosity and decentering factors of mind‐ fulness states.

Learning, Design, and Technology: Creation of a design studio for educational innovation

This paper describes the creation of a design studio course for students in an innovative graduat... more This paper describes the creation of a design studio course for students in an innovative graduate degree program in the School of Education at Stanford University. While design studios are common in other fields, they are unusual in education. The rationale for this course is presented, our experiences running the course for four years are summarized, and implications for academic

When, why, and how do novice programmers reuse code?

... Studies in Computer Science project. Christopher Hoadley was also supported by a University o... more

Using KIE To Help Students Develop Shared Criteria for House Designs

How can students develop shared criteria especially for problems that have no "right" answer? Suc... more How can students develop shared criteria especially for problems that have no "right" answer? Such ill-structured problems are typically called design problem. They can be identified by their open-endedness, the problem structuring they require, and the iterative refinement that characterizes solution paths.. Like portfolio projects, these problems are difficult to evaluate for both teachers and students. Often success is measured

The design of collaborative learning through computer support

International Handbook of Collaborative Learning, 2013

Design based research in education.pdf

Fostering collaboration offline and online: Learning from each other

Social Impacts of technologies for children: Keystone or invasive species?

On the move: Mobile technology, children and learning, 2009

This chapter describes the role of mobile technologies in children ' s technological ecologies. I... more This chapter describes the role of mobile technologies in children ' s technological ecologies. In particular, based on work in developing nations, I discuss ways in which technologies can be potentially disruptive to cultural, educational, or technological systems that children inhabit. A few cautionary tales illustrate how well-intentioned designs that function appropriately in some contexts are actually harmful or disruptive in others. Although design often considers the special needs of children or other audiences, it should equally consider context and interdependencies, especially working in areas where local sociotechnical ecosystems have had less contact with and adaptation to the technological " species " that are common elsewhere.

The Learning Sciences: Where they came from and what it means for instructional designers

by Christopher Hoadley and James P Van Haneghan

Trends and Issues in Instructional Design and Technology, 2018

Computer Support for Collaborative Learning 1999

Finding the ties that bind: Tools in support of a knowledge-building community

by Christopher Hoadley and Roy Pea

Collaboration in learning design using peer-to-peer technologies

What is design knowledge and how do we teach it?

Applying the "studio model" to learning technology design

Adolescent girls and technology: Supporting participatory engagement

What is a community of practice and how can we support it?

One of the most important concepts in social or situated learning theory is the notion of a commu... more One of the most important concepts in social or situated learning theory is the notion of a community of practice. The concept, like the concept of constructivism or the concept of zones of proximal development, has been used both as an explanatory framework for learning and as a metaphor for how instruction should take place. In this chapter, I first describe some basic history of the concept of communities of practice and some of the theoretical assumptions underlying it. Next, I examine some of the key processes identified as producing and sustaining communities of practice. I compare and contrast the notion of communities of practice with other social learning approaches or knowledge communities. And finally, I describe some of the techniques people have used to support communities of practice through technology.

Online pedagogy from the learning sciences perspective

The SAGE Handbook of E-learning Research, 2016

The field of e-learning has been informed by a number of both theoretical and methodological trad... more The field of e-learning has been informed by a number of both theoretical and methodological traditions, ranging from education, psychology, and communications to computer science, media design, and informatics. Here, I explore the relationship between learning theories and, in particular, the theories and methods of the learning sciences (LS) and e-learning. I focus primarily on the relationship between research in the learning sciences and in e-learning (as opposed to practical design and development strategies). The learning sciences are, as will be discussed later, an interdisciplinary field concerned with the design of learning environments and studying them in context. In what follows, I examine three broad issues. First, what are the goals of e-learning research? Second, what are the learning sciences and what theories and methods do they draw upon? Third, how may these theories and methods be useful in e-learning research?

Messy, sprawling, and open: Research-practice partnership methodologies for working in distributed inter-organizational networks

Connecting Research and Practice for Educational Improvement: Ethical and Equitable Approaches, 2017

Research-practice partnerships (RPPs) increasingly operate within multi-organizational networks, ... more Research-practice partnerships (RPPs) increasingly operate within multi-organizational networks, a trend with important implications for how common RPP practices are structured and enacted. Such networks include collective impact efforts that span actors across sectors (Kania & Kramer, 2011) and informal STEM and digital learning ecosystems that involve collectives of out-of-school providers. Many such networks are organized as or participate in RPPs that operate differently from partnerships that focus on a single school, district, or community organization. In this chapter, we offer methodological strategies for distributed RPPs that operate in such multi-organizational, nonhierarchical contexts. We draw on lessons from an RPP involving the Mozilla Hive NYC Learning Network, a collective of over 70 informal educational organizations committed to experimentation with digitally inspired pedagogies, and Hive Research Lab, a university group led by the authors of this chapter, researchers from Indiana University and New York University. The chapter centers on key dynamics of distributed RPPs. We see distributed organizational networks as requiring specialized routines but also providing new ways to engage in joint work. We explore four aspects of RPPs as they play out in a networked context: (1) negotiating the focus of joint work, (2) the nature of problems addressed within joint work, (3) building collective orientation toward the focus of joint work, and (4) engaging in collaborative design and knowledge building around problems of practice associated with joint work.

Conversation: Viewing participatory design from the learning sciences and the field of design

Participatory Design for Learning, 2017

The following conversation took place on April 2, 2016, for approximately 60 minutes. Jason Yip m... more The following conversation took place on April 2, 2016, for approximately 60 minutes. Jason Yip moderated the conversation between professors Chris Hoadley (New York University) and Carl DiSalvo (Georgia Institute of Technology). The conversation was moderated by Jason Yip. The main points of this discussion about participatory design and the learning sciences focused on several themes:

How participatory design has influenced the learning sciences

Participatory Design for Learning, 2017

The learning sciences: Where they came from and what it means for instructional designers

Gender, gaming, and IT careers

Idea Group, Inc., 2006

Digital literacy in higher education

SAGE, 2015

When and why do novice programmers reuse code?

by Christopher Hoadley and Michael Clancy

Empirical Studies of Programmers, Sixth Workshop, 1996

Two studies of when, why, and how novice LISP programmers reuse code[1] suggest ways to improve p... more Two studies of when, why, and how novice LISP programmers reuse code[1] suggest ways to improve programming instruction. Undergraduates in an introductory computer science course were given opportunities to reuse previously defined functions in solving problems. To reuse code students could invoke a function or tailor an example to a new situation. Both abstract understanding of a function and belief in the benefits of reusing code contributed to code reuse. Abstract understanding combined with positive views of reuse resulted in reuse 85% of the time. When neither positive beliefs nor abstract understanding were present reuse dropped to 10%. Thus, to increase reuse, we advocate instruction that emphasizes abstract understanding and stresses the benefits of reuse.

WanderECHO: A Connectionist Simulation of Limited Coherence in Human Reasoning

The Theory of Explanatory Coherence, or TEC, (Ranney & Thagard, 1988; Thagard, 1989, 1992) and EC... more The Theory of Explanatory Coherence, or TEC, (Ranney & Thagard, 1988; Thagard, 1989, 1992) and ECHO, a connectionist implementation of TEC, attempt to model human reasoning about evidence and hypotheses. The ECHO model is based on the simultaneous satisfaction of multiple constraints. This yields predicted activations ("believabilities") for propositions, which are based on the propositions' evidential status, their explanatory relationships, and their contradictory relationships. While ECHO has been demonstrated to usefully model human reasoning, it does not model processing limitations on the maintenance of coherence. WanderECHO is a variation on the ECHO model that attempts to simulate attentional and memorial limitations with a stochastic updating algorithm that is based on a traveling focus of attention. Several variants of the WanderECHO simulation were applied to Schank and Ranney's (1991) data, and were found to generally simulate subjects' mean believability ratings better than standard ECHO.

Networked Multimedia For Communication And Collaboration

Annual Meeting of the American Educational Research Association, 1995

Networked multimedia is described as a tool for collaborative learning, focusing on learning thro... more Networked multimedia is described as a tool for collaborative learning, focusing on learning through discussion. It is proposed that multimedia may be used to structure and enhance communication, thereby promoting learning. The background and application of collaborative learning is outlined. Several dimensions of media which influence the evolution of its use are examined. Two examples of multimedia discussion tools are used as illustration: The Multimedia Forum Kiosk (MFK) and SpeakEasy, a discussion tool for World Wide Web (WWW). MFK is an interface for discussion that makes use of multimedia for socially relevant representations. MFK has two intended effects: to allow the user to internalize and learn from the community knowledge base, and to augment the knowledge base by synthesizing new ideas. SpeakEasy, currently an experimental discussion tool for WWW, builds upon the ideas of MFK. Because it is accessible via network, it is a different-times, different-places type of communication medium. As participants make assertions, questions, and responses to one another about various issues, a structured, graphical representation emerges making conceptualization of the discussion possible. Five figures illustrate the applications. (Contains 32 references.) (MAS)

"I know one when I see one": how (much) do hypotheses differ from evidence

Advances in Classification Research, 1996

The distinction between evidence and hypothesis (or theory) appears to be a fundamental one in sc... more The distinction between evidence and hypothesis (or theory) appears to be a fundamental one in scientific reasoning (e.g., . Researchers commonly suggest that it is desirable for children, and lay people (and perhaps even some scientists) to improve their understanding of this distinction. Our own simulations with the ECHO model (e.

Collaboration, communication, and computers: What do we think we know about networks and learning

by Christopher Hoadley and Roy Pea

Annual Meeting of the American Educational Research Association, 1997

There has been an explosion of interest in computer networks for learning in the past five years,... more There has been an explosion of interest in computer networks for learning in the past five years, particularly in the Internet and the World Wide Web. For at least the past ten years,educational researchers have been studying this new medium and its potential for supporting educational activity in all its many forms. This session is intended to be a“pulse check” on research in educational networking. The panelists, having asked many of the original research questions in this domain, are uniquely qualified to now take stock of their (and others’) work to date. The audience will also be strongly encouraged to ask challenging questions about what we now know about networks and learning.

Between information and communication: Middle spaces in computer media for learning

CSCL '99: Proceedings of Computer Supported Collaborative Learning, 1999

In this paper, we identify two categories of media that are common in computer-supported collabor... more In this paper, we identify two categories of media that are common in computer-supported collaborative learning and software in general: communication media, and information media. These two types of media map easily on to two types of social activities in which learning is grounded: dialogue and monologue. Drawing on literature in learning theory, we suggest the need for interfaces that help students transition from dialogue to monologue and back again. This "middle space" between communication and information interfaces is illustrated with several examples from CSCL. We advocate filling in this middle space with software and activities that transcend some of the traditional design tradeoffs associated with information and communication interfaces.

Creating Context: Design-based Research in Creating and Understanding CSCL

Computer Support for Collaborative Learning, 2002

One of the biggest challenges in helping students learn via CSCL is embedding their work in appro... more One of the biggest challenges in helping students learn via CSCL is embedding their work in appropriate social contexts and helping create a culture of inquiry and collaboration. This article describes how design-based research allowed the deliberate evolution of a set of tools and practices to help students collaborate effectively. The SpeakEasy, one of the earliest Web-based discussion boards, was evolved from prior discussion tools, adapted to an Internet-based science learning environment, and evolved to work with both online and offline classroom projects and practices. Research conducted as part of the evolution shows how social cues can be used to help students develop an integrated understanding of science. Implications for the design of socio-technical systems are discussed.

Learning, Design, and Technology: Creation of a design studio for educational innovation

Proceedings of the IADIS International Conference e-Society, 2003

This paper describes the creation of a design studio course for students in an innovative graduat... more This paper describes the creation of a design studio course for students in an innovative graduate degree program in the School of Education at Stanford University. While design studios are common in other fields, they are unusual in education. The rationale for this course is presented, our experiences running the course for four years are summarized, and implications for academic training in the information society are discussed. In particular, we highlight the overlooked role of design training in traditionally research-oriented fields.

Socially relevant representations in interfaces for learning

International Conference of the Learning Sciences (ICLS), 2004

In this paper we describe a way of looking at how people learn from computer interfaces. In parti... more In this paper we describe a way of looking at how people learn from computer interfaces. In particular, we describe the concept of a socially relevant representation, or a representation of social context information (as opposed to domain knowledge information). We describe known or hypothesized mechanisms by which such representations might facilitate learning, and discuss implications for the design of knowledge media.

How to evaluate online learning communities: A review of the literature

Society for Information Technology and Teacher Education (SITE) International Conference, 2004

This article provides an overview of recent research on how to evaluate online learning communiti... more This article provides an overview of recent research on how to evaluate online learning communities, emphasizing the theoretical and applied constructs of an effective online learning community that underlie evaluation efforts. Representative studies are selected and categorized according to a conceptual framework for evaluating online learning community. This framework delineates different measurement purposes, measures, methods, data, and theoretical perspectives. Based on the proposed framework and issues extracted from the literature review, suggestions and guidelines governing the evaluation of an online learning community will also be provided as the conclusion. This article should serve as a useful guide for new and inexperienced online education practitioners.

Anonymity options and professional participation in an online community of practice

Computer-Supported Collaborative Learning (CSCL), 2005

In this paper, we analyze a natural experiment regarding anonymity options and participation in a... more In this paper, we analyze a natural experiment regarding anonymity options and participation in a large, successful online community of practice (CoP) for U.S. soldiers. We study the impacts of changes of anonymity options on comment quality for productive discussion and professionalism. Four levels of personal attribution or anonymity of comments are significantly correlated with comment quality under some, but not all, circumstances. Eliminating anonymity options produced significantly fewer antisocial comments and fewer comments overall, although it did not affect overall peripheral participation as measured by logins and page views. Online identity or reputation appears to be more of a factor than external culpability in shaping user behaviors. Attitudes of participants and the evolution of norms over time are presented, and implications for the design of online learning communities are discussed.

To learn is to know: Teaching, communities, social capital and knowledge management technologies

Proceedings of Human-Computer Interaction International, 2005

In this paper, I argue that online communities help bring into question what learning and knowing... more In this paper, I argue that online communities help bring into question what learning and knowing are, and therefore what it means to " teach. " I provide three alternative models of knowledge, and discuss three examples, each involving online communities. First, using the example of teachers and researchers participating in an online portal, show how informational and cultural resource exchange is a goal of teachers, and how one digital library became a tool for building social context for learning. Second, I discuss how learning can take place in knowledge building communities, even without access to expertise, using an example of schoolchildren learning science online without traditional teachers. Third, I discuss the concept of an educational accelerator, or a collaboratory for educational reform, and discuss experiences from our own attempts to build such an accelerator. Finally, I propose some design heuristics for online systems by examining how new models of knowledge in online communities suggests new concerns for teaching and design.

The shape of the elephant: Scope and membership of the CSCL community

Computer-supported Collaborative Learning (CSCL), 2005

This paper discusses the character of the CSCL research community. While members of the community... more This paper discusses the character of the CSCL research community. While members of the community often feel they have authoritative perceptions of the nature of the community, these perceptions often differ. This paper is an attempt to look empirically at the CSCL community as constituted by leadership in the CSCL conferences. Data are included about who, historically, has published in the CSCL conferences and how those people are distributed across academic disciplines and regions of the world. In addition, the relationship between CSCL and the learning sciences is explored. An old parable tells of three blind men trying to describe an elephant; one describes the ropy tail, another describes the leg like a trunk of a tree, and a third describes the snake-like trunk. Disagreement ensued. All three were locally correct, but all three were wrong in their incomplete view of the whole. Research fields can be like the elephant. Although participants in the communities might believe they have a comprehensive view of the shape of the whole community, perceptions are shaped heavily by personal perspective. This can yield conflicts, when agendas or definitions for a research community are set. In this paper, we attempt to describe some of the patterns of participation in the CSCL research community based on empirical data derived from the CSCL conference proceedings from 1995 to 2002.

" Ugly in a World Where You Can Choose to be Beautiful " : Teaching and Learning About Diversity via Virtual Worlds

International Conference of the Learning Sciences, 2006

In this paper, we discuss an approach to providing students with first-hand learning experiences ... more In this paper, we discuss an approach to providing students with first-hand learning experiences that help them understand cultural differences and aspects of diversity. As part of a five-week course, fourteen high school students participated in activities within massively multiplayer online games (MMOGs) as learning environments to explore issues of identity construction, discrimination, and cultural sensitivity. Student attitudes towards diversity and towards the technology used in the course are discussed. The students reported using the tool to explore and to equalize cultural and demographic differences. They showed significant improvement on a measure of sensitivity towards an understanding of diversity, and evidence suggests they were able to develop a more sophisticated, less essentialist model of diversity.

Online identity as a leverage point for learning in massively multiplayer online role playing games (MMORPGs)

Proceedings of the 6th IEEE International Conference on Advanced Learning Technologies, 2006

Several researchers have argued for the use of games in the classroom because they are engaging a... more Several researchers have argued for the use of games in the classroom because they are engaging and provide many valuable learning opportunities. In many cases, however, edutainment has failed. This paper argues that not enough attention has been given to video games' role in identity development and exploration, important corequisites for learning. A case study of a five-week course is included, in which fourteen students participated in two massively multiplayer online games (MMORPGs) as a technology for identity and learning. We propose that identity may be the key to transcending the engagement/learning tradeoff in educational gaming.

Mapping the learning pathways and processes associated with the development of expertise and learner identities

International Conference of the Learning Sciences, 2008

This poster session showcases ten examples of expertise development in everyday domains of person... more This poster session showcases ten examples of expertise development in everyday domains of personal relevance and consequence to learners. The collection of cases highlighted in the posters stem from ethnographic research studies investigating learning from socio-cultural-historical perspectives. In each poster, authors describe their ethnographic project, explicate a case of expertise development, and detail the specific learning processes, practices, and pathways associated with that expertise development. Implications for understanding personally relevant and consequential learning for the design of effective learning environments in K-12 STEM classrooms and beyond will be discussed. Discussion will also include plans for the design and implementation of a data repository, which will house a broad set of learning cases, such as those detailed in this poster session, with the goals of supporting collaborative theoretical synthesizing related to diverse learning-related phenomena and helping researchers and educators understand the details of learning as it socially occurs in meaningful ways. Conceptualizing Expertise How we conceptualize, document, and support the development of specific areas of expertise is a fundamental aspect of " cre8ing a learning world, " as the conference theme challenges us to do. Before designing effective learning environments in so-called formal (e.g., schools) and informal (e.g., museums) environments, we argue that we need to map the learning processes, practices, and domains people utilize when they develop areas of expertise in their everyday lives. We know very little about how learning and expertise develop over time scales based on a breadth of idiosyncratic human experience in the social settings people routinely frequent (Bell, et al., 2006). Through the use of an interactive poster session, we engage in this scientific agenda by presenting a range of learning cases from ethnographic research studies. By design, the posters presented in this session highlight expertise development and the navigation of learning pathways in social contexts other than the traditional school day and from domains that are personally consequential and meaningful to the learners (although possibly not common in school). We argue that delineating specific learning processes associated with expertise development in these contexts and domains is crucial for understanding consequential learning and may inform the design of effective learning environments in K-12 STEM classrooms and beyond. In describing the proposed interactive poster session, a brief review of the expertise literature is followed by individual poster descriptions—including the core learning practices and processes showcased relative to the highlighted areas of expertise. Situating Expertise Most of the expertise literature emphasizes the practices of individual people who already hold the title of " expert, " such as chess masters and surgeons (e.g., Norman, Eva, Brooks, and Hamstra, 2006). Expert knowledge, competencies, and performances are often pitted against those of novices in an attempt to determine exactly what makes someone an expert versus someone who is attempting to reach expert status or knows little about the domain in question. A growing body of literature discusses the development of expertise (e.g., Ericsson, Charness, Feltovich & Hoffman, 2006) from a variety of theoretical (e.g., psychological, sociological) and methodological (e.g., laboratory, historiometric, psychometric, and ethnographic studies) perspectives. A central focus of the traditional expertise program of research has been to delineate individual expert knowledge, competencies, and performances in various domains, study the mental structures and organization of expert knowledge and related constructs such as efficiency of expert knowledge and the ability of experts to innovate within their domain of expertise, and examine issues related to generalizability of expert knowledge, such as the reproduction of expert performances within and across domains. Scholars from disciplines such as sociology (e.g.,) have been rethinking the notion of expertise as mentalist and individualist; focusing instead on its social, cultural, and historical influences. Hakkarainen et al. (2004) highlight " …the emphasis on the role of cultural-historically developed tools and artifacts in human intelligent activity, and the examination of intelligent activity as embedded in social and cultural environments " (p. 6) as a central element of this alternative view of expertise. Collins and Evans (2007) note that expertise is not simply attributed by members of a given group, which would imply that no real work is done by those who are deemed expert because " all the work is done by the attributors " (p. 3). Instead expertise is represented by: " the real and substantive possession of groups of experts and that individuals acquire real and

Analyzing collaborative contexts: Professional musicians, corporate engineers, and communities in the Himalayas

by Christopher Hoadley, Véronique Mertl, and Kersti Tyson

International Conference of the Learning Sciences, 2008

This paper reports on the collaborative experiences and theories of members of professional and c... more This paper reports on the collaborative experiences and theories of members of professional and community settings who work with others in their everyday practices. Data are drawn from interviews and field observations with professional musicians who collaborate regularly for performances, corporate engineers working in groups, and community members exchanging perspectives on sustainable practices for their village. Performing chamber music, designing a new technology-driven plane, or making decisions about sustainability in rural communities, all require sophisticated collaboration to generate ideas from multiple perspectives, problem solve, and innovate. The research we present explores the demands on the environment, the relational space, and the shifts that occur for participants in their collaborative settings. The findings from these studies emphasize the multidimensionality of collaboration and the importance of collaboration as a tool for learning and decision-making in given contexts. Increasingly, we recognize that sophisticated collaboration is needed in situations where learning, problem solving, or design activities are required. By examining and contrasting three distinct settings where useful forms of expertise are distributed among different participants, we identify important dynamics about collaborative work. We investigate the theories about collaboration that people develop when engaged in collaboration on a regular basis in their professional or everyday lives. Data for this symposium are drawn from interviews and field observations with professional musicians who perform in ensembles, corporate engineers working in groups, and community members exchanging perspectives on sustainable water access for their village. This paper allows for a unique synthesis on the role of collaboration across contexts and illuminates the complexity of what it means to " cre8te a learning world. " By juxtaposing these studies, we gain insight into how people take up new ideas in interaction with and through others and are able to explore how collaboration is a major part of the context of change and innovation. As past research has suggested, there is a qualitative difference between the spaces that lack communication and produce a void between people's exchanges, and the collaborative spaces where ideas are heard and inform each other (e.g. Barron, 2003; Dillenbourg, Baker, Blaye, & O'Malley, 1996). We are interested in further exploring the elements that intersect and allow for productive collaborative moments in everyday " real-world " settings. We examine the role of collaboration in shifting and building knowledge. We suggest that understanding how collaborators conceptualize and frame their collaborative behavior can enrich our knowledge base for designing productive collaborative experiences in and out of school. Yet, since the quality of collaborative interaction is emergent and occasioned by multiple aspects of context, our findings suggest that collaboration is a resource that people can draw upon rather than skills that are transferred. Comparing across collaborative communities reveals that there is a process of presenting expertise, listening to others, and " letting go " of prior conceptions in order to integrate new ideas. These collaborators all go through a shift from knowledge establishing to knowledge sharing. There is a shift in action through interaction. As John-Steiner (2000) states, " the construction of new modes of thought relies on and thrives with collaboration " (p. 7). In interviewing chamber music musicians, this shift meant bringing in their varied musical techniques and interpretations of the piece and eventually integrating ideas into a particular interpretation for performance. They described an ebb and flow as each participant, with their unique instruments, becomes part of the collaborative process. For the engineers this shift was seen through field observations when an intentional opportunity for collaborative formative assessment was designed using the Legacy Cycle of Learning (Schwartz, Lin, Brophy, & Bransford, 2000). The cycle included sharing initial thoughts, developing a plan to revise and review after receiving input from multiple perspective 'resources', and an instructive aperture for 'reporting-out' to the collaborative group. The mindset that emerged from the collaborative workshop evidenced an identity shift in which the participants enhanced their meta-cognitive understanding through collaborative juxtaposing within and across

Identities, Stereotypes, and Constructing Avatars for Success in Math

International Conference of the Learning Sciences, 2008

Researchers in the learning sciences have long recognized the potential of online spaces to suppo... more Researchers in the learning sciences have long recognized the potential of online spaces to support learning activities; however, the pervasiveness of social media construction typically associated with "Web 2.0" represents a new context for the research of learning and instruction. Wikis, for example, have popularized a social approach to constructing knowledge that was very difficult to achieve with previous technologies. Social networking applications like Facebook that interconnect people according to social or semantic relationships have become integral features of student life. Multi-user synchronous environments like Second Life provide rich, immersive experiences as well as new forms of online community. Such applications are blooming in every corner of society, influencing the ways in which people learn and exchange with one another. These four papers present distinct research applications of such technologies, illustrating how they influence not only our methods, but affect the very nature of our questions and theoretical perspectives.

Technology-supported cross-cultural collaborative learning in the developing world

Third International Conference on Intercultural Collaboration, 2011

Technology (especially the Internet) has been touted as an important tool for cross-cultural exch... more Technology (especially the Internet) has been touted as an important tool for cross-cultural exchange. In this paper we report on some of the challenges and successes of using a cross-cultural collaborative learning intervention design in rural Himalayan villages using participatory video. We describe some of the unique constraints of designing appropriate educational technology for the developing world, and we propose a fourfold framework to help identify local constraints for the design of such technologies.

When a console game becomes CSCL: Play, participatory learning and 8-bit home computing in India

Proceedings of Computer Supported Collaborative Learning, 2011

This paper presents evidence describing how a single player typing game, designed for use on a lo... more This paper presents evidence describing how a single player typing game, designed for use on a low-cost (~US$10) computing platform, was utilized as a computer-supported collaborative learning activity. The group computer interaction was found to consistently induce verbal language experiences that extended the potential educational utility of the highly limited 8-bit computing platform. Building on these experiences, we describe some of the design implications for promoting participatory learning with video games, particularly in low-income households and developing contexts.

A multimedia interface for knowledge building and collaborative learning

We describe a multimedia tool developed for scaffolding constructive conversation and sharing inf... more We describe a multimedia tool developed for scaffolding constructive conversation and sharing information by means of a public kiosk. The Multimedia Forum Kiosk (MFK) provides an environment where users communicate asynchronously with video, audio, and text. Unlike un-structured media such as email, the interface provides multiple representations of the structure of the discourse which aid in understanding the previous discussion, eliciting and refining new ideas, and developing a sense of community with other users. The software has undergone evaluation , testing, and revision as a tool for an education research community. Preliminary results indicate that users learn the interface unproblematically without training, and that they successfully explore and contribute to the discussions. We introduce the MFK as a tool for collaborative discussion and learning, and discuss several potential uses for the tool, both pedagogical and utilitarian. A more formal testing plan to evaluate the software and int.erke design is un&rway,

Supporting change and scholarship through systematic review of online educational resources in professional development settings (BJET article)

by Jason Ravitz and Christopher Hoadley

How can we accelerate innovation and ensure effective dissemination of knowledge about online lea... more How can we accelerate innovation and ensure effective dissemination of knowledge about online learning resources? This paper advocates strategies that systematically link online professional development with the research, development and diffusion cycle. The systemic approach we describe can accelerate knowledge advancement and help manage change by improving communication among teachers, trainers, developers and researchers. The examples that are provided are set within two funded projects in the United States that led to the development of two distinct but related strategies—the Online Site Evaluation Form for educators (a web-based review form used in workshops) and a six-week online course on technology-supported assessments. Both strategies make it easier to give feedback to developers and offer incentives to do so in ways that help teachers to learn about online resources individually and with colleagues. The examples are discussed with analysis of their strengths and weaknesses in supporting different modes of interaction. We highlight implications for instructional development, professional development, research and knowledge management in online communities.