In this short paper from the DLTA project, presented at the conference of the International Society for the Learning Sciences, we describe insights about the potential for integrating the arts into data science education based on our first classroom implementation. Matuk, C., DesPortes, K., Amato, A., Silander, M., Vacca, R., Vasudevan, V. & Woods, P.J. … Continue reading Data literacy through art: A first foray
In this poster from our Data Literacy through the Arts (DLTA) project, presented at the conference for the International Society for the Learning Sciences, we discuss the ways that care and compassion became a priority in our co-design process with our teacher partners as we adjusted during the first year of the COVID-19 pandemic. Matuk, … Continue reading Compassionate co-design
This ISLS poster from the MindHive project describes a classroom pilot study of our citizen science platform, on which high school students generated brain and behavior research studies on their questions related to the COVID-19 pandemic. Vasudevan, V., Matuk, C., Bumbacher, E., Davidesco, I., Dikker, S., Sadhukha, S., Chaloner, K., Burgas, K., Martin, R. & Shevchenko, … Continue reading Probing the pandemic with citizen science
There is a call for papers for a special issue of the journal of Educational Technology & Society: Learning at the Intersection of Data Literacy and Social Justice. Guest Editors Camillia Matuk, New York University Simon Knight, University of Technology, Sydney Kayla DesPortes, New York University The deadline for full manuscripts is September 1, 2021. Here’s the vision … Continue reading Call for Papers: Special issue on data literacy and social justice
Our first classroom pilot of MindHive happened at the beginning of the COVID-19 pandemic, and needless to say, was not the pilot we had planned! Instead, it became an opportunity for students to use science to address their curiosities about how living under lockdown was affecting their mental well-being. You can read the full article … Continue reading Learning about science in an unfolding pandemic
In this first special issue of the International Journal of Computer-Supported Collaborative Learning, co-editors Camillia Matuk, Mike Tissenbaum, and Bertrand Schneider have collected empirical studies on the role and value of technologies that facilitate teachers’ real-time orchestration of computer-supported collaborative learning in K-16 classrooms. Check it out on Springer, ResearchGate and Academia.edu! Matuk, C., Tissenbaum, M. … Continue reading Orchestrating real-time collaborative learning: A special issue of ijCSCL
Our study of how middle school students made use of their peers’ ideas to improve their scientific explanations was nominated for Best Paper at the Computer-Supported Collaborative Learning conference in Lyon, France. Check it out here or here. Matuk, C., *Ma, W., *Sharma, G. & Linn, M.C. (2019). The lifespan and impact of ideas shared … Continue reading The lifespan and impact of ideas shared during science inquiry
We presented a poster at the 2019 Annual Meeting of the American Educational Research Association in Toronto. It analyzes student projects created in StudyCrafter, and argues for using interactive fiction as a framework for designing robust research studies on human behaviour. Check it out here: Matuk, C., Sutherland, S., Althoff, W., Snodgrass, S. *Partlan, N. … Continue reading How is research like interactive fiction?
This study examines how teachers used comic books to introduce interdisciplinary approaches to science, and to broaden the audiences who might typically engage in the discipline. Read it here on Springer, ResearchGate or Academia.edu. Matuk, C., Hurwich, T., Spiegel, & Diamond, J. (2019). How teachers use comics to promote engagement, equity, and diversity in science … Continue reading A role for comic books in promoting equity in science education?
In this brownbag talk for the Department of Human Development at Teachers College, Columbia University, I presented a new analysis of students’ idea exchanges through the Idea Manager, and initial findings from RIDDLE’s story-driven game design project to think more broadly on how we support learners’ collaborative inquiry—and how this even looks, between formal and informal … Continue reading Collaborative inquiry across contexts, domains, and activities
