I graduated from the Human Computer Interaction Institute (HCII) in Carnegie Mellon University, where I worked with Ken Koedinger (HCII, Psychology), Vincent Aleven (HCII), David Klahr (Psychology), and Dan Schwartz(Stanford/Education).
I study how students become better scientists and better learners, that is, what conditions support the acquisition of scientific-inquiry and self-regulation skills. I do so in the context of authentic environments and tasks, often using educational technologies and learning analytics techniques. A combination of experiments, ethnographies, data mining, computational modelling, and other methodologies allows me to understand the nature of these skills, how they are acquired and applied, and their interaction with domain-level knowledge.
I also participate in the efforts to re-imagine and redesign higher education. I especially look for ways to create synergies between new modes of instruction (MOOCs, edutainment) and on-site university education. Towards that goal I apply design methodologies and learning analytics to evaluate and plan curricula and programs at the post-secondary level.