Profile
Reed Stevens

Reed Stevens

Professor, Learning Sciences

Annenberg Hall
Room 319
2120 Campus Drive
Evanston, IL 60208-0001
Phone: (847) 467-2727
Biography
Reed Stevens' research examines and compares cognitive activity in a range of settings including classrooms, workplaces, and science museums. On the basis of this comparative work, he is exploring new ways to conceptualize cognition and organize learning environments. Dr. Stevens' specific interests include how mathematical activity contributes to various settings and how technology mediates thinking and learning. His multidisciplinary research draws on cognitive science, interactionist traditions, and the social studies of science and technology.

To understand learners' naturally occurring activities, Dr. Stevens collects audio-video records of people working and analyzes them with a variety of methods adapted from cognitive science, science studies, and ethnomethodology/conversation analysis, in addition to long-term ethnographic fieldwork and interviewing. He also designs curriculum, activities, and technologies, including Video Traces software that allows people to collect digital video clips and annotate them with talk or gestures.


Research/Scholarship

Education
Year Degree Institution
1999 PhD, Cognitive Studies in Education University of California at Berkeley


Selected Publications
Stevens, Reed (2012). The Missing Bodies of Mathematical Thinking and Learning Have Been Found. Journal of the Learning Sciences: 337-346.

Stevens, Reed; Penney, Lauren; Keifert, Danielle; Davis, Pryce; Mehus, Siri; Lehrer, Rich (2012). Everyday interactions and activities: Field studies of early learning across settings. 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 : 91-98.

Timothy K. O'Mahony; Nancy JBransford, John; Sanders, Elizabeth; Stevens, Reed; Stephens, Richard; Richey, Michael; Lin, Kuen; Soleiman, Moe (2012). A Comparison of Lecture-Based and Challenge-Based Learning in a Workplace Setting: Course Designs, Patterns of Interactivity, and Learning Outcomes. Journal of the Learning Sciences, 21(1): 182-206.

Research Interests
Learning and activity in a wide range of places and situations; design of learning tools curriculum, activities, and technologies.

Teaching/Advising


Courses
LOC 213 Cognition in Contexts Cognition and Learning.
LRN_SCI 403 Foundations of the Learning Sciences This is an introductory survey course intended primarily for first year graduate students in the Learning Sciences. Its purpose is to introduce students to basic concepts and findings of cognitive theory and research relevant to the Learning Sciences, with specific focus on how these concepts and findings apply to formal and informal learning. The course also serves to familiarize students with the culture and practices of work in the Learning Sciences so that they can begin to participate effectively in research endeavors.





Last Updated: 2014-10-22 10:17:24