Assistant Professor, Learning Sciences
Curriculum VitaeView Matthew Easterday's CV.
- 2009 - Siebel Fellowship
- 2005 - Program in Interdisciplinary Educational Research Fellowship
|2010||PhD, Human-Computer Interaction||Carnegie Mellon University|
|2004||MS, Human-Computer Interaction||Carnegie Mellon University|
|1999||BA, Psychology and Mathematics||Reed College|
Selected PublicationsEasterday, M. W. (Working Paper/In Press/Under Review). Policy World: A cognitive game for teaching deliberation in N. Pinkwart and B. McLaren (Eds.), Educational technologies for teaching argumentation skills.
Easterday, Matthew; Rees-Lewis, Daniel; Fitzpatrick, Colin; Gerber, Elizabeth (2014). Computer supported novice group critique. Proceedings of the Conference on Designing Interactive Systems: 405-414.
Easterday, Matthew; Jo, I. Yelee (2014). Replay penalties in cognitive games. Lecture Notes in Computer Science: 388-397.
Easterday, Matthew; Jo, Yelee (2013). Game penalties decrease learning and interest. Lecture Notes in Computer Science: 787-790.
Phelan, Pete; Rees-Lewis, Daniel; Easterday, Matthew; Gerber, Elizabeth (2013). Using mobile technology to support innovation education. Computer-Supported Collaborative Learning Conference: 333-334.
Easterday, Matthew; Aleven, Vincent; Scheines, Richard; Carver, Sharon (2011). Using tutors to improve educational games. Lecture Notes in Computer Science: 63-71.
Easterday, M. W., Aleven, V., Scheines, R. and Carver, S. M. (2009). Constructing causal diagrams to learn deliberation. International Journal of Artificial Intelligence in Education.
Scheines, R., Easterday, M. and Danks, D. (2006). Teaching the normative theory of causal reasoning in A. Gopnik and L. Schulz (Eds.), Causal learning: Psychology, philosophy, and computation (pp. 119-38). Oxford University Press.
Research InterestsTechnology for the new civics – producing scientifically supported educational technology to create informed and engaged citizens who can solve the serious policy problems facing society such as poverty, global warming and militarism. Training such citizens requires us to understand how competent citizens analyze policy, communicate issues, and organize to make change. It also requires us to design more effective educational technology that can teach the knowledge, skills and dispositions citizens need.
Design of Learning Environments Wants G02 (1st choice) or Baldwin leaning studio (second choice) permission needed to join class - would like students to email him to "apply" for the course.
Topics: Design of Learning Environments To change organizations and societies, citizens must persuade others to take action, and for Millennials, this means mastering new digital literacies. In this course you will learn how to use interactive media to develop policy messages that educate and persuade. Specifically, you will learn fundamental skills and concepts for: (1) analyzing policy texts, (2) conducting human-centered, iterative design and (3) programming interactive media including Flash, HTML, and if time allows, the social web (such as Facebook and Twitter). This year, your client will be high school citizen journalists in Chicago's immigrant communities. Your design challenge will be to create interactive digital products that help these journalists increase their audience's understanding of policy issues. Using a policy topic of your choosing (such as money in politics, immigration policy, global warming, etc.) possible projects might include: 1. A compelling and persuasive interactive presentation that provides greater depth on the policy issue (appearing alongside journalists' video profiles) 2. A mobile or social web application (for iphone or Facebook) that helps citizen journalists to reach a larger audience or increase interaction with their current audience 3. On-line curriculum for teaching student journalists to report on policy There are no prerequisites for the course. To tailor this syllabus of this special topics class to students' interests and needs, enrollment will be limited. If you have questions about the course, please email Matt Easterday, email@example.com.
Last Updated: 2016-01-08 11:52:07