About:
1978 Doctor of Philosophy University of Oxford, England
Developmental Psychology (Advisor: Jerome S. Bruner)
1974 Bachelor of Arts Michigan State University
Highest Honors
Philosophy, Psychology
Minor in Linguistics
After studying child language and
cognitive development from 1975–1980, his research concerns were attracted to
understanding how innovations in computing and communications technologies can
significantly influence learning, thinking, collaboration, and educational
systems.
Roy is a key figure in the
development of the Learning Sciences as a recognized field of research and
graduate study. He founded and served as the first director of the first
Learning Sciences doctoral program, at Northwestern University (1991),
directing the NSF-funded field-building Center for Innovative Learning
Technologies, and launching in 2002 the Learning Sciences and Technology Design
program at Stanford University. In 2004-2005, Roy was President of the
International Society for the Learning Sciences.
Roy was one of the first research
scientists to build the Bank Street College Center for Children in Technology
(1981–1986), the first social sciences center devoted to studying children's
learning with technology. Later, recruited by John Seely Brown and Jim Greeno
to contribute to the development of the intellectual agenda of the Palo Alto CA
based think-tank, The Institute for Research on Learning (1988–1991), he
developed their K-12 learning technologies emphasis, with pioneering work on
distributed intelligence, learning by multimedia authoring, and science
learning with dynamic diagramming tools.
From:
Wikipedia
Stanford University
Article and
Video Link(s):
1. Google Scholars
Articles Page Link:
2. Beyond participation to co-creation of
meaning: mobile social media in generative learning communities. Social
Science Information, Vol. 49(3): 1–19.
Article Description:
This article considers the interactive
structures and frameworks that underlie much of ‘Web 2.0’ participatory media,
and proposes that theories of social learning and action could greatly inform
the design of participatory media applications to support learning. (from
abstract)
3. How to improve collaborative learning with
video tools in the classroom? Social vs. cognitive guidance for student teams.
International Journal of Computer-Supported Collaborative Learning. vol.
7, issue 2.
Article Description:
[The authors] present empirical
evidence for the positive effects of instructive guidance on performance and on
learning of students who use web-based video tools during a short
collaborative-design task in their history lesson (from abstract)
4. Comparing simple and advanced video tools as
supports for collaborative design processes. J. Learning Sciences,
19, 1-38.
Link: http://www.stanford.edu/~roypea/RoyPDF%20folder/A160_Zahn_Pea_Hesse_Rosen_JLS_2010_inpress.pdf
Article Description:
The idea that digital video technologies can offer opportunities for
meaningful learning through design is a given in the article. However, the authors conducted an experiment
in an effort to determine if the addition of too much complexity in video tools
would not advance learning.
5. Collaboration with mobile media -- Shifting
from 'participation' to 'co-creation'. Proceedings of the Sixth International
IEEE Conference on Wireless, Mobile, and Ubiquitous Technologies in Education
(WMUTE), pp. 112-116.
Article Description:
It’s noted that today’s use of social media is to follow and share the
doings of people and that this could be expanded to a much more richly
interactive experience. The authors
describe a mobile media application that is under development and that supports
collaboration in distributed learning communities.
Other Notable Web Activity:
Pea’s Academia.com page:
http://stanford.academia.edu/RoyPea
Pea’s LinkedIn page: http://www.linkedin.com/pub/roy-pea/0/13/966
Pea’s Twitter address:
https://twitter.com/rdp_life
Pea’s email address: roypea@stanford.edu
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