Brian J. Reiser

Professor of Learning Sciences, Northwestern University

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Personal Homepage:
sesp.northwestern.edu/profile/?p=80&/BrianReiser/

Current place of employment:
Northwestern University

Brian J. Reiser is Professor of Learning Sciences in the School of Education and Social Policy at Northwestern University. Professor Reiser served as chair of Northwestern’s Learning Sciences Ph.D. program from 1993, shortly after its inception, until 2001. His research focuses on the design and enactment of learning environments that support students’ inquiry in science, including both science curriculum materials and scaffolded software tools. His research investigates the design of learning environments that scaffold scientific practices, including investigation, argumentation, and explanation; design principles for technology-infused curricula that engage students in inquiry projects; and the teaching practices that support student inquiry. Reiser co-directs the IQWST (Investigating and Questioning our World through Science and Technology) curriculum project, a collaboration with the University of Michigan to develop middle school standards-based science curriculum materials that engage students in learning science through inquiry projects. Professor Reiser also directed BGuILE (Biology Guided Inquiry Learning Environments) to develop software tools for supporting middle school and high school students in analyzing data and constructing explanations with biological data. Reiser is a co-principal investigator in the NSF Center for Curriculum Materials in Science. He recently served as member of the NRC panel authoring the report Taking Science to School. Professor Reiser received his Ph.D. in Cognitive Science from Yale University in 1983.

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Publications by Brian J. Reiser (bibliography)

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» 1998 «

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Smith, Brian K. and Reiser, Brian J. (1998): National Geographic Unplugged: Classroom-Centered Design of Interactive Nature Films. In: Karat, Clare-Marie, Lund, Arnold, Coutaz, Joëlle and Karat, John (eds.) Proceedings of the ACM CHI 98 Human Factors in Computing Systems Conference April 18-23, 1998, Los Angeles, California. pp. 424-431. Available online

Designing computer-based learning environments must account for the context in which activity occurs, the tasks that students perform, and the tools that facilitate these tasks. When designing for school use, it is also crucial to consider how the software will be integrated into the organization of the classroom workplace and how teacher practices influence the adoption and success of interactive learning environments. This paper discusses our experiences in designing and deploying an interactive video tool to high school classrooms. We stress a classroom-centered design that tries to integrate usable software with interactions that occur "outside of the box" to alter traditional school learning.

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Loh, Ben, Radinsky, Josh, Russell, Eric, Gomez, Louis M., Reiser, Brian J. and Edelson, Daniel C. (1998): The Progress Portfolio: Designing Reflective Tools for a Classroom Context. In: Karat, Clare-Marie, Lund, Arnold, Coutaz, Joëlle and Karat, John (eds.) Proceedings of the ACM CHI 98 Human Factors in Computing Systems Conference April 18-23, 1998, Los Angeles, California. pp. 627-634. Available online

A great deal of effort has gone into developing open-ended inquiry activities for science education as well as complex computer tools for accessing scientific data to help students learn science. To be successful with these tools and activities, students need to learn a set of inquiry skills and to develop a new mode of classroom work: reflective inquiry. In this paper we describe the design of the Progress Portfolio, a software environment to promote reflective inquiry, and we examine the influences of the unique practices and features of classroom contexts on our design process.

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» 1997 «

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Smith, Brian K. and Reiser, Brian J. (1997): What Should a Wildebeest Say? Interactive Nature Films for High School Classrooms. In: ACM Multimedia 1997 1997. pp. 193-201. Available online

» 1991 «

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Gray, Wayne D., Anderson, John R., Reiser, Brian J., Soloway, Elliot and Spohrer, James C. (1991): Tutors and Environments for Novice Programmers. In: Koenemann-Belliveau, Jurgen, Moher, Thomas G. and Robertson, Scott P. (eds.) Proceedings of the Fourth Annual Workshop on Empirical Studies of Programmers 1991, Norwood, New Jersey, USA. pp. 3-4.

» 1989 «

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Ranney, Michael and Reiser, Brian J. (1989): Reasoning and Explanation in an Intelligent Tutor for Programming. In: Proceedings of the Third International Conference on Human-Computer Interaction 1989. pp. 88-95.

This paper describes GIL, the graphical tutor for LISP programming, according to criteria that are emerging from the field of intelligent tutoring. We begin with a brief overview of GIL's explanatory and visual characteristics, then discuss ways in which the system reduces and obviates many difficulties in learning to program. Finally, GIL's present and future performance is considered with respect to several problematic issues in the design of intelligent tutors.

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» 1988 «

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Reiser, Brian J., Friedmann, Patricia, Gevins, Jody, Kimberg, Daniel Y., Ranney, Michael and Romero, Antonio (1988): A Graphical Programming Language Interface for an Intelligent Lisp Tutor. In: Soloway, Elliot, Frye, Douglas and Sheppard, Sylvia B. (eds.) Proceedings of the ACM CHI 88 Human Factors in Computing Systems Conference June 15-19, 1988, Washington, DC, USA. pp. 39-44.

We describe an intelligent tutor for programming embedded in a graphical programming language. The tutor monitors students' problem solving and provides feedback and guidance. Explanations are generated from the content of the ideal model's problem solving rules. The graphical interface is designed to facilitate the acquisition of causal models of programming. Students work in a medium that corresponds to their planning operations. The interface enables forward and backward chaining, thus conveying the structure of the planning more effectively than a text-based interface. The interface also provides a graphical record of the solution history and current goals.

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Egan, Dennis E., Gomez, Louis M., McKeown, Kathleen R., Soloway, Elliot, Reiser, Brian J. and Marshall, Catherine C. (1988): Dealing with Diversity: Approaches to Individual Differences in Human-Computer Interaction. In: Soloway, Elliot, Frye, Douglas and Sheppard, Sylvia B. (eds.) Proceedings of the ACM CHI 88 Human Factors in Computing Systems Conference June 15-19, 1988, Washington, DC, USA. pp. 79-81.

Developers and behavioral scientists concerned with human-computer interaction need to learn more about problems caused by user differences, and prospects for dealing with diverse user populations. This panel is intended to heighten the awareness of CHI'88 conferees to recent research documenting user differences, experimental approaches to user-sensitive interface design, and the implications of user differences for system developers.

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Changes to this page (author)

15 Feb 2010: Enabled abstracts to be shown on Brian J. Reiser's author page.
17 Jun 2009: Author was edited
13 Jan 2008: Page was edited
28 Jun 2007: Author was edited
28 Apr 2003: Added the author to the bibliography

Publication statistics

Publication period:1988-1998
Publication count:7
Number of co-authors:18



Productive colleagues

Brian J. Reiser's 3 most productive colleagues in number of publications:

Elliot Soloway:74
Catherine C. Marshall:50
Wayne D. Gray:33


Collaboration count

Number of publications with 3 favourite co-authors:

Brian K. Smith:2
Michael Ranney:2
Elliot Soloway:2

 

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Mar 21

Software design is the act of determining the user's experience with a piece of software. It has nothing to do with how the code works inside, or how big or small the code is. The designer's task is to specify completely and unambiguously the user's whole experience.

-- David Liddle, From Bringing Design to Software, edited by Terry Winograd, 1996

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