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Chris Dede

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Publication statistics

Pub. period:1995-2007
Pub. count:4
Number of co-authors:4

Co-authors

Number of publications with 3 favourite co-authors:

Marilyn C. Salzman:2
R. Bowen Loftin:2
Karen Schrier:1

Productive colleagues

Chris Dede's 3 most productive colleagues in number of publications:

R. Bowen Loftin:17
Marilyn C. Salzman:10
Karen Schrier:1

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May 27

13th Intl. Conf. on New Interfaces for Musical Expression

May 28

Graphics Interface 2013

May 29

Boston UXPA Usability and UX Conf. 2013

May 24

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Chris Dede

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Chris Dede is the Timothy E. Wirth Professor in Learning Technologies at Harvard’s Graduate School of Education. His fields of scholarship include emerging technologies, policy, and leadership. His funded research includes seven current grants from NSF, Qualcomm, the Gates Foundation, and the US Department of Education Institute of Education Sciences to explore immersive simulations and transformed social interactions as means of student engagement, learning, and assessment. In 2007, he was honored by Harvard University as an outstanding teacher, and in 2011 he was named a Fellow of the American Educational Research Association. Chris has served as a member of the National Academy of Sciences Committee on Foundations of Educational and Psychological Assessment and a member of the 2010 National Educational Technology Plan Technical Working Group. His co-edited book, Scaling Up Success: Lessons Learned from Technology-based Educational Improvement, was published by Jossey-Bass in 2005. A second volume he edited, Online Professional Development for Teachers: Emerging Models and Methods, was published by the Harvard Education Press in 2006. His latest book, Digital Teaching Platforms, will be published by Teachers College Press in 2012.

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Publications by Chris Dede (bibliography)

2007

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Dieterle, Edward, Dede, Chris and Schrier, Karen (2007): "Neomillennial" Learning Styles Propagated by Wireless Handheld Devices. In: Lytras, Miltiadis D. and Naeve, Ambjorn (eds.). "Ubiquitous and Pervasive Knowledge and Learning Management: Semantics, Social Networking and New Media to Their Full Potential". pp. 35-66

Cited in the following chapter:

» Aesthetic Computing: [/encyclopedia/aesthetic_computing.html]

2005

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Dede, Chris (2005): Planning for Neomillennial Learning Styles Neomillennial Learning Styles and Mediated Immersion. In EDUCAUSE Quarterly, 28 (1) pp. 18-21.

Cited in the following chapter:

» Aesthetic Computing: [/encyclopedia/aesthetic_computing.html]

1999

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Salzman, Marilyn C., Dede, Chris and Loftin, R. Bowen (1999): VR's Frames of Reference: A Visualization Technique for Mastering Abstract Multidimensional Information. In: Altom, Mark W. and Williams, Marian G. (eds.) Proceedings of the ACM CHI 99 Human Factors in Computing Systems Conference May 15-20, 1999, Pittsburgh, Pennsylvania. pp. 489-495.

“This paper describes a research study that investigated how designers can use frames of reference (egocentric, exocentric, and a combination of the two) to support the mastery of abstract multidimensional information. The primary focus of this study was the relationship between FORs and mastery; the secondary focus was on other factors (individual characteristics and interaction experience) that were likely to influence the relationship between FORs and mastery. This study's outcomes (1) clarify how FORs work in conjunction with other factors in shaping mastery, (2) highlight strengths and weaknesses of different FORs, (3) demonstrate the benefits of providing multiple FORs, and (4) provide the basis for our recommendations to HCI researchers and designers.”

1995

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Salzman, Marilyn C., Dede, Chris and Loftin, R. Bowen (1995): Usability and Learning in Educational Virtual Realities. In: Proceedings of the Human Factors and Ergonomics Society 39th Annual Meeting 1995. pp. 486-490.

“Designing ScienceSpace, a series of virtual realities for teaching difficult science concepts and skills, has implications for designing sensorily immersive educational virtual realities. Through the design and evaluation of the worlds in ScienceSpace we are gaining insights into the general utility of sensorial immersion, as well as virtual reality's potential and limitations for enhancing learning. This paper focuses on the learner-centered design and evaluation of NewtonWorld, one of the virtual worlds in ScienceSpace. NewtonWorld is a sensorily immersive virtual learning environment in which students can challenge their intuitions about Newton's laws and the conservation of energy and momentum through game-like inquiry activities. We discuss how usability and learning issues have shaped the design and refinement of NewtonWorld. Additionally, we discuss implications of our work for designing sensorily immersive virtual reality interfaces that are usable and facilitate learning.”

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