尊敬的大卫·S. Nelson Chair; Associate Dean for Research
Professor, Computer Science 部门
坎皮恩大厅109室
电子邮件: b.smith@shark10.com
ORCID 0000-0002-6523-2019
Design of Computer-Based 学习 Environments
人机交互
课外学习
计算机科学教育
Artificial Intelligence/Machine 学习
布莱恩·K. 史密斯是尊敬的大卫·S·史密斯. Nelson Professor and Associate Dean for Research at the 林奇学校 of 教育 and Human Development. His Research interests include the 设计 of computer-based learning environments, 人机交互, 设计科学, 课外学习, 以及计算机科学教育. 早些时候, he served as Senior Associate Dean of Academic Affairs at Drexel University’s College of Computing & Informatics and as program director in the Division of Research on 学习 at the National Science Foundation (NSF). He is a technical advisor to the Center for Inclusive Computing at Northeastern University and vice chair of the World Usability Day Design Challenge.
A 1991 graduate of the University of California at Los Angeles in computer science and engineering, 史密斯获得了博士学位.D. in learning sciences from Northwestern University. He began his academic career at the Massachusetts Institute of Technology’s Media Lab, followed by appointments at Pennsylvania State University as associate professor of information sciences and technology and the Rhode Island School of Design as dean of continuing education, where he oversaw the development of art and 设计 programs for youth and adults, and was a co-investigator in RISD’s “STEM to STEAM” initiative.
Kantharaju P.奥尔德弗,K.朱杰.查尔,B.史密斯,B., Ontañón, S. (2022). Modeling player knowledge in a parallel programming educational game. IEEE Transactions on Games, 14(1): 64-75.
唐纳森,J. & 史密斯,B.K. (2017). Design thinking, 设计erly ways of knowing, and engaged learning. 在J.M. 斯佩克特,B.B. Lockee, & M.D. 切尔德里斯(eds.), 学习, 设计, and technology: An international compendium of theory, Research, 实践, 和政策. 布卢明顿,印第安纳州:等等.
史密斯,B.K. (2016). Living in the fourth quadrant: Valuing the process of 设计. 在V. Svihla和R. 里夫(eds.), Design as scholarship: Case studies from the learning sciences (pp. 55-70). 纽约,纽约:劳特利奇.
土地,年代.M.史密斯,B.K.齐默尔曼,H.T. (2013). Mobile technologies as tools for augmenting observations and reflection in everyday informal environments. 在J.M. 斯佩克特,B.B. Lockee,年代.E. 斯莫尔迪诺和M. 鲱鱼(eds.), 学习, problem solving, and mind tools: Essays in honor of David Jonassen (pp. 214-228). 纽约,纽约:劳特利奇.
史密斯,B.K.弗罗斯特.阿尔拜拉克,M.苏达卡尔,R. (2007). Integrating glucometers and digital photography as experience capture tools to enhance patient understanding and communication of diabetes self-management 实践s. Personal and Ubiquitous Computing, 11(4): 273-286.
史密斯,B.K.夏尔马,P.和P .胡珀. (2006). Decision making in online fantasy sports communities. International Journal of Interactive Technology and Smart 教育, 4: 347-360.
史密斯,B.K. (2006). Design and computational flexibility. 数字创意,17(2):65-72.
赛义夫·纳斯尔,m.s. 史密斯,B.K. (2006). 通过游戏建模学习. ACM Computers in Entertainment, 4(1): Article 3B.
史密斯,B.K. 赖泽,B. J. (2005). Explaining behavior using video for observational inquiry and theory articulation. The Journal of the 学习 Sciences, 14(3): 315-360.
赖泽B.J.,塔巴克,我.桑多瓦尔,W.A.史密斯,B.K.斯坦穆勒,F.利昂,A.J. (2001). BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms. 在年代.M. 卡弗和D. Klahr (eds.), Cognition and instruction: Twenty five years of progress (pp. 263-305). Hillsdale, NJ: Lawrence Erlbaum Associates.