Roy Pea
Encyclopedia
Roy Pea is David Jacks Professor of Learning Sciences and Education at the Stanford University School of Education
. He has extensively published works in the field of the Learning Sciences
and on learning technology design, and made significant contributions since 1981 to the understanding of how people learn with technology http://www.stanford.edu/~roypea.
and psychology
from Michigan State University
with an independently declared major in Cognition (1974) working with his mentor and friend Stephen Toulmin
, and later, a D.Phil. in developmental psychology
from Oxford University (1978), while studying as a Rhodes Scholar, working with his advisor Jerome Bruner
. 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.
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 http://cilt.concord.org/, and launching in 2002 the Learning Sciences and Technology Design (LSTD: http://ed.stanford.edu/academics/doctoral/lstd) 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 http://books.google.com/books?hl=en&lr=&id=m8Yna0cjxAgC&oi=fnd&pg=PA47&ots=-sxx-MpVFw&sig=uIf7RN8iIvJMlO2gc_B4HXx6NhM#v=onepage&q&f=false, learning by multimedia authoring http://stanford.academia.edu/RoyPea/Papers/261515/Learning_Through_Multimedia, and science learning with dynamic diagramming tools http://www.stanford.edu/~roypea/HTML1%20Folder/Dynagrams.html.
, where he worked with colleagues to build a major national Center for Technology in Learning http://ctl.sri.com/, until recruited to Stanford University in 2001. At Stanford, Roy co-founded Stanford's H-STAR Institutehttp://hstar.stanford.edu/cgi-bin/ (Human Sciences and Technologies Advanced Research) with Byron Reeves, and is now H-STAR Institute Director. He is also Co-Director of the National Science Foundation-funded LIFE Center http://life-slc.org, one of six national Science of Learning Centers whose studies seek to inform better bridging of the sciences of informal and formal learning.
In addition to serving as Founding Editor of the Cambridge University Press Series Learning in Doing: Cognitive, Social and Computational Perspectives since 1987 http://www.cambridge.org/aus/series/sSeries.asp?code=LID, Roy was co-author of the 2000 National Academy Press volume How People Learn http://www.nap.edu/openbook.php?isbn=0309070368, Co-Editor of the 2007 Book Video Research in the Learning Sciences http://www.amazon.com/Video-Research-Learning-Sciences-Goldman/dp/080585360X, and co-author of the 2010 US National Educational Technology Plan http://www.ed.gov/technology/netp-2010.
Roy served from 1999-2009 as a Founding Director for Teachscape http://www.teachscape.com/html/ts/nps/index.html, a company he co-founded with Mark Atkinson in 1999 that provides comprehensive K-12 teacher professional development services incorporating web-based video case studies of standards-based teaching and communities of learners. In addition to academic research and teaching, he advises a number of companies, non-profits, research centers, projects and federal agencies or foundations involved in learning with technologies. Company advisory roles include: Elucido Media Networks http://www.elucido.com/, Kno
, and Kogeto http://kogeto.com. Roy is also a learning sciences advisor to HIV/AIDS education nonprofit TeachAIDS
.
He is a Fellow of the National Academy of Education http://www.naeducation.org/, Association for Psychological Science
, The Center for Advanced Study in the Behavioral Sciences
, and the American Educational Research Association
.
Stanford University School of Education
The Stanford University School of Education , is one of the seven schools of Stanford University. It is the second-oldest school of education in the United States, after NYU...
. He has extensively published works in the field of the Learning Sciences
Learning sciences
The term Learning Sciences refers to an interdisciplinary field that works to further scientific understanding of learning as well as to engage in the design and implementation of learning innovations, and improvement of instructional methodologies...
and on learning technology design, and made significant contributions since 1981 to the understanding of how people learn with technology http://www.stanford.edu/~roypea.
Biography
Roy Pea was born in Highland Park, MI on July 5, 1952. He received a dual major B.A. in philosophyPhilosophy
Philosophy is the study of general and fundamental problems, such as those connected with existence, knowledge, values, reason, mind, and language. Philosophy is distinguished from other ways of addressing such problems by its critical, generally systematic approach and its reliance on rational...
and psychology
Psychology
Psychology is the study of the mind and behavior. Its immediate goal is to understand individuals and groups by both establishing general principles and researching specific cases. For many, the ultimate goal of psychology is to benefit society...
from Michigan State University
Michigan State University
Michigan State University is a public research university in East Lansing, Michigan, USA. Founded in 1855, it was the pioneer land-grant institution and served as a model for future land-grant colleges in the United States under the 1862 Morrill Act.MSU pioneered the studies of packaging,...
with an independently declared major in Cognition (1974) working with his mentor and friend Stephen Toulmin
Stephen Toulmin
Stephen Edelston Toulmin was a British philosopher, author, and educator. Influenced by Ludwig Wittgenstein, Toulmin devoted his works to the analysis of moral reasoning. Throughout his writings, he sought to develop practical arguments which can be used effectively in evaluating the ethics behind...
, and later, a D.Phil. in developmental psychology
Developmental psychology
Developmental psychology, also known as human development, is the scientific study of systematic psychological changes, emotional changes, and perception changes that occur in human beings over the course of their life span. Originally concerned with infants and children, the field has expanded to...
from Oxford University (1978), while studying as a Rhodes Scholar, working with his advisor Jerome Bruner
Jerome Bruner
Jerome Seymour Bruner is an American psychologist who has contributed to cognitive psychology and cognitive learning theory in educational psychology, as well as to history and to the general philosophy of education. Bruner is currently a senior research fellow at the New York University School...
. 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.
Development of the Learning Sciences
Roy is a key figure in the development of the Learning SciencesLearning sciences
The term Learning Sciences refers to an interdisciplinary field that works to further scientific understanding of learning as well as to engage in the design and implementation of learning innovations, and improvement of instructional methodologies...
as a recognized field of research and graduate study. He founded and served as the first director of the first Learning Sciences
Learning sciences
The term Learning Sciences refers to an interdisciplinary field that works to further scientific understanding of learning as well as to engage in the design and implementation of learning innovations, and improvement of instructional methodologies...
doctoral program, at Northwestern University
Northwestern University
Northwestern University is a private research university in Evanston and Chicago, Illinois, USA. Northwestern has eleven undergraduate, graduate, and professional schools offering 124 undergraduate degrees and 145 graduate and professional degrees....
(1991), directing the NSF-funded field-building Center for Innovative Learning Technologies http://cilt.concord.org/, and launching in 2002 the Learning Sciences and Technology Design (LSTD: http://ed.stanford.edu/academics/doctoral/lstd) program at Stanford University
Stanford University
The Leland Stanford Junior University, commonly referred to as Stanford University or Stanford, is a private research university on an campus located near Palo Alto, California. It is situated in the northwestern Santa Clara Valley on the San Francisco Peninsula, approximately northwest of San...
. 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
John Seely Brown
John Seely Brown is a researcher who specializes in organizational studies with a particular bent towards the organizational implications of computer-supported activities....
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
Institute for Research on Learning
The Institute for Research on Learning was a research group in Palo Alto, California founded by George Pake in 1986 through a grant from the Xerox Foundation, as a spin-off from the Xerox Palo Alto Research Corporation which Pake founded in 1970...
(1988–1991), he developed their K-12 learning technologies emphasis, with pioneering work on distributed intelligence http://books.google.com/books?hl=en&lr=&id=m8Yna0cjxAgC&oi=fnd&pg=PA47&ots=-sxx-MpVFw&sig=uIf7RN8iIvJMlO2gc_B4HXx6NhM#v=onepage&q&f=false, learning by multimedia authoring http://stanford.academia.edu/RoyPea/Papers/261515/Learning_Through_Multimedia, and science learning with dynamic diagramming tools http://www.stanford.edu/~roypea/HTML1%20Folder/Dynagrams.html.
Research Centers and Industry Advisor
In 1996, after a year at the Center for Advanced Studies in the Behavioral Sciences, Roy was recruited to SRI InternationalSRI International
SRI International , founded as Stanford Research Institute, is one of the world's largest contract research institutes. Based in Menlo Park, California, the trustees of Stanford University established it in 1946 as a center of innovation to support economic development in the region. It was later...
, where he worked with colleagues to build a major national Center for Technology in Learning http://ctl.sri.com/, until recruited to Stanford University in 2001. At Stanford, Roy co-founded Stanford's H-STAR Institutehttp://hstar.stanford.edu/cgi-bin/ (Human Sciences and Technologies Advanced Research) with Byron Reeves, and is now H-STAR Institute Director. He is also Co-Director of the National Science Foundation-funded LIFE Center http://life-slc.org, one of six national Science of Learning Centers whose studies seek to inform better bridging of the sciences of informal and formal learning.
In addition to serving as Founding Editor of the Cambridge University Press Series Learning in Doing: Cognitive, Social and Computational Perspectives since 1987 http://www.cambridge.org/aus/series/sSeries.asp?code=LID, Roy was co-author of the 2000 National Academy Press volume How People Learn http://www.nap.edu/openbook.php?isbn=0309070368, Co-Editor of the 2007 Book Video Research in the Learning Sciences http://www.amazon.com/Video-Research-Learning-Sciences-Goldman/dp/080585360X, and co-author of the 2010 US National Educational Technology Plan http://www.ed.gov/technology/netp-2010.
Roy served from 1999-2009 as a Founding Director for Teachscape http://www.teachscape.com/html/ts/nps/index.html, a company he co-founded with Mark Atkinson in 1999 that provides comprehensive K-12 teacher professional development services incorporating web-based video case studies of standards-based teaching and communities of learners. In addition to academic research and teaching, he advises a number of companies, non-profits, research centers, projects and federal agencies or foundations involved in learning with technologies. Company advisory roles include: Elucido Media Networks http://www.elucido.com/, Kno
Kno
Kno, Inc. is a software company in Silicon Valley that sells into the education market. The company is working with major academic publishers including McGraw-Hill, John Wiley & Sons, Pearson, and Cengage Learning to make their textbooks available to Kno users.- History:Kno was founded in May of...
, and Kogeto http://kogeto.com. Roy is also a learning sciences advisor to HIV/AIDS education nonprofit TeachAIDS
TeachAIDS
TeachAIDS is a nonprofit organization that develops HIV prevention education technology materials, based on an approach invented through research at Stanford University.The TeachAIDS software has been cited as a model health intervention...
.
He is a Fellow of the National Academy of Education http://www.naeducation.org/, Association for Psychological Science
Association for Psychological Science
The Association for Psychological Science , previously the American Psychological Society, is a non-profit international organization whose mission is to promote, protect, and advance the interests of scientifically oriented psychology in research, application, teaching, and the improvement of...
, The Center for Advanced Study in the Behavioral Sciences
Center for Advanced Study in the Behavioral Sciences
The Center for Advanced Study in the Behavioral Sciences is an American interdisciplinary research body in Stanford, California focusing on the social sciences and humanities . Fellows are elected in a closed process, to spend a period of residence at the Center, released from other duties...
, and the American Educational Research Association
American Educational Research Association
The American Educational Research Association, or AERA, was founded in 1916 as a professional organization representing educational researchers in the United States and around the world....
.
Select Publications
- Over 170 papers in academic journals, 4 co-edited volumes
- White, T., & Pea, R. (2011). Distributed by design: On the promises and pitfalls of collaborative learning with multiple representations. The Journal of the Learning Sciences, 20(3), 1-59.
- Pea, R., & Martin, L. (2010). Values that occasion and guide mathematics in the family. In W. R. Penuel & K. O'Connor (Eds.), Learning Research as a Human Science (pp. 34–52), National Society for the Study of Education Yearbook, 109(1).
- Zahn. C., Pea, R., Hesse, F. W., & Rosen, J. (2010). Comparing simple and advanced video tools as supports for collaborative design processes. J. Learning Sciences, 19, 1-38.
- Pea, R., & Lindgren, R. (2008, Oct-Dec). Video collaboratories for research and education: an analysis of collaboration design patterns. IEEE Transactions on Learning Technologies, 1(4), 235-247.
- Derry, S., Pea, R.D., Barron, B., Engle, R.A., Erickson, F., Goldman, R., Hall, R., Koschmann, T., Lemke, J., Sherin, M.G. & Sherin, B.L. (2010). Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics. Journal of the Learning Sciences, 19(1), 3-53.
- Pea, R., with Christine L. Borgman (Chair), Hal Abelson, Lee Dirks, Roberta Johnson, Kenneth R. Koedinger, Marcia C. Linn, Clifford A. Lynch, Diana G. Oblinger, Katie Salen, Marshall S. Smith, Alex Szalay (2008, June 24). Fostering learning in the networked world—the cyberlearning opportunity and challenge: A 21st century agenda for the National Science Foundation (Report of the NSF Task Force on Cyberlearning). Arlington VA: NSF, 62pp. (Downloadable: http://www.nsf.gov/pubs/2008/nsf08204/nsf08204.pdf)
- Goldman, R., Pea, R. D., Barron, B. & Derry, S. (2007). (Eds.). Video research in the learning sciences. Mahwah, NJ: Lawrence Erlbaum Associates.
- Pea, R. D. (2006). Video-as-data and digital video manipulation techniques for transforming learning sciences research, education and other cultural practices. In J. Weiss, J. Nolan & P. Trifonas (Eds.), International Handbook of Virtual Learning Environments (pp. 1321–1393). Dordrecht: Kluwer Academic Publishing.
- Pea, R. D., & Maldonado, H. (2006). WILD for learning: Interacting through new computing devices anytime, anywhere. In K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 427–441). New York: Cambridge University Press.
- Bransford, J.D., Barron, B., Pea, R., Meltzoff, A., Kuhl, P. Bell, P., Stevens, R., Schwartz, D., Vye, N., Reeves, B., Roschelle, J. & Sabelli, N. (2006). Foundations and opportunities for an interdisciplinary science of learning. In K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 19–34). New York: Cambridge University Press.
- Pea, R. D. (2004). The social and technological dimensions of “scaffolding” and related theoretical concepts for learning, education and human activity. The Journal of the Learning Sciences, 13(3), 423-451.
- Pea, R., Mills, M., Rosen, J., Dauber, K., Effelsberg, W., & Hoffert. E. (2004, Jan-March). The DIVER™ Project: Interactive Digital Video Repurposing. IEEE Multimedia, 11(1), 54-61.
- Pea, R., Wulf, W., Elliot, S.W., & Darling, M. (2003, August). (Eds.). Planning for two transformations in education and learning technology (Committee on Improving Learning with Information Technology). Washington, DC: National Academy Press.
- Roschelle, J., & Pea, R. D. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning (CSCL). The International Journal of Cognition and Technology, 1(1), 145-168.
- Bransford, J. D., Brown, A., & Cocking, R. (2000). (Eds.), How People Learn: Mind, Brain, Experience and School, Expanded Edition (incorporating both books below). Washington, DC: National Academy Press. (Co-author).
- Pea, R. D. (1999). New media communication forums for improving education research and practice. In E. C. Lagemann & L. S. Shulman (Eds.), Issues in education research: problems and possibilities (pp. 336–370). San Francisco, CA: Jossey Bass.
- Edelson, D. C., Gordin, D.N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3&4), 391-450.
- Pea, R.D., Gomez, L. M., Edelson, D.C., Fishman, B. J., Gordin, D. N., & O’Neill, D. K. (1997). Science education as a driver of cyberspace technology development. In K. C. Cohen (Ed.), Internet links for science education (pp. 189–220). New York, NY: Plenum Press.
- Gordin, D., & Pea, R. D. (1995). Prospects for scientific visualization as an educational technology. Journal of the Learning Sciences, 4(3), 249-279.
- Reiner, M., Pea, R. D., & Shulman, D. (1995). The impact of simulator-based instruction on the diagramming of the interaction of light and matter by introductory physics students. Journal of Science Education and Technology, 4 (3), 199-226.
- Pea, R. D. (1994). Seeing what we build together: Distributed multimedia learning environments for transformative communications. Journal of the Learning Sciences, 3(3), 285-299.
- Pea, R. D. (1993). Learning scientific concepts through material and social activities: Conversational analysis meets conceptual change. Educational Psychologist, 28(3), 265-277.
- Pea, R. D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.). Distributed cognitions (pp. 47–87). New York: Cambridge University Press.
- Pea, R. D. (1992). Augmenting the discourse of learning with computer-based learning environments. In E. de Corte, M. Linn, & L. Verschaffel (Eds.), Computer-based learning environments and problem-solving (NATO Series, subseries F: Computer and System Sciences). New York: Springer-Verlag GmbH (pp. 313–343).
- Pea, R. D., & Gomez, L. (1992). Distributed multimedia learning environments: Why and how? Interactive Learning Environments, 2(2), 73-109.
- Pea, R.D. (1991, July). Learning through multimedia. IEEE Computer Graphics and Applications, 11(4), 58-66.
- Mills, M. I., & Pea, R. D. (1989). Mind and media in dialog: Issues in multimedia composition. In K. Hooper & S. Ambron (Eds.), Full-Spectrum Learning (pp. 14–37). Cupertino, CA: Apple Computer, Inc.
- Hawkins, J., & Pea, R. D. (1987). Tools for bridging everyday and scientific thinking. Journal for Research in Science Teaching, 24(4), 291-307.
- Pea, R. D. (1987). Cognitive technologies for mathematics education. In A. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 89–122). Hillsdale, NJ: Erlbaum.
- Pea, R. D., & Sheingold, K. S. (1987). (Eds.). Mirrors of minds: Patterns of experience in educational computing. Norwood, NJ: Ablex. (In Computers and Cognition series, edited by John Black.) Co-authored four chapters. Translated and published in Russia and in China.
- Pea, R. D. (1987). Socializing the knowledge transfer problem. International Journal of Educational Research, 11, 639-663.
- Pea, R. D., & Kurland, D. M. (1987). Cognitive technologies for writing development. In L. Frase (Ed.), Review of Research in Education, Vol. 14 (pp. 277–326). Washington DC: AERA Press.
- Pea, R. D. (1986). Language-independent conceptual bugs in novice programming. Journal of Educational Computing Research, 2(1), 25-36.
- Pea, R. D. (1985). Beyond amplification: Using computers to reorganize human mental functioning. Educational Psychologist, 20, 167-182.
- Pea, R. D. (1985). Integrating human and computer intelligence. In E. L. Klein (Ed.), New directions for child development: No. 28, Children and computers (pp. 75–96). San Francisco: Jossey Bass.
- Pea, R. D., Kurland, D. M., & Hawkins, J. (1985). Logo and the development of thinking skills. In M. Chen & W. Paisley (Eds.), Children and microcomputers: Formative studies (pp. 193–212). Beverly Hills, CA: Sage.
- Pea, R. D., & Kurland, D. M. (1984). On the cognitive effects of learning computer programming. New Ideas in Psychology, 2, 137-168.
Patents
- Atkinson, M., Skorski, M., Pea, R.D., et al. “Computer implemented education system,” Patent filed June 30, 2000 (U.S. Serial # 09/609,204) for inventions underlying Teachscape.com, 2001. Awarded January 14, 2003 as US Patent #6,507,726)
- Pea, R.D., Mills, M., Hoffert, E., Rosen, J., and Dauber, K., “Methods and apparatus for interactive map-based analysis of digital video content” (U.S. Serial #10/331/776), filed Dec. 30, 2002. (Issued July 25, 2006 as US Patent #7,082,572 B2).
- Pea, R.D., Mills, M., Rosen, J. “Methods and apparatus for interactive point-of-view authoring of digital video content” (U.S. Serial #10/334/162), filed Dec. 30, 2002. Awarded October 26, 2010 as US Patent # 7,823,058.
- Pea, R.D., Mills, M., Hoffert, E., Rosen, J., and Dauber, K. “Methods and apparatus for interactive network sharing of digital video content” (U.S. Serial #10/331/775), filed Dec. 30, 2002. In review.