Skip to main content

Search NYU Steinhardt

Photo of Camillia Matuk

Camillia Matuk

Assistant Professor of Educational Communication and Technology

Administration, Leadership, and Technology

Camillia Matuk is Assistant Professor of Educational Communication and Technology, and director of RIDDLE. She has a PhD in the Learning Sciences from Northwestern University, an MSc in Biomedical Communications from the University of Toronto, an OCGC in 3D Computer Animation from Sheridan College, and a BSc in Biological Sciences from the University of Windsor. She is an Associate Editor for Instructional Science, a member of the editorial board of the International Journal for Computer Supported Collaborative Learning (ijCSCL), and a member of the Education Committee for the International Society for the Learning Sciences.

Currently, Camillia conducts design-based research on interdisciplinary STEM learning experiences with a focus on developing learners' research and data literacies. She uses design-based research methods to explore how arts-based and participatory approaches can support learners' inquiry into questions of personal and social relevance. Through her co-design with cross-domain partners and educators, Camillia examines ways of engaging learners with data through their designs for audience participation, through data as artistic material, and through storytelling as argument.

Camillia's projects are funded by the National Science Foundation, and involve middle, high school, and university students, and both in and out-of-school contexts.

In her previous work, Camillia used clinical interview methods to investigate how people make sense of visual narratives of science, including comics, cartoons, and representations of the evolutionary tree of life. During her postdoc at UC Berkeley, she designed and implemented online tools that help middle and high school students document, share, and make sense of ideas during science inquiry. She also designed teacher professional development, and researched how technology-enhanced materials can support teachers in customizing instruction.

Camillia's work has been presented at conferences of the International Society for the Learning Sciences (ICLS), the Annual Meeting of the American Association for Educational Research (AERA), and at other conferences in psychology, visualization, games, and the cognitive sciences.

From 2008-2010, Camillia held an SSHRC doctoral fellowship and a Cognitive Science Graduate Fellowship for Interdisciplinary Research Projects. She was a DR-K12 CADRE Fellow from 2010-2011. In 2013, an image annotation tool she designed to support students’ observations of scientific representations won the Outstanding Research Presentation Award from the AERA Design & Technology SIG. In 2015, her study on a tool for tracking and sharing ideas during online science inquiry projects won Best Design Paper at the International Conference for Computer-Supported Collaborative Learning.

Previously, Camillia was a medical illustrator at INVIVO in Toronto. Before joining NYU, she was a postdoc with Marcia Linn on the Web-based Inquiry Science Environment (WISE), and lecturer in the Graduate School of Education at the University of California, Berkeley. There, she taught graduate-level courses on Scientific Thinking and Learning, and Integrating Technology into Secondary English Instruction for PhD and masters and teaching credential students.

Programs

Educational Communication and Technology

Prepare to create, use, and evaluate media and technology through academic and leadership positions in research, technology, and education.

Read More

Courses

Foundations of Cognitive Sciences

Introduction to cognitive science applied to teaching, learning, and the design of instructional media. Readings include developments in cognitive science and descriptions and analysis of instructional programs developed in a cognitive science framework. The design and implementation of cognitive learning and teaching strategies are examined through class demonstrations, discussions, on line activities, readings and projects. E-mail, World Wide Web, mailing lists, newsgroups, and other Internet applications are used to build a framework for network based learning and teaching.
Course #
EDCT-GE 2174
Units
3
Department
Administration, Leadership, and Technology

Foundations of the Learning Sciences

This course focuses on the social and cultural issues of learning as they relate to individual and group cognition in the context of media-rich technology learning environments. We explore how educational technologies are often designed from particular theoretical approaches that are linked to the work of leading educational research communities. We not only study the often hidden connection between the research community members and the technologies they affect, but also how these theories play upon each other in the invention of new paradigms for learning with technologies. In short, we delve deeply into constructivism/constructionism, scaffolding, apprenticeship, distributed cognition, computer-supported collaborative learning, knowledge-building communities, the learning sciences, perspectivity, and identity formation as they relate to the creation of successful and equitable learning environments for diverse populations of learners. Students write a final paper and conduct an evaluation of the embedded theories in an existing learning environment of their choice (such as Second Life, Logo, Scratch, NetLogo, The Sims).
Course #
EDCT-GE 2175
Units
3
Department
Administration, Leadership, and Technology

Learning Environment Design

Course #
EDCT-GE 2017
Units
0
Department
Administration, Leadership, and Technology