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Camillia Matuk

Assistant Professor of Educational Communication and Technology

Administration, Leadership, and Technology

510-883-3472

Camillia Matuk is Assistant Professor of Educational Communication and Technology, and director of RIDDLE Lab. 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.

Camillia conducts design-based research on learning environments that support scientific thinking, design thinking, and collaborative learning and instruction. Her work has involved the design and implementation of online tools that help middle and high school students document, share, and make sense of ideas during science inquiry. She also designs teacher professional development, and researches how technology-enhanced materials can support teachers in customizing instruction. Her current projects explores the roles of narrative, collaboration, and facilitation in promoting STEM dispositions within playful co-design contexts, such as after school and professional development programs.

Her prior work 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. The latter is documented in Narrative spaces in the representation and understanding of evolution, a chapter in the book Evolution Challenges: Integrating Research and Practice in Teaching and Learning about Evolution, published in 2011 by Oxford University Press. Her work has been presented at the International Conference of the Learning Sciences (ICLS), the International Computer-Supported Collaborative Learning Conference, 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.

Courses

Foundations of Cognitive Sciences

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

Professors

Yoav Bergner , Camillia Matuk ,
Department

Foundations of the Learning Sciences

This course focuses on the social & cultural issues of learning as they relate to individual & 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 & 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, & identity formation as they relate to the creation of successful & equitable learning environments for diverse populations of learners. Students write a final paper & 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
Term
Fall, Spring
Faculty

Professors

Camillia Matuk ,
Department

Learning Environment Design

This course examines the cognitive, cultural, & social issues related to four cornerstones of designing learning environments: prototype of model (scenarios of need), project group organization, usability, & critique. (Integrated into each cornerstone is the theme of values, ethics, & social justice.) An exemplar is discussed & then students form into a design team & take on the roles of developing a prototypeof a unique learning environment based on the cornerstones. The selected environment can be a microworld, a game, distance education board, a content management system, a social network, or a computer-supported collaborative learning (CSCL) tool such as a media-based data archive & analysis tool. Throughout the course, we evaluate a range of existing learning environments that use technologies for game creation, toolkits, community builders, & emerging communications media. Final project includes a theoretical paper & an accompanying “architecture” map/model, & workflow plan based on the theories presented in the course. Final projects are collaboratively critiques & adjudicated.
Course #
EDCT-GE 2017
Units
3
Term
Spring
Faculty

Professors

Camillia Matuk ,
Department