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Christopher Hoadley

Learning Sciences/Educational Technology

Administration, Leadership, and Technology

+1 (646) 997-0734

Dr. Chris Hoadley is a faculty member in the Educational Communication and Technology Program, the Program in Digital Media Design for Learning, and the Program on Games for Learning at New York University. He has over 40 years experience designing and building educational technology, and has researched connections between technology, learning, and collaboration for over 30 years. His research focuses on collaborative technologies, computer support for cooperative learning (CSCL), and design-based research methods, a term he coined in the late 1990s. Hoadley is the director of dolcelab, the Laboratory for Design Of Learning, Collaboration & Experience. He is a fellow of the International Society for the Learning Sciences (ISLS) and was an affiliate scholar for the National Academy of Engineering's Center for the Advancement of Scholarship in Engineering Education (CASEE). Hoadley was awarded a Fulbright Fellowship in the South Asia Regional Research program to study educational technologies for sustainability and empowerment in rural Himalayan villages in 2008-2009. From 2011-2013, he was program director of the Educational Technology programs at NYU and founding program director of the Games for Learning program, and on the founding faculty presidium of MAGNET, the NYU Media And Games Network. From 2013-2016, he was on loan to the National Science Foundation as the program director in charge of the Cyberlearning and Future Learning Technologies program in the Directorate of Computer and Information Science and Engineering and the Directorate of Education and Human Resources Division of Research on Learning.

Other interests include research on and through design, systems for supporting social capital and distributed intelligence, the role of informatics and digital libraries in education, and science and engineering education. Hoadley previously chaired the American Educational Research Association's Special Interest Group for Education in Science and Technology (now SIG: Learning Sciences), and served as the co-founder and first president of the International Society for the Learning Sciences. Hoadley earned his baccalaureate in cognitive science from MIT, and a masters in computer science and doctorate in education from UC Berkeley. He previously taught at Stanford University, Mills College, and Penn State University in education, computer science, and information sciences, and has authored or co-authored over 100 peer-reviewed publications and presentations.

To email Dr. Hoadley individually, please use the NYU Directory to find his email address.

Selected Publications

  • Series editor for Springer CSCL Book Series
  • Vogel, S., Hoadley, C., Castillo, A. R., & Ascenzi-Moreno, L. (2020). Languages, literacies and literate programming: can we use the latest theories on how bilingual people learn to help us teach computational literacies? Computer Science Education, 1-24. doi: 10.1080/08993408.2020.1751525
  • Ince, S., Hoadley, C., & Kirschner, P. A. (2020). Research workflow skills for education doctoral students and postdocs: A qualitative study. The Journal of Academic Librarianship, 46(5). doi: 10.1016/j.acalib.2020.102172
  • Vogel, S., Hoadley, C., Ascenzi-Moreno, L., Menken, K. (2019). The role of translanguaging in computational literacies. In Hawthorn, E., Pérez-Quiñones, M., Heckman, S., and Zhang, J. (Eds.) Proceedings of the SIGCSE (Special Interest Group in Computer Science Education) 2019 Technical Symposium (pp. 1164-1170). Minneapolis: ACM Press. doi:10.1145/3287324.3287368 (preprint).
  • Hoadley, C. (2019). A short history of the learning sciences. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman & P. Reimann (Eds.), International Handbook of the Learning Sciences (pp. 11-23). New York: Routledge. (preprint)
  • Ince, S. Favaro, Hoadley, C., & Kirschner, P. A. (2018). The role of libraries in teaching doctoral students to become information-literate researchers: A review of existing practices and recommendations. Journal of Information and Learning Science doi:10.1108/ILS-07-2018-0058 (EarlyCite version)
  • Favaro Ince, S., Hoadley, C., & Kirschner, P. A. (2018). A Study of Search Practices in Doctoral Student Scholarly Workflows CHIIR '18 Proceedings of the 2018 Conference on Human Information Interaction & Retrieval (pp. 245-248). New Brunswick NJ: ACM Press. (link)
  • Hoadley, C. (2017). How participatory design has influenced the learning sciences. In B. DiSalvo, J. Yip, E. Bonsignore & C. DiSalvo (Eds.), Participatory Design for Learning (pp. 22-27). New York: Routledge. (view)
  • Hoadley, C., DiSalvo, C., & Yip, J. (2017). Conversation: Viewing participatory design from the learning sciences and the field of design. In B. DiSalvo, J. Yip, E. Bonsignore & C. DiSalvo (Eds.), Participatory Design for Learning (pp. 28-42). New York: Routledge. (view)
  • Hoadley, C. (2017). Designing citizen science projects [Whitepaper commissioned by the National Academy of Sciences Committee on Public Participation in Science] (13 pp.).
  • Santo, R., Ching, D., Peppler, K., & Hoadley, C. (2017). Messy, sprawling, and open: Research-practice partnership methodologies for working in distributed inter-organizational networks. In B. Bevan & W. Penuel (Eds.), Connecting Research and Practice for Educational Improvement: Ethical and Equitable Approaches (pp. 100-118). New York: Taylor & Francis. (view)
  • Santo, R., Ching, D., Peppler, K., & Hoadley, C. (2017). Participatory Knowledge Building Within Research-Practice Partnerships in Education. Research Methods Case Study. New York: SAGE Publications. ISBN: 9781473998933. doi:10.4135/9781473998933
  • Vacca, R., & Hoadley, C. (2016). Self-Reflecting and Mindfulness: Cultivating Curiosity and Decentering Situated in Everyday Life. In A. Meschtscherjakov, B. De Ruyter, V. Fuchsberger, M. Murer & M. Tscheligi (Eds.), 11th International Conference on Persuasive Technology 2016 (pp. 87-98). Salzburg, Austria: Springer.
  • Vacca, R., & Hoadley, C. (2016). Understanding the Experience of Situated Mindfulness Through a Mobile App That Prompts Self-reflection and Directs Non-reactivity. In M. Antona & C. Stephanidis (Eds.), HCI International 2016, International Conference on Universal Access in Human-Computer Interaction (pp. 394-405): Springer.
  • Santo, R., Ching, D., Peppler, K. A., & Hoadley, C. (2016). Working in the open: lessons from open source on building communities of educational innovation. On the horizon, 24(3), 280-295. doi: 10.1108/OTH-05-2016-0025
  • Hoadley, C. (2016). Online pedagogy from the learning sciences perspective. In C. Haythornthwaite, R. Andrews, J. Fransman & E. M. Meyers (Eds.), The SAGE Handbook of E-learning research (2nd ed., pp. 25-42). Thousand Oaks, California: SAGE.
  • Ching, D., Santo, R., Hoadley, C., & Peppler, K. A. (2016). Not just a blip in someone’s life: integrating brokering practices into out-of-school programming as a means of supporting and expanding youth futures. On the horizon, 24(3), 296-312. doi: 10.1108/OTH-05-2016-0026
  • Santo, R., Peppler, K., Ching, D., & Hoadley, C. (2015). Maybe a Maker Space? How an Out-of- school Center Engaged in Expansive Learning around Maker Education within the Context of a Regional Educational Network Proc. FabLearn 2015.
  • Hoadley, C. & Favaro, S. (2015). Digital Literacy in Higher Education. In J. M. Spector (Ed.) Encyclopedia of Educational Technology (Vol 1, pp. 221-223). Thousand Oaks, CA: SAGE Publications. (link)
  • Richard, G., & Hoadley, C. (2015). Learning Resilience in the Face of Bias: Online Gaming, Protective Communities and Interest-Driven Digital Learning. In O. Lindwall, P. Hakkinen, T. Koschmann, P. Tchounikine & S. Ludvigsen (Eds.), Computer-Supported Collaborative Learning 2015 (Vol. 1, pp. 451-458). Gothenburg, Sweden: ISLS.
  • Honwad, S., Sypher, O. M., Hoadley, C., Lewis, A., Tamminga, K., & Honey, R. (2014). Education for Sustainability and Resilience in a Changing Climate. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee & L. D'Amico (Eds.), International Conference of the Learning Sciences 2014 (Vol. 3, pp. 1466-1473). Boulder, CO: International Society of the Learning Sciences.
  • Favaro, S., & Hoadley, C. (2014). The Changing Role of Digital Tools and Academic Libraries in Scholarly Workflows: A Review. Nordic Journal of Information Literacy in Higher Education, 6(1), 6-22. (link)
  • Dennen, V. P., & Hoadley, C. (2013). The design of collaborative learning through computer support. In C. E. Hmelo-Silver, C. A.
  • Chinn, C. Chan & A. M. O'Donnell (Eds.), International handbook of collaborative learning (pp. 389-402). New York: Routledge. (view)
  • Hoadley, C., & Fabian, C. (2012). Adolescent girls and technology: Supporting participatory engagement. In A. Minujin (Ed.), Adolescent Girls-Cornerstone of Society: Building Evidence and Policies for Inclusive Societies, pp. 109-117. New York: UNICEF. (view)
  • Hoadley, C. (2012). What is a community of practice and how can we support it? In D. H. Jonassen & S. M. Land (Eds.), Theoretical foundations of learning environments (Second ed., pp. 287-300). New York: Routledge. (view)
  • Hoadley, C. (2011). The lifecycle of knowledge as seen from the learning sciences. Position statement shared at the ReX2: The Re:Enlightenment Exchange. (view)
  • Lomas, D., Ching, D., Patel, K., Hoadley, C., & Kam, M. (2011). When a console game becomes CSCL: Play, participatory learning and 8-bit home computing in India. In N. Law (Ed.), Proceedings of Computer Supported Collaborative Learning 2011 (pp. 671-675). Hong Kong: International Society of the Learning Sciences. (view)
  • Hoadley, C. & Van Haneghan, J. (2011). The Learning Sciences: Where they came from and what it means for instructional designers. In Reiser, R.A., & Dempsey, J.V. (Eds.) Trends and Issues in Instructional Design and Technology (3rd ed., pp. 53-63). New York: Pearson.(view)
  • Hoadley, C., Honwad, S., & Tamminga, K. (2010). Technology-supported cross-cultural collaborative learning in the developing world. In P. Hinds, A.-M. Søderberg, R. Vatrapu, T. Ishida, M. Maznevski & G. M. Olson (Eds.), Third International Conference on Intercultural Collaboration (pp. 131-140). Copenhagen: Association for Computing Machinery. (link)
  • Hoadley, C., Xu, H., Lee, J. J., & Rosson, M. B. (2010). Privacy as Information Access and Illusory Control: The Case of the Facebook News Feed Privacy Outcry. Electronic Commerce Research and Applications, 9(1), 50-60. [Published online 10 May 2009. Available:] (view)
  • Hoadley, C. (2010). Roles, design, and the nature of CSCL. Computers in Human Behavior, 26, 551-555. [Published online 23 Sept 2009. Available: ] (view)
  • Ke, F., & Hoadley, C. (2009). Evaluating Online Learning Communities. Educational Technology Research and Development, 57(4), 487-510. [Available: ] (view)
  • Hoadley, C. (2009). Social Impacts of Mobile Technologies for Children: Keystone or Invasive Species? In A. Druin (Ed.), Mobile Technology for Children (pp. 63-81). Boston: Morgan Kaufmann (Elsevier). (view)
  • Hoadley, C., & Cox, C. D. (2009). What is design knowledge and how do we teach it? In C. diGiano, S. Goldman & M. Chorost (Eds.), Educating Learning Technology Designers: Guiding and Inspiring Creators of Innovative Educational Tools (pp. 19-35). New York: Routledge. (view)
  • Cox, C. D., Harrison, S., & Hoadley, C. (2009). Applying the "studio model" to learning technology design. In C. diGiano, S. Goldman & M. Chorost (Eds.), Educating Learning Technology Designers: Guiding and Inspiring Creators of Innovative Educational Tools (pp. 145-164). New York: Routledge. (view)
  • Ronen Fuhrmann, T., Kali, Y., & Hoadley, C. (2008). Helping education students understand learning through designing. Educational Technology, 48(2), 26-33.
  • View prior publications at


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