Research Interest

Studying people and collaborating with them to design better ways, methods, technologies, that serve needs, and improve experiences and outcomes of life learning, teaching, and practice; along with distilling the social, pedagogical, and technical underpinnings. Education technologies carry forth an individual's and group's inter-personal characteristics, contingencies, beliefs, feelings, values, behaviors. Such technologies convey experiences, elicit responses, evoke emotions, and catalyze reflections. It is critical to consider the social, pedagogical, and technical ramifications when informing the design and use of teaching and learning technologies.

Current Research

These are the projects that I'm currently focusing on:

Digital Textbooks Through Conceptual Learning

Started September 15, 2020 • ☕️ 1 min read • #0 papers

Digital textbooks are different from the traditional printed ones. They are living species. They leverage new ways and experiences of content reading. They provide flexibility and interactivity to navigate and process blocks of information. They provide rich contents by linking different media and sources of information.

Can we effectively leverage digital textbooks' reading through conceptual learning?

Internet's Content for Formal Learning and Teaching

Started May 13, 2020 • ☕️ 1 min read • #0 papers

The internet has transformed the way education is designed. Learning and teaching is no longer bounded with physical classrooms. We engage with online materials to learn about and teach a wide range of topics. We also engage with online contents using multiple devices.

Can we leverage internet's content for seamless formal learning and teaching?

Information Needs and Uses for Online Teaching and Learning

Started February 12, 2017 • ☕️ 3 min read • #4 papers

Technology has been transforming ways in which teaching and learning are delivered. The use of learning technologies bring forth both opportunities and challenges. Designers of learning technologies often squeeze more features, and left with no time to consider teachers’ practices. Further, from the learners’ perspective, such technologies, are often designed around “do your best”.

Can we bridge the gap between online learning technology and pedagogy?