University at Buffalo

Christopher Hoadley (he/him)

Christopher Hoadley

Professor

LEARNING AND INSTRUCTION
INFORMATION SCIENCE


Specialty/Research Focus

Computer Science Education; Curriculum and Instruction; Information Science; Access and Equity; Cultural Competence and Humility; Information behavior; Engineering Education; Information practices; Cognition; Curriculum and Instruction; Diversity; Digital Media and Learning; Environmental Education; Information literacy; Digital literacy; ESL  / ENL / Bilingual; International Education; Design Experiments; Human Computer Interaction; Educational technology; Global Issues; Science Education; Gamification; Multicultural Competence; STEM education; Learning Communities; Learning Design; Learning Sciences; Information Literacy; Multimodality, Embodiment, and Digital Literacy; Mindfulness; Social Justice; Online and Distance Learning; Universal Design; Research Methods; Virtual Reality; Social and Emotional Development

Contact Information
583 Baldy Hall
Phone: 716-645-7787
tophe@buffalo.edu

View CV



Professional Summary:

Dr. Chris Hoadley is a professor and lead of the Learning Sciences Initiative at the University at Buffalo. He has over 45 years experience designing and building educational technology, and has conducted research on the connections between technology, learning, and collaboration for over 30 years. His work 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 of the Learning Sciences. He previously taught at Stanford University, Mills College, Penn State University, and New York University in education, computer science, and information sciences, and has authored or co-authored over 100 peer-reviewed publications and presentations.

Education and Training:
  • Ph.D., UC Berkeley, Science and Math Education (1999)
  • S.B., MIT, Brain and Cognitive Sciences
  • M.S., UC Berkeley, Computer Science
Recent Publications:
Journal Article:
  • Hoadley, C., and Campos, F. (2022). Design-based research: What it is and why it matters to online learning environments. Educational Psychologist, 57 (3), 207-220. https: //doi.org/10.1080/00461520.2022.2079128
  • Ince, S. F., Hoadley, C., and Kirschner, P. (2022). A Qualitative Study of Social Sciences Faculty Research Workflows. Journal of Documentation. https://doi.org/10.1108/JD-08-2021- 0168
  • Radke, S., Vogel, S., Ma, J. Y., Hoadley, C., and Ascenzi-Moreno, L. (2022). Emergent Bilingual Middle Schoolers’ Syncretic Reasoning in Statistical Modeling. Teachers College Record, 124(5), Special Issue on Teaching and Learning Mathematics and Computing in Multilingual Contexts. https://www.tcrecord.org/library/content.asp?contentid=24053
Book Chapter:
  • Kali, Y. & Hoadley, C. (2021). Design-based research and CSCL. In U. Cress, C. Rosé, A. F. Wise, and J. Oshima (Eds.) International Handbook of Computer Supported Collaborative Learning. pp. 479-496. New York: Springer. https://www.doi.org/10.1007/978-3-030-65291- 3_26
  • Matuk, C., Desportes, K., & Hoadley, C. (2021). Context and CSCL. In U. Cress, C. Rosé, A. F. Wise, and J. Oshima (Eds.) International Handbook of Computer Supported Collaborative Learning, pp. 85-101. New York: Springer. https://www.doi.org/10.1007/978-3-030-65291-3_5

Contact Information

583 Baldy Hall
Phone: 716-645-7787
tophe@buffalo.edu

View CV