Xiaodong D Lin
B.A., Teachers College, HeNan University (China)
M.A. in Information Technology and Science Education, Louisiana State University
Ph.D., Purdue University
Metacognition and problem solving, technology-mediated cultural interactions and their impact on teacher professional development and reflection, and student domain subject understanding, influence of technology-rich learning environments on lesson development, trans-cultural collaboration among teachers and students
"Technology, culture and adaptive mind" (Mind, Culture & Activities, co-author, in press)
"Reflection at the crossroad of cultures" (Mind, Culture & Activities, co author, in press)
"Reflective adaptation of a technology artifact: A case study of classroom change" (Cognition & Instruction)
"Designing metacognitive activities" (Educational Technology Research & Development))
"Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking" (Journal of Research In Science Teaching)
- Recipient of Year 2000 American Educational Research Association Jan Hawkin's Early Career Award to Humanistic Research and Scholarship in Learning Technologies.
- Outstanding Journal Article Award by the Division of Instructional Development, Association for Educational Communications and Technology.
- Spencer Fellowship Recipient, National Academy of Education
- Outstanding Research Award Recipient, American Educational Research Association
- Outstanding Dissertation Award Recipient, Purdue University
- Outstanding Dissertation Award Recipient, The Association of Educational Communication and Technology (AECT)
- Outstanding Contribution Award Recipient, Arthur Andersen & Co.
MSTU 4028: Technology and Culture
An exploration of the impact of technology broadly defined upon cultural evolution as currently discussed in anthropology and related disciplines. Special fee: $35.
MSTU 4083: Instructional design of educational technology
The nature of instructional technology, systems approaches to planning, managing, and evaluating instructional processes and materials. Emphasis is on instructional design. Special fee: $45.
MSTU 5035: Technology and Metacognition
This course explores how theories of learning, development and cognition can shape the design of instruction. Readings cover a range of instructional theories and highlight the underlying influences of those theories. Although the course includes a brief survey of historical trends in the field, the primary course focus is on current and emerging theories of instruction, such as distributed and dynamical views of cognition and learning. Students are encouraged to present and discuss their research interests and projects as they relate to the focus of the course. Special fee: $45.
MSTU 6532: Seminar in cognitive science
Permission required. In-depth discussion and critique of research proposed and conducted by others and by students in the class. Topics vary from term to term. Course is for advanced students who are designing and conducting their own research projects; they may take the course as many times as they like. Special fee: $45.
Centers and Projects
The Center on Chinese Education, Teachers College Columbia University (CoCE) is aimed at contributing to a better understanding of education in China and to educational exchange between the United States and China. It seeks to achieve this mission through three categories of activities: research and development, education and training, as well as outreach and exchange. These activities will draw upon the historically special relationship between Chinese education and Teachers College, the interests and expertise of the faculty at Teachers College, as well as expertise and resources outside of Teachers College. Major funding for the Center's activities is provided by the Henry Luce Foundation and the Ford Foundation.