Hoffman, Daniel L. (dlh2109)

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Hoffman, Daniel
Adjunct Associate Professor
Mathematics, Science & Technology

323G Thmps

Office Hours:
By appointment; please email.

Educational Background

Ed.D., Instructional Technology, Teachers College (expected May 2012)
M.S., Education, Pace University (2003)
B.S., English Literature, St. Michael's College (1998)

Scholarly Interests

  • Games and learning
  • Multimedia learning
  • Design and development of interactive learning environments

  • Games for Learning Institute
    Role: Research Assistant
    About: The Games for Learning Institute (G4LI) was established in 2008 with a prestigious grant from Microsoft Research, and supplemental funding from the Motorola Foundation. Based at New York University, the Institute brings together 14 game designers, computer scientists, and education researchers from 9 partner institutions. G4LI applies a scientifically rigorous  approach that uses both quantitative and qualitative methods. Researchers study existing games, identify key design elements and learning patterns, develop prototype "mini games" based on these elements and patterns, test them in classroom and informal learning settings, and evaluate the results. G4LI's initial focus is on digital games as tools for teaching science, technology, engineering, and math-STEM subjects-at the critical middle-school level.

    STEPS to Literacy Project
    Role: Designer
    About: The STEPS to Literacy project team is developing a technology-based intervention with a curricular approach to support and increase English Language Learners' academic writing attainment in English. The project's co-PIs are Professors Jo Anne Kleifgen and Charles Kinzer of Teachers College, Columbia University. This intervention specifically seeks to improve the writing of middle school English Language Learners-who are emergent bilinguals-through a multimodal, web-based environment. The environment is founded on an anchored instruction/situated model that incorporates the best knowledge about teaching writing and the emergent bilingual adolescent population.


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