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Dr. Jianwei Zhang
is an assistant professor in the Department of Educational
Theory and Practice at the University at Albany, State
University of New York. His research explores conditions
and means to engage students in productive knowledge
building supported by collaborative and interactive
technologies, so as to inform innovative schooling
that can prepare students for a knowledge-based society.
His work demonstrated new possibilities of transforming
the classroom into a creative community that embraces
sustained idea advancement, progressive problem solving,
dynamic collaboration, and transformative discourse.
In his research, he developed and adapted a set of
new tools to examine knowledge building in an online
knowledge space, such as inquiry threads visualization,
social networks, and lexical analysis. His work has
appeared in the Journal of the Learning Sciences,
Instructional Science, Educational Technology Research
and Development (ETR&D), etc. His study of
knowledge building in a collaborative environment,
published in ETR&D, was awarded the Outstanding
Journal Article of the Year in the Field of Instructional
Design (2007). Jianwei earned his doctorate in educational
psychology from Beijing Normal University. Prior to
coming to Albany, he had been a post-doctoral fellow
at OISE/University of Toronto and a faculty member
at Tsinghua University in Beijing.
Selected Publications
Zhang, J. (in press). Technology-supported learning
innovation in cultural contexts. Educational Technology
Research & Development.
Sun, Y., Zhang, J., & Scardamalia, M. (in press).
Knowledge building and vocabulary growth over two
years, Grades 3 and 4. Instructional Science.
Zhang, J. (2009). Towards a creative social Web
for learners and teachers. Educational Researcher,
38, 274-279.
Zhang, J., Scardamalia, M., Reeve,
R., & Messina, R. (2009). Designs for collective
cognitive responsibility in knowledge building communities.
Journal of the Learning Sciences, 18(1),
7-44.
Zhang, J., Scardamalia, M., Lamon,
M., Messina, R., & Reeve, R. (2007). Socio-cognitive
dynamics of knowledge building in the work of nine-
and ten-year-olds. Educational Technology Research
and Development (ETR&D), 55(2), 117-145.
(Outstanding Journal Article of the Year Award in
the Field of Instructional Design, from AECT)
Zhang, J. & Sun, Y. (2005).
Constructive Learning: An Integrated View from
the Learning Sciences. Shanghai: Shanghai Education
Publishing House. (in Chinese)
Zhang, J., Chen, Q., Sun, Y., &
Reid, D. J. (2004). A triple scheme of learning
support design for scientific discovery learning
based on computer simulation: Experimental research.
Journal of Computer Assisted Learning,
20(4), 269-282.
Reid, D., Zhang, J., & Chen,
Q. (2003). Supporting scientific discovery learning
in a simulation environment. Journal of Computer
Assisted Learning, 19(1), 9-20.
Fall 2009 Courses:
ETAP 623, Class #30290 - Systematic
Design of Instruction (3 credits)
Promotes systematic, analytical approaches
to curricular and instructional planning. Surveys
contemporary theories of learning, instruction, and
instructional design, and requires application of
these theories to the preparation of educational materials.
Although planning for classroom activities and presentations
is discussed, primary focus is on design of materials
that support independent learning.
ETAP 681, Class #27672 - Research Seminar:
Research in Practice (3 Credits)
This course focuses on action (teacher) research.
The theory and practice of action research will be
examined through a review of the theoretical foundations
of educational research and its link to the improvement
of educational practice. Students will design and
implement a small action research project in their
own setting.
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