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Ruth Wylie

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Assoc Dir/Asst Rsrch Prof FSC
Faculty w/Admin Appointment, TEMPE Campus, Mailcode 1811
Research Assistant Professor
Faculty, TEMPE Campus, Mailcode 1811
Assoc Dir/Asst Rsrch Prof FSC
Faculty w/Admin Appointment, TEMPE Campus, Mailcode 1811
Biography

Ruth Wylie is the assistant director of the Center for Science and the Imagination and an assistant research professor in the Mary Lou Fulton Teachers College. She earned her PhD in human-computer interaction at Carnegie Mellon University in 2011 and her bachelor's degree from the University of California, Berkeley in cognitive science with minor in computer science and education. Wylie concentrates on interdisciplinary, translational research that leverages knowledge and insights from theory and laboratory studies to answer real-world problems. Her previous research projects have been on the design, development, and implementation of educational technology for students and teachers in middle schools, high schools, and universities. What if we could build a technologically enhanced book that adapted itself not only to the individual student but to the classroom as a whole? The postdigital textbook project is an effort to do just that, developing the theory and learning technologies needed to create a system that will effectively engage learners in the place where they spend almost all of their formal educational time: the classroom. This work is funded through NSF's Cyberlearning and Future Learning Technologies Program, Award #1451431. Mary Shelley's Frankenstein is a modern myth; a 200-year-old science-fiction story that explores themes of human creativity, societal responsibility, and scientific ethics. Two centuries later, these themes continue to resonate in the technological age. Citizens with access to incredible tools for creation and transformation need to understand the fundamentals of science and technology and develop the skills to actively participate in the policy discussions that surround these fields. Wylie and her colleagues pair Mary Shelley's compelling Frankenstein narrative with an integrated set of digital and hands-on activities to inspire deeper conversations about scientific and technological creativity and social responsibility. This project is supported by NSF's Advances in Informal Science Learning directorate (Award #1516684). Wylie is also partnering with the World Bank to create a series of stories and artwork to integrate into an online game, EVOKE, designed to get young people in the developing world involved in social innovation and civic engagement. 

Research Interests

Guiding Research Questions:

  • What skills and support do interdisciplinary teams need to be successful?
  • How can we cultivate and measure imaginative capacity?
  • How can the design and development of technology best support teachers and students?

Current Research Projects:

What if we could build a technologically enhanced book that adapted itself not only to the individual student but to the classroom as a whole? The postdigital textbook project is an effort to do just that, developing the theory and learning technologies needed to create a system that will effectively engage learners in the place where they spend almost all of their formal educational time: the classroom. This work is funded through NSF's Cyberlearning and Future Learning Technologies Program, Award #1451431.

Mary Shelley’s Frankenstein is a modern myth; a 200 year-old science-fiction story that explores themes of human creativity, societal responsibility and scientific ethics. Two centuries later, these themes continue to resonate in our technological age. As citizens with access to incredible tools for creation and transformation, we not only need to understand the fundamentals of science and technology, but also to develop the skills to actively participate in the policy discussions that surround these fields. In this project, supported by NSF's Advances in Informal Science Learning directorate (Award #1516684), we take on this challenge, pairing Mary Shelley’s compelling Frankenstein narrative with an integrated set of digital and hands-on activities to inspire deeper conversations about scientific and technological creativity and social responsibility.

Dr Wylie is partnering with the World Bank to create a series of stories and artwork to integrate into an online game, EVOKE, designed to get young people in the developing world involved in social innovation and civic engagement. 

Publications

Chi, M. T., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219-243.

Wylie, R., & Chi, M. (2014, January). The Cambridge Handbook of Multimedia Learning. In Cambridge University Press.

Roll, I., & Wylie, R. (2016). Evolution and Revolution in Artificial Intelligence in Education. International Journal of Artificial Intelligence in Education, 26(2), 582-599.

Research Activity
Fall 2017
Course NumberCourse Title
LSE 540Theoretical Views Lrnng in LS
Fall 2016
Course NumberCourse Title
LSE 540Theoretical Views Lrnng in LS
Spring 2016
Course NumberCourse Title
AME 494Special Topics
ENG 494Special Topics
AME 598Special Topics
Fall 2015
Course NumberCourse Title
TEL 494Special Topics
EDP 540Theoretical Views of Learning
Spring 2015
Course NumberCourse Title
TEL 494Special Topics
EDP 540Theoretical Views of Learning