MATT EASTERDAY

Matthew W. Easterday 

Northwestern University
2210 Campus Drive, Annenberg Hall
Evanston, IL 60208

Appointments

• Assistant Professor, Northwestern University (2011-present)
  Learning Sciences, School of Education and Social Policy

Education

• PhD in Human-Computer Interaction (2010)
  Carnegie Mellon University, School of Computer Science, HCII, Pittsburgh, PA
• Masters of Science in Human-Computer Interaction (2009)
  Carnegie Mellon University, School of Computer Science, HCII, Pittsburgh, PA
• Masters of Human-Computer Interaction (2004)
  Carnegie Mellon University, School of Computer Science, HCII, Pittsburgh, PA
• B.A. Psychology and Mathematics (1999)
  Reed College, Portland, OR

Professional Experience

• Software Engineer, Laboratory for Symbolic and Educational Computing (2002-2004)
• Community Development Specialist, Peace Corps Mongolia (2000-2002)
• Research Programmer, Robotics Institute, Carnegie Mellon University (1999-2000)

Publications

Journal articles

• Easterday, M.W., Krupnikov, Y., Fitzpatrick, C., Barhumi, S., & Hope, A. (accepted).  Political Agenda: Designing a cognitive game for political perspective taking.  International Journal of Gaming and Computer-Mediated Simulations. 
• Smirnov, N., Gerber, E.M., & Easterday, M.W., (conditionally accepted) Infrastructuring distributed studio based learning: A case study and design principles.” Journal of the Learning Sciences.
• Hui, J., Gerber, E., & Easterday, M. W. (conditionally accepted). Distributed apprenticeship in online communities. Human-computer Interaction
• Lam, E., Smirnov, N., Chang, A., Easterday, M. W., Rosario, E., & Doppelt, J. (conditionally accepted). Multimodal voicing and scale making in documentary media: Exploring youths' and practitioners' work. Research in the Teaching of English.
• Carlson, S., Rees Lewis, D. G., Gerber, E. M., & Easterday, M. W. (accepted). Challenges of peer instruction in an undergraduate student-led learning community: Bi-directional diffusion as a crucial instructional process. Instructional Science.
• Harburg, E., Rees Lewis, D.G., Gerber, E.M., & Easterday, M.W., (accepted) “CheerOn: Facilitating Online Social Support for Novices.” ACM Transactions on Computer-Human Interaction.
• Smirnov, N., Saiyed, G., Lam, E., & Easterday, M. W. (accepted). Journalism as Model for Civic and Information Literacies. Cognition and Instruction.
• Easterday, M. W., Rees Lewis, D.G. & Gerber, E.M. (accepted).  Social Innovation Networks.  Design Studies.
• Rees Lewis, D. G., Easterday, M. W., Harburg, E., Gerber, E. M., & Riesbeck, C. K. (2017). Overcoming coaching barriers between professionals and project-based learning teams with regulation tools. British Journal of Educational Technology. doi:10.1111/bjet.12550
• Easterday, M. W., Rees Lewis, D., & Gerber, E. M. (2017).  The Logic of Design Research. Learning: Research and Practice. doi: 10.1080/23735082.2017.1286367
• Easterday, M. W., Aleven, V., Scheines, R., & Carver, S. M. (2016). Using tutors to improve educational games: A cognitive game for policy argument. Journal of the Learning Sciences, 1-51. doi:10.1080/10508406.2016.1269287
• Easterday, M. W., Rees Lewis, D. G., & Gerber, M. (2016). The logic of the theoretical and practical products of design research. Australasian Journal of Educational Technology, 32(4), 125-144. doi:10.14742/ajet.2464
• Easterday, M. W., Rees Lewis, D., & Gerber, E. M. (2016). Designing crowdcritique systems for formative feedback. International Journal of Artificial Intelligence in Education, 26(4), 1-41. doi:10.1007/s40593-016-0125-9
• Easterday, M. W., Aleven, V., Scheines, R. & Carver, S. M. (2009).  Constructing causal diagrams to learn deliberation.  International Journal of Artificial Intelligence in Education, 19 (4), 425-445.

Full papers in archival, peer-reviewed, published proceedings

• Carlson, S., Rees Lewis, D., Easterday, M. W., & Gerber, E. M. (accepted). Student leaders’ struggle to engage learning communities of peer designers in authentic design practices. EARLI 2017.
• Zhang, H., Easterday, M. W., Gerber, E. M., Rees Lewis, D., & Maliakal, L. (2017). Agile research studios: Orchestrating communities of practice to advance research training. In Proceedings of the 2017 ACM conference on computer supported cooperative work and social computing (pp. 220-232). New York: ACM.
• Smirnov, N., Easterday, M. W., & Gerber, E. M. (2016). Scaling studio-based learning through social innovation networks. In Proceedings of the 12th International Conference of the Learning Sciences (pp. 35-42). Singapore: Singapore National Institute of Education, Nanyang Technological University.
• Greenberg, M., Gerber, E., & Easterday, M. W. (2015). Critiki: A scaffolded approach to gathering design feedback from crowds of nonexperts, In Proceedings of the 2015 ACM Conference on Creativity and Cognition, (pp. 235-244). doi: 10.1145/2757226.2757249
• Rees Lewis, D., Harburg, E., Gerber, E., Easterday, M.W. (2015). Building help-seeking support tools for novice designers. In Proceedings of the 2015 ACM SIGCHI Conference on Creativity and Cognition (pp. 43-52). doi: 10.1145/2757226.2757248
• Easterday, M. W., Rees Lewis, D., Fitzpatrick, C., & Gerber, E. M. (2014). Computer supported novice group critique. DIS '14: Proceedings of the 2014 Designing Interactive Systems Conference, (pp. 405-414). doi:10.1145/2598510.2600889
• Easterday, M. W. & Jo, Y.  (2014).  Replay penalties in cognitive games.  In S. Trausan-Matu et al. (Eds.): Proceedings of the 12th International Conference on Intelligent Tutoring Systems. LNCS 8474 (pp. 388-397).  Switzerland: Springer.  (17% accept rate) Nominated for best paper.
• Easterday, M. W., Rees Lewis, D., & Gerber, E. M. (2014). Design-based research process: Problems, phases, and applications. In Proceedings of the International Conference of the Learning Sciences, June 23-27, 2014, Colorado, USA (pp. 317-324).
• Easterday, M. W., Aleven, V., Scheines, R., & Carver, S. M. (2011).  Using tutors to improve educational games.  In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Artificial Intelligence in Education: Lecture notes in artificial intelligence, 6738. (pp. 63-72).  Berlin: Springer.
• Aleven, V., Myers E., Easterday, M. W., & Ogan, A. (2010).  Toward a framework for the analysis and design of educational games.  In G. Biswas, D. Carr, Y. S. Chee, & W. Y. Hwang (Eds.), Proceedings of the 3rd IEEE international conference on digital game and intelligent toy enhanced learning.  (pp. 69-76).  Los Alamitos, CA: IEEE Computer Society.
• Easterday, M. W., Aleven, V., Scheines, R., & Carver, S. M. (2009). Will Google destroy western democracy? Bias in policy problem solving. In J. Breuker et al. (Series. Eds.) V. Dimitrova, R. Mizoguchi, B. du Boulay, & A. Graesser (Vol. Eds.), Frontiers in artificial intelligence and applications: Vol. 200. Artificial intelligence in education: Building learning systems that care: From knowledge representation to affective modelling (pp. 249-56). Amsterdam: IOS Press. doi:10.3233/978-1-60750-028-5-249
• Easterday, M. W., Aleven, V., & Scheines, R. (2007). 'Tis better to construct than to receive? The effects of diagram tools on causal reasoning. In J. Breuker et al. (Series. Eds.) R. Luckin, K. R. Koedinger, & J. Greer (Vol. Eds.), Frontiers in artificial intelligence and applications: Vol. 158. Artificial intelligence in education: Building technology rich learning contexts that work (pp. 93-100). Amsterdam: IOS Press.

Book Chapters    

• Easterday, M. W. (2012). Policy World: A cognitive game for teaching deliberation. In N. Pinkwart & B. McLaren (Eds.), Educational technologies for teaching argumentation skills (pp. 225-276). Oak Park, IL: Bentham Science Publishers. doi:10.2174/97816080501541120101022
• Scheines. R, Easterday, M. W. & Danks, D. (2006).  Teaching the normative theory of causal reasoning.  In Gopnik, A., & Schulz, L. (Eds.), Causal learning: Psychology, philosophy, and computation (pp. 119-38).  Oxford: Oxford University Press.    
• Easterday, M. W., Kanarek, J., & Harrell, M. (2009). Design requirements of argument mapping software for teaching deliberation. In T. Davies, & S. P. Gangadharan (Vol. Eds.), Center for the Study of Language and Information - Lecture Notes: Vol. 182. Online deliberation: Design, research, and practice, (pp. 317-23). Stanford, CA: CSLI Publications.

Short, Poster, and Workshop Papers

• Rees Lewis, D., Carlson, S., Easterday, M. W., & Gerber, E. M. (2017). Empirical investigation of challenges for PDL stakeholders in engineering education. Accepted to EARLI 2017.
• Saiyed, G., Lam, E., Easterday, M. W. (2016).  Journalistic Sources: Evaluation in Third Space. In Proceedings of the International Conference of the Learning Sciences. June 20-24, Singapore.
• Saiyed, G., Lam, E., Easterday, M. W. (2016).  Journalistic Sources: Evaluation in a Hybrid Space.  Ethnography in Education Research Forum.  February 26-27, Philadelphia, PA.
• Easterday, M. W., Rees Lewis, D., & Gerber, E. M. (2015). The theoretical products of design research. In the 11th International Conference on Computer-Supported Collaborative Learning, June 7-11th. Göteborg, Switzerland.
• Easterday, M. W., Rees Lewis, D., & Gerber, E. M. (2015). Crowdsourcing Critique.  In CSCL Crowd 2015, a Workshop at the 11th International Conference on Computer-Supported Collaborative Learning, June 7-11th. Göteborg, Switzerland.
• Gerber, E. M., & Easterday, M. W., (2015) Social Innovation Networks:  Model, Outcomes, and Challenges.  Mudd Design Workshop IX, May 28, 2015, Claremont, CA.
• Rees Lewis, D. Gerber, E. M., & Easterday, M. W., (2015) Supporting Project Scoping:  The Scoping Wheel.  Mudd Design Workshop IX, May 28, 2015, Claremont, CA.
• Easterday, M. W. (2015).  Cognitive games for Policy Argumentation.  Paper in session: Game-based Assessment and Learning of Argumentation Skills, at the 2015 annual meeting of the American Educational Research Association, April 16-20, Chicago, IL.
• Smirnov, N., Saiyed, G. T., & Easterday, M. W. (2015). Journalism as model for civic and information literacies.  Paper in session: Learning sciences: New methods, new populations, and new domains, of the 2015 annual meeting of the American Educational Research Association, April 16-20, Chicago, IL.
• Rees Lewis, D. G., Easterday, M. W., & Gerber, E. M. (2015). Helping engineers thrive: Feedback systems for ill-defined challenges . Poster in session: Instructional practices in post-secondary computer science and engineering courses, of the 2015 annual meeting of the American Educational Research Association, April 16-20, Chicago, IL.
• Saiyed, G. T., Lam, W. S. E., & Easterday, M. W. (2015). Teaching civic journalism: Curriculum, counter scripts, and third space. Roundtable in session: Teaching civics in the classroom and community, of the 2015 annual meeting of the American Educational Research Association, April 16-20, Chicago, IL.
• Bethune, A., Easterday, M. W., & Gerber, E. M. (2015). Let’s change Illinois together: Youth civic engagement and new media.  Roundtable in session: Supporting youth as critical change agents, of the 2015 annual meeting of the American Educational Research Association, April 16-20, Chicago, IL.
• Easterday, M. W., & Barahumi, S. (2014). Political agenda: A cognitive game for political perspective taking.  Presentation at Games Learning and Society, 10. July 8-10, Madison, WI.
• Fitzpatrick, C., Hope, A., Barhumi, S., Krupnikov, Y., & Easterday, M. W. (2013). Perspective taking, political ideologies and digital games. In Third annual international symposium on digital ethics, Oct. 4, 2013. Chicago, IL.
• Easterday, M. W., Rees Lewis, D., & Gerber, E. (2013). Formative feedback in digital lofts: Learning environments for real world innovation.  In I. Goldin, T. Martin, R. Baker, V. Aleven, & T. Barnes (Eds.), Formative feedback in interactive learning environments, A workshop at AIED 2013. Memphis, TN.
• Phelan, P., Rees Lewis, D., Easterday, M. W., & Gerber, E. (2013). Using mobile technology to support innovation education. In Poster presented at the 10th International Conference on Computer Supported Collaborative Learning, June 16-19. Madison, WI.
• Easterday, M. W. (2011, June).  AIED for civic engagement.  In F. Akhras, P. Brna, & M. W. Easterday (Chairs), First Workshop on Artificial intelligence in Education to Support the Social Inclusion of Communities.  Workshop conducted at the Fifteenth International conference on Artificial Intelligence in Education, Auckland, New Zealand.
• Easterday, M. W. (2010).  An Intelligent Debater for Teaching Argumentation.  In V. Aleven & Judity Kay (Eds.), Proceedings of the tenth international conference on Intelligent Tutoring Systems, Pittsburgh, PA., USA, June 14-18, 2010. (Winner People's choice award for Best Young Researchers Track Poster)
• Easterday, M. W., Aleven, V., & Scheines, R. (2007). The logic of Babel: Causal reasoning from conflicting sources. In V. Aleven, K. Ashley, C. Lynch, & N. Pinkwart (Eds.), Proceedings of the workshop on AIED applications in ill-defined domains at the 13th international conference on artificial intelligence in education, Marina del Rey, CA, (pp. 31-40).
• Keyani, P., Hsieh, G., Mutlu, B., Easterday, M. W., & Forlizzi, J. (2005). Dancealong: Supporting positive social exchange and exercise for the elderly through dance.  In CHI '05 extended abstracts on human factors in computing systems (pp. 1541-4). New York: Association for Computing Machinery. doi:10.1145/1056808.1056961

Grants

• $549,994.  Zhang, H., Gerber, E. M., & Easterday, M. W., EXP: Agile Research Studios: Scaling Cognitive Apprenticeship to Advance Undergraduate and Graduate Research Training in STEM.  NSF IIS: Cyberlearning: Transforming Education Program. 2016.
• $1,344,278. Gerber, E. M., Easterday, M.W.  DIP: Digital Lofts for Social Innovation Networks, IIS-1530833. NSF IIS: Cyberlearning and Future Technologies. 2015.
• $116,490.  Gerber, E. M., Easterday, M. W.  Illinois Citizen’s Assembly Online Curriculum.  Joyce Foundation. 2015.
• $50,000.  Gerber, E. M., Easterday, M. W. I‐Corps: Digital Loft: A Learning Platform for Instructors and Trainers, IIP‐1550565.  NSF: Innovation Corps Teams Program (I‐Corps Teams). 2015.  
• $90,000.  Delta Lab:  Illinois Next Generation Youth Political Engagement Platform.  Roosevelt Institute Campus Network subcontract from Joyce Foundation. 2014.
• $548,814.  Easterday, M. W., & Gerber, E. M.. EXP: Digital Lofts: Online Learning Environments for Real-World Innovation, IIS- 1320693.  NSF IIS: Cyberlearning: Transforming Education Program. 2013.
• $175,000.   Rees Lewis, D., Shyrokova, A., Lesser, J., Arora, R., Ma, S., Gerber, E., Nerenberg, S., & Easterday, M. W., Design for America: A Badge Community for Innovation.  Digital media + learning competition 4: Badges for lifelong learning. HASTAC, McArthur Foundation, Mozilla, Bill & Melinda Gates Foundation.  2012.
• $50,000.  Doppelt, J., Lam, E., Easterday, M. W.  Youth Media Project, McCormick Tribune Center.  2011.

Selected Honors

Northwestern Veer Steeg Graduate Advising Award (2015)
Named for Clarence Ver Steeg, former Northwestern University Professor in History and Dean of The Graduate School from 1975 to 1986, this award recognizes one outstanding non-faculty staff person and two Graduate Faculty members each year for excellence in work with graduate students in The Graduate School.

Northwestern Center for Civic Engagement Faculty Fellow (2012)
Fellows are “...chosen for their established records of civic engagement and their plans to develop new projects that reflect key goals of the University’s strategic plan--enhancing engaged learning opportunities across the curriculum and connecting to the community-at-large.  CCE faculty fellows receive monetary grants as well as program and administration support from the Center for Civic Engagement to develop and enhance engaged learning projects.”

Northwestern Searle Center for Teaching Excellence Fellowship (2012)
“The Searle Fellows program is a multi-disciplinary, year-long program for early career faculty. Established in 1999, the program aims to provide faculty with the expertise and knowledge to critically assess and solve problems in their courses.  Participants design innovative approaches to teaching to advance their students' learning and to develop their own teaching practice.”

Siebel Fellowship (2009)
“The Siebel Scholars program was established by the Siebel Foundation in 2000 to recognize the most talented students at the world's leading graduate schools of business, computer science, and bioengineering.”

Program in Interdisciplinary Educational Research (PIER) Fellowship (2005-2009)
A five year pre-doctoral training program funded by the Institute of Educational Sciences, Department of Education.

Carnegie Mellon University Graduate Student Service Award Nominee (2007)
Selected by the Human-Computer Interaction Institute for university-wide award for service to the community.