Why Mia, Why Now: A Research-Based Path to Self-Motivated and Purposeful Reading synthesizes cross-disciplinary, peer-reviewed research on motivation to read to explain the design of Mia Learning’s AI voice chatbot and book subscription service.
Read MoreThe Cambridge Learning Group synthesized a large body of research from multiple fields for Book Trust, a national literacy non-profit. We used the results to refine and validate their logic model, developing new strategy for communications and partnerships, as well as generating actionable insights for increasing the coherence and efficacy of their program design.
Read MoreThe design, facilitation, and evaluation of online communities of practice has been a longstanding professional interest. Most recently, as director of the U.S. Department of Education Office of Educational Technology's Connected Educators project, Darren Cambridge led research on how participation in online communities creates value for educators.
Read MoreAs one of the leaders of the National Center for Literacy Education, Darren Cambridge directed research on school-wide capacity building for literacy learning. Drawing on both a national survey and in-depth interviews with approximately 100 teachers and school leaders, we demonstrated that educators believe standards implementation leads to better results for students when the organizational conditions that support collective capacity building are in place.
Read MoreI conducted empirical and theoretical research on eportfolios and learning, with a particular emphasis on higher education and lifelong learning contexts, for over a decade. This work is synthesized in Eportfolios for Lifelong Learning and Assessment (Jossey-Bass, 2010), which won the Digital Media and Learning Faculty Writing Prize from the MacArthur Foundation in 2012.
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