Jonathan P. San Diego was a Post-Doctoral Research Fellow with the School of Mathematics, Science in Technology at the Institute Of Education, University of London. Jonathan's main research interest is in how representations influence cognition and learning, and in how the rich, linked, interactive representations which are possible in computer-based systems may be exploited to improve teaching, learning and reasoning. His previous research provides evidence that the nature of external representations influences peoples’ strategies for using those representations. The diversification of learning and information access via new technologies affords new contexts in which to investigate issues of representation and cognition. He is currently investigating how learning designs can be neatly represented in such a way that teaching-practitioners can interpret and analyse visual representations of the different aspects of pedagogical design. Jonathan is investigating ways to evaluate the effectiveness of the design-based research methodology in developing approaches to on-line learning design. He is involved in a JISC funded project, the Pedagogy Planner, contributing to its design, development, evaluation and deployment.

Jonathan’s early research was focused on understanding mathematical problem-solving skills in multimedia environments. His interests have broadened to look at modelling strategies that people use in solving a variety of problems with digital representations. He also seeks to contribute to the further development of pedagogic theories by examining how people benefit from digital technologies. Jonathan has particular  interest on how digital technology can provide methodological opportunities to researching the pedagogical benefit of interactivity and digital representations. Jonathan developed and refined advanced observational techniques for integrating and analysing data on student learning from eye-tracking, digital cameras, screen capture, handwriting, and sketching (see figure below). 

The figure above provides an example of what can be collected using the observational techniques. The bottom-left figure is a screen shot of sketches recorded in real-time using a tablet PC. The two screenshots on the right are both ‘screen activity’. The upper-right is what the observer sees during the study. The lower-right is an image generated by the analysis software showing where the eye dwelled on an element of the screen (i.e. fixation). By superimposing eye gazes on the screen, the researcher can clearly see shifts in attention (saccade is the path that the eye took across the screen).

From Manila to Milton Keynes

Jonathan’s research interests arise from his commitment to teaching and learning, and he hopes to achieve a synergy between research and teaching in his academic career.  He holds a BSed in Mathematics (Hons) from the Philippine Normal University. Before coming to the UK, he taught Mathematics and Computing courses for four years at the University of Santo Tomas, after five years of secondary school mathematics teaching. He studied fulltime at The Open University where he earned two research degrees, Ph.D. in Educational Technology and MSc in Research Methods for Educational Technology. He has been involved on interesting tasks in various projects including a feasibility study with the Open University’s OpenLearn initiative, statistical analysis of surveys about innovations in pedagogy and the reuse of electronic learning materials (Cambridge-MIT Institute, Knowledge Resource Network Project) and a usability study of the INTERACT™ video analysis tool (Mangold International GmbH).

From Milton Keynes to London

With nine years of teaching experience and a degree in research methods and educational technology, Jonathan has joined the London Knowledge Lab. He is currently involved in teaching one of the MA courses online at the Institute of Education. He has given a number of workshops, lectures, and talks on using video for data capture and analysis and eye-tracking methodology. He is currently managing a JISC-funded project, Pedagogy Planner. 

Jonathan's experience has included designing a data capture laboratory, handling video equipment, using and tailoring software analysis tools, and designing representations of software interfaces for learning and teaching, to mention a few.

"It often does more harm than good to force definitions on things we don't understand. Besides, only in logic and mathematics do definitions ever capture concepts perfectly. The things we deal with in practical life are usually too complicated to be represented by neat, compact expressions. Especially when it comes to understanding minds, we still know so little that we can't be sure our ideas about psychology are even aimed in the right directions. In any case, one must not mistake defining things for knowing what they are."

-- Marvin Minsky --
from The Society of Mind, 1985