Teaching as Applied Learning Science

The laboratory studies the architecture of learning. The classroom is where we build and test its effectiveness.

I view teaching not as a simple transfer of information, but as the active design and facilitation of a complex, context-aware learning environment. This approach demands that I practice what my lab preaches: I must be adaptive, data-informed, and, above all, focused on the well-being and agency of the learners in the system.

My Teaching Philosophy

My pedagogical approach is built on three core, non-negotiable principles that directly reflect our lab’s research.

1. Learning How to Learn (Metacognition & Regulation)

The most durable skill I can teach is not a specific fact or theory, but the ability to learn how to learn. My courses are explicitly designed to scaffold and model metacognitive regulation. Students are consistently asked to plan their approach, monitor their understanding, evaluate their strategies, and reflect on their failures. We treat “stuck” not as a failing, but as a critical data point that signals an opportunity for a new strategy.

2. Technology as a Lever, Not a Panacea

As a computational learning scientist, I am deeply skeptical of technological solutionism. The “Digital Software” in “CLOUDS” is a tool, not a replacement for human connection or rigorous thought. In my courses, we use technology as a lever to amplify human capability—to automate trivial tasks, to visualize complex systems, and to provide personalized feedback with a human-in-the-loop. We also, as a core competency, critically analyze these tools for their inherent biases, ethical implications, and sociotechnical impact.

3. The Rigor of an Inclusive Environment

The “Organization” in “CLOUDS” is fundamentally human. My classroom, like my lab, is a “Team First” environment, but one that holds us to the highest intellectual standards. I believe rigor and psychological safety are mutually dependent. A classroom where students are afraid to be wrong is not a classroom where meaningful learning can readily occur. We foster an environment of intellectual honesty and epistemic humility, where we can challenge ideas, celebrate mistakes as learning opportunities, and hold each other accountable for the quality of our work.

Courses

My course offerings span the intersection of educational psychology, learning science, and educational technology. Note: Course availability is subject to university scheduling.

Graduate Seminars

Undergraduate Courses

Student Resources & Open Pedagogy

I am a firm advocate for Open Science and Open-Source Software. Where possible, my course materials, syllabi, and reading lists are made publicly available. Please email Dr. Cloude if you cannot find a syllabus and would like to learn more about a course!