About Me

Hi! I'm Julia

I'm passionate about using learning science research and learner-centered design to create impactful educational content and capabilities. I am a Learning Designer at Pearson, using learning science principles and research-based approaches to design digital learning products that optimize learning. I support Pearson's eText and Revel integrated learning environments, as well as other Pearson products that are in development. I previously supported products the Pearson library such as MediaShare and Pearson Writer,

I completed my Masters of Educational Technology and Applied Learning Sciences (METALS) program at Carnegie Mellon University in August 2018. Through the projects I was involved in as a METALS student, I have discovered a few areas of learning science and educational technology that I am particularly passionate about:​

  • Balancing the benefits and tradeoffs of digital and physical educational technology

  • Tapping into student motivation, and finding the balance between intrinsic and extrinsic motivators

  • Creating instruction that is adaptive, and determining the necessary level of adaptivity

  • Determining where learning science needs more research to demonstrate efficacy

Prior to my Masters I worked on the Life History Studies through the University of Pittsburgh under professor Alison Hipwell. I was a research associate on the Baby-Brain Emotion Study, which investigated the relationship between parental care, emotion regulation, and neural development. The project yielded an article in Infancy (2019) and Frontiers in Psychology (2018). It also yielded presentations at Society for Child Research and Development (2019), and Biological Psychiatry (2017 and 2018).

In 2015 I graduated with my B.A. in Psychology from Cornell University, with a focus on cognitive science, developmental psychology, and neuroscience. I spent 3 of my undergraduate years in the B.A.B.Y. Lab under professor Michael Goldstein studying the learning and development of communication through social interaction, culminating in an independent honors thesis.

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