Education:
  • PhD, University of Toronto (Curriculum, Teaching, and Learning)
  • Master of Arts, University of Toronto (Curriculum, Teaching, and Learning)
  • Bachelor of Education, York University; Bachelor of Fine Arts, York University

Rebecca Quintana

Learning Experience Designer Lead

Why I Choose to Work at Academic Innovation:

“I choose to work at the Center for Academic Innovation because of the opportunity I have to work with a terrific team of learning experience designers. We collaborate with faculty, staff, and students to design engaging learning experiences that are informed by research based pedagogies.”

Current Roles/Previous Experience:

In her current role of Learning Experience Design Lead at the University of Michigan’s (U-M) Center for Academic Innovation, Dr. Quintana uses a learner-centered approach to design and develop online learning experiences for diverse audiences of global learners. Partnering with faculty across the University, Dr. Quintana facilitates design collaborations and is involved in curriculum development, assessment design, and course strategy for a wide range of courses across U-M’s portfolio of online courses.

Dr. Quintana leads several research projects that inform her work, including exploring how design representations and practices can be used to support design teams, developing approaches that allow learners to take on a more consequential role in course design and iteration, and investigating the processes and resources that are needed to support hybrid and blended instances of online courses.

Central to this work is a design approach that values both diversity and inclusiveness, which is based on the foundational principle of equitable use. Dr. Quintana’s research aims to develop processes to ensure that online courses developed by faculty and staff at the University of Michigan are designed with issues of diversity, equity, and inclusion in mind.

Dr. Rebecca M. Quintana earned her PhD at the University of Toronto in the Department of Curriculum, Teaching, and Learning. Rebecca’s doctoral research centered on the role visual representations can play in collaborative knowledge construction, specifically within a rich simulation environment in middle school science classrooms.

Dr. Quintana is a certified teacher with teaching experience spanning 20 years within a variety of K-16 contexts, including teaching core subjects at the elementary level, visual arts at the secondary level, and knowledge media design at the post-secondary level. Dr. Quintana is co-instructor for the Learning Experience Design course through the School of Education for the 2019-2020 year.

Ask me to learn about:
    • Computer Supported Collaborative Learning
    • Learning Communities
    • Teaching with Technology
    • Simulation Design
    • Board Games
Publications:

Selected Publications and Presentations

    • Quintana, R. M., & Tan, Y. (in press). Characterizing MOOC Pedagogies: Exploring Tools and Methods for Learning Designers and Researchers. Online Learning Journal.
    • Quintana, R. M., & Tan, Y. (in press). MOOC Replication Across Platforms: Considerations for Design Team Decision-Making and Process. European Review of Online and Distributed Learning.
    • Quintana, R. M. & Tan, Y. (2019, April). Characterizing MOOC Pedagogies: Exploring New Tools and Methods for Learning Designers and Researchers. Paper presented at the Annual Meeting of the American Educational Research Association (AERA). April 5-8. Toronto, Ontario.
    • Quintana, R. M., Brooks, C., Smothers, C., & Tan, Y. (2019, April). Engaging MOOC Learners in the Creation of Data Science Problems. Presented in the “Innovating MOOC Pedagogies” structured poster session at the Annual Meeting of the American Educational Research Association (AERA). April 5-8. Toronto, Ontario.
    • Quintana, R. M., Brooks, C., Smothers, C., Tan, Y., Yao, Z., & Kulkarni, C. (2018, June). Mentor Academy: Engaging Learners in the Creation of Data Science Problems for MOOCs. In Proceedings of the 13th International Conference of the Learning Sciences (ICLS). (pp. 1415-1416). June 24-27. London, England.
    • Quintana, R. M., Tan, Y., & Korf, N. (2018, April). Visualizing course structure: Using course composition diagrams to reflect on design. Paper presentation at the Annual Meeting of the American Educational Research Association (AERA). April 13-17. New York, New York. (best paper, Online Teaching and Learning SIG)
    • Quintana, R. M., Tan, Y., Gabriele, K., & Korf, N. (2018, April). “It’s Just that Visceral”: Eliciting Design Insight Using Beaded Representations of Online Course Structure. In Proceedings of the 36th International Conference on Human Factors in Computing Systems: CHI 2018 Extended Abstracts (CHI). (LBW576, 6 pages). April 21-26. Montréal, Québec.
    • Quintana, R. M., Haley, R., Levick, A., Holman, C., Hayward, B., & Wojan, M. (2017, May). The Persona Party: Using personas to design for learning at scale. In Proceedings of the 35th International Conference on Human Factors in Computing Systems: CHI 2017 Extended Abstracts (CHI). (pp. 933-941). May 6-11. Denver, Colorado.
Recent Stories by Rebecca:

Nothing found.