Dr Michael J. Jacobson, Ph.D., is a faculty researcher at the Singapore Learning Sciences Lab and an Associate Professor in the Learning Sciences and Technology Academic Group at the National Institute of Education (NIE), Nanyang Technological University in Singapore. Formerly he was the Senior Associate Director and an Associate Professor at the Korea University Center for Teaching and Learning in Seoul, Korea. Dr. Jacobson has also held faculty and research positions at the University of Illinois at Urbana-Champaign, Vanderbilt University, and The University of Georgia, and he has been involved with organizational and international consulting activities. His research has focused on the design of learning technologies to foster deep conceptual understanding, conceptual change, and knowledge transfer in challenging conceptual domains. Most recently, his work has explored cognitive and learning issues related to the design of learning technologies to help students understand new scientific perspectives emerging from the study of complex and dynamical systems. Dr. Jacobson has published extensively in areas related to the learning sciences and technology, including scientific papers, book chapters, and one book. He has given talks and invited addresses at national and international conferences and served as an educational and business consultant both in the United States and abroad. His research has been funded by groups such as the Singapore Ministry of Education, Korean Ministry of Information and Communication, and U.S. National Science Foundation. In addition, he is an Affiliate of the New England Complex Systems Institute and he served a member of the organizing committees for the International Conference on Complex Systems and the National Initiative on Complex Systems in K-16 Education. He received his Ph.D. from the University of Illinois at Urbana-Champaign in 1991.

PhD in Education (University of Illinois at Urbana Champaign, USA)

-	Jacobson, M. J., & Wilensky, U. (in press). Complex systems in education: scientific and educational importance and research challenges for the learning sciences. Journal of the Learning Science.
-	Jacobson, M. J. (2004). Cognitive visualizations and the design of learning technologies. International Journal of Learning Technologies, 1(1), 40-62.
-	Jacobson, M. J. (2001). Problem solving, cognition, and complex systems: Differences between experts and novices. Complexity, 6(3), 41-49.
-	Jacobson, M. J., & Archodidou, A. (2000). The design of hypermedia tools for learning: Fostering conceptual change and transfer of complex scientific knowledge. The Journal of the Learning Sciences, 9(2), 149-199.
-	Levin, J. A., Stuve, M. J., & Jacobson, M. J. (1999). Teachers' conceptions of the Internet and the World Wide Web: A Representational Toolkit as a model of expertise. Journal of Educational Computing Research, 21(1),1-23.
-	Jacobson, M. J. (1997). The Jasper Project: Lessons about learning lessons. Journal of Educational Computing Research. 17(2), 187-195. (Invited book review)
-	Jacobson, M. J., Maouri, C., Mishra, P., & Kolar, C. (1996). Learning with hypertext learning environments: Theory, design, and research. Journal of Educational Multimedia and Hypermedia, 5(3/4), 239-281.
-	Jacobson, M. J., & Levin, J. A. (1995). Conceptual frameworks for network learning environments: Constructing personal and shared knowledge spaces. Journal of Educational Telecommunications, 1(4), 367-388.
-	Jacobson, M. J., & Spiro, R. J. (1995). Hypertext learning environments, cognitive flexibility, and the transfer of complex knowledge: An empirical investigation. Journal of Educational Computing Research, 12(5), 301333.
-	Jacobson, M. J. (1994). Issues in hypertext and hypermedia research: Toward a framework for linking theory-to-design. Journal of Educational Multimedia and Hypermedia, 3(2), 141154. (Invited paper)

Learning sciences design issues for learning technologies, with an emphasis on adaptive hypermedia and collaborative systems

Knowledge transfer, conceptual change, and representational growth

Applications of agent-based modeling techniques for learning and decision support

Science education and learning technologies, with emphasis on complex systems

Educational and learning sciences research implications of the field of complex systems Epistemic beliefs, learning, and teaching

Formative assessment of online learning with cognitively-based assessment technologies

Computer supported collaborative learning and work tools

Socio-cognitive theories of learning and of learning technology design and technologiesfor transformative change of educational systems