I have outlined a select set of my projects from both graduate and undergraduate coursework below (in no specific order).
1. Ecosystems Mobile Outdoor Blended Immersive Learning Environments or EcoMOBILE research project (Harvard):
I assisted with the research of this project under the guidance of Dr. Chris Dede (PI), Shari Metcalf (Project Co-Director), and Dr.Amy Kamarainen (Project Co-
Director). I participated in the design and implementation of FreshAiR, an Augmented Reality software, to help middle school students learn about science
ecosystems and complex causality. The major portion of my work in this project involved transcribing several audio/video files, analyzing and coding some of the data
under the guidance of experienced researchers. Additionally, I also interviewed several students during their field trip in a pond ecosystem in Newton, MA. Professor
Dede's Fall course on transformative emerging (learning) technologies provided the background theoretical knowledge for this project.
Images below are from the Newton field trip (left and center) and a project booth during a conference at the MIT Media Lab.
1. Ecosystems Mobile Outdoor Blended Immersive Learning Environments or EcoMOBILE research project (Harvard):
I assisted with the research of this project under the guidance of Dr. Chris Dede (PI), Shari Metcalf (Project Co-Director), and Dr.Amy Kamarainen (Project Co-
Director). I participated in the design and implementation of FreshAiR, an Augmented Reality software, to help middle school students learn about science
ecosystems and complex causality. The major portion of my work in this project involved transcribing several audio/video files, analyzing and coding some of the data
under the guidance of experienced researchers. Additionally, I also interviewed several students during their field trip in a pond ecosystem in Newton, MA. Professor
Dede's Fall course on transformative emerging (learning) technologies provided the background theoretical knowledge for this project.
Images below are from the Newton field trip (left and center) and a project booth during a conference at the MIT Media Lab.
2. The Movers' Movement - Musical Twister Project (Harvard):
The inceptive conceptualization for this project occurred a few months before my graduate study officially
began, when Tulsi Mehta (Arts in Education or AiE, HGSE) and I exchanged ideas on using whole-body
movements/interactions for learning. Particularly interested in using technology for such solutions from the
beginning, I started to explore ideas and ways in which sensors, other technologies and software could be
used for such purposes. This interest prompted me to read various papers on the role that technology and
interaction design in such contexts. Among these, a paper (PDF) by Dr. David Kirsh (UCSD) inspires me to
think about different ideas each time that I read it. Subsequently, for Dr. Karen Brennan's Fall course
(Designing for Learning by Creating) on Constructionist learning, Tulsi, Amanda Alef (also AiE) and I
collaborated to work on the Musical Twister project. Based on the collaborative game "Twister", we built
prototypes of our "Musical Twister", an interactive digital mat comprised of tangible materials and digital
technology. A crucial factor for design was to incorporate factors that would necessitate users to explore the
mat and use their whole bodies (at least both hands and feet). In the current design of this project, individuals
can interact with the tool either independently or collaboratively by navigating the digital mat and touching the
"circles" to produce musical sounds. One of the highlights of working with cohorts from the AiE program was
the idea to plan a public installation to test our prototype. On the day of the installation, forty-five students and
staff volunteered to interact with the mat and participate in our user-study. I collected user-quotes, photos,
videos, and data as I intently studied the behavior of these participants before, during and after their interactions. Additionally, we received inputs for questionnaires
from nearly all the users following their exploration of the digital mat. Our analysis led to satisfying results that confirmed our understanding of the value of engaging
with the whole body to interact in the physical world, especially in order to learn something. However, it also revealed several new questions related to design,
technology and embodied interactions. For the class project, we focussed on how our design helps learners learn by constructing their own knowledge. We presented
our findings in a roundtable session at a Student Research Conference (SRC 2014), Harvard and and received feedback to consider for future work. On learning
about the Constructionism conference (2014, Vienna) from Prof. Karen Brennan, I recently travelled to Vienna to present this work-in-progress project and received
valuable feedback. Pondering on the new questions, analysis so far, and various feedback, I intend to build on this work and explore other technologies
and designs in the future.
began, when Tulsi Mehta (Arts in Education or AiE, HGSE) and I exchanged ideas on using whole-body
movements/interactions for learning. Particularly interested in using technology for such solutions from the
beginning, I started to explore ideas and ways in which sensors, other technologies and software could be
used for such purposes. This interest prompted me to read various papers on the role that technology and
interaction design in such contexts. Among these, a paper (PDF) by Dr. David Kirsh (UCSD) inspires me to
think about different ideas each time that I read it. Subsequently, for Dr. Karen Brennan's Fall course
(Designing for Learning by Creating) on Constructionist learning, Tulsi, Amanda Alef (also AiE) and I
collaborated to work on the Musical Twister project. Based on the collaborative game "Twister", we built
prototypes of our "Musical Twister", an interactive digital mat comprised of tangible materials and digital
technology. A crucial factor for design was to incorporate factors that would necessitate users to explore the
mat and use their whole bodies (at least both hands and feet). In the current design of this project, individuals
can interact with the tool either independently or collaboratively by navigating the digital mat and touching the
"circles" to produce musical sounds. One of the highlights of working with cohorts from the AiE program was
the idea to plan a public installation to test our prototype. On the day of the installation, forty-five students and
staff volunteered to interact with the mat and participate in our user-study. I collected user-quotes, photos,
videos, and data as I intently studied the behavior of these participants before, during and after their interactions. Additionally, we received inputs for questionnaires
from nearly all the users following their exploration of the digital mat. Our analysis led to satisfying results that confirmed our understanding of the value of engaging
with the whole body to interact in the physical world, especially in order to learn something. However, it also revealed several new questions related to design,
technology and embodied interactions. For the class project, we focussed on how our design helps learners learn by constructing their own knowledge. We presented
our findings in a roundtable session at a Student Research Conference (SRC 2014), Harvard and and received feedback to consider for future work. On learning
about the Constructionism conference (2014, Vienna) from Prof. Karen Brennan, I recently travelled to Vienna to present this work-in-progress project and received
valuable feedback. Pondering on the new questions, analysis so far, and various feedback, I intend to build on this work and explore other technologies
and designs in the future.
3. Tangible Interfaces - a set of projects (MIT Media Lab of Arts and Science):
Enrolling in Dr. Hiroshi Ishii's "Tangible Interfaces" a course on Human-Computer Interaction (HCI) was a crucial step
in affirming my interest in the field of HCI. Additionally, now I have an increasing appreciation for using physical material or
tangible objects from the real world in designing interactions and new technologies. I learned the art and skills of
rapid prototyping, using electronic kits like Arduino, and new software tools. For two projects in this course, I collaborated with
students from the MIT Media lab and MIT to design and build prototypes. Both projects have been accepted in technical
conferences under the work-in-progress category as we continue to collaborate on ways to build on our work. I also presented
an independent idea under the topic of "Collaborative Ideation", titled "The Story of Making Things." While this was mostly a
studio-based course on HCI, I also studied some theoretical principles of interaction and design.
4. “The Flynn Report: A Girls News Program for Wiser Consumers” (Harvard):
Nearly the entire TIE cohort enrolls in Prof.Joe Blatt's "Informal Learning for Children" and for many good reasons! Coursework involves a collaborative media project
proposal based on a selection of a few themes. The course culminates with a (serious) pitch and formal presentation of the project addressed to a panel comprising of
media producers, researchers, and other senior executives from various organizations. My project partners Felicia Khoja, Donovan Stevens, Kristen San
Miguel, Angela Rivers (all cohorts from Harvard University), and I developed a project to help young girls (aged 8 - 10) become financially savvier. We designed a
model that would encourage children to become creators of knowledge instead of merely consuming information and increase their levels of peer engagement. We
interviewed children from a local public school to complete formative assessment and complete writing use-cases. I led the technical investigations for this project and
also developed the website and a proof of concept. As all the logos and images, designed by Felicia Khoja, are not yet watermarked for copyrights, our website is not
available for public access. The panel appreciated our presentation and gave us their feedback. Prof. Blatt chose our final paper to serve as an exemplary model for
future classes.
5. "World of Workshops - a collaborative learning experience based on SMEFT*(Dede, 2014) and other learning theories (Harvard):
Prof. Dede's Spring-term course on Motivational theories provided an opportunity to design an educational game/learning experience. I designed a multi-modal
(digital, online, and real-world) and collaborative informal learning experience. This involves creating inter-generational family networks that engage young and old
alike and using new technologies to support users in co-creating new knowledge, artifacts, or experiences of their choice. Using the same theories of SMEFT and
other learning theories like Constructionism, I analyzed the strengths, opportunities, and subsequent improvements in learning outcomes.
*SMEFT stands for Self-Efficacy, Motivation, Engagement, Flow, and Tenacity.
6. "Controlled Processing of Jobs in a Distributed Network" (Indian Institute of Science, Bangalore):
As part of the final project, I collaborated with a fellow student, Abirami Ganesan, to develop a Controlled Queued Processor (CQP) that was designed to not only
control processing of jobs in a distributed Unix network, but also support resource sharing, fail-safe and secure mechanisms. After studying the problem space and
existing software, we developed the design and software (CQP) using C and PERL programming languages. We carried out this project under the guidance of
Prof. R. Krishnamurthy, Principal Research Scientist, at Supercomputer Education and Research Centre, Indian Institute of Science (IISC, Bangalore). We were also
advised by Prof. Sumithra Devi at RVCE, Bangalore.
7. Graphics editor project (Rashtreeya Vidyalaya College of Engineering, Bangalore):
I designed and developed a basic graphics editor (for text and drawing) using C language. This was my first major programming assignment to develop a
fully functional tool. The graphics editor supported operations such as "Cut", "Copy", "Paste", formatting and editing of text, and all file operations.
8. Computational Thinking with Carnatic Music (Harvard):
For a course on the neuroscience of learning (H 107, Dr.Todd Rose), my chosen research topic was based on questions around Carnatic music (Indian classical
music genre) and computational thinking. Much research examining the neuroscience behind mathematics and Western classical music exists. Carnatic music, like
classical Western music, could be thought of as having similar structural elements, some even more complex in fact. Even as researchers continue to debate on the
cognitive benefits of music training, a few educators have already designed cross-disciplinary curricula in an attempt to teach additional skills through music. For
example, the Berklee College of Music in Boston offers several “Math for Musicians” courses both online and on-campus to help students learn mathematics through
music. This approach is being used particularly for students who experience difficulty in mathematics or are math-phobic but are musically inclined. More research in
this area would help inform (instructional) designers/educators to better blend and design such math-music curricula. The field of Neuroscience has an increasingly
significant role to play in guiding such research as it involves cognitive and behavioral development of individuals. In my research paper, I delved into some of the
questions that should be asked about the role of neural networks in examining the effects of formal training in Carnatic music, especially from a young age, on one's
ability to think computationally (and mathematically) in later years as an adult.
9. "Head to Toes - Nurturing Active Learners" (Harvard):
Instructed by Dr.Tina Grotzer's course on applying Cognitive Science research principles in learning and teaching, I designed a middle school curriculum that
encourages children to think about how they use their mind, brain, and body to learn new things or communicate with others in order to understand their own
preferences for learning more effectively. The role that technology could play in supporting children to engage more actively in interactive learning experiences was
an important element in designing a prototype for my project. I drew inspiration from existing work such as SMALLab and WiiPaint Demonstration application.
Enrolling in Dr. Hiroshi Ishii's "Tangible Interfaces" a course on Human-Computer Interaction (HCI) was a crucial step
in affirming my interest in the field of HCI. Additionally, now I have an increasing appreciation for using physical material or
tangible objects from the real world in designing interactions and new technologies. I learned the art and skills of
rapid prototyping, using electronic kits like Arduino, and new software tools. For two projects in this course, I collaborated with
students from the MIT Media lab and MIT to design and build prototypes. Both projects have been accepted in technical
conferences under the work-in-progress category as we continue to collaborate on ways to build on our work. I also presented
an independent idea under the topic of "Collaborative Ideation", titled "The Story of Making Things." While this was mostly a
studio-based course on HCI, I also studied some theoretical principles of interaction and design.
4. “The Flynn Report: A Girls News Program for Wiser Consumers” (Harvard):
Nearly the entire TIE cohort enrolls in Prof.Joe Blatt's "Informal Learning for Children" and for many good reasons! Coursework involves a collaborative media project
proposal based on a selection of a few themes. The course culminates with a (serious) pitch and formal presentation of the project addressed to a panel comprising of
media producers, researchers, and other senior executives from various organizations. My project partners Felicia Khoja, Donovan Stevens, Kristen San
Miguel, Angela Rivers (all cohorts from Harvard University), and I developed a project to help young girls (aged 8 - 10) become financially savvier. We designed a
model that would encourage children to become creators of knowledge instead of merely consuming information and increase their levels of peer engagement. We
interviewed children from a local public school to complete formative assessment and complete writing use-cases. I led the technical investigations for this project and
also developed the website and a proof of concept. As all the logos and images, designed by Felicia Khoja, are not yet watermarked for copyrights, our website is not
available for public access. The panel appreciated our presentation and gave us their feedback. Prof. Blatt chose our final paper to serve as an exemplary model for
future classes.
5. "World of Workshops - a collaborative learning experience based on SMEFT*(Dede, 2014) and other learning theories (Harvard):
Prof. Dede's Spring-term course on Motivational theories provided an opportunity to design an educational game/learning experience. I designed a multi-modal
(digital, online, and real-world) and collaborative informal learning experience. This involves creating inter-generational family networks that engage young and old
alike and using new technologies to support users in co-creating new knowledge, artifacts, or experiences of their choice. Using the same theories of SMEFT and
other learning theories like Constructionism, I analyzed the strengths, opportunities, and subsequent improvements in learning outcomes.
*SMEFT stands for Self-Efficacy, Motivation, Engagement, Flow, and Tenacity.
6. "Controlled Processing of Jobs in a Distributed Network" (Indian Institute of Science, Bangalore):
As part of the final project, I collaborated with a fellow student, Abirami Ganesan, to develop a Controlled Queued Processor (CQP) that was designed to not only
control processing of jobs in a distributed Unix network, but also support resource sharing, fail-safe and secure mechanisms. After studying the problem space and
existing software, we developed the design and software (CQP) using C and PERL programming languages. We carried out this project under the guidance of
Prof. R. Krishnamurthy, Principal Research Scientist, at Supercomputer Education and Research Centre, Indian Institute of Science (IISC, Bangalore). We were also
advised by Prof. Sumithra Devi at RVCE, Bangalore.
7. Graphics editor project (Rashtreeya Vidyalaya College of Engineering, Bangalore):
I designed and developed a basic graphics editor (for text and drawing) using C language. This was my first major programming assignment to develop a
fully functional tool. The graphics editor supported operations such as "Cut", "Copy", "Paste", formatting and editing of text, and all file operations.
8. Computational Thinking with Carnatic Music (Harvard):
For a course on the neuroscience of learning (H 107, Dr.Todd Rose), my chosen research topic was based on questions around Carnatic music (Indian classical
music genre) and computational thinking. Much research examining the neuroscience behind mathematics and Western classical music exists. Carnatic music, like
classical Western music, could be thought of as having similar structural elements, some even more complex in fact. Even as researchers continue to debate on the
cognitive benefits of music training, a few educators have already designed cross-disciplinary curricula in an attempt to teach additional skills through music. For
example, the Berklee College of Music in Boston offers several “Math for Musicians” courses both online and on-campus to help students learn mathematics through
music. This approach is being used particularly for students who experience difficulty in mathematics or are math-phobic but are musically inclined. More research in
this area would help inform (instructional) designers/educators to better blend and design such math-music curricula. The field of Neuroscience has an increasingly
significant role to play in guiding such research as it involves cognitive and behavioral development of individuals. In my research paper, I delved into some of the
questions that should be asked about the role of neural networks in examining the effects of formal training in Carnatic music, especially from a young age, on one's
ability to think computationally (and mathematically) in later years as an adult.
9. "Head to Toes - Nurturing Active Learners" (Harvard):
Instructed by Dr.Tina Grotzer's course on applying Cognitive Science research principles in learning and teaching, I designed a middle school curriculum that
encourages children to think about how they use their mind, brain, and body to learn new things or communicate with others in order to understand their own
preferences for learning more effectively. The role that technology could play in supporting children to engage more actively in interactive learning experiences was
an important element in designing a prototype for my project. I drew inspiration from existing work such as SMALLab and WiiPaint Demonstration application.