Dr Mi Song Kim
As a curriculum expert and a learning sciences researcher investigating learning, cognition and knowing in authentic practices, I have engaged in rich collaborations with schools, practitioners and community members in designing, implementing and scaling-up technology-enhanced curricula (e.g., game-based geography curriculum, mobilized science curriculum, modeling-based curriculum) in informal and formal learning contexts. I have been awarded the prestigious FQRSC scholarship from the Government of Québec, the Principal Dissertation Fellowship from McGill, the Early Researcher Award from the US National Science Foundation and the Mid-Career Workshop from 2016 International Society of the Learning Sciences. Over the last seven years I have been the Principal Investigator (PI) or Co-PI on numerous large-scale grants totaling more than $2.5 million in Singapore and Canada involving digital technologies, curriculum studies, assessment, multiliteracies, and teacher education.
Curriculum Studies; Early Childhood Education; Learning Sciences; Vygotsky’s Theory;
Cultural-Historical-Activity-Theory; Multiliteracies; Multimodality; Design-Based Research;
Modeling; Game-Based Learning; Mobile Learning; Informal Learning; Design Knowledge;
STEM Education; Dynamic Assessment; Creativity
Awards & Grants
Early Career Researcher Award, 2013. US National Science Foundation. International
Conference on Computer Supported Collaborative Learning. Madison, USA.
Principal’s Dissertation Fellowship, 2007-2008. McGill University. Montreal, Canada.
Canadian Graduate Scholarship, 2004-2007. Fonds de recherché sur la société et la culture (FQRSC).
North American Mobility Grant, 2005. McGill University. Montreal, Canada.
Korean Honor Scholarship. 2005. Korean Government.
Looi, C. K., Kim. M. S., Wong, L. H. (2011-2013). Design for Scalability: From a Class Intervention
to a Level Intervention. Grant awarded by the Office of Education Research, National Institute
of Education, Singapore. S$249,900.
Kim, M. S., & Kim. B. (2010-2012). An embodied modeling-based inquiry activity towards
participatory learning environments. Grant awarded by the Office of Education Research,
National Institute of Education, Singapore. (S$249,900)
Kim, B., & Kim. M. S. (2010-2012). Playing and learning with dinosaursin and out of school
boundaries. Grant awarded by the Office of Education Research, National Institute of
Education, Singapore. (S$249,900)
Hung, W. L., & Kim. M. S. (2010-2012). Investigating identity becoming trajectories within the
interplay of spatial and social dimensions of affinity spaces. Grant awarded by the Office of
Education Research, National Institute of Education, Singapore. (S$249,900)
Hung, W. L., Kim. M. S., & Lim, K. (2009-2011). Metacognition within the zone of regulatory
development. Grant awarded by the Office of Education Research, National Institute of
Education, Singapore. (S$249,900)
Kim, B., Kim, M. S., Miao, C. Y., Shen, Z., & Chavez, M. (2008-2011). Serious immersion and
Embodied Learning: Traces of dinosaursin earth system science. Grant awarded by the National
Research Foundation, Singapore. (S$1.03 million)
Kim, M. S. (2014). Doing social constructivist research means making empathetic and aesthetic connections with participants. European Early Childhood Educational Research Journal, 22(5), 1-16.
Wang, X., Kim, B., Lee, W. Y., & Kim, M. S. (2014). Encouraging and being encouraged. Teaching and Teacher Education, 44, 12-24.
Kim, M. S. (2013). Teachers as learning designers through teachers’ design thinking. In N. Rummel, M. Kapur, M. Nathan & S. Puntambekar (Eds.), Proceedings of the 10th International Conference on Computer Supported Collaborative Learning (pp. 493-494). Madison, Wisconsin, USA: International Society for the Learning Sciences.
Kim, B., Tan, L., & Kim. M. S. (2013). The affordances of informant design in educational game development. International Journal of Arts and Technology, 6(3), 215-228.
Kim, M. S. (2013). Technology-mediated collaborative learning environments for young CLD children and their families: Vygotsky revisited. British Journal of Educational Studies, 61(2), 221- 246.
Kim, M. S., & Lee, W. C. (2013). Computer-enhanced multimodal modeling for supporting a learner generated topic. Research and Practice in Technology Enhanced Learning, 8(3), 363- 384.
Jamaludin, A. B., Kim, M. S., & Hung, D. (2012). Unpacking self and socio dialectics within learners' interactive play. Computers & Education, 59(3), 1009-1020.
Kim, M. S., Hung, W. L., Jamaludin, A. B., & Lim S. (2012). Expanding ‘within context’ to ‘across contexts’ learning: A case study of informal and formal activities. Interactive Learning Environments. 1-17
Kim, M. S. (2011). Play, drawing and writing: A case study of Korean-Canadian young children. European Early Childhood Educational Research Journal, 19(4), 483-500.
Kim, B., & Kim, M. S. (2010). Distributed emotions in the design of learning technologies. Educational Technology, Special Issue, 50(5), 14-19.
Teaching and Supervision
9406 Early Childhood Education Capstone Project
9580 Introduction to Curriculum
9535 Language and Literacy Curriculum, Pedagogy, and Learning in a Changing World
9711 Qualitative Research in Education