Learning Scientist & LX Specialist
Barbara Fagundes, PhD
Learning Scientist LX Specialist AI in Education
Turning research into learning experiences designed for diverse learners and educational contexts.
Overview
Barbara Fagundes is a Visiting Assistant Instructional Professor in the Department of Engineering Education at the Herbert Wertheim College of Engineering at the University of Florida. As a learning scientist and LX specialist, she designs evidence-based learning experiences and translates research into practical instructional solutions. She brings the analytical rigor of a researcher, the practitioner instincts of a former teacher, and the technical foundation of a computer scientist with hands-on experience in AI-integrated learning environments.
Her work spans K-12 curriculum development, higher education course design, and research on how undergraduate students adopt and ethically use generative AI in technical courses, directly relevant to organizations building or deploying learning products at scale.
Core Strengths
What I bring
Learning science grounded in research and practice
Barbara's expertise in the cognitive foundations of learning, including how learners develop understanding, where misconceptions arise, and what instructional conditions support retention and transfer, comes from years of designing and studying real learning environments, not just theory. She knows how to connect learning science principles to concrete instructional decisions.
Curriculum and instructional design across contexts
From K-2 computational thinking curricula to graduate-level online courses, Barbara has designed instructional materials, learning progressions, and assessment instruments in both academic and NSF-funded project settings. She has worked with Articulate 360, Camtasia, Adobe Premiere Pro, Qualtrics, and LMS platforms to produce scalable, accessible learning content.
Research on AI in education
Barbara's recent research examines how undergraduate students adopt and ethically use generative AI in computer science and engineering courses. Conducted during her postdoctoral appointment at Purdue University, this work identified patterns in student behavior, surfaced instructional challenges, and generated guidance for responsible AI integration in learning environments.
Cross-functional collaboration
Barbara has worked across interdisciplinary teams throughout her career, collaborating with faculty, instructional designers, engineers, curriculum developers, and project partners on NSF-funded initiatives. She is comfortable operating at the intersection of research, design, and delivery.
Selected Projects
Work in practice
Project 01
Generative AI in Undergraduate CS and Engineering Courses
Conducted qualitative research at Purdue University examining how students engage with generative AI tools in technical undergraduate coursework. Designed focus group protocols, facilitated sessions, conducted thematic analysis, and translated findings into evidence-based instructional guidance for faculty and curriculum developers. Findings contributed to a published arXiv preprint and informed course design recommendations.
Relevant to: AI EdTech, LLM-integrated learning platforms, responsible AI curriculum
Project 02
K-2 Computational Thinking Curriculum (NSF RECT Project)
Designed a curriculum integrating computational thinking into K-2 literacy as part of an NSF-funded research project. Developed lesson sequences, assessment instruments, and video-based instructional tutorials for teachers. Conducted classroom video analysis to study how young children engage with algorithm design and debugging. Co-authored peer-reviewed publications disseminating findings to the computing education community.
Relevant to: K-12 EdTech, coding education platforms, early learning products, teacher professional development
Project 03
E-Learning Modules for Middle School Teachers (CISTAR NSF Engineering Research Center)
Designed and produced e-learning training modules and video-based instructional supports for middle school teachers within an NSF-funded engineering initiative. Used Camtasia, Articulate 360, and Adobe Premiere Pro to develop scalable, teacher-facing content. Collaborated with faculty and project partners to align materials with curriculum objectives and learner needs.
Relevant to: K-12 STEM EdTech, eLearning production, teacher professional development platforms
Project 04
Teaching Engineering Online (Graduate Course)
Co-developed a graduate course on online engineering pedagogy, designing module content, learning objectives, instructional scripts, and course materials for blended delivery. Applied instructional design principles to structure sequencing and align outcomes with assessments throughout the course.
Relevant to: Higher education EdTech, online course platforms, LMS-based learning design
Tools & Skills
What I work with
Instructional and learning design
Articulate 360, Camtasia, Adobe Premiere Pro, Adobe InDesign, LMS platforms (Canvas, Blackboard, Brightspace), Gradescope, MS Office
Research and assessment
Qualtrics, NVivo, qualitative and mixed-methods analysis, survey design, classroom video analysis, thematic coding
Technical
Python, MATLAB, SQL, JavaScript, Java, C++, HTML, CSS
Languages
Portuguese (Native), English (Fluent), Spanish (Basic)
Resume & Contact
Let's connect
I am a Visiting Assistant Instructional Professor in the Department of Engineering Education at the Herbert Wertheim College of Engineering at the University of Florida. I welcome research collaborations and educational partnerships in AI in education, K-12 STEM education and curriculum development, learning science and instructional design, and faculty and teacher professional development.
I am especially interested in translating research at the intersection of AI, computing education, and meaningful educational impact into practice.