Emerging Learning Design
Purpose and Mission Statement
Comprised of academic and learning community members from around the country, the Emerging Learning Design Executive Board (ELD EB) oversees and assists in the organization and implementation of all ELD activities, events, and projects. ELD is firmly committed to the idea that, although technology has become a critical partner in teaching and learning, the pedagogy must always take precedence.
The two major efforts the ELD EB oversees are the annual Emerging Learning Design Conference and the Journal of Emerging Learning Design. The EB also plays an active role in the development, maintenance, and growth of the ELD Community, which is dedicated to creating a space to showcase innovation and to engage in a vibrant and dynamic discourse regarding pedagogy and how technology can better enhance and transform it.
Executive Board members are volunteers who serve 2-year terms, with no term limit currently set. A “year” on the ELD EB begins on June 1st and ends on June 30th of the following year, meaning a two-year term is 25 months. EB Members whose terms are expiring will be notified in January of the year the term expires. In order to allow time for replacement, EB Members are asked to notify the Membership Committee Chair of their desire to remain on the EB no later than March 31st of the year his/her term expires.
AJ Kelton is the Director of the Center for the Digital Humanities in the College of Humanities and Social Sciences at Montclair State University in New Jersey. He is involved in collaborative learning, reflective teaching, academic and emerging technology, digital humanities, social media, games, and virtual worlds for education and has presented on many topics both in the U.S. and internationally. Dr. Kelton is the Executive Director of Emerging Learning Design (ELD) and Co-Editor-in-Chief for the Emerging Learning Design Journal. He received his PhD from NYU in 2018 and
Amy Pate is the Senior Instructional Designer, for the School of Life Sciences at Arizona State University. Her responsibilities include consulting with faculty to develop creative and innovative uses of technology for facetoface, hybrid, and fully online classes. Amy develops the TeachT@lk Webinar series and workshops on classroom technologies, and “best practices” for integrating active, studentcentered, learning in courses through evidencebased teaching. She is a Master Reviewer for Quality Matters, and is currently teaching for Mary Lou Fulton Teachers College. She has presented at conferences on a variety of topics including MakerSpaces, 3D Printing, Virtual Reality and Web Conferencing tools.
Elisabeth Greenwood is the Instructional Technology Specialist at the Center for Distributed Learning at the University of Central Florida. As Team Lead for Webcourses@UCF Support, she oversees faculty, staff, and student technical support for online courses, course development assistance for faculty who have completed specific professional development programs for creating and teaching online courses, and all users of the learning management system, Instructure’s Canvas. Elisabeth is also active on the IT&R Diversity and Inclusion Taskforce and is an advocate for accessibility concerns related to online learning and technology in the classroom.
C.L. Eddins is a full-time instructional designer who works for Berkeley College Online. He works with the Larry L. Luing School of Business faculty to help develop and design their online classes through collaborative meetings via phone, in person, and video conferencing. He also present at various conferences to include BBWorld, NJEdge, etc, as well as present webinars onsite at Berkeley College for online faculty. C.L. also manage projects which included assistance in the first Berkeley College MOOC, Road to Success, and Online Orientation.
Bryan is a futurist, researcher, writer, speaker, consultant, and teacher, working in the field of how technology transforms education.Some of the areas he focuses on include social media, digital storytelling, mobile devices, gaming, pedagogy, scholarly communication, forecasting, and the future of academia.In the past he has worked in a used bookstore, has been an English professor, and has helped build a national nonprofit organization, the National Institute for Technology in Liberal Education (NITLE), where he was senior fellow. Now he writes full time and runs a consulting firm.On that English lit theme, he has been researching and teaching Gothic literature for some time. Some publications include articles on Dracula, The Blair Witch Project, and the cybergothic idea.
Veronica Armour is an educator and instructional designer interested in developing learning experiences that make creative use of technology. She has experience with developing online courses, workshops, and events related to teaching and learning with technology. Her primary areas of focus are online course development, engagement strategies, learning space design, and diversity in makerspaces. Additionally, Veronica enjoys tinkering with technologies in support of projects related to narratives, storytelling and text analysis, such as oral histories and historical letters.
Catherine provides leadership and support for online teaching and learning related to information literacy and library instruction. Her research focuses on understanding the behavior of information seekers and researchers and improving thir online user experience. She blends this interest with a passion for teaching information literacy.
Maaike Bouwmeester is a Clinical Assistant Professor and Program Director of the Educational Communications and Technology Programs at NYU. Maaike’s teaching and research focus draw on what we know about how people learn, HCI/UX practices and principles, as well as innovative learning methodologies that bridge theory and practice. Recent projects include collaborations with the League of Young Inventors, the design of online courses for Masters program in executive Digital Media Design for Learning program (NYU) and development of portfolio initiatives to support college-career transition.
Michael is the assistant director for the Center of Teaching, Learning, and Technology at the University of Richmond, a private liberal arts university in Virginia. He supervises academic technology consultants (liaisons) in an effort to support faculty with instructional design, pedagogy consultations and assisting with the appropriate use of technology in teaching and learning. Michael also has multiple degrees in music theory/composition/music business and has taught face-to-face and online music courses for most of his career in academia, dating back to 1994.
A Ph.D. in Education graduate from Rutgers University, New Brunswick, Erica Holan Lucci is an Instructional Design Specialist (formerly the Canvas Migration Coordinator) for the School of Communication and Information at Rutgers University in New Brunswick, NJ. She earned a B.A. in Elementary Education, an M.A. in Reading Specialization, and an M.A. in Educational Administration from Kean University. She has close to two decades of learning and teaching experience in academe. Erica’s instructional design experience is underpinned by the use of use of educational technologies to support authentically purposed, project-based, motivational and engaged pedagogical practice. Her experience as an online instructor for more than five years in combination with her background studying social and cognitive theory contribute to Erica’s ability to work with subject matter experts from a variety of content areas. She recognizes the importance of the learning objectives being enhanced, not replaced, by innovative learning styles and educational technologies, and infuses this understanding into each (course) development project she emphatically takes on. Erica’s research interests include digital literacies, innovative pedagogies (e.g. through the use of video games, geocaching/geolocation), project and game based learning, gamification, multimodal approaches to instruction, teaching with technology, and online education.
Erica Holan Lucci
Dena Novak is a Senior Instructional Designer with the Teaching and Learning with Technology team at Rutgers University. She has a B.A. in English and an M.A. in Education from Rutgers University, and previously served as a high school English and Special Education teacher. Dena has also taught both online and face-to face courses at the University for the Writing and Information Technology programs. She loves working with faculty to develop great courses, and is passionate about pedagogy, student engagement in all types of learning environments, and the power of educational technology tools to improve learning and teaching experiences in higher education.
Natalie is an accomplished educator, writer, and presenter. Through her innovative research and forward thinking, Natalie participates as a presenter and panelist speaker on topics including but not limited to identity, gender, and cultural studies, educational leadership, emerging technologies, and instructional design at conferences nationwide. Natalie holds Masters degrees in both Humanities and Education, is a certified Google for Education Innovator, Trainer, and Mentor, and a Raspberry Pi Certified Educator. She has held positions as a classroom teacher and technology coordinator within the K-12 sector, has designed courses and taught at both two-and four-year colleges, and currently maintains roles as both an Adjunct Professor and Curriculum Development Instructional Design Specialist within Rutgers University, where she provides professional development training and instructional support in topics ranging from technology integration, strategic planning, student engagement, cooperative learning and other educational best practices.
Sarah Sangregorio is the Instructional Designer for the Feliciano School of Business at Montclair State University. In addition to developing face-to-face, hybrid, and fully online classes with her faculty, she is charged with planning educational technology initiatives and projects. Sarah also evaluates current and future educational technologies unique to the School of Business and provides documentation and support. Areas of research she focuses on include instructional design, instructional technology, course design, pedagogy, curriculum, educational technology, higher education policy, arts education in higher education, arts management, theatre production, and stage management. When she isn’t working in higher education, she is usually on stage or working behind it for local New Jersey theatres
Teresa Slobuski is the Head Librarian of the Vairo Library at Penn State Brandywine. In this role she oversees the operations of the library on campus and acts as a conduit between the libraries and campus students and faculty. She is currently the Association of College and Research Libraries’ representative to the Association of Specialized & Cooperative Library Agencies Accessibility Assembly. She is also a member of the Stonewall Book Awards Mike Morgan and Larry Romans Children’s and Young Adult Literature Award Committee, which highlights excellence in LGBT representation in Juvenile literature. Slobuski is passionate about access and social justice and actively works to improve both representation and recognition of all in libraries.
Visit our executive board guidelines page by clicking the link above to learn more about the roles and responsibilities of our board members.