Michael Patrick Wall

Michael Patrick Wall is an independent researcher and instrumental music teacher in a middle school in New Jersey, where he directs the concert bands, jazz ensembles, chamber groups, and improvisation ensembles.  His research interests include democratic practice and improvisation in music education.  More specifically, his work examines what and how students learn during improvisation activities as well as exploring alternate conceptualizations of the traditional school instrumental music program.  Dr. Wall holds an Ed.D. and Ed.M. in Music and Music Education from Teachers College, Columbia University and an M.A. and B.A. in Music Education from Montclair State University.

A Rising Tide Lifts All Boats – The ELD Experience

Presented By: AJ Kelton

Keywords: Collaboration, Communities, Evidence of Impact

The Emerging Learning Design conference began modestly and has grown significantly in the last five years.  This session will share the current organizers’ vision of the conference, and invite you to participate more fully in the ELD experience by becoming more involved.  It’s more than just listening to others talk; the ELD experience is one of collaboration, networking and continual development and exploration.  Learn how you can get a lot more out of ELD, by contributing a little of your existing expertise and energy.

Translating Learning Theories into Physical Spaces for New Learners

Presented By: Mindy M. Walker

Keywords: Diversity, Flexible Learning, and Blended Learning

This is a highly visual and conceptually rich topic, designed to spark ideas that may not have previously been considered or connected. As the nature of this field is interdisciplinary, this Ignite! presentation should appeal to teachers at all levels, education technology designers, as well as space planners and designers. I propose that individuals learn best when they are given personal opportunities to explore, discover and create. This requires that those teaching in the classroom, making decisions about curriculum design or the creation of physical learning space be challenged to examine their own theory of learning. This presentation draws heavily from the work of Richard Elmore, who offers a framework for educators and leaders of learning at all levels to gauge how closely one’s own theory of learning aligns – or not – with personal theories of leadership, organization, and ultimately the physical manifestation of learning space and integration of educational technology. This presentation will be successful if attendees take away ideas for physical design elements that facilitate their own theories, regardless of myriad individual preferences or methods they or students may engage in to learn a new skill, process or body of knowledge. Further, the purpose of this Ignite! presentation is to encourage a “coming together” experience of co-creating and brainstorming with others physically present, as well as to continue the conversation with colleagues after the conference. This approach aligns with a key principle of my own theory that a majority of learners value and benefit from personal interaction throughout their own journey.

Online Course Design for Students in China: Fitting the Students’ Learning

Presented By: Victoria Abramenka

Keywords: Blended Learning, Diversity, and Usability & Accessibility

Designing a course to be delivered in a hybrid/flipped format for students who are on the other side of the globe is very challenging due to many aspects, mainly technological and administrative. All of these challenges governed the process of the course design as well as impacted the final product. In my presentation, will demonstrate the design of my social and global networking course that I teach now online for Chinese students (who are in China) and how the course design was responsive to the technological and administrative challenges.

Engaging your Students with VOKI Talking Avatars

Presented By: Beverly Margolies

Keywords: Social Media, Storytelling, Usability & Accessibility

This IGNITE presentation will demonstrate the steps in creating a free customized Voki talking avatar and how it can be used to engage your students. Voki is multidisciplinary and multilingual with support for 30 foreign languages.  Voki allows you to add your own voice or use text-to-speech to deliver your message. Voki can be embedded in your online course or webpage to annotate, instruct, or motivate.

Colleges need new ways of enticing students to read the course materials and engage in project work.  Voki is easy to use and integrate into online courses and websites.  Voki enables students to be creative which makes learning fun.   Your Voki avatar can be customized to portray your desired image and background setting.   Examples of Voki will be shared.

You + Me + The NMC

Presented By: Victoria Estrada

Keywords: Communities, Collaboration, Learning Spaces

Once upon a time, in a land far, far away, a seed was planted at the foot of a volcanic mountain. This special seed would grow into a nucleus of innovation that has developed over the decades to encompass today’s close knit community of world-class universities, research centers, museums, and schools known as the New Media Consortium (NMC). In this IGNITE session, you will learn why the NMC is much, much more than the sum of its parts. Join us!

New Perspectives on Democratic Education for the 21st Century Classroom

Presented By: Jennifer Kingma Wall & Michael Patrick Wall

Keywords: Classroom Practices, Communities, New Literacies

In this 5-minute Ignite session, the presenters will bring new light to the educational philosophy of democratic education in relationship to educational technology for the 21st century classroom. Technology plays an important role in 21st century democratic practice, as many features of educational technology are democratic in nature. The presenters will argue that the tenets of democracy, which overlap with the ethos of Web 2.0, are more important now than ever for our increasingly global 21st society, and that teachers should find ways to integrate technology that is aligned with democratic practice, rather than corporatized visions of education.

The Memeing Instructor: Increased Attention = Increased Retention

Presented By: Megan Hodge

Keywords: Social Media, Storytelling and Classroom Practices

Grumpy Cat. The Most Interesting Man in the World. Socially Awkward Penguin. Teens (and the whole Internet, really) love these things, sharing them on Reddit and Facebook. But what do they have to do with us in education? Memes are a way of connecting with our students in a way they likely don’t expect. There are many stereotypes and preconceptions our students have about professors and librarians, but it’s pretty safe to say that they don’t consider us people with our finger on the pulse of pop culture.

Two of the most important elements of making what we teach memorable to our students, according to Heath and Heath (Made to Stick, 2007) is unexpectedness and simplicity. Using memes and other pop culture references in one’s instruction—e.g., changing your LMS profile picture to a memed version of yourself, dropping them into course-wide emails, using them in slide decks to introduce instructional content—can visibly surprise students, prompting them to eagerly anticipate the next slide. The obligatory brevity of the text on the meme image requires distillation of a concept into its simplest form. Memes therefore have great potential to be used in the classroom to increase student engagement and thereby increase retention of what was discussed in class.

This Ignite! session will explain the learning theories that make memes effective vehicles for instruction, discuss where to find popular memes that will resonate with students and methods of how they can be employed inside and outside the classroom to enhance instruction, and offer tips regarding best practices.

Attendees of this session will be able to:  explain the relevance and usefulness of memes and GIFs in instruction; adapt existing memes to have amusing and subject-specific content; employ memes and GIFs in instructionally appropriate places.

Teaching Teachers to Innovate Using Mobile Technology

Gregory Shepherd

Integrating the use of web-based and mobile technology applications into K-12 world languages contexts requires innovative teacher preparation models. This study evaluates a multi-step technology integration unit that develops in pre-service teachers the skills necessary to plan and carry out learner-centered communicative instruction. Importantly, this unit also incorporates five skills for disruptive innovators. Pre-service teachers blend pedagogy, technology tools and content in Project-based Learning lesson design while practicing creative-thinking skills. As student teachers learn to repurpose mobile applications for the language-learning classroom, they empower articulate digital natives and foster 21st Century learning. Given technology’s constant growth, teaching integration of specific apps will have limited benefits. On the other hand, teaching how to innovate and repurpose will serve student teachers for their entire career.

 

Using Portal 2 to Develop 21st Century Skills

Teresa Slobuski

Essentially a puzzle game, Portal 2 requires players progress through a series of rooms using critical-thinking, creativity, and flexibility to progress through the maze environment. To be successful, players must use items in the game, such as the portal gun, a gun-like apparatus that creates portals between various surfaces, and cunning to be successful. As players progress, additional items are introduced including propulsion gel, turret attackers, and thermal discouragement beams, so the number of elements necessary for puzzle solving increases. Players must use knowledge they have gained from previous puzzles, while remaining flexible enough to recognize opportunities to use these elements in new ways. In addition to single-player, Portal 2 also features a cooperative-campaign in which two players must coordinate their actions and resources to successfully complete more complicated puzzles.  Throughout both campaign modes players continuously practice 21st century skills while enjoying the immersive environment of Portal 2. By recognizing and leveraging learning potential in Portal 2 and other video games, educators have the opportunity to teach important lessons while players just play.