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ELD13 Keynote – Dr. Christopher Hoadley

October 3, 2012 by 3 Comments

The Emerging Learning Design 2013 Conference is pleased to announce that our Keynote Speaker will be Dr. Christopher Hoadley

Dr. Chris Hoadley is associate professor in the Educational Communication and Technology Program and the Program in Digital Media Design for Learning. He has over 35 years of experience in designing, building, and studying ways for computers to enhance collaboration and learning. Currently his research focuses on collaborative technologies and computer support for cooperative learning (CSCL). Hoadley is the director of dolcelab, the Laboratory for Design Of Learning, Collaboration & Experience. He is an affiliate scholar for the National Academy of Engineering’s Center for the Advancement of Scholarship in Engineering Education (CASEE) and was awarded a Fulbright for 2008-2009 in the South Asia Regional program to study educational technologies for sustainability and empowerment in rural Himalayan villages. Other interests include research on and through design, systems for supporting social capital and distributed intelligence, the role of informatics and digital libraries in education, and science and engineering education. Hoadley previously chaired the American Educational Research Association’s Special Interest Group for Education in Science and Technology (now SIG: Learning Sciences), and served as the first president of the International Society for the Learning Sciences. Hoadley earned his baccalaureate in cognitive science from MIT, and a master’s in computer science and doctorate in education from UC Berkeley. He previously taught at Stanford University, Mills College, and Penn State University in education, computer science, and information sciences.

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Moving Beyond The Screen: Designing for Technology Enhanced Activity to Support Learning

April 4, 2012 by Leave a Comment

When designing or implementing learning technologies, we are often faced with a number of competing demands including student interest, technical limitations, curricular goals, time constraints and the physical layout of our classrooms. Rapid advances in technologies such as social networking and augmented reality only exacerbate the issue. Despite this complexity, many designers continue to focus primarily upon the experience of a single user sitting in front of a single machine and, as a result, miss the many opportunities that these new technologies can afford us. To help move beyond the single screen, this talk will introduce some key elements of Activity Theory as a way of conceptualizing collaborative learning activities that include multiple students, the teacher, the technology, and a shared sense of purpose.

Dr. Danish will briefly illustrate how Activity Theory might be used as a design heuristic and then share a number of examples from his own work to illustrate the potential for thinking about entire activity systems instead of focusing exclusively on individual learners. These examples will illustrate how the same theoretical approach can help think about designing educational interventions ranging from new simulation software to support kindergarteners in exploring complex systems concepts with an interactive whiteboard to helping graduate students engage with theory using discussion forums and Twitter.

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Joshua Adam Danish, PhD

September 1, 2011 by 1 Comment

In his dual roles of professor and researcher, Joshua believes that no one learns alone. We’re all part of larger, more complex systems made up of people and the tools they use. To explore learning in these systems, Joshua experiments with computer simulations, augmented reality, programming languages, and other technologies in and out of the classroom. Whether teaching K-12 students about bees by allowing them to experiment with a swarm of bees in a computer simulation or teaching physics in an augmented reality where students get to manipulate physical laws, Joshua’s work combines play, technology, and active learning. He recently received honorable mention for the international Teaching With Sakai Innovation Award (TWSIA) for his work with incorporating the Sakai learning management system into his graduate level courses.  Joshua is currently an Assistant Professor in the Learning Sciences program at Indiana University.  Prior to his academic career, Joshua also spent seven years as a software engineer, designer, and producer in the educational software industry. To find out more about Joshua’s research and to see samples of his more recent software check out his website at http://www.joshuadanish.com.

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Visualizing the Future: How Augmented Reality can empower faculty, inspire students and bring ideas to life in the classroom

January 31, 2011 by 2 Comments

General Session Keynote: Craig Kapp
Visualizing the Future: How Augmented Reality can empower faculty, inspire students and bring ideas to life in the classroom

Imagine being able to rotate around the solar system, navigate through a data set in 3D, and interact with a simulated ecosystem – all from the palm of your hand. With Augmented Reality, it’s possible! Augmented Reality (AR) is a technique through which 3D virtual objects can be overlaid onto the “real world” in real-time, using nothing more than a home computer or a mobile device. In this session we will explore various educational uses of augmented reality including scientific simulations, digital storytelling, assistive technology and data visualization and show how faculty members can use these tools to engage and inspire students.

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Craig Kapp

January 31, 2011 by Leave a Comment
Craig Kapp (M.P.S, New York University, M.S. The College of New Jersey) is an interactive developer who has spent over ten years working to find ways to bring cutting edge technologies into educational settings. He has served as the Associate Director for Instructional Technology at TCNJ and is an Adjunct Professor in the Schools of Business and Education at The College of New Jersey, teaching courses such as Authoring and Multimedia Development, Introduction to Interactive Computing and Educational Applications of Computing for School Administrators. He works extensively with interactional educators and teaches regularly in Mallorca, Spain and Cairo, Egypt.

Craig currently works for New York University as a Researcher in Residence at the Interactive Telecommunications Program as well as an Adjunct Professor in the Computer Science department at NYU. In addition, Craig recently founded ZooBurst LLC, a web-based startup that focuses on bringing augmented reality digital storytelling tools into classrooms around the world. He plans to one day return to academia as a full-time faculty member teaching in the areas of Educational Technology and Interactive Multimedia.
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Pedagogy First, Technology Second: How to Choose the Right Tool for the Job

January 19, 2011 by 5 Comments

Opening Keynote: Sarah Robbins
Pedagogy First, Technology Second: How to Choose the Right Tool for the Job

Today’s educators are inundated with technology options. In addition to the tools made available on campus, we are also faced with reacting to the wide variety of technology that students bring to the classroom. Though it’s true that learning objectives and sound pedagogy take precedence over adding technology to a course, the sheer speed at which tools advance can make it difficult for educators to know whether or not there are technologies that could assist or improve their courses while maintaining sound pedagogical practices.

In this presentation I will argue that there is an easier way to understand new technologies and quickly assess their learning value for a specific application. Using Activity Theory and Genre Ecology Models we will learn that if we cook a tool down to simple communication mechanics we can quickly understand how that tool can or can’t contribute to the learning objectives in a given course. Attendees will leave with an understanding of the approach ready to apply it to the next new tool they encounter.

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Emerging Strategic Innovations in Educational Leadership: Future-Focused & Grounded in the Cloud

January 6, 2011 by 2 Comments

Closing Keynote: Jonathon Richter
Emerging Strategic Innovations in Educational Leadership: Future-Focused & Grounded in the Cloud

What do educational leaders do in these increasingly complex, fast-paced, and interconnected times to engage their students with new technologies and demonstrate results? The world is changing quickly – and with it, educational institutions are asked to deliver in new and improved ways. A scan of emerging trends and the results that business, education, non-profit, and other organizations are achieving reveals a new set of work routines and dynamics worthy of note. This session will provide a future-focused and positive outlook for learning technologies and those who use them. For students and their teachers, trainers, and other content experts, the future has never looked brighter.

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Jonathon Richter

January 5, 2011 by Leave a Comment

Jonathon Richter, Ed.D. is a Research Associate at the University of Oregon and Director of the Center for Learning in Virtual Environments at the University of Oregon. With research interests in the educational use of virtual worlds, electronic assessment and digital storytelling, Dr. Richter is currently Co-Principal Investigator on two National Science Foundation grants – one to integrate computer science and game development into virtual environments at Lane Community College in Oregon and the other investigating dimensions of globally distributed teams’ use of virtual worlds to collaborate and innovate for work-related purposes. He is the co-founder and current chair of the American Educational Research Association’s special interest group on virtual worlds named the Applied Research in Virtual Environments for Learning (ARVEL)

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