Interested in joining the LiDA Community?<\/h4>\n
ONLINE APPLICATION<\/a><\/p>\n<\/div>\n [\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_separator]\n As a dentist interested in digitally- rich teaching and learning in clinical settings, I am eager to learn insights and different prospectives from a diverse community of educators.<\/p>\n <\/div>\n <\/li>\n \n I am an online math tutor interested in serving students from all over the globe with diverse abilities and backgrounds. My website is rocmathtutor.com<\/a>.<\/p>\n <\/div>\n <\/li>\n \n As a computer scientist, I am interested in creating novel learning technologies that support positive development and lifelong learning for children with diverse abilities and backgrounds. I have developed a wide range of embodied and intelligent learning technologies with Augmented Reality, tangible user interface, and intelligent conversational agent to support social understanding, curiosity and groupwork for children with autism spectrum condition and children from under-represented groups in STEM. I am motivated to contribute to the interdisciplinary efforts of the LiDA community in bridging cutting-edge technologies, learning science and education to better understand and address opportunities and challenges of 21st century learners in our increasingly technological world. I am currently collaborating with researchers and educators in the LiDA community on leveraging integration of K-12 STEM and Computer Science education through co-design AI-empowered scientific discovery with high school teachers.<\/p>\n <\/div>\n <\/li>\n \n As a person and as a professional, I have always been driven by learning and improvement. I have seen technology and digital resources as a significant lever to improve and drive change. I am always excited to learn more and share the successes and challenges I have experienced throughout my journey.<\/p>\n <\/div>\n <\/li>\n \n My interest in Learning in the Digital Age is recent, but grounded in my life-long passion for designing innovative instruction, improving the preparation of teachers, and engaging in educational innovations \u2013 across contexts and age levels. While my doctoral training was in mathematics education, overtime I added interests and expertise in education reform and teacher education more generally, entrepreneurship, grant-writing, health professions education \u2013 and most recently \u201cdigitally-rich\u201d teaching and learning. Within LiDA, I especially enjoy opportunities to design digitally-rich learning experiences for adults (so they can personally experience the potential of technology to enhance learning); create programs to prepare teachers across specializations and contexts to leverage digital technology in their teaching \u2013 in both traditional and online courses; support the planning and launch of innovations that leverage technology in K-12 schools, universities and other settings; work in interdisciplinary teams to uncover new synergies between STEM fields; and, exploring new educational models made possible by current digital technologies.<\/p>\n <\/div>\n <\/li>\n \n As a former high school mathematics teacher I became enthralled with student thinking and designing instruction that uncovered students\u2019 sense-making processes. I\u2019ve brought this interest in engaging curricula and sense-making into my research interests. My current research (dissertation study) examines how teachers make sense of digital curriculum resources as they design instruction. To me, we need to consider the tools being used and how they are being used. Participating in the LiDA community has helped fuel and broaden my research interests. It has been a great community where I\u2019ve connected with education stakeholders from various scales \u2014 from students experiencing online teaching and learning to researchers examining how it all works, or teachers figuring out how best to use these tools and practices to administrators seeking to support digital conversions. The broad spectrum of perspectives LiDA highlights have been really informative and given me lots to think about.<\/p>\n <\/div>\n <\/li>\n \n Throughout my 14-years as a K-12 teacher and administrator, I have experienced the digital conversion within our classrooms. As an administrator, I led a K-8 digital conversion to transform the school’s infrastructure to support digital classrooms, and enhance student engagement and provide personalized learning to all students. As an educator, I enjoyed the digitally-rich opportunities that technology provided for math, science and ESOL students. Currently, my interests have expanded to exploring digitally-rich technologies that promote inquiry, teacher leaders as change agents, culturally responsive and culturally sustaining pedagogy, and professional learning of educators in the digital age. My involvement with LiDA has provided me the opportunity to stay abreast of the constant transformation that our digital age is providing to K-12 settings in order to provide the highest quality education to all students.<\/p>\n <\/div>\n <\/li>\n \n I have spent my life investing in education for life change and lifelong learning. Serving in non-profit leadership and Higher Education administration leads me to consider what makes education engaging and life-changing, as well as how different people learn. I have taught as an adjunct professor in leadership and Biblical Literature over the past 12 years, as well as designed learning experiences for students of all ages while serving in the non-profit world.<\/p>\n <\/div>\n <\/li>\n \n My interests lie in the intersection of technology and teaching and learning. I have been associated with support of technology in various ways for my entire adult life, most recently in support of academics within higher education. Earning my doctoral degree and advanced certificate in online teaching and learning from the Warner School has brought my technological support to a new level in terms of not only providing the how-to, but also the when and why. Additionally, it has provided me the experience of designing and teaching online courses, as well as mentoring future online instructors. Participating in LiDA has expanded my views of technology tools, provided new ways to use technology to support learning, and provided me with exposure to research in the digital realm.<\/p>\n <\/div>\n <\/li>\n \n Early in my career, as an elementary educator, I discovered a passion for supporting teachers to develop their instructional practices in mathematics.\u00a0 When I began my Teaching and Learning doctoral program at the Warner School of Education, I enrolled in the Online Teaching and Learning certificate program.\u00a0 This program opened my eyes to new ways to support teachers through technology.\u00a0 Building from my coursework in this program, I worked with the Center for Professional Development & Educational Reform to design and implement new approaches for offering professional development using technology. As I continue to develop and implement professional development experiences online, I have made it a priority to connect with the LiDA community to continue to learn and imagine the possibilities that technology can offer.\u00a0 In addition to my interests in designing and implementing professional development, as a Ph.D candidate, I have developed a passion for research. I am currently working on two large projects focused on using technology to support teacher learning and teachers\u2019 instructional practices.\u00a0 LiDA has provides me a space to connect with others that share the same goals of doing research in the digital age and exploring new possibilities that leverage technology to support education.<\/p>\n <\/div>\n <\/li>\n \n I\u2019ve integrated technology quite often during my many years of teaching experience, and I believe in digital-rich learning. Throughout the doctoral courses, my research area has been focused on integrating technology into teaching. In particular, I\u2019ve studied Instructional technology K-12 Digital-rich teaching as well as classes that focus on in-depth designing of online teaching courses, These have helped me to gain perspective on a greater scale. Furthermore, being involved with LiDA has inspired and motivated me as an educator. LiDA inspires me to think differently and creatively as an educator. I also enjoy being part of a community where we can share our ideas. LiDA is a great resource where we can connect to others and make improvements in our educational field.<\/p>\n <\/div>\n <\/li>\n \n As a social worker with a dozen years in the addictions field, I transitioned into public education with an eye on how to help macro level systems become less siloed and more collaborative with the end goal of helping children become the best version of themselves. I have served as a social worker, a special education director, a human resources director, a superintendent and now as the District Superintendent of the OCM BOCES. I continue to look for creative ways to bring people together to help children.<\/p>\n <\/div>\n <\/li>\n \n As an environmental scientist studying ecosystems, I have participated in the deployment of technology that has exponentially expanded our ability to monitor the Earth. This rapid expansion of technology is not limited to environmental science and we are seeing an explosion of data in all sectors of society. The future of work, along with the jobs and skills needed for this work, is uncertain. Rapid advances in technology including big data, artificial intelligence, and machine learning will change society in ways that are unpredictable. Educators must ask how do we prepare students for the future of work? My interest in LiDA is in the exploration of engaging students in the practices of science through data-rich experiences.<\/p>\n <\/div>\n <\/li>\n \n As a librarian, my interests lie at the intersection where students, faculty and libraries meet to further education, teaching and research. I\u2019m currently working with a team of librarians on an edited book focused on faculty and librarian collaborations around Open Pedagogy. The world of digital scholarship in higher education has been rapidly expanding over the last ten years, and I\u2019ve been active with the Association of Research Libraries\u2019 (ARL) Digital Scholarship Institute, both as an attendee (January 2018) and an instructor (July 2019).\u00a0 One of my roles as a librarian is working with local high school students who are in IB (International Baccalaureate) diploma programs, helping them navigate independent research, both by using online library sources, as well as digital tools to help manage and track resources.<\/p>\n <\/div>\n <\/li>\n \n With elementary teaching in my background, my interest in Learning in the Digital Age started in the K-12 realm. As the educational technology teacher leader, my classroom served as the pilot and model for digital conversion through instruction and standardized assessments. While my focus remains on improving student achievement and attainment by way of innovative teacher preparation, training, and support, the scope of my research and practice has extended to include higher education. Upon completion of the Advanced Certificate of Online Learning, I have gained expertise in designing and teaching fully online graduate-level courses. My involvement with LiDA has allowed me to connect with like-minded educators through face-to-face settings as well as social media platforms to share the ultimate goal of transforming learning and to reimagining how public education will change with dynamic school reforms and policies to help students meet the new demands of living and thriving in the digital age.<\/p>\n <\/div>\n <\/li>\n \n Academic librarians are typically not trained in pedagogical theory\/practice like other educators, though our roles require the instruction of various literacies which some students find uninspiring. Through specialized training, I adopted the social learning theories of constructivism and from there, I’ve experimented with teaching design to create engaging classroom experiences. As our tools for research predominantly lie in digital formats, “learning in the digital age” is inherent as I approach teaching. Beyond the typical exploration within digital databases, I have used tools that go beyond searching traditional subscription-based library resources. Tracing back sources that live on the free web and in social media (like Twitter) are within a student’s reach if they understand the necessary criteria for evaluating information for specific needs. The use of wikis, padlet, Voicethread, and Google docs bring classroom communities together to share their research discoveries and learn from each other. Video, website, and infographic creation can bring different dimensions to student projects than simply the written word. My latest projects involve open publishing where again, scholars can share their discoveries which become open to the world and invite a greater audience to learn and interact.<\/p>\n <\/div>\n <\/li>\n \n I am an alumnus of the Warner School of Education (Teaching & Curriculum). I currently work as a lecturer in the Linguistics and Language Development Department at San Jos\u00e9 State University, an Adjunct Professor in the Master of Science in eLearning Program at California State University, East Bay, a lecturer in the Language Center at Stanford University (Summer Session), and a new faculty mentor at Carnegie Mellon University \u2013 Silicon Valley.<\/p>\n <\/div>\n <\/li>\n \n My interest in \u2018Learning in the Digital Age\u2019 stems from my own personal background and experiences. I grew up surrounded by poverty in an underdeveloped, rural region in Inner Mongolia, and witnessing first-hand the dearth of educational opportunities in such a remote area fostered a deep appreciation of having access to a high quality education. To me, ‘Learning in the Digital Age’ translates into millions of students who, despite facing inherent logistical challenges due to their location and their socio-economic status, gain access of low cost, accessible, flexible, and convenient educational opportunities through the advent of new technologies. The SyncOn project that I am participating in as a research assistant is an archetype of this passion. As a part of the LiDA strategic initiative, the goal of SyncOn is to foster rural middle school mathematics teachers in taking up dynamic and responsive instruction. My studies in online professional development help me gain expertise in effective online instructional design, along with research in online learning. I also find LiDA sessions extremely energizing on a personal level. By participating in the LiDA community, I have made many meaningful connections with other colleagues in my respective field. Additionally, I have kept up to date on the latest online educational developments. Most importantly, exposure to many great pioneers and trail blazers in this field have ignited the passion that I have for my work, and has shown what the possibilities for the future very well could be.<\/p>\n <\/div>\n <\/li>\n \n My interest in Learning in the Digital Age goes back more than 25 years. All of my experience is in higher education and focused on online learning. My definition of online learning is broad and applies to the entire continuum from enhancing traditional courses to blended\/hybrid courses all the way to completely online courses. While I have provided leadership to online education initiatives at three major universities, my background also includes being an online professor and designing, developing and teaching online courses. I have also been a PI and researcher focused on faculty and student experiences in online courses. And I have even been an online student \u2013 earning one of my graduate degrees completely online. This blend of experience has been essential in my understanding and appreciation for the field. I strive to contribute the higher education community in the US through my commitment to the Online Learning Consortium and my service on the Board of Directors and my current role as President of the Board.<\/p>\n <\/div>\n <\/li>\n \n I have been working as a technology and web touch point for most of my career, whether it has been initially designing departmental websites, to ed tech vendor relationships, to implementation of AI and design thinking principles to increase access and equity. A designer at heart, I focus first on hearing the needs and obstacles of our learners, determine what the true problem is that we are trying to solve, and then finding as many creative solutions as possible before testing a few out. Projects I have implemented at the University include the Meliora Collective networking platform, the George chatbot integrated into student advising offices (CCAS, Greene Center, and WCSA), and the Handshake career services platform. I love solving problems WITH others, and am always excited to discuss how technology will impact the way we live, work and play in the future.<\/p>\n <\/div>\n <\/li>\n \n \n \n
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\n\n <\/div>\n Fares ALSHURAIM- Eastman Institute for Oral health<\/em><\/h4>\n Dentist<\/span>\n \n
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\n\n <\/div>\n Luca ASHOK- Department of Mathematics, University of Rochester<\/em><\/h4>\n Undergraduate Student (Class of 2008)<\/span>\n \n
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\n\n <\/div>\n Zhen BAI- Department of Computer Science, University of Rochester<\/em><\/h4>\n <\/span>\n \n
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\n\n <\/div>\n Greg BAKER- Penn Yan CSD<\/em><\/h4>\n Superintendent<\/span>\n \n
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\n\n <\/div>\n Raffaella BORASI- Warner School of Education, University of Rochester<\/em><\/h4>\n <\/span>\n \n
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\n\n <\/div>\n Zenon BORYS- Warner School of Education, University of Rochester<\/em><\/h4>\n <\/span>\n \n
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\n\n <\/div>\n Heather BOYLE- Warner School of Education, University of Rochester<\/em><\/h4>\n <\/span>\n View Profile<\/a>\n | \n <\/i> Email\n <\/a>\n <\/div>\n <\/div>\n
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\n\n <\/div>\n Jonathan BRATT- Greene Career Center, University of Rochester<\/em><\/h4>\n Career Advisor, REMS Advisor<\/span>\n \n
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\n\n <\/div>\n Lisa BROWN- University IT and Warner School of Education, University of Rochester<\/em><\/h4>\n <\/span>\n \n
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\n\n <\/div>\n Cynthia Callard- Warner School of Education, University of Rochester<\/em><\/h4>\n <\/span>\n \n <\/i> Email\n <\/a>\n <\/div>\n <\/div>\n <\/li>\n \n
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\n\n <\/div>\n Cynthia CARSON- Warner School of Education, University of Rochester <\/em><\/h4>\n <\/span>\n \n
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\n\n <\/div>\n Keirah COMSTOCK - Simon Business School, University of Rochester<\/em><\/h4>\n Instructional Technologist<\/span>\n \n
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\n\n <\/div>\n Matt COOK- OCM BOCES \/ Warner Ed.D. Graduate<\/em><\/h4>\n District Superintendent<\/span>\n \n
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\n\n <\/div>\n Michael DALEY- Warner School of Education, University of Rochester<\/em><\/h4>\n <\/span>\n \n
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\n\n <\/div>\n Eileen DALY-BOAS- Warner School of Education, University of Rochester<\/em><\/h4>\n <\/span>\n \n
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\n\n <\/div>\n Linh DANG- Warner School of Education, University of Rochester<\/em><\/h4>\n <\/span>\n \n
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\n\n <\/div>\n Kimberly DAVIES-HOFFMAN- River Campus Libraries, University of Rochester<\/em><\/h4>\n <\/span>\n \n
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\n\n <\/div>\n David DODICK- Warner School of Education Alumnus<\/em><\/h4>\n <\/span>\n \n
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\n\n <\/div>\n Xueyan DUAN- University of Rochester<\/em><\/h4>\n <\/span>\n \n
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\n\n <\/div>\n Eric FREDERICKSEN- Warner School of Education, University of Rochester<\/em><\/h4>\n <\/span>\n \n
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\n\n <\/div>\n Amber GRAHAM- Greene Center for Career Education and Connections<\/em><\/h4>\n Strategic Initiatives Program Director<\/span>\n \n