All face to face (F2F) Workshops will be scheduled Monday – Thursday.
Virtual workshops will be held Friday.
Times are listed below in PDT.
Click titles below to skip to the Abstracts & Bios for each workshop!
- A Guided Exploration of XR Technologies for Education: Implications for Teacher Education and Future Research
- How to Create a Badging and Micro-credentialing Project for Blended and Online Courses
- How are You Preparing the Next Generation of Teacher Educators and K-12 Students to Teach and Learn in an Ever-Evolving World?
- Creating Music Through Coding
- Designing Effective Digital Badge Programs for Professional Development
- Computer Science Through Working Models of Common Digital Devices
- Supporting the Alpha Generation using Deeply-Digital Curricula
- Humanizing the Online Course Space: Getting Learners Engaged and Keeping Them There
- Open Source Learning: A Workshop
- Rebuilding School Culture Through SEL
- Building Meaningful Asynchronous Interactive STEM Content: Online Activities Designed for Engaged Learning
- Designing an Educational Makerspace
- More Equitable Digital Learning Environments by Design: Teacher Inquiry into Student Learning
Monday, April 11, 10:00 AM-12:30 PM • Osprey
A Guided Exploration of XR Technologies for Education: Implications for Teacher Education and Future Research (F2F)
Todd Cherner, The University of North Carolina at Chapel Hill
Alex Fegley, Coastal Carolina University
Abstract: The global edtech marketplace is rapidly growing, and it is predicted to reach a $404 billion valuation by 2025. One area fueling that growth is the emergence of extended reality (XR) technologies. These technologies are designed to immerse users in digital environments or add digital elements to users’ physical environments, and entities (e.g., corporations, startups) are investing heavily into developing XR technologies for educational purposes. However, research-based best practices for using XR technologies in K12 contexts are still being identified, though the technologies are already being marketed to schools, students, and teachers. This dynamic has created an opportunity for teacher educators to be at the forefront for preparing the next generation of teachers to use XR technologies. To support them, this workshop will first contextualize XR technologies within the context of the edtech marketplace. Next, attendees will have the opportunity to use a variety of free XR technologies including augmented reality, virtual reality, and 360-degree videos along with tools for creating XR content, with the purpose being to experience the technologies as learners before discussing ways to equitably blend them into educator preparation programs. The workshop will conclude with recommendations for researching both the design and effectiveness of XR technologies for teaching and learning along with predictions for how they will evolve over the next 3-5 years.
Presenters: Todd Cherner is the current chairperson for SITE’s XR Technology SIG, and he has significant experience studying and using XR technologies. As a researcher, he has an article accepted for publication in the upcoming Journal of Interactive Learning Research that explains a procedure for using a content analysis methodology to determine the educational value of a VR application. In addition, in 2021, he and co-facilitator Alex Fegley published an article that features a detailed rubric for evaluating VR applications designed for education based on their functionalities, and both facilitators have published multiple case studies centered on using a variety of technologies with pre-service and in-service teachers. As course instructors, they have extensive experience teaching with XR technology, with Todd directing a graduate program that prepares students for careers in the field of educational innovation and Alex leading an instructional technology department in a college of education.
Monday, April 11, 3:00 PM-5:30 PM • Osprey
How to Create a Badging and Micro-credentialing Project for Blended and Online Courses (F2F)
Gina Solano, Walden University
Abstract:This session will provide strategies and ideas for how you can structure micro-credential projects, find tools for designing badges, and how you can have your students display them in their e-portfolios. You will be provided with resources and guided on how to design your own badges.
Badging and micro-credentialing are becoming more prevalent in the world of computer science and coding. They can also be used as a curriculum design model for online learning. With badges, students can identify the skills they have and provide evidence of them to their employers and instructors. Badging and micro-credentialing is an innovative curriculum model that spans technology coaches, educators, and students. Coaches can design their own micro-credential and badging projects for professional development purposes. They can also share this design model with teachers who are looking for innovative uses of technology with project-based learning. As an educator, micro-credentialing is a creative way to remove the stress of grades from the classroom and help students in secondary and higher education, to focus on mastering skills versus earning a grade. The badge is actual evidence for each skill they have developed that can be placed on an e-portfolio for college, employers, and networking.
Presenters: Gina Solano has a Ph.D. in Educational Technology and is an assistant professor who mentors graduate students and teaches courses about online instruction, instructional design, current technology trends, digital media, and more. She has presented research and workshops about technology professional development, gamification, technology-based engagement tools, cloud computing, and online teaching at national and international conferences. She is passionate about EdTech and strives to share its benefits all over the globe. She has created micro-credentials and badges to use in some of her online and blended graduate courses. Please see her e-portfolio at: https://bit.ly/solano-eportfolio
Tuesday, April 12, 10:00 AM-12:30 PM • Osprey
How are You Preparing the Next Generation of Teacher Educators and K-12 Students to Teach and Learn in an Ever-Evolving World?(F2F)
Jennifer Ponder, Amanda Cramer, and Carla Marchant, The University of Alabama at Birmingham
Abstract: This interactive session will introduce participants to an innovative framework and implementation plan designed to prepare pre-service teachers to purposefully integrate technology, engineering practices, computer science, visual arts, math, digital literacy, and language arts to support the construction of scientific knowledge & computational thinking. The course framework is aligned to the Three Dimensions of Learning outlined in the Next Generation Science Standards (2013), Digital Literacy and Computer Science Standards (ALSDE, 2018 & CSTA, 2017), and TPACK (2006). During this session, participants will have an opportunity to engage in inquiry-based learning that includes activities such as building 3D models out of recyclable materials and using Make Code software and Hummingbird Bit robotics kits to make the models interactive.
Presenters: All three instructors have a combined 50+ years of teaching experience in K-12 settings and in teacher education at four different universities. Over the last five years, they have collaborated on numerous STEM initiatives ranging from co-teaching a science methods course on site at an elementary school, to planning and implementing family and community STEM events, and creating an innovative STEM course and field experience that purposefully integrates digital literacy and computer science standards.
Tuesday, April 12, 1:45 PM-4:45 PM • Seaglass
Creating Music Through Coding (F2F)
Jo Watts, University of Virginia; Rachel Gibson, University of Virginia; Monty Jones, Virginia Commonwealth University; Glen Bull, University of Virginia; N. Rich Nguyen, University of Virginia
Abstract: TuneScope (tunescope.org) is a platform developed to introduce coding in the context of music. TuneScope is an extension of the educational programming language Snap! (from the University of California, Berkeley) that uses the W3C Web Audio application program interface (API) to generate musical notes and instruments.
The structure of TuneScope was designed in consultation with the Music Department at the University of Virginia. The structure is design to support both the novices who have limited experience with music and student who may play a musical instrument.
Participants in this workshop will have the opportunity to explore creation of music using TuneScope. The music activities feature creating a drum track, building a melody, adding chords, and layering tracks together to create a short original song.
Presenters: Jo Watts is the director of the Make to Learn Laboratory at the University of Virginia. Rachel Gibson is a current graduate student in the School of Education and Human Development at the University of Virginia. Monty Jones is an associate professor of education at Virginia Commonwealth University. Glen Bull is a professor in the School of Education and Human Development at the University of Virginia.
Tuesday, April 12, 3:00 PM-5:30 PM • Osprey
Designing Effective Digital Badge Programs for Professional Development (F2F)
Krisha Moeller, San Diego State University
Abstract: Due to the COVID-19 pandemic, there have been many difficulties associated with the need to provide just-in-time, personalized training to faculty surrounding changing restrictions and mandates; often complicated by the additional need to provide this training remotely. This session breaks down the benefits and best practices associated with using Open Badges to facilitate accessible, personalized, verifiable, and engaging online professional development programs. Using the MISS.MOE open badging platform, a demonstration will be provided that will walk attendees through (a) how to input their professional development or training materials into online learning modules for staff; (b) planning and designing Open Badges for PD; and (c) issuing digital badges to staff who successfully complete a PD session. Educators will leave the session with the option to earn a digital badge to verify their participation in this session.
Presenter: Krisha Moeller is an adjunct professor of Learning Design & Technology for San Diego State University. She also serves as an EdTech & CTE Specialist for a charter school network in Southern California. Ms. Moeller possesses a M.Ed. in Learning Design & Technology from SDSU (2015), and she is currently a doctorate student in the Educational Technology program at Boise State University where she has been researching the use of digital badges and Open Badges in education.
Wednesday, April 13, 10:00 AM-12:30 PM • Osprey
Computer Science Through Working Models of Common Digital Devices (F2F)
Roger Wagner, 1010 Technologies
Abstract: State standards for computer science and STEM/STEAM K-12 can be done in part by having students (appropriate for grades 6- 12) create working models of digital devices with embedded computing that they see around them in their everyday life. Examples range from traffic lights and kitchen timers to digital music players and robotic vehicles. Learn, as a student would, how a micro-controller can be programmed with a simple block language, and how even the simplest device opens the door to deeper challenges.
Presenter: Roger Wagner is a former middle- and high school science and math teacher, with additional experience over a 40+ year career in educational technology. Extensive background information and qualifications can be seen at https://rogerwagner.com
Wednesday, April 13, 1:45 PM – 2:45 PM • Osprey
Supporting the Alpha Generation Using Deeply Digital Curricula (F2F)
Abstract: Alpha Generation children – those children born after 2010 – are not going to sit still and do paper-and-pencil worksheets, nor will they page systematically through a paper-based book. Alphas are the first truly “digital-first” generation. They have grown up with some sort of screen – smartphone, tablet – in their hands. They are comfortable poking and scrolling on a screen; they will learn to write their block letters on a screen with their finger or a stylus. Over the past 3, COVID-disrupted years, 10,000+ K-5 Alpha Generation students, primarily from Title1 urban and rural schools, have used visual, deeply-digital, standards-aligned, collabrified, OER, curricula created by the Center for Digital Curricula. And, standardized test scores in those schools have either gone up or stayed at pre-pandemic levels! In our workshop, we will explore with attendees how they can use “Roadmaps” – the graphical format for the deeply-digital lessons – with pre-service and in-service teachers – immediately!
Presenters: Cathie Norris, University of North Texas, Elliot Soloway, University of Michigan, Anne Tapp, Saginaw Vallley State University.
Wednesday, April 13, 3:00 PM – 5:30 PM • Osprey
Humanizing the Online Course Space: Getting Learners Engaged and Keeping Them There (F2F)
Laura Gray, College of Western Idaho
Abstract: This session is intended to teach online course facilitators how to better humanize, personalize, design, and interact within the online course space. In this highly interactive workshop, learners will discuss their current methods of online course humanization and will learn research-driven, innovative methods for engaging students in the online forum. Many students erroneously believe that taking an online course will be “easy”; however, this is not true. In addition to extended time management responsibilities, students studying online often become disengaged due to the impersonal nature of the course. Learners will explore strategies that better engage their students and revitalize their own online communities. Using the four components of instructor responsibility as the backbone of his or her course management, each facilitator will learn, share, and try out innovative methods for structuring an engaging course and for humanizing their online interaction with their students.
Presenter: Laura Gray received her Ph.D. in Instructional Design for Online Learning from Capella University. Before pursuing her doctorate, she taught high school English and drama and worked as a K-5 school counselor in the public school system for 14 years. She has worked and taught in the tertiary-level online arena for the past 9 years. She has given numerous staff trainings on the personalization and humanization of online courses, and this past year, she was part of a panel who presented at another conference on this same topic. She is in the process of putting together an edited volume on best practices for online teaching and learning. She teaches instructional design at two universities, all at the graduate level.
Thursday, April 14, 10:00 AM-12:30 PM • Seaglass
Rebuilding School Culture Through SEL (F2F)
Cynthia Sistek-Chandler, National University
Abstract: Social-Emotional Learning (SEL) is getting a lot of attention lately because children and adults are struggling in the areas of emotional and social development, developing and maintaining relationships, especially in the age of technology. SEL is the process through which children as well as adults understand and manage their emotions, have the ability to set and achieve positive goals, know how to feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. Are you a teacher or an administrator struggling on how to incorporate SEL into your classroom? Do you want to help your students develop soft skills that will help them to cooperate with others, develop healthy relationships, and make good decisions? This workshop is then for you! You will explore the concept of social-emotional learning as well as learn how to incorporate learning activities in your classroom as you seek to help students develop in the main competencies of SEL.
Presenter: Cynthia Sistek-Chandler is a Professor at the Sanford College of Education at National University and the Academic Program Director for the only Master of Arts degree in Social and Emotional Learning. Dr. Sistek-Chandler is the 2022-23, Chair-Elect for the SEL SIG for the American Association of Educational Research (AERA).
Cynthia is dedicated to making SEL happen everywhere in the educational workplace. In 2020, she co-authored and co-designed 10 SEL Playbooks, a no-cost digital resource for educators selplaybook.org, and co-created #SELWeek (March) a free webinar series to support worldwide #SELDay. Join Cynthia on her quest to uncover why and how SEL strategies can help heal the world.
Thursday, April 14, 12:45 PM-2:45 PM • Seaglass
Open Source Learning: A Workshop (F2F)
David Preston, Open Source Learning
Gerald Ardito, Manhattanville College School of Education
Abstract: This workshop presents Open Source Learning, which empowers students to work in partnership with teachers to develop their own learning experiences and interdisciplinary paths of inquiry. Open-Source Learning enables students to amplify and accelerate their learning by participating in virtual networks and online communities. Students can apprentice with expert mentors and collaborate with partners around the world. They can also create and curate their own knowledge capital as they learn. Open-Source Learning empowers us to produce value, interdependence, and hope in real time.
Presenters: David Preston is the developer of Open Source Learning, and has been engaging students in this way of learning since 2011. Additional, David Preston has published a book, Academy of One.
Friday, April 15, 9:00 AM – 11:00 AM • LIVE ONLINE
Designing an Educational Makerspace
Daniel Tillman, University fo Texas at El Paso
Abstract: This workshop is for anyone interested in designing an educational makerspace, or helping someone else design an educational makerspace. The workshop content will cover all necessary fundamentals for absolute beginners while also offering more advanced tips for advanced makerspace users. There are no prerequisites for attending this workshop. This workshop is hands-on with all materials and equipment provided by the instructor. The fundamental principles and practices needed for successfully designing an educational makerspace are available to anyone willing to invest the time and focus. Please join us in spreading educational makerspaces as an effective instructional strategy worth further attention. The workshop will close with an Open House Q&A discussion between the participants and workshop leader, who recently received a $1,617,000 grant from Texas Educational Agency to assist Ysleta Independent School District develop a network of six makerspaces to serve low-functioning schools.
Presenter: This workshop, which will cover the fundamental principles and practices needed for designing an educational makerspace, will be led by Dr. Daniel Tilman, who recently received a $1,617,000 grant from Texas Educational Agency (TEA) to assist Ysleta Independent School District in El Paso develop a network of six makerspaces for serving low-functioning schools; prior to this grant award, Dr.Daniel Tilmanwas tenured as an Associate Professor in Educational Technology at The University of Texas, where he currently serves as Vice President of the Faculty Senate. Dr. Daniel Tilmancompleted his Ph.D. in 2012 at The University of Virginia under the expert guidance of Dr. Glen Bull, a co-founder of SITE, where together (and funded by an NSF ITEST) they performed some of the earliest research addressing how to best use makerspaces in elementary STEM education, and which resulted in Dr.Daniel Tilman’s dissertation: Digital fabrication as an instructional technology for supporting upper elementary and middle school science and mathematics education.
Friday, April 15, 12:00 PM-2:00 PM • LIVE ONLINE
More Equitable Digital Learning Environments by Design: Teacher Inquiry into Student Learning
Abstract: In this interactive and collaborative two-hour virtual workshop session, participants will learn how to use the Teacher Inquiry into Student Learning (TISL) Heart Method to address a wicked problem about pedagogy or assessment in their learning context. Participants will be guided through the problem statement development process to more sharply define and appreciate their wicked problem and to unpack the assumptions embedded in their problem formation by using an equity-focused lens in small group, interactive, and diverse structured dialogues. While the session title focuses in on Digital Learning environments, this teacher inquiry process is not tied to learning modality or learning systems; instead, the TISL Heart Method can be applied to diverse and multiple wicked problems in pedagogy and assessment that educators may encounter while teaching students in the post-pandemic environment. By the close of this session, participants will have identified a wicked problem in teaching or assessment that is relevant to their learning environment and will have also used an equity-lens to uncover the assumptions embedded in the identified problem; finally, participants will have brainstormed possible methods to get at the root of the identified problem that they can use to move forward into active inquiry in their respective learning environments after this workshop experience.
Presenter: Dr. Tabia Lee is committed to advancing diversity, equity, and inclusion in digital learning spaces and teacher education programs. She has contributed to the design, implementation, and evaluation of numerous educational and professional development programs. Her commitment to teacher education, social justice and pedagogical design is grounded in a decade of experience as a National Board Certified English, Civics, and Social Studies teacher in urban American public middle schools and her experience as an educational consultant. Dr. Lee prepares K-12 and higher education faculty to work with culturally and linguistically diverse students by illuminating pedagogical and ideological intersectionality and focusing on critical literacy and teacher ideology-in-practice. For the 2021-2022 Academic Year, Lee is serving as the Faculty Director for the Office of Equity, Social Justice, and Multicultural Education at De Anza College.
Friday, April 15, 12:00 PM-2:00 PM • LIVE ONLINE
Building Meaningful Asynchronous Interactive STEM Content: Online Activities Designed for Engaged Learning
Aditya Vishwanath, Inspirit VR
Abstract: Inspirit uses virtual labs and 3D learning content to transform the way science is taught. We offer K-12 access to a next-generation learning platform with a large collection of immersive labs and simulations, available across a range of desktop/laptop and VR platforms. Our platform includes classroom management tools, custom assessment integrations, virtual lab sessions, and options for curriculum alignment. Built by a team of Stanford University Education and VR researchers, our content is designed to stimulate high knowledge gain, deep engagement, and critical thinking in learners through their active involvement in virtual environments.
With COVID-19, the need for a tool of this kind has only shot up — and in the short span of our company, we’ve seen thousands of teachers use our resources and request more.
We believe that high-quality content should be accessible, so we do not bundle and charge for the labs, but offer them completely for free, in order to also build a strong and engaged community. We monetize platform-level tools and take a B2C approach by reaching out to the teachers and parents.
Presenter: Amrutha Vasan is a co-founder & COO of Inspirit. She is a Forbes 30 under 30 recipient for 2022, an SXSW EDU Launch competition winner, and recognized as a top 10 EdTech company by ASU GSV. Her past experiences include consulting, analytics, and supply chain management. She has a background in Industrial & Systems Engineering from Georgia Tech and research in the immersive STEM education space. She decided to leave the corporate world behind and try to make a difference by founding an XR creation platform, Inspirit, to help close the gaps created by socioeconomic differences in STEM education. She currently leads operations at Inspirit.