Theories to Influence the Future of Learning Design and Technology
Heather Leary
Heather Leary is an Associate Professor of Instructional Psychology & Technology at Brigham Young University. Her research focuses on tackling problems of practice in K12 and higher education using innovative approaches and technologies. Her research bridges research and practice in science, technology, engineering, arts, math, and 21st-century skills, using design-based research, problem-based learning, and research-practice partnerships. She focuses on building K12 teachers’ knowledge, capacity, and design capabilities through professional learning opportunities and how that translates to classroom enactment.
Spencer P. Greenhalgh
Spencer P. Greenhalgh is an interdisciplinary digital methods researcher studying meaning-making practices on online platforms. He holds a BA in French Teaching from Brigham Young University and a PhD in Educational Psychology and Educational Technology from Michigan State University. He is currently an assistant professor of information communication technology in the School of Information Science at the University of Kentucky, where he teaches courses on games and literacies, information technology, web content management, and data science. You can learn more about Spencer and his work at https://spencergreenhalgh.com/work/
K. Bret Staudt Willet
I am an Assistant Professor of Instructional Systems & Learning Technologies at Florida State University. My research investigates self-directed learning, especially by teachers. I’m most interested in what happens when our students, learners, and trainees finish the instruction and training we design for them. What do they do after they walk out the door or log off? How do they continue to develop the knowledge, skills, and abilities they need? Where do they look for resources? Who do they talk to? I have several ongoing projects on self-directed learning. First, I examine networked learning in online communities, such as those hosted by Twitter and Reddit. Second, I study how new teachers expand their professional support systems during their induction transition. Third, I seek to understand educators' experiences as data scientists. Fourth, I interrogate educators' informal learning as a form of invisible labor.
Moon-Heum Cho
Moon-Heum Cho earned his Ph.D. in the School of Information Science & Learning Technologies at the University of Missouri-Columbia. Prior to joining Syracuse University, he was at Sungkyunkwan University, a private research university in Seoul, South Korea where he taught instructional design, technology, and program evaluation. In addition, he taught classes on technology integration in K-12, learning theories, and educational psychology to preservice teachers at Kent State University in Ohio.
Citation
, , , & (2022). Theories to Influence the Future of Learning Design and Technology. EdTech Books. https://edtechnica.org/theory_comp_2021Licensing
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