Christine Greenhow, Research Collaborative Chair
Christine Greenhow is a postdoctoral associate in Learning Technologies within the department of Curriculum and Instruction at the College of Education + Human Development, University of Minnesota. She completed her doctorate from Harvard University where she was a Larsen Fellow. Her research goals are to advance scientific understanding of how people learn, teach, and collaborate using emerging networked technologies. She is especially interested in the social aspects of learning and teaching in technology-enhanced formal and nonformal learning contexts, while contributing to the design of innovative learning environments and policies that increase all learners’ development of disciplinary competencies. She has published on K-16 technology integration, the evaluation of e-learning environments, and the ethical and policy issues surrounding learning technology research and use. With interests that cross disciplinary boundaries, including education, communications, and new media, she is the founder and chair of the Social Networks Research Collaborative. Her current work investigates urban teens’ access, use and capacity to learn with interactive Web-based technologies, such as social network sites, in non-school settings. This work informs her ongoing research and instruction of pre- and in-service teachers in teacher education; she has been active in national educational reform efforts, including the revision of the National Educational Technology Standards for Teachers (NETS-T). In addition, she is the originator and chair of the Networks and Neighborhoods in Cyberspace Symposium: Exploring Implications in Education, Humanities, Government, Business & Technology, a day-long symposium that convened over 200 scholars, community leaders, educators and citizens from 17 different disciplines to catalyze conversation and proposals for multidisciplinary research around the nature and implications of cyberspace networks and neighborhoods today. The Social Networks Collaborative members were core participants in this event. Christine is also former K-12 public school teacher and co-founder of the educational non-profit, Admission Possible.
Lee Anderson
Lee Anderson is an Associate Professor in the Department of Architecture, College of Design. He teaches graduate and undergraduate courses in the use of digital techniques and theory in design, including introductory and advanced 3D modeling, Building Information Modeling, visualization, fabrication, computational design and Virtual Reality. His research interest is in perception and use of Virtual Reality in the design process.
Lee-Ann Kastman Breuch
Lee-Ann Kastman Breuch, Ph.D., is an Associate Professor in the Department of Writing Studies at the University of Minnesota, where she teaches courses in first-year writing, technical communication, computer and online pedagogy, and usability testing of online interfaces. Her research addresses writing theory and pedagogy in technical disciplines, composition, and online environments.
Toby Cryns
Toby Cryns is a visually-oriented website developer currently working on his Master of Education with an emphasis in learning technologies at the University of Minnesota. His company, The Mighty Mo! Design Co., seeks to create new experiences on the web utilizing cutting edge technologies. An avid blogger, Toby is owner and Editor-in-Chief of the popular music review blog, Lunch of Champions. Prior to founding The Mighty Mo!, Toby had successful careers in politics, journalism, and also in student life at the U.
Joan E. Hughes
Dr. Joan Hughes is an Associate Professor of Instructional Technology at the University of Texas at Austin. Her research and teaching focuses on teacher learning and technology integration in preservice and inservice teaching contexts. Her current work examines content-based approaches to educational technology instruction and inquiry approaches to professional learning among PK-12 teachers. Her publications introduce empirically-based theories of teacher technology learning and technology knowledge (technological pedagogical content knowledge) and explicate how such theories impact technology integration and practice in classrooms with children. Recent projects focused on understanding the merits and challenges of developing or using online learning environments that promote inquiry for PK-12 teachers’ learning. She has explored Moodle, wikis, and to a limited extent, Second Life, as environments for collaborative inquiry learning.
Linda Jorn
Linda Jorn launched the Digital Media Center (DMC), Office of Information Technology, over ten years ago. The DMC team is committed to working with faculty. educational technologists, and instructors as they take a scholarly and collaborative approach to enhancing learning through the thoughtful design of technology-rich learning activities. Linda is part of the Office of Management unit-leadership team and focuses on providing support for learning technologies that are used by over 50,000 learners every semester. Linda serves on international advisory committees such as the EDUCAUSE Learning Initiative (ELI), CIC committees, and frequently presents as an invited speaker at international learning technologies conferences. She is a PhD candidate and has a Masters degree in Rhetoric and Scientific and Technical Communication from the University of Minnesota. Her research and grant writing interests occur at the intersection of rhetorical theory, learning sciences, leadership, and emerging technologies.
Seongdok Kim
Seongdok Kim is a Ph.D student in Comparative and International Development at the University of Minnesota. Her main areas of research interest include equity and equality of education (focus on gender and ethnicity), human rights, and international education.
Nora Paul
Nora Paul is Director of the Institute for New Media Studies at the University of Minnesota. Nora was previously (1991-2000) at the Poynter Institute teaching news library management, computer-assisted research, and new media leadership. She was editor for information services at the Miami Herald from 1979-1991. Nora is the co-author of Behind the Message: Information Strategies for Communicators. She is a member of the board of the World Press Institute, and has traveled worldwide presenting seminars and lectures on research methods and on innovation in online news. Her work at the Institute focuses on evolving digital storytelling forms.
Beth Robelia
Beth Robelia is an experienced science and math educator with a strong background in curriculum development and assessment. She has designed educational media for graduate courses including video vignettes of social science interview techniques and classroom video vignettes for math and science teachers in Oman. Beth has supervised student teachers at the university level. She has extensive experience tutoring struggling learners in chemistry and mathematics at both college and secondary levels. Beth has experience both designing and implementing curriculums at the K-12 and post-secondary levels as a classroom teacher. Traveling abroad she has been a guest teacher in schools within developed and developing nations.
Loren Terveen
Loren Terveen is Associate Professor of Computer Science and Engineering at Minnesota. His research interest spans a variety of topics in human-computer interaction and social computing, including creating more effective online participation and bringing local and online communities together. He helped develop one of the early recommender web sites (PHOAKS) and now is a co-leader of the CommunityLab project. Dr. Terveen received his Ph.D. 1991 from the University of Texas at Austin. He has served the human-computer interaction community in various leadership roles, including co-chair of the CHI and IUI conferences and program chair of CSCW.
J.D. Walker
Walker earned his Ph.D. in philosophy from the University of North Carolina at Chapel Hill in 1996 and began work at the University of Minnesota’s Digital Media Center in 1998. He currently coordinates the DMC’s research and evaluation team, the mission of which is to investigate the ways in which digital learning technologies are affecting the teaching and learning environment at the University of Minnesota. Current projects include university-wide student and faculty technology surveys, a collaborative evaluation of immediate feedback techniques in large class environments, and an investigation of the effectiveness of pod- and vodcasting in introductory life science classes. He is enrolled in the Master’s degree program in Quantitative Methods in Education in the Department of Educational Psychology at the University of Minnesota.