Even more on the up-coming AECT convention…
Dear Michael Barbour,
If you are not joining us next week for the 2016 International Convention we will be streaming the General Sessions and the Presidential sessions that you might enjoy.
We hope you enjoy these presentations.
AECT Membership Services
Live Stream Schedule
TUESDAY OCTOBER 18, 2016
My 50+ year search for Effective, Efficient and Engaging Instruction
2:15 to 3:15 pm (PT)
5:15 pm to 6:15 pm (ET)
M.David Merrill, Retired Utah State University
Reflections on a Four Decade Search for Effective, Efficient and Engaging Instruction
Cirque du Soleil Spark Session – “Technology and Training at Cirque du Soleil”
3:45 to 5:00 pm (PT)
6:45 pm to 8:00 pm (ET)
At its inception, Cirque du Soleil focused on innovation – thus the title of our first show, Le Cirque Réinventé (The Circus – Reinvented). From KA’s 280,00 pound rotating stage to O’s 1.5 million gallon pool, each Cirque du Soleil show now features an innovation that has dramatically altered the landscape of live entertainment. Our dynamic productions require that we gather the highest level experts from around the globe. Once these experts are gathered, we then engage in a two-way process of education where all involved learn how to apply skills and techniques in new and innovative ways. For AECT’s 2016 conference, Cirque du Soleil’s SPARK Sessions will illustrate our two-way, multilayered learning exchange. Representatives for various departments will share their creative processes – including stumbling blocks they have encountered and strategies they have used to overcome them. First-hand accounts of the challenges and triumphs that come along with designing, producing, and performing in these cutting-edge productions will provide case studies through which AECT will discover new approaches to learning and teaching.
WEDNESDAY OCTOBER 19, 2016
Sparking the Creative Process: A Mid-Conference Creative Break
9:15 am to 10:15 am (PT)
12:15 pm to 1:15 pm (ET)
Gurupreet Khalsa, University of South Alabama; Sylvia Rogers, University of South Alabama; Franklin Ard, University of South Alabama
Give a boost to your creative potential in this fun, interactive, social session to break up the long stretches of heavy academic thinking. Come join us in wordsmithing for no other purpose than to enjoy the creative process. We’ll work individually and collaboratively in activities to create poetry and reflections, build relationships, and share ideas in a non-threatening and judgment-free environment.
Presidential: Big Data in Education: Implications for Design
1:00 pm to 2:00 pm (PT)
4:00 pm to 5:00 pm (ET)
Christopher J Dede, Harvard Graduate School of Education
Data-informed instructional methods offer tremendous promise for increasing the effectiveness of teaching, learning, and schooling. Yet these advances can be realized only if designs for instruction are optimized for collecting and analyzing the full range of data necessary to improve learning and assessment. Based on two NSF-funded workshops on big data in education, this session provides guidelines on how to design for data-based teaching and learning that advances educational outcomes for every student.
Designing for Human Learning in the Anthropocene [2 hr]
2:15 to 4:30 pm (PT)
5:15 pm to 7:30 pm (ET)
Jan Visser, Learning Development Institute; Elizabeth Boling, Indiana University; Ron Burnett, Emily Carr University of Art and Design; Carlo Fabricatore, University of Huddersfield; Brad Hokanson, University of Minnesota; Jonathan M Spector, Department of Learning Technologies; Yusra Laila Visser, Illinois State University; Alfonso Montuori, California Institute of Integral Studies; Lene Rachel Andersen, Next Scandinavia
Panel Session will call for critical reflection on what is really relevant when it comes to ‘Designing for Human Learning in the Anthropocene.’ A growing body of scientific literature exists suggesting that it is time to stop doing ‘business as usual.’ We are becoming painfully aware that there is something wrong in the relationship between humans and their planetary environment. The complex nature of the problems we have to deal with calls for a different kind of thinking and thus also for a different vision of what it means to learn. This, in turn, has implications for how we conceive of ‘design for learning.’
General Session – Technology and Inquiry: Discussion Based Learning
4:45 pm to 5:45 pm (PT)
7:45 pm to 8:45 pm (ET)
Digital resources can support teaching and learning that focuses on all students leaving K-12 education knowing how to learn, helping to shift the paradigm from practices that haven’t worked for decades. Philip Yenawine is cofounder of Visual Understanding in Education, a nonprofit research organitrzation that trains teachers to use Visual Thinking Strategies. Philip Yenawine has been engaged in museum education for forty years, ten years of which were spent as Director of Education at The Museum of Modern Art in New York, founding director of the Aspen Art Museum, Philip Yenawine has been engaged in museum education for forty years, ten years of which were spent as Director of Education at The Museum of Modern Art in New York. He is currently the co-founding director (with cognitive psychologist Abigail Housen) of Visual Understanding in Education, a nonprofit educational research organization that develops and studies programs that train teachers to use art to teach thinking and communication skills.
THURSDAY OCTOBER 20, 2016
Creativity in Learning and Instruction
8:00 am to 9:00 am (PT)
11:00 am to 12:00 pm (ET)
Kay Persichitte, Univ of Wyoming; Brad Hokanson, University of Minnesota; Jonathan M Spector, Department of Learning Technologies; Miguel Nussbaum, Pontificia Unversidad Catolica de Chle; M.David Merrill, Retired Utah State University
Authors from a forthcoming special edition of Educational Technology will examine the development of creativity and critical thinking in learners. Beginning with an understanding that learning should not be limited by declarative information, they examine relevant aspects of the development of cognitive skills.
General Session – Play and Creativity in the Classroom
9:15 am to 10:15 am (PT)
12:15 pm to 3:30 pm (ET)
Barry Kudrowitz is an assistant professor of product design at the University of Minnesota. He received his PhD from the Mechanical Engineering Department at the Massachusetts Institute of Technology (MIT), studying humor, creativity, and idea generation. Kudrowitz co-designed a Nerf toy, an elevator simulator that is in operation at the International Spy Museum in Washington, D.C., and a ketchup-dispensing robot that was featured on the Martha Stewart Show. Kudrowitz is the co-creator and course instructor of 2.00b Toy Product Design, in which he uses play as a means of getting students excited about engineering and product design.
10:30 am to 11:30 am (PT)
1:30 pm to 2:30 pm (ET)
A free flowing conversation between our two keynote speakers, Philip Yenawine, creator of Visual Thinking Strategies, and Barry Kudrowitz,product designer, inventor, and food designer. This open-ended session is designed to respond to questions from audience members and to connect with new ideas in education and learning.
Human Learning and Machine Learning: A Partnership for Creative Design
1:00 pm to 2:00 pm (PT)
4:00 pm to 5:00 pm (ET)
Thomas C. Reeves, The University of Georgia
There is growing concern about what some see as a race between human learning and machine learning. A more optimistic perspective views deep learning algorithms as having enormous potential to extend human creativity, especially in design fields such as engineering, architecture, and instructional design. For example, engineers collaborating with deep learning software are producing new designs that neither humans nor machines could develop alone. This session explores the future of deep learning in educational technology.
Implementing Burke Connection Mapping for Creative Insight Into Content and Design
3:30 pm to 4:30 pm (PT)
6:30 pm to 7:30 pm (ET)
Richard Ingram, James Madison University
This proposal reports a Category 3 research methodology for the study of creativity. Burke Connection Mapping provides a loose formalism for promoting fruitful serendipity and/or intellectual insight based upon the juxtaposition of disparate elements and/or the strength of weak ties among knowledge elements leading to the discovery of intriguing “imaginative patterns on the web” by novice as well as expert learners across disciplines. These session describes a technique for implementing such mapping.