Wednesday, May 27 ~ 10:30 am
Tod A. Laursen
Senior Vice Chancellor and Provost
State University of New York
Thursday, May 28 ~ 10:30 am
Read Jesse Stommel’s Bio
Workshop and Closing Speaker
Friday, May 29, 2019 ~ 8:45 am and 10:30 am
Technology’s Impacts on Memory: Myths, Facts, and What It Means for Learning
Our minds are made of memories, and today those memories have competition. There’s little question that Google – and digital cameras, and anywhere-anytime access to the Web – do affect memory, and thus, the learning we want our students to be doing in and out of class. However, technology’s impacts aren’t always simple, nor are they uniformly negative. This interactive workshop will focus on the impacts, both good and bad, that technology has on memory, with an emphasis on key research findings and the surprising ways in which these findings sometimes contradict popular assumptions. Participants will have the opportunity to discuss and explore their own views on the research and what it means for their approaches to managing technology in the classroom and beyond.
Closing Speaker Session:
Moving Forward with Technology for Teaching: What’s Working, What’s Next, and What’s Needed
Teaching with technology is now mainstream in higher education, and is increasingly aligned with principles of human learning drawn from cognitive psychology and related sciences. The educational technology movement has realized a number of its cherished aspirations having to do not only with access, but also quality, driven by faculty creativity and a willingness to take an evidence-based approach to pedagogy and design.
But, major challenges remain. Truly innovative technological breakthroughs remain rare, student disengagement and distraction continue to frustrate faculty. inFurthermore, misconceptions about the mind and brain stubbornly persist among educators despite concerted efforts by researchers to dispel these myths.
This closing keynote address presents examples of the successes to date, in particular, those innovations originated by faculty themselves. It also offers examples of the kinds of approaches and resources that can push the movement forward. These include making students our allies in the fight against distraction and disengagement; explicitly considering cognitive principles when developing, incorporating and evaluating new technologies; and nurturing faculty and instructional designers as an important – perhaps the most important – source of new ideas.