We do ask that all poster presenters register individually as attendees as well. This is to ensure adequate refreshments, seats, and materials. You may send your poster to: firstname.lastname@example.org for printing. Please use your project's account number (contact CREATE if this is not possible. Limited funds are available). Please register by Friday, April 26, 2019. Lunch buffet will be served. Please indicate, if you have any food allergies or special dietary needs. Questions? Contact Ligita Espinosa: email@example.com.
We are very excited to be hosting Dr. Christopher Hoadley at this year's program! Dr. Hoadley is an associate professor in the Educational Communication and Technology Program, the Program in Digital Media Design for Learning, and the Program on Games for Learning at New York University. He has over 40 years experience designing and building educational technology, and has researched connections between technology, learning, and collaboration for over 30 years. His research focuses on collaborative technologies, computer support for cooperative learning (CSCL), and design-based research methods, a term he coined in the late 1990s.
Other interests include research on and through design, systems for supporting social capital and distributed intelligence, the role of informatics and digital libraries in education, and science and engineering education. Below are the details of his Mini-Conference talk:
Title: "(How much) Can we reasonably expect research to improve teaching and learning?"
Abstract: Can research tell us ‘what works’ in education? The basic premises of natural science research may not align well with the phenomena of schooling, in that generalizability, replicability, and treatment control may not make sense. Interpretivistic qualitative research generally has a distant relationship to interventionism. In this talk, I describe some of the types of knowledge we can generate that can improve teaching and learning, including design-based research and design-based implementation research, and try to compare this to what society expects of education research.