Opened Practices Users from Bloomington
Wells Library 305 West Tower
1320 East 10th Street
Kate Ellis is a Learning Technologies Consultant at the Teaching and Learning Technologies Center at Indiana University Bloomington.
Kate Ellis is a Learning Technologies Consultant at the Teaching and Learning Technologies Center at Indiana University Bloomington. She works with faculty in incorporating instructional technology into their courses as well as developing and implementing programing initiatives. She is an active member of the international Sakai open-source community and supports Oncourse CL, the IU implementation of Sakai. Her areas of interest include blended learning environments, podcasting for instruction, user-centered web design and visual literacy.
Kate received a Master of Fine Arts in graphic design and new media from the School of Fine Arts, Indiana University Bloomington in 2002 (terminal degree), and a BFA in Fine Arts from IUB in 1977. She has worked as the Webmaster for a newspaper in the Knight Ridder network, Assistant Curator at the Indianapolis Museum of Art and co-director of Artlink Artspace. She has taught classes and workshops at Artlink and the Bloomington John Waldron Art Center. As a graduate student at IUB, she received the Glaubinger Fellowship and did graphic design and web development for the Indiana University Art Museum.
Educator and Learning Sciences Research in CSCL.
201 N Rose #3022
update later
I am an Assistant Professor in the Learning Sciences program at Indiana University.
The overarching theme in my program of research is an examination of how people learn through activity. Learning through activity involves interacting with other people, physical objects, and ideas. Physical objects can range from actual flowers and drawings that label their parts to computer simulations. Similarly, ideas include individual beliefs and preferences, the rules that groups such as classrooms follow, and historically developed concepts that span generations. My research examines how individuals coordinate their actions and ideas within these complex settings, and how this can lead to learning.
A major focus of my work has been examining how young students (5-7 years old) create representations while learning about complex science concepts.
To unpack the process through which individual students engage in and learn through activity, my work is driven by empirical studies that examine:
* The process through which students create and use material representational tools such as drawings, graphs, and computer simulations when they are learning new concepts.
* The reciprocal way in which individual students contribute their own ideas to complex activity systems and appropriate knowledge from those systems.
* The design of new activities and computational tools to support learning while also revealing theoretical and practical insights into how learning ocurrs.
506 Eigenmann Hall
I study participatory approaches to instruction, assessment, and motivation, mostly in e-learning, videogaming, and new media contexts.
I use design-based research methods and situative theories of cognition to improve instruction. I focus on assessment and motivation, and work in a range of digital environments. Now I am mostly focusing on a comprehensive model called Designing for Participation (DFP). DFP is a design-based model for directly fostering participation that also leads to enduring understanding and increased achievement. I also teach graduate courses in the Learning Sciences program.
1039 E. Tenth Street
Business Communication
Department of Business Law and Ethics
1309 E. Tenth Street, Suite 233
Eve Brown joined the faculty of the Kelley School of Business in 2007. She teaches in the department of Business Law & Ethics. Courses taught include: Legal Environment of Business, Legal Research and Writing, Nonprofit Law, Law and the Arts, and Shakespeare and the Law. Prior to teaching, Eve was an attorney with the San Diego office of Ross, Dixon & Bell, LLP.
1309 East Tenth Street
Karen Banks is a senior lecturer at the Kelley School of Business at Indiana University in Bloomington, Indiana, USA.
Karen Banks is a senior lecturer at the Kelley School of Business at Indiana University in Bloomington, Indiana, USA. Ms. Banks has taught at the university level for over 10 years. Previously, she owned her own consulting business and has worked at multiple corporations.
History Department, Indiana University
1020 East Kirkwood Avenue
I am a mid-career, associate professor of History at Indiana University, where I have taught for twenty years, after a three-year stint at Southwest Texas State University. I have been involved in the scholarship of teaching and learning for the past eight years and I also teach in our graduate pedagogy program.
I am an associate professor of history at Indiana University, Bloomington, specializing in the history of medieval Europe. My disciplinary research considers medieval historical writing. I have published a monograph on historical writing in Normandy in the central Middle Ages and a translation of the History of the Counts of Guines and Lords of Ardres, an early thirteenth-century dynastic history from the Artois. I am currently working on an edition, translation, and study of the Chronicon Andrense, from the same region of France. My involvement with SoTL began with a course portfolio for the Peer Review of Teaching project. I have been a fellow of the Freshman Learning Project, which produced the material for a joint article in Decoding the Disciplines: helping Students Learn Disciplinary Ways of Thinking (New Directions in Teaching and Learning, Summer 2004), written with David Pace and Valerie Grim. With Vicky Gunn, I wrote “Doing SotL: A Cross Atlantic Dialogue Reflecting upon the Nature of Teaching and Learning in Medieval Studies,” which has appeared in Arts and Humanities in Higher Education. I am currently a principal investigator (with Arlene Diaz, Joan Middendorf, and David Pace) in the Indiana University History Department Study of Student Learning in History. We have recently published an article in the Journal of American History, "The History Learning Project: A Department "Decodes" its Students."
Geology Department
10th Street
Indiana University
Jeremy Dunning is a professor of geophysics at Indiana University. Dunning was one of the early adopters of technology in education in the late 1980’s. He was coauthor of the first interactive textbook, the award winning In TerraActive. He has won a number of awards for his work in this arena including the 2006 Ernest Boyer Award. This award “honors the world's highly creative men and women who have contributed significantly to teaching, learning and technology in higher education. Nominees for the award are chosen in institution-wide searches and have contributed in highly creative ways to teaching, learning and technology.” Dunning has previously won the 2006 innovative Excellence in Teaching, Learning, and Technology from Teach-Learn.org, the Alfred Sloan Foundation Sloan-C Best Practices Award (2003), the ACHE Novel Use of Technology Award (2004), the ICI Gold Medal (2003), three Envisage New Media finalist awards for his CDROM In-Terra Active (1995), the distinguished course award from the University Continuing Education Association (1997). He has won three best paper awards at international conferences on teaching and learning, was the 1996 Distinguished Fellow at the Agency for Instructional Technology, and was the 1986 Hearst Distinguished Lecturer at the University of California at Berkeley. Dunning is also the developer of the award winning TALON repurposeable learning object templates, which are used by four of the five largest publishers in the world, 83 universities and several ministries of education around the world. He is also the founder and president of Arjuna Multimedia and has active teaching and research programs at Indiana University, where he won this year’s Board of Trustees Teaching Excellence Award. Dunning is the author of over 120 articles, eight CDROM textbooks, and five books.
I was born. I've done a lot of stuff since then.
IU Teaching and Learning Technologies assistant
1021 E Third street
Alwiya Omar is a Clinical Associate Professor of Linguistics at Indiana University. She teaches Kiswahili and co-ordinates the teaching of other African languages in the Department of Linguistics and the African Studies program. Her research interests include second language acquisition, cross-cultural pragmatics, web-based language instruction, and study abroad language programs. Dr. Omar is from Zanzibar, Tanzania.
Alwiya S. Omar is a Clinical Associate Professor of Linguistics at Indiana University,
Bloomington. She teaches Kiswahili and co-ordinates the teaching of other African languages in the Department of Linguistics and the African Studies program. Her research interests include second language acquisition, cross-cultural pragmatics, web-based language instruction, and study abroad language programs. Her recent publications include a co-authored advanced Kiswahili text book Tuwasilianae kwa Kiswahili ‘Let’s Communicate in Kiswahili’ with L. Rushubirwa, National African Language Resource Center, 2007; and two articles on Kiswahili Pragmatics: “Kiswahili requests: Performance of Native Speakers and learners” in K. Bardovi-Harlig, C. Felix-Brasdefer, A. Omar (Eds.), Pragmatics and Language Learning, University of Hawaii Press, 2006; and “Kanga Captions: Social and Political Communication with Application to Kiswahili Language Teaching and Learning,” in L. Moshi and A. Ojo (Eds.), Language Pedagogy and Language Use in Africa, Adonis & Abbey Publishers Ltd, 2009. She has also participated in several web based resources for Kiswahili language teaching and learning. Some of these resources can be found at:
http://www.africa.uga.edu/Kiswahili/doe/index.html and
http://www.indiana.edu/~afritalk/ (to access the different language sites on this project email aomar@indiana.edu for username and password)
