Opened Practices Users from IN
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.
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755 West Michigan Street
UL 1125
As an Instructional Design Consultant for the Center for Teaching and Learning at Indiana University – Purdue University Indianapolis, I work with faculty on many instructional issues such as: course design, online course development, classroom management, active learning, learning theory, and assessment methods.
I have been fortunate to be involved in many national endeavors focusing on best practices in teaching. As a member of the Carnegie Foundation’s CASTL Program: Scholarly Inquiry about Active Pedagogies, our cluster group explored active learning pedagogies in universities across the nation and presented the findings nationally. I was also a member of the core team for the FIPSE grant: Promoting Strategic Teaching to Enhance Academic Competencies of Students in Transition Courses, which resulted in a professional development program for university instructors. Presently, I am a member Cohort VI of the Inter/National Coalition for Electronic Portfolio Research, exploring the use and best practices in portfolio learning.
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.
902 W. New York Street
Joanna Ray, Director of Online Development, is the coordinator and curriculum designer of the Learning By Design graduate program in the IUPUI School of Education. This completely online program was designed for educators pursuing a Master's in Education with a Focus on Technology.
1039 E. Tenth Street
Business Communication
1400 E. Hanna Avenue
Professor of Special Education and Educational Leadership
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.
755 W. Michigan Street, UL 1125
I currently serve as the Interim Executive Director of The Center for Teaching and Learning at IUPUI. In addition to working with faculty and staff to enhance teaching and learning on campus, I co-chair the campus Learning Environments Committee. I also hold an adjunct faculty appointment in Educational Leadership and Policy Studies. Prior to working at IUPUI, I have been an administrator and college teacher at several institutions of higher education including the University of Kansas, Stephens College, Kansas City Kansas Community College, and Syracuse University. I hold a bachelors of arts from University of St. Thomas (MN), masters in student affairs in higher education from Colorado State University, and doctor of philosophy from Indiana University.
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."
107 South Indiana Avenue
Kristen Bellisario received an MFA from the University of California, Irvine and currently is a part-time lecturer of Music in Multimedia at Indiana University, Bloomington. She has received an Indiana Arts Commission Individual Artist award, sponsored by the National Endowment for the Arts, is the founder of the non-profit organization Southern Indiana Youth Symphony, and maintains a private studio of young musicians.
I was born. I've done a lot of stuff since then.
IU Teaching and Learning Technologies assistant
415 Lansing St
Indianapolis IN
E. Angeles Martínez Mier, DDS, MSD, PhD is an Associate Professor in the Department of Preventive and Community Dentistry at Indiana University School of Dentistry. She serves as director of the Fluoride research program and the Binational/Cross-Cultural Health Enhancement Center. Dr. Martínez Mier previously held the positions of Preventive Dentistry Department Chair and Coordinator of undergraduate periodontics at the Universidad Intercontinental in Mexico City, Mexico. After receiving her dental degree from the Universidad Nacional Autonoma de Mexico, in Mexico City, Mexico, in 1989, Dr. Martínez Mier completed a Master’s of Science in Dentistry, majoring in Preventive Dentistry at Indiana University School of Dentistry, in 1994; and a three-year clinical fellowship in Periodontics, also at the Indiana University School of Dentistry in 1995. She then obtained a PhD in Dental Sciences in 2000 from Indiana University. Dr. Martínez Mier's research has been funded by grants from the National institute of Dental and Craniofacial Research, Clarian Health, Delta Dental Insurance, and the West Foundation. Her research projects have received National and International awards. Dr. Martínez Mier has lectured as an invited speaker throughout the country and abroad and currently teaches in the DDS and graduate programs at IUSD. She also participates in PBL and a tutor and tutor trainer. Dr. Martínez is the past president of the Indiana Chapter of the Hispanic Dental Association and is a member of the International Association of Dental Research and the European Organization for Caries Research. Her research interests include: Analytical methodologies to accurately determine fluoride presence; the role of fluoride in the onset and progression of demineralization and remineralization; methodologies to diagnose dental fluorosis through clinical; photographic and digital imaging evaluations, including dental fluorosis and incipient caries differential diagnosis; mechanisms by which fluoride affects the development of dental and skeletal fluorosis, including genetic and environmental factors; patients' concerns that may affect their quality of life regarding the presence of dental fluorosis; community-based research designed to address and identify disparities in dental caries and dental fluorosis in Latino/Hispanic patients; community-based research in the area of migrant/binational health and international service-learning.
