WORKSHOP PARTICIPANTS
Stephen
Bannasch, Ph.D.
The Concord Consortium
Stephen Bannasch, Director of Technology for the Concord Consortium,
manages technical planning and development. He pioneered the technology
used in educational applications of computer interfaces to laboratory
experiments (microcomputer-based labs or MBL). Dr. Bannasch is currently
working on the Data and Models project developing new physical and computer
models for helping kids understand heat and temperature. He also works
with the Exploratorium in San Francisco developing handheld computers
and wireless communication to allow visitors to explore exhibits in greater
depth. Homepage
Corey
Brady
Texas
Instruments
Corey Brady is an educator and a developer of education materials that
use Web and network technologies effectively. As an instructional designer
and programmer, and later as chief education officer and chief operating
officer, Mr. Brady helped to conceive, create, and manage the online
mathematics curriculum products of Boxer Learning, Inc. He is now with
Texas Instruments, as manager of product strategy for the TI-Navigator
networked classroom solution.
Michael
Eisenberg, Ph.D.
University
of Colorado, Computer Science
Michael Eisenberg leads the Craft Technology Group at CU Boulder. Craft
technology refers to the interweaving of computation with craft materials
both new and old. This blending can take many forms, including the application
of specialized software to aid in the design and construction of traditional
crafts such as quilting and origami and in the creation of craft objects
with embedded intelligence. He is an Associate Professor in the Department
of Computer Science, and an active member of the Institute of Cognitive
Science and the Center for Lifelong Learning and Design (L3D). Professor
Eisenberg's research interests include mathematics and science education,
educational technology, end-user programming, and spatial cognition.
He holds MS and PhD degrees from the Massachusetts Institute of Technology. Homepage
Dusan
Jevtic, Ph.D.
Omron Advanced Systems
Dr. Jevtic joined OAS in 2003. He evaluates new technologies and businesses
based on his extensive expertise in computer communications and automatic
control. Dr. Jevtic is a senior-level program manager with 15 years of
experience in technology sectors, including over six years within the
semiconductor industry. He managed the development of multiple hardware
and software products and has led several business groups. Dr. Jevtic
holds ten patents and has published over twenty journal articles. He
holds a B.S., M.S., and Ph.D. in electrical engineering from University
of Belgrade and Santa Clara University, respectively.
Kimihiko
Iwamura
Omron Advanced Systems
Mr. Iwamura has been leading OAS since 1996 as general manager
and president. He has extensive business relationships among
major corporations and
financial institutions in Japan, as well as startup companies and venture
capital firms in Silicon Valley. Mr. Iwamura is a fund management and
cross-border business development professional, with over 12 years of
experience in both investing with venture capital firms, and arranging
strategic alliances in Silicon Valley. Previously, he was with Fuji Xerox
for more than 15 years as a strategic planning manager. Mr. Iwamura holds
a B.S. in physics from International Christian University in Tokyo.
Eileen
Lento, Ph.D.
PASCO Scientific
Currently, Dr. Lento is the Director of Learning Technologies for PASCO
Scientific. Prior to PASCO, she was an Assistant Professor of Research
in the Learning Sciences, Northwestern University. She served as the
Project Manager for several large-scale grants to include: the Center
for Learning Technologies in Urban Schools (LeTUS-NSF), the Learning
through Collaborative Visualization Project (CoVis-NSF), the Living Curriculum
Project (NSF), the Reality Based Learning Project (DOE), and the Access
by Design Project (EDC-CCT). Prior to the aforementioned work, she headed
teacher and curriculum development for the projects. Her research interests
include technology integration into teaching and learning processes and
the design of learning environments.
Fred
Martin, Ph.D.
University of
Massachusetts at Lowell
Fred Martin is an Assistant Professor of Computer Science at UMass Lowell.
As a research scientist at the MIT Media Laboratory, Dr. Martin developed
a series of educational robotics materials that laid foundation for the
LEGO Mindstorms Robotics Invention System. In 2000, he published Robotic
Explorations: A Hands-On Introduction to Engineering (Prentice-Hall),
a textbook that supports college-level courses based on mobile robot
design projects. Dr. Martin also co-founded Gleason Research with his
wife Wanda Gleason, a robotics company that consults on educational projects.
He is a founding engineer for Ipsil, Inc. a privately held start-up company
in Cambridge, MA. Homepage
Michael
Mills, Ph.D.
Stanford Center
for Innovations in Learning
Michael Mills is cognitive scientist with 17 years experience
in interface, product design and user studies. He has a track
record of innovation
and accomplishment in real-world interface development, product design
and teaching. While principal scientist at Apple Computer, he was instrumental
in the development of QuickTime and QuickTimeVR. At IDEO product development,
he was lead interaction designer for 3COM's Audrey information appliance.
As tenured professor at NYU he developed The Active Eye interactive software
for teaching visual perception and has taught courses on computational
media, computer graphics and research methods. He holds several interface
design patents in digital video and has authored many articles on interface
design. Homepage
Charlie
Patton, Ph.D.
SRI International,
Center for Technology in Learning
Early in his career, Charlie Patton was struck with a compelling
vision of how handheld devices could be designed to radically
democratize access
to the concepts of mathematics. In 1982, he took this vision to Hewlett-Packard
Co., home of the first scientific calculator. Since that time, at HP,
with Texas Instruments, through NSF grants, and now, at SRI, he has been
fully engaged in researching, fostering, and inventing the future of
handhelds in education, including the first symbolic handhelds, the HP-28C
and successors, that changed forever the ground rules for the teaching
of calculus and algebra. Dr. Patton has authored 4 books, numerous articles,
and currently holds 13 final and pending patents in handheld software
systems, wireless networking, and digital rights management, with several
more in preparation. At CTL, Dr. Patton is helping build a technology
bridge from research to practice, while fostering the uptake of learning
science insights in a number of SRI's technology programs. Tom
Prudhomme, Ph.D.
UIUC/NCSA,
Division Director, Cybercommunities
Grid computing technologies offer professional and research
communities a revolutionary new mode of operation. The Cybercommunities
Division
of NCSA is leading the way by building and transforming these communities
of practice and by applying and extending the Grid infrastructure. Any
technology is hampered from the start if its implementation ignores the
human side of the human/technology interaction-not only on the individual
level, but also within the dynamics of larger groups. By forming close
partnerships with selected communities, Cybercommunities ensures they
are served by an innovative and effective Grid-based environment, developed
and implemented through an understanding not only of the newest technology,
but also of the human processes related to collaboration, learning, and
knowledge sharing. Tom directs this NCSA Division and the NEESgrid Project
(http://www.neesgrid.org/)
, a major grid computing initiative funded by the National Science Foundation,
which is linking earthquake researchers across the U.S. with leading-edge
computing resources and research equipment, allowing collaborative teams
to plan, perform, and publish their experiments.
Roy Pea,
D. Phil., Oxon
Stanford Center
for Innovations in Learning
Roy Pea is Professor of Education and the Learning Sciences
at Stanford University, Co-Director of the Stanford Center
for Innovations in Learning,
and Director of a new PhD Program in Learning Sciences and Technology
Design. Since 1981, Dr. Pea has been active in exploring, defining, and
researching new issues in how information technologies can fundamentally
support and advance learning and teaching, with particular focus on topics
in science, mathematics, technology education. Particular areas of interest
are computer-supported collaborative and on-line community learning,
uses of digital video for learning research and teacher education, scientific
visualization, and pervasive learning with wireless handheld computers.
He has published over 110 chapters and articles on cognition, education,
and learning technologies, and was co-author of the 2000 National Academy
Press volume, How People Learn. With NAE President Bill Wulf, he has
been chairing a joint National Academy of Sciences/National Academy of
Engineering Committee on Improving Learning with Information Technology.
Before coming to Stanford, Dr. Pea was director of the Center for Technology
in Learning at SRI International. He also founded the Learning Sciences
Ph.D. program at Northwestern University, and served as dean of the School
of Education and Social Policy. Homepage
Bill
Sandoval, Ph.D.
UCLA
Graduate School of Education and Information Studies
Center for Embedded
Network Sensing
Dr. Sandoval's research examines the following areas and how
they relate to one other: (1) Children's ideas about how science
is done and what
scientific knowledge is, and how these ideas influence their efforts
to learn science; (2) Teachers' ideas about how science is done and what
scientific knowledge is, and how these ideas influence their science
teaching; (3) The role technology can play in mediating science learning
and teaching in classrooms, especially in supporting meaningful scientific
inquiry; and (4) Understanding how innovative designs for education can
help us develop better theories of learning and better educational practice.
He is collaboratively pursuing these issues using CENS's embedded networked
("in-situ") sensing technology for habitat monitoring and seismic
sensing over the next several years, so that grade 7-12 students can,
using Inquiry Modules, remotely observe complex systems in nature, by
pursuing their questions through creation of new experiments that direct
networked sensors to collect data in a way they have designed. Each Inquiry
Module is developed by focused, collaborative teams including domain
experts, grade-level teachers, educational researchers with experience
developing and studying inquiry-based learning environments, and information
scientists experienced in integrating complex data and interactive tools
into curricula. Homepage
Nancy
Songer, Ph.D.
University
of Michigan
Nancy Songer is an Associate Professor of Science Education
and Educational Technology at the University of Michigan. Her
current research focuses
on in-depth investigations of the educational potential and realities
of innovative technologies for reform-based science education. Recent
awards include being named a 1995 Presidential Faculty Fellow by the
National Science Foundation and the White House, and the 1995 Early Career
Research Award by the National Association of Research in Science Teaching
(NARST). Dr. Songer currently directs the Kids as Global Scientists project
(www.onesky.umich.edu), a WWW-based curricular/software program currently
implemented in 90 world-distributed middle school locations. Homepage
Lori
Takeuchi
Stanford University
Lori Takeuchi is a second-year doctoral student in the Learning
Sciences and Technology Design (LSTD) program at Stanford.
Lori has been involved
in the WILD research projects and is currently the Program Advisor for
Stanford's Learning, Design, & Technology (LDT) Masters Program.
Before coming to Stanford, Lori produced middle-school science software
for companies including BBN, Logal Software, and Riverdeep Interactive
Learning. She received a master's degree in Technology in Education from
Harvard, before which she worked in instructional television at Thirteen/WNET
in New York.
Janet
Fouts
The Exploratorium
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