May 31, 2017 @ 12pm – 1pm US Central Time

Free to NMC Members

$125 General Registration

Faculty may be motivated to adopt learning technologies when evidence indicates that students will benefit, but they cannot always find reputable information about technology’s’ impact on teaching and learning. Even multiple studies of a single tool can yield varying results due to differences in research conditions. While the availability of new tools and communities of practice represent first steps to aid institutional decision-makers, technology discovery and selection remain a complex web of considerations. Join us to hear from institutional exemplars who are building solutions that facilitate the discovery of learning technologies, and then collaborate on devising strategies with your colleagues.

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D. Christopher Brooks (EDUCAUSE Learning Initiative)
D. Christopher Brooks, Ph.D., serves as the Interim Director of Research for the EDUCAUSE Center for Analysis and Research, or ECAR, (http://www.educause.edu/ecar). In this role, he manages the ECAR research portfolio and is a principal investigator on a number of ECAR research projects. Prior to joining ECAR, Christopher served as a Research Associate in the Office of Information Technology at the University of Minnesota. His research appears in a range of peer-reviewed journals and he co-edited the 2014 New Directions for Teaching and Learning volume on Active Learning Spaces and co-authored the 2016 book, /A Guide to Teaching in the Active Learning Classrooms/.
Kyle Bowen (Pennsylvania State University)
Kyle Bowen is director of education technology services at Penn State University, where he leads university efforts for effective uses of technology for teaching and learning. Kyle oversees a portfolio of services including instructional design, faculty research support, learning spaces, digital media development, and the exploration of emerging technologies. Formerly the director of informatics at Purdue University, he shaped and led the university's strategy to advance student success through new and innovative technologies. A relentless pursuer of technologies that hack the classroom, Kyle is also an author, entrepreneur, and frequent speaker on the role of technology in advancing education. He has co-authored and edited more than 20 books in the areas of web design, development and usability - and his work has appeared in the New York Times, USA Today, TIME, and the Chronicle of Higher Education.