Amy Peach is seeking a position to support and promote the work of teachers through innovative educational projects. She has over 15 years of experience in K-12 and higher education, including teaching, curriculum development, faculty support, and educational technology leadership. Her areas of expertise include community partnerships, technology integration, online learning, and instructional design. She currently holds positions at Lindenwood University and Fontbonne University.
Teaching Medieval History: The E-Learning LandscapeJamie Wood
Co-presentation with Dr Antonella Luizzo Scorpo (History, University of Lincoln) from the Teaching History in Higher Education: the 14th annual Higher Education Academy Teaching and Learning Conference 2012
Everything is relative. That requires more than one actor. Individual learning, our primary model since World War II, deals with individuals, not organizations. It's high time to change.
Enhancing School Community through Technology Professional Development for Te...Kendra Minor
This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
Studying Learning Expeditions in Crossactionspaces with Digital Didactical De...Isa Jahnke
As web-enabled mobile technologies become increasingly integrated into formal learning environments, they are merging to create a new kind of classroom: CrossActionSpaces (informal-in-formal spaces) in which communicative learning takes place across traditional boundaries. The term offers a view from social sciences, emphasizes a change of human action: from pure inter-action into cross-action. Under these new conditions the question are: how to conceptualize and design for learning, how can teaching helps learning? In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be used to study and to reflect on educational practices toward deeper learning expeditions.
Blazenka Divjak is the Vice Rector for Students and Studies at the University of Zagreb, Croatia
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
openSE – open educational framework for computer science Software EngineeringAndreas Meiszner
The openSE project brings together higher education institutions, open source projects and enterprises from different countries, from Europe and beyond, to collaboratively build up a common learning ecosystem.
The openSE framework is an open approach to computer science Software Engineering and aims at the continuous provision of up to date and relevant learning materials and opportunities that match students' interests and employers' demand; providing firms with better educated employees and allow learners to acquire an enhanced set of skills than traditional educational provision does. The openSE framework will be open to any type of learner: students of partnering universities, learners from the enterprise field, or 'free learners' outside of any type of formal educational context.
Teaching Medieval History: The E-Learning LandscapeJamie Wood
Co-presentation with Dr Antonella Luizzo Scorpo (History, University of Lincoln) from the Teaching History in Higher Education: the 14th annual Higher Education Academy Teaching and Learning Conference 2012
Everything is relative. That requires more than one actor. Individual learning, our primary model since World War II, deals with individuals, not organizations. It's high time to change.
Enhancing School Community through Technology Professional Development for Te...Kendra Minor
This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
Studying Learning Expeditions in Crossactionspaces with Digital Didactical De...Isa Jahnke
As web-enabled mobile technologies become increasingly integrated into formal learning environments, they are merging to create a new kind of classroom: CrossActionSpaces (informal-in-formal spaces) in which communicative learning takes place across traditional boundaries. The term offers a view from social sciences, emphasizes a change of human action: from pure inter-action into cross-action. Under these new conditions the question are: how to conceptualize and design for learning, how can teaching helps learning? In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be used to study and to reflect on educational practices toward deeper learning expeditions.
Blazenka Divjak is the Vice Rector for Students and Studies at the University of Zagreb, Croatia
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
openSE – open educational framework for computer science Software EngineeringAndreas Meiszner
The openSE project brings together higher education institutions, open source projects and enterprises from different countries, from Europe and beyond, to collaboratively build up a common learning ecosystem.
The openSE framework is an open approach to computer science Software Engineering and aims at the continuous provision of up to date and relevant learning materials and opportunities that match students' interests and employers' demand; providing firms with better educated employees and allow learners to acquire an enhanced set of skills than traditional educational provision does. The openSE framework will be open to any type of learner: students of partnering universities, learners from the enterprise field, or 'free learners' outside of any type of formal educational context.
Emerging models of connected professional development with chrissi nerantziSue Beckingham
Learning happens everywhere and all the time. It always did. It was and still is free-range and open. It is owned by the individual. Is education, particularly higher education, now moving into this direction too?
Spotting and seizing opportunities around us to learn, feeds our curiosity and gives our minds wings to explore, engage and experiment, create and grow. Today 'around us' has perhaps a different meaning for those who have access to the Internet and the distributed digital technologies. The affordances of digital tools and social media, transform us into connected active participants and imaginative creators. 'Around us' has gained a pan-geographical dimension and stretches across the globe, across societies and communities, across cultures. This new state of distributed togetherness creates new, exciting and often transformative learning and development opportunities we never had before.
https://showtime.gre.ac.uk/index.php/ecentre/apt2015/paper/viewPaper/758
Conducting Research on Blended and Online Education, WorkshopTanya Joosten
Conducting Research on Blended and Online Education
October 14, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Nori Barajas-Murphy (University of La Verne, USA)
Track: Learning Effectiveness
Pre-Conference Workshop
Location: Oceanic 7
Session Duration: 3 Hours
Pre-Conference Workshop Session 3
This workshop consists of practice-based research planning activities to help you prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research model developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online. Attendees will walk away with a research agenda and the necessary tools to help them conduct research on their campus as part of the National DETA Research Center initiative.
The University of Wisconsin-Milwaukee (UWM) established a National Distance Education and Technological Advancement (DETA) Research Center in 2014 to conduct cross-institutional data collection with 2-year and 4-year Institutions of Higher Education (IHEs) funded by the U.S. Department of Education Fund for Improvement of Postsecondary Education (FIPSE). UWM has partnered with the University of Wisconsin System, UW-Extension, Milwaukee Area Technical College (MATC), EDUCAUSE Learning Initiative (ELI), and leaders across the nation to develop a research model. This model is to promote student access and success through evidence-based online learning practices and learning technologies.
The DETA Center looks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented individuals (i.e., economically disadvantaged, adult learners, disabled) through rigorous research. Furthermore, although the research currently is focused on postsecondary U.S. institutions, the DETA Center looks to advance their work in K-12 and internationally -- all are welcome!
This workshop will prepare attendees to take a plan back to their own institution to successfully gather research on blended and online teaching and learning.
For more on DETA, visit http://www.uwm.edu/deta.
Leveraging Technology in Your Learning Center: Enhancing Services, Creating N...Lisa D'Adamo-Weinstein
Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance they ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
The focus of the topics I will cover during the institute will be on how to best understand emerging technologies and how to choose the technology tools that will help you meet your goals in managing your learning center.
Bridging the digital divide: academic skills and digital literacies to suppor...RichardM_Walker
This presentation reflects on recent developments in the adoption of technology enhanced learning (TEL) tools within the UK higher education sector - in particular the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support a flexible and personalised learning experience - engaging them in collaborative knowledge creation activities and developing their learning as producers of ‘content’ (Generation ‘C’). Drawing on the most recent sector-wide research (Jisc, 2017; UCISA 2018), this paper discusses the impact of these technological developments on academic practice – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum.
This paper summarises recent findings from UCISA case study and survey research on the pace of change in the institutional adoption of technology enhanced learning tools across the UK higher education sector, and will address the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support their learning experience. The paper discusses the impact these technological developments are having on the delivery of campus-based courses – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum. Through a presentation of case examples from the University of York we consider how the affordances of mobile and online learning technologies are being applied to support active learning opportunities for students.
Learn@UW Executive Committee Roadmap Presentation, July 2014Tanya Joosten
I chaired a strategic visioning process as a member of the Learn@UW Executive Committee for UW System in 2013-2014. See https://www.wisconsin.edu/systemwide-it/projects/academic-roadmap/ for more information.
1. 1705 Beulah Pl.
Richmond Heights, MO 63117
404-784-7532
amypeachphd@gmail.com
AMY PEACH, PH.D.
OBJECTIVE To support and promote the remarkable work of St. Louis area teachers through
innovative projects that demonstrate significant gains in the achievement and
well-being of their students and families. To accomplish this work in partnership
with an exciting organization demonstrating growth mindset and one which
serves education for the betterment of our region as a whole.
KEY
COMPETENCIES
Community partnerships in Higher Ed, K-12, and the educational technology industry
Technology and Innovation Center development (including fundraising, programming, and
resource distribution for educational technology research and testing)
Advanced teaching and training techniques including inquiry/PBL, flipped, non-linear, and
competency based learning as well as design thinking.
Online, hybrid, LMS-enhanced curriculum development and support across all disciplines
Social studies teachingandcurriculum developmentinpublic,private, andonlineenvironments,
withemphasis inwrittenand digital communicationtechniques andinterdisciplinary projects.
Faculty developmentandcoaching(includingpre-service, in-fieldteachers, andcollegefaculty)
EDUCATION PH.D.-EDUCATION, UNIV. OF MO-ST. LOUIS (2012)
Dissertation: Finding Voice From a Distance: Learning voice authenticity in writing
through online learning
M.ED.-SOCIALSTUDIES EDUCATION, GEORGIA STATE UNIVERSITY (2000)
B.A..-HISTORY, UNIVERSITY OF MISSOURI (1997)
B.A..-ENGLISH, UNIVERSITY OF MISSOURI (1997)
Undergraduate thesis: Selling a Sickness: The history of tobacco advertising in America
TEACHING
EXPERIENCE
ASSISTANT PROFESSOR, EDUCATION, LINDENWOOD UNIVERSITY (ST. CHARLES, MO)
August 2016-present
Faculty: educational technology, library/media, educational research, and other general
teacher education courses
Program Chair: Library/Media certification program; advise students and develop new
program models.
Committee Membership: Online Learning, Technology
CONTINGENT FACULTY, FONTBONNE UNIVERSITY (ST. LOUIS, MO)
June 2012-present
Instructor, Fall Institute on Technology for Innovation in Education
2. Page 2
Faculty and Online Course Developer (Introduction to Computers and Internet for
Teachers and Philosophical Foundations of Education)
Supervisor, Graduate Research (supervised graduate student researching design thinking
and the creative process as it applies to secondary art coursework)
CONTINGENT FACULTY, FONTBONNE UNIVERSITY (ST. LOUIS, MO)
June 2012-present
Instructor, Fall Institute on Technology for Innovation in Education
Faculty and Online Course Developer (Introduction to Computers and Internet for
Teachers and Philosophical Foundations of Education)
Supervisor, Graduate Research (supervised graduate student researching design thinking
and the creative process as it applies to secondary art coursework)
GRADUATE TEACHING ASSISTANT, UNIV. OF MO-ST. LOUIS (ST. LOUIS, MO)
August 2007-May 2010
Faculty and Online Course Developer: Instructional Methods; Introduction to Computers
and Internet for Teachers and Computer-Mediated Communication in Education
Supervisor of Student Teachers (elementary)
Placement Assistant: interns and student teachers placed in cooperating schools
ONLINE CAMPUS FACULTY AND COURSE DEVELOPER, GEORGIA VIRTUAL SCHOOL (ATLANTA, GA)
July 2005-May 2011
Faculty: World Geography, Constitutional Theory, Ethnic Studies, A.P. Human Geography,
A.P. U.S. Government
Cooperating Teacher: Hartmann project (a group of special needs students completing
online course work)
Course Reviewer: A.P. U.S. Government and Politics, A.P. Comparative Government, A.P.
Human Geography
A.P. Test Prep Author and Development Leader: A.P. Macroeconomics, A.P. U.S.
Government and Politics
Mentor Teacher for new online instructors and developers
SOCIAL STUDIES FACULTY, NORTH GWINNETT HIGH SCHOOL (ATLANTA, GA)
July 2002-July 2005
Faculty: Political Systems, U.S. History, Economics, A.P. U.S. Government and Politics, A.P.
Macroeconomics
Course Team Lead: coordinated content and testing efforts in U.S. History; facilitated
“visiting teacher” program, which surveys teacher talents and interests and assigns them
as guest speakers to other classrooms in need of that expertise
Student Teacher Supervisor/Mentor Teacher
SOCIAL STUDIES FACULTY, ST. PIUS X HIGH SCHOOL (ATLANTA, GA)
July 2002-July 2005
Faculty: U.S. History, World History, World Geography
Faculty Liaison Committee: Department Representative
Faculty Technology workshop facilitator
3. Page 3
EDUCATIONAL
TECHNOLOGY
AND
INNOVATION
EXPERIENCE
FACULTY
SUPPORT
EXPERIENCE
SOCIAL STUDIES FACULTY, ST. PIUS X HIGH SCHOOL (ATLANTA, GA)
July 2002-July 2005
Faculty: U.S. History, World History, World Geography
Faculty Liaison Committee: Department Representative
Faculty Technology workshop facilitator
COORDINATOR-CENTER FOR EDUCATIONAL AND EMERGING TECHNOLOGY, FONTBONNE UNIVERSITY
(ST. LOUIS, MO)
June 2013-present
Research in learning space design and self-organized learning environments resulted in $8,000
grant for start-up of CEET, a learning and innovation space centered on technology applicable to
each major field of study. Additional awards totaling $12,000 in 2015 for general operating
expenses expanded the reach of the center. Key responsibilities include:
Research, purchase, and test educational technology for use by Fontbonne students and
faculty. Host campus and community events to explore new technologies and/or advanced
teaching strategies.
Plan and coordinate the Fall Institute on Technology for Innovation in Education. Involves
high-quality talent recruitment, budget management, logistics, Institute grant marketing
and coordination, and leading the Fall Institute Advisory Board.
Develop and maintain digital space including CEET website and libguide (an inventory of
technology resources, which can be deployed to courses).
Establish and maintain community relationships through grant partnership opportunities,
guest speaking collaboration, conference presentations, social media, quarterly
newsletters, and community networking events.
Manage and mentor CEET interns and work study students; provide consultation for
education students on issues related to effective technology use; serve as advisor to CEET
student organization.
See www.fontbonne.edu/ceet for more information
DIRECTOR, INSTRUCTIONAL TECHNOLOGY, FONTBONNE UNIVERSITY (ST. LOUIS, MO)
June 2012-present
In addition to my responsibilities at CEET, I support faculty as they explore the various tools and
strategies available for effective teaching as demonstrated by measurable results. Key
responsibilities include:
Online, blended, and LMS-enhanced faculty support and development including face to
face, online, and web conference trainings. Individual consultations for specific
pedagogical issues related to technology.
Develop and maintain Teaching Exchange site, a learning repository for online resources,
activities, assessments, and goals/alignments that can be shared among all faculty to
promote best practices
Serve as guest speaker for classes exploring technology or advanced pedagogical issues in
educational innovation.
Institutional Improvement projects related to educational technology as needed
4. Page 4
COMMUNITY
Continuation of all responsibilities listed in instructional technologist position
See http://goo.gl/aKXw3N for specific examples of faculty support options
INSTRUCTIONAL TECHNOLOGIST, FONTBONNE UNIVERSITY (ST. LOUIS, MO)
August 2010-May 2012
This position requires basic training and maintenance of educational technology and specifically
our learning management system. Key responsibilities include:
Basic administration of the Blackboard Learn platform
Develop and deploy face to face and online training to improve effectiveness of faculty use
of Blackboard.
Serve as liaisonbetween faculty, I.T. and the vendor to further develop the capacity of the
system to result in higher student achievement.
Usage report analysis and regular evaluation of the LMS market to determine new options.
_______________________________________________________________________________________________________________________________________
Recognitions
Panelist-Future of School Libraries (Parkway School District)
FCC Grant Recipient-$8000 (CEET 3D printing capacity expansion)
Panelist-Future Ready Summit (St. Louis)-2015
Wells Fargo Community Grant Recipient-$5000 (CEET development)-
2015
Blackboard Catalyst Award Winner: Exemplary Course Design 2014
TED Active conference acceptance (invite to Sugata Mitra’s “School in the
Cloud” workshop)-2014
FCC Grant Recipient -$8,600 (CEET start-up funds)
Orthwein Travel Fellowship recipient: led a group of science and social
studies teachers on a teacher education fellowship to explore Ancient
American cultures and appropriate teaching methods to apply concepts
to the classroom.
Senior Teaching Assistant, UMSL College of Education, 2009-2010
Professional presentations:
“3D pens in the classroom” Four Rivers Learning Symposium (2016)
“Tools and Strategies to Promote Academic Honesty and Authentic Learning” FTTC
(2016)
“Master Students: Leveraging Technology for Competency-based Instruction” Four Rivers
Learning Symposium (2015)
“Grant Writing for Everyone” CEET workshop (2014)
“SOLEs in the classroom” (an examination of self-organized learning environments in K-
12) Fall Institute on Technology for Innovation in Education (2014)
“Master Students: Leveraging your Learning Management System for Student Success”
UMSL Focus on Teaching and Technology Conference (2014)
“Is a PhD worth it?” Investigating the economics behind decisions to advance your
education. EdcampSTL (2014)
“Yeah, but does it work? Analytics of an online course” Fontbonne Fall Institute on
Teaching and Technology (2013)
5. Page 5
STLIDT workshop organizer: Instructional design responsibilities and project
management (2013)
STLIDT webinars: “Encouraging Academic Honesty” (2013) “Snow Day Solution”, “Making
Time for Training” (2012)
“Creating Time: Learning Management Systems in the Classroom” Fontbonne Fall
Institute on Teaching and Technology; Midwestern Education Technology Conference
(2013)
“Shed Some Light on the Future: Building a Sustainable Mobile Policy in a BYOD (Bring
Your Own Device) Era” UMSL Focus on Teaching and Technology Conference (2012)
Keynote speaker: Fall Institute on Teaching and Technology (2012)
“Speak Up! Teaching Online students to write with authority and authenticity”; UMSL
Teaching and Technology Conference (2011)
“The Perfect Assignment: Inquiry projects and their effect on student achievement,
research and writing skills, and teacher/student communication”-Georgia Virtual School
Summer Professional Development Conference and Annual Meeting- (2010) and UMSL
Teaching and Technology Conference (2010)
“Online learning and racism: ethnic studies courses and their role in student views on
race”-International Graduate Student Research Symposium (2010).
“Video Case Stories of Innovative Course Design to Better Engage Students”-ELIXR project
panelist-remote classroom observation; UMSL Teaching and Technology Conference
(2009)
“Advanced MyGateway: Wikis and Blogs”-UMSL TA/RA Professional Development
Conference (2009)
“Leading Online DiscussionGroups”-UMSL TA/RA Professional Development Conference
(2009)
“The Snow Day Solution: using online resources to continue student learning”-UMSL
Teaching and Technology Conference (2008)
“They're coming! The impact of K-12 online classroom users on higher education”-UMSL
Teaching and Technology Conference (2007)
Leadership:
Board President, Connected Learning (an area non-profit organization
providing free professional development to area teachers) 2014-present
Founder, STLIDT (St. Louis area Instructional Designers and
Technologists), a local group of ID staff in higher education, which meets
quarterly and has formed an online community to collaborate on
technological and pedagogical developments-2011-2016
Advisor, CEET student organization (2014-2016.), Kappa Delta Phi
(2009-2010)
Committee member: EdcampSTL-donations subcommittee (2015),
Focus on Teaching and Technology Conference-programming and
logistics subcommittees (2011-present), Fontbonne University Mission
and Heritage (2010-present), Eliot Chapel Religious Education
Curriculum Committee (2011)
Disability Services Online Training Coordinator (2012)
Consultant, Educational Learning Space for KRJ Architectural firm
(2014); Master’s degree development in IDT (2011)
High School Sponsor: Future Teachers of America (2003-2005) Gay-Straight Alliance
(2003-2005) Cheerleading (2000-2002) Dance team (2000-2002)
6. Page 6
REFERENCES JAMIE VAN DYCKE, PH.D.
Associate Professor and Chair, Department of Education/Special Education
Fontbonne University
6800 Wydown Blvd.
Clayton, MO 63105
314-719-3634
jvandycke@fontbonne.edu
ROBERT DILLON, PH.D.
Director of Innovation and Technology, Affton School District
Chief Communicator, ConnectED Learning
7286 Bruno
Richmond Heights, MO
314-650-8423
Rdillon25@gmail.com
CARL HOAGLAND
Director, E. Desmond Lee Technology and Learning Center
Emerson Electric Endowed Professor of Teaching and Learning
University of Missouri-St. Louis
One University Blvd.
St. Louis, MO 63121
314-516-3670
hoaglandc@umsl.edu
REBECCA HARE
Learning Space Design Consultant
Faculty, Art Education
7 Pyrenees Drive
Lake St. Louis, MO 63121
314-550-3670
Rebecca.louise.hare@gmail.com