Speakers and Sessions

CREATING SCHOOLS OF THE FUTURE, NOW

Advances in brain/learning sciences, AI, VR and robotics are advancing at such a rapid pace that they will soon change classrooms, careers and learning. Brain/learning sciences are being merged with AI and VR technology to create engaging virtual brains and learning environments, intelligent/social tutors for students and cute, friendly social robots that can help students learn coding, languages, and assist teachers. Discoveries in the learning sciences and scientific/evidence-based learning are forcing the redesign of learning spaces, instruction, assessments and school schedules and show the benefits of virtual reality learning and maker spaces.

Find out how you can transform your classroom and engage students through digital tools, VR and robots, how to redesign your learning spaces, how to combine technology and teaching with learning sciences, and how get “by-in” from parents, teachers and administrators for transforming education for the future to prepare students for the future, now.

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Explore the Latest Research on:
  • Transforming Classrooms for the Future
  • How AI/Robots Will Alter Teaching and Jobs
  • Creating Coders, Creators, Makers, and Builders
  • Engaging Kids with Robots and Virtual Reality
  • Hacking Education/Formative Assessments
  • Applying Brain Science to Tech Ed/Learning
  • Redesigning Learning, VR, and Maker Spaces
  • Promoting School Change and Leadership
  • Using Evidence-Based Teaching Strategies
  • Engaging Deeper STEM Learning/Thinking
  • Getting "Buy-in" for Change from Parents
  • Flipping Learning and Teachers Roles'
  • Improving Literacy in the Digital Age

Featured Speakers

Virtual Reality Meets Neuroscience and Learning

Adam Gazzaley, MD, PhD

Director, Neuroscape; Professor of Neurology, Physiology and Psychiatry, University of California, San Francisco; Co-Founder and Chief Science Advisor, Akili Interactive Labs; Creator of VR games, such as Engage, NeuroRacer and the Glass Brain, a 3D brain visualization that combines neuroimaging technologies of MRI and EEG to display personalized, real-time brain activity while learning; Host, PBS special "The Distracted Mind with Dr. Adam Gazzaley"; Co-Author, The Distracted Mind: Ancient Brains in a High-Tech World (2016)

From Augmented to Virtual Learning: Affordances of Different Mixes of Reality for Learning

Eric D. Klopfer, PhD

Professor; Director, Scheller Teacher Education Program and The Education Arcade, Massachusetts Institute of Technology; Co-Founder, Learning Games Network; Author, Augmented Learning: Research and Design of Mobile Educational Games (2008); Co-Author, Adventures in Modeling: Exploring Complex, Dynamic Systems with StarLogo (2001)

The Rise of Personal Robots in Classrooms

Cynthia L. Breazeal, ScD

Founder and Director, Personal Robots Group, MIT Media Lab; Associate Professor of Media Arts and Sciences, Massachusetts Institute of Technology; Founder and Chief Scientist, Jibo, Inc.; Author, Designing Sociable Robots (2003); Co-Author, "Can Children Catch Curiosity from a Social Robot?" (2015, Proceedings of the Tenth Annual ACM/IEEE International Conference on Human-Robot Interaction)

Bold Moves for Schools: Creating Remarkable Learning Environments

Heidi Hayes Jacobs, EdD

Creator, Curriculum21; Founder and President, Curriculum Designers, Inc.; Co-Author, Bold Moves for Schools: How We Create Remarkable Learning Environments (2017); Author, Active Literacy Across the Curriculum: Connecting Print Literacy with Digital, Media, and Global Competence, K-12 (2017), and Curriculum 21: Essential Education for a Changing World (updated 2014); Author/Editor, Mastering Digital Literacy (2014), Mastering Global Literacy (2013), and Leading the New Literacies (2013)

Learning and Reading After the Digital Revolution

Daniel T. Willingham, PhD

Cognitive Scientist; Professor of Psychology, University of Virginia; Blogger, Science and Education Blog; Writer, “Ask the Cognitive Scientist” column for American Educator; Associate Editor, Mind, Brain and Education Journal; Author, The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads (2017), Raising Kids Who Read: What Parents and Teachers Can Do (2015), When Can You Trust the Experts? (2012), Why Don’t Students Like School? (2010), and "Have Technology and Multitasking Rewired How Students Learn?" (2010, American Educator)

Learning Transformed: 8 Keys to Designing Tomorrow's Schools Today

Eric C. Sheninger, MEd

Senior Fellow, International Center for Leadership in Education; Award-winning Principal at New Milford High School; Google Certified Teacher; Author, Uncommon Learning: Creating Schools That Work for Kids (2015) and Digital Leadership (2014); Co-Author, Learning Transformed: 8 Keys to Designing Tomorrow's Schools, Today (2017)

Hacking the Old School: Reimagining Classrooms

Mark D. Barnes, MAEd

Longtime Teacher; Founder of Teachers Throwing Out Grades -- a global no-grades classroom movement; Founder of Times 10 Publications including the award-winning Hacking Education (2015); Creator of the Hack Learning Series, a book series that provides right-now solutions for teachers and learners; Author of six education books, including the award-winning Role Reversal (2013)

Teaching, Learning and Leading in Unprecedented Times

Jonathan Bergmann, MAEd

Co-Founder, Flipped Learning Network; Flipped Learning Pioneer; Former Lead Technology Facilitator, Joseph Sears School, Chicago, IL; Author, Solving the Homework Problem by Flipping the Learning (2017); Co-Author, Flipped Learning: A Guide for Higher Education Faculty (2017), Flipped Learning for Elementary Instruction (2016), and Flip Your Classroom: Reach Every Student in Every Class Every Day (2012)

Conference Chair

David B. Daniel, PhD

Conference Chair; Professor of Psychology, James Madison University; Former Managing Editor, Mind, Brain and Education Journal; Winner of the 2013 Transforming Education Through Neuroscience Award; Co-Author, “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Journal of Applied Research in Memory and Cognition) and "E-textbooks at What Cost? Performance and Use of Electronic v. Print Texts" (2013, Computers & Education)

TRANSFORM SCHOOLS FOR THE FUTURE: CHANGING ROLES, TIMES, STRUCTURES, & SPACES

Robert W. Dillon, EdD

Director of Innovative Learning, School District of University City; Adjunct Faculty, University of Missouri, Saint Louis; Leadership Team, ConnectED Learning; Author, Leading Connected Classrooms (2015) and Engage, Empower, Energize: Leading Tomorrow's Schools Today (2014); Co-Author, The Space: A Guide for Educators (2016) and Redesigning Learning Spaces (2016)

Starr Sackstein, MS

Teacher Coach and English Teacher, Long Island City High School; Social Media Manager, ECET2; Blogger, Education Week Teacher; Author, Peer Feedback in the Classroom (2017) and Hacking Assessment: 10 Ways To Go Gradeless in a Traditional Grades School (2015); Co-Author, Hacking Homework: 10 Strategies That Inspire Learning Outside the Classroom (2016)

Mark D. Barnes, MAEd

Longtime Teacher; Founder of Teachers Throwing Out Grades -- a global no-grades classroom movement; Founder of Times 10 Publications including the award-winning Hacking Education (2015); Creator of the Hack Learning Series, a book series that provides right-now solutions for teachers and learners; Author of six education books, including the award-winning Role Reversal (2013)

Jonathan Bergmann, MAEd

Co-Founder, Flipped Learning Network; Flipped Learning Pioneer; Former Lead Technology Facilitator, Joseph Sears School, Chicago, IL; Author, Solving the Homework Problem by Flipping the Learning (2017); Co-Author, Flipped Learning: A Guide for Higher Education Faculty (2017), Flipped Learning for Elementary Instruction (2016), and Flip Your Classroom: Reach Every Student in Every Class Every Day (2012)

Heidi Hayes Jacobs, EdD

Creator, Curriculum21; Founder and President, Curriculum Designers, Inc.; Co-Author, Bold Moves for Schools: How We Create Remarkable Learning Environments (2017); Author, Active Literacy Across the Curriculum: Connecting Print Literacy with Digital, Media, and Global Competence, K-12 (2017), and Curriculum 21: Essential Education for a Changing World (updated 2014); Author/Editor, Mastering Digital Literacy (2014), Mastering Global Literacy (2013), and Leading the New Literacies (2013)

Eric C. Sheninger, MEd

Senior Fellow, International Center for Leadership in Education; Award-winning Principal at New Milford High School; Google Certified Teacher; Author, Uncommon Learning: Creating Schools That Work for Kids (2015) and Digital Leadership (2014); Co-Author, Learning Transformed: 8 Keys to Designing Tomorrow's Schools, Today (2017)

TRANSFORM LEARNING EXPERIENCES: MERGING BRAIN SCIENCE & AUGMENTED/VIRTUAL REALITY SPACES

Christopher Dede, EdD

Professor of Learning Technologies, Technology, Innovation, and Education Program, Harvard Graduate School of Education; Co-Prinicpal Investigator, ecoMOD, ecoMUVE and ecoMOBILE -- 3-D worlds that helps students learn about ecosystems and science thinking; Co-Editor, Teacher Learning in the Digital Age: Online Professional Development in STEM Education (2016); Co-Author, Digital Teaching Platforms (2013), Scaling Up Success: Lessons from Technology-Based Educational Improvement (2005), and The Virtual High School (2003)

Adam Gazzaley, MD, PhD

Director, Neuroscape; Professor of Neurology, Physiology and Psychiatry, University of California, San Francisco; Co-Founder and Chief Science Advisor, Akili Interactive Labs; Creator of VR games, such as Engage, NeuroRacer and the Glass Brain, a 3D brain visualization that combines neuroimaging technologies of MRI and EEG to display personalized, real-time brain activity while learning; Host, PBS special "The Distracted Mind with Dr. Adam Gazzaley"; Co-Author, The Distracted Mind: Ancient Brains in a High-Tech World (2016)

Elise Ogle, MA

Project Manager, Virtual Human Interaction Lab, Stanford University; Manager of VR projects include immersive environments to experience being an animal, homelessness, and the effects of a dying coral reefs under water; Co-Author, "Experiencing Nature: Embodying Animals in Immersive Virtual Environments Increases Inclusion of Nature in Self and Involvement in Nature" (2016, Journal of Computer-Mediated Communication)

Eric D. Klopfer, PhD

Professor; Director, Scheller Teacher Education Program and The Education Arcade, Massachusetts Institute of Technology; Co-Founder, Learning Games Network; Author, Augmented Learning: Research and Design of Mobile Educational Games (2008); Co-Author, Adventures in Modeling: Exploring Complex, Dynamic Systems with StarLogo (2001)

Richard L. Lamb, PhD

Neuroscientist; Director, Neurocognition Science Laboratory; Associate Professor, Department of Learning and Instruction, Graduate School of Education, University at Buffalo; Principal Investigator, VR for Preschools Project, which combines neuroscience, brain imaging with virtual reality to create 3-D labs in schools; Co-Editor, Educational and Learning Games: New Research (2015); Co-Author, "Development of a Cognition-priming Model of STEM Learning" (2015, Journal of Research in Science Teaching)

Robb Lindgren, PhD

Assistant Professor of Curriculum and Instruction, University of Illinois at Urbana-Champaign; Principal Investigator of MEteor, which combines virtual reality with a room-sized simulation that allows students to physically interact with planets to teach physics; Co-Author, "Enhancing Learning and Engagement Through Embodied Interaction Within a Mixed Reality Simulation" (2016, Computers & Education) and "Virtual Environments as a Tool for Conceptual Learning" (2014, Handbook of Virtual Environments)

TRANSFORM LEARNING SPACES: MERGING MINDS, MAKING & CLASSROOM REDESIGN

Peggy Sheehy, MLIS, MALS

Instructional Designer, GoGo Labs (3D Game Lab); School Library Media Specialist; Curriculum Developer; K-12 Teacher who has transformed her classroom into a EPIC LEARNING STUDIO, which combined redesigned physical spaces with virtual worlds and simulation to engage students; Guild Master, Cognitive Dissonance Educator Guild; Founding Member, G.A.M.E; Creator/LoreKeeper, "The WOW (World of Warcraft) in School" Project

Robert W. Dillon, EdD

Director of Innovative Learning, School District of University City; Adjunct Faculty, University of Missouri, Saint Louis; Leadership Team, ConnectED Learning; Author, Leading Connected Classrooms (2015) and Engage, Empower, Energize: Leading Tomorrow's Schools Today (2014); Co-Author, The Space: A Guide for Educators (2016) and Redesigning Learning Spaces (2016)

Sapna Cheryan, PhD

Associate Professor, Department of Psychology; Primary Investigator, Stereotypes, Identity, & Belonging Lab, University of Washington; Co-Author, "(Robot) Programming Experience Promotes Higher STEM Motivation Among First-Grade Girls" (2017, Journal of Experimental Child Psychology), "Designing Classrooms to Maximize Student Achievement" (2014, Policy Insights from the Behavioral and Brain Sciences) and "Classroom Matters: The Designing of Virtual Classrooms Influences Gender Disparities in Computer Science Class" (2011, Computers & Education)

Kimberly M. Sheridan, EdD

Associate Professor of Educational Psychology, George Mason University; Co-Author, "Designing for Resourcefulness in a Community-based Makerspace" (2016, Makeology: Makerspaces as Learning Environments) and "The Maker Movement in Education" (2014, Harvard Educational Review)

Justin Reich, EdD

Executive Director, Teaching Systems Lab; Research Scientist, Office of Digital Learning; Assistant Professor, Comparative Media Studies; Lecturer, Scheller Teacher Education Program, Massachusetts Institute of Technology; Fellow, Berkman Klein Center for Internet and Society, Harvard University; Co-Founder, EdTechTeacher; Google Scholar; Co-Author, The iPad Classroom: From Consumption to Curation and Creation (2015) and Best Ideas for Teaching with Technology: A Practical Guide for Teachers by Teachers (2008)

Grace O'Shea, MA

Education Entrepreneur; Former Public School Teacher; COO/Co-Founder, Room2learn, Harvard Innovation Labs, Harvard University; a web-based platform to unite designers with educators to redesign K-12 classroom spaces; Winner of Harvard's HackED prize and MIT's Global IDEA Challenge; Host of the #HackYourClassroom Contest

Jane Zhang, BA

Design Researcher; Master's Degree Candidate, Harvard Graduate School of Design; CEO/Co-Founder, Room2learn, Harvard Innovation Labs, Harvard University; a web-based platform to unite designers with educators to redesign K-12 classroom spaces; Winner of Harvard's HackED prize and MIT's Global IDEA Challenge; Host of the #HackYourClassroom Contest

Alisha Panjwani, MS

Designer; Educator; STEM TeacherPreneur; Founder of the Acera SEEDS StudioLab, The Massachusetts School of Science, Creativity and Leadership; Research Assistant, Lifelong Kindergarten Group, MIT Media Lab, Massachusetts Institute of Technology; Co-Founder, Duct Tape Network; Winner of awards on design and education from the Future of Learning Institute, Harvard Graduate School of Education; Co-Author, Start Making!: A Guide to Engaging Young People in Maker Activities (2016)

TRANSFORM TUTORING, JOBS & SKILLS: THE RISE OF ROBOTS, AUTOMATION & ARTIFICIAL INTELLIGENCE TUTORS

Marina Umaschi Bers, PhD

Co-Founder and Chief Scientist, KinderLab Robotics; Professor, Eliot-Pearson Department of Child Study and Human Development; Adjunct Professor, Computer Science Department; Director, DevTech Research Group, Tufts University; Author, Designing Digital Experiences for Positive Youth Development: From Playpen to Playground (2012) and Blocks to Robots: Learning with Technology in the Early Childhood Classroom (2007); Co-Author, "Gender Differences in Kindergarten's Robotics and Programming Achievement" (2012, International Journal of Technology and Design Education)

Francis MacCrory, PhD

Assistant Professor, Information Systems, Gabelli School of Business, Fordham University; Former Postdoctoral Associate, Initiative on the Digital Economy, Massachusetts Institute of Technology; Researcher on the effects of robotics and automation on job skills; Co-Author, “Identifying the Skills in Skill-Biased Technical Change,” (2015, Proceedings of the Thirty-Sixth International Conference on Information Systems, AIS) and “Racing With and Against the Machines: Changes in Occupational Skill Composition in an Era of Rapid Technological Advance,” (2014, Proceedings of the Thirty-Fifth International Conference on Information Systems, AIS)

Cynthia L. Breazeal, ScD

Founder and Director, Personal Robots Group, MIT Media Lab; Associate Professor of Media Arts and Sciences, Massachusetts Institute of Technology; Founder and Chief Scientist, Jibo, Inc.; Author, Designing Sociable Robots (2003); Co-Author, "Can Children Catch Curiosity from a Social Robot?" (2015, Proceedings of the Tenth Annual ACM/IEEE International Conference on Human-Robot Interaction)

Chris B. Rogers, PhD

Department Chair and Professor, Department of Mechanical Engineering; Co-Director, Center for Engineering Education and Outreach; Adjunct Professor, Department of Education, Tufts University; Co-Author, "LEGO-based Robotics in Higher Education: 15 Years of Student Creativity" (2014, International Journal of Advanced Robotic Systems) and "Kindergarten Robotics: Using Robotics to Motivate Math, Science and Engineering Literacy in Elementary Schools" (2006, International Journal of Engineering Education)

Ayanna M. Howard, PhD

Founder and CTO, Zyrobotics, LLC.; Director, Human-Automation Systems (HumAnS) Lab; Professor and Chair in Bioengineering, School of Electrical and Computer Engineering, Georgia Institute of Technology; Co-Author, "Engaging Children in Play Therapy: The Coupling of Virtual Reality (VR) Games and Social Robotics" (2013, Serious Games, Alternative Realities and Play Therapy), "Assessment of Engagement for Intelligent Educational Agents: A Pilot Study with Middle School Students" (2014, Computers in Education) and "Applying Behavioral Strategies for Student Engagement Using a Robotic Educational Agent" (2013, IEEE)

TRANSFORM TEACHING: MERGING COGNITIVE/LEARNING SCIENCE, TECHNOLOGY & STUDENT ASSESSMENT

David B. Daniel, PhD

Conference Chair; Professor of Psychology, James Madison University; Former Managing Editor, Mind, Brain and Education Journal; Winner of the 2013 Transforming Education Through Neuroscience Award; Co-Author, “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Journal of Applied Research in Memory and Cognition) and "E-textbooks at What Cost? Performance and Use of Electronic v. Print Texts" (2013, Computers & Education)

Daniel T. Willingham, PhD

Cognitive Scientist; Professor of Psychology, University of Virginia; Blogger, Science and Education Blog; Writer, “Ask the Cognitive Scientist” column for American Educator; Associate Editor, Mind, Brain and Education Journal; Author, The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads (2017), Raising Kids Who Read: What Parents and Teachers Can Do (2015), When Can You Trust the Experts? (2012), Why Don’t Students Like School? (2010), and "Have Technology and Multitasking Rewired How Students Learn?" (2010, American Educator)

Starr Sackstein, MS

Teacher Coach and English Teacher, Long Island City High School; Social Media Manager, ECET2; Blogger, Education Week Teacher; Author, Peer Feedback in the Classroom (2017) and Hacking Assessment: 10 Ways To Go Gradeless in a Traditional Grades School (2015); Co-Author, Hacking Homework: 10 Strategies That Inspire Learning Outside the Classroom (2016)

Monica Burns, EdD

EdTech & Curriculum Consultant; Author, Tasks Before Apps: Designing Rigorous Learning in a Tech-Rich Classroom (2017),#FormativeTech: Meaningful, Sustainable, and Scannable Formative Assessment with Technology (2017), and Deeper Learning with QR Codes and Augmented Reality: A Scannable Solution for Your Classroom (2016)

Mariale M. Hardiman, EdD

Professor of Clinical Education; Vice Dean, Academic Affairs; Co-Founder/Director, Neuro-Education Initiative (NEI), School of Education, Johns Hopkins University; Author, The Brain-Targeted Teaching Model for 21st Century Schools (2012) and Connecting Brain Research With Effective Teaching (2003); Co-Author, "Assessment and the Learning Brain: What the Research Tells Us" (2014, Independent School)

Glenn Whitman, MALS

Director, Center for Transformative Teaching and Learning, St. Andrew’s Episcopal School; Co-Author, Neuroteach: Brain Science and the Future of Education (2016) and "Assessment and the Learning Brain: What the Research Tells Us" (2014, Independent School)

Pooja K. Agarwal, PhD

Cognitive Scientist; Former K-12 Teacher; Former Director of K-12 Student Assessment, Illinois State Department of Education; Founder, RetrievalPractice.org; Assistant Professor, Berkeley College of Music; Former Project Lead, HarvardX (Massive Open Online Courses), Harvard University; Co-Author, "Retrieval Practice Enhances Higher Order Learning for Middle School Students and College Students" (2017, in Press), "Both Multiple-choice and Short-answer Quizzes Enhance Later Exam Performance in Middle and High School Classes" (2014, Journal of Experimental Psychology), and "Advances in Cognitive Psychology Relevant to Education" (2012, Educational Psychology Review)

TRANSFORM STEM/STEAM EDUCATION: MERGING MINDS, GAMES & SKILLS

Monica Burns, EdD

EdTech & Curriculum Consultant; Author, Tasks Before Apps: Designing Rigorous Learning in a Tech-Rich Classroom (2017),#FormativeTech: Meaningful, Sustainable, and Scannable Formative Assessment with Technology (2017), and Deeper Learning with QR Codes and Augmented Reality: A Scannable Solution for Your Classroom (2016)

Peggy Sheehy, MLIS, MALS

Instructional Designer, GoGo Labs (3D Game Lab); School Library Media Specialist; Curriculum Developer; K-12 Teacher; Creator, "The WOW (World of Warcraft) in School" Project; Developer, EXCALIBUR Project, which teachers STEAM skills through game design; Project Guild Master, Cognitive Dissonance Educator Guild; Founding Member, G.A.M.E

Shelly S. Terrell, MEd

eLearning Specialist; Author, The 30 Goals Challenge for Teachers (2015) and Learning To Go: Lesson Ideas for Teaching with Mobile Devices, Cell Phones, and BYOT (2013)

John T. Almarode, PhD

Co-Director, Center for STEM Education and Outreach; Associate Professor in the Department of Early, Elementary, and Reading Education, James Madison University; Co-Editor, Teacher Educator’s Journal; Co-Author, From Snorkelers to Scuba Divers: Making the Elementary Science Classroom a Place of Engagement and Deep Learning (2017), Visible Learning for Science (2017), and Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6–12 (2013)