Chair: Paulo Blikstein
Paulo Blikstein is an assistant professor at the Stanford University Graduate School of Education where he directs the Transformative Learning Technologies Lab and the global FabLearn Program.
Blikstein’s research focuses on how new technologies can deeply transform the learning of science, technology, engineering, and mathematics. He creates and researches cutting-edge educational technologies, such as computer modeling, robotics, digital fabrication, and rapid prototyping, creating hands-on learning environments in which children learn STEM disciplines by building sophisticated projects and devices. He also focuses on the application of data-mining and machine learning for the assessment of hands-on, project-based learning. Blikstein was a pioneer in bringing the maker movement to schools, and started the first educational program around digital fabrication in schools, FabLearn Labs (formerly FabLab@School). His group has built advanced digital fabrication labs and has conducted research in middle and high-schools in the US, Russia, Mexico, Spain, Australia, Finland, Brazil, Denmark, and Thailand.
Jeremy Roschelle
Dr. Roschelle applies learning science theories and methods to understand how, when and why technology can enable improved teaching and learning. He is nationally and internationally recognized for groundbreaking research in computer-supported collaborative learning; learning with connected, mobile devices; and technology in mathematics learning. He has conducted rigorous efficacy research on personalized, adaptive learning, on online homework tools, and on dynamic visualizations for mathematics learning. His 25 years of research experience have led to over 125 publications and 9 patents, resulting in 15,000 citations to his contributions. Roschelle has a long-standing role as Associate Editor for the Journal of the Learning Sciences and leads a large community of National Science Foundation-funded projects in the area of cyberlearning. From his previous role as co-director of the Center for Technology in Learning with Dr. Means, he brings extensive experience in growing productive research organizations and leading complex, multi-institutional research and development teams funded by the National Science Foundation, Institute for Education Sciences, philanthropies and leading educational technology companies.
Yasmin Kafai
Yasmin Kafai is Professor of Learning Sciences at the University of Pennsylvania. She is a researcher and developer of online tools and communities to promote computational participation, crafting, and creativity across K-16. Her book publications include “Connected Code: Why Children Need to Learn Programming,” (2014) and “Connected Gaming: What Making Video Games Can Teach Us About Learning and Literacy” (2016, both by MIT Press) as well as several edited volumes such as “Textile Messages: Dispatches from the World of Electronic Textiles and Education”, and “Diversifying Barbie and Mortal Kombat: Intersectional Perspectives and Inclusive Designs for Gaming.” She coauthored the 2010 National Educational Technology Plan for the United States Department of Education, wrote the 2006 synthesis report “Under the Microscope: A Decade of Gender Equity Projects in the Sciences” for the American Association of University Women, and was a contributing member to the National Research Council workshop series “Computational Thinking for Everyone.” Kafai earned a doctorate from Harvard University while working with Seymour Papert at the MIT Media Lab. She is an elected Fellow of the American Educational Research Association and past President of the International Society for the Learning Sciences.
Roy Pea (Stanford University)
Jeanne Bamberger
Jeanne Bamberger is Professor of Music and Urban Education, emerita at the Massachusetts Institute of Technology where she taught music theory, music cognition, and directed the Teacher Education Program in math and science. She is currently Adjunct Professor in the Music Department at UC-Berkeley . Her research is interdisciplinary: Integrating music theory and practice, modes of representation, and recent approaches to cognitive development, she focuses on close analysis of children and adults in moments of spontaneous learning. Professor Bamberger, was a student of Artur Schnabel and Roger Sessions, performed extensively in the US and Europe as piano soloist and in chamber music ensembles. She attended Columbia University and the University of California at Berkeley receiving degrees in philosophy and music theory. Her most recent books include: Discovering the musical mind (2013), Developing musical intuitions: A project based introduction to making and understanding music (2000, and The mind behind the musical ear (1995). Other recent publications include: “The development of Intuitive Musical Understanding: A Natural Experiment.” Psychology of Music (2003), and “Music as embodied mathematics: A study of a mutually informing affinity.” (with A. diSessa). International Journal of Computers for Mathematical Learning (2004).