Add item to your planner: Scheduled Event: Keynote: Leveraging Frontier Technologies and Expanding Pathways: Supporting Equitable Opportunities for Ambitious Learning Practices,
Date
Oct. 26, 2021
Time:
12:45 PM-1:45 PM
Descriptiopn
Leveraging Frontier Technologies and Expanding Pathways: Supporting Equitable Opportunities for Ambitious Learning Practices Krista Glazewski, Professor & Department Chair, Indiana University Abstract: Ambitious learning practices can be thought of as pedagogies that encourage collaboration, dialogue, and productive disciplinary engagement. Problem-based learning (PBL) is an ideal context for investigating how such practices can be formalized and implemented, particularly in K-12 classrooms. In PBL, problem solving as student collaborative activity is organized around a driving inquiry question designed to be meaningful and engaging. However, such ambitious practices can be demanding for teachers to design, organize, implement, and orchestrate in the classroom. Because such practices can also represent a challenging endeavor for students, it is critical that we identify and support opportunity for a diverse range learners to engage successfully. Doing so requires that we enact equitable approaches that expand pathways for entry and success. Bio: Krista Glazewski, a former middle school science teacher, serves as Professor and Department Chair of Instructional Systems Technology at Indiana University exploring means of supporting teachers as they adopt new technological and curricular innovations. Her partnership work has spanned multiple regions in the U.S. to investigate how and under what conditions teachers might adopt and adapt new practices. This work has been supported with $5.69 million in external funding from the National Science Foundation, U.S. Department of Education, and U.S. Department of Defense. In 2020, she was recognized with the IU CEWiT Outstanding Faculty Mentor / Advocate Award. She currently serves as Editor of the Interdisciplinary Journal of Problem-Based Learning, an open-access journal that publishes peer-reviewed articles of research, analysis, or promising practice related to all aspects of problem- or inquiry-based learning.