Matthew Boyer is an Assistant Professor of Educational Foundations in the Eugene T. Moore School of Education. He received his PhD in Educational Psychology & Educational Technology from Michigan State University. His work focuses on using design methods in the research and development of game-based learning activities and environments. Before coming to Clemson, he was an elementary school teacher for 13 years in Pennsylvania and New Jersey, a post-doctoral researcher in the Interactive & Digital Media Institute at the National University of Singapore, and an assistant professor at Yeditepe Üniversitesi in Istanbul, Turkey.
For more information, visit Matthew Boyer's profile.
Dani Herro is an Assistant Professor in the Eugene T. Moore School of Education. She earned her PhD from the University of Wisconsin, Madison and is an active member of Games+Learning+Society. She served on Wisconsin’s Department of Instruction Curriculum Digital Advisory Committee and currently works with the Consortium for School Networking (CoSN) Leading Edge Schools Cadre. Dani teaches a course on social media, games and emerging technologies and is developing a course on "Games for Learning". She is also co-writing a curriculum for high school students focused on teaching computational thinking practices through games and App development. Prior to working at Clemson she spent 20 years in public education as a classroom teacher, technology resource teacher and District administrator. Though she spent a year playing World of Warcraft while doing research at Madison, she is still partial to board games, arcade games and platform video games - especially Super Mario Brothers and Pac–Man.
She is passionate about moving digital media and learning initiatives forward in schools.
For more information, visit Danielle Herro's profile page.
Ryan Visser is a clinical faculty member in the Eugene T. Moore School of Education at Clemson University. He holds Ph.D. in Curriculum and Instruction, with a focus on Educational Technology. At Clemson University, Ryan teaches pre-service and field teachers about 21st Century literacies, many of which require technological skills. Ryan's broad research interests include examining the relationship between technology and educational psychology -specifically regarding multimedia learning. Ryan's current research focuses on social media and its impact on education, for students and teachers alike. He has been selected by Adobe to be a member of their Adobe Educational Leader team, which is comprised of educators who are uniquely using technology for educational purposes.
For more information, visit Ryan Visser's profile page.
Stephen Cotton is manager of the Digital Media and Learning Lab at the Eugene T. Moore School of Education and also assists Clemson Online in providing quality online education at Clemson University. He earned a master’s degree from The College of New Jersey and before coming to Clemson coordinated My History Partner (MHP), a distance learning professional development program for history teachers at the University of Virginia. Stephen has been an educator for 18 years in both public and international schools in locations which include Korea, Kuwait, Thailand, as well as Virginia. In the course of this experience, Cotton formed his belief that maintaining positive interactions with students in a well-regulated classroom environment is vital to the teacher’s ability to support students social, emotional, and academic functioning fundamental for student success. Stephen loves photography and gadgets and believes digital media and online learning to be vital tools in today's classrooms.
Heather Malone is a senior Graphic Communications major at Clemson University. From Chester, SC, Heather graduated from Chester High School in May 2010. After graduation, she wants to work in social media management or print production management. Her main goal is to continue to hone her leadership and technical skills through challenging assignments. Heather has the position of Webmaster for the Clemson University chapter of Mortar Board National College Senior Honor Society and she is the marketing intern for the CBBS Office of Student Enrichment. She has competed internationally in Leipzig, Germany in print media production for SkillsUSA through WorldSkills International. In her free time, she enjoys volunteering with skilled trade students through SkillsUSA.
Instructional Technology Strategies – This course focuses on 21st century fluencies and digital media and learning (DML) environments applied to specific contexts and classrooms. (EDF 4250)
Foundations of Digital Media and Learning – Participants critically explore the use of digital media for leadership and learning within educational contexts. The course develops competencies with new media literacies from the perspectives of learner impact and instructional value. Critical exploration of digital media for learners includes: social media, digital citizenship, collaborative and communication tools, game and app-based learning, mobile devices, and visualization tools. (EDF 4800)
Integrated Content Technology for the Classroom – Masters of Arts in Teaching (MAT) students develop and apply competencies with new media literacies addressing the cultural, ethical, and participatory use of digital media. (EDF 8800)
Social Media, Games and Emerging Technologies is designed for students to better understand current research from the learning sciences regarding social media, games, and emerging technologies, and their implications for learning. (EDF 9080)
Theoretical Foundations of Games for Learning is designed for participants to consider concepts, methods, and models connecting games based research to practices in formal and informal educational contexts. The course explores social and behavioral science theories supporting principles of game play and design for learning. Students will play, deconstruct, and prototype simple games, and discuss societal implications of using games for learning. (EDF 9110)
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