{"id":253,"date":"2013-02-26T10:42:26","date_gmt":"2013-02-26T15:42:26","guid":{"rendered":"https:\/\/blogs.montclair.edu\/creativeresearch\/?p=253"},"modified":"2019-05-16T13:25:22","modified_gmt":"2019-05-16T17:25:22","slug":"two-new-pedagogies-msu-aj-kelton-on-emerging-learning-design-kirk-mcdermid-on-the-helix-as-a-model-for-learning","status":"publish","type":"post","link":"https:\/\/www.montclair.edu\/creative-research-center\/2013\/02\/26\/two-new-pedagogies-msu-aj-kelton-on-emerging-learning-design-kirk-mcdermid-on-the-helix-as-a-model-for-learning\/","title":{"rendered":"Three New Approaches to Pedagogy: AJ Kelton on Disruptive Learning Design & Kirk McDermid on The Helix as a Model for Learning & Cigdem Talgar on The Uses of Emerging Technology in the Classroom"},"content":{"rendered":"

[Over the past several months, the CRC <\/a>has been in stimulating correspondence and informal communication with three thought-leaders at Montclair State University: AJ Kelton, Director of Emerging and Instructional Technology<\/a> in the College of Humanities and Social Sciences; Cigdem Talgar, Acting Director of The Research Academy for University Learning and Editor-in-Chief of Montclair State’s first virtual scholarly journal, ELDJ<\/em><\/strong>; and Kirk McDermid, Assistant Professor, Department of Philosophy and incoming Chair of the General Education<\/a> Committee. Herewith their recent projects & thoughts. — NB]<\/p>\n

AJ Kelton\u00a0<\/em>on Emerging\/Disruptive Learning Design & the 2013 Conference @ Montclair State University<\/em><\/strong><\/p>\n

Dear Neil: \u00a0I enjoyed our recent meeting and am thrilled you “get” our vision for the upcoming 3rd Annual\u00a0ELD Conference<\/a>\u00a0at Montclair State on June 7th<\/strong>. \u00a0In that regard, I must say that the info you gave me on Joseph Schumpeter and his theory of “creative disruption”\u00a0is relevant and fascinating to me. \u00a0I think this is a process that anything goes through when it experiences dramatic change – the phoenix rising from the ashes, so to speak. \u00a0You and I also talked about \u00a0Cognitive Load Theory.\u00a0<\/a>\u00a0If you want a kind of thick, but research intensive book on this, I recommend the work of\u00a0Jan Plass<\/a>. He is one of the faculty members in my PhD program and one of the leading experts on the topic. The other topic of interest we touched upon in our chat was Allan Paivio’s <\/a>dual-coding theory.\u00a0<\/span><\/p>\n

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The mission of the Emerging Learning Design Conference is to showcase best practices in design and implementation by bringing together those interested in engaging in vibrant and dynamic discourse regarding pedagogy; and how technology can better enhance it. \u00a0The theme for this year’s event is LEARNING AS DISRUPTION<\/strong>.\u00a0\u201dHow learning occurs\u201d has become the disruptive force that influences an educator\u2019s decision process in all that occurs in the classroom, including pedagogy, curriculum design, and incorporation of technology into a course. Since Clayton Christensen\u2019s 2008 book Disrupting Class<\/strong><\/em> <\/a>began to influence the national (and global) conversation, learning as a disruptive force has been a hot topic in professional development, on campuses, and at conferences. When learning becomes the focus of education, the students\u2019 experiences become relevant and motivating factors that drive what occurs in the learning experience, in or out<\/em> of a classroom. \u00a0As Judi Apte points out in her 2003 article\u00a0<\/span>Facilitating Transformative Learning<\/em>, “learning is about transformation, it’s about change, it’s about seeing yourself in relation to the world differently” (p. 168). \u00a0<\/span>
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The 2013 ELD Conference Theme \u201cLearning As Disruption\u201d<\/strong> is designed to help presenters and attendees alike address this important issue.<\/span><\/div>\n
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The philosophy of the ELD conference is to provide an atmosphere for learning and networking where what goes on between<\/em> sessions is of value to the material presented during<\/em> sessions. \u00a0In only its\u00a0third\u00a0year, the ELD has attracted attendees and presenters from dozens of institutions both locally and across the United States. \u00a0The combination of concurrent sessions, workshops, and our exciting Ignite! & Engage!<\/strong> <\/em>sessions are designed to provide as broad a range of “takeaways” as possible.<\/span><\/div>\n
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The ELD conference is employing a rolling peer-review process for submissions. \u00a0As part of this process, I am happy to tell you that we have already secured some great presentations, such as:<\/span><\/div>\n