Learning Designer working at a computer
Master of Education in
Learning, Design, and Technology

Faculty

  • Roy B. Clariana
    • Degree
      Ed.D., Curriculum and Instruction, University of Memphis
    • Degree
      M.S.Ed., Biology Education, University of Central Arkansas
    • Degree
      B.S., Biology, University of Central Arkansas

    Dr. Roy B. Clariana is a professor of learning, design, and technology. He is an experienced researcher with deep practical experience in industry. He is widely recognized for work in developing new measures of knowledge structure to complement traditional test measures. As PI of a recent National Science Foundation project, his team applied knowledge structure measures to specify the fMRI neurocognitive signatures of naturalistic reading. He developed the online versions of LDT 415: Systematic Instructional Development and LDT 832: Designing e-Learning within Course Management Systems and teaches these courses regularly.

  • Ty Hollett
    • Degree
      Ph.D., Language, Literacy, and Culture, Vanderbilt University
    • Degree
      M.EdT., Education, University of Hawaii
    • Degree
      M.A., English, Penn State
    • Degree
      B.A., English, DePauw University

    Dr. Ty Hollett's research examines the intersection of out-of-school learning, youth culture, and digital media. Specifically, he studies and designs informal, media-rich learning settings for youth in order to support innovative teaching and learning. As an effort to disrupt container-like models of teaching and learning, his research responds to the ongoing development of interest-driven learning opportunities for youth within — and beyond — such settings as home, libraries, schools, and city streets.

  • Simon Hooper
    • Degree
      Ph.D., Instructional Systems, Penn State
    • Degree
      Ph.D., Curriculum and Instruction, Penn State
    • Degree
      M.Ed., Mathematics, Penn State
    • Degree
      B.S., Secondary Education – Mathematics, Penn State

    Dr. Simon Hooper specializes in new media design and development, learning analytics, e-assessment, and small group learning.

  • ChanMin Kim
    • Degree
      Ph.D., Instructional Systems, Florida State University
    • Degree
      M.Ed., Educational Media and Technology, Boston University
    • Degree
      M.Ed., Educational Technology, Yonsei University
    • Degree
      B.A., Special Education, Ewha Womans University

    ChanMin Kim is an associate professor of learning, design, and technology and educational psychology. She researches various designs for improving equity through education. Her research projects involve culturally responsive use of simulations, robots, and programming platforms in a variety of learning contexts. She has taught EDTEC/LDT 561: Measuring the Impact of Technology on Learning and LDT 832: Designing e-Learning within Course Management Systems for World Campus.

  • Susan M. Land
    • Degree
      Ph.D., Instructional Systems Design, Florida State University
    • Degree
      M.S., Instructional Systems Design, Florida State University
    • Degree
      B.S., Psychology, Florida State University

    Susan M. Land serves as the head of the Department of Learning and Performance Systems within the Penn State College of Education and is a professor in the learning, design, and technology program. Land’s research investigates frameworks for the design of open-ended, technology-enhanced learning environments. Her research is currently funded by the National Science Foundation to study mobile, augmented reality (AR) technologies to support science learning in outdoor community spaces. 

  • Gabriela T. Richard
    • Degree
      Postdoctoral Training, Learning Sciences, University of Pennsylvania
    • Degree
      Ph.D., Educational Communication and Technology, New York University
    • Degree
      MPS, Interactive Telecommunications Program (ITP), New York University
    • Degree
      B.S., Media, Culture, and Communication, New York University

    Gabriela T. Richard is an assistant professor in the learning, design, and technology program, where she teaches about and conducts research on the design of media and technologies for formal or interest-driven learning and into how diverse youth and adults engage in learning, collaboration, identity formation, and career pursuits with contemporary and emerging media, computing, and information technologies. She has received fellowships and grants for her work from National Academy of Education, National Science Foundation, American Association of University Women, the ADL Center for Technology and Society, the University of Pennsylvania, and AERA.

  • Priya Sharma
    • Degree
      Ph.D., Instructional Technology, University of Georgia
    • Degree
      M.S., Instructional Technology, Bloomsbury University
    • Degree
      B.Sc., Chemistry, Botany, Zoology, Mt. Carmel College, Bangalore

    Dr. Priya Sharma's research and teaching broadly focus on the design and use of emerging technologies for teaching and learning in formal and informal contexts. In formal contexts, she is interested in the design and integration of emerging technologies, including new web technologies, learning analytics, and machine learning to support student learning and engagement and to help facilitators be responsive in their teaching.

  • Tanner Vea
    • Degree
      Ph.D., Learning Sciences and Technology Design, Stanford University
    • Degree
      M.A., Instructional Technology and Media, Teachers College Columbia University
    • Degree
      B.A., Multidisciplinary Studies, Bard College

    Dr. Tanner Vea is a critical learning scientist who researches and teaches about ethics and justice in learning, design, and technology. He is particularly interested in emotion and relation in learning and design processes. Through ethnographic and design-based methods, he investigates how human ways of feeling and relating can support collective action for a livable world.

  • Heather Toomey Zimmerman
    • Degree
      Ph.D., Learning Sciences, University of Washington
    • Degree
      M.A., Museology (Museum Studies), University of Washington
    • Degree
      B.S., Science Communication, Cornell University

    Heather Toomey Zimmerman is a professor of education and a learning scientist. Her interests include everyday science learning, environmental education, parent-child interactions (family learning), designing for learning in museums or other informal institutions, and mobile computing with augmented reality. Her prior work experience involved designing and implementing museum programs for families, youths, and community organizations.

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