Industry professional and consultant in communication design, design thinking and creative pedagogy. Academic with an interest in design pedagogy, designer—stakeholder engagement, and design practice methodologies.
My professional focus is on the application of principles of design thinking to human-centered processes, exploring and applying best practices in design thinking in these areas:1) developing the creative portfolio of professional designers, working with designers from diverse domains, including animation, game art design, web design and development, programming, digital film and sustainable design.2). the academic environment, in student success and retention efforts, the development of curricula, student experience, and cultivating a community of achievement.3). developing strategies and implementing process in organization, department and project operations, policies and outcomes.
Steven J. Bell is Associate University Librarian for Research and Instructional Services at Temple University. He writes and speaks about academic librarianship, learning technologies, design thinking, user experience and library leadership. Steven is a co-founder of the Blended Librarian’s Online earning Community on the Learning Times Network. He blogs at Designing Better Libraries, a blog about design thinking and library user experiences, and is the founding blogger of ACRLog. His column “From the Bell Tower” appears weekly at Library Journal’s Academic Newswire. He is co-author of the book “Academic Librarianship by Design” and editor of the book “Crucible Moments: Inspiring Library Leadership”. For additional information about Steven J. Bell or links to his projects, point your browser to http://stevenbell.info
I am a professor of communication and media with a special focus on media and cultural production: personal, industrial, as well as geographies and political economies of production. Methodologically, I tend to use a combination of ethnography, participant observation, action research, textual and archival research, GIS mapping, and design thinking to answer research questions about how and why different kinds of folks value media production in relation to social forces in their geographic and political-economic milieus.
(she/her) I’m a a critical, feminist teaching librarian who actively pursues open pedagogy as a student advocate. Game-based learning, specifically gamification and serious games, grounded in constructivism and self-determination theory guide my practice. I received her Master of Library and Information Science from University of Maryland (UMD), College Park and her Bachelor of Arts in Secondary English Education from Purdue University. My professional interests are intertwined with my oldest sibling identity, board and video games passion, and rural Midwesterner experiences. Specifically, I strive to promote curiosity by play, celebrate failures through design thinking, center students in participatory design, and foster inclusivity with cultural humility. Learn on, game long, and prosper!
I am a cultural historian with focus on the Hellenistic period and museum studies. 1999-2005 studies of Ancient History, Modern History and Archaeology in Freiburg and Paris, 2012 PhD in Freiburg. 2007-2010 Assistant Professor in Freiburg, 2011-2014 in Mannheim, 2015-2016 Postdoc at the Centre for Mediterranean Studies in Bochum. 2017 move to the Badisches Landesmuseum to develop a digitisation concept for the Friedrich Creuzer Collection; since 2018 lead of the Creative Collections project, which is dedicated to the development of new formats for citizen participation and the establishment of new approaches such as design thinking and barcamps.
Dr Katherine Hepworth is a graphic design practitioner-researcher, currently employed as the Assistant Professor of Visual Journalism at The Reynolds School of Journalism, University of Nevada Reno. She has over ten years professional experience as a graphic designer, focusing on information design and user experience for books and websites. Her current research interests are the relationship between visual communication and power, and visual communication effectiveness in higher education.
Neo-accelerationist (nX) and speculative design aficionado. I tell stories of possible futures and live together with cat Adorno. Love coffee and good music. I strongly believe we can shape the future. With my own studio hyperspace, I explore alternative futures of an accelerating world. As lead and ambassador speculative design at Speculative Futures Amsterdam, I translate my findings into useful ways of challenging the current status quo. At Fontys School of Journalism, I explore alternative futures of journalism. I share my love of pop and media culture as co-founder of FRNKFRT, and I blog about pop culture at STASIS.
David J. Staley is an Associate Professor of History, and holds adjunct appointments in the departments of Design and Educational Studies Books: Brain, Mind and Internet: A Deep History and Future Computers, Visualization and History, 2nd ed. History and Future: Using Historical Thinking to Imagine the Future
I am an Assistant Clinical Professor and the Director of Undergraduate Teaching in the Department of English at Indiana University with eighteen years of experience teaching writing, rhetoric, communication strategy, and literature. I specialize in bringing active-learning and collaboration strategies to writing instruction across the curriculum. Today’s students need strong critical-thinking and writing skills more than ever for their personal and professional empowerment. But those skills become increasingly meaningless in today’s world without a digital literacy and models for thinking, writing, and working collaboratively with a diverse set of people and perspectives. I meet this call in my praxis by designing courses that position students as both meta-reflective learners and as participants in a learning community. Together, my students and I:
- consciously and constantly articulate goals and learning outcomes
- hold ourselves and one another accountable for the shared learning experience
- identify and interrogate our positions, processes, and tools, including when and why we employ different kinds of technology, from low-tech paper and whiteboards to high-tech apps and platforms
Working and writing in community dispels the abstraction that frustrates students in typical writing instruction. They come to see rhetoric as a dynamic, living set of interdependent choices that motivate real people and propel concrete actions and consequences. Such awareness of choice and process nurtures the growth mindset that enables lifelong learners, communicators, and collaborators. As both a professor and administrator, my current work runs along two tracks. One track is devoted to my own scholarship of teaching and learning, whereby I design and teach writing-intensive courses, gather and analyze data about student learning, and publish SoTL articles and open educational resources. The other track focuses on designing and supervising undergraduate curricula for many of my department’s multi-section courses, which includes mentoring our graduate-student instructors in writing pedagogy, digital pedagogy, and multi-modal curriculum design. Before taking up this position, my PhD training in the Humanities, my experience in corporate communications, and my interdisciplinary experiences across a number of departments forged my uniquely broad slight-lines. I understand the power of writing and the challenges surrounding its instruction from a variety of vantage points. This dexterity allows me to design student-centered courses that deliver department, program, and university-level objectives. I have leveraged these broad sight-lines across multiple university departments – piloting online software for writing instruction in the University of Georgia’s First Year Composition program, establishing a Digital Composition program in Indiana University’s Department of English, building the Kelley School of Business’ undergraduate professional-skills curriculum (“Compass”), and designing new courses for Kelley’s MBA program as well as Indiana University’s Liberal Arts and Management Program (LAMP).