UMN Learning Technologies, 1954 Buford Avenue, Saint Paul, MN (2026)

06/18/2025

Rethinking Anatomy Education with ANATguide
How do we help students address the complexity of human anatomy without drowning in detail or over simplifying?

That’s the question that sparked ANATguide, an innovative, self-paced learning module developed by one of our own Learning Technologies (LT) students at the University of Minnesota. Designed to support undergraduates in ANAT 3651: Human Anatomy with Lab, this resource offers a bold, tech-forward alternative to traditional anatomy textbooks.

ANATguide blends spaced repetition, active recall, and multimodal learning into one sleek platform. Using tools like H5P, 3D/VR models, and custom animations, the module guides students through complex anatomical content in a nonlinear, low-stakes way. Whether reviewing lectures or prepping for labs, students can engage with content on their own terms.

🚀 From Teaching Assistant to Instructional Innovator
This project began as a personal response to a common classroom pain point. As a TA in ANAT 3001, the developer and LT student Tarun Balaji, noticed that many students struggled with study structure and cognitive overload. That challenge sparked the idea for ANATguide—a bridge between high-intensity lectures and flexible, solo study.

The result? A thoughtfully designed module backed by collaborative mentorship across campus, including:

- Dr. Cassandra Scharber & Dr. Angelica Pazurek (UX, accessibility, instructional design, learning science)
- Dr. Lisa Carney Anderson & Dr. Caroline Rowe (content accuracy, anatomy education)

💡 A Student’s Vision for Learning
“What I think sets ANATguide apart is its reimagining of how we teach and learn anatomy in a digital-first world. I’m thrilled to see it featured and hope it inspires other students and instructors to explore what’s possible when education meets thoughtful technology.”
— Tarun Balaji, LT student & ANATguide creator

We’re proud to spotlight this work and hope it inspires more students and instructors to explore how Learning Technologies can transform STEM education—with creativity, care, and curiosity.

https://lt.umn.edu

06/12/2025

Learning Sciences in Learning Technologies
When people hear "Learning Technologies," their minds often jump to digital tools, design platforms, or innovations. But at the heart of great educational technology lies something less flashy but profoundly powerful: the Learning Sciences.

💡What are the Learning Sciences?
Learning Sciences is an interdisciplinary field that draws from cognitive science, psychology, education, and design to study how people learn in real-world settings. It helps us answer big questions like:

• How do learners develop knowledge?
• What environments support deep and lasting learning?
• How do context, motivation, and identity influence learning processes?

In short: Learning Sciences helps us understand learning itself, not just how to design for it.

As learning designers, technologists, and educators, we build systems, environments, and tools meant to support learning. But without a deep understanding of how learning works, we risk creating tech that engages without teaching, or scales without substance.

Learning Sciences offers us a research-based foundation for:

• Designing effective digital learning environments
• Supporting collaborative and inquiry-based learning
• Understanding the role of identity, emotion, and culture in learning
• Creating assessments that reflect authentic growth—not just performance

📚 Where to Dive In
Want to bring more Learning Sciences into your LT practice? Start with key thinkers like:

• Bransford, Brown, and Cocking – How People Learn
• Barbara Rogoff – Sociocultural theory of learning
• Ann Brown & Joseph Campione – Design-based research
• John D. Bransford – Anchored instruction and transfer

As we shape the future of learning through technology, let’s remember: The Learning Sciences help us ensure we’re shaping it well.

06/05/2025

From Content to Context – Context-Aware Learning Environments💡
A powerful shift is underway: one that moves us from static content delivery to dynamic, context-aware learning environments.

Context-aware learning environments are quickly becoming a cornerstone of innovation in Learning Technologies. But when we talk about “context,” we must remember that the learner’s cultural background is one of the most critical contexts of all.

🤔 Why cultural background matters
Students bring diverse cultural perspectives, learning needs, and lived experiences into every classroom—virtual or physical. Ignoring this richness in our design can lead to:

• Alienation and reduced engagement

• Mismatched learning assumptions

• Missed opportunities for inclusion and equity

By designing for cultural context, we create space for students to see themselves in the learning experience, not just as passive recipients, but as active meaning-makers.

🧑‍🏫🔍 A shift from personalization to humanization
Personalization through AI and automation is powerful, but without humanization, it risks reinforcing bias and exclusion. The future of context-aware learning isn’t just about tracking clicks or time-on-task. It’s about asking deeper questions:

•What are this learner’s values?

• What histories do they carry into this space?

• How can this technology reflect (and not erase) their identities?

When we integrate cultural context as core to the learning experience, we’re not just keeping up with trends. We’re future-proofing learning for connection, empathy, and relevance in a global world.

Let’s keep building technologies that know and honor our learners.

https://lt.umn.edu

06/03/2025

Catherine Clements Presents Innovative Virtual Exchange (VE) Model at CALICO 2025 🎤🌍

We’re thrilled to spotlight our LT Alumna, Dr. Catherine Clements, who recently co-presented at the CALICO 2025 Conference on May 30 at San Diego State University! Alongside collaborator Saniye Deniz Gokcora, Catherine shared a collaborative online international learning (COIL) project that reimagines how language learners engage across institutions and geographies.

🔄 Turning COIL on Its Ear: Doing It Differently
Rather than pairing native and non-native speakers over multiple sessions (the traditional VE/COIL model), this innovative project brought together multilingual learners from two different U.S. institutions:

• An Intensive English Program (IEP) at a Midwestern R1 university

• A community college (CC) on the East Coast
These learners (all non-native English speakers) met over the course of one month in a focused exchange, challenging assumptions about what meaningful VE needs to look like.

💬 Dialogue with Purpose
The exchange was inquiry-driven:

• IEP students asked CC peers about language learning strategies

• CC students interviewed IEP participants about their views on multilingualism, which became the foundation for their research essays

Students used educational technology thoughtfully throughout the exchange. They first met synchronously during class time on Zoom; then talked either synchronously or asynchronously for interviews and information sharing; and finally posted their mutual findings on Padlet. At the end of the project, they did a final wrap-up on Zoom.

This format sparked engagement in a short time frame, showing that a brief virtual exchange can be impactful.

👏 Congratulations to Dr. Clements for advancing the field of second language acquisition and educational technology with this adaptable and equity-driven model. Projects like this exemplify the creative, critical work emerging from our Learning Technologies community.

05/29/2025

Celebrating Our PhD Students at AECT 2025! 🎉
We’re thrilled to announce that five of our Learning Technologies PhD students have been accepted to present their research at the AECT 2025 International Convention. This is an incredible opportunity for our students to showcase their work, connect with leaders in the field, and bring fresh insights back to our LT community.

What Is AECT? 🤔
The Association for Educational Communications and Technology (AECT) is the leading professional organization dedicated to improving instruction with technology. Each year, the AECT International Convention brings together researchers, practitioners, and students to share innovations, network, and explore emerging trends in EdTech. In 2025, AECT will be held October 21–25 in Las Vegas, featuring keynote speakers, poster sessions, workshops, and dozens of concurrent presentations.

Our Student Presentations 💡
1. Shreepriya Dogra: Evolving Perspectives on Computing Identity in Undergraduate Education: A Systematic Review of Research Frameworks

2. Seeun (Tina) Jeon: Teachers’ Roles in South Korea’s Digital Textbook Policies: A Content Analysis of Government Documents

3. Luis Lopez & Galyna Arabadzhy: A Systematic Review of Affordances of Generative AI Chatbots in Language Learning: New Findings

4. John Bartucz: Validating Student Perceptions of AI Teaching Assistants: A Mixed-Methods Pilot Study

5. Rebecca Nissen & Dr. Royce Kimmons: Insights Into University Department OER Adoption: Department Chair Perceptions of Open Textbooks and OA Journals

We are proud of our students’ hard work and dedication! Their research spans critical issues, from identity and policy to AI integration and open education, reflecting the breadth and depth of our program!

Please join us in congratulating them on this achievement! Stay tuned for post-conference reflections and highlights, because the real magic happens when our community comes together to learn and grow. 🚀

05/27/2025

We are accepting applications for adjunct instructors in Learning Technologies at the University of Minnesota!

Are you passionate about the ways people teach, learn, and live with technology? The Learning Technologies (LT) program at the University of Minnesota is currently accepting applications for adjunct instructors to join our vibrant, forward-thinking community starting Fall 2025! 🌟

🧑‍🏫 Who We're Looking For:
We’re seeking educators, designers, and technologists with expertise in areas such as:

• Online teaching and learning

• Instructional or learning experience design

• Sociotechnical perspectives on education and technology

A master’s or terminal degree in a related field is required.
If you're committed to inclusive, innovative, and impactful learning experiences, we want to hear from you! 🙌

💻 What You’ll Teach:
Our courses explore everything from digital pedagogy to design thinking, from media creation to critical perspectives on tech in education. Explore our full course offerings here:
👉 lt.umn.edu/lt_courses

✨ How to Apply:
Ready to make an impact with us?
🔗 Submit your application here: hr.myu.umn.edu/jobs/ext/368348

By applying, you’ll be added to our pool of adjunct and community faculty. When positions become available, we’ll reach out based on your interests and qualifications.

Join us in shaping the future of learning through thoughtful design, critical inquiry, and community collaboration. We’re excited to grow with you!

05/22/2025

Redesigning CI 1871 with Open and Experiential Learning
The LT program is thrilled to announce an exciting new initiative under the Partnership for Affordable Learning Materials (PALM) program! 🎉

Dr. Heinsfeld is leading the full redesign of CI 1871: Computer Literacy and Problem Solving, an essential online course that supports CEHD students—especially those in the social sciences and business fields. With approximately 80 students enrolled each semester across three sections, CI 1871 plays a critical role in developing applied digital skills for solving real-world problems.

One of the most transformative aspects of this redesign is the development of an open, multimedia-enhanced textbook to replace the traditional commercial textbook. Built around instructional design best practices and OER-enabled pedagogy, the new resource will be:

• Free and accessible to all students 💸

• Rich in multimedia, including videos, case studies, and interactive exercises 🎥📊

• Designed to be experiential, helping learners build hands-on, critical problem-solving skills 💻🧠

The project embraces a collaborative, student-centered approach that encourages learners to engage more deeply, think critically, and take ownership of their learning.

We’re excited for the potential of this initiative to lower barriers to learning, enhance academic equity, and offer a scalable model for integrating OER and instructional design into higher education.

🔗 Want to learn more about the PALM initiative? Visit the UMN Libraries PALM guide.

Stay tuned for updates as we build and launch this groundbreaking resource!

https://lt.umn.edu

05/20/2025

Dr. Heinsfeld Wins 2025–2026 Global Signature Grant 🌐🤝

The University of Minnesota’s College of Education and Human Development (CEHD) has named Dr. Heinsfeld, Assistant Professor of LT, as a recipient of its 2025–2026 Global Signature Grant. Her funded project, “Decolonizing Academic Writing: A Workshop for Educators in the Complexo de Favelas da Maré,” will deliver an intensive academic writing workshop for educators and students at UniFavela in Rio de Janeiro.

In partnership with UniFavela – a grassroots educational initiative serving marginalized communities in Rio’s Complexo da Maré - the workshop curriculum is being co-designed with local educators. The goal is to shift away from one-size-fits-all academic standards and to validate the rich knowledge that community educators bring to scholarship.

🌍💡Alignment with LT’s Equity and Global Mission
This initiative exemplifies the Learning Technologies program’s commitment to equity, global collaboration, and critical pedagogy. The UniFavela project puts these values into practice by blending international expertise with local knowledge – uplifting marginalized voices and using technology and critical discourse to challenge inequitable academic norms.

https://lt.umn.edu

05/15/2025

Maha Bali – Championing Equity and Humanity in Digital Learning

🎓Who is she? As a Professor of Practice at the Center for Learning and Teaching at the American University in Cairo, Maha Bali has become a recognized advocate for equity, care, and inclusion in digital education. Her work urges educators, researchers, and designers to move beyond technical efficiency and ask deeper questions about power, access, and voice in online learning spaces.

👨🏻‍🏫What to know? In a field often dominated by innovation hype and algorithmic solutions, Maha Bali reminds us of what really matters: people. Her work emphasizes the importance of human connection, contextual understanding, and empathy in digital education. Whether discussing MOOCs, AI, open education, or online pedagogy, Bali consistently centers the voices of those often left out—learners from the Global South, marginalized communities, and underrepresented educators.

📊Why follow? For students and professionals in Learning Technologies, Maha Bali offers a much-needed critical lens. She shows us that innovation should not only be about what's new—it should be about what's just, inclusive, and transformative. Her voice is essential in shaping an EdTech future that serves all learners, not just the most privileged.

https://lt.umn.edu

05/13/2025

Rethinking AI in Education with Dr. George Veletsianos 🌟
Recently Dr. George Veletsianos delivered a keynote and led hands-on workshops at the University of Texas Arlington that challenged the audience to move beyond simplistic views of Generative AI. Here’s the core of his message—and why it matters for all of us in Learning Technologies.

🎤 Beyond “Magic” or “Monster”
Too often, conversations about Generative AI fall into one of two camps:
It’s magical—a utopian tool that will transform education overnight.
It’s evil—a dystopian threat poised to undermine learning, assessment, and academic integrity.

Dr. Veletsianos argued that both positions are oversimplifications. Generative AI is neither a unicorn nor a Kraken. Instead, it introduces competing demands, conflicting values, and challenging trade-offs that require nuanced responses.

⚖️ Negotiating a New Equilibrium

Process vs. Product
Should we evaluate how learners arrive at an answer, or the answer itself?

Learning vs. Cognitive Offloading
When does AI support deeper understanding, and when does it merely do the thinking for students?

These aren’t yes/no questions. They represent the delicate balancing act of integrating powerful technology while preserving education’s core mission and values.

How are you navigating these tensions in your courses, assessments, or institutional policies? What strategies have you found effective for balancing innovation with educational integrity? Share your experiences and let’s shape a thoughtful path forward for AI in education.

05/08/2025

Celebrating Dr. Angelica Pazurek’s 15 Years of Service 🌟
Please join us in honoring a true pillar of the College of Education and Human Development (CEHD): Dr. Angelica Pazurek, Teaching Associate Professor of Learning Technologies, who marks 15 years of dedicated service to our community.

Dr. Pazurek has worn many hats—educator, mentor, and leader—shaping the experiences of countless students and colleagues. Her contributions include:

🏆Innovative Teaching: Developing and delivering courses in Learning Technologies that combine critical theory with hands-on practice.

🚀Program Development: Helping to grow our LT curriculum, introduce new special topics courses, and support the launch of emerging certificates.

🎓Mentorship & Service: Guiding students through their scholarly journeys and serving on committees that advance CEHD’s mission.

Thank You, Angel!
Your passion for equitable, human-centered technology in education has inspired us all. Here’s to celebrating your remarkable achievements and to many more years of leadership, innovation, and community building at CEHD!

Please leave your congratulations and favorite memories with Dr. Pazurek in the comments below. 👇🎊

https://lt.umn.edu

05/06/2025

Celebrating Lana Peterson — Rising Alumni in Learning Technologies 🌟

With over 78,000 CEHD alumni making an impact around the world, our graduates shine as scholars, leaders, and changemakers. Each spring we celebrate their achievements at the CEHD Exceptional Alumni Awards, and this year we’re thrilled to honor Lana Peterson with the Rising Alumni Award! 🎉

Dr. Lana Peterson (she/her) is the Director of the Data Practices and Analytics Division for the Minnesota Department of Education (MDE). The Data Practices and Analytics team advances MDE’s mission by supporting meaningful, appropriate, and equitable uses of quality data in decision making.

Dr. Peterson has a Bachelor of Science in elementary education from the University of Minnesota-Duluth, a Master of Education and a Doctor of Philosophy in curriculum and instruction with a focus on learning technologies from the University of Minnesota-Twin Cities, and holds a K-8 Minnesota teaching license.

Let’s celebrate Dr. Lana’s achievements and the incredible impact our LT alumni continue to make worldwide! 🌍👏

UMN Learning Technologies

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