Professor Hilda Borko,
School of Education, Stanford University, USA
The use of video as a tool for professional development and research on teacher learning
Professor Borko’s research explores:
1) the process of learning to teach with an emphasis on changes in teachers’ knowledge, beliefs about teaching and learning, and classroom practices as they participate in professional-development programs;
2) learning to lead professional development, and
3) the measurement of instructional practices.
Within the Center to Support Excellence in Teaching, Professor Borko is a Co-Principal Investigator on two Research-Practice Partnerships funded by the National Science Foundation.
The Problem-Solving Cycle (PSC) project works with middle school math leaders in San Francisco. One goal is to field test the PSC professional development model and the Teacher Leadership Preparation model. A second is to build the school district’s capacity to conduct math professional development using these two models.
The Improving Practice Together (IPT) project is a partnership with Lawrence Hall of Science and a local district to improve science teaching and learning in elementary schools. The project aims to adapt the PRACTISE model of professional development and develop approaches to preparing science teacher leaders.
She holds a BA in Psychology, an MA in the Philosophy of Education, and a PhD in Educational Psychology from the University of California at Los Angeles. In 2004 she was a president of AERA, American Educational Research Association.
Professor Pierre Dillenbourg
Center for Digital Education, Swiss Federal Institute of Technology in Lausanne, Switzerland
Modeling classroom orchestration
A former teacher in elementary school, Pierre Dillenbourg graduated
in educational science (University of Mons, Belgium). He started his
research on learning technologies in 1984. He obtained a PhD in computer
science from the University of Lancaster (UK), in the domain of
artificial intelligence applications for education. He has been
assistant professor at the University of Geneva. He joined EPFL in 2002.
He is currently full professor in learning technologies in the School
of Computer & Communication Sciences, where he is the head of the
CHILI Lab: "Computer-Human Interaction for Learning & Instruction ».
He is also the academic director of Center for Digital Education, which
implements the MOOC strategy of EPFL. EPFL recently passed over 1.5
million MOOC registrations. He wrote a book entitled "Orchestration
Graphs" that proposes a formal language for instructional design (EPFL
Press). With EPFL colleagues, he recently launched the Swiss EdTech
Collider, an incubator with 30+ start-ups in learning technologies.