Matthew Boyer is an Assistant Professor of Educational Foundations in the College of Education. He received his Ph.D. in Educational Psychology and Educational Technology from Michigan State University. His work focuses on using design methods in the research and development of game-based learning activities and environments. Before coming to Clemson, he was an elementary school teacher for 13 years in Pennsylvania and New Jersey, a post-doctoral researcher in the Interactive and Digital Media Institute at the National University of Singapore, and an assistant professor at Yeditepe Üniversitesi in Istanbul, Turkey.
For more information, visit Matthew Boyer's profile.
Dani Herro is an Assistant Professor in the College of Education. She earned her Ph.D. from the University of Wisconsin, Madison, and is an active member of Games+Learning+Society. She served on Wisconsin’s Department of Instruction Curriculum Digital Advisory Committee and currently works with the Consortium for School Networking (CoSN) Leading Edge Schools Cadre. Dani teaches a course on social media, games and emerging technologies and is developing a course on "Games for Learning." She is also co-writing a curriculum for high school students focused on teaching computational thinking practices through games and App development. Prior to working at Clemson, she spent 20 years in public education as a classroom teacher, technology resource teacher and district administrator. Though she spent a year playing World of Warcraft while doing research at Madison, she is still partial to board games, arcade games, and platform video games - especially Super Mario Brothers and Pac–Man.
She is passionate about moving digital media and learning initiatives forward in schools.
For more information, visit Danielle Herro's profile page.
Ryan Visser is a clinical faculty member in the College of Education at Clemson University. He holds Ph.D. in Curriculum and Instruction, with a focus on Educational Technology. At Clemson University, Ryan teaches pre-service and field teachers about 21st-century literacies, many of which require technological skills. Ryan's broad research interests include examining the relationship between technology and educational psychology - specifically regarding multimedia learning. Ryan's current research focuses on social media and its impact on education, for students and teachers alike. He has been selected by Adobe to be a member of their Adobe Educational Leader team, which is comprised of educators who are uniquely using technology for educational purposes.
For more information, visit Ryan Visser's profile page.
Zuzana Hermanova is a freshman Biological Sciences major at Clemson University from city of Prague in the Czech Republic. Zuzana moved to Fort Mill, S.C., at the age of 11 and graduated from Nation Ford High School in 2015. She is fluent in three languages: Czech, Slovak, and English. After obtaining her bachelor's degree from Clemson University, she hopes to go to medical school and become a physician. Her goals as a student assistant are to hone her social and technological skills through working in the Digital Media Lab. Zuzana participated in various community services in her high school career, such as caring for physically impaired elderly. She loves to run and has a passion for reading.
Alondra Peña is a sophomore English Education major with a concentration in Secondary Education. She’s a recent transfer from Winthrop University who decided to pursue the rest of her education career here at Clemson University. Alondra is a Kappa Delta sister under Panhellenic, she works in the Digital Media Learning Lab, and she’s a Clemson Women's Rugby player. After graduating from Clemson, Alondra wants to be a high school teacher and work mainly with ESL students who need help with their transition into a second language and the U.S. customs. Her dream is to touch as many lives as possible, just as her High School teachers touched hers.
Instructional Technology Strategies – This course focuses on 21st century fluencies and digital media and learning (DML) environments applied to specific contexts and classrooms. (EDF 4250)
Foundations of Digital Media and Learning – Participants critically explore the use of digital media for leadership and learning within educational contexts. The course develops competencies with new media literacies from the perspectives of learner impact and instructional value. Critical exploration of digital media for learners includes: social media, digital citizenship, collaborative and communication tools, game and app-based learning, mobile devices, and visualization tools. (EDF 4800)
Integrated Content Technology for the Classroom – Masters of Arts in Teaching (MAT) students develop and apply competencies with new media literacies addressing the cultural, ethical, and participatory use of digital media. (EDF 8800)
Social Media, Games and Emerging Technologies is designed for students to better understand current research from the learning sciences regarding social media, games, and emerging technologies, and their implications for learning. (EDF 9080)
Theoretical Foundations of Games for Learning is designed for participants to consider concepts, methods, and models connecting games based research to practices in formal and informal educational contexts. The course explores social and behavioral science theories supporting principles of game play and design for learning. Students will play, deconstruct, and prototype simple games, and discuss societal implications of using games for learning. (EDF 9110)