Richard Holeton is a writer, education consultant, and Assistant Vice Provost for Learning Environments, Emeritus, at Stanford University. He previously served as Senior Director of Learning Environments (Office of the Vice Provost for Teaching and Learning) and Director of Academic Computing Services (Stanford Libraries), and he taught for 12 years in Stanford's writing program and English Department, helping pioneer digital and networked pedagogies and the design of technology-rich learning spaces. His scholarship includes articles, book chapters, conference talks, and innovative college textbooks such as Composing Cyberspace: Identity, Community, and Knowledge in the Electronic Age. Co-creator and co-author of the Learning Space Rating System, he served for six years as co-leader of the EDUCAUSE Learning Space Design Community Group and four years on the NMC (New Media Consortium) Board of Directors. He currently serves on the Academic Advisory Board for ICEIE (International Certification of Evidence of Impact in Education), as a Global Outreach Affiliate for ICIDN (Indian Consortium for Interactive Digital Narratives), and as Associate Editor for Flash Literature for Open: Journal of Arts & Letters. As a fiction writer, he is author of dozens of short stories and experimental poems in literary journals. His creative and new media work include the print collection Step Away from the Pizza: Fictions, etc., the critically-recognized hypertext novel Figurski at Findhorn on Acid, and other widely-exhibited electronic literature. His writing awards include Pushcart- and Best American-nominated stories and residencies or fellowships from MacDowell, the National Endowment for the Arts, Brown Foundation/Dora Maar House, California Arts Council, and Henfield Foundation/Transatlantic Review Award.
Inclusive learning space design should be based on a tripartite framework addressing the diverse physiological, cognitive, and cultural needs of learners.
Emerging technologies show great promise for engaging students in more active and personalized learning and deeper participation in collaboration. By facilitating deeper engagement in learning on the part of students, emerging technologies can support current trends in learning design, including improving the way we assess how students learn and what they are learning.
Research into active learning classrooms (ALCs)—spaces explicitly designed to support and promote this kind of learning and pedagogy—is expanding. This research provides educators with insights about how best to implement active learning pedagogies and support learners in ALCs.
| Status: | Yes, current member |