Learning & the Brain Fall 2017: Merging Minds & Technology (LatB48)

Organization: Learning & the Brain Foundation

Venue: The Westin Copley Place

Location: Boston, Massachusetts, United States

Event Date/Time: Nov 10, 2017 / 1:00 pm - (EST) End Date/Time: Nov 12, 2017 / 4:00 pm - (EST)
Registration Date: Nov 03, 2017 Time: 23:59:00 - (EST)
Early Registration Date: Sep 29, 2017 Time: 23:59:00 - (EST)
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How can we create schools of the future, today? Rapid advances in brain and learning sciences, classroom design, emerging technologies such as VR, and socially-interactive robots are providing the answers and ideas for transforming today's schools and classrooms. Brain sciences and brain imaging are merging with virtual/augmented reality games and simulation to improve student engagement in learning. New socially-interactive robots for the classroom and intelligent agents are changing the way teachers teach and tutor students, and will change future careers and skills. And ideas from "the science of learning" and "hacking" are changing the physical structure of the classroom, learning spaces, instruction, assessment and the ways students learn.  Find out how you can transform your classrooms, your teaching, your assessments and student engagement with brain science, virtual reality, innovative design, and robotics.


Explore the latest research on:

  • Transforming Classrooms for the Future
  • How AI/Robots Will Alter Teaching and Jobs
  • Creating Coders, Creators, Makers, and Builders
  • Engaging Kids with Robots and Virtual Reality
  • Hacking Education/Formative Assessments
  • Applying Brain Science to Tech Ed/Learning
  • Redesigning Learning, VR, and Maker Spaces
  • Promoting School Change and Leadership
  • Using Evidence-Based Teaching Strategies
  • Engaging Deeper STEM Learning/Thinking
  • Getting "Buy-in" for Change from Parents
  • Flipping Learning and Teachers Roles'
  • Improving Literacy in the Digital Age


Featured Addresses Virtual Reality Meets Neuroscience and Learning

Adam Gazzaley, MD, PhD, Director, Neuroscape; Professor of Neurology, Physiology and Psychiatry, University of California, San Francisco; Co-Founder and Chief Science Advisor, Akili Interactive Labs; Creator of VR games, such as Engage, NeuroRacer and the Glass Brain, a 3D brain visualization that combines neuroimaging technologies of MRI and EEG to display personalized, real-time brain activity while learning; Host, PBS special "The Distracted Mind with Dr. Adam Gazzaley"; Co-Author, The Distracted Mind: Ancient Brains in a High-Tech World (2016)

The Rise of Social Robots in Schools

Cynthia L. Breazeal, ScD, Founder and Director, Personal Robots Group, MIT Media Lab; Associate Professor of Media Arts and Sciences, Massachusetts Institute of Technology; Founder and Chief Scientist, Jibo, Inc.; Author, Designing Sociable Robots (2003); Co-Author, "Can Children Catch Curiosity from a Social Robot?" (2015, Proceedings of the Tenth Annual ACM/IEEE International Conference on Human-Robot Interaction)





10 Huntington Ave
United States


Learning & the Brain Foundation
35 Highland Circle
United States

Conference Speakers

John T. Almarode, PhD, Co-Director, Center for STEM Education and Outreach; Associate Professor in the Department of Early, Elementary, and Reading Education, James Madison University; Co-Editor, Teacher Educator’s Journal; Co-Author, From Snorkelers to Scuba Divers: Making the Elementary Science Classroom a Place of Engagement and Deep Learning (2017), Visible Learning for Science (2017), and Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6–12 (2013)

Mark D. Barnes, BA, Adjunct Professor, Notre Dame College and Lake Erie College; Publisher of the Hacker Series; Author, Hack Learning Anthology (2017), Five Skills for the Global Learner (2015), Assessment 3.0 (2015), Teaching the iStudent (2014) and Role Reversal: Achieving Uncommonly Excellent Results in the Student-Centered Classroom (2013); Co-Author, Hacking Education: 10 Quick Fixes for Every School (2015)

Jonathan Bergmann, MAEd, Co-Founder, Flipped Learning Network; Flipped Learning Pioneer; Former Lead Technology Facilitator, Joseph Sears School, Chicago, IL; Author, Solving the Homework Problem by Flipping the Learning (2017); Co-Author, Flipped Learning: A Guide for Higher Education Faculty (2017), Flipped Learning for Elementary Instruction (2016), and Flip Your Classroom: Reach Every Student in Every Class Every Day (2012)

Monica Burns, EdD, EdTech & Curriculum Consultant; Author, Tasks Before Apps: Designing Rigorous Learning in a Tech-Rich Classroom (2017), #FormativeTech: Meaningful, Sustainable, and Scannable Formative Assessment with Technology (2017), and Deeper Learning with QR Codes and Augmented Reality: A Scannable Solution for Your Classroom (2016)

Sapna Cheryan, PhD, Associate Professor, Department of Psychology; Primary Investigator, Stereotypes, Identity, & Belonging Lab, University of Washington; Co-Author, "(Robot) Programming Experience Promotes Higher STEM Motivation Among First-Grade Girls" (2017, Journal of Experimental Child Psychology), "Designing Classrooms to Maximize Student Achievement" (2014, Policy Insights from the Behavioral and Brain Sciences) and "Classroom Matters: The Designing of Virtual Classrooms Influences Gender Disparities in Computer Science Class" (2011, Computers & Education)

David B. Daniel, PhD, Conference Chair; Professor of Psychology, James Madison University; Former Managing Editor, Mind, Brain and Education Journal; Winner of the 2013 Transforming Education Through Neuroscience Award; Co-Author, “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Journal of Applied Research in Memory and Cognition) and "E-textbooks at What Cost? Performance and Use of Electronic v. Print Texts" (2013, Computers & Education)

Christopher Dede, EdD, Professor of Learning Technologies, Technology, Innovation, and Education Program, Harvard Graduate School of Education; Co-Prinicpal Investigator, ecoMOD, ecoMUVE and ecoMOBILE -- 3-D worlds that helps students learn about ecosystems and science thinking; Co-Editor, Teacher Learning in the Digital Age: Online Professional Development in STEM Education (2016); Co-Author, Digital Teaching Platforms (2013), Scaling Up Success: Lessons from Technology-Based Educational Improvement (2005), and The Virtual High School (2003)

Laura Fleming, MS, Library Media Specialist, New Milford Public Schools; Recipient of the National School Boards '20 to Watch' in Educational Technology Leadership Award in 2014; Author, Worlds of Making: Best Practices for Establishing a Makerspace for Your School (2017); Co-Author, Makerspace Stories and Social Media: Leveraging the Learning" (2016, Edutopia)

Mariale M. Hardiman, EdD, Professor of Clinical Education; Vice Dean, Academic Affairs; Co-Founder/Director, Neuro-Education Initiative (NEI), School of Education, Johns Hopkins University; Author, The Brain-Targeted Teaching Model for 21st Century Schools (2012) and Connecting Brain Research With Effective Teaching (2003); Co-Author, "Assessment and the Learning Brain: What the Research Tells Us" (2014, Independent School)

Heidi Hayes Jacobs, EdD, Creator, Curriculum21; Founder and President, Curriculum Designers, Inc.; Co-Author, Bold Moves for Schools: How We Create Remarkable Learning Environments (2017); Author, Active Literacy Across the Curriculum: Connecting Print Literacy with Digital, Media, and Global Competence, K-12 (2017), and Curriculum 21: Essential Education for a Changing World (updated 2014); Author/Editor, Mastering Digital Literacy (2014), Mastering Global Literacy (2013), and Leading the New Literacies (2013)

Ayanna M. Howard, PhD, Founder and CTO, Zyrobotics, LLC.; Director, Human-Automation Systems (HumAnS) Lab; Professor and Chair in Bioengineering, School of Electrical and Computer Engineering, Georgia Institute of Technology; Co-Author, "Engaging Children in Play Therapy: The Coupling of Virtual Reality (VR) Games and Social Robotics" (2013, Serious Games, Alternative Realities and Play Therapy), "Assessment of Engagement for Intelligent Educational Agents: A Pilot Study with Middle School Students" (2014, Computers in Education) and "Applying Behavioral Strategies for Student Engagement Using a Robotic Educational Agent" (2013, IEEE)

Eric D. Klopfler, PhD, Professor; Director, Scheller Teacher Education Program and The Education Arcade, Massachusetts Institute of Technology; Co-Founder, Learning Games Network; Author, Augmented Learning: Research and Design of Mobile Educational Games (2008); Co-Author, Adventures in Modeling: Exploring Complex, Dynamic Systems with StarLogo (2001)

Richard L. Lamb, PhD, Neuroscientist; Director, Neurocognition Science Laboratory; Associate Professor, Department of Learning and Instruction, Graduate School of Education, University at Buffalo; Principal Investigator, VR for Preschools Project, which combines neuroscience, brain imaging with virtual reality to create 3-D labs in schools; Co-Editor, Educational and Learning Games: New Research (2015); Co-Author, "Development of a Cognition-priming Model of STEM Learning" (2015, Journal of Research in Science Teaching)

Robb Lindgren, PhD, Assistant Professor of Curriculum and Instruction, University of Illinois at Urbana-Champaign; Principal Investigator of MEteor, which combines virtual reality with a room-sized simulation that allows students to physically interact with planets to teach physics; Co-Author, "Enhancing Learning and Engagement Through Embodied Interaction Within a Mixed Reality Simulation" (2016, Computers & Education) and "Virtual Environments as a Tool for Conceptual Learning" (2014, Handbook of Virtual Environments)

Elise Ogle, MA, Project Manager, Virtual Human Interaction Lab, Stanford University; Manager of VR projects include immersive environments to experience being an animal, homelessness, and the effects of a dying coral reefs under water; Co-Author, "Experiencing Nature: Embodying Animals in Immersive Virtual Environments Increases Inclusion of Nature in Self and Involvement in Nature" (2016, Journal of Computer-Mediated Communication)

Alisha Panjwani, MS, Designer; Educator; STEM TeacherPreneur; Founder of the Acera SEEDS StudioLab, The Massachusetts School of Science, Creativity and Leadership; Research Assistant, Lifelong Kindergarten Group, MIT Media Lab, Massachusetts Institute of Technology; Co-Founder, Duct Tape Network; Winner of awards on design and education from the Future of Learning Institute, Harvard Graduate School of Education; Co-Author, Start Making!: A Guide to Engaging Young People in Maker Activities (2016)

Chris B. Rogers, PhD, Department Chair and Professor, Department of Mechanical Engineering; Co-Director, Center for Engineering Education and Outreach; Adjunct Professor, Department of Education, Tufts University; Co-Author, "LEGO-based Robotics in Higher Education: 15 Years of Student Creativity" (2014, International Journal of Advanced Robotic Systems) and "Kindergarten Robotics: Using Robotics to Motivate Math, Science and Engineering Literacy in Elementary Schools" (2006, International Journal of Engineering Education)

Starr Sackstein, MS, Teacher Coach and English Teacher, Long Island City High School; Social Media Manager, ECET2; Blogger, Education Week Teacher; Author, Peer Feedback in the Classroom (2017) and Hacking Assessment: 10 Ways To Go Gradeless in a Traditional Grades School (2015); Co-Author, Hacking Homework: 10 Strategies That Inspire Learning Outside the Classroom (2016)

Peggy Sheehy, MLIS, MALS, Instructional Designer, GoGo Labs (3D Game Lab); School Library Media Specialist; Curriculum Developer; K-12 Teacher who has transformed her classroom into a EPIC LEARNING STUDIO with virtual worlds to engage students in ELA, history and humanities curriculum; Guild Master, Cognitive Dissonance Educator Guild; Founding Member, G.A.M.E; Creator/LoreKeeper, "The WOW (World of Warcraft) in School" Project

Eric C. Sheninger, MEd, Senior Fellow, International Center for Leadership in Education; Award-winning Principal at New Milford High School; Google Certified Teacher; Author, Uncommon Learning: Creating Schools That Work for Kids (2015) and Digital Leadership (2014); Co-Author, Learning Transformed: 8 Keys to Designing Tomorrow's Schools, Today (2017)

Kimberly M. Sheridan, EdD, Associate Professor of Educational Psychology, George Mason University; Co-Author, "Designing for Resourcefulness in a Community-based Makerspace" (2016, Makeology: Makerspaces as Learning Environments) and "The Maker Movement in Education" (2014, Harvard Educational Review)

Shelly S. Terrell, MEd, eLearning Specialist; Author, The 30 Goals Challenge for Teachers (2015) and Learning To Go: Lesson Ideas for Teaching with Mobile Devices, Cell Phones, and BYOT (2013)

Marina Umaschi Bers, PhD, Co-Founder and Chief Scientist, KinderLab Robotics; Professor, Eliot-Pearson Department of Child Study and Human Development; Adjunct Professor, Computer Science Department; Director, DevTech Research Group, Tufts University; Author, Designing Digital Experiences for Positive Youth Development: From Playpen to Playground (2012) and Blocks to Robots: Learning with Technology in the Early Childhood Classroom (2007); Co-Author, "Gender Differences in Kindergarten's Robotics and Programming Achievement" (2012, International Journal of Technology and Design Education)

Glenn Whitman, MALS, Director, Center for Transformative Teaching and Learning, St. Andrew’s Episcopal School; Co-Author, Neuroteach: Brain Science and the Future of Education (2016) and "Assessment and the Learning Brain: What the Research Tells Us" (2014, Independent School)

Daniel T. Willingham, PhD, Cognitive Scientist; Professor of Psychology, University of Virginia; Blogger, Science and Education Blog; Writer, “Ask the Cognitive Scientist” column for American Educator; Associate Editor, Mind, Brain and Education Journal; Author, The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads (2017), Raising Kids Who Read: What Parents and Teachers Can Do (2015), When Can You Trust the Experts? (2012), Why Don’t Students Like School? (2010), and "Have Technology and Multitasking Rewired How Students Learn?" (2010, American Educator)

Exhibits included

Organizations that would like to exhibit at an upcoming Learning & the Brain conference can rent 6' long tables in our exhibit hall area.


The cost is the following: - $1,500 for a table for a for-profit organization - $1,000 for a table for a non-profit organization

Table price includes one complimentary admission to the conference sessions.

A 10% discount is available for exhibiting at two conferences in a 12-month period and a 20% discount is available for exhibiting at three conferences in a 12-month period.

Please contact Kristin Dunay at 781-449-4010 x 104 for more information.