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Remi Kalir

Assistant Professor, Information and Learning Technologies

My story:

My professional curiosities – about where students and teachers learn, how learning occurs across settings, and what tools support mobilities – reflect my own learning and teaching efforts across diverse settings. My interdisciplinary studies at Earlham College included a semester studying politics in Northern Ireland and another advancing corporate social responsibility in San Francisco’s business district. At that time, my summers in northern Michigan featured outdoor and experiential education as I served in the administration of a large youth summer camp. After college, I became a middle school mathematics teacher at Junior High School 22 in the South Bronx. While in New York City, I also directed civic engagement programs for high school students interested in public policy. Leading these advocacy efforts included, in part, designing mobile learning and community-based research across all five boroughs. At the same time, I earned a Master’s Degree from the University of Michigan-Flint’s Technology in Education: Global Program. Ultimately, I would visit Geneva, Switzerland for six summers; first learning with and then leading a program that brought tech-savvy educators from around the world together to collaboratively design and implement educational technology projects. My ongoing affiliation with the Institute for Innovation in Education has supported international teacher education and learning technologies projects in Jamaica, South Africa, Oman, and the Czech Republic. Ultimately, my interests in teacher learning, games, mobility, and civic engagement led me to the Department of Curriculum & Instruction at the University of Wisconsin-Madison, where I earned my Ph.D. studying how pre-service mathematics teachers learn in and across multiple settings. At UW-Madison, I also expanded the Games+Learning+Society Center’s Playful Learning Summit, a professional learning initiative that continues to support pre-service and K-12 teachers’ use of games for learning.

My students at CU Denver:

I hope that my students begin to question assumptions about where and how learning (and teaching!) can and should occur, and that they are then motivated to envision and enact new designs – whether of learning environments, pedagogies, games, or mobile applications. Whether my students are playful tinkerers or professional educators, I hope their learning is driven by curiosity, and that it is both reflective and iterative. My students’ learning should be collaborative and of social consequence, connecting with the many people, places, and opportunities that shape meaningful and impactful inquiry.

Classes I teach:

  • E-Learning Trends and Issues – INTE 6750
  • Workshop: Games and Learning – INTE 6830

My research interests:

My research addresses intersections between teacher education and the learning sciences. In particular, I am interested in how teacher learning is both coordinated and improvised across multiple settings. One strand of my research investigates ecological perspectives in pre-service teacher education, in particular the everyday and designed learning environments, tools, and processes that seed interdisciplinary teacher preparation. A complementary strand of my research is game-based learning in teacher education, and investigates how teachers design gameful curricula, pedagogy, and digital media.

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