LT Media Lab
210A Learning and Environmental Sciences Building
1954 Buford Avenue
St. Paul, Minnesota 55108
Bonnie Westby Huebner Endowed Chair in Education and Technology
UMN Institute on the Environment Fellow
Ph. D., University of Minnesota
Personal website: http://chasingseals.com
Areas of Expertise
Online and mobile teaching and learning, adventure learning, geospatial learning, TPACK, technology integration in K-12 settings
My research involves the design, development, and evaluation of online and mobile learning environments, technology integration in K-12 preservice and inservice settings, and the innovative use of technology to support teaching and learning. Most recently, my projects have focused on online adventure learning, TPACK and geospatial learning, technology-enhanced environmental and sustainability education, online scaffolding, and online community-building. I also research cohort-specific technology integration within preservice teacher education programs.
In addition, I oversee the certificate in online distance learning available within the Learning Technologies program area. This certificate focuses on how to effectively design, develop, deliver, facilitate and assess online learning. It consists of four courses that can be used toward a master’s degree or Ph.D. in Learning Technologies. Finally, I have a passion for teaching. I truly enjoy teaching how technology can be used to enhance learning and the important role it has within the classroom and workplace.
- CI 5331 Foundations of Learning Technologies
- CI 5336 Planning for Multimedia Design and Development
- CI 5321 Foundations of Distance Education
- CI 5323 Online Learning Communities
- CI 5325 Designing and Developing Online Distance Learning
- CI 5327 Designing Online Adventure Learning
- EDHD 5007 Technology for Teaching and Learning
Doering, A., Koseoglu, S., Scharber, C., Henrickson, J., & Lanegran, D. (2014). Technology integration in K-12 geography education using TPACK as a conceptual model. Journal of Geography.
Henrickson, J., & Doering, A. (2013). Adventure learning and learner-engagement: Frameworks for designers and educators. Journal of Interactive Learning Research, 24(4), 397-424.
Henrickson, J., & Doering, A. (2013). Teaching sustainability through adventure. Journal of Sustainability Education, 5.
Miller, C., Lecheler, L., Hosack, B., Doering, A., & Hooper, S. (2012). Orchestrating data, design, and narrative: Information visualization for sense- and decision-making in online learning. International Journal of Cyber Behavior, Psychology and Learning, 2(2), 1-15.
Miller, B. G., Doering, A., Roehrig, G., & Shimek, R. (2012). Fostering indigenous STEM education: Mobilizing the adventure learning framework through snow snakes. Journal of American Indian Education, 51(2), 66-84.
Veletsianos, G., Doering, A, & Henrickson, J. (2012). Field-based professional development of teachers engaged in distance education: Experiences from the Arctic. Distance Education, 33(1), 45-59.
Koseoglu, S., & Doering, A. (2011). Understanding complex ecologies: an investigation of students experiences in adventure learning programs. Distance Education. 32(3), p. 339 – 353.
Pittenger, A., & Doering, A. (2010). Influence of motivational design on completion rates in online self-study pharmacy courses. Distance Education. 31(3), p. 275-293.
Miller, C., Hokanson, B., Doering, A., & Brandt, T. (2010). Role-based design: Designing for experience. Educational Technology, 50(6), p. 1-10.
Doering, A., & Miller, C. (2010). Adventure Learning: Authentic Online Learning. eSchool News, [Online serial], (April 2010), Retrieved from http://www.eschoolnews.com/2010/03/11/adventure-learning-authentic-online-learning/.
Veletsianos, G., & Doering, A. (2010). Long-term student experiences in a hybrid, open-ended and problem based Adventure Learning program. Australasian Journal of Educational Technology, 26(2), 280-296.
Miller, C., Doering, A., & Scharber, C. (2010). No such thing as failure, only feedback: Designing innovative opportunities for e-assessment and technology-mediated feedback. Journal of Interactive Learning Research, 21(1), 65-92.
Doering, A., Reidel, E., Scharber, C., & Miller, C. (2010). Timber for President: Adventure Learning and Motivation. Journal of Interactive Learning Research, 21(4), 221-251.
Doering, A., Scharber, C., Miller, C., & Veletsianos, G. (2009). GeoThentic: Designing and assessing with Technological Pedagogical Content Knowledge. Contemporary Issues in Technology and Teacher Education [Online serial], 9(3).
Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the Technological, Pedagogical, And Content Knowledge Framework to Design Online Learning Environments and Professional Development. Journal of Educational Computing Research, 41(3), 319-346.
Veletsianos, G., Miller, C., & Doering, A. (2009). EnALI: A Research and Design Framework for Virtual Characters and Pedagogical Agents. Journal of Educational Computing Research, 41(2), 171-194.
Doering, A., & Veletsianos, G. (2008). What lies beyond effectiveness and efficiency? Adventure Learning Design. The Internet and Higher Education, 11(3-4), 137-144.
Doering, A., Lewis, C., Veletsianos, G., & Nichols, K. (2008). Preservice Teachers’ Perceptions of Instant Messaging in Two Educational Contexts. Journal of Computing in Teacher Education, 25(1), 45-52.
Miller, C., Veletsianos, G., & Doering, A. (2008). Curriculum at forty below: A phenomenological inquiry of an educator explorer’s experiences with adventure learning in the Arctic. Distance Education, 29(3), 253-267.
Doering, A., & Veletsianos, G. (2008). Hybrid Online Education: Identifying Integration Models using Adventure Learning. Journal of Research on Technology in Education, 41(1), 101-119.
Doering, A., Miller, C., & Veletsianos, G. (2008). Adventure Learning: Educational, social, and technological affordances for collaborative hybrid distance education. Quarterly Review of Distance Education 9(3), 249-266.
Veletsianos, G., Scharber, C., & Doering, A. (2008). When sex, drugs, and violence enter the classroom: Conversations between adolescent social studies students and a female pedagogical agent. Interacting with Computers, 20(3), 292-301.
Doering, A., Veletsianos, G., & Yerasimou, T. (2008). Conversational agents and their longitudinal affordances on communication and interaction. Journal of Interactive Learning Research, 19(2), 251-270.
Doering, A., & Veletsianos, G. (2007). An investigation of the use of real-time, authentic geospatial data in the K-12 classroom. Journal of Geography, Special Issue on Using Geospatial Data in Geographic Education, 106(6), 217-225.
Doering, A., & Veletsianos, G. (2007). Multi-Scaffolding learning environment: An analysis of scaffolding and its impact on cognitive load and problem-solving ability. Journal of Educational Computing Research, 37(2), 107-129.
Doering, A. (2007). Adventure learning: Situating learning in an authentic context. Innovate 3 (6).
Riedel, E., Dexter, S. L., Scharber, C., & Doering, A. (2006). Experimental evidence on the effectiveness of automated essay scoring in teacher education cases. Journal of Educational Computing Research, 35(3), 267-287.
Doering, A. (2006). Adventure learning: Transformative hybrid online education. Distance Education 27(2), 197-215.