Deb Kim Emery
Deborah Kim Emery is an educational psychologist trained in various qualitative methods who focuses on the developmental and social aspects of learning. Much of her research has focused on the intersection of what she has called "off-the-record-learning" with technology and youth development. Deb Kim Emery received her doctorate from the School of Education at Stanford University and prior to joining the John W. Gardner Center for Youth and Their Communities (JGC), Deb Kim Emery worked for the Center for Technology and Learning at SRI International as a formative evaluator. There she contributed to several research projects that have focused on technology use and learning in informal settings with a special interest in how such contexts promote youth development. In addition, she has contributed to a large-scale evaluation synthesis of effective uses of technology to enhance home/school connections. These projects have provided Deb Kim Emery with opportunities where she can apply her experience in conducting ethnographic fieldwork and analyses of learning environments integrating 21st century skills and knowledge.
Currently, at the JGC, Deb Kim Emery works with the Haas Center for Public Service and other university programs to develop opportunities for undergraduate research in community-based settings and engagement in community youth development.
Dan Gilbert
Dan Gilbert is an Academic Technology Specialist at Stanford Center for Innovations in Learning (SCIL). He works with faculty and instructors to design, carry out, and evaluate learning activities in the experimental spaces of Stanford’s Wallenberg Hall. Dan's SCIL web bio includes links to presentations and some professional history. Dan co-chairs the Educause Learning Space Design Constituent Group and has served on the planning committee for the National Learning Infrastructure Initiative’s (NLII) 2004 Focus Session on Learning Space Design. He has presented findings from his work at Wallenberg Hall at national conferences including Educause, NLII, NECC, and AAC&U. In addition to his work in learning spaces, Dan is also very interested in thow wikis are used to support learning communtiies and has presented and published on this issue. Prior to coming to Stanford, Dan evaluated community-based youth technology programs at the Children’s Discovery Museum in San Jose. He has also worked for high-tech start-ups and has taught English as a Second Language to students in the US and Japan. Dan has a Master’s Degree in Learning, Design and Technology from Stanford’s School of Education.