Erika Weberg-Vina is an adjunct faculty member in the Graduate School of Education.
Professional Title: Adjunct Professor
Areas of Academic Focus and Expertise: Interdisciplinary studies; education and learning sciences; philosophy of education; instructional design
Area of Work and Concentration at Lesley: Early childhood and elementary education
Representative List of Recent Courses Taught: EEDUC 6109, Observation, Documentation, and Assessment; EEDUC 5122, Psycho-Social Perspectives in Education; EEDUC 5131, Developmental Learning; EEDUC 5120, Young Children with Special Needs. At other institutions, classes in language skills, speech and language development, assessment, and professional seminars in philosophy and research.
Education: MEd, Lesley University; PhD, Lesley University
Representative List of Recent Publications / Exhibitions: Weberg-Vina, E. (2012). Adult graduate students' experiences with learning technologies: Explorations of access, actions and preference. (Lesley University). ProQuest Dissertations and Thesis.
Dr. Weberg-Vina's life-long passion for educational technologies and constructed learning emerged from a very experiential situation; she was afforded the opportunity to be schooled under the skillful direction of a Socratic practitioner in a confluent education program. By the age of 10, and with very primitive technologies, Dr. Vina became fluent in LOGO and BASIC programming but more importantly she had experienced the benefits of self-directed learning in technologically enhanced environments. “I was cultivated to consider the benefits of any available or accessible technology. I was taught to find opportunity when faced with adversity and to use meta-cognition, reason, and logic while doing so...but most importantly I was encouraged to think outside of the box”. (Vina, 2010) Dr. Weberg-Vina's research in higher education suggests that the most successful adult learning environments are those utilizing a Humanist pedagogical approach alongside 21st century Connectivist ideals. She contends that contemporary adult learning must arise from this balance if it is to be sustainable and self-generative. Her research is part of a small but growing body of literature regarding graduate students and their access to, behaviors with and preferences for certain learning contexts. She has found both correlations and divergences regarding a student's level of digital nativity in her quest to develop a novel model for contemporary adult learning. Dr. Weberg-Vina’s recent interests take her beyond the efficacy of the techno-peripheral to consider the complexities of creativity, intellectual freedom, and the lived learning experience of the adult.
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