Augmented Imagination to Support the Four Modes of Student Engagement
A Poster at the Scholarship for Teaching and Learning Commons, Savannah, GA
Presented by Prof. David L. Stoloff,
email: stoloffd@easternct.edu
Education Dept., Eastern Connecticut State University
February 25, 2026
Augmented Imagination to Support the Four Modes of Student Engagement
A Poster at the Scholarship for Teaching and Learning Commons, Savannah, GA
Presented by Prof. David L. Stoloff,
email: stoloffd@easternct.edu
Education Dept., Eastern Connecticut State University
February 26, 2026
This is the archive of documents supporting a poster at the Scholarship of Teaching and Learning conference hosted by Georgia Southern University in Savannah, GA on February 24 - 28, 2026.
This poster is scheduled for
Thursday Poster Session & Breakfast (Harborside Ballroom East)
Ballroom East
8:00-10:00am
Thursday, 26 February, 2026
A poster referred to as
Stoloff, D.L. Augmented Imagination to Support the Four Modes of Student Engagement: Exploring Tools for Future Learners. A poster for the Scholarship for Teaching and Learning Commons, Savannah, GA. Retrieved from https://sites.google.com/view/publicworksdlstoloff/home/presentations/sotl-feb2026
David Stoloff
Eastern Connecticut State University, CT, USA
2. Professional Development. Enhancing Teaching: Practical Pedagogical Tools and Strategies for Faculty and Student Success. For proposals that demonstrate or teach specific pedagogical techniques, curricula, educational resources, or administrative strategies to engage students or support faculty development.
#GC2. How to encourage students to be engaged in learning. Engaged learners are motivated to value how, why, and what they learn and to continue evolving as learners. Keywords: motivation, value, learner engagement, higher education students
Reflecting on learning and teaching in a first-year course on understanding education using the social sciences, a second-year course on international and cross-cultural seminar, and a liberal arts program capstone course on exploring tools for future learners, the presenter will showcase augmented imagination and emerging technology tools to reach Anderson and Winthrop (2025)’s “Disengaged Teen”. For the Resister students, who don’t attend, place-based strategies using Google Earth may help build a local community to motivate their engagement. For the Passenger students, who coast through classes without much interest, encouraging the development of Personal Archives for Learning (ePortfolios) using Googlesites might motivate their learning. For the Achiever students, who successfully conform to extrinsic motivations, an additive assessment system, that documents project-based accomplishments and encourages enrichment, genius projects, might ease their tensions. For the Explorer students, who are self-motivated learners with personal interests, connect the learning in the class and in other courses to their interests through augmented imagination tools might enrich learning for then and the entire learning community.
In these models, the role of the instructor changes to reach these students. Beyond “sage on the stage” and “guide and the side”, the instructor is seen as an “elder as melder”, melding the teaching and learning skills with the understanding and perspectives of the learners. Often, while using technology, the learners become the elders for the teacher, showing them technologies and applications that enhance learning and living. Within this learning culture, exploration and future-building become a community project.
Anderson, J., & Winthrop, R. (2025). The disengaged teen: Helping kids learn better, feel better, and live better. Crown.
Poster. This format is ideal for showcasing both completed and in-progress projects, providing an excellent opportunity for interactive engagement with other attendees in an informal setting. At least one author must be present during the poster sessions to facilitate discussion and answer questions. Presenters are encouraged to provide relevant resources in both print and online formats to enhance accessibility and impact. An easel, foam board and tacks are provided. Detailed poster guidelines can be found on the conference website.
David Stoloff
Eastern Connecticut State University, CT, USA
