Wachtmeister Family Professor, Department of Teaching and Learning
STEM education; studies of change in conceptual and representational practices; learning in/out of school; project-based pedagogy and classroom environments; interactional studies of language, embodied action (including gesture), and inscription; design research on space, learning and mobility.
Rogers Hall is Professor in the Department of Teaching and Learning, Vanderbilt University. His research concerns learning and teaching in STEM conceptual practices, comparative studies of embodied action in these practices, and the organization and development of representational practices more generally. Hall completed his Ph.D. in Information and Computer Science at the University of California, Irvine, then taught for ten years at UC Berkeley before joining the Vanderbilt faculty, where he served as chair of the Department of Teaching and Learning between 2011 and 2017. Hall is a fellow of the American Educational Research Association and has been a residential fellow at the Center for Advanced Study in Behavioral Sciences (Stanford University, 2007-2008), the UC Humanities Research Institute (2001), and the Max Planck Institute for the History of Science (1999). He has also been a NAE/Spencer Foundation and McDonnell foundation postdoctoral fellow (1996-1997).
Selected publications include “Learning a part together: Ensemble learning and infrastructure in a competitive high school marching band” (Instructional Science, in press, with J. Ma), “Developing and using interaction geography in a museum” (International Journal of Computer Support for Collaborative Learning, 2017, with B. Shapiro and D. Owens), “Changing concepts in activity: Descriptive and design studies of consequential learning in conceptual practices” (Educational Psychologist, 2015, with S. Jurow), “Counter-mapping the neighborhood on bicycles: Mobilizing youth to reimagine the city” (Technology, Knowledge and Learning, 2013, with K. Taylor), “Talk and conceptual change at work” (Mind, Culture and Activity, 2012, with I. Horn), “Modalities of engagement in mathematical activity and learning (Journal of the Learning Sciences, 2012, with R. Nemirovsky), and “Conducting video research in the learning sciences” (Journal of the Learning Sciences, 2010, with S. Derry and colleagues).
The Bridging Learning in Urban Extended Settings (BLUES) Project began in 2013 as a partnership between the Space, Learning and Mobility (SLaM) Lab at Vanderbilt and archivists and exhibit designers at the Country Music Hall of Fame and Museum and Special Collections at the Nashville Public Library. Active partners now include Jefferson Street Sound Recording Studio and Museum and Pearl Cohn Arts and Entertainment High School. We develop and study tools and experimental teaching in which young people (high school students and young adults) used archival material in libraries and museums to create “digital spatial story lines (DSSLs)”—tour-like structures carried on smart phones that bridged historical media (photographs, news articles, and music) from archives onto the city neighborhoods documented in those archives. The project focuses on historical relations between American Roots music and social activism in the Music City (Nashville, TN). By creating and sharing DSSLs, young adults learn about digital mapping, how information is structured in archival collections, and how to use archival collections to create and share forms of public history.
The Spatial Learning and Mobility (SLaM) Lab is a group of Vanderbilt faculty and graduate students who study relations between personal mobility and learning. Current SLaM faculty members include Rogers Hall and Andy Hostetler (Department of Teaching and Learning, Peabody College), Dave Owens (Owen Graduate School of Management; Engineering), and Doug Fisher (Computer Science and Engineering). SLaM graduate student members include Ben Shapiro, Jennifer Kahn, and Helen Collins.
With Professors Katie Taylor (University of Washington, Seattle) and Ananda Marin (University of California, Los Angeles), and doctoral student Benjamin Shapiro, Hall hosted an NSF-sponsored “capacity building” workshop (June, 2017) to support design and study of “new genre of learning on the move”. The workshop resulted a web portal for collecting and sharing tools, concepts, and cases in this new area of research (see https://www.lom-meshworking.org/).
Hall also does design research on embodied mathematical activity and learning, with a particular focus on changing the scale and modalities through which young people learn about the mathematics of space and motion. This work builds on a multi-year project with colleagues at San Diego State University (Ricardo Nemirovsky) and the University of Wisconsin at Madison (Martha Alibali and Mitch Nathan; see http://sci.sdsu.edu/tlcm/). In a current project with Lauren Vogelstein and Assistant Professor Corey Brady, we are studying how people make sense of ensemble performance in the opening/closing ceremonies of the Rio 2016 Olympic Games. Queries about these projects are welcome.