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AJ Kelton

Program Manager, College of Humanities and Social Sciences

Office:: Dickson Hall 139
Email:: keltona@montclair.edu
Phone:: 973-655-5507
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Profile

Dr. AJ Kelton is the Program Manager for Curriculum and Enrollment Management in the College of Humanities and Social Sciences. He also teaches in the Classics & General Humanities and Anthropology Departments. His teaching interests center on digital humanities, digital literacy, and the intersection of pedagogy with emerging technologies.

A passionate advocate for innovative education, Dr. Kelton’s research explores collaborative learning, reflective teaching practices, neurodivergent pedagogy, and the use of games and virtual worlds in academia. He has presented widely across the U.S. and internationally on these topics. As the Founder and Board Member of the Virtual World Education Roundtable, Emerging Learning Design (ELD), and Co-Editor-in-Chief of the Emerging Learning Design Journal, he fosters dialogue around the future of teaching and learning.

Dr. Kelton holds a BA (English) and MA (Writing Studies) from Montclair State University and a PhD (Educational Communication and Technology) from New York University.

Specialization

Limited research has indicated a correlation between instructor choice regarding group design and an increase in success of the group (Dennen & Hoadley, 2013, Webb 2009). Learning and developing good group work skills also applies to the work force (Linn & Burbules, 1993), as the ability to work in a group continues to be one of the top skills employers expect from new hires (Carnevale, 1990).

Although some research indicates that group creation can make a positive difference in learning (Scribner & Donaldson, 2001; Stahl, Koschman, & Suthers, 2006), there is little attention paid to defining the primary types of group creation as well as when it is best to use one type over another.

My research interest during my Master's work focused on the issue of culture, with respect to the Digital Divide, and how, because of this, access to technology impacts writing, specifically those classified as "basic writers".

Carnevale, A. P. (1990). Workplace Basics Training Manual. ASTD Best Practices Series: Training for a Changing Work Force. Jossey-Bass Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104.

Dennen, V.P., & Hoadley, C. (2013). Designing Collaborative Learning Through Computer Support. In The International Handbook on Collaborative Learning. C.E. Hmelo-Silver (Ed). New York, NY: Routledge.

Linn, M. C., & Burbules, N. C. (1993). Construction of knowledge and group learning. The practice of constructivism in science education, 91-119.

Scribner, J. P., & Donaldson, J. F. (2001). The Dynamics of Group Learning in a Cohort: From Nonlearning to Transformative Learning. Educational Administration Quarterly, 37(5), 605 -636. doi:10.1177/00131610121969442

Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: A historical perspective. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 406e427). Cambridge, UK: Cambridge University Press.

Webb, N. M. (2009). The teacher's role in promoting collaborative dialogue in the classroom. British Journal of Educational Psychology, 79(1), 1-28.

Resume/CV

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Office Hours

Fall

Monday: 8:30 am - 4:30 pm
Tuesday: 8:30 am - 4:30 pm
Wednesday: 8:30 am - 4:30 pm
Thursday: 8:30 am - 4:30 pm
Friday: 8:30 am - 4:30 pm

Spring

Monday: 8:30 am - 4:30 pm
Tuesday: 8:30 am - 4:30 pm
Wednesday: 8:30 am - 4:30 pm
Thursday: 8:30 am - 4:30 pm
Friday: 8:30 am - 4:30 pm

Summer

Monday: 8:00 am - 5:30 pm
Tuesday: 8:00 am - 5:30 pm
Wednesday: 8:00 am - 5:30 pm
Thursday: 8:00 am - 5:30 pm

Links

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Research Projects

Seeing What Takes Place - Immersive Religion

Consultant

Mapping A Sense of Place (CoPI)

An important skill in today’s globalized world is intercultural communicative citizenship (ICC), which promotes an appreciation for and encourages working toward social justice and equity. World language and culture courses are the perfect contexts in which to develop or deepen students’ interdisciplinary ICC, since learning a new language means coming to appreciate and understand a new world vision expressed through that language. That world vision can be conjured through the language in any place in the world, and students become aware of how “living in a language” can be, but is not always, place-bound.