Resume

ANNA KRUSE

EXPERIENCE

Freelance

Consultant for Online Learning & Learning Experience Manager

APRIL 2016-CURRENT

With over 7 years of full-time experience in higher education environments in both the US and Europe, I have:
* Deep and versatile specialist knowledge in Massive Open Online Courses (MOOCs) across the entire MOOC lifecycle, including management, instructional design, marketing, and technical support
* Experience across the management stack, from project to program management and decision support at the portfolio level
* Professional and academic experience in writing and communication, with a master’s degree in English

I offer:
* Management support for technology-enhanced learning programs and initiatives, including MOOCs
* Support on program process and documentation
* Writing support for internal or public-facing impact reports or other annual reports (including case studies)
* Market research/analysis on technology trends in higher education

Medienzentrum

Technische Universität München

Munich, Germany

eLearning Specialist for MOOCs

JULY 2015-MARCH 2016

Support the conceptualization, development, and delivery of Massive Open Online Courses (MOOCs) at TUM. Support the integration of best practices from online teaching and learning into MOOCs. Develop optimized strategies for MOOC creation. Advance MOOC-related partnerships.

Center for New Designs in Learning and Scholarship

Georgetown University

Washington, DC

Assistant Director for Strategic Integration and Communication

NOVEMBER 2014-JUNE 2015

Develop organizational capacity by establishing mechanisms for sharing knowledge and unifying functional areas. Influence CNDLS communication strategy in an internal consulting role. Manage CNDLS’ major role in the university’s multimillion-dollar Initiative on Technology-Enhanced Learning (ITEL) and GeorgetownX, Georgetown’s partnership with edX, including defining procedures for project coordination and making recommendations for resource planning. Anticipate and pursue opportunities for building technology-enhanced learning partnerships that empower innovation at Georgetown.

Program Manager and Senior Writer

JUNE 2013-NOVEMBER 2014

Manage the process and progress of Georgetown’s first massive open online courses (MOOCs) in partnership with edX. Coordinate funding cycles for the university’s multimillion-dollar Initiative on Technology-Enhanced Learning (ITEL). Lead visioning and strategy on communication and supervise graphic design team as head of communication design at CNDLS. Conceptualize, edit, and manage production of several publications for university-wide distribution, including The Prospect, a magazine on teaching and learning.

Program Coordinator

JULY 2010-JUNE 2013

Administered the Apprenticeship in Teaching Program, a 600+ participant program of workshops and mentorship tasks for graduate students interested in teaching. Architected, wrote content for, and implemented The Teaching Commons, a web resource on teaching and learning at Georgetown.

Community Coordinator

MAY 2009-JULY 2010

Consulted with faculty on integrating technology-enhanced learning into their courses. Facilitated demonstrations of and offered training on technologies for teaching and learning.

National Endowment for the Humanities

Washington, DC

Intern, Division of Preservation and Access

MAY 2008-AUGUST 2008

Intern, EDSITEment

MAY 2008-AUGUST 2008

EDUCATION

Georgetown University

Washington, DC

2007-2009

Master of Arts

ENGLISH

Granted a full scholarship to attend Georgetown University. Participated in pedagogy research fellowship as a Graduate Associate at CNDLS, Georgetown University.

Houghton College

Houghton, NY

2003-2007

Bachelor of Arts

ENGLISH

Received one of three President’s Scholarships. Participated in the First Year Honor’s Program semester in London. Graduated as the Salutatorian of the Class of 2007.

SKILLS
  • Adobe InDesign

    Adobe InDesign

    I've learned the InDesign basics through doing. For example, I created Dwell issue as a gift using InDesign.

    See Dwell Project
  • Adobe Photoshop

    Adobe Photoshop

    While I don't use Photoshop on a daily basis, I have mastered many of its tools and organizational functions.

    See Website Mockup
  • edX Studio

    edX Studio

    As Program Manager for Georgetown's partnership with edX, GeorgetownX, I have gotten quick and proficient with the edX authoring environment, edX Studio.

  • Google Apps

    Google Apps

    Google Drive, Mail, and Calendar are the first things I open at work. I developed a center-wide Drive Collection for a major initiative that now holds thousands of documents.

  • iWork/MS Office

    iWork/MS Office

    I have experience developing documents and presentations in both MS Office and iWork.

  • WordPress

    WordPress

    I have used WordPress personally and professionally since 2007. I maintain and build websites, including this one, using WordPress as a CMS.

  • Program Budgets

    Program Budgets

    As Program Manager for the Initiative on Technology-Enhanced Learning, I play a coordinating role on the $3 million budget for the faculty grant component of the Initiative.

  • Growing Partnerships

    Growing Partnerships

    A large part of my current role involves early conversations with potential partners and collaborators around technology-enhanced learning.

  • Procedures

    Procedures

    I am responsible for establishing practices and procedures that will set ITEL faculty projects up for success. I work closely with project coordinators to refine these practices.

  • Resource Planning

    Resource Planning

    CNDLS has recently grown in scale and scope. I make recommendations to the Senior Leadership team on resource and staff time allocation for the Initiative on Technology-Enhanced Learning.

  • Evaluation

    Evaluation

    As Program Manager for the ongoing Initiative on Technology-Enhanced Learning, I collect feedback to improve program design through evidence-based decisions.

  • Capacity-Building

    Capacity-Building

    One of my newest roles is dedicating significant attention to the integration of knowledge, skills, and insights across all functional units within CNDLS.

  • User Research

    User Research

    Exploring the needs of the user comes first. I have conducted interviews and crafted surveys for various projects I've worked on, such as the CNDLS site redesign, to learn more about site visitors.

  • Mental Modeling

    Mental Modeling

    I've participated in many sticky note exercises based on the results of user research that helped us bridge our content and user needs while identifying gaps to fill.

  • Branding

    Branding

    I believe visual consistency is critical—for this site, softness and modernity through logo, fonts, and palette.

    See Site Brand Guide
  • Wireframing

    Wireframing

    I start websites with a list of goals that lead to early wireframes. I began this site, for example, with wireframe sketches..

  • Content Strategy

    Content Strategy

    Content for the web should be easy to parse, with words optimized for impact. I have been responsible for a website content audit, as well as plenty of writing and editing.

  • Developing Goals

    Developing Goals

    My philosophy is that one of the most important teaching goals faculty can have is to help their students master the skills that are foundational to expertise in their disciplines.

  • Aligning Content

    Aligning Content

    For student assessments to be a valid indicator of accomplishment in a course, the assessments need to be aligned with the goals. I've participated in alignment exercises for a number of courses.

  • Incorporating Technology

    Incorporating Technology

    I consult with faculty on using technology in their courses and believe that technology choices must be intentional, integrated, and fully supported to contribute to student learning.

  • Creating Assessments

    Creating Assessments

    For our GeorgetownX course on Dante, I wrote over 70 multiple choice questions to assess close reading of the text.

    See Select Questions
  • Leading Workshops

    Leading Workshops

    CNDLS holds an annual institute on teaching and learning, and I have led or co-led several workshop sessions over the years on various instructional technologies.

  • Leading Focus Groups

    Leading Focus Groups

    One of CNDLS' signature faculty services are classroom feedback sessions. I've facilitated over 25 of these sessions in classes up to 200 students.

  • HTML + CSS

    HTML + CSS

    I have a good grasp on HTML and CSS and can make substantial edits, including quick proof-of-concept edits using browser inspectors. I'm learning how to tweak javascript and work with responsive frameworks as well.

  • WordPress Theming

    WordPress Theming

    As a WordPress user, I have built my own child themes based on existing WordPress themes. I heavily modified Twenty-Ten to create a custom theme, Wide Open Spaces, for the previous iteration of this website.

  • Domains and Web Hosting

    Domains and Web Hosting

    I own several domains and have taken them from purchase through hosting, WordPress installation, analytics configuration, FTP access, subdomain creation, and maintenance.

  • Google Analytics

    Google Analytics

    I monitor the Google Analytics data for a number of sites for work in order to identify the most—and least— successful types of content.

  • Survey Analysis

    Survey Analysis

    We solicit survey responses before and after each GeorgetownX course we run. I analyze the raw survey data for insights to share with the team.

DATA
142

Faculty With Whom I Have Worked

3891

Hours in Project and Program Management

52116

Students in MOOCs I Have Coordinated

How I Spend My Time (Current Position)

  • Program Development

  • Organizational Integration

  • Project Management

  • Communication

Software I’m Using (Current Position)

  • Google Apps

  • Producteev

  • edX Studio

  • Evernote

  • InDesign

  • Other

  • WordPress

  • Yammer

Accrued Hours in Role Areas

  • Project Management

  • Communication

  • Program Development

PUBLICATIONS AND PRESENTATIONS

FROM PLANNING TO LAUNCHING MOOCS

Demaree, D., Kruse, A., Pennestri, S., Russell, J., Schlafly, T., & Vovides, Y. (2014). From Planning to Launching MOOCs: Guidelines and Tips from GeorgetownX. In E-Learning, E-Education, and Online Training. Springer International Publishing, 68-75.

A NEW HISTORICIST READING

Kruse, A. (2006). Done yesterday: A new historicist reading of Wilfred Owen’s ‘Dulce et Decorum Est’. Literary Criticism: An Introduction to Theory and Practice. Prentice Hall.

STUDENT-CENTERED LEARNING ANALYTICS

Kruse, A. & Pongsajapan, R. (2012). Student-centered learning analytics. CNDLS Thought Papers, 1-9. White paper.

LINGUISTIC ANALYSIS AND COGNITIVE PRESENCE

Vovides, Y., Youmans, T., Arthur, P., Davis, D., Kruse, A., Pongsajapan, R. and McWilliams, M. (2015). Examining learners’ cognitive presence through linguistic analysis in Massive Open Online Courses (MOOCs). Learning Analytics Review, ISSN 2057-7494. Forthcoming.

EDX GLOBAL FORUM

Poster presenter, “GeorgetownX” at the edX Global Forum in Delft, The Netherlands (June 2014)

TEACHING, LEARNING, AND INNOVATION SUMMER INSTITUTE

Co-presenter, “Key Components of Technology-Enhanced Learning: Learning Analytics,” “Creating Student Interactions and Paying Attention to Feedback,” and “Evaluation and Documentation” at the Teaching, Learning, and Innovation Summer Institute at Georgetown University (May 2013)

EDUCAUSE MID-ATLANTIC REGIONAL CONFERENCE

Co-presenter, “Lessons from Cross-Campus Colleagues: Using a Team-Based Model to Redesign Courses Collaboratively” at EDUCAUSE MARC (January 2013)

ASSOCIATION FOR AUTHENTIC, EXPERIENTIAL, AND EVIDENCE-BASED LEARNING ANNUAL MEETING

Co-presenter, “Integrated Design for Adaptive Reflective Capabilities” at the AAEEBL Annual Meeting in Boston (July 2012)

EDUCAUSE LEARNING INITIATIVE ANNUAL CONFERENCE

Co-presenter, “Social Media ePortfolios” at the ELI Annual Conference, Austin, Texas (February 2012)

GEORGETOWN UNIVERSITY ROUND TABLE

Co-presenter, “New Media and Student Engagement” at the Georgetown University Roundtable/GURT (February 2011)

MID-ATLANTIC ASSOCIATION OF LANGUAGE LEARNING TECHNOLOGIES

Presenter, “Digital Research Portfolio for Sociable Scholarship,” MAALLT-SEALLT, Georgetown University, 2010

SOUTH ATLANTIC MODERN LANGUAGE ASSOCIATION CONFERENCE

Presenter, “I’m My Own Mistress: Criseyde and Self-Possession in Chaucer’s Troilus and Criseyde” and “Digital Research Portfolio for Sociable Scholarship,” SAMLA, Atlanta, GA, 2010

ORAL HISTORY ASSOCIATION CONFERENCE

Chair and Commentator, “Engaging the Public: New Media and Communities,” Oral History Association, Pittsburgh, PA, 2008

THE HUMANITIES AND TECHNOLOGY CAMP

Participant-Facilitator, “Civic Engagement,” THAT (The Humanities and Technology) Camp, Center for History and New Media, George Mason University, Fairfax, VA, 2008

TEACHING, LEARNING, AND INNOVATION SUMMER INSTITUTE

Co-presenter, “Beyond Blogs and Wikis,” TLISI (Teaching, Learning, and Innovation Summer Institute), CNDLS, Georgetown University, 2008

POPULAR CULTURE ASSOCIATION/AMERICAN CULTURE ASSOCIATION CONFERENCE

Co-panelist, “The Laughter and Loveliness of Old: Meaning and Laughter in the Writings of J. R. R. Tolkien,” PCA/ACA, Boston, MA, 2007

Wikimedia Campus Ambassador

WRITING SAMPLES
Student-Centered Learning Analytics (2011)

I co-wrote this paper with a colleague in 2011 in response to a growing interest in analytics for what seemed merely institutional purposes. Though only published as a PDF on the CNDLS website, Google Scholar confirms that it has been cited by 8 other scholarly publications since.

Abstract

Universities’ excitement for learning analytics continues to grow, but the most common implementation of learning analytics, one focused on diagnoses and interventions, seriously short-changes the students it is meant to serve. We propose a student-centric, inquiry-based model of analytics that puts the tools and premises of analytics into the hands of students, empowering them as metacognitive agents of their own learning.

Read Full Paper
Staging Transformative Encounters: Resonance, Wonder, and Aura as Museums’ Creative Catalysts (2012)

While working, I took coursework in Museum Studies. Based on research and personal observation, I drafted this paper, an exploration of meaningful encounters with objects and ultimately a recommendation to museums on how to enhance the resonance of visitors’ encounters with their collections.

Read Full Paper