Brian Tobin
Classroom and Curriculum Technology Manager
Educational Technology Services
650-387-5841 (phone)
btobin@stanford.edu
Statement
As the Classroom and Curriculum Technology Manager at the Stanford University School of Medicine, Brian helps faculty meet the curriculum learning needs through innovative and appropriate use of learning technologies. Brian earned a Master degree in Learning Design and Technology from the Stanford University School of Education and has a background in educational technologies for language acquisition at the Carnegie Mellon University Robotics Institute.
Projects
- faculty outreach and training
- classroom technologies
- EdTech special projects
- EdTech multimedia development studio
- ePortfolios
Areas of Interest and Specialties
- encouraging widespread appropriate use of classroom technologies
- electronic portfolios
- multimedia learning experience design
- classroom technologies
- photography and ethnography
- statistical data analysis
Recent Presentations
- Tobin B. Large team-based learning sessions enhanced with new classroom technologies. Workshop: Slice of Life International Meeting for Medical Multimedia Developers and Educators, Lausanne, Switzerland, July 2006. [
] - Ogawa R., Tobin B. Integrating technology in a renovated library curriculum. Presentation: Medical Library Association, Phoenix, Arizona, May 2006. []
- Tobin B., Stringer J., McKay, C., and Saunders, M. Scaling up the dynamic classroom: Outfitting and supporting a high-tech and high-maintenance team-learning classroom. Poster: American Association of Medical Colleges: Western Group on Educational Affairs, Pacific Grove, CA, May 2006. []
- Tobin B. Student e-Portfolios for independent and group projects. Presentation: International Association of Medical Science Educators, October 2005. []
- Tobin B. Student e-Portfolios: How are schools using them and what works? Breakout Session: Slice of Life International Meeting for Medical Multimedia Developers and Educators, Portland, Oregon, June 2005.
- Tobin B. Audience Response Systems. Discussion: American Association of Medical Colleges: Computing Resources in Medical Education and Consortium on Medical Education and Technology Meeting, Washington DC, November, 2005. []
- Martinez M., Tobin B. Building a community of experts: Faculty development and comprehensive support to encourage adoption of new teaching technologies. Poster: American Association of Medical Colleges: Western Group on Educational Affairs, Pacific Grove, CA, April 2004. []
Publications
- Alvarez A, Gold GE, Tobin B, Desser TS. Software Tools for Interactive Instruction in Radiologic Anatomy. Academic Radiology. April 2006, Vol. 13, Issue 4, pp 512-517.
- Mostow, J., Beck, J., Bey, J., Cuneo, A., Sison, J., Tobin, B., & Valeri, J. (2004). Using automated questions to assess reading comprehension, vocabulary, and effects of tutorial interventions. Technology, Instruction, Cognition and Learning, 2, 97-134.
- Mostow, J., Aist, G., Burkhead, P., Corbett, A., Cuneo, A., Eitelman, S., Huang, C., Junker, B., Sklar, M. B., & Tobin, B. (2003). Evaluation of an automated Reading Tutor that listens: Comparison to human tutoring and classroom instruction. Journal of Educational Computing Research, 29(1), 61-117.
- Mostow, J., Beck, J., Bey, J., Cuneo, A., Sison, J., & Tobin, B. (2003, June 12-15). An Embedded Experiment to Evaluate the Effectiveness of Vocabulary Previews in an Automated Reading Tutor. Talk presented at Tenth Annual Meeting of the Society for Scientific Studies of Reading, Boulder, CO.
- Mostow, J., Beck, J., Winter, S. V., Wang, S., & Tobin, B. (2002, September 16-20). Predicting oral reading miscues. Seventh International Conference on Spoken Language Processing (ICSLP-02), Denver, CO.
- Mostow, J., Aist, G., Bey, J., Burkhead, P., Cuneo, A., Junker, B., Rossbach, S., Tobin, B., Valeri, J., & Wilson, S. (2002, June 27-30). Independent practice versus computer-guided oral reading: Equal-time comparison of sustained silent reading to an automated reading tutor that listens. Ninth Annual Meeting of the Society for the Scientific Study of Reading, Chicago, Illinois.
- Mostow, J., Tobin, B., & Cuneo, A. (2002, June 3). Automated Comprehension Assessment in a Reading Tutor. ITS 2002 Workshop on Creating Valid Diagnostic Assessments, San Sebastian, Spain, pp. 52-63.
- Jack Mostow, Greg Aist, Juliet Bey, Paul Burkhead, Andrew Cuneo, Susan Rossbach, Brian Tobin, Joe Valeri, and Sara Wilson. A hands-on demonstration of Project LISTEN’s Reading Tutor and its embedded experiments. Refereed demo presented at Language Technologies 2001: The Second Meeting of the North American Chapter of the Association for Computational Linguistics, Pittsburgh, PA, June 2001.
- Jack Mostow, Gregory S. Aist, Cathy Huang, Brian Junker, Rebecca Kennedy, Hua Lan, DeWitt Latimer IV, Rollanda O'Connor, Regina Tassone, Brian Tobin, and Adam Wierman. 4-Month Evaluation of a Learner-controlled Reading Tutor that Listens. To appear in V. M. Holland & F. N. Fisher (Eds.), Speech Technology for Language Learning. The Netherlands: Swets & Zeitlinger Publishers (in press).
- Mostow, J., Aist, G. S., Burkhead, P., Corbett, A., Cuneo, A., Eitelman, S., Huang, C., Junker, B., Platz, C., Sklar, M. B., and Tobin, B. A controlled evaluation of computer- versus human-assisted oral reading. In J. D. Moore, C. L. Redfield, and W. L. Johnson (Eds.), Artificial Intelligence in Education: AI-ED in the Wired and Wireless Future, pp. 586-588. Amsterdam: IOS Press. Presented at the Tenth Artificial Intelligence in Education (AI-ED) Conference, San Antonio, Texas, May 2001.
- Jack Mostow, Cathy Huang, and Brian Tobin. Pause the Video: Quick but quantitative expert evaluation of tutorial choices in a Reading Tutor that listens. In J. D. Moore, C. L. Redfield, and W. L. Johnson (Eds.), Artificial Intelligence in Education: AI-ED in the Wired and Wireless Future, pp. 343-353. Amsterdam: IOS Press. Presented at the Tenth Artificial Intelligence in Education (AI-ED) Conference,San Antonio, Texas, May 2001.
- Aist, G. S., Mostow, J., Tobin, B., Burkhead, P., Corbett, A., Cuneo, A., Junker, B., and Sklar, M. B.
Computer-assisted oral reading helps third graders learn vocabulary better than a classroom control – about as well as one-on-one human-assisted oral reading. In J. D. Moore, C. L. Redfield, and W. L. Johnson (Eds.), Artificial Intelligence in Education: AI-ED in the Wired and Wireless Future, pp. 267-277. Amsterdam: IOS Press. Presented at the Tenth Artificial Intelligence in Education (AI-ED) Conference,San Antonio, Texas, May 2001.
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