Dr. Micheal W. Burns

Dr. Burns is the Data Scientist and Research Engineer at Immertec, a Tampa-based startup focused on improving the quality and effectiveness of training through Remote Presence in VR. Immertec has challenged the traditional notions of in-person training by leveraging the ability of VR to virtually bring participants to training sites. The software they provide gives companies like Johnson and Johnson a way to train their customers on the use of the medical devices they sell.

Dr. Burns is an Inventor, Author, and Innovator intent on challenging the status quo of traditional methodologies through research-based best practices. He has a passion for using technology to improve instructional quality and effectiveness. He worked as a Content Author and eventually Director of Content Services writing algorithmic content for web-based instruction at a company serving many major textbook publishers. He joined Immertec as a Firmware Developer and has since moved into his current role in the Research and Development Department at Immertec’s West Tampa Lab.

As an Innovator in VR, Dr. Burns has brought many of his Instructional Design ideas to life in ways that improve the quality of training. His mathematics background led to several advances in the use of video data to improve instruction and identify statistically significant procedural pathways that produce more effective methodological approaches. He utilizes his Educational Technology background to produce hardware/software integrations that better meet the specific needs of each customer through Immertec’s innovative approach to facilitating training.

He has completed an undergraduate study in Applied Mathematics, a Master’s program in Instructional Design, and a Doctoral study in Education Technology. As a member of the American Educational Research Association (AERA) and the National Council of Teachers of Mathemtics (NCTM), his research interests have focused on fostering the proper use of dynamic mathematics tools as investigative aids in the undergraduate mathematics curriculum. He has tutored and taught in many contexts over the past decade but his strongest abilities lie in one-on-one or small-group instruction. With direct cross-over into training through VR, his history of successful technology integrations in diverse instructional contexts has been foundational in developing solutions for many of the issues facing trainers using Remote Presence.

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