A5052193615- Digital Education and Society
- Digital literacy in education
- Online Learning and Analytics
- Higher Education Practises and Engagement
- Online and Blended Learning
- COVID-19 and Mental Health
- E-Learning and Knowledge Management
- Digital Storytelling and Education
- Innovative Teaching and Learning Methods
- Big Data and Business Intelligence
- Critical Race Theory in Education
- Open Education and E-Learning
- Educational Leadership and Innovation
- Disability Rights and Representation
- Big Data Technologies and Applications
- Global Maternal and Child Health
- Digital Games and Media
- Misinformation and Its Impacts
- E-Learning and COVID-19
- Radio, Podcasts, and Digital Media
- American Environmental and Regional History
Middlebury College
2017-2021
Stanford University
2016
Abstract Researchers describe with increasing confidence what they observe participants doing in massive open online courses ( MOOC s). However, our understanding of learner activities is limited by researchers' extensive dependence on log file analyses and clickstream data to make inferences about behaviors. Further, the field lacks an empirical how people experience s why engage particular ways that do. In this paper, we report three findings derived interviewing 13 individuals their...
Abstract This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online . Originally published in 2011 as 20 simple but provocative statements, aim was, and continues be, critically challenge normalization education techno-corporate enterprise failure properly account digital methods teaching Higher Education. same fashion, and, collected here demonstrates, its publication could not be timelier. Though was written before Covid-19 pandemic, many responses...
This article traces a line through contemporary critical perspectives on open online education, which challenge an emphasis content and access that gives too much weight to instrumental goals of education. offers the concept 'not-yetness' as productive lens for examining alternative meanings openness. Notyetness emerged response dominant discourse technology in education—including technologies openness—that has been characterised by rhetoric control, efficiency, enhancement. Not-yetness...
In this paper, we share our process and learnings from growing the Instructional Design Working Group of Justice Network, a group instructional design professionals interested in understanding applying critical, ethical, socially-just approaches to design. Following brief review literature on ID collaboration professional growth, an introduction DJN Principles (DJN, 2018) that guided work, will weave stories significant moments highlight use justice co-design strategies intentionally grow...
I didn’t want children until they told me couldn’t have them. It wasn’t an accident. was not a sudden change. My insides were gutted by trolley car bar like Frida Khalo’s crash. planned, my aunt’s hysterectomy after she divorced lazy bastard of uncle. Always drunk, said. drunk. And took drag on her cigarette. No, this secret body quietly harbored, delicious prank it playing consciousness. The grand reveal place in the doctor’s office as sat exam table gown three sizes too big for me.