Qualitative & Quantitative, Traditional & Emergent

It is important for the powerful work happening in educational institutions around the globe to be shared with a wider audience, not only as case study but as philosophy, theory & pedagogy. Here is a selection of my work bridging the worlds of teaching, scholarship & service with our larger communities.

Rethinking the role of the academy

co-authored with Robert Farrow (Special issue of Teaching in Higher Education, 2019) One key assumption from the liberal tradition is that educational institutions should prepare individuals for political life and engagement in the public sphere. It is this evolving public sphere, increasingly mediated by digital technologies, which is under attack from algorithm manipulation, propaganda cyber farms, and other questionable intelligence operations.

What is academic innovation?

(in K. Linder's The Business of Innovating Online, Stylus Press, 2018) When innovation is utilized as a noun in policy and praxis documents, the meaning of the term is almost never addressed, rather assumed as ubiquitous and understood. This is rare for any academic writing; white papers, legislation and even philosophical essays traditionally begin their arguments by defining key terms to be deployed in the material. Educational texts traditionally start by setting parameters on common terms such as “technology,” “online” and even “student” before unfolding theory or outlining pragmatic initiatives, but innovation receives an unquestioned fiat into policy-driven discussion.

The phenomenal MOOC

(in G. Veletsianos's Emergence & Innovation in Digital Learning, Athabasca Press, 2016) Four years a er Stanford University’s Computer Science 271, taught by Dr. Sebastian Thrun, enrolled 160,000 students and became the archetype of what popular culture considers a massive open online course (MOOC), discussion of the acronym remains widespread and disparate.

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