Search results for author:"Katy Campbell"
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Gender and Educational Technologies: Relational Frameworks for Learning Design
Katy Campbell
Journal of Educational Multimedia and Hypermedia Vol. 9, No. 2 (2000) pp. 131–149
Technology-based models of teaching and learning are re-ceiving both social and political attention in the post-second-ary sector. However, instructional design practices have, up to now, been rooted in a domain constructed in, and reflect-ing, ...
Topics: Educational Technology, Instructional Design, Learning Outcomes
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Conflict, Risk and Authority: Female Faculty Members' Stories of Change
Katy Campbell
Technology, Pedagogy and Education Vol. 14, No. 3 (October 2005) pp. 309–328
Most studies of gender and information technology have investigated gender differences in the relationships between education and achievement, and attitudes towards and use of computers. Few have explored gendered experiences of faculty members...
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Power, Voice and Democratization: Feminist Pedagogy and Assessment in CMC
Katy Campbell
Educational Technology & Society Vol. 5, No. 3 (2002) pp. 27–39
Discussion of differences in the ways that female and male faculty approach the use of technology in teaching focuses on a study of female faculty learning design preferences in critical feminist teaching. Considers learner-centered approaches;...
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Design Thinking and the Deanly Conversation: Reflections on Conversation, Community, and Agency
Katy Campbell
Journal of Learning Design Vol. 8, No. 3 pp. 42–65
The article "Conversation as Inquiry: A Conversation with Instructional Designers" (Campbell, Schwier & Kenny 2006) appeared in the "Journal of Learning Design" Volume 1, Issue 3 in 2006. Nine years on, Professor Katy...
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Effects of Learners' Readiness on Their Perceived Learning Outcomes
John Boeglin; Katy Campbell; Katy Campbell
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 28, No. 2 (Jun 15, 2002)
This paper provides some insight into students' performance and perceptions within the context of an introductory psychology course in which Web-based materials and activities were used to enhance teaching effectiveness and learning outcomes. The...
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When Faculty Use Instructional Technologies: Using Clark's Delivery Model To Understand Gender Differences
Katy Campbell; Stanley Varnhagen
Canadian Journal of Higher Education Vol. 32, No. 1 (2002) pp. 31–56
An exploratory survey found that women faculty may use educational and information technologies for different purposes than their male colleagues, and that these differences may relate to three main factors: increased emphasis on a teaching role,...
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Gender and Facilitator Talk in CMC
Katy Campbell; John Boeglin
World Conference on Educational Media and Technology 2000 (2000) pp. 167–172
The building of collaborative online communities raises questions about the nature of discourse in these environments: Underlying these questions are fundamental notions about the social construction of knowledge. CMC has the potential to even out ...
Topics: Gender
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Technology-enhanced teaching and learning innovations and the concept of reflective practice
John Boeglin; Katy Campbell
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 231–233
The introduction of any technology-enhanced teaching and learning innovation necessitates a critical reflection on past and current educational practices. The objective of this presentation is to encourage participants to reflect upon some of the...
Topics: Instructional Materials, Learning Objects, Educational Technology
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Four Journeys with Technology: Getting Something We Didn’t Plan For
Kathy Budd; Katy Campbell
Society for Information Technology & Teacher Education International Conference 1998 (1998) pp. 1095–1098
Change theory proposes many models for successful development and implementation of new educational practices (Fullen & Steigelbauer, 1991). While acknowledgment is given to involving teachers as active participants for successful innovation and...
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Four Journeys with Technology: Getting Something We Didn’t Plan For
Kathy Budd; Katy Campbell
Society for Information Technology & Teacher Education International Conference 1997 (1997) pp. 1095–1098
Change theory proposes many models for successful development and implementation of new educational practices (Fullen & Steigelbauer, 1991). While acknowledgment is given to involving teachers as active participants for successful innovation and...
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A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked
Richard Kenny; Zuochen Zhang; Richard Schwier; Katy Campbell; Katy Campbell
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 31, No. 1 (Feb 15, 2005)
The purpose of this literature review was to determine what evidence there is that instructional designers apply ID Models, as well as to establish what other activities and processes they might use in their professional activities. Only ten...
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The teaching of religion: Moral integrity in a technological context
Katy Campbell; Ehud Ben-Zvi
Internet and Higher Education Vol. 1, No. 3 (1998) pp. 169–190
This article describes the re-design and evaluation of a full-year undergraduate course, An Introduction to the World's Religions, from a traditional lecture-based model to a Web-based format. The highly personal and valuative nature of the course...
Language: English
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Instructional Designer Disciplinary-Based Formation of Self
Heather Kanuka; Katy Campbell; Richard A. Schwier
Annual Meeting of the American Educational Research Association 2009 (April 2009)
The purpose of this study is to gain a better understanding of teaching (teacher perspectives) and learning (student perspectives) across the disciplines in ways that can better prepare instructional designers to work with research-teachers in...
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The multivariate nature of agentic instructional design: Self as moral actor
Katy Campbell; Rick Schwier; Richard Kenny
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 15–21
This paper presents the results of three years of exploratory work culminating in an emerging, descriptive "agentic model of practice" as an interpretive lens on instructional designers' daily practice in universities and four-year colleges. We...
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VIOLET: Learning on the Net
Katy Campbell; Kathleen Kathleen; San San Sy
EdMedia + Innovate Learning 1999 (1999) p. 1620
VIOLET: Law and Abused Women (www.violnet.org) is a Canadian web site that establishes a woman-friendly, safe space to provide crucial legal information to abused women and their service providers. The site, which is a collaborative academic and ...
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An Investigation of the Change Agency and Professional Identity of Instructional Designers
Richard Schwier; Katy Campbell; Richard Kenny
World Conference on Educational Media and Technology 2004 (2004) pp. 2455–2459
Instructional designers play an important role in the design and development of instructional products and programs. Instructional designers are also significant agents in changing the way traditional colleges and universities implement their...
Topics: Instructional Design, Change
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On Conversation and Design: A Socially Constructed Practice
Katy Campbell; Susan Gibson; Catherine Gramlich
Technology, Pedagogy and Education Vol. 14, No. 1 (March 2005) pp. 9–24
This article is about how conversation becomes both instructional design process and reflexive narrative inquiry. The narrative is shaped around the story and restorying of a course redevelopment project in teacher education. Told in three parts,...
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Alternative Teaching and Learning Strategies for a First-year Introductory Psychology Course
Katy Campbell; Janice Picard; John A. Boeglin
EdMedia + Innovate Learning 1999 (1999) p. 1643
Traditionally, university-level introductory courses have relied for the most part on a lecture-based teaching strategy. Because of the significant amount of content that is usually covered in these courses, as well as increasingly larger class...
Topics: Interaction, Learning Outcomes, Students
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The Critical, Relational Practice of Instructional Design in Higher Education: An Emerging Model of Change Agency
Katy Campbell; Richard A. Schwier; Richard F. Kenny
Educational Technology Research and Development Vol. 57, No. 5 (October 2009) pp. 645–663
This paper offers an emerging interpretive framework for understanding the active role instructional designers play in the transformation of learning systems in higher education. A 3-year study of instructional designers in Canadian universities...
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Agency of the instructional designer: Moral coherence and transformative social practice
Katy Campbell; Richard Schwier; Richard Kenny; Richard Kenny
Australasian Journal of Educational Technology Vol. 21, No. 2 (Jan 01, 2005)
In this paper we propose a view of instructional design practice in which the instructional designer is an agent of social change at the personal, relational, and institutional levels. In this view designers are not journeymen workers directed by...
Language: English
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Creating appropriate online learning environments for female health professionals
Marise Pinheiro; Katy Campbell; Sandra Hirst; Eugene Krupa; Eugene Krupa
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 32, No. 1 (Feb 15, 2006)
In this study, the experiences of seven female health professionals learning online are examined and, in this context, the implications for online course designs and future research are discussed. The instruments of data collection include...
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Instructional designers' observations about identity, communities of practice and change agency
Richard Schwier; Katy Campbell; Richard Kenny; Richard Kenny
Australasian Journal of Educational Technology Vol. 20, No. 1 (Jan 01, 2004)
We presume that models and theory in instructional design inform professional practice, but theory has not been consistently built from the professional experiences of instructional designers. This study draws on the observations of five...
Language: English
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Conversation as Inquiry: A Conversation with Instructional Designers
Katy Campbell; Richard A. Schwier; Richard F. Kenny
Journal of Learning Design Vol. 1, No. 3 pp. 1–18
Instructional designers regularly engage in a process of professional and personal transformation that has the potential to transform the culture of institutions through faculty-client relationships. Instructional designers promote new ideas and...
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Implications for ID practice of Instructional Designers' Cultural Identities
Katy Campbell; Richard Schwier; Heather Kanuka; Abtar Kaur; Okhwa Lee; Zoraini Wati Abas; Rozinah Binti Jamaludin; Zehra Ozdilek; Siew-Mee Barton; Denis Berthiaume; Moketsi Sesemane; Meifeng Lui
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 1549–1552
Are there social and political purposes for design that are culturally based? A growing body of research is concerned with the design of culturally-appropriate learning resources and environments, but the emphasis of this panel is on the...