Bill Cope's R&D explores the pedagogical affordances of technology mediated learning environments. From 2010-2013 he was Chair of the Journals Publication Committee of the American Educational Research Association.
Professor Educational Policy Studies, University of Illinois at Urbana Champaign, 2006 - present
Adjunct Professor Globalism Institute, RMIT University, Melbourne, Australia, 2006 - present
Director Common Ground Publishing, 2001 - present
Research Associate Globalism Institute, RMIT University, Melbourne, Australia, 2001 - 2005
First Assistant Secretary Dept. of the Prime Minister & Cabinet, Government of Australia, 1995 - 1996
Director Office of Multicultural Affairs, Government of Australia, 1995 - 1996
Director Bureau of Immigration, Multiculral and Population Research, Dept of Immigration & Multicultural Affairs, Government of Australia, 1995 - 1996
Director Centre for Workplace Communication and Culture, University of Technology Sydney & James Cook University of North Queensland, 1993 - 1995
Ph.D., History, Macquarie University, Sydney, Australia, 1987
B.A., History, Macquarie University, Sydney, Australia, 1979
Cope, Kalantzis collaborating on NSF-funded study (10/10/2016)
Bill Cope is a Professor in the Department of Educational Policy Studies at the University of Illinois. He is Principal Investigator in a series of major projects funded by the Institute of Educational Sciences in the US Department of Education and the Bill and Melinda Gates Foundation researching and developing educational technologies. Recent books include The Future of the Academic Journal, (with Angus Phillips, eds) Chandos, Oxford, 2009/2nd edition 2014, and Towards a Semantic Web: Connecting Knowledge in Academic Research, (with Kalantzis and Magee), Woodhead, Cambridge, 2010. He is has one patent and two patents pending in the fields of e-learning and web publishing. With Mary Kalantzis, he is co-author of New Learning: Elements of a Science of Education, Cambridge University Press, 2008/2nd edition 2012 and Literacies, Cambridge University Press, 2012/2nd edition 2015; and co-editor of Ubiquitous Learning, University of Illinois Press, 2009.
Cope, W., & Kalantzis, M. (2017) e-Learning Ecologies: Principles for New Learning and Assessment Routledge: New York
Kalantzis, M., & Cope, W. (2016) New Media and Productive Diversity in Learning. Diversity in der LehrerInnenbildun Waxmann: Münster, Germay
Kalantzis, M., Cope, B., & Cope, W. (2013) Multiliteracies in Education. Blackwell
Kalantzis, M., Cope, B., & Cope, W. (2012) Literacies.. Cambridge University Press: Cambridge UK
Kalantzis, M., Cope, B., & Cope, W. (2012) New learning: A charter for change in education Critical Studies in Education 53 (1), 83-94
Kalantzis, M., Cope, B., & Cope, W. (2012) The work of writing in the age of its digital reproducibility. In Sandra Schamroth Abrams and Jennifer Rowsell (Eds.), Rethinking Identity and Literacy Education in the 21st Century. National Society
Wilson, D., Cope, W., & Peters, M. (2012) The Parable of the Physicist and the Postmodernists Policy Futures in Education 10 (2), 229-233
Cope, B., & Cope, W. (2011) Method for the Creation, Location and Formatting of Digital Content.. US Patent No
Cope, B., Kalantzis, M., & Cope, W. (2011) “Design” in Principle and Practice: A Reconsideration of the Terms of Design Engagement The Design Journal 14 (1), 45-63
Cope, B., Kalantzis, M., McCarthey, S., Vojak, C., Kline, S., & Cope, W. (2011) Technology-Mediated Writing Assessments: Paradigms and Principles. Computers and Composition 28 (2), 79-96
Vojak, C., Kline, S., Cope, B., McCarthey, S., Kalantzis, M., & Cope, W. (2011) New Spaces and Old Places: An Analysis of Writing Assessment Software Computers and Composition 28 (2), 97-111
Cope, B., Kalantzis, M., & Cope, W. (2008) The social web: Changing knowledge systems in higher education. Geographies of knowledge, geometries of power: Framing the future of higher education. World Yearbook of Education Routledge: London
Kalantzis, M., Cope, B., & Cope, W. (2008) ‘From Literacy to Multiliteracies: Learning to Mean in the New Communications Environment’, English Studies (South Africa)..
Kalantzis, M., Cope, B., & Cope, W. (2008) Language education and multiliteracies. Encyclopedia of language and education Springer: New York
Kalantzis, M., Cope, B., & Cope, W. (2008) New learning: Elements of a science of education Cambridge University Press: NY
Cope, B., Kalantzis, M., & Cope, W. (2007) New media 14 (1), 75-79
Cope, B., Phillips, A., & Cope, W. (2006) The future of the book in the digital age.. Chandos Publishing: Oxford
Kalantzis, M., Cope, B., & Cope, W. (2006) A question of truth: The role of the 'critical' in pedagogy Journal of Educational Change 7 (3), 209-214
Kalantzis, M., Cope, B., & Cope, W. (2006) Multicultural education and cultural diversity. Early Childhood Education: An International Encyclopedia 4 , 874-879
Kalantzis, M., Cope, B., & Cope, W. (2006) On globalisation and diversity Computers and Composition 23 (4), 402-411
Cope, B., Kalantzis, M., & Cope, W. (2000) A place in the sun: Recreating the Australian way of life. Sydney,. Harper Collins: Australia
Cope, B., Kalantzis, M., & Cope, W. (2000) Multiliteracies: Literacy learning and the design of social futures.. Routledge: London
Cope, B., Kalantzis, M., & Cope, W. (1996) Productive diversity: A new Australian approach to work and management. Sydney,. Pluto Press: Australia
Cope, B., Kalantzis, M., & Cope, W. (1993) The powers of literacy: A genre approach to teaching writing.. University of Pittsburgh Press: Pittsburgh
Chair, Journal Publications Committee American Educational Research Association, 2010 - 2013
Co-ordinator and speaker American Educational Research Association, 2011 - 2011
Invited Lecture University of British Columbia, 2011 - 2011
Plenary Session Chair Havana, Cuba, Unknown, 2004 - 2004
Plenary Session Chair UCLA, Unknown, 2004 - 2004
Session Chair Institute of Education, University of London, Unknown, 2003 - 2003
Keynote Speaker Universiti Sains Malaysia, Penang, Malaysia, Unknown, 2003 - 2003
Bill Cope is lead in the Learning Design and Leadership concentration in the Department of Educational Policy, Organization and Leadership, offering certificate, masters and doctoral degrees.
Social Learning and Knowledge This course explores how we access and generate knowledge. In formal education, the legacy classroom is also being augmented with technology or replaced entirely with online learning. Across a wide range of domains of knowledge, the traditional separations between knowledge producers (experts or teachers) and knowledge consumers (everyday citizens or students) are undergoing transformation. In this course you will be exposed to the changing landscape of knowledge and learning through a hands-on experience of collaborative knowledge production and learning. Issues and concepts to be addressed include Web 2.0, participatory media, peer-to-peer knowledge networks, 'the commons', informal online learning, and the dynamics of formal e-learning ecologies.
Independent Study Offers opportunity and challenge of self-directive, independent study; develops the individual's ability as an independent student and enables the student to pursue needed study in a field in which appropriate courses are not being offered during a given term. Course Information: 1 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated with approval.
New Learning Education is in a state of flux - transitioning from traditional architectures and practices to new ecologies of teaching and learning influenced by the tremendous social and technological change of our times. What changes are afoot today in workplaces, civic life and everyday community life? What are their implications for education? What are the possible impacts of contemporary social transformations on teaching and learning - including in the areas of technology, media, globalization, diversity, changing forms of work in the "knowledge society", and, in these contexts, changing learner needs and sensibilities? This course explores three pedagogical paradigms: "didactic", "authentic" and "transformative" learning. It takes a historical perspective in order to define the contemporary dimensions of what we term "new learning". It prepares participants to make purposeful choices and link particular theories/instructional approaches to individual and group learning goals. 3 undergraduate hours. 4 graduate hours. Prerequisite: For graduate credit only, acceptance into the Master of Education with an emphasis on New Learning and New Literacies program is required.
Ubiquitous Learning This course explores the dynamics of learning using mobile computing devices, broadly defined to range from mobile phones, tablets and laptops to interesting new possibilities raised by emerging technologies such as wearable devices and a potentially pervasive "internet of things". Our journey will take us through museums, galleries and parks - real and virtual. We will visit new media and gaming spaces in which either incidental or explicit learning is taking place. We will look at sites of informal as well as formal learning - extraordinary classrooms offering blended learning opportunities, as well as new forms and modes of out-of-school and self-directed learning. Course Information: 4 graduate hours. No professional credit.
Assessment for Learning For several decades now, assessment has become an increasingly pressing education priority. Teacher and school accountability systems have come to be based on analysis of large-scale, standardized summative assessments. As a consequence, assessment now dominates most conversations about reform, particularly as a measure of teacher and school accountability for learner performance. Behind the often heated and at times ideologically gridlocked debates is a genuine challenge to address gaps in achievement between different demographically identifiable groups of students. There is an urgent need to lift whole communities and cohorts of students out of cycles of underachievement. For better or for worse, testing and public reporting of achievement is seen to be one of the few tools capable of clearly informing public policy makers and communities alike about how their resources are being used to expand the life opportunities for their children. This course is an overview of current debates about testing, and analyzes the strengths and weaknesses of a variety of approaches to assessment. 5 graduate hours. No professional credit.
New Media and Literacies This course is designed to address issues of language and literacy, not only for language arts teachers, but all educators in all disciplines and at all levels, where students are required to represent their knowledge in writing as well as other media. It will introduce the 'Multiliteracies' theory of literacy learning which recognizes that the contemporary communications environment is increasingly multimodal. Written language today is more closely connected with oral, visual, gestural, tactile and spatial modes. To remain relevant, effective pedagogy needs to connect with the new communications media, and to explore their underlying processes. The course will focus on current trends in literacy instruction, not only in language arts or composition classes, but academic literacies across all curriculum areas. The course will also investigate the implications of new media of language and literacy and explore the implications of developments in the contemporary media, particularly the new, digital media. 4 graduate hours. No professional credit.
Independent Study Offers opportunity and challenge of self-directive, independent study; develops the individual's ability as an independent student and enables the student to pursue needed study in a field in which appropriate courses are not being offered during a given term. Course Information: May be repeated with approval. Prerequisite: Approval of study outline by adviser and the department chairman prior to enrollment.
Learning & Hum Dev w/ EdTech Sets out to provide an understanding of theories of learning and development and how these theories relate to educational technology. It has two components. The first is theoretical, in which we attempt to develop an overall frame of reference, locating approaches to the psychology of learning in terms of large paradigm shifts, from 'behaviorism' to 'brain developmentalism' to 'social cognitivism'. The second component is practical, in which we will use these theoretical concepts to 'parse' a technology-mediated learning environment for its underlying presuppositions. Course Information: 3 undergraduate hours. 4 graduate hours.
Analysis of Educational Tech This course will analyze currently available technologies for learning. Areas addressed include: learning management systems, intelligent tutors, computer adaptive testing, gamification, simulations, learning in and through social media and peer interaction, universal design for learning, differentiated instruction systems, big data and learning analytics, attention monitoring, and affect-aware systems. Participants will explore the processes for selection and implementation of suitable technologies, the design of electronic learning resources, design and application of digital media in teaching and learning, familiarization with web usually and accessibility, and critical analysis of the benefits of technologies in education. 4 graduate hours. No professional credit.
Learning w Mobile Technologies Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Course Information: Approved for both letter and S/U grading. May be repeated. Prerequisite: Consent of instructor required.
Mobile Learning Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Course Information: Approved for both letter and S/U grading. May be repeated. Prerequisite: Consent of instructor required.
Learning Technologies The course addresses two important needs of educators. First, educators should be aware of recent developments in the area of instructional technology. Second, educators must be able to select, develop, and effectively use appropriate instructional technologies to enhance learning and communication. To meet these needs, this course covers a wide range of instructional technologies that are used for instructional and administrative purposes. Traditional instructional media are considered in the course although significant emphasis is placed on more recent developments that involve the use of the computer and its applications in education. Instructional technologies such as computer-based instruction, computer-based testing, distance learning, interactive video, and intelligent instructional technologies are covered. Through course readings, discussions, and projects, students in the course are expected to gain skills in choosing appropriate instructional technologies, designing effective presentations that rely on those technologies, and properly using instructional technologies to enhance communication with an audience. Same as CI 484. 3 undergraduate hours. 4 graduate hours. Prerequisite: HRD 411 or equivalent course in instructional design.
e-Learning Ecologies An examination of emerging environments of e-learning, some setting out to emulate the heritage social relationships and discourses of the classroom, others attempting to create new forms of learning. Aims to push the imaginative boundaries of what might be possible in e-learning environments. Explores the ways in which assessments can be constructed and implemented which are integral to the learning process, with the assistance of today's new media, 'big data' and other information technologies. Course Information: 4 graduate hours. No professional credit.
New Media &Learner Differences An investigation of the dimensions of learner diversity: material (class, locale), corporeal (age, race, sex and sexuality, and physical and mental characteristics) and symbolic (culture, language, gender, family, affinity and persona). Examines social-cultural theories of difference, as well as considering alternative responses to these differences in educational settings - ranging from broad, institutional responses to specific pedagogical responses within classes of students. No undergraduate credit. 4 graduate hours. Prerequisite: Acceptance into the Master of Education with an emphasis on New Learning and New Literacies program.