Biography

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.

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Key Professional Appointments

ProfessorEducational Policy Studies, University of Illinois at Urbana Champaign, 2006 - present

Adjunct ProfessorGlobalism Institute, RMIT University, Melbourne, Australia, 2006 - present

DirectorCommon Ground Publishing, 2001 - present

Research AssociateGlobalism Institute, RMIT University, Melbourne, Australia, 2001 - 2005

First Assistant SecretaryDept. of the Prime Minister & Cabinet, Government of Australia, 1995 - 1996

DirectorOffice of Multicultural Affairs, Government of Australia, 1995 - 1996

DirectorBureau of Immigration, Multiculral and Population Research, Dept of Immigration & Multicultural Affairs, Government of Australia, 1995 - 1996

DirectorCentre for Workplace Communication and Culture, University of Technology Sydney & James Cook University of North Queensland, 1993 - 1995

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Education

Ph.D., History, Macquarie University, Sydney, Australia, 1987

B.A., History, Macquarie University, Sydney, Australia, 1979

Research & Service

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.

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Service

Chair, Journal Publications CommitteeAmerican Educational Research Association, 2010 - 2013

Co-ordinator and speakerAmerican Educational Research Association, 2011 - 2011

Invited LectureUniversity of British Columbia, 2011 - 2011

Plenary Session ChairHavana, Cuba, Unknown, 2004 - 2004

Plenary Session ChairUCLA, Unknown, 2004 - 2004

Session ChairInstitute of Education, University of London, Unknown, 2003 - 2003

Keynote SpeakerUniversiti Sains Malaysia, Penang, Malaysia, Unknown, 2003 - 2003

Teaching

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.

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Courses

Learn and Human Dev wi Ed Tech 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.

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.

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. Course Information: No undergraduate credit. 4 graduate hours. Prerequisite: Acceptance into the Master of Education with an emphasis on New Learning and New Literacies program.

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. No undergraduate credit. 4 graduate hours. Prerequisite: Acceptance into the Master of Education with an emphasis on New Learning and New Literacies program.

Teachers and Tech Integration Designed to help enhance the understanding of computers in the schools. This course looks at computers in the broadest sense and considers a variety of aspects of technologies and digital media that impact pedagogy, curriculum, and student learning. The course considers the context of computing by exploring the history of computing, what is currently occurring in the schools, and how technologies and student expectations are encouraging teachers to redefine the classroom experience. The main goal of this course is to enable students to develop a flexible and working knowledge of computers as educational resources in order to better reach students - students of the 21st century. Course Information: 3 undergraduate hours. 4 graduate hours. Prerequisite: EPSY 480 or equivalent, or consent of instructor.

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.

Foundation-Online Teach/Learn Special course for experimentation or for seminar on topics not treated by regularly scheduled courses. Topics vary; consult Class Schedule for specific section offerings. Course Information: 3 undergraduate hours. 4 graduate hours. May be repeated to a maximum of 8 hours.

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.

Analysis of Adv Instruct 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. Course Information: 4 graduate hours. No professional credit.

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. Course Information: 4 graduate hours. No professional credit.

Trends & Issues Language Arts Advanced seminar in literacy for teachers, researchers, and specialists. Focuses on trends and issues in elementary and middle school language arts. Current theories, relevant research and practical applications are considered in relation to reading, writing, listening, and speaking.

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 social networking and other information technologies. Course Information: Prerequisite: Acceptance into the Master of Education with an emphasis on New Learning and New Literacies program.

Intro Online Teaching/Learning Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education. Course Information: May be repeated. Prerequisite: Consent of instructor.

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.

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.

Bill Cope

Professor, Education Policy, Organization and Leadership

Contact

Office

326 Education Building
1310 S. Sixth St.
Champaign, IL 61820

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