Professor, Education Policy, Organization and Leadership
347A Education Building
1310 S Sixth St Champaign IL (mail code 708)
Champaign (UIUC Campus Mail), IL 61820
Mary Kalantzis is Professor in the Department of Education, Policy, Organization and Leadership at the University of Illinois, Urbana-Champaign. She is a world leader in the ‘new literacy studies’, focusing on multimodality and diversity in contemporary communications. In recent years she worked to conceptualize the nature of communication and learning in the digital age, focusing on the policy, practice and pedagogical design implications of new technologies in education, from early childhood to higher education. With Bill Cope, she is co-author or editor of: Multiliteracies: Literacy Learning and the Design of Social Futures, Routledge, 2000; New Learning: Elements of a Science of Education, Cambridge University Press, 2008/2nd edition 2012; Ubiquitous Learning, University of Illinois Press, 2009; and Literacies, Cambridge University Press, 2012. In recent years, her work research and development work has focused on developing and testing a web application supporting teachers in the pedagogical design process (the Learning by Design Project - http://newlearningonline.com/learning-by-design/ ), and Scholar, an online, multimodal student work space, supporting intensive peer-to-peer feedback and multifaceted formative assessment - http://learning.cgscholar.com/.
My academic research crosses a number of disciplines, including history, linguistics, education and sociology; and examines the varied themes of immigration, education, ethnicity, gender, culture, leadership and workplace change, professional learning and training, pedagogy and literacy learning.
My research activities in Australia have involved responsibilty for the management of, or major participant in, 116 research and development projects since 1991. I have been the recipient of ten large and four small Australian Research Council grants. A key set of projects have involved Multiliteracies research. This has been a decade long research initiative with colleagues from Australia, the United States and Britain to investigate the dual challenges for literacy teaching of cultural diversity and new communication technologies. It includes, participatory research in the area of multimodality and pedagogy working with teachers in Victoria, Australian Capital Territory (ACT), New South Wales and Queensland.
My efforts on issues related to immigration have included an international comparative study conducted for the Organisation for Economic Cooperation and Development, Paris, the development and documentation of Australian national policies linking school to work, several Queensland government-funded evaluations of services for immigrant communities that include Aboriginal and Torres Strait Islander people, and an Australian federally-funded project on literacy skills required for work and training.
Cope, B., & Kalantzis, M. (2023). A little history of e-learning: finding new ways to learn in the PLATO computer education system, 1959–1976. History of Education, 52(6), 905-936. link >
Cope, B., & Kalantzis, M. (2023). Creating a different kind of learning management system: The CGScholar experiment. In Promoting Next-Generation Learning Environments Through CGScholar (pp. 1-18). IGI Global. link >
Cope, B., & Kalantzis, M. (2023). Multiliteracies: A Literature Review. In G. C. Zapata, M. Kalantzis, & B. Cope (Eds.), Multiliteracies in International Educational Contexts: Towards Education Justice (pp. 34-75). (Multiliteracies and Second Language Education). Routledge. link >
Cope, B., & Kalantzis, M. (2023). On Cyber-Social Meaning: The Clause, Revised. International Journal of Communication and Linguistic Studies, 21(2), 1-18. link >
Cope, B., & Kalantzis, M. (2023). The Paradoxes of Open Educational Resources. Information, Medium, and Society, 21(1), 25-41. link >
Cope, B., & Kalantzis, M. (2023). Towards Education Justice: The Multiliteracies Project Revisited. In G. C. Zapata, M. Kalantzis, & B. Cope (Eds.), Multiliteracies in International Educational Contexts: Towards Education Justice (pp. 1-33). (Multiliteracies and Second Language Education). Routledge. link >
Kalantzis, M., & Cope, B. (2023). Multiliteracies: A Short Update. International Journal of Literacies, 30(2), 1-15. link >
Kalantzis, M., & Cope, B. (2023). Multiliteracies: Life of an Idea. International Journal of Literacies, 30(2), 17-89. link >
Peters, M. A., Jackson, L., Papastephanou, M., Jandrić, P., Lazaroiu, G., Evers, C. W., Cope, B., Kalantzis, M., Araya, D., Tesar, M., Mika, C., Chen, L., Wang, C., Sturm, S., Rider, S., & Fuller, S. (Accepted/In press). AI and the future of humanity: ChatGPT-4, philosophy and education–Critical responses. Educational Philosophy and Theory. link >
Tzirides, A. O., Montebello, M., Cope, B., & Kalantzis, M. (2023). The future of online learning and higher education in the post-pandemic world. In Building the Post-Pandemic University: Imagining, Contesting and Materializing Higher Education Futures (pp. 92-109). Edward Elgar Publishing.
Zapata, G. C., Kalantzis, M., & Cope, B. (2023). Multiliteracies in International Educational Contexts: Towards Education Justice. (Multiliteracies and Second Language Education). Routledge. link >
Cope, B., & Kalantzis, M. (2022). Foreword. In Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education (pp. xiii-xiv). IGI Global.
Cope, B., & Kalantzis, M. (2022). Futures for research in education. Educational Philosophy and Theory, 54(11), 1732-1739. link >
Cope, B., & Kalantzis, M. (2022). The cybernetics of learning. Educational Philosophy and Theory, 54(14), 2352-2388. link >
Lim, F. V., Cope, B., & Kalantzis, M. (2022). A Metalanguage for Learning: Rebalancing the Cognitive with the Socio-Material. Frontiers in Communication, 7, Article 830613. link >
Tzirides, A. O., Cope, B., & Kalantzis, M. (2022). Contemporary contexts for learning: an overview. In International Encyclopedia of Education: Fourth Edition (pp. 258-266). Elsevier. link >
Tzirides, A. O., Cope, B., & Kalantzis, M. (2022). Inclusive pedagogies, new learning, new times. In International Encyclopedia of Education: Fourth Edition (pp. 68-75). Elsevier. link >
Cope, B., Kalantzis, M., & Searsmith, D. (2021). Artificial intelligence for education: Knowledge and its assessment in AI-enabled learning ecologies. Educational Philosophy and Theory, 53(12), 1229-1245. link >
McMichael, M. A., Ferguson, D. C., Allender, M. C., Cope, W., Kalantzis, M., Haniya, S., Searsmith, D., & Montebello, M. (2021). Use of a multimodal, peer-to-peer learning management system for introduction of critical clinical thinking to first-year veterinary students. Journal of Veterinary Medical Education, 48(2), 170-180. link >
Pinheiro, P., Rocha, C. H., Cope, B., Kalantzis, M., & Tzirides, A. O. (2021). SENTIDOS SEM FRONTEIRAS PARA UMA EDUCAÇÃO LINGUÍSTICA TRANSFORMADORA: TRANSLINGUAGEM E TRANSPOSIÇÃO NA ERA DO SIGNIFICADO MULTIMODAL E MEDIADO DIGITALMENTE EM TEMPOS PANDÊMICOS. Cadernos de Linguagem e Sociedade, 22(2), 331-352. link >
Cope, B., & Kalantzis, M. (2020). Making Sense: Reference, Agency, and Structure in a Grammar of Multimodal Meaning. Cambridge University Press. link >
Haniya, S., Tzirides, A. O., Georgiadou, K., Montebello, M., Kalantzis, M., & Cope, B. (2020). Assessment Innovation in Higher Education by Integrating Learning Analytics. International Journal of Learning and Teaching, 6(1), 53-57. link >
Kalantzis, M., & Cope, B. (2020). Adding Sense: Context and Interest in a Grammar of Multimodal Meaning. Cambridge University Press. link >
Kalantzis, M., & Cope, B. (2020). Foreword: The Problem of Empathy. In Child-Parent Research Reimagined (pp. ix-xxiii). Brill.
Kalantzis, M., & Cope, B. (2020). Introduction: The Digital Learner – Towards a Reflexive Pedagogy. In M. Montebello (Ed.), Handbook of Research on Digital Learning (pp. xviii-xxxi). IGI Global.
Kalantzis, M., & Cope, B. (2020). Multiculturalism and education policy. In Ethnicity, Class and Gender in Australia (pp. 82-97). Taylor and Francis.
Kalantzis, M., & Cope, B. (2020). The Problem of Empathy. In S. S. Abrams, M. B. Schaefer, & D. Ness (Eds.), Child-Parent Research Reimagined (pp. ix–xxiii ). Brill.
Peters, M. A., Rizvi, F., Mcculloch, G., Gibbs, P., Gorur, R., Hong, M., Hwang, Y., Zipin, L., Brennan, M., Robertson, S., Quay, J., Malbon, J., Taglietti, D., Barnett, R., Chengbing, W., Mclaren, P., Apple, R., Papastephanou, M., Burbules, N. C., ... Misiaszek, L. (2020). Reimagining the new pedagogical possibilities for universities post-Covid-19: An EPAT Collective Project. Educational Philosophy and Theory, 1-45. link >
Cope, B., & Kalantzis, M. (2019). Education 2.0: Artificial Intelligence and the End of the Test. Beijing International Review of Education, 1(2-3), 528-543. link >
Haniya, S., Tzirides, A. O., Montebello, M., Georgiadou, K., Cope, B., & Kalantzis, M. (2019). Maximizing Learning Potential with Multimodality: A Case Study. World Journal of Educational Research, 6(2), 260-269. link >
Kalantzis, M., & Cope, B. (2019). Foreword. Studies in Computational Intelligence, 840, vii-x.
Montebello, M., Cope, B., Kalantzis, M., Haniya, S., Amina, T., Tzirides, A. O., Searsmith, D., Zhao, N., & Chen, M. (2019). Multimodal Mastery Learning. International Journal of Learning and Teaching, 5(1), 19-23. link >
Pinheiro, P., Cope, B., & Kalantzis, M. (2019). Changing forms and uses of citations in the journal article genre: Disruptive change and changing knowledge ecologies in the era of digital text. International Journal of the Book, 17(2), 1-13. link >
Cope, B., Kalantzis, M., & Smith, A. (2018). Pedagogies and Literacies, Disentangling the Historical Threads: An Interview with Bill Cope and Mary Kalantzis. Theory Into Practice, 57(1), 5-11. link >
Karmaker Santu, S. K., Geigle, C., Ferguson, D., Cope, W., Kalantzis, M., Searsmith, D., & Zhai, C. (2018). SOFSAT: Towards a Setlike Operator Based Framework for Semantic Analysis of Text. SIGKDD Explorations Newsletter, 20(2), 21–30. link >
Montebello, M., Cope, B., Kalantzis, M., Tzirides, A. O., Haniya, S., Amina, T., Searsmith, D., Zhao, N., & Chen, M. (2018). Critical thinking through a reflexive platform. In 2018 17th International Conference on Information Technology Based Higher Education and Training, ITHET 2018 Article 8424778 (2018 17th International Conference on Information Technology Based Higher Education and Training, ITHET 2018). Institute of Electrical and Electronics Engineers Inc.. link >
Montebello, M., Cope, B., Kalantzis, M., Amina, T., Searsmith, D., Tzirides, A., & Haniya, S. (2018). Deepening e-learning through social-collaborative intelligence. In Frontiers in Education: Fostering Innovation Through Diversity, FIE 2018 - Conference Proceedings Article 8658779 (Proceedings - Frontiers in Education Conference, FIE; Vol. 2018-October). Institute of Electrical and Electronics Engineers Inc.. link >
Montebello, M., Pinheiro, P., Cope, B., Kalantzis, M., Haniya, S., Tzirides, A. O., Amina, T., & Searsmith, D. (2018). Enriching Online Education through Differentiated Learning. Paper presented at Fourth International Conference on Higher Education Advances. link >
Montebello, M., Pinheiro, P., Cope, B., Kalantzis, M., Amina, T., Searsmith, D., & Cao, D. (2018). The impact of the peer review process evolution on learner performance in e-learning environments. In Proceedings of the 5th Annual ACM Conference on Learning at Scale, L at S 2018 Article 35 (Proceedings of the 5th Annual ACM Conference on Learning at Scale, L at S 2018). Association for Computing Machinery. link >
Cope, B., & Kalantzis, M. (2017). Conceptualizing e-Learning. In B. Cope, & M. Kalantzis (Eds.), e-Learning Ecologies: Principles for New Learning and Assessment (pp. 1-45). Routledge. link >
Cope, B., & Kalantzis, M. (2017). e-Learning Ecologies: Principles for New Learning and Assessment. Routledge. link >
Kalantzis, M., & Cope, B. (2017). New Media and Productive Diversity in Learning. In S. Barsch, N. Glutsch, & M. Massumi (Eds.), Diversity in der LehrerInnenbildung: Internationale Dimensionen der Vielfalt in Forschung und Praxis (pp. 308-323). (LehrerInnenbildung gestalten; Vol. 9). Waxmann Verlag GMBH.
Smith, A., Cope, B., & Kalantzis, M. (2017). The Quantified Writer: Data Traces in Education. In K. A. Mills, A. Stornaiuolo, A. Smith, & J. Z. Pandya (Eds.), Handbook of Writing, Literacies, and Education in Digital Cultures (pp. 235-247). Routledge. link >
Cope, B., & Kalantzis, M. (Eds.) (2016). A Pedagogy of Multiliteracies: Learning by Design. Palgrave Macmillan. link >
Cope, B., & Kalantzis, M. (2016). Big Data Comes to School: Implications for Learning, Assessment, and Research. AERA Open, 2(2). link >
Cope, B., & Kalantzis, M. (2016). The Things You Do to Know: An Introduction to the Pedagogy of Multiliteracies. In B. Cope, & M. Kalantzis (Eds.), A Pedagogy of Multiliteracies: Learning by Design (pp. 1-36). Palgrave Macmillan. link >
Kalantzis, M., & Cope, B. (2016). Learner differences in theory and practice†. Open Review of Educational Research, 3(1), 85-132. link >
Kalantzis, M., & Cope, B. (2016). Learning by Design. (2 ed.) Common Ground.
Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L. (2016). Literacies. (2 ed.) Cambridge University Press. link >
Olmanson, J., Kennett, K., Magnifico, A., McCarthey, S., Searsmith, D., Cope, B., & Kalantzis, M. (2016). Visualizing Revision: Leveraging Student-Generated Between-Draft Diagramming Data in Support of Academic Writing Development. Technology, Knowledge and Learning, 21(1), 99-123. link >
Cope, B., & Kalantzis, M. (2015). ExtraUrbia, or, the Reconfiguration of Spaces and Flows in a Time of Spatial-Financial Crisis. In D. Araya (Ed.), Smart Cities as Democratic Ecologies (pp. 219-246). Palgrave Macmillan. link >
Cope, B., & Kalantzis, M. (2015). Interpreting Evidence-of-Learning: Educational research in the era of big data. Open Review of Educational Research, 2(1), 218-239. link >
Cope, B., & Kalantzis, M. (2015). Sources of Evidence-of-Learning: Learning and assessment in the era of big data. Open Review of Educational Research, 2(1), 194-217. link >
Kalantzis, M., & Cope, B. (2015). Regimes of Literacy. In R. Heydon, K. Hibbert, & R. Stooke (Eds.), Negotiating Spaces for Literacy Learning : Multimodality and Governmentality (pp. 15–24). Bloomsbury Academic. link >
Cope, B., & Kalantzis, M. (2014). Afterword: Literacies of Life Meet Literacies of School. In S. S. Abrams (Ed.), Integrating Virtual and Traditional Learning in 6–12 Classrooms: A Layered Literacies Approach to Multimodal Meaning Making (pp. 115-121). Routledge. link >
Cope, B., Kalantzis, M., Kress, G., Martin, J., & Murphy, L. (2014). Bibliographical Essay: Developing the Theory and Practice of Genre-based Literacy. In The Powers of Literacy: A Genre Approach to Teaching Writing (Vol. 113, pp. 231-247). Taylor and Francis.
Cope, B., & Kalantzis, M. (2014). Changing knowledge ecologies and the transformation of the scholarly journal. In B. Cope, & A. Phillips (Eds.), The Future of the Academic Journal (2 ed., pp. 9-83). Chandos Publishing. link >
Cope, B., & Kalantzis, M. (2014). The Power of Literacy and the Literacy of Power. In The Powers of Literacy: A Genre Approach to Teaching Writing (Vol. 113, pp. 63-89). Taylor and Francis. link >
Kalantzis, M., & Cope, B. (2014). ‘Education Is the New Philosophy’, to Make a Metadisciplinary Claim for the Learning Sciences. In A. D. Reid, E. P. Hart, & M. A. Peters (Eds.), A Companion to Research in Education (pp. 101-115). Springer. link >
Cope, B., & Kalantzis, M. (2013). “Multiliteracies”: New Literacies, New Learning. In M. R. Hawkins (Ed.), Framing Languages and Literacies: Socially Situated Views and Perspectives (pp. 105-135). Taylor and Francis. link >
Cope, B., & Kalantzis, M. (2013). New media, new learning and new assessments. E-Learning and Digital Media, 10(4), 328-331. link >
Cope, B., Kalantzis, M., Abd-El-Khalick, F., & Bagley, E. (2013). Science in writing: Learning scientific argument in principle and practice. E-Learning and Digital Media, 10(4), 420-441. link >
Cope, B., & Kalantzis, M. (2013). Towards a new learning: The Scholar social knowledge workspace, in theory and practice. E-Learning and Digital Media, 10(4), 332-356. link >
Kalantzis, M., & Cope, B. (2013). On transformation: Reflections on the work of, and working with, Gunther Kress. In M. Böck, & N. Pachler (Eds.), Multimodality and Social Semiosis: Communication, Meaning-Making, and Learning in the Work of Gunther Kress (pp. 16-30). Taylor and Francis. link >
Kalantzis, M., & Cope, B. (2012). Literacies. (1 ed.) Cambridge University Press. link >
Kalantzis, M., & Cope, B. (2012). Multiliteracies in Education. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics Blackwell Publishing Ltd.. link >
Kalantzis, M., & Cope, B. (2012). New learning: A charter for change in education. Critical Studies in Education, 53(1), 83-94. link >
Kalantzis, M., & Cope, B. (2012). New learning: Elements of a science of education, second edition. Cambridge University Press. link >
Cope, B., Kalantzis, M., Kress, G., & Martin, J. (2011). Bibliographical Essay: Developing the Theory and Practice of Genre-based Literacy. In B. Cope, & M. Kalantzis (Eds.), The Powers of Literacy: A Genre Approach to Teaching Writing Routledge.
Cope, W., & Kalantzis, M. (2011). ‘Design’ in Principle and Practice: A Reconsideration of the Terms of Design Engagement. Design Journal, 14(1), 45-63. link >
Cope, B., & Kalantzis, M. (2011). Introduction: How a Genre Approach to Literacy Can Transform the Way Writing Is Taught. In B. Cope, & M. Kalantzis (Eds.), The Powers of Literacy: A Genre Approach to Teaching Writing (Vol. 113, pp. 1-21). Routledge. link >
Cope, B., Kalantzis, M., McCarthey, S., Vojak, C., & Kline, S. (2011). Technology-Mediated Writing Assessments: Principles and Processes. Computers and Composition, 28(2), 79-96. link >
Cope, B., & Kalantzis, M. (2011). The Power of Literacy and the Literacy of Power. In B. Cope, & M. Kalantzis (Eds.), The Powers of Literacy: A Genre Approach to Teaching Writing Routledge.
Cope, B., & Kalantzis, M. (2011). The Powers of Literacy: A Genre Approach to Teaching Writing. (Routledge Library Editions: Education). Routledge. link >
Cope, B., Kalantzis, M., & Magee, L. (2011). Towards a Semantic Web: Connecting Knowledge in Academic Research. Chandos Publishing. link >
Kalantzis, M., Cope, B., Noble, G., & Poynting, S. (2011). Cultures of Schooling: Pedagogies for Cultural Difference and Social Access. (Routledge Library Editions: Education). Routledge. link >
Kalantzis, M., & Cope, B. (2011). Histories of Pedagogy, Cultures of Schooling. In B. Cope, & M. Kalantzis (Eds.), The Powers of Literacy: A Genre Approach to Teaching Writing (Vol. 113, pp. 38-62). Routledge. link >
Vojak, C., Kline, S., Cope, B., McCarthey, S., & Kalantzis, M. (2011). New Spaces and Old Places: An Analysis of Writing Assessment Software. Computers and Composition, 28(2), 97-111. link >
Cloonan, A., Kalantzis, M., & Cope, B. (2010). Schemas for Meaning-Making and Multimodal Texts. In T. Locke (Ed.), Beyond the Grammar Wars: A Resource for Teachers and Students on Developing Language Knowledge in the English/Literacy Classroom (pp. 254-275). Routledge. link >
Cope, B., & Kalantzis, M. (2010). Evaluating Webs of Knowledge: A Critical Examination of the 'Impact Factor'. Logos (Netherlands), 21(3-4), 58-73. link >
Cope, B., & Kalantzis, M. (2010). From Gutenberg to the Internet: How Digitisation Transforms Culture and Knowledge. Logos (Netherlands), 21(1-2), 12-39. link >
Cope, W., & Kalantzis, M. (2010). Ubiquitous learning: An agenda for educational transformation. In B. Cope, & M. Kalantzis (Eds.), Ubiquitous Learning (pp. 1-14). University of Illinois Press.
Cope, W., & Kalantzis, M. (Eds.) (2010). Ubiquitous Learning. University of Illinois Press.
Kalantzis, M., & Cope, B. (2010). Introduction: The beginnings of an idea. In B. Cope, & M. Kalantzis (Eds.), Ubiquitous Learning (pp. ix-xiv). University of Illinois Press.
Kalantzis, M., & Cope, W. (2010). Learning by design. E-Learning, 7(3), 198-199. link >
Kalantzis, M., & Cope, B. (2010). The teacher as designer: Pedagogy in the new media age. E-Learning, 7(3), 200-222. link >
Cope, B., & Kalantzis, M. (2009). A grammar of multimodality. International Journal of Learning, 16(2), 361-426. link >
Cope, B., & Kalantzis, M. (2009). “Multiliteracies”: New Literacies, New Learning. Pedagogies, 4(3), 164-195. link >
Cope, B., & Kalantzis, M. (2009). New Media, New Learning. In D. R. Cole, & D. L. Pullen (Eds.), Multiliteracies in Motion: Current Theory and Practice (pp. 87-104). Routledge. link >
Cope, B., & Kalantzis, M. (2009). Signs of epistemic disruption: Transformations in the knowledge system of the academic journal. First Monday, 14(4). link >
Cope, B., & Kalantzis, M. (2009). Signs of epistemic disruption: Transformations in the knowledge system of the academic journal. In B. Cope, & A. Phillips (Eds.), The Future of the Academic Journal (1 ed., pp. 13-61). Chandos Publishing. link >
Cope, B., & Kalantzis, M. (2009). The role of the internet in changing knowledge ecologies. Arbor, 185(737), 521-530. link >
Kalantzis, M., & Cope, B. (2009). Foreword. In D. L. Pullen, & D. R. Cole (Eds.), Multiliteracies and Technology Enhanced Education: Social Practice and the Global Classroom (pp. xiii-xv). IGI Global. link >
Georgiadou, K., Kekkeris, G., & Kalantzis, M. (2008). Inclusion in the information society for the "excluded" women in Greek thrace. In Emerging Technologies and Information Systems for the Knowledge Society - First World Summit on the Knowledge Society, WSKS 2008, Proceedings (pp. 460-468). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 5288 LNAI). link >
Kalantzis, M., & Cope, B. (2008). Language Education and Multiliteracies. In N. H. Hornberger (Ed.), Encyclopedia of Language and Education (pp. 195-211). Springer. link >
Kalantzis, M., & Cope, B. (2008). New learning. Cambridge University Press. link >
Yelland, N., Cope, B., & Kalantzis, M. (2008). Learning by Design: Creating pedagogical frameworks for knowledge building in the twenty-first century. Asia-Pacific Journal of Teacher Education, 36(3), 197-213. link >
Cope, B., & Kalantzis, M. (2007). The social web: changing knowledge systems in higher education. In D. Epstein, R. Boden, R. Deem, F. Rizvi, & S. Wright (Eds.), Geographies of Knowledge, Geometries of Power: Framing the Future of Higher Education (World Yearbook of Education; Vol. 2008). Routledge. link >
Georgiadou, K., Kalantzis, M., & Kekkeris, G. (2007). Gender and ICT: The case of muslim women in Greek thrace. International Journal of Interdisciplinary Social Sciences, 1(4), 181-188. link >
Georgiadou, K., Kekkeris, G., & Kalantzis, M. (2007). Roma women in greek thrace: Becoming computer literate. International Journal of Interdisciplinary Social Sciences, 2(4), 543-550. link >
EPOL 481: New Learning (EPOL 481) 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. Same as EPS?431. 3 undergraduate hours. 4 graduate hours.
EPOL 486: New Media & Learner Differences (EPOL 486) An investigation of the dimensions of learner diversity: material (class, locale), corporeal (age, race, sex and sexuality, and ability) 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.
EPOL 581: Knowledge, Learning and Pedagogy (EPOL 581) Investigates a variety of pedagogical paradigms, including didactic, authentic and critical pedagogies. Develops the concept of a pedagogical repertoire, as a way of interpreting the ways in which learners engage in a variety of "knowledge processes" or task types. The course focuses on approaches to literacy teaching and learning, but course participants can address parallel examples from other discipline areas and across all levels of education. As a counterpoint, it also reflects on the practicalities of learning knowledge-making in informal as well as consciously designed learning environments.
EPOL 582: New Media and Literacies (EPOL 582) 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 read and 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. This reflects an expansive view of literacy in which reading and writing includes media objects such as embedded video, datasets, infographics, digital story boards. The course investigates the implications of new media and technology-mediated learning for teaching methods and pedagogical designs. Same as EPS?554. 4 graduate hours. No professional credit.
EPS 431: New Learning (EPS 431) 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. Same as EPOL 481. 3 undergraduate hours. 4 graduate hours.
EPS 532: Knowledge, Learning and Pedagogy (EPS 532) Investigates a variety of pedagogical paradigms, including didactic, authentic and critical pedagogies. Develops the concept of a pedagogical repertoire, as a way of interpreting the ways in which learners engage in a variety of "knowledge processes" or task types. The course focuses on approaches to literacy teaching and learning, but course participants can address parallel examples from other discipline areas and across all levels of education. As a counterpoint, it also reflects on the practicalities of learning knowledge-making in informal as well as consciously designed learning environments. Same as EPOL 581. 4 graduate hours. No professional credit.
EPS 554: New Media and Literacies (EPS 554) 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 read and 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. This reflects an expansive view of literacy in which reading and writing includes media objects such as embedded video, datasets, infographics, digital story boards. The course investigates the implications of new media and technology-mediated learning for teaching methods and pedagogical designs. Same as EPOL 582. 4 graduate hours. No professional credit.
EPSY 559: Advanced Learning Technologies (EPSY 559) In this course participants identify and justify the implementation of advanced learning technologies in the overall environment of learning. They investigate the ways in which advanced technologies influence the design process and how the design process may be enhanced. 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 usability and accessibility, and critical analysis of the benefits of technologies in education. 4 graduate hours. No professional credit.
EPSY 560: Technology and Educational Change (EPSY 560) Today's wave of educational technologies foreshadow what may be a second great education revolution, after the rise of mass-institutional education in the nineteenth century. This has the potential to transform the characteristic communication artifacts of classrooms, teacher lecture, classroom discourse and textbooks. This course explores the possibilities for educational technologies to influence educational change. However, with a critical eye, we also raise the concerns - we can use digital media to prolong the life of old ways of learning, for instance, where the video-lecturing teacher, the monovocal e-textbook or the bullet-pointed PowerPoint presentation transmit facts and concepts. How can we use the affordances of networked digital media to do something different? Can we imagine learning where the knowledge that learners bring to the table is valued, where learners' knowledge repertoires are extended as they actively make new knowledge, and which build collaborative knowledge cultures? 4 graduate hours. No professional credit.
SPED 413: New Media &Learner Differences (SPED 413) 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.