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

Adjunct Professor, Globalism Institute, RMIT University, Melbourne, Australia, 2006 - present

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

Director, Common Ground Publishing, 2001 - present

Research Associate, Globalism Institute, RMIT University, Melbourne, Australia, 2001 - 2005

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

Director, Office of Multicultural Affairs, Government of Australia, 1995 - 1996

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

Director, Centre 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, the Bill and Melinda Gates Foundation and the National Science Foundation, researching and developing educational technologies. He has co-authored or co-edited: New Learning: Elements of a Science of Education, Cambridge University Press, 2008 (2nd edition, 2012); Ubiquitous Learning, University of Illinois Press, 2009; Towards a Semantic Web: Connecting Knowledge in Academic Research, Elsevier, 2009; Literacies, Cambridge University Press 2012 (2nd edition, 2016); A Pedagogy of Multiliteracies, Palgrave, 2016; e-Learning Ecologies, Routledge, 2017; and a two volume grammar of multimodal meaning: Making Sense: Reference, Agency and Structure in a Grammar of Multimodal Meaning, and Adding Sense: Context and Interest in a Grammar of Multimodal Meaning, Cambridge University Press, 2020.

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Publications

Cope, W., & Kalantzis, M. (2020). Making Sense: Reference, Agency and Structure in a Grammar of Multimodal Meaning. ( pp. 364). Cambridge, UK: Cambridge University Press.

Cope, W., Kalantzis, M., & Searsmith, D. (2020). Artificial Intelligence for Education: Knowledge and its Assessment in AI-enabled Learning Ecologies. Educational Philosophy and Theory, 52 (16), 1-17.

Kalantzis, M., & Cope, W. (2020). Adding Sense: Context and Interest in a Grammar of Multimodal Meaning. ( pp. 386pp). Cambridge, UK: Cambridge University Press.

Cope, W., & Kalantzis, M. (2017). e-Learning Ecologies: Principles for New Learning and Assessment. ( pp. 218). New York: Routledge.

Kalantzis, M., & Cope, W. (2016). New Media and Productive Diversity in Learning. Diversity in der LehrerInnenbildun ( pp. 310-325). Münster, Germay: Waxmann.

Kalantzis, M., & Cope, W. (2020). The Problem of Empathy. Parent-Child Research Reimagined Leiden, NL: Brill.

Kalantzis, M., Cope, W., & Zapata, G. (2020). Las alfabetizaciones múltiples: teoría y práctica. Barcelona, Spain: Ediciones Octaedro.

Cope, W., Kalantzis, M., Ste?????? , ?., & ??ßa??t?, ?. (2019). G?aµµat?sµ?? – ??a ?a?da?????? ??af???p???µ???? S?ed?asµ?? ?a? ????t??p???? ???µat?d?t?se?? Athens, Greece: d?se?? ???t.

Kuzi, S., Cope, W., Ferguson, D., Geigle, C., & Zhai, C. (2019). Automatic Assessment of Complex Assignments Using Topic Models. L@S '19 Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale.

Shubhra Kanti, K., Geigle, C., Duncan, F., Cope, W., Kalantzis, M., Searsmith, D., & Zhai, C. (2019). SOFSAT: Towards a Set-like Operator Based Framework for Semantic Analysis of Text.

Smith, A., Cope, B., & Kalantzis, M. (2018). The Quantified Writer: Data Traces in Education. Handbook of Writing, Literacies, and Education in Digital Cultures ( pp. 235-247). New York: Routledge.

Kalantzis, M., Cope, B., & Cope, W. (2013). Multiliteracies in Education Blackwell.

Kalantzis, M., Cope, B., & Cope, W. (2012). Literacies Cambridge UK: Cambridge University Press.

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 ( vol. 7, pp. 886,225 B2). 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 ( pp. 371-384). London: Routledge.

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 ( vol. Vol 1 pp. 195-211). New York: Springer.

Kalantzis, M., Cope, B., & Cope, W. (2008). New learning: Elements of a science of education. NY: Cambridge University Press.

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 Oxford: Chandos Publishing.

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 Australia: Harper Collins.

Cope, B., Kalantzis, M., & Cope, W. (2000). Multiliteracies: Literacy learning and the design of social futures London: Routledge.

Cope, B., Kalantzis, M., & Cope, W. (1996). Productive diversity: A new Australian approach to work and management. Sydney Australia: Pluto Press.

Cope, B., Kalantzis, M., & Cope, W. (1993). The powers of literacy: A genre approach to teaching writing Pittsburgh: University of Pittsburgh Press.

McMichael, M., Allender, M., Ferguson, D., Cope, W., Kalantzis, M., Searsmith, D., & Haniya, S. (2020). Use of a Novel Learning Management System for Teaching Critical Thinking to First Year Veterinary Students. Journal of Veterinary Medical Education.

Pinheiro, P., Cope, W., & 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. 17 (2), 1-17.

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Service

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

Keynote Speaker, Universiti Sains Malaysia, Penang, Malaysia, Unknown, 2003 - 2003

Session Chair, Institute of Education, University of London, 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

Ubiquitous Learning (EPOL 580) EdM and EdD students will meet online from 5:30-6:30 PM.

General Field Research Seminar (EPOL 586) This course will guide doctoral students as they develop a broad and critical understanding of their general field of doctoral study. Students will conduct a synthesized and critical review of the general field literature, which will become part of their dissertation. This course may meet the doctoral requirement of the General Field Qualifying Examination.

General Field Research Seminar (EPOL 586) This course will guide doctoral students as they develop a broad and critical understanding of their general field of doctoral study. Students will conduct a synthesized and critical review of the general field literature, which will become part of their dissertation. This course may meet the doctoral requirement of the General Field Qualifying Examination. Sessions will be recorded, so attendance at this time is not required.

Special Field Research Seminar (EPOL 587) This course will guide doctoral students as they develop a broad and critical understanding of their special field of doctoral study. Students will conduct a synthesized and critical review of the special field literature, which will become part of their dissertation.This course may meet the doctoral requirement of the Special Field Qualifying Examination.

Special Field Research Seminar (EPOL 587) This course will guide doctoral students as they develop a broad and critical understanding of their special field of doctoral study. Students will conduct a synthesized and critical review of the special field literature, which will become part of their dissertation.This course may meet the doctoral requirement of the Special Field Qualifying Examination. Sessions will be recorded, so attendance at this time is not required.

Methodology Research Seminar (EPOL 588) This course will guide EDD doctoral students as they develop a broad and critical understanding of the methodological approaches in their doctoral field. Students will critique methodologies used in educational research and develop a thorough methodological proposal for their research, which will become part of their dissertation.This course may meet the doctoral requirement of the Research Methodology Qualifying Examination.

Methodology Research Seminar (EPOL 588) This course will guide EDD doctoral students as they develop a broad and critical understanding of the methodological approaches in their doctoral field. Students will critique methodologies used in educational research and develop a thorough methodological proposal for their research, which will become part of their dissertation.This course may meet the doctoral requirement of the Research Methodology Qualifying Examination. Sessions will be recorded, so attendance at this time is not required.

Thesis Seminar (EPOL 591) Designed to take students through the entire process of proposal development, this course is intended for masters or doctoral students who are ready to prepare a thesis or dissertation proposal. Students will learn to use a systematic and comprehensive approach to develop the research proposal and how each step in the research process is related.

Thesis Seminar (EPOL 591) Designed to take students through the entire process of proposal development, this course is intended for masters or doctoral students who are ready to prepare a thesis or dissertation proposal. Students will learn to use a systematic and comprehensive approach to develop the research proposal and how each step in the research process is related. Sessions will be recorded, so attendance at this time is not required.

Independent Study (EPOL 595) 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.

Thesis Research (EPOL 599) Individual direction of research and thesis writing.

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.

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. EDM students will meet from 1:00-2:00 pm and the EDD students will meet from 2:00-3:00 pm.

Ubiquitous Learning (EPS 506) 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. EdM and EdD students will meet online from 5:30-6:30 PM.

Ubiquitous Learning (EPS 506) 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.

Ubiquitous Learning (EPS 506) 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. EdM students will meet online from 5:30-6:30 PM. EdD students will meet online from 6:30-7:30 PM.

Assessment for Learning (EPS 535) 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. The course also focuses on the use of assessment technologies in learning. It will explore recent advances in computer adaptive and diagnostic testing, the use of natural language processing technologies in assessments, and embedded formative assessments in digital and online curricula. Same as EPOL 534. 4 graduate hours. No professional credit. Master's students meet from 5:30-6:30 PM and doctoral students meet from 6:30-7:30 PM.

Assessment for Learning (EPS 535) 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. The course also focuses on the use of assessment technologies in learning. It will explore recent advances in computer adaptive and diagnostic testing, the use of natural language processing technologies in assessments, and embedded formative assessments in digital and online curricula. Same as EPOL 534. 4 graduate hours. No professional credit.

Meaning Patterns (EPS 590) 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. EdM students will meet from 5:30-6:30pm and EdD students will meet from 6:30-7:30pm. Sessions will be recorded, so attendance at these times is not required. This course addresses the ways in which knowledge is represented, with special reference to the knowledge representations of teachers and learners. Its interdisciplinary bases are functional linguistics, semiotics, philosophy, history of ideas, media/communication studies, and ontology in computer science. The focal point of the course is the five questions about meaning posed by Cope and Kalantzis in their transpositional grammar: “what is this about?” (reference); “who or what is doing this?” (agency); “what holds this together?” (structure); “how does this fit with its surroundings?” (context); and “what is this for?” (interest). Along these lines of inquiry, a transpositional grammar addresses language, image, embodied action, object and space. “Transposition” refers to the movement across these various

Learning & Hum Dev w/ EdTech (EPSY 408) 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. Master's students meet from 5:30-6:30 PM and doctoral students meet from 6:30-7:30 PM.

Learning & Hum Dev w/ EdTech (EPSY 408) 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.

Learning & Hum Dev w/ EdTech (EPSY 408) 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. EdM and EdD students will meet online from 5:30-6:30 PM.

Learning & Hum Dev w/ EdTech (EPSY 408) 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. EDM students will meet from 1:00-2:00pm and the EDD students will meet from 2:00-3:00pm.

Learning & Hum Dev w/ EdTech (EPSY 408) 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. EdM students will meet from 5:30-6:30pm and EdD students will meet from 6:30-7:30pm. Sessions will be recorded, so attendance at these times is not required.

Learning & Hum Dev w/ EdTech (EPSY 408) 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. EdM students will meet online from 5:30-6:30 PM. EdD students will meet online from 6:30-7:30 PM.

Analysis of Educational Tech (EPSY 556) 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.

Analysis of Educational Tech (EPSY 556) 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. EDM students will meet from 1:00-2:00pm and the EDD students will meet from 2:00-3:00pm.

Learning Technologies (HRD 472) 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 and EPOL 483. 3 undergraduate hours. 4 graduate hours.

e-Learning Ecologies (HRD 572) An examination of emerging environments of eLearning, 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 eLearning 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. EdM students will meet from 5:30-6:30. EdD students will meet from 6:30-7:30.

eLearning Ecologies (HRD 572) An examination of emerging environments of eLearning, 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 eLearning 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. EdM students will meet from 5:30-6:30. EdD students will meet from 6:30-7:30.

e-Learning Ecologies (HRD 572) An examination of emerging environments of eLearning, 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 eLearning 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. EdM students will meet online from 5:30-6:30 PM. EdD students will meet online from 6:30-7:30 PM.

e-Learning Ecologies (HRD 572) An examination of emerging environments of eLearning, 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 eLearning 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.

e-Learning Ecologies (HRD 572) An examination of emerging environments of eLearning, 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 eLearning 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. EDM students will meet from 1:00-2:00pm and the EDD students will meet from 2:00-3:00pm.

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.

Profile Picture for Bill Cope

Professor, Education Policy, Organization and Leadership

Contact

Office

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

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