So pleased to be teaching this timely course.
https://www.conted.ox.ac.uk/courses/effective-online-course-design-online
Kathlyn Bradshaw
Dr. Kathlyn Bradshaw, EdD. Educational Technology, is a professor in the School of Business at Algonquin College. She constantly works towards augmenting her understanding of the application of technology in the classroom and help her gain increased facility with instructional analysis and design, specifically at the post-secondary level. She also teachers Oxford University's Continuing Education Course: Effective Online Tutoring.
Tuesday 2 June 2020
Saturday 7 April 2018
Thursday 5 April 2018
Algonquin BoG Nominee Bio
Kathlyn Bradshaw, EdD in Educational Technology
Professor, School of Business
Her area of specialization is in business communications. In addition, she teaches online for Oxford University. For over two years Kathlyn chaired the General Education Committee and served on the Essential Employability Skills Committee. Kathlyn’s current research interests include educational technology, open educational resources, cultural historical activity theory, and course design. She has presented at educational conferences in the U.S. and Canada, and has published articles related both to teaching at Algonquin as well as her own research.
Algonquin Voting System
Algonquin Voting System
Wednesday 4 April 2018
Academic Bio
Dr. Kathlyn Bradshaw (English professor, Algonquin College
School of Business) designs, develops, implements, and evaluates face-to-face,
blended, and fully online courses. In addition, she teaches Effective Online
Tutoring for Oxford University. Her doctorate in Educational Research
technology specialization (University of Calgary) involved research into open
educational resources (OER), specifically cultural historical activity theory
and massive open online course (MOOC) design.
Dr.
Bradshaw’s academic publication and presentation accomplishments include
2017 Conceptualizing
Formal and Informal Learning in MOOCs as Activity Systems (co-authors Gale Parchoma and Jennifer Lock),
Quarterly Review of Distance Learning V18(3)
http://www.infoagepub.com/qrde-issue.html?i=p5a8eb8bd309df
2017 Conceptualizing
Formal and Informal Learning in MOOCs as Activity Systems, University of
Athabasca CIDER Session, https://landing.athabascau.ca/groups/profile/289790/canadian-initiative-for-distance-education-research-cider/tab/359765/sessions
2017 MOOC Pedagogy and Design, Cohere Conference
http://cohere.ca/conference-2017/2017-conference-program/
2017 Emerging
Pedagogies and Designs for Online Learning, World Conference on Online Learning
http://onlinelearning2017.ca/en/speakers-content/bradshaw-kathlyn/
2017 Accounting for Taste: Learning by Doing in
the College Classroom, College Quarterly, http://collegequarterly.ca/2017-vol20-num02-spring/accounting-for-taste-learning-by-doing-in-the-college-classroom.html
2017
Boundary Crossing and MOOC Design, Doctor of Education Thesis
http://theses.ucalgary.ca/handle/11023/3555?mode=full
2015
Crossing Boundaries between Formal and Informal E-learning, Conference
on Higher Education, Virginia Tech, http://www.cider.vt.edu/conference/proceedings/2015ConferenceProceedings.pdf
2014
The Frankenstein Bicentennial Project Workshop, Arizona State University
2013
MOOCs and Colleges, AECT
Conference, Anaheim California, October 2013
2013
Higher Education Teaching and
Learning Conference, University of Central Florida, https://www.hetl.org/wp-content/uploads/2013/03/HETL_Conference_Schedule.pdf
2011
Virtual Learning in a 3D World, CALL Conference, Algonquin College
2010
Virtual Learning in a College Course, Virtual Worlds Best Practices
in Education Conference, March 2011 Second Life, file:///C:/Users/Kathlyn/Downloads/2-2-PB.pdf
Dr. Bradshaw has research interests and
application in the use, integration, and evaluation of OER and MOOC, as well as
research, design, development, and evaluation of programs and courses
(including face-to-face, fully online, and blended). Her professional
communications teaching expertise includes working with faculty, staff and
senior administrators on specialized departmental projects.
Sunday 31 December 2017
Academic Article Published
Conceptualizing Formal and Informal Learning in
MOOCs as Activity Systems (co-authors
Gale Parchoma and Jennifer Lock), Quarterly Review of Distance Learning V18(3)
Full Article
Full Article
Wednesday 1 November 2017
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