People

Bill Hunter,University of Calgary, 1102 Education Tower 2500 University Drive N.W., Calgary, Alberta, Canada T2N 1N4, (403) 220-5507, hunter@ucalgary.ca

Bill Hunter is Coordinator, Educational Technology, Graduate Division of Educational Research, at The University of Calgary. He has been Director of the Education Technology Unit and head of the Department of Teacher Education. He is currently the chair of the university's Learning and Instructional Development Subcommittee which is charged with the responsibility for promoting instructional improvement. Bill serves on the editorial boards of several research journals including two on-line journals and Well-Connected Educator, an internet-based service for technology-using teachers. His current research interests focus on issues of educational telecommunications, especially the on-line preparation of on-line teachers, and on the evaluation of educational technology. Bill also does research on adult moral reasoning and has recently published two articles on the (mis)application of chaos theory to education. His earlier work focused on issues in educational measurement and program evaluation.

Selected Educational Technology Publications

Hunter, W. J. (1996) Computers in Education: Wild Speculation and Sober Thoughts. Computers in New Zealand Schools.
Hunter, W. J. (1994). Sometimes Face Value Should Be Enough. The Writing Notebook 11(3),p.22. (Last in a series of regular columns over a four year period)
Hunter, W. J. & de Leeuw, G. (1993). On finding a home for computers in teaching and teacher education. In C. Ball, L. Dupuy?Walker, O. Ricord, & D. Westgate (Eds.) Advances in Teacher Education: Readings from the Canadian Association for Teacher Education. Ottawa: Canadian Association for Teacher Education.
Hunter, W. J. (1993). Virtual partners for a vital education. In L. Bosetti, C. Webber, & F. Johnson, (Eds.) Partnerships in Education: Trends and Opportunities. Calgary: Faculty of Education, University of Calgary.
Hunter, W. J. et al. (1992). Research and Writing. In S. Franklin (Ed.) Writing and Technology: Ideas that Work. Eugene: The Writing Notebook, pp. 237?252. (This invited chapter is a collection of six reprints of previous articles [some co?authored] and columns in The Writing Notebook.)
Hunter, W.J., Benedict, G., and Bilan, B. (1992). On a need?to?know basis: Keyboarding instructions for elementary students. In T. Cannings & L. Finkel (Eds.) The Technology Age Classroom, Wilsonville, OR: Franklin Beedle and Associates, pp. 314?318 (reprinted).
Hunter, W.J. & Beames, J. (1990). High?tech talk: Computers in educational communication. In R. Fiordo (Ed.) Communication in Education. Calgary: Detselig.

Both Mike Dobson and Janet McCracken, and their family, returned to the UK at the end of July 1999. Both were sorry to leave the UofC and wish success to all their friends in the learning technologies effort.  Mike took up a position at the Centre for Studies in Advanced Learning Systems at the  University of Lancaster and can be contacted by email at  m.dobson@lancaster.ac.uk

Michael Dobson

Mike Dobson's research interests include models of learning and evaluation based on conversation theory, the identification of cognitive models for modality assignment, technology solutions to collaborative authoring of multimedia courseware at a distance, adaptive testing, interactive graphical representation systems for learning early logic and more recently, standardisation for personalised learning systems to be implemented as interactive web-based instruction and agent theory for advanced system integration. Mike Dobson has been involved in educational computing for almost 10 years. He has an MSc in Knowledge Based Systems specialising in intelligent tutoring from University of Sussex UK, and is completing a Ph.D. in Educational Technology from the Institute of Educational Technology in the UK. He hasworked on many projects including, designing open systems for collaborative authoring of courseware, integrating software for delivery of distance learning materials, adaptive testing models and interface design for minimalist tutoring systems. Mike has worked as a learning systems consultant for the Alberta Research Council, Minerva Technologies, The University of Calgary, the Teaching and Learning with Technology Program (TLTP), Imperial College of London and The Open University. Mike is an associate researcher with Dr. Tom Carey in the Canadian Networks of Centres of Excellence in TeleLearning (NCE-TL) of the CADRE (Collaborative Authoring and Design Resources) and CLARET (Case-study Library Architecture for Engaging TeleLearning) projects. Recently, Mike has been awarded a contract to evaluate and provide design consultancy to the Alberta Learning Enhancement Envelope project which will see the implementation of technology-based training on a large scale to all higher education institutions in Alberta. This project will investigate the integration, development and use of advanced and proprietary tools including ongoing efforts from NCE-TL research.

Selected Publications:

Dobson, M. W., Gaines, B., Hunter, B., & McCracken, J. (1997). A Process Oriented Evaluation Model for the Learning Enhancement Envelope (LEE) Projects. In Educational Multimedia and Hypermedia, 1997. Calgary, Canada.
Dobson, M. W., & McCracken, J. (1997). Problem based learning for evaluating multi-media in science technology and society. In Educational Multimedia and Hypermedia, 1997. Calgary, Canada.
Dobson, M. &McCracken, J. (1996b) Resolution of Conversational Breakdowns with the Distance Learning Toolkit. European Conference on Artificial Intelligence in Education: Proceedings EuroAIED, edited by P. Brna, A. Paiva & J. Self. ISBN: 972-8288-37-9.
Dobson, M. (1996a). Learning with Specific and Non-Specific Graphic Systems. In Proceedings of Institute of Electrical Engineers, Special Colloquium on Thinking with Diagrams, Savoy Place., London UK. IEE Colloquium Digest, 51. 1996.
Dobson, M. et al. (1993), Towards a Consolidated Model for a Collaborative Courseware Authoring System, Journal of Computer Assisted Learning Vol. 9, 93. pp 34-50.

Workshop experience:

Janet McCracken, University of Calgary , LEARNING COMMONS, 2500 University Drive N.W., Calgary, Alberta, Canada T2N 1N4, ( 403) 220-4836, jmccrack@ucalgary.ca

Janet McCracken was a Senior Research Evaluator for the Lessons Learned Project at the University of Calgary.  Prior to this, she was the Program Leader of the Educational Technology group in the Advanced Computing Business Unit of Alberta Research Council, responsible for personnel, technology and project management for the group, as well as group and corporate administration and marketing. She is also a part-time post-graduate student in the Institute of Educational Technology at the British Open University in Milton Keynes. Her research is focused on a qualitative method of describing and categorising student conceptions and how this method can be applied to the instructional development process. Ms. McCracken is an instructional designer of technology-based learning systems, and has extensive experience in designing and developing instructional programs for industry. Recent projects include providing design and evaluation consultation to University of Calgary projects funded through the Alberta Advanced Education and Career Development Learning Enhancement Envelope program, the continued development and commercialisation of the Adaptive Multimedia Education Enabler (AMEE) system. Past projects include the Distance Learning Toolkit which involved developing a model for supporting synchronous communication between tutors and learners in an application-sharing environment across ISDN, the design, development and evaluation of an instructional system for visual discrimination learning, and the application of artificial intelligence to training. She was a member of the MLA's Technology and Integration Advisory Committee which made recommendations to the Minister of Education on improving access to education and creating greater efficiency in the system by using technology.
 

Selected Publications:

McCracken, J. " Implications of Phenomenographic Study for Instructional Design: An Analysis Geological Mapping", in Proceedings for European Association for Research on Instruction (EARLI), Nijmegen, August, 1995
McCracken, J. & Laurillard, D. A Study of Student Conceptions in Visual Representations: A Phenomenographic Investigation of Learning about Geological Maps, Institute of Educational Technology, The Open University, Milton Keynes, CITE Report No. 196, June, 1994
McCracken, J. & Laurillard, D. The Study of Student Conceptions in Geological Mapping: A Phenomenographic Approach, in Proceedings for Ed-Media 94, World Conference on Educational Multimedia and Hypermedia, June, 1994
McCracken J. et al., Instructional System Development: Contributions to Automating Instructional Design Planning, in Tennyson, R. and Barron, A. (Eds), Automating Instructional Design; Computer-Based Development and Delivery Tools, Springer-Verlag, 1995
McCracken, J. & Laurillard, D. Summative Evaluation of CAL Numeracy, Institute of Educational Technology, CITE Report No. 188, October, 1993

Selected Presentations