Project+Team+Bios

=**Project Team Biographies**=



(left to right: Ben Daniel, Dirk Morrison, Rick Schwier, Kirk Kezema, Jaymie Koroluk)

During the past fifteen years, Schwier's research program has concentrated on instructional design, including the engagement of learners in the process of distributed learning environments and technology-enhanced learning, and the role played by instructional designers as agents of social change. Most recently, Schwier's research agenda has examined the ways in which communities of practice and communication technologies can be employed in the development of formal virtual learning communities, which provides the context for this program of study. Previous research has been recognized b the Association for Educational Communications and Technology, the Association for the Advancement of Computers in Education, and the Association for Media and Technology in Education in Canada.
 * Richard Schwier** (principal investigator):

**Dirk Morrison** (co-applicant): Since 2001, Morrison's research program has focused on the investigation of the application of learning theory to the design practice of distance and distributed learning. More specifically, the research has examined how the appropriate pedagogical use of information and communication technologies in higher education can influence the facilitation of higher order thinking skills in online learning environments. A further trajectory of this research is examining how the design and facilitation of virtual learning communities can engage and empower learners within formal, non-formal, and non-formal learning contexts. Dr. Morrison's research in continuing and higher education provide specific support to the non-formal learning and self-directed learning thrusts of this program of study.

**Ben Kei Daniel** (collaborator): Daniel completed his Ph.D. in interdisciplinary studies at the University of Saskatchewan in 2007, combining his interests in computer science and educational technology to study online communities, including learning, knowledge sharing and computational models of social capital. In the three years preceding the completion of his doctorate, Daniel served as the senior research assistant on Schwier's SSHRC funded program on characteristics of virtual learning communities in formal learning environments and published actively throughout the course of research program. He has expertise in social networking analysis and computer modelling, particularly building and analysing Bayesian Belief Networks.

**Jaymie Koroluk** (graduate student): Jaymie is currently an M.Ed student in educational communications and technology at the University of Saskatchewan. She has undergraduate degrees in Arts Education and Visual Art, both from the University of Regina. Jaymie has worked as an educator in a variety of community contexts, including museums and art galleries. Her areas of research interest include non-formal and self-directed learning, as well as exploring the concept of learning as an art.

**Kirk Kezema** (graduate student): Kirk is an educational professional whose work targets the improved understanding, development, and access to web-based instruction and training. For the past five years Kirk has been working as an Educational Technology Consultant focusing on resources for enhancing blended and distributed learning and instruction. As a M.Ed student in the Educational Communications and Technology program at the University of Saskatchewan his research focuses on distance learning, virtual learning environments (VLE), virtual learning communities (VLC) and Multi-User Virtual Environments (MUVE). Working as an instructor, designer and consultant provides him the opportunity to research, design and test resources for integrating technology into traditional, blended and virtual classroom settings.

**Xing Xu** (graduate student):

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