University of Alberta

Katy Campbell

Katy is the Dean of the Faculty of Extension.

Biography

Katy Campbell was born, raised and educated in Edmonton. She received her PhD (1994) in Instructional Studies from the University of Alberta. Her doctoral research involved a narrative study of a collaborative instructional design process as a socially transformative practice.

Katy has been appointed Dean of the Faculty of Extension, University of Alberta, effective July 1, 2009. She has been Interim Dean since 2007 and Associate Dean from 2001-2007. She worked as an instructional designer in the Faculty of Education at the University of Alberta (1983-93), as Assistant Professor in the College of Education at the State University of New York College at Geneseo (1993-95), and as a designer of distance programs at Keewatin Community College in Manitoba, Canada (1995-96). She is currently a Professor in the Faculty of Extension, and she teaches in the Master of Arts in Communications and Technology program.

After a short career as a French teacher, Dr. Campbell was fortunate enough to be assigned a graduate supervisor who was interested in developing videodisc simulations for beginning French teachers. Five instructional videodisc projects later, Dr. Campbell began exploring the nature of the instructional design process as a social and transformative process. This interest in the collaborative process of institutionally-based instructional design led to her doctoral work with Dr. Jean Clandinin at the University of Alberta. Under Dr. Clandinin’s supervision, Dr. Campbell worked with narrative and autobiography to describe the role of conversation as design in a videodisc project involving a collaborative team of four faculty members and several production personnel (Collaborative Instructional Design as a Socially Transformative Process, 1994).

Dr. Campbell has published in many academic journals and in edited books, presented at over three dozen conferences, serves on several editorial boards, and was President of the Association for Media and Technology in Education in Canada (AMTEC) now Canadian Network for Innovation in Education (CNIE). She was Co-chair of the Learning Design Working Group from 1999 - 2002, that has worked with IMS Global Learning Consortium and Industry Canada to develop specifications for interoperable e-learning designs.

Latest Research Projects, Partners, Grants

Granting Body Title of Project Role
SSHRC (4A)
2007-2009		 Instructional designers’ pedagogical content knowledge and the disciplinary formation of Self (pilot study)  Principal investigator with D. Dicks, D. Janes, H. Kanuka and R.A. Schwier
SSHRC 2005 - 2007 Inclusion and participation of persons with disabilites though workplace learning communities.  Co-investigator with T. Fenwick, R. Sobsey, J. Wallace
SSHRC
2004-2006		 Effectiveness of formal and informal processes in learning Essential Skills: A study of immigrant service organizations Co-investigator with Shibao Guo, PhD, Uof A (PI);
Tara Fenwick, PhD, U of A;
Yan Guo, PhD, Uof C
SSHRC
RDI		 Inclusion and participation of persons with disabilities through workplace learning communities Co-investigator with Tara Fenwick, PhD (PI), Janice Wallace, PhD;
& Richard Sobsey, PhD, U of A
SSHRC
2002-2005		 The instructional designer as agent of social change Principal investigator with Richard A. Schwier, Ph.D., Uof S;
Richard Kenny, Ph.D, Athabasca University
EFF-SAS
2004-2006		 Instructional development as disorienting dilemma: Faculty as action learners Principal investigator
Industry Canada
2003-2004		 E-learning for educators: From repository to reality Co-investigator with Mike Mattson, U of C, Learning Commons (PI);
Tom Carey, PhD, Univ. of Waterloo, LT3;
Academic Technologies for Learning
Health Canada
2003-2004		 Gender issues and learning styles: Implications for design for female health professionals learning online Principal investigator with Eugene Krupa, PhD, Centre for Health Promotions, University of Alberta
EFF-SAS
2000-2003		 Female faculty’s perceptions of technology Principal investigator

Publications

Books

Campbell, K. (2004). E-ffective writing for e-learning environments. Hershey, PA: Information Science Publishing. (Idea Group Publisher, Amazon.ca)

Refereed Publications

In Progress: Makowsky, M.J., Schindel, T.J., Rosenthal, M., Campbell, K., Tsuyuki, R.T., & Madill, H.M. Qualitative investigation of collaborative working relationships between pharmacists, physicians, and nurse practitioners in the inpatient medical setting: A sub-study of the COLLABORATE Trial. Accepted July 2008 by the Journal of Interprofessional Care.

Campbell, K. In search of moral coherence: reconciling uneasy histories and identities. Revised and resubmitted July 2008 to the International Journal of Qualitative Methods.

Campbell, K. Designing online environments for diversity and equity, or 150 design strategies for inclusion. Forthcoming in M. Shaugnessy & S. Fulgham (Eds.) From pedagogy to management systems: Trends in online instruction.

Accepted/Published:
Campbell, K., Schwier, R.A., & Kenny, R.F. (in press). The critical, relational practice of instructional design in higher education: an emerging model of change agency. Educational Technology Research and Development.

Campbell, K., Schwier, R.A., & Kenny, R.F. (2006). Conversation as inquiry: A conversation with instructional designers. Journal of Learning Design, 1(3), 1-18.

Pinheiro, M, Campbell, K., Hirst, S., & Krupa, E. (2006). Creating appropriate online learning environments for female health professionals. Canadian Journal of Learning and Technology, 32(1), 51-76. Campbell, K. (2005). Conflict, risk, authority: Female faculty’s stories of change. Journal of Technology and Pedagogy in Education 14(3).

Campbell, K., Gibson, S., & Gramlich, C. (2005). On conversation and design. Journal of Technology and Pedagogy in Education, 14(1), 9-24.

Campbell, K., Schwier, R.A., & Kenny, R.F. (2005). Agency of the instructional designer: Moral coherence and transformative social practice. Australasian Journal of Educational Technology, 21(2), 242-262.

Kenny, R.F., Zhang Z., Schwier, R.A., & Campbell, K. (2005). A review of what instructional designers do: Questions answered and questions not asked. Canadian Journal of Learning and Technology, 31(1), 9-26.

Campbell, K. (2004). Instructional technology innovation as transformational learning: Female faculty’s narratives of experience. In K. Morgan, C.A. Brebbie, J. Sanchez, and A. Voiskounsky (Eds.), Human perspectives in the Internet society: Culture, psychology and gender.

Schwier, R. A., Campbell, K., & Kenny, R.F. (2004). Instructional designers’ observations about identity, communities of practice and change agency. Australasian Journal of Educational Technology 20(1), 69-100.

Whitelaw, C., Sears, M., & Campbell, K. (2004). Transformative learning in a faculty professional development context. Journal of Transformative Education: Research, Theory and Practice. 2(1), 9-27.

Campbell, K. (2003). Personal, political, pedagogical: Female faculty and values-based learning design. Radical Pedagogy, 5(1). Found online at http://radicalpedagogy.icaap.org/currentissue.htm

Campbell, K. (January, 2003). Gender bias in instructional technology. In M. David Ermann and Michele S. Shauf (Eds.) Computers, Ethics, and Society. 3rd edition (Chapter 19). New York: Oxford University Press.

Campbell, K & Gramlich, C. (2002). Power, voice, and democratization: Feminist pedagogy and assessment in CMC. Educational Technology and Society, 5(3), 27-39.

Collaboration For Online Higher Education Research (COHERE). (2002). The learning object economy: Implications for developing faculty expertise. Canadian Journal of Learning and Technology, 28(3), 121-134.

Reports, Monographs

Campbell, K. & Kaufman, D. (2004) Transforming faculty culture through the instructional development process. COHERE Monograph of Occasional Papers: Online and Blended Learning in Research-Intensive Universities D. Kirby (Ed.), Centre for Higher Education Research and Development, University of Manitoba, Winnipeg, MN.

Kaufman, D. & Campbell, K. (2004). Instructional design in online education. COHERE Monograph of Occasional Papers: Online and Blended Learning in Research-Intensive Universities. D. Kirby (Ed.), Centre for Higher Education Research and Development, University of Manitoba, Winnipeg, MN.

Campbell, K., Krupa, G., & Pinheiro, M. (2003, November). Learning styles research: Design implications for health professionals learning online. Report submitted to Health Canada.

Presentations

Kenny, R.F., Campbell, K., & Schwier, R.A. (2005, May). Instructional designers as agents of social change. Paper presented at the annual meeting of the Canadian Association for Distance Education, Vancouver, BC. R

Campbell, K., Schwier, R.A., & Kenny, R.F. (2005, February). Educational technology research and alternative frames: the instructional designer as agent of social change. Paper presented at the annual meeting of the International Institute for Qualitative Methodology, Edmonton, AB. R

Campbell, K., & Spence, M. (2005). Authority, agency, and authenticity: Ethical issues in research conversations. Paper presented at the annual meeting of the International Institute for Qualitative Methodology, Edmonton, AB. R

Curry, J., Campbell, K., Garrison, D. R., & Kanuka, H. (2004, June). Reshaping of higher education learning experiences through technology. D. Kirby (Chair), panel presentation conducted at the annual meeting of the Canadian Society for Studies in Higher Education, Winnipeg, MN. R

Schwier, R., Campbell, K., & Kenny, R. (2004). An investigation of the change agency and professional identity of instructional designers. Paper presented at, and in proceedings of, Ed-Media 2004 (pp. 2455-2459), Lugano, Switzerland.

Schwier, R.A., Campbell, K., & Kenny, R.F. (2003, November). Instructional designers’ perceptions of their communities of practice. Paper presented at, and in proceedings of, the annual meeting of the Association of Educational Communication and Technology Anaheim, CA. R

Sears, M., Campbell, K., Whitelaw, C. (2002, December). Faculty reward and promotion in distributed learning environments - Pedagogy in implementation. Poster presented at the annual meeting of the International Conference on Computers in Education (ICCE). Auckland, New Zealand. R

Haughey, M., Campbell, K., Chari, H., Spence, M., Eckbury, K. & Burge. (2002, May). Faculty development standards for online learning. Paper presented at the annual International Council for Open and Distance Education (ICDE) and Canadian Association for Distance Education (CADE-ACED), Calgary, AB.

Boeglin, J., & Campbell, K. (2000, July). The effectiveness of a Web-based teaching and learning environment: Student perceptions and performance. Paper presented at the 27th annual meeting of the International Congress of Psychology, Stockholm, Sweden.

Campbell, K., & Boeglin, J. (2000, July). Facilitation in CMC: Differences in gender discourse. Paper presented at the annual meeting of the Association for the Advancement of Computing in Education, Ed-Media 2000, Montreal, PQ.

Campbell, K (2000, June). Learning technologies in higher education: Supporting transformative practice. Paper presented at the first annual meeting of CRIDALA 2000: Hong Kong.

Areas of Expertise

  • Learning and instructional design
  • User-centered design
  • Gender/technology interactions
  • Faculty transformation

Contact

katy.campbell@ualberta.ca
(780) 492-2681