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TL2009

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Teaching and Learning 2009: Keynote speakers

BERNSTEIN, Douglas

Doug A. Bernstein was born in Pittsburgh, Pennsylvania on December 27, 1942. He attended public schools there before completing his bachelor's degree in psychology at the University of Pittsburgh in 1964. He received his masters and Ph.D. in clinical psychology at Northwestern University in 1966 and 1968, respectively. From 1968 to 1998, he was on the psychology faculty at the University of Illinois at Urbana-Champaign, where he taught classes ranging from 15 to 750 students, and served both as Associate Department Head and Director of Introductory Psychology. In the early 1970s, he spent three years as a visiting faculty member in the Department of Psychology at Western Washington University in Bellingham, Washington. He is currently Professor Emeritus at the University of Illinois, Courtesy Professor of Psychology at the University of South Florida, and Visiting Professor of Psychology and Education Advisor to the School of Psychology at Southampton University. He is a fellow of the Association for Psychological Science.

Over the years, his interests have turned increasingly toward the teaching of psychology, and toward efforts to promote excellence in that arena. These efforts began in 1978, when he spoke at the First Annual National Institute on the Teaching of Psychology. He joined its program committee in 1979, and eventually became committee chair. In 1994, he founded the APS Preconference Institute on the Teaching of Psychology, and in 2000, he helped plan the First Annual Summer National Institute on the Teaching of Psychology. From 1989-1991, he served on the steering committee for the APA National Conference on Enhancing the Quality of Undergraduate Education and, in 2001, on the advisory panel to the APA Board of Educational Affairs Task Force on Undergraduate Psychology Major Competencies. Most recently, he served for two years as the founding chairman of the Steering Committee for the APS Fund for the Teaching and Public Understanding of Psychological Science, and he remains a member of that committee.

His teaching awards include the University of Illinois Psychology Graduate Student Association Teaching Award and the University of Illinois Psi Chi award for excellence in undergraduate teaching, both in 1979, the Illinois Psychology Department's Mabel Kirkpatrick Hohenboken Teaching Award in 1993, and the APA Distinguished Teaching in Psychology Award in 2002. He has co-authored textbooks in Introductory Psychology, Abnormal Psychology, Clinical Psychology, Criminal Behavior, and Progressive Relaxation Training, and he has co-edited books in Applied, Developmental, and Introductory Psychology. He has also contributed chapters to Teaching Introductory Psychology: Theory and Practice (edited by Robert J. Sternberg, 1997), The teaching of Psychology: Essays in Honor of Wilbert J. McKeachie and Charles L. Brewer (edited by William Buskist and Stephen Davis, 2002), and (with Sandra Goss Lucas) The Compleat Academic: A Career Guide, edited by Henry Roediger, John Darley, & Mark Zanna, 2002). With Sandra Goss Lucas, he wrote Teaching Psychology: A Step by Step Guide. He occasionally offers workshops on teaching techniques and on textbook-writing for prospective authors. As a hobby, he collects student excuses.

KARRAN, Terence

Dr Terence Karran is a Senior Academic in the Centre for Educational Research and Development, at the University of Lincoln. Previously he was Director of Teaching and Learning Research, and was involved with developing the university’s Virtual Campus, which was first created with an endowment from BP plc in 1992. He was also the course director of the university-wide Master’s by Learning Contract postgraduate programme.

From 2001-5, he was a member of the Board of Directors of The Open Learning Foundation, and from 2000–04 he was chair of the European Studies Centres Network of the European Association of Distance Teaching Universities. In 1999 he was a Visiting Professor in Educational Technology at the University of Oulu, where he co-authored a definitive paper on the development of the Finnish Virtual University; he is now a Docent of the University of Oulu, and has acted as an external consultant for the Finnish Ministry of Education on the FVU project. From 2005 to 2007, he was a Visiting Professor in Educational Technology at the Universidad Autónoma de Guadalajara, México’s oldest and largest private university, and Director of the University’s GDLN Distance Learning Centre and of the Mexican National Co-Ordination Centre for the World Bank Institute’s Global Development Learning Network for Latin America and the Caribbean.

His current research interests include organisational models for virtual universities, academic freedom, the European Credit Transfer System and grading and assessment in higher education. He has considerable experience of managing research projects, both individually and collaboratively, for a diverse range of public- and private-sector funding bodies at the regional, national, European and international level including the British Council, BP Amoco plc, the U.K. Home Office, HEFCE (TLTP and Widening-participation Initiatives), the European Social Fund, the ERDF and the Socrates Programmes, and the World Bank Institute in Washington.

Download the full paper here.

STILES, Mark

Mark Stiles is Professor of Technology Supported Learning at Staffordshire University where he is Head of Learning Development and Innovation. Mark leads a team which has corporate responsibility for ‘eLearning’ and which, as well as driving and supporting developments at the University, carries out research and development work in the strategy, policy, pedagogic and technical aspects of Technology Supported Learning (TSL).

Mark has been working in these areas for many years, and led the development of one of the first VLEs - COSE. The current main focuses of Mark’s own work are on strategy and policy for TSL and the use of technology to support work-based learning.

He is currently investigating the tensions between sustaining innovation in TSL and needs of institutions to maintain appropriate levels of control. Mark is Deputy Chair of the UK JISC’s Learning and Teaching Committee, Chair of the JISC-CETIS Board, and represents the JISC and UK. He is a member of the Board of Directors of the IMS Global Consortium. He is a regular speaker and has published widely in the field.