Contemplating a new technology for your classroom? Use these three guidelines to achieve success.
Edward R. O'Neill, Ph.D. consults on instructional design and technology issues.
Dr. O'Neill has been implementing novel academic technology solutions in higher education for over 12 years. He has worked for Stanford University, the University of Southern California, and Yale University.
His experiences range from coordinating database-driven website projects to teaching multimedia production to undergraduates and graduate students alike, to designing and facilitating online courses, to mentoring faculty in the transition from face-to-face to online teaching.
Dr. O'Neill was awarded a Mellon Postdoctoral Fellowship in Media and Technology at Bryn Mawr College and a Postdoctoral Teaching Fellowship in Social Thought at UCLA. He has taught at UC Irvine, UC Santa Cruz and USC's School of Cinematic Arts.
Before working in higher education, Dr. O'Neill did marketing at Time-Warner and served as Assistant Editor of the MLA Bibliography. Dr. O'Neill earned a Ph.D. from UCLA Film School and a B.A. from Yale College. He graduated from Yale cum laude with distinction in the theater and literature majors. He also studied instructional design at USC's Rossier School of Education and did graduate work at the Ecole des hautes etudes en sciences sociales and the Sorbonne Nouvelle (Universite de Paris III).
Dr. O'Neill has written and published about American film and other topics in the Oxford History of World Cinema, CineAction and camera obscura, among others. He has also written a book about photography in the age of digital media: Untitled (After Cinema), published by Slought Press of Philadelphia.
His writing on educational technology has been published in Educause Review Online.
Seven hypotheses explore the feasibility of educational technology — typically considered as supporting teaching and learning — as applied research by providing an initial framework built on traditional research processes.
The move to online and hybrid learning environments presents changing needs and new opportunities for faculty development.
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