He has been working at the intersections of new media technologies and the scholarship of teaching and learning for twenty years, including serving as Director and Principal Investigator of the Visible Knowledge Project, a five-year scholarship of teaching and learning project involving 70 faculty on 21 university and college campuses. In January 2009, he published a collection of essays and synthesis of findings from the Visible Knowledge Project under the title, “The Difference that Inquiry Makes: A Collaborative Case Study on Technology and Learning, from the Visible Knowledge Project,” (co-edited with Bret Eynon) in the digital journal Academic Commons (January 2009: http://academiccommons.org).
From 2003-2009 he was a Consulting Scholar for the Carnegie Foundation for the Advancement of Teaching, where he served, in 1998-99, as a Pew Scholar and Carnegie Fellow. In 1999, he won the EDUCAUSE Medal for Outstanding Achievement in Technology and Undergraduate Education. Bass is the author and editor of numerous books, articles, and electronic projects, including Border Texts: Cultural Readings for Contemporary Writers (Houghton Mifflin, 1998, 2002), and with Bret Eynon, co-editor of “Intentional Media: The Crossroads Conversations on Teaching and Technology in the American Cultural History Classroom” (a double issue of the journal Works & Days, 1998/99).
For this issue of the 7 Things, we asked a set of seven community leaders—who come from different walks of life in the community—to offer a short meditation on the evolution of the profession.
Higher education leaders share how they define personalized learning.
Randy Bass ([email protected]) is Associate Provost and Executive Director of the Center for New Designs in Learning and Scholarship at Georgetown University.
| EDUCAUSE | Member |