Katy Campbell

Katy Campbell received her Ph.D. in Instructional Studies from the University of Alberta. Dr. Campbell is currently Director of the Academic Technologies for Learning department, and Associate Dean of Research, in the Faculty of Extension. She has taught courses in writing for new media, developing critical literacy in the information age, and user-centered design. Her current research interests include gender/technology interactions and resulting design issues, faculty transformative practice through collaborative instructional design, psychosocial issues of faculty teaching with technology, inclusive design practices, and the lives and practice of instructional designers. Dr. Campbell serves in various roles in numerous professional and academic associations, and is currently the co-lead of the Learning Design Working Group, which is developing eLearning specifications through IMS Global Learning Consortium.

Publications

International Journal of Online Pedagogy and Course Design (IJOPCD)
International Journal of Online Pedagogy and Course Design (IJOPCD)
Chia-Wen Tsai, Pei-Di Shen. Est. 2011.
The International Journal of Online Pedagogy and Course Design (IJOPCD) serves as a forum for the improvement of online education for schools and teachers planning to implement...
Investigating Sociocultural Issues in Instructional Design Practice and Research: The Singapore Symposium
Investigating Sociocultural Issues in Instructional Design Practice and Research: The Singapore Symposium
Katy Campbell, Richard A. Schwier, Heather Kanuka. © 2011. 25 pages.
This chapter is a narrative account of the process involved to initiate a program of research to explore how instructional designers around the world use design to make a social...
Learning Portals as New Academic Spaces
Learning Portals as New Academic Spaces
Katy Campbell. © 2008. 7 pages.
Many functional definitions emphasize a portal as an integrated system providing a gateway to organized data (c.f., Batson, 2000; Copeland, 2001; Eisler, 2001; Looney & Lyman...
Instructional Designers' Perceptions of Their Agency: Tales of Change and Community
Instructional Designers' Perceptions of Their Agency: Tales of Change and Community
Richard A. Schwier, Katy Campbell, Richard F. Kenny. © 2007. 18 pages.
Instructional designers provide more than service in the design and development of instruction; they also act as social change agents. This chapter draws on the stories of...
E-Learning as Nation Building
E-Learning as Nation Building
Marco Adria, Katy Campbell. © 2007. 16 pages.
This chapter is concerned with how individuals may examine the potential for social change arising from interactions in an e-learning environment. We explore continuing education...
Learning Portals as New Academic Spaces
Learning Portals as New Academic Spaces
Katy Campbell. © 2005. 5 pages.
Many functional definitions emphasize a portal as an integrated system providing a gateway to organized data (c.f., Batson, 2000; Copeland, 2001; Eisler, 2001; Looney & Lyman...
E-ffective Writing for E-Learning Environments
E-ffective Writing for E-Learning Environments
Katy Campbell. © 2004. 582 pages.
E-ffective Writing for E-Learning Environments integrates research and practice in user-centered design and learning design for instructors in post-secondary institutions and...
Five Factors for Planning
Five Factors for Planning
Katy Campbell. © 2004. 38 pages.
This chapter is for a reader who is at the beginning of the writing or development process, or who wants to affirm planning decisions. In this chapter you will consider five...
User-Centered Design (Part 1-Cultrual Diversity)
User-Centered Design (Part 1-Cultrual Diversity)
Katy Campbell. © 2004. 23 pages.
In the Introduction you encountered the idea of learner profiles. You had the opportunity to assess the skills and background of your audience and to relate these ideas to...
User-Centered Design (Part 2-Age, Gender and Accessibility)
User-Centered Design (Part 2-Age, Gender and Accessibility)
Katy Campbell. © 2004. 32 pages.
In the previous chapter you looked at the challenges involved in writing for diverse audiences. You became aware that diversity is not limited to international audiences, but...
From Text to e-Text - Message Design
From Text to e-Text - Message Design
Katy Campbell. © 2004. 58 pages.
In Chapter 4, you were introduced to the idea of learning (or educational) objects and repositories. Chapter 4 emphasized the identification, retrieval, and reuse of learning...
From Text to e-Text - Resisting Print
From Text to e-Text - Resisting Print
Katy Campbell. © 2004. 19 pages.
In Chapter 5, you were introduced to the idea of message design, a concept that integrates the research in text design and screen design. Many of the Web design guidelines...
Structuring the e-Learning Environment
Structuring the e-Learning Environment
Katy Campbell. © 2004. 26 pages.
In this chapter, you will encounter some ideas about structuring the e-Learning environment so that your clients/users are able to easily access and use the learning content. The...
The Active e-Reader
The Active e-Reader
Katy Campbell. © 2004. 21 pages.
This chapter introduces a number of terms and phrases that you may not be familiar with. These terms are listed in the accompanying Handbook with enough space to define them in...
Usability Testing
Usability Testing
Katy Campbell. © 2004. 44 pages.
In his book Designing Web Usability (2000), Jakob Nielsen names three conditions that would have to happen for him to give up writing books and focus on writing for the Web. The...
e-Learning Trends - The Mobile Environment
e-Learning Trends - The Mobile Environment
Katy Campbell. © 2004. 16 pages.
In the introductory chapter, we identified trends and opportunities for e-Learning in higher education. One of these trends, m-Learning, is the focus of this chapter. Today, who...
Values-Based Design of Learning Portals as New Academic Spaces
Values-Based Design of Learning Portals as New Academic Spaces
Katy Campbell, Robert Aucoin. © 2003. 24 pages.
Many guidelines for portal design tend to focus on the technical aspects of a portal or a network. However, as we continue to define portals as gateways for learning, we need to...