I was born in Larne, Northern Ireland, and have worked for universities in Ohio, Rhode Island, Nova Scotia, Alberta, and Ontario.

 

     In 2002, I was the founding dean of the Faculty of Education at Ontario Tech University. Prior to that, I worked for 16 years as an education professor and department head at the University of Calgary. My Canadian career started at Mt. St. Vincent University in Halifax, Nova Scotia.

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     In 2022, I co-authored with Dr. Robin Kay an edited text called Thriving Online, a practical guide to online teaching and learning, especially in post-secondary settings.  In 2021, Dr. Roger Austin of Ulster University and I published a book about blended learning and intercultural education. See the publications page for details on these and some of my other research and professional writing.

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     Since 2010 my graduate students have been building a wiki focused on principles of learning. This work was featured in a special issue of the Canadian Journal of Action Research in which some of the students wrote about wiki-based learning. See "Reflections on the Co-Creation of a Course Wiki" on the publications page. Click the image at right to connect.

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     Though I retired from Ontario Tech in August, 2024, I continue to be active professionally and am especially interested in institutional and program reviews for higher education. I welcome opportunities to conduct professional development sessions for educators at all levels.

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     Most recently, I have been exploring the uses of artificial intelligence to support teaching and learning. My work with AI is rooted in my long-standing interest in how educational technologies can support learning, dialogue, and collaboration. In recent years I have incorporated AI into teaching, course design, and research—not as a replacement for human judgment, but as a tool for extending what educators and students can do.

 

     I have used AI to help educators explore new ways of designing assessments, generating role-based dialogues, and supporting reflective inquiry. These uses build on earlier work in technology‑mediated collaboration, including cross‑border peacebuilding initiatives in Ireland where digital tools helped young people engage with one another across community divides.

 

     In working with AI I have sought to examine both the possibilities and limitations of AI, to understand how it affects teaching and learning, and to help educators experiment thoughtfully with tools that are still rapidly evolving. My work is less about promoting AI and more about helping others use it with care, curiosity, and a focus on human relationships.

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