Rachel Moylan
Biographic Data
| ID | 6511494 |
|---|---|
| NAME | Rachel Moylan |
| GIVEN NAMES | Rachel |
| FAMILY NAME | Moylan |
| SIGNATURE | MOYLAN R |
| AFFILIATIONS | University of British Columbia |
| ORCID | 0000-0003-1100-7374 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Profaning platforms: Deactivating and reimagining digital ecosystems in education through playful misuse
This article proposes a critical, creative, and collaborative research methodology designed to playfully misuse the order of platformization in education. Platform ecosystems, typically operated by Big Tech companies like Google, Apple, and Microsoft, have become authoritative forces in schools, prescribing ways of doing, being, and thinking for students and teachers alike. Within such totalizing digital systems, even educators who find ways to c…
Expressions of learner agency in virtual inquiry: Linking agency and evidence-centered game design
Game-based learning environments often support exploration but rarely connect learner agency with rigorous, embedded assessment. This study reports on the design and pilot implementation of ALIVE (Agency for Learning in Immersive Virtual Environments), a virtual inquiry environment that integrates the Agency for Learning framework with Evidence-Centered Game Design. Nine middle and high school students completed an ecological investigation that r…
Walking-Writing-Weaving: An A/r/tographic Reimagination of the Human-Algorithm Relationship
Internet algorithms influence the news we read, the products we buy, the music we listen to, the people we interact with, and even the words we use to communicate. Our preferences, beliefs, perceptions, and behaviours are all shaped by algorithmic processes, threatening our capacities for self-awareness and self-formation. What’s more, algorithms operate smoothly and imperceptibly under the surface of our postdigital existence. How can we begin t…
Algorithmic futures: An analysis of teacher professional digital competence frameworks through an algorithm literacy lens
Algorithmic systems shape every aspect of our daily lives and impact our perceptions of the world. The ubiquity and profound impact of algorithms mean that algorithm literacy—awareness and knowledge of algorithm use, and the ability to evaluate algorithms critically and exercise agency when engaging with algorithmic systems—is a vital competence for navigating life in the 21st century. Professional digital competence (PDC) frameworks for teachers…
Teaching and AI in the postdigital age: Learning from teachers’ perspectives
This interview-based study aimed to understand how teachers make sense of their work and themselves in relation to artificial intelligence (AI) and other digital technologies, and was conceived as a means of learning with and from teachers. Navigating recent AI developments raised questions about thinking, creativity, production, and the meaning and value of humanity, along with more practical concerns regarding instruction and assessment. Creati…
Teachers’ Sense of Efficacy During a Time of Crisis
Teaching and AI in the postdigital age: Learning from teachers’ perspectives
This interview-based study aimed to understand how teachers make sense of their work and themselves in relation to artificial intelligence (AI) and other digital technologies, and was conceived as a means of learning with and from teachers. Navigating recent AI developments raised questions about thinking, creativity, production, and the meaning and value of humanity, along with more practical concerns regarding instruction and assessment. Creati…
Teachers’ Sense of Efficacy During a Time of Crisis
Walking-Writing-Weaving: An A/r/tographic Reimagination of the Human-Algorithm Relationship
Internet algorithms influence the news we read, the products we buy, the music we listen to, the people we interact with, and even the words we use to communicate. Our preferences, beliefs, perceptions, and behaviours are all shaped by algorithmic processes, threatening our capacities for self-awareness and self-formation. What’s more, algorithms operate smoothly and imperceptibly under the surface of our postdigital existence. How can we begin t…
Algorithmic futures: An analysis of teacher professional digital competence frameworks through an algorithm literacy lens
Algorithmic systems shape every aspect of our daily lives and impact our perceptions of the world. The ubiquity and profound impact of algorithms mean that algorithm literacy—awareness and knowledge of algorithm use, and the ability to evaluate algorithms critically and exercise agency when engaging with algorithmic systems—is a vital competence for navigating life in the 21st century. Professional digital competence (PDC) frameworks for teachers…
Teaching and AI in the postdigital age: Learning from teachers’ perspectives
This interview-based study aimed to understand how teachers make sense of their work and themselves in relation to artificial intelligence (AI) and other digital technologies, and was conceived as a means of learning with and from teachers. Navigating recent AI developments raised questions about thinking, creativity, production, and the meaning and value of humanity, along with more practical concerns regarding instruction and assessment. Creati…
Profaning platforms: Deactivating and reimagining digital ecosystems in education through playful misuse
This article proposes a critical, creative, and collaborative research methodology designed to playfully misuse the order of platformization in education. Platform ecosystems, typically operated by Big Tech companies like Google, Apple, and Microsoft, have become authoritative forces in schools, prescribing ways of doing, being, and thinking for students and teachers alike. Within such totalizing digital systems, even educators who find ways to c…
Expressions of learner agency in virtual inquiry: Linking agency and evidence-centered game design
Game-based learning environments often support exploration but rarely connect learner agency with rigorous, embedded assessment. This study reports on the design and pilot implementation of ALIVE (Agency for Learning in Immersive Virtual Environments), a virtual inquiry environment that integrates the Agency for Learning framework with Evidence-Centered Game Design. Nine middle and high school students completed an ecological investigation that r…
Digital Education and Society (3 works) · Mathematics education (3 works) · Psychology (3 works) · Digital literacy in education (2 works) · Educational Innovations and Technology (2 works) · Engineering (2 works) · Pedagogy (2 works) · Affordance (1 works) · Algorithm (1 works) · Art (1 works)