The crux of my research interests regard the notion of interaction, specifically how technology can be used to create unique interactive experiences for individuals rather than facsimile interactions.  I have extensive work in formal education spaces, both face-to-face and online, dedicated to this endeavor. Specific work as a practitioner in the non-formal realm has focused on how these learning environments can utilize technology as a supplement or augment of the environmental experience, creating a space that can be unique from the in-house experience, enhance the in-house experience, or bridge the in-house experience with an asynchronous online vision.

I also research EdTech from a sociocultural perspective; what are the relationships between a technology/tool/platform/phenomenon and our dominant and various subcultures, our history, our politics, our policy and our society?  The relationship between education and technology is problematic because both entities are often naive of their histories and the research bases behind their Eureka findings.  Deconstructing the hype from education, EdTech and beyond is essential to understanding the various affects and effects of emergent technologies.


  • The phenomenal MOOC: Sociocultural effects of a marginal learning model. Emerging Technologies in Distance Education, Volume 2. 
  • TPACK as a framework for educational technology instruction and practice.  Written w/ Linda Polin.  In K. Graziano & S. Bryans-Bongey [Eds.] Online Teaching: Issues, Methods, and Best Practices for K-12 Educators. 
  • Moe, R. (2015). A theoretical supplement for the OER movement: Postmodernism and & the framing of openness in education. To be presented at OLC International Conference. Orlando, FL.
  • Education’s “Cheap Trick”: On solutionism and postmodernism. To be presented at dLRN 2015. San Jose, CA.
  • Moe, R. (2015). Pwning Pedagogy: Digital Teaching in a Digital Age. To be presented at NWeLearn Conference. Olympia, WA
  • The sale of ‘Open Content’: Recognizing and negotiating philosophical quandaries in the OER definition. To be presented at Open Education 2015. Vancouver, BC, Canada.



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