Scholarship · Inquiry · Practice
Academic Papers
Writing at the intersection of faith, trauma, and the craft of learning design.
From UBC Master of Educational Technology Work
Selected Papers
Research Proposal
Academia Meets Real Life
While working on one of my master’s courses (ETEC 500 — Research Methodologies in Education), I was blessed with the opportunity to base my final assignment on a real project I had recently undertaken at Hanyang University in Seoul, South Korea — redesigning and co-teaching a Basic Academic English (BAE) course.
The proposal examined the challenges of converting in-person courses into Blended Learning models, proposing specific research methodologies and a sample Screening Questionnaire for faculty and students.
A silent AI animation — Basic Academic English, Online
Essay 1
Pedagogy in the Age of Web 2.0
The impact of Web 2.0 technology and internet memes on learning design and learning.
- Imitation — a fundamental part of language acquisition and human development.
- Memes — units of cultural transmission, replicated and spread through imitation.
- Internet memes — evolved and mutated in the digital age, deliberately altered and shared.
- Web 2.0 — social media and online communities reshaping culture, society, and education.
- Digital literacy — essential for navigating the power and dangers of online communication.
Essay 2
From Objectivism to Constructivism
The evolution of a blended multimedia writing course — from traditional, objectivist design toward a constructivist learning experience.
- Impact of Web 2.0 — enabling rapid cultural transmission across education.
- Cultural inversion — deep connection despite physical distance.
- Digital-literacy challenges — helping students navigate online risk and think critically.
- Technological competence — re-educating reluctant teachers to use digital tools constructively.
AI-generated deep dive — the Lesson Plan Critique
Essay 3
Lesson Plan Critique
An AI-generated deep dive into my lesson-plan critique — the shift from behaviorist instruction to a dynamic, socially constructed learning environment, where strategic “architecting” turns a standard course into a thriving community of practice.
- Reframing diversity — student difference as a classroom asset, not a liability.
- Strategic scaffolding — placing “more knowledgeable others” within heterogeneous groups.
- Linguistic flexibility — native-language ‘inner speech’ enabling higher-order analysis.
- Distributed cognition — shared tools extending where knowledge is built and stored.
- Reflective growth — peer assessment advancing learners’ operative knowledge.
Shorter Provocations
Three Thought Papers on Objectivism, Empowerment & Constructivism
Classroom Management Effectiveness
Are behaviourist classroom-management techniques effective for higher-level learning?
Can Neuroscience Empower Teachers?
Does a basic understanding of neuroscience really increase the potential for empowering teachers?
Truth, Knowledge & Constructivism
Do good test scores from behaviourist pedagogy relate more to training or to learning?
Bridging Theory & Practice
The scholarship on this page reflects a sustained commitment to pedagogy that places the person before the platform — learning architecture grounded in the belief that academic excellence, personal healing, and spiritual formation belong together, not in competition.
Whether examining the cultural currents of digital media or designing collaborative curriculum, the animating question is the same: How does this serve the whole person? For those called to redemptive education, that question is never merely pedagogical — it is missional.
I welcome conversation with colleagues exploring how these frameworks might address the challenges facing SDA higher education today.