Dr. Michael Paskevicius

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    Dr. Michael Paskevicius

Assistant Professor, Educational Technology

PhD, University of Victoria

MPhil, University of Cape Town

BCom, Ryerson University

Office:  MacLaurin A552

Phone:  250-721-7770

Email:  mpaskevi@uvic.ca

Twitter

Personal website

• Technology integrated learning design 
• Digital literacies of educators 
• Open education resources and practices
• Open source software in education 
• Knowledge management 
• Learning analytics 
• Innovation in education 
• Emerging technologies to support research

My research focuses on learning design practices, the development of digital literacies, and supporting personal knowledge management in an environment of rapid technological change. I have worked in higher education institutions across Southern Africa and Western Canada since 2005, supporting collaborative, creative, and personalized approaches to learning. As an advocate for openness in education, my research explores the integration of open source tools, open educational resources, and the development of open educational practices among educators. My work supporting and advancing open education has been recognized with an Award for Excellence in Open Education from BCcampus. 

I have published work in the International Review of Research in Open and Distributed Learning, Canadian Journal of Learning and Technology, Journal of Learning for Development, Open Praxis, Innovations in Education and Teaching International, E-Learning and Digital Media, and Distance Education.

I am a member of the Global Open Education Graduate Network (GO-GN), held a Digital Learning and Social Media Research Fellowship (2016), and helped facilitate the African Health Open Educational Resources (OER) Network (2009-2012).

  • Exploring how open educational practices are being actualized in formal higher education and impacting learning design 
  • Open educational practices and the synergies between existing models of constructivist and networked pedagogy
  • The development of open educational practices among students and how this impacts approaches to personal knowledge management 

Paskevicius, M., & Hodgkinson-Williams, C. (2018). Student Perceptions of the Creation and Reuse of Digital Educational Resources in a Community Development-Oriented Organisation. Journal of Learning for Development - JL4D, 5(1). Retrieved from http://jl4d.org/index.php/ejl4d/article/view/253

Paskevicius, M., & Knaack, L. (2018). Tablets and Trees: Equipping Forestry Students with Mobile Tools for Learning in and Out of Classroom. Canadian Journal of Learning and Technology, 44(1). https://doi.org/10.21432/cjlt27562

Paskevicius, M., Veletsianos, G., & Kimmons, R. (2018). Content is King: An Analysis of How the Twitter Discourse Surrounding Open Education Unfolded From 2009 to 2016. The International Review of Research in Open and Distributed Learning, 19(1). http://dx.doi.org/10.19173/irrodl.v19i1.3267

Paskevicius, M. (2017). Conceptualizing Open Educational Practices through the Lens of Constructive Alignment. Open Praxis, 9(2), 125. https://doi.org/10.5944/openpraxis.9.2.519

Paskevicius, M., & Bortolin, K. (2015). Blending Our Practice: Using Online and Face-to-Face Methods to Sustain Community Among Faculty in an Extended Length Professional Development Program. Innovations in Education and Teaching International, 53(6), 605–615. https://doi.org/10.1080/14703297.2015.1095646

Key, J., & Paskevicius, M. (2015). Investigation of Video Tutorial Effectiveness and Student Use for General Chemistry Laboratories. Journal of Applied Learning Technology, 5(4), 14–21.

Hodgkinson-Williams, C., & Paskevicius, M. (2013). It’s Not Their Job to Share Content’: A Case Study of the Role of Senior Students in Adapting Teaching Materials as Open Educational Resources at the University of Cape Town. E-Learning and Digital Media, 10(2), 135. https://doi.org/10.2304/elea.2013.10.2.135

Hodgkinson-Williams, C., & Paskevicius, M. (2012). The Role of Postgraduate Students in Co-Authoring Open Educational Resources to Promote Social Inclusion: A Case Study at the University of Cape Town. Distance Education, 33(2), 253–269. https://doi.org/10.1080/01587919.2012.692052