I have always found teaching to be an extraordinary opportunity to share my accumulated experience and to challenge and develop it in the classroom by examining historic, current and emergent ideas and theories. My teaching media studies and media technology subjects originates from a desire to explain and question in order to build upon established and accepted knowledge, ultimately creating new forms of media and systems of communication. I consider it my responsibility to be progressively knowledgable and skilled in my field and also to continually question my assumptions. In my courses, I create sequenced pathways through selected resources and design assignments to interact in productive ways. I consider my roles to include those of interpreter and facilitator, suggesting connections and angles with the materials and encouraging students to experiment and create new conceptions of media making, application and critique.

I try to operate simultaneously at pragmatic and creative levels in my professional and creative work and in my scholarship. Instructing on the managerial and technical skills of media production is one of the integral components of my teaching, but it is the theory inherent in the process of creating and receiving media that I find the richest territory to explore academically and professionally.

I have always emphasized recognizing and questioning the rhetoric and subtext of an image and applying critical reception analysis to its creation. Interactions between the content and technology will always hold my fascination and I have consistently found this to be an interest and drive that I share and develop with my students and faculty colleagues.

I prioritize progressive learning and design coursework to result in projects that are built of several interactive components. I create assignments that require students to learn preliminary skills, put them into action, then add to each result. I regularly assign class presentations in which students present their production or research work in progress and discuss their intentions, findings and reflections. I believe that every student has valuable contribution and encourage them all to participate in creating a collaborative atmosphere, allowing further exploration of each subject.

What students say: VOX DICIPULI

See examples of students’ work: Online Course Publications