معرفی
Dr. Jeremy Kemp is a Lecturer at the San Jose State University School of Information, where he has taught since 2006. His work centers on digital and physical learning spaces, with a focus on how communication technologies support education in library and information science. He co-founded the SLOODLE project, integrating Moodle with Second Life to create immersive learning environments.
Education:
- Ed.D. in Educational Leadership and Change, Fielding Graduate University (2011)
- A.M. in Learning Design and Technology, Stanford University (2001)
- M.S. in Journalism, Northwestern University (1992)
- B.A. in Journalism, University of Oregon (1991)
Research Interests: Dr. Kemp's research spans Distance Education in LIS, Human-Computer Interaction, Information Visualization, LIS Education, Pedagogy in LIS, and Users and Uses of Information Systems. His work emphasizes the role of virtual worlds, avatars, and digital tools in enhancing learning experiences.
Publications Trends: His scholarly output focuses on the integration of 3D virtual environments like Second Life into LIS education. Key themes include avatar acceptance, immersive learning, and the convergence of learning management systems with multi-user virtual environments (M.U.V.E.s). His publications appear in journals such as Journal of Education for Library and Information Science, UPGRADE, and School Libraries Worldwide.
Professional Service:
- Conference Co-Chair, Sloan-C Emerging Technology for Online Learning Conference (2010)
- Instructional Developer, eCampus, SJSU (2001–2006)
- Founder, SimTeach – a community for educators using M.U.V.E.s
Advising and Grants: While no formal advising or grant activities are detailed, his leadership in the SLOODLE project indicates grant-funded research experience. He has contributed to curriculum development and digital pedagogy innovation.
Labs and Teams: Dr. Kemp co-led the SLOODLE project with Dr. Daniel Livingstone, a collaborative effort between San Jose State University and the University of the West of Scotland. This initiative served as a research and development lab for exploring avatar-based learning and virtual classroom design.
