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Ellen Rose
Ellen Rose is an Instructional Designer and current Professor in the Faculty of Education at the University of New Brunswick.

Personal Life/Biography
Before beginning her teaching career, Rose developed computer-based educational courseware for the instructional design industry. As a result of the disconnection she observed between the theoretical aspects of instructional technology and the implementation of concepts associated with the field, she gravitated towards academia. As revealed in an interview, academia became her only option: "the only place in which I could step away and explore the kinds of questions I was now asking.  But still, to be honest, I had no thoughts about becoming a professor. That came later, when I’d finished my doctoral program and began asking, with everyone else around me, 'Now what?'"

Rose currently lives in Canada and is a self-professed avid reader. Speaking of reading, she encourages her doctoral students to read extensively and not limit themselves to research literature associated with their area of study: "Many of the doctoral students I speak to and work with today seem to be so goal driven, so unwilling to read a book or contemplate an idea that doesn’t relate directly to their research question.  I want to tell them, “Slow down!  Make the most of this time.  You’ll never have another opportunity like this—even, or especially, if you get an academic position.”

Education and Academic Career
Rose's first degree is a Bachelor of Arts in English Literature from the University of Victoria in 1981. This was soon followed by the completion of a Bachelor's of Education from the same university in 1982. Subsequently, Rose pursued a master's degree in education which she completed in 1989 at The University of New Brunswick. At the doctoral level, Rose earned her PhD from The University of Brunswick in 2001.

Holder of the McCain-Aliant Telecom Chair from 2001-2010, she currently teaches graduate courses in Instructional Design at her alma mater The University of New Brunswick. She also developed and coordinates the Masters of Education in Instructional Design and teaches other courses on critical approaches to new media as part of the university’s Multimedia Studies B.A. Her areas of research interest are Educational Computing/E-learning, Social and Cultural Implications of Media and Technology, Instructional Design – new paradigms, Cultural Studies and Critical Theory.

With an illustrious career, Rose has even taught an online course to students from Trinidad and Tobago.

Research
Rose has made notable research contributions to the study of Instructional Design and Technology and other related fields. In 2017, she published Beyond social presence: Facelessness and the ethics of asynchronous online education in McGill Journal of Education, 52(1). In the publication she contends that " in focusing on how social presence can be achieved within the parameters of faceless systems, the discourse of online education tends to neglect what is necessarily lost in such environments: the face. Indeed, inherent within the fundamental binary in the research — online / face-to-face — is a tacit disavowal of facelessness, a repudiation of its centrality to the experience of online teaching and learning...the face is the basis of caring, ethical relations, and that those relations represent an integral, essential element of education. Therefore, the fact that more and more education transpires within faceless environments has serious ethical implications not only for the nature of human relationships within those environments, but also, more broadly, for the nature and meaning of education, as well as for the social relations and configurations that those educated within faceless systems might produce."

In another noteworthy research Travelling between worlds: The Reentry experiences of UNB'S Bhutanese students published in Antistatis 6 (2) , Rose explores the pedagogical and cultural differences Bhutanese students encounter when they attend university in Canada (specifically her alma mater). Based on the survey she carried out on Bhutanese alumni of the institution, it was revealed that "many of the respondents were …struck by pedagogical differences,  particularly  the  expectation 'to  participate  in  group  discussion,  which  was  intimidating  at  first,'  and  the  lack of formality in student-teacher relations." Such a finding amongst others has led Rose to conclude that universities "must  be  sensitive  to  the  kinds  of  challenges international students    experience in travelling between cultures and develop specific strategies to help them prepare not only for life in Canada but for returning to their own country."

Being cognizant that "more and more of university students’ reading for classes and research is taking place onscreen," Rose's research The phenomenology of on-screen reading: University students' lived experience of digitised text was published in the British Journal of Educational Technology 42 (3).She embarked on an investigation of students' experiences with digitalized texts by "applying the principles and practices of hermeneutic phenomenology". She conducted "an open-ended interview with each participant, asking them to recall a particular, recent instance when they read something substantial online-the kind of text with which they typically engaged, whether an e-book, chapter, or scholarly paper- and then to tell [her] in detail what they remembered about the experience." Based on the responses from " If it was a book I would read more than if it was online because there are more distractions" to "I do what I can to be comfortable. I set up my desk at home so that the relationship between my body and the computer is correct", Rose concluded that educators need to "encourage students to articulate and share their experiences of the on-screen reading of books and papers, in the conviction that remaining attuned to students' lived experience and fostering their sensitivity to the nature of that experience is essential in achieving a sound pedagogical response to emergent technologies."

Books
Rose is the author of three books with the most recent being On Reflection: An Essay on Technology, Education, and the Status of Thought in the 21st Century (2013). The other two are User Error: Resisting Computer Culture and Hyper Texts: The Language and Culture of Educational Computing published in 2003 and 2000.

Rose's latest published book On Reflection: An Essay on Technology, Education and the Status of Thought in the 21st Century (2013) garnered much recognition. It is the Winner of the 2014 Marshall McLuhan Award for Outstanding Book in the Field of Media Ecology. In a review of the book by Douglas Brown, Associate Professor at the University of Regina, he contends that "On Reflection offers the reader a renewed, if not new, way of examining the role of reflection in the teaching and learning process. Critical of what the term has come to represent in the contexts of both education and schooling, Rose interpolates the reader, asking that we rethink the production-oriented institutions we call home." Additionally, Howard A. Doughty, Professor at Seneca College, after reading the book thrice over three months makes the following evaluation: " [On Reflection] is not opaque or abstruse. It is clearly and plainly written. Perhaps for that reason alone it deserves the time needed to let it’s wisdom sink in."

Rose's sophomore book User Error: Resisting Computer Culture is described as "a work of advocacy based in part on [her] experiences at various stages of the technology design process." More so, in this seminal text, Rose "also criticizes the assumption that children have a "natural affinity for digital devices" (p. 10). She worries children are learning to use technology in a rote manner because the nature of their interaction with technology is never in question."

Books Published

 * On Reflection: An Essay on Technology, Education, and the Status of Thought in the 21st Century (2013)


 * User Error: Resisting Computer Culture (2003)


 * Hyper Texts: The Language and Culture of Educational Computing (2000)

Selected Articles, Papers, Chapters and Reviews:

 * Rose, E. (2018). Graduate research in a “post-truth” era. Antistasis.8(1), 63-72.


 * Rose, E. (2017). A genealogy of computer-generated narrative.  Explorations in Media Ecology, 16(1), 7-20.


 * Rose, E. (2017). Beyond social presence: Facelessness and the ethics of asynchronous online education.  McGill Journal of Education, 52(1).
 * Rose, E. (2017). Travelling between worlds: The Reentry experiences of UNB's Bhutanese students. Antistasis, 6(2), 25-32.
 * Rose, E. (2016).  Reflection in asynchronous online postsecondary courses: A reflective review of the literature. Reflective Practice, 17(6), 779-791.
 * Rose, E. (2015).  On reflection:  Can educational technology support mindfulness?  Educational Technology, 55(4), 48-50.
 * Rose, E., & Adams, C. (2014). "Will I ever connect with the students?": Online teaching and the pedagogy of care. Phenomenology & Practice, 7 (2), 5-16.
 * Rose, E. (2014).  "Would you ever say that to me in class?":  Exploring the implications of disinhibition for relationality in online learning.  University of Edinburgh:  Networked Learning Conference.
 * Rose, E. (2014).  As much through manner as through matter: The "Postmanist" approach to social research. Explorations in Media Ecology, 13 (1), 31-41.
 * Rose, E. (2012). Hyper attention and the rise of the antinarrative: Reconsidering the future of narrativity.          Narrative Works, 2 (2), 92-102.
 * Rose, E. (2012). Not "just a tool": A triadic model of technological non-neutrality. Educational Technology, 52(1),  17-21.
 * Rose, E. (2011). Pema's tale: Intercultural communication as storytelling. Narrative Works, 1(2), 52-62.
 * Rose, E.  (2011).  Continuous partial attention: Teaching and learning in the age of interruption.  Antistasis, 1 (2),17-19.
 * Rose, E. (2011). The phenomenology of onscreen reading: University students' lived experience of digitised text. British Journal of Educational Technology, 42(3), 515-26.
 * Rose, E. (2010, July/August). Continuous partial attention: Reconsidering the role of online learning in the age of interruption. Educational Technology, 50(4), 41-46.
 * Rose, E., and Tingley, K.  (2008, Winter).  Science and math teachers as instructional designers:  Linking ID to the ethic of caring.  Canadian Journal of Learning and Technology, 34 (1), 1-18. (Winner of CJLT Editor’s Award for 2008)
 * Rose, E. (2005). The wiring of Bhutan: A test case for media ecology in the non-western world. Proceedings of the 6th Annual Convention of the Media Ecology Association.
 * Rose, E.  (2004, Winter).  An interview with Heather Menzies. The Antigonish Review, 136, 111-129.