Khamsum Kinley
Dr Khamsum Kinley is a Learning and Teaching Consultant (Design) within Griffith Business School at Griffith University.
Kinley obtained his PhD and Master of Information Technology from the Information Systems School at QUT, Brisbane Australia. Kinley has over 15 years of experience in teaching, training and development, and research in the areas of ICT, digital tools and educational technologies and pedagogies, both in Australia and overseas. His research interests are in educational and digital technologies and has presented and published a number of papers in international conferences and journals. Kinley has also been an invited reviewer for journals and thesis.
Prior to his current role, Kinley held different roles at the Queensland University of Technology (QUT) as a sessional academic tutor (July 2011 – March 2014), research assistant (February – March 2012), and IT Helpdesk consultant (March 2009 – April 2014). Prior to that Kinley worked as an IT lecturer at the Royal University of Bhutan (RUB) from April 2006 to February 2009.
Since 2009, Kinley has published over 10 conference and journal papers including a journal paper (2014) for Journal of the Association for Information Science and Technology (JASIST) (DOI: 10.1002/asi.23053).
Currently, Kinley is an Article Editor for SAGE Open, an open-access publication from SAGE Publications; paper reviewer for the Emerald Electronic Library journal; and a Program Committee (PC) for The Australasian Conference on Information Systems (ACIS 2013) and the Australian Computer-Human Interaction (2013 OZCHI) conference. He is also an invited paper reviewer for a number of International journals and conferences.
More information about Kinley’s experience and skills can be found at his home page www.kinleyk.com
Kinley obtained his PhD and Master of Information Technology from the Information Systems School at QUT, Brisbane Australia. Kinley has over 15 years of experience in teaching, training and development, and research in the areas of ICT, digital tools and educational technologies and pedagogies, both in Australia and overseas. His research interests are in educational and digital technologies and has presented and published a number of papers in international conferences and journals. Kinley has also been an invited reviewer for journals and thesis.
Prior to his current role, Kinley held different roles at the Queensland University of Technology (QUT) as a sessional academic tutor (July 2011 – March 2014), research assistant (February – March 2012), and IT Helpdesk consultant (March 2009 – April 2014). Prior to that Kinley worked as an IT lecturer at the Royal University of Bhutan (RUB) from April 2006 to February 2009.
Since 2009, Kinley has published over 10 conference and journal papers including a journal paper (2014) for Journal of the Association for Information Science and Technology (JASIST) (DOI: 10.1002/asi.23053).
Currently, Kinley is an Article Editor for SAGE Open, an open-access publication from SAGE Publications; paper reviewer for the Emerald Electronic Library journal; and a Program Committee (PC) for The Australasian Conference on Information Systems (ACIS 2013) and the Australian Computer-Human Interaction (2013 OZCHI) conference. He is also an invited paper reviewer for a number of International journals and conferences.
More information about Kinley’s experience and skills can be found at his home page www.kinleyk.com
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http://idv.sagepub.com/content/early/2016/05/03/0266666916646415.full.pdf?ijkey=QtsF7QaLOhMzxrt&keytype=finite
https://www.academia.edu/25056969/Academic_domains_as_political_battlegrounds_A_global_enquiry_by_99_academics_in_the_fields_of_education_and_technology
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Abstract
This article theorizes the functional relationship between the human components (i.e., scholars) and nonhuman components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political ‘actors’, just like their human counterparts, having ‘agency’ – which they exercise over humans. This turns academic domains into political (functional or dysfunctional) ‘battlefields’ wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain.
For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development. doi: 10.1177/0266666915622044.
Keywords: education, technology, academia, power, organizational politics, academic domain, crowd-authoring
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http://idv.sagepub.com/content/early/2016/05/03/0266666916646415.full.pdf?ijkey=QtsF7QaLOhMzxrt&keytype=finite
https://www.academia.edu/25056969/Academic_domains_as_political_battlegrounds_A_global_enquiry_by_99_academics_in_the_fields_of_education_and_technology
---------------------------------------------------------
Abstract
This article theorizes the functional relationship between the human components (i.e., scholars) and nonhuman components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political ‘actors’, just like their human counterparts, having ‘agency’ – which they exercise over humans. This turns academic domains into political (functional or dysfunctional) ‘battlefields’ wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain.
For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development. doi: 10.1177/0266666915622044.
Keywords: education, technology, academia, power, organizational politics, academic domain, crowd-authoring
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