Jolie Kennedy, PhD
Assistant Professor and Academic Coordinator in Educational Technology and Learning Design and Adult Education
SUNY Empire State University
Contact Information:
SUNY Empire Directory | LinkedIn | gScholar | ORCID
PhD, Curriculum & Instruction, emphasis in Learning Technologies, University of Minnesota
MA, Educational Technology, San Diego State University
BA, Psychology, Queens College, City University of New York
Courses Taught
Education in Emerging Technology (EDET) Courses (Designed* and Redesigned**):
- EDET 6005: Learning with Emerging Technologies: Theory & Practice
- EDET 6010: Media Literacies in Emerging Technologies**
- EDET 6015: Instructional Design for Online Learning Environments**
- EDET 6035: Advanced Instructional Design with Multimedia
- EDET 6080: Evaluation, Assessment, and Data-Driven Learning Design**
- EDET 6125: Developing an Integrated Immersive STEM Learning Environment**
- EDET 6135: Practicum in Learning and Emerging Technology**
- EDET 6155: AI in Educational Technology & Learning Design*
- EDET 7020: Capstone Project
Credits
- Editorial Board, Journal of Applied Social Sciences and Humanities, Associate Editor.
- Board of Directors for Online Teaching and Learning SIG of AERA, Secretary/Treasurer.
- Michelfelder, D. & Kennedy, J. (Eds.). (2026, forthcoming). Postphenomenology meets Artificial Intelligence. In Book Series Postphenomenology and the Philosophy of Technology. Bloomsbury.
- Unangst, L., , Choi, E., Kennedy, J., Ergin, H., Brehm, W. & Avadhanam, R.M. (Eds.). (2026, forthcoming). Credentials in Artificial Intelligence: International Perspectives on Transforming Teaching and Learning in Higher Education. International Journal of Educational Technology in Higher Education.
- Kennedy, J. & Sun, H. (2026, forthcoming). AI-enhanced personal learning environments in practice: Case studies in scaffolding metaliteracy development. In N. Allain and T. Mackey (Eds.), AI and Metaliteracy: Empowering Learners for the Generative Revolution. Bloomsbury.
- Kennedy, J. & Michelfelder, D. (2025). Envisioning Online Learning Spaces in Higher Education as Spaces of Radical Openness: A Philosophical Scaffold for Design. Journal of Philosophy of Education.
- Pritting, S., Doran, P., Covington, H., Kennedy, J., & Sun, H. (2025). AI-Integrated Literature Discovery Tools: A Guide to Reviewing for Institution Wide Use. Journal of Electronic Resources Librarianship, 37(1), 1-15.
- Kennedy, J., & Sun, R. H. (2024, March). Inviting AI as a Collaborator: New perspectives for TPACK. In Society for Information Technology & Teacher Education International Conference (pp. 788-792). Association for the Advancement of Computing in Education (AACE).
- Kennedy, J. V., & Arendale, D. R. (2023). Investigating Metacognitive Strategies and Exam Performance: A Cross-Sectional Survey Research Study. Education Sciences, 13(11), 1132.
- Kennedy, J. & Michelfelder, D. (2022). Envisioning online learning spaces as spaces of radical openness. In the Book of Abstracts of Conference on the Philosophy of Human-Technology Relations. Copenhagen, Denmark.
- Kennedy, J. (2022). Designing inclusive online learning environments through the lenses of feminist technoscience and postphenomenology. In Proceedings of EdMedia: World Conference on Educational Media and Technologies. New York, NY: Association for the Advancement of Computing in Education (AACE).
- Kennedy, J. (2022). Three Dons for learning experience design: Perspectives from Ihde, Schön, and Norman. In Proceedings of EdMedia: World Conference on Educational Media and Technologies. New York, NY: Association for the Advancement of Computing in Education (AACE).
- Kennedy, J. (2019). Seven traits of personal learning environments for designing quality online learning programs: A systems view of connectedness. In E. Smidt and R. Li (Eds.), Ensuring Quality and Integrity in Online Learning Programs. Hershey, PA: IGI Global.
- Kennedy, J., Pazurek, A., Valentine, K. & Vagle, M. (2019). Inspiring studies of lived experiences with technologies: The growth of phenomenology from descriptive to postmodern. Presented at the 2019 Association of Educational Communication and Technology International Convention (AECT), Las Vegas, NV.
- Kennedy, J. (2018). Towards a model of connectedness in personal learning networks, Journal of Interactive Online Learning, 16(1), 21-40.
- Kennedy, J. (2017). Bursting toward writing-as-thinking and fluid methodology: Enacting nomadic thinking in post-intentional phenomenology. Presented at the 2017 annual meeting of the American Educational Research Association, San Antonio, Texas.
- Kennedy, J. V. (2016). Being, belonging, and becoming in immersive complexity: A post-intentional phenomenological analysis of connectedness in doctoral students’ personal learning networks (Doctoral dissertation, University of Minnesota).
- Kennedy, J. (2015). Reflection: Using TPCK as a scaffold to self-assess the novice online teaching experience. Distance Education, 36(1), 148-154.
- Kennedy, J. (2015). Beyond beliefs: Examining online self-efficacy and learner engagement in distance education. Presented at the AACE 2015 EdMedia: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Montreal, Canada.
- Kennedy, J. (2014). Characteristics of massive open online courses (MOOCs): A research review, 2009-2012. Journal of Interactive Online Learning, 13(1).
- Vagle, M. & Kennedy, J. (2014). The impact of an adventure retreat on military father-son relationships. Report for the Association of the United States Army.
- Kennedy, J. (2014). Exclusive interview on MOOCS. Invited guest on distance-educator.com.
- Kennedy, J., Fandrey, A., Hunt, A., & LimBybliw, A. (2013). Using Google+ Hangout for online group collaboration and presentations. In EduLearn13 Proceedings(pp. 2234-2242). IATED.
- Kennedy, J. (2012). Reflections on two decades and three degrees. Invited guest on allisonrossett.com.
- See list of publications at gScholar | ResearchGate | Academia
Research Interests
My research sits at the intersection of philosophy of technology, learning design, and emerging educational technologies. Drawing on postphenomenology, feminist technoscience, and open education principles, I explore how learners experience, relate to, and grow through technology, particularly in online and AI-mediated environments. This inquiry spans several interconnected areas: the design of inclusive, open online learning spaces; personal learning environments and networked self-directed learning; metacognition and learner agency; and the integration of artificial intelligence in teaching and learning. A growing focus of my work involves AI-TPACK, theorizing how educators develop knowledge for teaching with AI, alongside open credentialing through digital badges and microcredentials as emerging forms of recognizing learning. Across these threads, I am committed to scholarship that is both philosophically grounded and practically useful for educators, designers, and learners navigating an increasingly complex technological landscape.
The throughline connecting most of my work centers on how learners experience and relate to technology examined through both philosophical and empirical lenses with a growing applied dimension around AI specifically.
- Philosophy of Technology & Learning. I draw heavily on postphenomenology (Ihde), feminist technoscience, and philosophy of education to theorize how people relate to and through technologies, particularly in online learning spaces.
- Personal Learning Environments & Networks. A recurring thread from my dissertation onward, exploring connectedness, self-directed learning, and how learners construct their own digital ecosystems.
- Artificial Intelligence in Education. An increasingly central focus, including AI as a collaborator in teaching (TPACK), AI-enhanced learning environments, metaliteracy in the age of generative AI, and AI credentials in higher education.
- Online & Distance Learning Design. Instructional design and learning experience design for online environments, with attention to inclusion, quality, and pedagogical frameworks.
- Metacognition & Self-Regulated Learning. Evidenced by my work on metacognitive strategies, exam performance, and scaffolding learner development.
- Educational Research Methods. I’ve engaged with phenomenological and post-intentional phenomenological methodologies, nomadic thinking, and survey research.
- Emerging Technologies. Spanning MOOCs, multimedia, collaborative tools, and now AI and social annotation, my work consistently tracks and theorizes technologies as they enter educational contexts reflected in both my publication record and my coordination of the full EDET course sequence.
- Open Education Movement (#OER, #OEP, #MOOCs, #openness). Running from my 2014 MOOC research review through to my philosophical theorizing of online learning spaces as “spaces of radical openness,” this thread connects open educational practices with broader questions of access, equity, and design in digital learning environments.
- Technological, Pedagogical, Content Knowledge (#TPACK, #AI-TPACK). Grounded in my 2015 reflective use of TPACK as a scaffold for novice online teaching, and extended in my 2024 SITE paper proposing AI as a collaborator within the TPACK framework, this work is positioned at the intersection of teacher knowledge, technology integration, and emerging AI pedagogy.
- Microcredentials & Digital Badges. Reflected in the design and coordination of two digital badge programs at the University of Minnesota and the AI microcredential at SUNY Empire, as well as my guest editorship of a forthcoming special issue on AI credentials in higher education, this interest sits at the intersection of open recognition, alternative credentialing, and emerging technologies, raising questions about how we validate and communicate learning in digital and AI-rich environments.
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