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Born in San Bernardino, CA, into an intergenerational household of three women, while my father served in the Korean conflict.

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1st Grade: Alameda El, Portland OR [1959-60]

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1st Grade: Alameda El, Portland OR [1959-60]

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Some exploratory learning but mostly hands folded at a desk.  Highlight: I got to take the class hamster home for a weekend. Report Card Comment: Patty is a thoughtful and mature child with good judgment and a generous spirit.

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A decade of learning how to learn in different places with different pedagogies. Technology was not engaging, very teacher-centered, and mostly off-limits to children. Reflection: The Chatty Cathy doll was the interactive closest toy, but only when pulling a cable. Imagination was much more engaging than passively watching filmstrips or pushing a button to get a toy's response.

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2nd/3rd Grade: DoE Incirlik AFB EL, Turkey [1960-62]

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2nd/3rd Grade: DoE Incirlik AFB EL, Turkey [1960-62]

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We moved from trailer to trailer and finally to a duplex. First foreign language (Turkish) in 2nd grade (in a Quanset hut); 3rd grade in a real building. We watched a lot of Cold War films. Report Card comment: Patty is an excellent student, and I have enjoyed having her in my class.

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4th Grade: Barrington EL, Barrington, NJ [1962-63] 

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4th Grade: Barrington EL, Barrington, NJ [1962-63] 

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Lots of teasing as the new kid. Lots of passivity but a few changes in curriculum which was slightly more student-centered... we got to forward the filmstrip machine!

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5th Grade: Cherry Hill Township [1963-64]

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5th Grade: Cherry Hill Township [1963-64]

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Began to take an interest in art, and we often sat at tables rather than in rows. A voracious reader my teacher felt that I was most capable of reading at a higher level. And I am so very glad that I have had the real joy of having her in my class. On the day of President Kennedy's assassination, we watched the news on live TV (very rare) before they let us go home.

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6th Grade: Cherry Hill Township [1964-65]

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6th Grade: Cherry Hill Township [1964-65]

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First time I was in the same school for 2 years. I was a poor student in math and P.E. although my IOWA basic skill test was 99 percentile. Blame it on 'New Math' that was in vogue during the 1960s.

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7th Grade: Brainerd Jr. High, Cherry Hill, NJ  [1965-66]

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7th Grade: Brainerd Jr. High, Cherry Hill, NJ  [1965-66]

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Same district, same house! Physical development came into play in 7th grade, reinforced by girls taking home economics and boys taking shop. No fair! Second foreign language (French), and moving from room to room for different subjects with equipment and materials. A bit more hands-on learning with technology, but still no 'learning' specific tools.

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8th Grade: Grant Middle School, Escondido, CA AND Boeblingen American Jr. High School, Boeblingen, Germany [1966-67]

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8th Grade: Grant Middle School, Escondido, CA AND Boeblingen American Jr. High School, Boeblingen, Germany [1966-67]

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Started in CA and transferred to the DoD system after my father went to Paris for EUCOM, then to Stuttgart. Two schools on different bases. German was my third foreign language. Beginning of school busing. No change in technology; passive learning.

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9th/10th Grade: Stuttgart Jr. High School, Stuttgart, Germany [1967-68]

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9th/10th Grade: Stuttgart Jr. High School, Stuttgart, Germany [1967-68]

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I got to take art, and was in two clubs: Russian (4th language) and Drama. Had my first boyfriend and lots of church retreats. Focus on educational films, particularly about the Holocaust and Vietnam. Films delivered a message through a singular lens, shaping my worldview and making me question it.

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11th Grade: Escondido High School, Escondido, CA [1969-70]

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11th Grade: Escondido High School, Escondido, CA [1969-70]

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Returned to California while my father was in Viet Nam, lived across from the high school, and was a backup for the tennis team. Placed in advanced classes because of my grades, I burst out crying when my English class was doing sentence diagraming which looked like an alien language to me. But I got to take art. Hands-on! Flexible! Interactive! Technology to make things! Academic subjects relied heavily on overhead projects that also projected hairy arms.

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12th Grade: Randolph AFB High School, RAFB, Texas [1970-1971]

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12th Grade: Randolph AFB High School, RAFB, Texas [1970-1971]

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Again, I was placed in advanced classes where I did okay (not in math), and after being ostracized as the new kid yet again, I made friends. No art class, but I was in drama club; I worked part-time in a fish-and-chips shop. AT school, there were no changes in technology. No clear college goal, but not going was not an option. Mom made me take typing every summer, thinking I could work as a secretary <sigh>.

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12 years of moving, 12 schools, changing curricula, figuring out how to fit in, and learning how to make friends quickly. Technology was not central to my learning however it incrementally changed over the 1970s.

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BA in Sociology/Art, San Antonio Community College, Texas State University, Univeristy of Texas @ San Antonio [1971-78;1980-81]

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BA in Sociology/Art, San Antonio Community College, Texas State University, Univeristy of Texas @ San Antonio [1971-78;1980-81]

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Unsure of a future, I changed majors every term and was not prepared for work or more education in the end. The use of basic technologies (video, filmstrip, films, cameras) was limited and forced me to come up with creative used. Returned to get a teaching certificate in art/sociology with few career options.

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As funding dwindled and the economy struggled, K-12 schools were pressured to prepare students for work; thus, non-essential subjects were cut, and my teaching opportunities were limited. Learning technology on the job also meant figuring out how it might support learning, and students always knew more than I did.

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Art/Sociology Teacher: Ursululine Academy, San Antonio, TX [1982-86]

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Art/Sociology Teacher: Ursululine Academy, San Antonio, TX [1982-86]

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At this private catholic school, I had different art course preparations, ran the bookstore, chaired the freshwoman class, and loved the nuns, until were replaced with a lay prinipal. Had a kiln but not much else. Lots of films, filmstrips, VHS, and a few Apple SEs so i became the tech go-to because I was curious and, more importantly, my students always knew more than I did about technology.

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Adjunct Instructor, St. Mary's University, San Antonio, TX [1986 - 1989] 

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Adjunct Instructor, St. Mary's University, San Antonio, TX [1986 - 1989] 

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I supervised student teachers and taught educational media, primarily overheads, filmstrips, reel-to-reel film, posters, and handouts. My students were more concerned with classroom management, and we learned that schools often lacked the technology we used at the university—a theme throughout my career.

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Art Teacher, TI-IN Network, San Antonio, TX [1988-89]

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Art Teacher, TI-IN Network, San Antonio, TX [1988-89]

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Entered into distance learning when I taught art history on two-way audio, one-way video via private/public satellite-delivered partnership. Became the go-to person for graphics. This experience was transformational because I got to experiment and test my ideas. I did a study about what the remote students did during class with a remote teacher. Mind-blowing.

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Instructional Media Manager, University of the Incarnate Word, San Antonio, TX, [1987 - 1988]

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Instructional Media Manager, University of the Incarnate Word, San Antonio, TX, [1987 - 1988]

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After talking myself into this job, I learned how to operate, repair, and use media new to me, including beta and VHS editing with audio tracks. The technology fundamentals I did not learn in college, I mastered here. I also witnessed how instructors from different academic areas used technology.

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M.A., Curriculum & Instruction (Supervision cognate), the University of Texas at San Antonio [1988]

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M.A., Curriculum & Instruction (Supervision cognate), the University of Texas at San Antonio [1988]

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I took as many educational technology courses as possible and deepened my understanding of interdisciplinary curricula and inquiry-based learning. This combination led to an epiphany about how the drudgery of technology could be transformed when it was used for a satisfying purpose. Punch cards did not do it for me.

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Staff Development Manager/Program Development Coordinator, TI-IN Network San Antonio, TX [1989 - 1992]

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Staff Development Manager/Program Development Coordinator, TI-IN Network San Antonio, TX [1989 - 1992]

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This deeply innovative and thrilling collaboration between the state of Texas and a corporation was on the cutting edge of distance education. The true beginning of my fascination with educational technology was when I saw the possibilities and became curious about how and why this method worked when it did, which wasn't always.

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A truly remarkable decade introducing personal computers (and eventually GUI), mobile phones, and at the end of the decade, access to a black and white pictureless World Wide Web (aka the Internet).

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Summer Youth Coordinator,  Alamo Area Council of GovernmentsSan Antonio, TX, [Seasonal 1992 - 1993] 

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Summer Youth Coordinator,  Alamo Area Council of GovernmentsSan Antonio, TX, [Seasonal 1992 - 1993] 

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I coordinated a federally funded summer youth training program traveling to 11 counties weekly. Very little technology in spite of detailed accountability reporting and constant communication with remote sites.  Because communities were rural, there were few resources and a 'make-do' attitude when it came to teaching and learning.

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Teaching Ass.II/ Interdisciplinary Labs Facilitator, The University of Texas at San Antonio [1992 - 1998] 

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Teaching Ass.II/ Interdisciplinary Labs Facilitator, The University of Texas at San Antonio [1992 - 1998] 

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While working on my dissertation, I helped to set up Apple™ teaching labs, trained faculty on technology use, and taught undergraduate & graduate courses in labs and classrooms. Finally, decision-making and real choices. I learned as much from those I taught as they did from me. I also became active in research and attending/presenting at conferences to learn the latest ideas.

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Associate Professor, Pacific Lutheran University, Tacoma, WA [1998 - 99]

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Associate Professor, Pacific Lutheran University, Tacoma, WA [1998 - 99]

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Accepting the 2nd of two job offers was a huge move across the country to teach five undergraduate & one graduate ed tech courses each term with limited tools and support. Again, the university technology did not match school technology - for the first time, sometimes the schools had more! I loved the faculty members and campus culture, but there was no place or opportunity to build on my knowledge and vision of technology in teaching and learning.

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As the World Wide Web became the Internet - with images, video, and interactivity - everything started to change quickly and dramatically.

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Associate Professor, The University of Texas at San Antonio, [1999 - 2015] 

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Associate Professor, The University of Texas at San Antonio, [1999 - 2015] 

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For the first 10 years at UTSA, I thrived despite significant resistance from the institution, which eventually led me to go outside the campus through consulting, grants, fellowships, writing, and professional engagement. I did not just envision the future possibilities; I was a part of them through incredible partnerships. Reflection: Inspiration came from unlikely places. The UTSA registrar was a supporter of technology, particularly Second Life. For me, it was a deep dive into collaborating across many areas with someone whose vision complemented mine but was very different.

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National Learning Infrastructure Fellow [2003]

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National Learning Infrastructure Fellow [2003]

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This year-long fellowship with EDUCAUSE transformed me once again as I worked 1/2 time at UTSA, traveled 1/2 time, wrote, presented, and coordinated activities with peers and experts. It revealed the broader IT picture and the faculty's disdain toward other stakeholders.

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ASEE/Navy Summer Faculty Research Fellow [Five10-week summers: 2001-02; 2005-06; 2008]

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ASEE/Navy Summer Faculty Research Fellow [Five10-week summers: 2001-02; 2005-06; 2008]

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Each fellowship at military installations was different; for 2 years I got to work with the same fellows.  I studied, researched, published, and evaluated projects in learning objects, best online practices, online curriculum, &  storytelling. I learned a lot about governmental perspectives:  limited internet access, old equipment, and all the paperclips you could wish for. Reflection: Because the summers began before and continued after 9-11, I got insights into how policy and priorities can episodically shift. Be prepared for change.

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Book (ed): McGee, Carmean, & Jafari, Course management systems for learning: Beyond accidental pedagogy [2005]

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Book (ed): McGee, Carmean, & Jafari, Course management systems for learning: Beyond accidental pedagogy [2005]

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This book arose from the deep and expansive international relationships my co-authors and I established through EDUCAUSE events and networks. The contributors presented grounded research and visions of how the CMS needed to shift from 'classroom' management to learning facilitator in their own unique way. Reflection: Colleen and I wrote a follow up article in 2012. I suspect many of the arguments put forth in the book still hold true.

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Systems Appraiser, Academic Quality Improvement Program, Higher Learning Commission [2007-2014]

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Systems Appraiser, Academic Quality Improvement Program, Higher Learning Commission [2007-2014]

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Via telephone or travel, I joined peers to evaluate institutional portfolios for accreditation review. Very low tech, but very informative about how institutions invested in, problem-solved, and envisioned technology to support teaching and learning. Reflection: Because we interviewed all campus stakeholders, my understanding of the competing perspectives deepened.

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Gold Award for Online Technology ~ Higher Education, US Distance Learning Ass. [2008]

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Gold Award for Online Technology ~ Higher Education, US Distance Learning Ass. [2008]

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I was so honored that the innovative UT TeleCampus nominated me for my course design, and I was recognized for it. Reflection: It was and still is a big deal for me; no one else was particularly impressed. Yet it gave me confidence that my work had value, particularly for instructional design, which I love.

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The cloud took over letting loose free-range learning and unfettered access to people, things, and interactions. Institutions were challenged to control, lockdown, and monitor.  Reflection: While the promise of flexibility and accessible learning should have exploded, in reality, things became more locked down due to paywalls, security from hackers, and the requirement for documentation of who was doing what. Faculty resistance, which had always been an issue with technology innovation, matured into avoidance, adoption, or instruction without clear intentions. Rather than being an affordance, technology often was an immoveable barrier.

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Book: The Instructional Value of Digital Storytelling: Higher Education, Professional, and Adult Learning Settings [2014]

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Book: The Instructional Value of Digital Storytelling: Higher Education, Professional, and Adult Learning Settings [2014]

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This book came from a course I taught, several presentations, and articles. I was battling a chronic illness at the time, so I have never felt it was all it could be. Reflection: I got to say so many things in this book; it helped me synthesize what I valued, though not consistently. I've always lacked a definitive epistemology that influenced my scholarship.

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My consulting spanned many years and provided me with deep insights into trends and needs in higher education. The collaboration with peers and the creativity of designing interactive learning for adults was thrilling and gratifying. These collaborations included: Academic Impressions; AMICAL Cairo, Egypt; Arizona State University West; East Central University, OK; East Tennessee University; EDUCAUSE; Edgewood ISD; EDUCAUSE Learning Initiative (ELI);  Innovative Educators; Intelligent Decisions Systems, Inc. (IDSI); Pearson Publishing, Central Media Group (CMG); Texas Community College Teacher Association (TTCTA); Texas A&M San Antonio; Touro College, Harlem, NY; University of the Incarnate Word; Universidad de las Americas Puebla, Mexico; University of Houston, TX; UT at Tyler, TX, WCET; West Chester University,  PA.

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Early Retirement, UTSA, Professor Emerita [2015]

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Early Retirement, UTSA, Professor Emerita [2015]

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After designing and teaching  30 courses, coordinating programs, consulting, publishing, performing service for multiple communities, I left Texas and headed to Washington.  Expecting to use my knowledge and skills to support the success of others, I consulted a bit and found rich volunteer work with a museum and multiple environmental organizations. Reflection: I recognized that complaining about UTSA was a sign it was time to leave and let the younger generation take over. One of the best decisions I ever made, but not the easiest one in terms of identity, self-sufficiency, and developing new relationship in a state where I only knew two people.

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For most of my career, I yearned to work for a 100% online institution, which Walden is. My students motivated and inspired me, as did many of my colleagues. Reflection: I found myself focusing more on the pedagogy and relationship-building aspects of mentoring than on the technology. And that is the way it should be.