Don Cunningham

Donald J. Cunningham is Barbara Jacobs Chair in Education and Technology and a member of the faculties of Education, Cognitive Science, Semiotic Studies and Informatics at Indiana University, Bloomington. He was the Director of the Center for Research on Learning and Technology from January 2000 to December 2002 and Director of the Center for Applied Semiotics from September, 1998 to August 2004. He teaches graduate courses and seminars in the learning, cognition and instruction program in the Department of Counseling and Educational Psychology. and is a founding menber of the new Ph.D. program in Learning Science. During the 1990-91 academic year he was Garfield Weston Visiting Professor at the University of Ulster at Coleraine where he collaborated with the Language Development and Hypermedia Research Group. From May of 1992 to August of 1994, he was Professor and Head of the Department of Learning, Development and Communication at the University of New England, Armidale, Australia where he founded the Centre for Research into the Educational Application of Multimedia . He pursues an active program of research and development in computer mediated instruction and is a leading contributor to the development of semiotic/ constructivist theories of learning and instruction.

Selected recent publications:

Cunningham, D. J. (1992). Beyond educational psychology: Steps toward an educational semiotic. Educational Psychology Review, 4, 165-194.

Cunningham, D. J. (1992). Carpe diem? Semiotica, 90, 267-277.

McMahon, H., O'Neill, W. & Cunningham, D. J. (1992). "Open" software design: A case study. Educational Technology, 32(2), 43-55.

Cunningham, D. J., Duffy, T., & Knuth, R. (1993). The textbook of the future. In McKnight, C., Dillon, A. and Richardson, J. (Eds) Hypertext - A psychological perspective. Chichester: Ellis Horwood, 19-50.

Knuth, R. & Cunningham, D. J. (1993). Tools for constructivism. In Duffy, T., Lowyck, J., & Jonassen, D. (Eds.), Designing environments for constructive learning. Berlin: Springer-Verlag, 163-188.

Bednar, A., Cunningham, D. J., Duffy, T. & Perry, D. (1995). Theory into practice: How do we link? In Anglin, G. (Ed.), Instructional Technology: Past, Present and Future (2nd. Ed.). Englewood, CO: Libraries Unlimited, 100-112.

Duffy, T. & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. Jonassen (Ed.) Handbook of Research on Educational Communications and Technology. New York: Macmillan, 170-198.

Cunningham, D. J. & Clark, K. (1998). Wherever you go, there you are. Educational Researcher, 27, 26-28.

Bonk, C. & Cunningham, D. J. (1998). Searching for constructivist, learner-centered and sociocultural components for collaborative educational learning tools. In Bonk, C. & King, K. (Eds.) Electronic Collaborators: Learner-Centered Technologies for Literacy, Apprenticeship, and Discourse. New York: Erlbaum, 25-50

Cunningham, D. J. (1998). Cognition as semiosis: The role of inference. Theory and Psychology, 8, 827-840