I currently teach part time at the University of Massachusetts-Boston in the Masters in Education in Instructional Design program.

Teaching Philosophy

My teaching philosophy has two components: teaching and instructional design. I view educational interventions within the context of the systems in which they are deployed. The way in which teaching is approached should not be separated from the cultural and organizational structures in which is it being delivered. In addition, I believe educational interventions should be continuously evaluated and improved upon.


I teach adults who are often working professionals or full time students that have completed at least one post-secondary degree. When teaching, I see myself as a facilitator of learning rather than a lecturer. I believe that in order for adults to learn, they must be able to associate the material being presented with their life experiences. Also, I believe that learning is increased when learners have an opportunity to share their experiences, and that adult classrooms (online and face-to-face) provide a rich opportunity for the sharing of experiences in a manner that benefits everyone. I also believe that transformation in learning often occurs when learners discover how they learn. When designing learning activities and assignments, I create activities that serve both a practical and educational purpose.

When teaching technology, I believe in facilitating a hands-on approach in a safe exploratory learning environment. With adults, I give them ‘permission to play’ with technology in order for them to discover how the technology can work within their context. As technology rapidly changes, I believe it is important to teach core digital literacies that help our students learn to adapt to rapid change. For example, before asking my students to create web content (e.g. a blog or website), I facilitate a module on privacy and digital identity, where we examine the balance between convenience and privacy in the digital world. For an activity, I ask the learners to first Google themselves, and then Google me “Rebecca J. Hogue”. In the class discussion, learners discover that they do not have complete control of what appears about them on the Internet, that there are things about them posted that they did not realize, but also, that it is possible to foster a professional digital identity. This allows learners to enter into a blogging or website creation activity with a critical appreciation for the type of information they wish to share.  

My instructional design philosophy reflects a balance between learner-centered education with a pragmatic appreciation for the needs of the program, organization, and learning facilitators.  For example, when designing an online course where minimum student enrolments are guaranteed and instructor compensation is adequate, I design with opportunities for learners to share their experiences, and activities that provide opportunity for formative feedback from course facilitators. Alternatively, when courses run with low student enrolments and instructors are paid a small amount per student, the course material is designed with a focus on computer-learner interaction, and less formal instructor feedback. This may not be ideal for student learning, but if the course is to be ethically designed and sustained it must also not require uncompensated instructor presence. 

Finally, I believe strongly in continuous improvement in learning design and the scholarship of teaching and learning.

University of Massachusetts-Boston Instructional Design Program

Fall 2015 – Current: Associate Lecturer.

I teach the following courses:

INSDSG 684 The Design and Instruction of Online Courses

Course Description: This course is for instructional designers, instructors, teachers, or trainers who want to explore the critical success factors in designing and delivering online instruction. Through readings, discussion, and various activities, students will examine the pedagogical implications of technology-mediated learning, the dynamics of the virtual classroom, the elements of effective online course design, as well as some of the tools and technologies available to create and deliver online instruction. Through group-based and individual project work, students will design and create online modules. This course will use a range of interactive and collaborative instructional methods.

Course Design Framework

INSDSG 601 Foundations in Instructional Design and Learning Technology

Course Description: This course provides an introduction to the field of instructional design. Various instructional design models are analyzed theories are introduced, and learning technologies are explored. As a final project, students are expected to complete an instructional design plan for a learning or training event.

INSDSG 602 The Adult as Learner Courses

Course Description: In this course students research the practices and theoretical underpinnings of adult learning. An experiential process will allow students to increase their understanding and ability to apply theories of adult learning, to set appropriate learning climates conducive to the characteristics of adult learners, and to become familiar with a variety of existing and emerging tools and techniques for facilitation the adult learning process.

INSDSG 655 Project in Multimedia

Course Description: Students work with UMass Boston faculty, teachers in cooperating schools, or sponsoring corporations to make a prototype multimedia application or to produce a planning document for multimedia implementation in the client organization. Students may participate in projects pre-arranged by the instructional technology staff or may generate their own, working individually or in a team.

Course Design Framework

INSDSG 697 Special Topics: Designing Your Online Professional Presence

Course Description: This course provides instructional design students and professionals with the necessary web-literacy skills to create and maintain a self-hosted website on which to showcase their online digital presence. Learners will produce items for a WordPress-based website such as a digital story describing their unique strengths and differentiators as instructional designers, and a short “elevator speech” describing instructional design. Further, the course provides learners with skills in blogging and publishing of thoughtful opinion; insights on how to build a professional network; and how to select signature portfolio pieces to showcase on their website. Further, the course provides learners with proficiencies in self-directed learning in order to support life-long knowledge enhancement. 

Course Design Framework

Scholarship of Teaching & Learning

This section contains my scholarship related specifically to teaching and learning. For a complete list of my academic activities see the Scholar menu on this site.

Refereed Chapters in Books

Archibald, D., MacDonald, C. J., Hogue, R.J., & Mercer, J. (2013). Accessing Knowledge from the Bedside: Introducing the Tablet Computer to Clinical Teaching. In C. Rückemann (Ed.), Integrated Information and Computing Systems for Natural, Spatial, and Social Sciences (pp. 96-109). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-2190-9.ch005.

MacDonald, C. J., McKeen, M., Leith-Gudbranson, D., Montpetit, M., Archibald, D., & Hogue, R.J. (2013). University of Ottawa Department of Family Medicine Faculty Development Curriculum Framework. In K. K. Patel & V. Sanjaykumar (Eds.), Enterprise resource planning models for the education sector: Applications and methodologies. Hershey, PA: IGI Global.

Papers in Refereed Journals

Archibald, D., MacDonald, C. J., Plante, J., Hogue, R. J., & Fiallos, J. (2014). Residents’ and preceptors’ perceptions of the use of the iPad for clinical teaching in a family medicine residency program. BMC Medical Education, 14(174). Retrieved from http://www.biomedcentral.com/1472-6920/14/174

Bali, M., Honeychruch, S., Hamon, K., Hogue, R.J., Koutropoulos, A., Johnson, S., Leunissen, R., & Singh, L. (in press). What is it like to learn and participate in Rhizomatic MOOCs? A collaborative autoethnography of #rhizo14. Current Issues in Emerging Learning, 2(2).

de Waard, I., Abajian, S., Gallagher, M. S., Hogue, R., Keskin, N., Koutropoulos, A., & Rodriguez, O. C. (2011). Using mLearning and MOOCs to understand chaos, emergence, and complexity in education. International Review of Research in Open and Distance Learning, 12(7), 94-115.

de Waard, I., Koutropoulos, A., Keskin, N. Ö., Abajian, S. C., Hogue, R.J., Rodriguez, C. O., & Gallagher, M. S. (2012). Merging MOOC and mLearning for increased learner interactions. International Journal of Mobile and Blended Learning 4(4), 34-46.

Hogue, R.J. (2013). Considerations for a professional development program to support iPads in higher education teaching. Ubiquitous Learning: An International Journal.

Koutropoulos, A., Abajian, S. C., deWaard, I., Hogue, R.J., Keskin, N. Ö., & Rodriguez, C. O. (2014). What Tweets Tell us About MOOC Participation. International Journal of Emerging Technologies in Learning, 9(1).

Koutropoulos, A., Gallagher, M. S., Abajian, S. C., de Waard, I., Hogue, R. J., Keskin, N. Ö., Rodriguez, O. C. (2012). Emotive vocabulary in MOOCs: Context & participant retention. European Journal of Open, Distance, and E-Learning, 10.05.2012.

MacDonald, C. J., Archibald, D., Montpetit, M., McKeen, M., Leith-Gudbranson, D., Hogue, R. J. & Rivet, C. (2013). The design, delivery and evaluation of an Essential Teaching Skills course for preceptors in family medicine. International Journal of Medical Education 4(1), 146-154. doi: 10.5116/ijme.51e1.1361.

Masters, K., Ellaway, R.H., Topps, D., Archibald, D., & Hogue, R.J. (2016). Mobile Technologies in medical education: AMEE Guide 105. Medical Teacher.

Papers in Refereed Conference Proceedings

de Waard, I., Koutropoulos, A., Keskin, N. Ö., Abajian, S. C., Hogue, R., Rodriguez, C. O., & Gallagher, M. S. (2011). Winner of a best paper award. Exploring the MOOC format as a pedagogical approach for mLearning. 10th World Conference on Mobile and Contextual Learning. Beijing. 

Hogue, R.J. (2012). Short paper. iPad Professional Development Program (iPDP). 11th World Conference on Mobile and Contextual Learning (mlearn). Helsinki, Finland.

Hogue, R.J., Montpetit, M., MacDonald, C.J. (2013). Full paper. Going Paperless: Using eBooks in Faculty Development Workshops. AACE eLearn 2013 – World Conference on e-Learning. Las Vegas, NV, USA.

Conference Posters and Presentations

de Waard, I., Koutropoulos, A., Keskin, N. Ö., Abajian, S. C., Hogue, R., Rodriguez, C. O., & Gallagher, M. S. (2011, October). Exploring the MOOC format as a pedagogical approach for mLearning. Paper presented at the 10th World Conference on Mobile and Contextual Learning, Beijing, China. 

Hogue, R.J. (2014, April). Information Session. Teaching Teachers to use Tablet Computers: Creating an Effective Faculty Development Program. Sloan-C 7Th Annual International Symposium Emerging Technologies for Online Learning. Dallas, Texas, USA

Hogue, R.J. (2013, March). Short paper. Tablet Use Within Medicine. IADIS International Conference Mobile Learning 2013. Lisbon, Portugal.

Hogue, R.J. (2012, October). Full paper. Considerations for a professional development program to support iPads in higher education teaching. Paper presented at the Fifth International Conference on Ubiquitous Learning (Ubi-Learn), Urbana-Campaign, USA.

Hogue, R.J. (2012, October). Short paper. iPad professional development program (iPDP). 11th World Conference on Mobile and Contextual Learning (mlearn), Helsinki, Finland.

Hogue, R.J., Keefer, J.M., Koutropoulos, A., Bali, M., Singh, L., Honeychurch, S., Hamon, K., Leunissen, R. (2015, July). Work-in-progress presentation. Emerging Technologies that Drive Online Collaboration. Toronto, Ontario, Canada.

Hogue, R.J., Mercer, J., Montpetit, M. (2015, February). Poster. iPad-fm.ca: Employing iPads as a clinical teaching tool. Technology, Knowledge, and Society. Berkley, California, USA.

Hogue, R.J. (2012, April). Keynote. Building engaging eLearning. Interprofessional Development Education Association (IDEA) Education Day, Ottawa, Canada.

Hogue, R.J. (2011, October). Poster. A design research approach to mobile learning. 10th World Conference on Mobile and Contextual Learning (mlearn), Beijing, China.

Hogue, R.J., & Keefer, J. (2015, October). Presentation. Unaffiliated or Multi-affiliated: Exploring adjunctification in higher ed. Digital Learning Research Network 2015 Conference. Palo Alto, California.

Hogue, R.J., Montpetit, M., MacDonald, C.J. (2013, April). Poster. Creating eBook participant guides to support faculty development. Canadian Conference on Medical Education 2013. Quebec City, Canada.

Hogue, R.J., Montpetit, M., MacDonald, C.J. (2013, October). Full paper. Going Paperless: Using eBooks in Faculty Development Workshops. AACE eLearn 2013 – World Conference on e-Learning. Las Vegas, NV, USA.

Keefer, J., Hogue, R.J, Bali, M., Hamon, K., Koutropoulos, A., Leunissen, R., & Singh, L. (2015, October). Presentation. Pioneering alternate forms of collaboration: Technologies that support and sideline #Rhizomatic Learning. Digital Learning Research Network 2015 Conference. Palo Alto, California.