Jennifer Lock

Dr. Jennifer Lock grew up in Saskatchewan. Jennifer attended the University of Saskatchewan where she completed her Bachelor of Education and Bachelor of Arts degrees and later completed a Masters of Education degree in Educational Administration. In 2004, Jennifer convocated with a Doctor of Philosophy degree in Educational Technology at the University of Calgary.

Dr. Lock has experience as both a school administrator and teacher in the provinces of Saskatchewan and Alberta. She taught in the Teacher Education Program at Aurora College in NWT. Later, she worked as a Coordinator of Distance Education and Technology at Aurora College before moving to Calgary to pursue her doctoral studies. Currently, Dr. Lock teaches in both the undergraduate and graduate programs in the Faculty of Education at the University of Calgary.

Dr. Lock’s research interests are in the following five areas: 1) E-learning with a specific focus in distance education, online learning communities, and building capacity of online educators; 2) Technology integration in education and teacher education that involves designing learning in technology-enhanced learning environments and online collaboration; 3) Change and innovation in education (teaching, learning and leading) with a specific interest in leading innovation, in classrooms, schools and districts, involving educational technology;  4) Educational development and the scholarship of teaching and learning in higher education; and 5) Experiential learning through making and makerspaces.

Current Projects:

• Assessment Framework for Experiential Learning in Makerspaces
  
  
• Designing for Success: Developing an Online Student Orientation Program
• Impact of Multimedia Communication in Online Learning

• Assessment of the Teaching Assistant Preparation Program (TAPP)

Doctor of Philosophy
University of Calgary

Master of Education (Thesis)
University of Saskatchewan

Bachelor of Arts
University of Saskatchewan

Bachelor of Education
University of Saskatchewan

Dr. Lock is a member of the following professional organizations: American Educational Research Association (AERA), Association for Educational Communications and Technology (AECT), Association for the Advancement of Computing in Education (AACE), Canadian Network for Innovation in Education (CNIE), Canadian Society for the Study of Education (CSSE) and the International Society for Technology in Education (ISTE). In addition, Dr. Lock is the Chair of the Board of Directors for Calgary Regional Consortium (CRC).

Crowder, R., Lock, J., Hickey, E., McDermott, M., Simmons, M., Wilson, K., Leong, R., & De Silva, N. (2020). Art as meditation: A mindful inquiry into educator well-being. The Qualitative Report, 25(3), 876 - 890.

Redmond, R., Lock, J.,& Smart, V. (2020). Developing a cyberbullying conceptual framework for educators. Technology in Society, 60 (2020), 1-8.https://doi.org/10.1016/j.techsoc.2019.101223

Lock, J., Schroeder, M., & Eaton, S.E. (2020). Designing and implementing an online academic integrity tutorial: Identifying the challenges within a post-secondary context. Journal of Educational Thought, 52(3), 193-208.

Simmons, M., McDermott, M., Lock, J., Crowder, R., Hickey, E., DeSilva, N., Leong, R., & Wilson, K. (August, 2019). When educators come together to speak about well-being: An invitation to talk. Canadian Journal of Education, 42(3), 850-872. 

Lock, J., Kjorlien, Y., Tweedie, M.G., Dressler, R., Eaton, S. E., & Spring, E. (2019). Advancing the writing of academics: Stories from the writing group. In N. Simmons & A. Singh (Eds.), Critical Collaboration Communities: Academic Writing Partnerships, Groups, and Retreats (pp. 55-65). Brill/Sense Publishers. 

Kawalilak, C., Lock, J., & Redmond, P. (2019). Responses to internationalisation in two schools of education. Journal of Educational Thought, 51(3), 407-436.

Lock, J. & Duggleby, S. (2018).  Exploring quality of life through an online international collaboration: A case study. Technology, Pedagogy and Education, 27(5), 533-548.  https://doi.org/10.1080/1475939X.2018.1533492

Johnson, C. & Lock, J. (2018). Fostering higher order thinking with text and video in  online learning: By design. International Journal on Innovations in Online Education, 2(3). 

Johnson, C. & Lock, J. (2018). Experience of virtual writing groups: Going beyond geographic boundaries. In  Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1470 - 1475). Las Vegas, NV: Association for the Advancement of Computing in Education (AACE).  Outstanding Paper Award

Hanson, J., Johnson, C., Lock, J., Adlington, A. & Liu, Y. (2018). Reflections of designers of an online orientation program: Did we get it right? In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1233 - 1240). Las Vegas, NV: Association for the Advancement of Computing in Education (AACE). 

Redmond, P., & Lock, J. (2019). Secondary pre-service teachers’ perceptions of technical pedagogical content knowledge (TPACK): What do they really think?  Australasian Journal of Educational Technology, 35(3), 45-54.

Lock, J., Hill, S. L., & Dyjur, P. (2018).  Living the curriculum review: Perspectives from three leaders. Canadian Journal of Higher Education, 48(1), 118-131.

Lock, J., dos Santos, L, Hollohan, P., & Becker, S. (2018). It’s more than making: Facilitating learning through the maker movement. Alberta Science Education Journal, 45(2), 10 – 16.

Lock, J.V. (2018). Personalizing educational development for online music educator:  A coaching approach.  In C. Johnson & V. C. Lamothe (Eds.), Pedagogy Development for Teaching Music Online (pp. 306-319). Hershey, PA: IGI Global Publications.

Lock, J.V., & Johnson, C. (2018). Playing together: Designing online music courses using a social constructivist framework.  In C. Johnson & V. C. Lamothe (Eds.), Pedagogy Development for Teaching Music Online (pp. 183 -201). Hershey, PA: IGI Global Publications.

Redmond, P., Lock, J.V., & Smart, V. (2018). Pre-service teachers’ perspectives of cyberbullying.  Computers & Education, 119, 1-13.  doi: 10.1016/j.compedu.2017.12.004

Lock, J., Kim, B., Koh, K., & Wilcox, G. (2018). Navigating the tensions of  innovative assessment and pedagogy in higher education. The Canadian Journal for the Scholarship of Teaching and Learning, 9(1). 

Lock, J., Rainsbury, J., Clancy, T., Rosenau, P., & Ferreira, C. (2018). Influence of co-teaching on undergraduate student learning: A mixed-methods study in nursing. Teaching & Learning Inquiry, 6(1), 38-51.

Lock, J. (2017). Finding the right balance: A reply to Jones’ research on building communities of practice using a wiki. The Canadian Journal of Action Research, 18(3), 44-46.

Lock, J., Eaton, S., & Kessy, E. (2017). Fostering self-regulation in online learning in K-12 education.  Northwest Journal of Teacher Education, 12(2).  

Redmond, R., Lock J., & Smart, V. (2017). Pre-service teachers’ perceptions about identifying, managing and preventing cyberbullying. In L. Liu & D.C. Gibson (Eds.), Research Highlights in Technology and Teacher Education 2017 (pp. 109-116). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

Johnson, C., Hill, S. L., Lock, J., Altowairiki, N., Ostrowski, C, da Rosa dos Santos, L., & Liu, Y. (2017).  Using Design-Based Research to develop meaningful online discussions in undergraduate Field Experience courses. International Review of Research in Open and Distributed Learning, 18(6), 36 -53.  

Kessy, E., Eaton, S. E., & Lock, J.  (2017). Developing teachers: Reflections on self-regulated learning in professional graduate education. The Canadian Journal for Teacher Research.

 Lock, J., & Johnson, C. (2017).  From assumptions to practice: Creating and supporting robust online collaborative learning.  International Journal on E-Learning, 16(1), 47-66.

Lock, J., & Johnson, C. (2017). Learning from transitioning to new technology that supports online and blended learning: A case study.  Journal of Interactive Learning Research, 28(1), 49-64.

Lock, J., & Duggleby, S. (2017). Authentic learning in the Social Studies classroom: Connecting globally. One World in Dialogue, 4(4), 20-27. 

Ostrowski, C., Lock, J., Hill, L.S., da Rosa dos Santos, L., Altowairiki, N., & Johnson, C. (2017). A journey through the development of online environments: Putting UDL theory into practice. In. P. Vu, S. Fredrickson, & C.S. Moore, Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education (pp.218-235). Hershey, PA: IGI Global.

Lock, J., Clancy, T., Lisella, R., Rosenau, P., Ferreira, C., & Rainsbury, J. (2016).  The lived experiences of instructors co-teaching in higher education. Brock Education Journal, 26(1), 22-35.

Dyjur, P., & Lock, J. (2016).  A model to build capacity through a multi-program curriculum review process.  Journal of Professional, Continuing, and Online Education, 2(1), 1-16.  

Olszewska, K., & Lock, J. (2016). Examining success and sustainability of academic writing: A case study of two writing-group models.  Canadian Journal of Higher Education, 46(4), 132-145.  

Koh, K., Lock, J., Paris, B., & Niayesh, M.  (2016, December). Building Canadian preservice teachers’ capacity in classroom assessment. In M. Hirschkorn & J. Mueller (Eds.), What Should Canada’s Teachers Know? Teacher Capacities: Knowledge, Beliefs and Skills (pp. 72 - 98). Ottawa, ON: Canadian Association for Teacher Education. 

Lock, J. & Redmond, P. (2016, October). WSE Co-hosts International Makerspace Symposium. Retrieved from http://werklund.ucalgary.ca/media-room/news-events/wse-co-hosts-international-makerspace-symposium

Dyjur, P., & Lock, J. (2016).  Three strategies for moving curriculum mapping online. Educational Developments, 17(2). 15-19.

Lock, J., & Johnson, C. (2015). Triangulating assessment of online collaborative Learning. Quarterly Review of Distance Education, 16 (4), 61 - 70.

Toll, K., Drefs, M. A., & Lock, J. (2016).  Measuring cognitive engagement.  The Canadian Journal for Teacher Research.

Lock, J., Redmond, P., & Danaher, P. (Eds.). (2015).  Educational Developments, Practices and Effectiveness: Global Perspectives and Contexts. Hampshire, UK: Palgrave MacMillan.

Redmond, R., Lock, J. & Danaher, P.A. (Eds.). (2015).  Educational Innovations and Contemporary Technologies: Enhancing Teaching and Learning.  Hampshire, UK: Palgrave MacMillan.

Lock, J.V. & Friesen, S. (2015). 21st Century learning and diversity. In J. Andrews & J. Luppart (Eds.), Diversity in Education: Understanding and Addressing Student Diversity (pp. 74-102). Toronto, ON: Nelson Education Ltd.

• Izaak Walton Killam Award for Graduate Supervision and Mentoring, 2019
• University of Calgary Graduate Students’ Association, Excellence in Supervision Award, 2018
• University of Calgary, Faculty of Graduate Studies, GREAT Supervisor Award, 2017
• University of Calgary, U Make a Difference Award, 2016
• University of Calgary Teaching Award for Educational Leadership (formal role), 2015
• University of Calgary Teaching Award for Curriculum Development, 2015 (The award was for the Bachelor of Education Curriculum Review. Role: Chair and Review Co-coordinator)
• Werklund School of Education Distinguished Graduate Supervision Award 2014
• Faculty of Education Leadership in Education Award 2013
• Technological Pedagogical Content Knowledge Organization (TPACK) paper award 2013
• Faculty of Education Teaching Excellence Award 2011-2012
• Outstanding Paper Award Redmond, P. & Lock, J. V. (2011). Does Teaching Presence Change Over Time? In S. Barton et al. (Eds.), Proceedings of Global Learn Asia Pacific 2011 (pp. 2231-2240). AACE.
• Excellence in Education Award from the Australian College of Educators, Darling Downs Region (2009) for the project entitled “International Online Collaboration for Pre-service Teachers” involving the University of Southern Queensland and University of Calgary

• Courses