Biography
Bill Cope's R&D explores the pedagogical affordances of technology mediated learning environments. From 2010-2013 he was Chair of the Journals Publication Committee of the American Educational Research Association.
Research Interests
Bill Cope is a Professor in the Department of Educational Policy Studies at the University of Illinois. He is Principal Investigator in a series of major projects funded by the Institute of Educational Sciences in the US Department of Education, the Bill and Melinda Gates Foundation and the National Science Foundation, researching and developing educational technologies. He has co-authored or co-edited: New Learning: Elements of a Science of Education, Cambridge University Press, 2008 (2nd edition, 2012); Ubiquitous Learning, University of Illinois Press, 2009; Towards a Semantic Web: Connecting Knowledge in Academic Research, Elsevier, 2009; Literacies, Cambridge University Press 2012 (2nd edition, 2016); A Pedagogy of Multiliteracies, Palgrave, 2016; e-Learning Ecologies, Routledge, 2017; and a two volume grammar of multimodal meaning: Making Sense: Reference, Agency and Structure in a Grammar of Multimodal Meaning, and Adding Sense: Context and Interest in a Grammar of Multimodal Meaning, Cambridge University Press, 2020.
Courses Taught
Bill Cope is lead in the Learning Design and Leadership concentration in the Department of Educational Policy, Organization and Leadership, offering certificate, masters and doctoral degrees.
Additional Campus Affiliations
Professor, Education Policy, Organization and Leadership
Professor, Information Trust Institute
Professor, Health Care Engineering Systems Center, Coordinated Science Lab
Professor, Center for Global Studies
Professor, Lemann Center for Brazilian Studies
Recent Publications
Cope, B., & Kalantzis, M. (2024). A multimodal grammar of artificial intelligence: Measuring the gains and losses in generative AI. Multimodality & Society, 4(2), 123-152. https://doi.org/10.1177/26349795231221699
Cope, B., Kalantzis, M., & Tzirides, A. O. (2024). Meaning without borders: From translanguaging to transposition in the era of digitally-mediated meaning. In K. K. Grohmann (Ed.), Multifaceted Multilingualism (pp. 327-368). (Studies in Bilingualism; Vol. 66). John Benjamins Publishing Company. https://doi.org/10.1075/sibil.66.13cop
Peters, M. A., Jackson, L., Papastephanou, M., Jandrić, P., Lazaroiu, G., Evers, C. W., Cope, B., Kalantzis, M., Araya, D., Tesar, M., Mika, C., Chen, L., Wang, C., Sturm, S., Rider, S., & Fuller, S. (2024). AI and the future of humanity: ChatGPT-4, philosophy and education–Critical responses. Educational Philosophy and Theory, 56(9), 828-862. https://doi.org/10.1080/00131857.2023.2213437
Tzirides, A. O., Zapata, G., Kastania, N. P., Saini, A. K., Castro, V., Ismael, S. A., You, Y., Santos, T. A. D., Searsmith, D., O'Brien, C., Cope, B., & Kalantzis, M. (2024). Combining human and artificial intelligence for enhanced AI literacy in higher education. Computers and Education Open, 6, Article 100184. https://doi.org/10.1016/j.caeo.2024.100184
Tzirides, A. O., Kalantzis, M., Cope, B., & Castro, V. (2024). (Multi-)Literacies. In R. Hampel, & U. Stickler (Eds.), The Bloomsbury Handbook of Language Learning and Technology (Bloomsbury Handbooks). Bloomsbury Academic.