Phone: (519) 253-3000 ext. 3878
Office: Room 3326A, Leonard & Dorothy Neal Education Building
Associate Professor, Ph.D UPEI
Dr. Stewart is an educator and social media researcher interested in the implications of digital networks for institutions and society. Associate Professor of Online Pedagogy and Workplace Learning, Bonnie has an extensive background in digital and experiential education, and in work-integrated and adult learning approaches. Bonnie was an early MOOC researcher and ethnographer of Twitter as an academic environment, and currently investigates educators' data literacies as well as what it means to know, to learn, and to be a citizen in our current information ecosystem.
- Digital Technologies and Social Media Applications (B.Ed)
- Online Pedagogy and Workplace Learning (B.Ed)
- Issues in Education (M.Ed)
- Stategies for Implementing Change in Education (M.Ed)
- Doctoral Seminar 1 (Ph.D)
- Educational Leadership and Policy Studies (Ph.D.)
Stewart, B. (2023). Towards an ethics of classroom tools: Educating educators for data literacy. In J. Raffaghelli & A. Sangrà (Eds). Fair data cultures in higher education: Emergent practices, professionalism, and the challenge ahead (p. 229-244). Springer.
Szcyrek, S. & Stewart, B. (2022). Surveillance in the system: Data as critical change in higher education. OTESSA Journal 2(2). https://doi.org/10.18357/otessaj.2022.2.2.34
Stewart, B. (2022). The problem of the web: Can we prioritize both participatory practices and privacy? Contemporary Educational Technology Journal 15(1).
Stewart, B. Miklas, E., Szcyrek, S., Le, Thu. (In Press). Barriers and beliefs: A comparative case study of how university educators understand the datafication of higher education systems. International Journal of Educational Technology in Higher Education.
Stewart, B. (2021). The open dissertation: How social media shaped – and scaled – my Ph.D process. Online communities for Ph.D researchers: Building engagement with social media. V. Sheppard & J. Sheldon, (Eds). London, UK: Routledge.
Stewart, B. & Lyons, E. (2021). When the classroom becomes datafied: A baseline for building data ethics policy and data literacies across higher education. Italian Journal of Educational Technology, 29(2), 54-68. https://doi.org/10.17471/2499-4324/1203
Parker, L., Delia Deckard, N., Stewart, B. & Nicholls, B. (2021). Hiding in plain sight: Constructing fractured identities as women in the neoliberal academy. In E. Lyle & S. Mahani (Eds.), Sister scholars: Untangling issues of identity as women in academe (pp. 115-123). DIO Press.
Raffaghelli, J., Manca, S., Stewart, B., Prinsloo, P., & Sangrà, A. (2020). Supporting the development of critical data literacies in higher education: Building blocks for fair data cultures in society. International Journal of Educational Technology in Higher Education, 17(58), 1-22. https://doi.org/10.1186/s41239-020-00235-w
Johnston, S., & Stewart, B. (2020.) The Open Page: A case study of partnership as open pedagogy. International Journal for Students as Partners, 4(2), 81-89. https://doi.org/10.15173/ijsap.v4i2.4182
Stewart, B. (2020). The Open Page Project: Putting digital learning principles into practice for pre-service educators. Journal of Teaching and Learning, 14(1), 59-70.
Raffaghelli, J., & Stewart, B. (2020). Centering complexity in “educators’ data literacy:” A critical review of faculty development literature. Teaching in Higher Education, 25(4), 435-455. https://doi.org/10.1080/13562517.2019.1696301
Montero-Colbert, A., Delia Deckard, N., Stewart, B., Richard, S., & Nanan, A. (2019). Learning together in public and private: Exploring learner interactions and engagement in a blended platform MOOC environment. Current Issues in Emerging eLearning, 6(1), 2.
Stewart, B. (2018). Identity at the core: Open and digital leadership. Shaking the brick and mortar: Moving higher education online, A. Zorn, J. Haywood, & J.M. Glachant, (Eds). (pp. 139-156). Cheltenham, UK: Edward Elgar.
Stewart, B. (2018). Academic influence: The sea change. Disrupting digital humanities, D. Kim & J. Stommel, (Eds). (pp. 355-364). Punctum Books.
Stewart, B. (2018). Academic Twitter & academic capital: Collapsing orality & literacy in scholarly publics. The digital academic: Critical perspectives of digital technologies in higher education, D. Lupton, I. Mewburn & P. Thompson, (Eds). (pp. 64-77). New York, NY: Routledge.
Stewart, B. (2017). Twitter as method: Using Twitter as a tool to conduct research. SAGE Handbook of Social Media Research, A. Quan-Haase & L. Sloan, (Eds). (pp. 251-265). London, UK: SAGE.
Stewart, B. (2017). Antigonish 2.0: A way for higher ed to help save the web? EDUCAUSE Review 52(3).
Veletsianos, G. & Stewart, B. (2016). Discreet openness: Selective and intentional self-disclosures online. Social Media + Society, 2(3). https://doi.org/10.1177/2056305116664222
Stewart, B. (2016). Collapsed publics: Orality, literacy, and vulnerability in academic Twitter. Journal of Applied Social Theory, 1(1).
Honeychurch, S., Stewart, B., Hogue, R., Bali, M., & Cormier, D. (2016). How the community became more than the curriculum: Participant experiences in #Rhizo14. Current Issues in Emerging E-learning, 3(1), 26-40.
Stewart, B. (2015). In abundance: Networked participatory practices as scholarship. International Review of Research in Open & Distributed Learning, 16(3). https://doi.org/10.19173/irrodl.v16i3.2158
Stewart, B. (2015). Open to influence: What counts as academic influence in scholarly networked Twitter participation. Learning, Media, and Technology, 40(3), 287-309. https://doi.org/10.1080/17439884.2015.1015547
Stewart, B. (2013). Massiveness + openness: New literacies of participation? Journal of Online Learning & Teaching, 9(2), 228-238.
SSHRC Insight Development Grant (2021-2023). Digital classroom tools and data risks: Faculty perspectives, knowledge, and practices. Principal Investigator. Social Sciences & Humanities Research Council of Canada (SSHRC) - $63,466 CAD
UWindsor SSHRC Explore Grant (2020). Student data risks and educational technologies: What do educators know? Principal Investigator. University of Windsor Office of Research & Innovation Services internal grant – $5000 CAD
UWindsor Faculty of Education Research Stimulus Fund Grant (2020). A cookie for the teacher: Educators’ data literacies and practices. Principal Investigator. University of Windsor Faculty of Education Research Stimulus Fund internal grant – $3000 CAD
UWindsor Centred on Learning Innovation Fund (CLIF) Grant (2019 – 2020). The teaching tool parade: A showcase of practice. Principal Investigator. University of Windsor Centre for Teaching & Learning internal grant – $1995 CAD
UWindsor Open Learning OER ACE Grant (2019 – 2020). Open page: The teaching tool parade. Principal Investigator. University of Windsor Office of Open Learning internal grant – $7489.20 CAD
Universitat Oberta de Catalunya Research & Innovation Committee Visiting Fellowship (2019). Data literacies in digital scholarship. Co-investigator with Juliana Raffaghelli. Department of Psychology & Education, Edul@b Research Group, Open University of Catalonia / Universitat Oberta de Catalunya – €1300 EUR
Joseph Armand Bombardier Canada Graduate Scholarship. (2011 – 2014). Branded cyborg, lifelong learner: Digital subjects and the creative economy, Principal Investigator. Social Sciences & Humanities Research Council of Canada (SSHRC) – $105,000 CAD
Knowledge Synthesis Grant on the Digital Economy. (2010 – 2011). In the open: The MOOC model for digital practice, Co-investigator with Sandy McAuley, George Siemens, & Dave Cormier. Social Sciences & Humanities Research Council of Canada (SSHRC) – $18,000 CAD
Canadian Culture Online Strategy Grant. (2007 – 2008). A Living Archives, Collaborator and Project Coordinator with UPEI, Eastern School District of PEI, and PEI Public Archives and Record Office. Canadian Heritage – $454,000 CAD
Ph.D., University of Prince Edward Island
M.Ed., Mount Saint Vincent University
B.A, B.Ed., Certificate in Special Education, Mount Allison University