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Stephanie Moore

Associate Professor

Organization, Information and Learning Sciences

Contact Information

  • Zimmerman Library 237

Biography

Curriculum Vitae

Stephanie L. Moore, Ph.D. is Associate Professor of Organization, Information and Learning Sciences at the University of New Mexico. She has published multiple books such as the first-ever book in the field on Ethics and Educational Technology, numerous articles, and given many invited talks and keynotes on topics such as ethics and technology, ethics in design work, online learning, and institutional planning for learning and resilience including several years working with the US State Department to meet with foreign embassies and ministries on online learning and institutional leadership. Her work has received numerous grants totaling over $3.9M, including a currently-active, 5-year NSF grant on AI education and ethics for which she is a co-PI developing and studying ethics in autonomous and intelligent systems (RAISE project at UNM). She conducts research and teaches on ethics and AI, ethics and technologies in work and learning, adult learning, learning theories, online learning, and sociotechnical systems. Recent studies include an analysis of how instructional designers integrate ethics into their practices, how engineers integrate ethics into their design and decision-making, how designers experience learning theories, and theoretical work on design and planning in crises and emergencies as well as theorizing accessibility using learning theories. Her work in these areas has spanned over 20 years, making her one of the foremost experts in long-neglected areas such as ethics and learning technologies.

Dr. Moore is also the Editor-in-Chief of a top-ranked educational research journal, the Journal of Computing in Higher Education. She also serves as Vice President of the Open/Technology in Education, Society, and Scholarship Association (OTESSA). She has served as President of the Division for Systemic Change in the Association for Educational Communications and Technology (AECT), President of the AECT Foundation, and has served on or chaired several AECT committees. In recent years, she has been selected as a Fellow several times, including as a Microsoft Foundation AI Economy Fellow (2025; PI to develop courses such as the AI for All and AI in Work and Learning Courses), Barbara Bush Foundation for Family Literacy Fellow (2020-2023) studying the use of technologies for adult literacy), a Learning Analytics in STEM Education Research (LASER) Institute Fellow (2024), and the Casteen Teaching Fellowship at the University of Virginia (2018, with an accompanying grant from the Institute for Practical Ethics and Public Life to further develop her work on ethics of educational technology which included a course and the ethics and educational technology book).

Other additional recent awards include being awarded the Editor of Distinction honor from SpringerNature for her journal leadership (2025), the APEX 2021 Award for Publication Excellence for the co-authored article on "The Difference Between Emergency Remote Teaching and Online Learning" in EDUCAUSE Review, been named one of the 30 Higher Ed IT Influencers to follow by EdTech Magazine in 2023. She also regularly consults on institutional planning, program and institutional evaluation, and online learning design and planning. She has also been featured in several major national and international outlets: Inside Higher Ed -  Ep. 167: Reimagining Online Learning and Survey: What online college students need; Mayo Clinic Educator’s Central - Bridging the distance in generative AI and education: From productivity to learning to ethics and creativity; Future Trends Forum - Supporting Mental Health on Campus; Times Higher Ed Podcast – Teaching in Higher Ed, Episode 463: Ethics and Educational Technology; EdTech Magazine - Navigating the world of online learning in higher ed; and Chickasaw Nation - Profiles of a Nation.

Specialties: ethics and technology including generative AI and ethics; ethics in design; accessible design and UDL; distance education / online learning; instructional design; instructional systems design; education in emergency or crisis contexts; analysis (gap analysis, learner analysis, context analysis, etc.); assessment of learning and assessment for learning; educational innovation and change; institutional and organizational analysis, planning and evaluation; web, print, and multimedia design and development including visual design.

 

Selected Recent Publications & Grants:

Books

Moore, S. & Dousay, T. (Eds.). (2024). Applied ethics for instructional design and technology: Design, decision making, and contemporary issues. EdTechBooks.org. https://edtechbooks.org/applied_ethics_idt

Moore, S. L. & Tillberg-Webb, H. (2023).  Ethics in educational technology: Reflection, interrogation, and design as a framework for practice. Routledge / Taylor & Francis. (link)

Moore, S. L. & Barbour, M. K. (2023). Online by choice: Planning and development for quality online instruction. Norton. (https://wwnorton.com/books/9781324020103)

Moore, S. L. (2021). Social and Emotional Learning (SEL) at a Distance: Supporting Students Online. Norton. (https://wwnorton.com/books/9781324016571)

 

Articles & Chapters

Moore, S., Lachheb, A., & Abramenka-Lachheb, V. (2025). Ethics as creative problem solving and decision making in instructional design. TechTrends, 69, 749-770. https://doi.org/10.1007/s11528-025-01074-0

Stefaniak, J. and Moore, S. (2024). The use of generative AI to support inclusivity and design deliberation for online instruction. Online Learning Journal, 28(3), 181-206. https://doi.org/10.24059/olj.v28i3.4458 (CiteScore: 7.5)

Moore, S., Hedayati-Mehdiabadi, A., Kang, P., & Law, V. (2024). The change we work: Agency and ethics in emerging AI technologies. TechTrends, 68, 27-36. https://doi.org/10.1007/s11528-023-00895-1 (Impact factor: 2.5)

Moore, S. & Tillberg-Webb, H. (2024). Professional ethics: Design practices for an embedded approach. R. Reiser, J. Dempsey, and A. Carr-Chelman (Eds.). Trends and Issues in Instructional Design and Technology, 5th ed. Pearson.

Bozkurt, A., Xiao, J., Farrow, R., Bai, J. Y. H., Nerantzi, C., Moore, S., Dron, J., … & Asino, T. I. (2024). The manifesto for teaching and learning in a time of generative AI: A critical collective stance to better navigate the future. Open Praxis, 16(4), pp. 487–513. https://doi.org/10.55982/openpraxis.16.4.777

Moore, S., Baca, O., & Ahrens, C. (2023). Learning technologies for adult literacy: A systematic scoping review and evidence & gap map. Educational Technology Research & Development, 71(6), 2195-2219. https://doi.org/10.1007/s11423-023-10270-9 (Impact factor: 5.0)

Lachheb, A., Abramenka-Lachheb, V., Moore, S., & Gray, C. (2023). The role of design ethics in maintaining student privacy: A call to action to learning designers in higher education. British Journal of Educational Technology, 54(6), 1653-1670. https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13382 (Impact factor: 6.6)

Moore, S., Veletsianos, G., & Barbour, M.K. (2022). A synthesis of research on mental health and remote learning: The questionable-cause logical fallacy and modality scapegoating are obscuring useful insights. OTESSA Journal, 2(1), 1-19. https://doi.org/10.18357/otessaj.2022.1.1.36

Moore, S. & Piety, P. (2022). Online learning ecosystems: Comprehensive planning and support for distance learners. Distance Education, 43(2), 179-203. https://doi.org/10.1080/01587919.2022.2064820 (Impact factor: 7.3)

Moore, S. (2022). The joyous paradox of making the multitude the norm: Blended learning as a reconstructive act. Blended Learning: Engaging Students in the New Normal Era, Conference Proceedings, 15th International Conference, ICBL 2022, Hong Kong, China, July 19-22, 2022. https://doi.org/10.1007/978-3-031-08939-8_3

Moore, S. (2021). The design models we have are not the design models we need. The Journal of Applied Instructional Design, 10(4). https://dx.doi.org/10.51869/104/smo

 

Grants

Co-Principal Investigator, National Science Foundation, NRT-AI: Responsive and Resilient AI for Autonomous Systems (RAISE), (FY24-29, $2,879,083). With PI Meeko Oishi (UNM).

Principal Investigator, Open Textbook Pilot Program (UNM), OER Creation for Online Learning and Leadership, (FY25, $9,850). With Co-PI Stephanie Spong.

Principal Investigator, College of University Libraries and Learning Sciences, Proposal for Pilot Funding to Study Generative AI and Learning (FY24-25, $41,500). With Co-PIs Victor Law, Pill Kang and Amir Hedayati.

Principal Investigator, Barbara Bush Foundation and Dollar General Foundation, Learning Technologies for Adult Literacy: Efficacy and Guidance for Strategic Funding and Development, (FY2023, $50,000 extension of original grant). With Co-PI Victor Law (UNM).

Principal Investigator, Barbara Bush Foundation and Dollar General Foundation, Learning Technologies for Adult Literacy: Efficacy and Guidance for Strategic Funding and Development, (FY20-22, $150,000).

 

Recent Awards and Honors

2024     Fellow, Learning Analytics in STEM Education Research (LASER) and LASER Institute Participant

2023     EdTech Magazine, named one of 30 Higher Ed IT Influencers to Follow in 2023

2021     APEX 2021 Award for Publication Excellence, “COVID-19 Media – Newspaper / Magazine Articles” for “The Difference Between Emergency Remote Teaching and Online Learning” published in EDUCAUSE Review.

Nominated by the Editor-in-Chief of EDUCAUSE Review, D. Teddy Diggs, who informed us the article has received over 500,000 web views as of 2021 – the highest in the history of their publication. This article has also been cited over 10,000 times according to Google citation tracker as of early 2024.

2020     AECT Annual Achievement Award – to Chuck Hodges, Stephanie Moore, Barb Lockee, Torrey Trust, and Aaron Bond for “The Difference Between Emergency Remote Teaching and Online Learning” in Educause Review

2020     Lasting Legacy Honoree –School of Education and Human Development, University of Virginia award “for outstanding contributions to the academic and professional development of students worthy of a lasting legacy on the Curry community” – must be nominated by students to receive this award

2018     Casteen Teaching Fellowship from the Institute for Practical Ethics and Public Life, University of Virginia

 

Current Service and Leadership

Editor-in-Chief,Journal of Computing in Higher Education, Oct. 2018 – present

Vice President, The Open/Technology in Education, Society, and Scholarship Association (OTESSA, based in Canada), September 2024 – present

Board Member, Publications Coordinator, The Open/Technology in Education, Society, and Scholarship Association (OTESSA, based in Canada), June 2023 – present

 

Selected Keynotes & Media Recognition:

Selected Recent Keynotes and Invited Talks:

Moore, S. (2025, Jan. 23). Authentic assessment: Designing assessments for learning in any modality. Learning Professional Question and Answer, Air Education and Training Command, United States Air Force. [invited presentation]

Hahn, M. (Organizer), Bullock, J. (Chair), Adeoye, A., Jensen, G., Scott, J., Moore, S. & O’Brien, B.C. (2025). Div I Fireside Chat: Ethical challenges in professional practice: Balancing responsibility and accountability. AERA. Denver, CO.

Moore, S. (2024, Sept. 13). Adult literacy as a grand challenge for learning design and research: A call to action for immersive learning design developers and researchers. iLRN. [virtual webinar]

Moore, S. (2024, June 17). Grand challenges in instructional design and technology: Developing a strategic plan for coordinated research and development. OTESSA 2024. [virtual keynote]

Moore, S. (2023, October 2-6). Series of presentations and talks at the Cambodian embassy on online and digital learning in higher education. US Speakers Program, Cambodia, in-person. [invited presentations and meetings]

Moore, S. (2023, Feb. 23). Moral imagination for educational technology: Weaving ethical considerations into instructional specifications. Kawartha Teaching & Technology Day, Centre for Teaching and Learning, Trent University, Canada. [keynote]

Moore, S. (2022, July 21). The Joyous Paradox of Making the Multitude the Norm: Blended Learning as a Reconstructive Act. 15th International Conference on Blended Learning (ICBL 2022) and 8th International Symposium on Educational Technology (ISET 2022). Hong Kong. [keynote]

 

Recent Media Recognition: