The Community of Inquiry makes use of cookies. By continuing, you consent to this use. More information.
Peter Shukie
MEMBER
ORGANIZATIONUniversity Centre Blackburn College
PROFESSIONDigital Innovation Lead/ Lecturer on Education Studies BA
COUNTRYUnited Kingdom
WEBSITEhttp://coocs.org

I am a Lecturer in Education Studies and have introduced technology modules at Level 4 - 6 on a BA (hons) programme. My focus is on the development of technology enhanced learning as a means of engaging students in community work that begin with dialogue with those communities. The mantra is avoiding design in isolation, this is premised on popular education thinking and the location of purpose and critical approaches to technology choice.
As part of my PhD studies I developed the COOCs (Community Open Online Courses) platform which encourages non-institutional learning. I am interested in developing approaches to education informed by rhizomatic thinking and nomadic interpretations of connection.

RESEARCH INTERESTS
critical technology; tel; popular education; rhizomatic learning; nomadicism; post human ethics
RECENT MEMBERS

Michael Doherty
Joined December 2, 2025
Theory of Knowledge, History and (Junior) Geography teacher. (IB, A-Levels and IGCSE), Thames British School
Previously Theory of Knowledge Co-ordinator, with experience across three countries and several secondary education curriculums. Creator of


Duru Sevil Kavlan
Joined November 27, 2025
(Master's/PhD Student, Anadolu University
Duru Sevil Kavlan is a Master's student at Anadolu University, currently pursuing a non-thesis degree in Distance Education and a


maria videira
Joined November 17, 2025
UAB


Bernadette Linggayo
Joined November 13, 2025
National Teachers College


Lina Morgado
Joined November 12, 2025
Associate Professor, Universidade Aberta
Professor at Universidade Aberta, Portugal where she teaches Open and Distance Learning courses. Researcher at Laboratory of Distance
The Community of Inquiry is a project of Athabasca University, Mount Royal University, KTH Royal Institute of Technology, and the Canadian Journal of Learning and Technology, as well as researchers and members of the CoI community.