Sean Michael Morris

As an Instructional Designer in the Office of Digital Learning, Sean Michael Morris offers pedagogical, technological, and project management support for digital projects across the Middlebury ecosystem, especially the Language Schools, Schools Abroad, and the Middlebury Institute for International Studies. His primary focus is on resourcing digital technology that is complementary to a program’s or teacher’s pedagogy, and his approach to this work is collaborative. Sean brings to these collaborations a diverse knowledge of digital tools and a long history in digital learning.

Before coming to Middlebury, Sean was Senior Editor of Research and Education at Instructure, the maker of the Canvas learning management system, where he contributed to the development of new features for the LMS, and where he facilitated conversations between educational technology researchers, teachers, and learners. Prior to that, he served as the Managing Editor at Hybrid Pedagogy, a digital journal of learning, teaching, and technology. In that role, he was foundational in growing networked conversations about digital learning and pedagogy, and to establishing the field of Critical Digital Pedagogy. He currently plays a similar role as Director of Digital Pedagogy Lab, an educational non-profit organization that offers professional development in digital teaching and learning through online courses and international, on-ground institutes.

Sean can be reached at by e-mail, on Twitter, or by appointment for a video conference.

Jeremy Dean

Jeremy is the Director of Education at Hypothes.is, a non-profit organization dedicated to improving online conversation through annotation. Hypothes.is not only builds annotation software, but fosters community among the various non-profit and academic projects working on annotation technology, and advocates for the use of open standards among those projects. Jeremy was previously the Director of Education at Genius where he facilitated educational applications of their interactive archive of literary and historical texts. Jeremy is a scholar-educator with fifteen years of experience teaching at both the college and high school levels.

He received a Ph.D. in English from the University of Texas at Austin where he worked as a Project Leader in the Digital Writing and Research Lab for four years developing units and lesson plans around a variety of digital tools. He also worked as a Program Coordinator at the University of Texas Humanities Institute, overseeing their education initiatives.

Jeremy can be reached by e-mail or Twitter.