Phil Ice holds an Education Doctorate in Curriculum and Instruction with minor concentrations in Instructional Technology and Science Education. Currently Dr. Ice is the Director of Course Design, Research and Development at American Public University System (APUS) and Vice President of Research & Development for Sage Road Analytics, LLC.
His research is focused on the impact of new and emerging technologies on cognition in online learning environments. Work in this area has brought him international recognition in the form of three Sloan-C Effective Practice of the Year Awards (2007, 2009 and 2010). Sloan-C has also recognized Phil through awarding a team he lead at APUS with the Gomory Award for Data Driven Quality Improvement in 2009. He has been recognized by industry through membersip in Adobe's Education Leaders Group and Adobe's Higher Education Advisory Board, as well as a recipient of the Adobe Higher Education Leaders Impact Award, 2010. His work has covered the use of technology mediated feedback, which has been adopted at over 50 institutions of higher education in five countries, multi-level institutional assessment techniques and application of semantic analysis for mapping institutional learning assets. Phil has conducted over 100 peer reviewed and invited presentations and workshops, as well as authoring more than 20 articles, book chapters and white papers related to the integration of emerging technologies in eLearning. Other examples of his research include the use of embedded asynchronous audio feedback mechanisms, using web 2.0 tools for collaborative construction of knowledge through integration of RIA’s and remote observation of student teaching experiences using asynchronous, flash-based environments.
Phil is also involved with seven other researchers in the United States and Canada in numerous other research initiatives related to the Community of Inquiry Framework. This research has resulted in the development of a validated instrument that captures the intersection of Teaching, Social and Cognitive presence in online learning environments.