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* I have been creative and successful in generating externally funded research and development projects to advance the use of digital technologies in academic situations, K-12, and post-secondary, primarily as the founding director of the Institute for Learning Technologies at Teachers College (1982-2002) and as a senior research scholar in the Office of the Vice-Provost of Columbia University (1994-2001), and secondarily with other groups such as the New Laboratory for Teaching and Learning at the Dalton School and at Columbia's Lamont-Doherty Earth Observatory. Those projects shared a common purpose: improving persons' educational experience by interacting in small groups with cultural assets through networked multimedia.

* I have had sustained roles in academic governance, particularly with respect to technology and education, as Chair of the Department of Communication, Computing, and Technology in Education at TC (1982-2002), as head of the Coordinating Committee on the PhD in Education at Columbia (1996-2011), and as one of the organizers and a member of its Board of Directors for the Columbia Center for New Media Teaching and Learning.

* Over the span of my career, I have expressed my ideas and concerns in diverse texts. In them, I have dealt with many topics, drawing on an extensive intellectual background. As a writer, I aspire to be clear and engaging while respecting the complexity and difficulty of the matters I address. I think we live in a culture in which we vastly overproduce cultural materials and consume them with a serious deficiency of attention. I feel a responsibility to resist those conditions by writing for readers who will pay close attention to texts they believe will have importance over an extended period. ~~Here are citations to representative texts [https://rmcc4.com/pdf/rmcc_current_cv.pdf and to my academic CV].</div>~~

* Over the span of my career, I have expressed my ideas and concerns in diverse texts. In them, I have dealt with many topics, drawing on an extensive intellectual background. As a writer, I aspire to be clear and engaging while respecting the complexity and difficulty of the matters I address. I think we live in a culture in which we vastly overproduce cultural materials and consume them with a serious deficiency of attention. I feel a responsibility to resist those conditions by writing for readers who will pay close attention to texts they believe will have importance over an extended period.

Here are citations to representative texts [https://rmcc4.com/pdf/rmcc_current_cv.pdf and to my academic CV].

* "Machines and Vitalists: Reflections on the Ideology of Cybernetics," The American Scholar (35:2, Spring 1966, pp. 249-58 [https://rmcc4.com/pdf/1966_machines_and_vitalists.pdf Link]). My first publication, in a special issue on "The Electronic Revolution," with contributions by Marshall McLuhan, R. Buckminster Fuller, Lynn White, Jr., Jacob Bronowski, Herbert A. Simon, Richard Hoggart, and so on. It made a point about human intelligence still relevant to the gush of wonder about AI.

Man and His Circumstances: Ortega as Educator (New York: Teachers College Press, 1971, xviii, 649 pp. [https://rmcc4.com/pdf/1971_man_circumstances_all.pdf Link]) A full intellectual biography of the Spanish thinker, José Ortega y Gasset. The book culminated my studies of Ortega from 1960 to 1971 and it was named the "Outstanding Education Book of 1971" by School and Society."

* Man and His Circumstances: Ortega as Educator (New York: Teachers College Press, 1971, xviii, 649 pp. [https://rmcc4.com/pdf/1971_man_circumstances_all.pdf Link]) A full intellectual biography of the Spanish thinker, José Ortega y Gasset. The book culminated my studies of Ortega from 1960 to 1971 and it was named the "Outstanding Education Book of 1971" by School and Society."

* "Toward a Place for Study in a World of Instruction," Teachers College Record (73:2, December 1971, pp. 161-205 [https://rmcc4.com/pdf/1971_place_for_study.pdf Link]). This historical essay developed my concern that educators pay too little attention to self-motivated study as the energizing impetus for a person's educational development. It is still widely cited in discussions of the importance of the study by educational theorists.

* "Enkyklios Paideia: The Fifteenth Edition of the Encyclopaedia Britannica" Proceedings of the National Academy of Education (1976, pp. 179–216 [https://rmcc4.com/pdf/1976_enkyklios_paideia.pdf Link]). A critique of pedagogical strategies embodied in the Britannica 15.

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 * I have been creative and successful in generating externally funded research and development projects to advance the use of digital technologies in academic situations, K-12, and post-secondary, primarily as the founding director of the Institute for Learning Technologies at Teachers College (1982-2002) and as a senior research scholar in the Office of the Vice-Provost of Columbia University (1994-2001), and secondarily with other groups such as the New Laboratory for Teaching and Learning at the Dalton School and at Columbia's Lamont-Doherty Earth Observatory. Those projects shared a common purpose: improving persons' educational experience by interacting in small groups with cultural assets through networked multimedia.
 * I have had sustained roles in academic governance, particularly with respect to technology and education, as Chair of the Department of Communication, Computing, and Technology in Education at TC (1982-2002), as head of the Coordinating Committee on the PhD in Education at Columbia (1996-2011), and as one of the organizers and a member of its Board of Directors for the Columbia Center for New Media Teaching and Learning.
-* Over the span of my career, I have expressed my ideas and concerns in diverse texts. In them, I have dealt with many topics, drawing on an extensive intellectual background. As a writer, I aspire to be clear and engaging while respecting the complexity and difficulty of the matters I address. I think we live in a culture in which we vastly overproduce cultural materials and consume them with a serious deficiency of attention. I feel a responsibility to resist those conditions by writing for readers who will pay close attention to texts they believe will have importance  over an extended period. Here are citations to representative texts [https://rmcc4.com/pdf/rmcc_current_cv.pdf and to my academic CV].</div>
+* Over the span of my career, I have expressed my ideas and concerns in diverse texts. In them, I have dealt with many topics, drawing on an extensive intellectual background. As a writer, I aspire to be clear and engaging while respecting the complexity and difficulty of the matters I address. I think we live in a culture in which we vastly overproduce cultural materials and consume them with a serious deficiency of attention. I feel a responsibility to resist those conditions by writing for readers who will pay close attention to texts they believe will have importance  over an extended period.
 <br>
+Here are citations to representative texts [https://rmcc4.com/pdf/rmcc_current_cv.pdf and to my academic CV].
 * "Machines and Vitalists: Reflections on the Ideology of Cybernetics," <i>The American Scholar</i> (35:2, Spring 1966, pp. 249-58 [https://rmcc4.com/pdf/1966_machines_and_vitalists.pdf Link]). My first publication, in a special issue on "The Electronic Revolution," with contributions by Marshall McLuhan, R. Buckminster Fuller, Lynn White, Jr., Jacob Bronowski, Herbert A. Simon, Richard Hoggart, and so on. It made a point about human intelligence still relevant to the gush of wonder about AI.
- <i>Man and His Circumstances: Ortega as Educator</i> (New York: Teachers College Press, 1971, xviii, 649 pp.  [https://rmcc4.com/pdf/1971_man_circumstances_all.pdf  Link]) A full intellectual biography of the Spanish thinker, José Ortega y Gasset. The book culminated my studies of Ortega from 1960 to 1971 and it was named the "Outstanding Education Book of 1971" by <i>School and Society</i>."
+* <i>Man and His Circumstances: Ortega as Educator</i> (New York: Teachers College Press, 1971, xviii, 649 pp.  [https://rmcc4.com/pdf/1971_man_circumstances_all.pdf  Link]) A full intellectual biography of the Spanish thinker, José Ortega y Gasset. The book culminated my studies of Ortega from 1960 to 1971 and it was named the "Outstanding Education Book of 1971" by <i>School and Society</i>."
 * "Toward a Place for Study in a World of Instruction," <i>Teachers College Record</i> (73:2, December 1971, pp. 161-205 [https://rmcc4.com/pdf/1971_place_for_study.pdf Link]). This historical essay developed my concern that educators pay too little attention to self-motivated study as the energizing impetus for a person's educational development. It is still widely cited in discussions of the importance of the study by educational theorists.
 * "Enkyklios Paideia: The Fifteenth Edition of the Encyclopaedia Britannica" <i>Proceedings of the National Academy of Education</i> (1976, pp. 179–216 [https://rmcc4.com/pdf/1976_enkyklios_paideia.pdf Link]). A critique of pedagogical strategies embodied in the <i>Britannica 15</i>.