Mark is a Senior Teaching Fellow in Educational Development, situated in the Centre for Higher Education Research and Scholarship (CHERS). He is Director of the Imperial STAR Framework, Co-Programme Leader of the PG Cert in University Learning and Teaching, and a Senior Fellow of the Higher Education Academy.
As Director of the Imperial Star Framework, Mark coordinates the support and evaluation of HEA Fellowship applications for academic and teaching staff, and he chairs the STAR Review Panel.
He co-leads Imperial's PG Cert in University Learning and Teaching, and teaches on all levels of the MEd programme, with a particular focus on ethnographic approaches and cultural aspects of learning. He supervises postgraduate research in Education at Masters and PhD levels, and serves as Personal Tutor to postgraduate students.
Mark is also the course developer and leader of the Introduction to Active Learning workshop series, and he facilitates a range of other educational workshops including Communicating Knowledge and Team-Based Learning (TBL).
Mark serves on the Education Committee of the Faculty of Natural Sciences, and supports the College's curriculum review process by offering consultation and advice as a member of the Natural Sciences Curriculum Review Reference Panel.
Other current roles include serving on the Imperial Education Ethics Review Panel (EERP), and providing consultation on curriculum design, evaluation methods and active learning to colleagues, groups and departments across the College.
Mark's academic background is rooted in the social sciences, with professional expertise in archaeology, cultural and educational anthropology, and academic development.
After studying Archaeology at Reading and Oxford universities, Mark worked as a field archaeologist at the Museum of London before moving overseas to conduct eight years of archaeological and ethnological research on pre-colonial Tswana-speaking communities in southern Africa.
During his African work, which included directing an international archaeological field school, Mark nurtured a deep appreciation for the power of community-centred education, and its potential for international development and transformative learning. The experience culminated in the completion of his PhD at the University of Cape Town (UCT) in 2009.
Mark holds an MSc in Education (Learning and Technology) from the University of Oxford, and he has held posts as a Learning Technologist and a Senior Lecturer in Teaching and Learning at the University of Greenwich.
Mark is a Fellow of the Staff and Educational Development Association (FSEDA), and his current interests include:
- the anthropology of education;
- education and ritual as channels of cultural transmission;
- applied scholarship of teaching, learning and curriculum design;
- diversity and inclusivity in formal learning environments;
- the impacts of culture, gender, power and identity on learning;
- the archaeology of cultural transmission;
- education for international development;
- the application of digital learning technologies.
Mark is a member of Imperial 600, the Imperial College LGBT staff network.
Mark is the founder of Akkadium, an independent provider of pre-university and lifelong learning opportunities specialising in online distance education.
He also teaches courses in Archaeology and Anthropology at the Oxford University Department for Continuing Education (OUDCE).
Professional affiliations and fellowships
Associate Member of the Association for Learning Technology
Member of the Chartered Institute for Archaeologists
Member of the National Union of Journalists
Fellow of the Royal Anthropological Institute
Fellow of the Staff and Educational Development Association
Fellow of the Royal Geographical Society
Fellow of the Royal Society of Arts
Fellow of the Society of Antiquaries of London
Fellow of the Linnean Society
Senior Fellow of the Higher Education Academy
Anderson, M. S. (2016) Strategies for Effective Online Learning: Dissecting the Jisc CANLearn Course. Presentation delivered at the 2016 SHIFT Annual Festival of Learning and Teaching, University of Greenwich. Available at: http://bit.ly/effectiveonlinelearning.
Bacon, L., McKinnon, L., Anderson, M., Hansson, B., Fox, A., Cecowski, M., Hjeltnes, T. A. and Static, D. (2015) Addressing retention and completion in MOOCs - a student-centric design approach. Paper delivered at E-Learn - World Conference on E-Learning, 19th to 22nd October 2015, Kona, Hawaii. Association for the Advancement of Computing in Education (AACE).
Anderson, M. S. (2014) Sharing Designs for Distance Learning. Presentation to the M25 Learning Technology Group, Imperial College London, 2nd July, 2014.
Anderson, M. S. (2013) Digital Learning: Exploring Evolving Ecosystems of Technology-Enhanced Education. Milton Keynes: Atikkam Publishing. Download full text here.
Hall, S., Anderson, M., Boeyens, J. and Coetzee, F. (2008) Towards an outline of the oral geography, historical identity and political economy of the late precolonial Tswana in the Rustenburg region. In Swanepoel et al. (eds), Five Hundred Years Rediscovered. Johannesburg: Wits University Press.
Hall, S., Miller, D., Anderson, M. and Boeyens, J. (2006) An exploratory study of copper and iron production at Marothodi, an early 19th century Tswana town, Rustenburg District, South Africa. Journal of African Archaeology 4(1): 3-35.