TESOL 2026 Keynote: Enilda Romero-Hall, Ph.D.

Keynote Slides:

References (In Order of Appearance):

Bissell, L., Lamb, J., & Overend, D. (Eds.) (2025). Postdigital Learning Journeys (edited collection). Springer.

Networked Learning Editorial Collective. (2020). Networked Learning: Inviting Redefinition. Postdigital Science and Education, 3(2), 312–325. https://doi.org/10.1007/s42438-020-00167-8

Aslan, E., & Sirojitdinovna, M. B. (2025). Language learning made short and sweet? Exploring student perceptions of microcelebrity teacher reels on Instagram. Linguistics and Education, 88, 101430. https://doi.org/10.1016/j.linged.2025.101430

Gomes, R. C., Junior. (2020). Instanarratives: Stories of foreign language learning on Instagram. System, 94, 102330. https://doi.org/10.1016/j.system.2020.102330

Carpenter, J. P., Mosquera-Gende, I., & Marcelo-Martínez, P. (2025). Multiplatform ecosystems of professional learning: The case of the #CharlasEducativas. Journal of New Approaches in Educational Research, 14(1). https://doi.org/10.1007/s44322-024-00024-7

Lee, Y. (2025). Social media and language learning. https://doi.org/10.4324/9781003543541

“According to estimates, the number of people who take an online course will rise to as many as 57 million people by 2027”: https://www.devlinpeck.com/content/online-learning-statistics

“Today we have a range of online modalities”: https://cetl.uconn.edu/resources/design-your-course/teaching-modality-tips/

Howard, J. T., Romero-Hall, E., Daniel, C., Bond, N., & Newman, L. (Eds.). (2025). Feminist pedagogy for teaching online. Athabasca University Press. https://doi.org/10.15215/aupress/9781771994286.01

Köseoğlu, S., Veletsianos, G., & Rowell, C. (Eds.). (2023). Critical digital pedagogy in higher education. Athabasca University Press. https://doi.org/10.15215/aupress/9781778290015.01

Jiménez Cortés, R. (Ed.). (2025). Investigación e innovación en tecnologías digitales, educación y género. Dykinson. ISBN 9791370061357: https://www.dykinson.com//libros/investigacion-e-innovacion-en-tecnologias-digitales-educacion-y-genero/9791370061357/

Czerniewicz, L., & Cronin, C. (Eds.). (2023). Higher education for good: Teaching and learning futures. Open Book Publishers. https://www.openbookpublishers.com/books/10.11647/obp.0363

Temple Jones, C., Shanouda, F., & Binhammer, L. (Eds.). (2024). Troubles Online: Ableism and access in higher education. Athabasca University Press. https://www.aupress.ca/books/120330-troubles-online/

Reese, R. M., & Lomellini, A. (2025). Advancing Accessibility : Practical Strategies for Instructional Designers and Educators. EdTech Books. https://doi.org/10.59668/2204

Thrasher, T., Chun, D., Kaplan-Rakowski, R., Sadler, R., Ovsiannikova, U., Meyr, J., Ye, Y., & Yuan, Y. (2025). Implementing Large-Scale Virtual Reality in K-12 Education: A Report on Lessons Learned from Practice. TechTrends. https://doi.org/10.1007/s11528-025-01159-w

Taheri, R., Nazemi, N., Pennington, S. E., Clark, J. A., & Dadgostari, F. (2025). Factors influencing educators’ AI adoption: A grounded meta-analysis review. Computers and Education Artificial Intelligence, 9, 100464. https://doi.org/10.1016/j.caeai.2025.100464

Generative AI Inclusion Threshold Framework: https://thegaiitframework.org

Students and AI Use: https://www.irishtimes.com/life-style/people/2025/09/20/students-complicated-relationship-with-ai-chatbots-its-inherently-going-against-what-college-is/

AI and Critical Thinking: https://docs.google.com/document/u/1/d/1tHdHJOWMYU3D9Ad1NL4OXmUXomlrQ3OG3PDZMF6R8Eo/mobilebasic

Costa, C., & Murphy, M. (2025). Generative artificial intelligence in education: (what) are we thinking? Learning Media and Technology, 1–12. https://doi.org/10.1080/17439884.2025.2518258

Indiana University: A Visionary Framework for Human-Centered Innovation in Teaching, Learning, and Research: https://education.indiana.edu/about/offices/dean/_doc/ai-framework-jan-2026-v1a.pdf

The U.S. Department of Labor’s Artificial Intelligence Literacy Framework: https://www.dol.gov/agencies/eta/advisories/ten-07-25

About 2.5 billion people lack internet access: How connectivity can unlock their potential: https://www.weforum.org/stories/2024/09/2-5-billion-people-lack-internet-access-how-connectivity-can-unlock-their-potential/

Global Perspectives on Educational Innovations for Emergency Situations: https://link.springer.com/book/10.1007/978-3-030-99634-5

Castellanos-Reyes, D., Romero-Hall, E., Vasconcelos, L., & García, B. (2022). Mobile Learning for Emergency Situations: Four Design Cases from Latin America. In Global Perspectives on Educational Innovations for Emergency Situations (pp. 89–98). https://doi.org/10.1007/978-3-030-99634-5_9

Zubair, U., Khan, M. K., & Albashari, M. (2023). Link between excessive social media use and psychiatric disorders. Annals of Medicine and Surgery, 85(4), 875–878. https://doi.org/10.1097/ms9.0000000000000112

Social media ban in Australia: https://www.bbc.com/news/articles/cwyp9d3ddqyo

I research the harm that can come to teenagers on social media. I don’t support a ban: https://theconversation.com/i-research-the-harm-that-can-come-to-teenagers-on-social-media-i-dont-support-a-ban-273835

Teachers are using software to see if students used AI. What happens when it’s wrong? https://www.npr.org/2025/12/16/nx-s1-5492397/ai-schools-teachers-students

Combined revenue exceeds 1.5 trillion U.S. dollars in 2024: https://www.statista.com/topics/4213/google-apple-facebook-amazon-and-microsoft-gafam/?srsltid=AfmBOorDkqf200qaI3rCyEJjltw7LUmTSm_Kk0W71kVxAlORXf9LhoWG#topicOverview

Facer, K. (2021). Futures in education: towards an ethical practice. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000375792.

Hancock, T., & Bezold, C. (1994). Possible futures, preferable futures. The Healthcare Forum Journal, 37(2), 23–29. https://www.researchgate.net/publication/13166132_Possible_futures_preferable_futures

Ross, J. (2022). Digital Futures for Learning: Speculative Methods and Pedagogies (1st ed.). Routledge. https://doi.org/10.4324/9781003202134

Houlden, S., & Veletsianos, G. (2023). Impossible dreaming: On speculative education fiction and hopeful learning futures. Postdigital Science and Education, 5(3), 605–622. https://doi.org/10.1007/s42438-022-00348-7

Jandrić, P., & Hayes, S. (2020). Postdigital we-learn. Studies in Philosophy of Education, 39(3), 285-297. https://doi.org/10.1007/s11217-020-09711-2

Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., Farrow, R., Bond, M., Nerantzi, C., Honeychurch, S., Bali, M., Dron, J., Mir, K., Stewart, B., Costello, E., Mason, J., Stracke, C. M., Romero-Hall, E., Koutropoulos, A., Toquero, C. M., Singh, L., Tlili, A., Lee, K., Nichols, M., Ossiannilsson, E., Brown, M., Irvine, V., Raffaghelli, J. E., Santos-Hermosa, G., Farrell, O., Adam, T., Thong, Y. L., Sani-Bozkurt, S., Sharma, R. C., Hrastinski, S., & Jandrić, P. (2023). Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1), 53 – 130. https://doi.org/10.5281/zenodo.7636568

Costello, E., Welsh, S., Girme, P., Concannon, F., Farrelly, T., & Thompson, C. (2022). Who cares about learning design? Near future superheroes and villains of an educational ethics of care. Learning, Media and Technology, 48(3), 460–475. https://doi.org/10.1080/17439884.2022.2074452.

Romero-Hall, E. J., Correia, A., Branch, R., Cevik, Y., Dickson-Deane, C., Chen, B., Liu, C., Tang, H., Vasconcelos, L., Pallit, N., & Thankachan, B. (2021). Futurama: Learning design and technology research methods. In E. J. Romero-Hall (Ed.), Research Methods in Learning Design and Technology. Routledge. https://doi.org/10.4324/9780429260919.

Williamson, B., Macgilchrist, F., & Potter, J. (2024). Near future academic publishing – a speculative social science fiction experiment. Learning, Media and Technology, 49(4), 523–526. https://doi.org/10.1080/17439884.2024.2436835.

Romero-Hall, E. J., Awaida, N., Bali, M., Bozkurt, A., Raub, C., Shelton, C., & Walji, S. (2025).Online feminist pedagogy: Future learning experiences speculated. In J. Howard, E. J. Romero-Hall, C. Daniel, N. Bond, & L. Newman (Eds.), Feminist Pedagogy for Teaching Online. Alberta, CA: Athabasca University Press. https://doi.org/10.15215/aupress/9781771994286.01.

Rahm, L. (2024). ‘Help!? My students created an evil AI’: on the irony of speculative methods and design fiction. Learning, Media and Technology. https://doi.org/10.1080/17439884.2024.2367707.

Priyadharshini, E. (2023). Speculative method-making for feminist futures: Insights from Black feminist science and Afrofuturist work. Australian Feminist Studies, 38(115-116), 14-31. https://doi.org/10.1080/08164649.2024.2335631.

English, D. (2024). Afrofuturism. Oxford Bibliographies, 24 October. https://www.oxfordbibliographies.com/display/document/obo-9780190221911/obo-9780190221911-0004.xml. Accessed 20 April 2025.

Jackson, S., & Freeman, J.S. (2011). The Black Imagination, Science Fiction and the Speculative. New York, NY: Routledge.

Lavender, I. (2019). Afrofuturism Rising: The Literary Prehistory of a Movement. Columbus, OH: The Ohio State University Press.

Womack, Y. L. (2013). Afrofutursim: The World of Black Sci-Fi and Fantansy Culture. Chicago, IL: Chicago Review Press.

Brooks, L. A., & Anderson, R. (2025). How Afrofuturism can help us imagine futures worth living in. The Guardian, 3 April. https://www.theguardian.com/commentisfree/ng-interactive/2025/apr/03/afrofuturism-imagine-futures. Accessed 20 March 2025.

Macgilchrist, F., & Costello, E. (2023). Imagination and justice: Teaching the future(s) of higher education through Africanfuturist speculative fiction. In L. Czerniewicz & C. Cronin (Eds.), Higher education for good: Teaching and learning futures (pp. 445–472). Open Book Publishers. https://doi.org/10.11647/obp.0363.19

Romero-Hall, E., Lunga, M., Luna-Thomas, M., Melese, F., Morris, A.A., & Young, P.A. (2026). Envisioning Futures: Afrofuturist Feminist Perspectives in Postdigital Learning Design. Postdigital Science and Education. https://link.springer.com/article/10.1007/s42438-025-00615-3

Schalk, S. (2018). Bodyminds Reimagined: (Dis)ability, Race, and Gender in Black Women’s Speculative Fiction. Durham, NC: Duke University Press.

Morris, S. M. (2016). More than human: Black feminisms of the future in Jewelle Gomez’s The Gilda Stories. The Black Scholar, 46(2), 33–45. https://doi.org/10.1080/00064246.2016.1147991.

Inside “Learning Designers in Context”: Chapter 6

Cherelle in K-12 Education

Abstract:

Cherelle, a learning design professional from Trinidad and Tobago, holds a bachelor’s degree in information systems and management, a postgraduate diploma in education, and a master’s in instructional design and technology. She is currently pursuing a PhD in teaching, learning, and emerging technologies at the University of the West Indies Open Campus.

To be honest, when I started instructional design and technology, I didn’t know what I was doing. I remember signing up and someone said to me: you have a degree in computer science education. All right, instructional design is good for you [laugh]. So, I was like: I’m getting this degree! Then, I got an “A” in a course, but I asked myself: What am I doing? It was not until about the third semester, I realized that I am designing instruction to basically guarantee that learning takes place. I needed to understand all the learning theories. I needed to understand all of the instructional design models and how I could apply all of this to basically guarantee that learning is taking place within my students in the classroom. So, I’m now using those theories and the models. I incorporate them into my lesson planning to guarantee that that learning is taking place. So, I have to basically utilize what I know from instructional design to assist me in the classroom.

In her interview, Cherelle emphasizes the importance of mastering instructional design competencies, including applying learning theories and models to create effective instructional materials. Other key takeaways highlight challenges in Trinidad’s slow adoption of online learning due to cultural traditions and limited recognition of instructional design as a distinct field. Cherelle advocates for Indigenous and Caribbean-specific resources to address gaps in culturally relevant materials. Despite reliance on big tech companies, she sees online education as a democratizing force for K-12 learners, especially during crises like natural disasters or pandemics.

If I have to design, let’s say, a video for my doctoral studies, I think the person watching the video needs me to know how to incorporate the various cultures of the Caribbean. If I’m designing a video for my students, then I’m looking for something that is uniquely Trinidadian or has a Caribbean blend. But, we recognize that when we use certain programs and software, it’s difficult. I could tell you as a teacher and as someone who creates content, it’s difficult to find an Indo Trinidadian student animation or something similar. It’s really difficult. Most of the time you may have to pay some exorbitant prices for them [learning resources]. You do not really get free Caribbean influenced [learning] content.

Romero-Hall, E. (2025). Learning Designers in Context: Examining Practices Across the Global South. Routledge. https://doi.org/10.4324/9781003270591

Photo by Renaldo Matamoro on Unsplash

Inside “Learning Designers in Context”: Chapter 5

Camila, an Instructional Design Consultant

Abstract:

Camila, an instructional designer based in Lima, Peru, who has a background in literature and a passion for e-learning. She earned her bachelor’s degree in literature from the National University of San Marcos and transitioned from editorial work to instructional design through scriptwriting for e-learning courses.

Culture is always present both, on the side of the client and on my side. As the designer, I think of the user and examples that we may connect with the daily activities that the user is familiar with. We consider culture starting with knowing the user and the target audience. What are their activities and habits? In certain ways, also knowing how to interpret it to a Peruvian context.

Currently, she designs corporate e-learning experiences and is pursuing a master’s degree in ICT integration at Pontificia Universidad Católica del Perú. Key takeaways of this interview highlight the importance of pedagogy, andragogy, digital skills, and cultural inclusivity for instructional designers in Peru. Challenges include poor Internet connectivity in rural areas and limited recognition of the profession. Despite these obstacles, Camila emphasizes the need for creativity and evidence-based practices to improve learning outcomes and competency-based performance.

So, what recommendations would I give to a person who wants to know about this and dedicate themselves to this activity? It would be mainly that they should want to learn and want to use their knowledge so that other people can also learn and transform. So, this means they have to improve their skills and they have to use creativity skills. Because it is not only about transferring information or knowledge, but also about how to transfer that information through different modalities. So, the recommendation would be to have a critical spirit of continuous learning.

Romero-Hall, E. (2025). Learning Designers in Context: Examining Practices Across the Global South. Routledge. https://doi.org/10.4324/9781003270591

Photo by Anton Lukin on Unsplash

Inside “Learning Designers in Context”: Chapter 4

Celia in a Higher Education Institution

Abstract:

Celia, based in Puerto Rico’s metropolitan area, directs the Online Education Unit at the University of Puerto Rico’s Río Piedras Campus. She holds degrees in office administration, digital graphic design, and a doctorate in education specializing in curriculum and learning technologies.

Because instructional design is an area that continues to grow and even though now there is more demand, still there are not enough instructional designers. Personally, I think there are not enough good instructional designs. So, I tell those who work with me, if you really learn, you really do quality work, well, you are going to have opportunities to continue growing and doors will continue to open in the future to keep working in this field. I think many companies have transitioned to e-learning and the COVID-19 pandemic expedited the process. Companies realized that e-learning is cost effective and beneficial for the employee, so they are out there looking for instructional designers. So instructional designers have to keep improving their skills to have job opportunities.

Her team develops online courses, supported by instructional designers, multimedia specialists, and quality experts. Key takeaways from our conversation emphasize continuous learning for instructional designers, proficiency in e-learning tools, strategic planning, and collaboration with stakeholders. Challenges include cultural nuances like infrastructure instability. Distance education offers transformative opportunities for Puerto Rico, especially for rural students and those balancing family or work commitments, despite resistance to change and resource limitations.

A few years ago Hurricane Maria passed through Puerto Rico and that was very devastating in the island. Most of the population was for many months (i.e., six or seven months) without electric power service, without Internet service. The hurricane affected the electric power service so much that even today we continue with these problems. Prior to the hurricane, there were no service problems with the electric power service in the island. After the hurricane, these problems began and now the light constantly goes out in the country. For example, last week almost every day our electricity service went out and there were protests from the students requesting their time to be extended for them to give exams because they did not have service. It is being a limitation in Puerto Rico because the electric power service is very unstable and it is a challenge that we are facing. Fortunately, the area where I work in the institution has not been affected. However, the other parts of the campus have been without electricity service many times and this is a challenge that we have.

Romero-Hall, E. (2025). Learning Designers in Context: Examining Practices Across the Global South. Routledge. https://doi.org/10.4324/9781003270591

Photo Credit: Enilda Romero-Hall

Inside “Learning Designers in Context”: Chapter 3

Lorena in a Global Corporation

Abstract:

Lorena, based in Puebla, Mexico has cultivated a career in graphic design but emphasizing functionality over aesthetics. Her professional journey began in advertising and marketing, designing materials for clothing and sportswear brands. Seeking growth, she transitioned to PROVIDENT, where she leads an instructional design team comprising instructional designers, multimedia specialists, and graphic designers.

My role is focused on revisions. I get to ask: Why don’t we do this differently? I tend to question a lot: Why did you choose this material? Why did you choose this resource? Why a video? Or, did you consider the target audience? So, that’s basically my role right now. The search for the best solutions for the project to meet the learning objective.

As a team lead, Lorena manages project distribution, quality assurance, and workload balance while revising materials to meet learning objectives. Key competencies highlighted by Lorena in her interview include ADDIE framework expertise, hybrid/online format design, multimedia skills, and e-learning tools proficiency. Cultural adaptability and behavioral traits like humility and courage are also vital for addressing unique instructional design challenges.

I think that also something I look for and we look at a lot in the team is humility. Because humility allows you to know and understand that you don’t know everything, that you should always keep yourself in a constant search for learning. That, not because you already have master’s degrees or diplomas, you already know everything.

Romero-Hall, E. (2025). Learning Designers in Context: Examining Practices Across the Global South. Routledge. https://doi.org/10.4324/9781003270591

Photo by Ina Cristina on Unsplash

Inside “Learning Designers in Context”: Chapter 2

Emilia in an International Financial Institution

Abstract:

Emilia, is a learning design professional based in Chile and Spain, who brings a wealth of expertise to the field, supported by her academic achievements, including master’s degrees in instructional design and e-learning design. Her career spans diverse sectors such as mining, banking, energy, and public administration, where she has developed online training programs.

For me, the key to success [as a learning designer] consists of earning the client’s trust so that they let you do what you do best. I would tell people who want to get involved in this field to learn the instructional design process and to start with the basics, do not skip stages. I would recommend that the last factor that they consider is technology and for them to have a big toolbox of theories.

Emilia emphasizes the integration of instructional design theory with project management skills, advocating for tools like Gantt charts and critical path methods to enhance efficiency. She highlights the importance of evidence-based practices and clear communication to ensure meaningful design processes. Emilia also underscores the need for competencies in development, graphic production, and user experience design, aligning with research that stresses the interdisciplinary nature of effective e-learning. Additionally, she advocates for ethical decision-making in instructional design to address its value-laden nature. Her insights provide valuable guidance for learning designers navigating complex organizational contexts.

Romero-Hall, E. (2025). Learning Designers in Context: Examining Practices Across the Global South. Routledge. https://doi.org/10.4324/9781003270591

Photo by Juan Pablo Ahumada on Unsplash

Inside “Learning Designers in Context”: Chapter 1

Practice, Competencies, and Context

Abstract:

This chapter explores learning design competencies at the intersection of geographical, cultural, sectoral, and organizational contexts. It provides critical insights into how learning design practices are disseminated globally, emphasizing the evolving role of learning designers in diverse settings. The uneven dissemination of these practices across regions underscores the need to examine both similarities and differences in approaches worldwide. By critiquing the limited research on practitioners in underrepresented regions, particularly the Global South, this chapter advocates for a broader and more inclusive understanding of global practices. The chapter highlights the importance of culturally contextualized approaches to better address the unique challenges and opportunities faced by learning designers across varied contexts.

Despite the contextual differences in their work, one element that all practitioners share is their passion for and dedication to the learning design practice. As shown by the narratives shared in this book, learning design and technology is systematic but is also about questioning things (e.g., why are we using this particular method?) while considering all factors (e.g., have we done quality checks?) to create learning experiences that fully equip learners (e.g., what reading level is best for the learners? How can we design an engaging learning activity?). Learning design practice is about problem-solving with one’s team, connecting with one’s (internal or external) clients, and lifelong learning.

Google Book Preview:

You can read Chapter 1 using the Google Book preview link: Chapter 1.

Romero-Hall, E. (2025). Learning Designers in Context: Examining Practices Across the Global South. Routledge. https://doi.org/10.4324/9781003270591

Inside “Learning Designers in Context”: Chapter Samples

I am a huge advocate of open educational resources so it is very hard to publish work that cannot be openly share to the community and readers that it was intended for. As I navigate this conundrum I think of ways in which this can be accomplished with my recently published book. So far, I have reached out to the publisher and asked if I could share a sneak peek of the book. They agreed with that and it let me to share Chapter 15 in this blog post: Sneak Preview of “Learning Designers in Context” . I also recently noticed that with Google Books you can view samples of the book including the Preface and Chapter 1. You can also read a sample of the Preface and Chapter 1 by searching for the book on Amazon.

But honestly if anyone is interested in getting a copy of Learning Designers in Context, please reach out via email. I am happy to share a PDF of the book. You are also welcome to “request full-text” via ResearchGate: https://www.researchgate.net/publication/398375917_Learning_Designers_in_Context. I am pretty good at responding to request I get.

I should add that all University of Tennessee Knoxville students, faculty, and staff who have a NETID can access the book from the UT library. Thanks to our UTK Librarians (who are amazing people!), we have a digital copy of the book and can be found here.

For those in the northern hemisphere: Stay safe and warm!
For those on the southern hemisphere: Happy Summer!

Looking forward to #TESOL26

A few months ago I got a message from a former student, she is part of the TESOL leadership team and she had nominated me as the keynote speaker for their upcoming international convention. I was truly honored by the invitation!

This will be my first time at the TESOL International Convention but I am excited to engage with the members of this community. There is a tremendous amount of educational technology use by TESOL educators and professionals. Many of my educational technology colleagues were TESOL instructors prior to their transition into edtech and learning design.

The conference page and link to the conference are included here: https://www.tesol.org/in-person/

In the video included below, I give a short preview of my upcoming keynote address:

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Descansa en paz, primo.

This is the fourth time I try to write this post.

Last week my cousin passed away from cancer. He was in his late 30s and was a young man who cared deeply about his family. His cancer diagnosis came as a complete surprise to him and our family. A doctor appointment turned into 10 months of chemotherapy and a bone marrow transplant late in 2025. After the bone marrow transplant he had improved significantly. As a family we were incredibly happy and hopeful. Hoping for a different outcome.

My cousin and I were not very close as adults. We grew up together as children. I grew up very close with all my cousins. We would all hangout at my grandmas house during our childhood. Although we did not communicate regularly as adults, we had started texting. More than anything just to let him know, I was thinking of him.

On January 1st, we exchanged text messages for the last time.
I texted: “Feliz Año Nuevo, primo!”
He replied: “Amen! Feliz año nuevo, prima.”

I am reminded more often these days that life is just too short and too unpredictable. Every moment matters and time we have on earth is just too precious. I am also reminded that we do not know what others are going through. Be kind.

Descansa en paz, primo.