This editorial was recently published (online first). It will be available on print in the next issue of TechTrends introducing the articles that showcase “innovation in research methodology in the instructional design & technology field.”
Earlier this summer, I was invited to share my thoughts on online education in an interview hosted by Dr. Will Deyamport, III as part of his podcast series [The Dr. Will Show Podcast]. It was a really neat experience. Some of the questions and topics address include:
- Where does online learning come into play (when looking at different models, school missions, and varying ways to delivery instruction)?
- How does teaching and learning change when the classroom can be accessed via any device connected to the internet?
- What is the learning curve for teachers in learning how to design and deliver instruction via a Learning Management System?
- What are some of the skills needed to be an effective instructional designer of online learning?
- Where do you see online education going within the next 5 to 10 years?
- What do you say to those educators or individuals who believe online education is a fad or doesn’t deliver on providing the same quality of education as face-to-face instruction?
Here is a link to audio podcast:
I feel like I have neglected my blog a bit this summer but I have to be honest it has been a busy summer (just like every summer — this is starting be a trend in my life). Anywho, this post in going to be nice, sweet, and short post because its going live today (enough of neglecting my blog).
I attended the Hong Kong AECT conference a few weeks ago. It was amazing! I mean this very honestly. I like learning from others and connecting with different people. I know for a fact that I will experience this (learning from others and connecting with colleagues) at the conferences that I attend regularly, AERA and AECT (this is why I go back to those conferences every year). But I also like to put myself in uncomfortable situations that force me to talk and meet people who I have never connected with in the past. So I made a promise to myself that I would aim to attend a conference that I have never attended before because: a) I want to know what others, who are outside my network, are researching and b) because I think it will expose me to topics that are new to me.
With this in mind, last year I attended the Social Media and Society conference in Toronto which by the way was an absolutely fantastic experience (if I had the budget, the time, and the energy, I would have gone to Copenhagen this year — where the conference was held — and then to Hong Kong to attend HKAECT). This year, I decided to attend HKAECT18 conference. I saw that a friend and colleague attended last year (Dr. Ana Paula Correia) so I reached out to her to ask about her experience. I also saw that the theme of the conference which aligned well with my research interested so I submitted a conference proposal. It was accepted and a few months later I was on a plane to Hong Kong.
I wish I could put into this blog everything that I experienced and the topics we discussed but since I have other things I should be writing, I am instead going to share the link to conference program: http://www.hkaect.org/hkaect2018/programme.html (some
A few things I do want to mention:
- All sessions were well attended and we had some really good discussions about the topics presented
- Presenters were prepared, addressed questions, and engaged with the audience
- There were several social aspects to the conference that allowed us to continue conversations outside the presentation rooms in a more informal manner (coffee breaks, lunch, and dinner)
I saw that the call for proposals for HKAECT19 was posted today: https://www.aect.org/docs/HKAECT2019-Call_for_Papers.pdf. If you are considering attending and have questions, please feel free to reach out.
Final thoughts and message from our official study abroad blogger: Marquis Holley. Love how Marquis captured complete and totally random moments, objects, scenes, and people from our study abroad experience in his photos. I think his writing and images show his background in communication and instructional design. It fills my heart with joy to know that this short experience will have a lasting effect in him as a participant in the program.
It’s hard to believe, but this week will mark two weeks since we’ve all returned from Switzerland. What a journey it was. Here are a few more images to provide a closure of sorts for our trip. We’re truly thankful for you following us, as well as your commentary. Please know that education was the reason we as students decided to study abroad, and we learned more than we could imagine on this trip. Special thanks to the University of Tampa for allowing this trip to take place. Furthermore, the Instructors that accompanied us during this trip are to be commended. Much appreciation to Mr. Frederic Palazy, CIS representative, as a true help and guide during our stay here. And to all of the teachers, students, administrators, and people we met on this trip, much love and gratitude to you for making it one to remember for a lifetime. Once…
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Our latest publication titled “Examining Distance Learners in Hybrid Synchronous Instruction: Successes and Challenges” in now available #openaccess as part of the latest issues of Online Learning Journal (Special Issues of the AERA SIG Online Teaching and Learning):
Romero-Hall, E. & Vicentini, C. (2017). Examining distance learners in hybrid synchronous instruction: Successes and challenges. Online Learning, 21(4). doi:http://dx.doi.org/10.24059/olj.v21i4.1258.
There is no doubt that social media is ingrained in the way society communicates today, for good or bad. There is evidence that the use of social media will continue to grow as applications expand and new ones enter the market in the near future. Users are eager to try applications that offer engaging and unique ways to communicate with others. For example, today thirty percent of teens rank Snapchat as their most important social network (Oremus, 2015). This platform which was first released in 2011, today has a market of 166 million daily active users (Oremus, 2015).
The great majority of social media users access this platforms for informal, social interactions with friends, family, and acquaintances. Yet, we have also seen an increase in the use of social media for teaching and learning purposes across many different fields (Rodríguez-Hoyos, Salmón, & Fernández-Díaz, 2015). There is also a large number of social media research efforts that hope to better understand and analyze:
- The way people communicate and connect
- What is communicated in these channels
- Forms of activism and protest
- Specific groups and their online interactions
- Equality, diversity, and social issues discussions
- The affordances of the different platforms
- Cultural and country-specific forms of engagement
- Privacy and security issues
Again, it is safe to say that researchers want to learn more about the platforms, the users, and different matters associated with social media use.
A few months ago, I engaged in a research project collaboration with Dr. Royce Kimmons and Dr. George Veletsianos who are Directors of the Digital Learning and Social Media Group. The aim of the project was to understand how Instructional Design (ID) graduate programs use social media accounts. We wanted to know what type of content was posted in these accounts, how many users liked/followed these accounts, how engaged were these accounts in the content sharing process, and what kind of interactions others had with these social media accounts.
To gather the social media accounts of ID graduate programs, we took a different approach. Instead of combing the Internet and social media platforms in search of accounts associated with ID graduate programs, we created an editable Google Spreadsheet and posted it in different outlets to allow our colleagues and graduate students to share their accounts with us. We asked ID faculty members and graduate students to share the public social media sites of their ID program. This focus on public social media accounts was due to the fact that we were primarily interested on Twitter accounts for our research project. However, faculty members and graduate students gladly shared both public and private social media accounts. Here is a link to the public Google Spreadsheet: http://tiny.cc/IDTSocialMediaAccounts.
Today, there are total of forty-six different higher education institutions listed in the spreadsheet, including public and private institutions within the United States and Canada. Based on the content shared in the spreadsheet, we saw that some ID programs/departments have predominantly public social media accounts to communicate with graduate students, faculty, and other stakeholders. In a few instances, ID programs/department have both public and private social media communities. For some ID programs/departments a “hashtag” was the main form of digital togetherness (see Table 1). However, the most common type of social media account by ID graduate programs, based on the data collected via the spreadsheet, are Facebook Pages (see Table 2).
Table 1. Hashtags of Instructional Design Graduate Programs
|Institution||Program or Department||Hashtag|
|Brigham Young University||Instructional Psychology & Technology||#iptsters
|California State University Fullerton
|Master of Science Instructional Design and Technology (MSIDT)||#msidt
|Indian River State College
|School of Education||#irscTeach
|Loyola University Maryland
|Master of Education in Educational Technology||#LoyolaET
|Royal Roads University
|School of Education & Technology||#rrumalat
|The University of Texas at Austin||Leaning Technologies Program||#UTLT
|University of North Texas
|Learning Technologies Program||#untLT
|University of Wyoming
|Instructional Technology Program||#wyoitec
|Wichita State University
|Learning and Instructional Design||#MEdLID
We have maintained the editable spreadsheet available for others to access and edit (add other social media accounts). Although we used this editable spreadsheet as a way to crowdsource IDT program/departments social media accounts, I would hope that the spreadsheet serves as a resource for graduate students and faculty across ID programs. If you know other ID program/department which have a social media account and is not listed in the spreadsheet, please add them. This spreadsheet is opened to IDT programs across the globe.
Table 2. Facebook Page of ID Graduate Departments and Programs
|Institution||Program /Department||Facebook Page|
|Boise State University||Educational Technology||https://www.facebook.com/edtechbsu/|
|California State University Fullerton||Instructional Design and Technology||https://www.facebook.com/MSIDTFullerton/|
|Emporia State University||Instructional Design and Technology||https://www.facebook.com/idtesu|
|Fairfield University||Educational Technology||https://www.facebook.com/FairfieldGSEAP/|
|Georgia Southern University||Department of Leadership, Technology, & Human Development||https://www.facebook.com/itec.georgiasouthern|
|Indiana University-Bloomington||Instructional Systems Technology||https://www.facebook.com/groups/iugist/|
|James Madison University||Technology and Leadership Education Department||https://www.facebook.com/JMU-Educational-Technology|
|Michigan State University||Educational Technology||https://www.facebook.com/MAETMSU|
|Michigan State University||Educational Psychology and Educational Technology||https://www.facebook.com/msuepet|
|Mississippi State University||Instructional Systems and Workforce Development||https://www.facebook.com/iswd.grad|
|Northern Illinois University||Educational Technology, Research and Assessment||https://www.facebook.com/niuetra|
|Pasco-Hernando State College||Academic Technology Department||https://www.facebook.com/ATPHSC/|
|Purdue University||Learning Design and Technology||https://www.facebook.com/purduelearningdesignandtechnology|
|The University of Tampa||Instructional Design and Technology||https://www.facebook.com/UTIDT/|
|University of California, Irvine||E-Learning Instructional Desig||https://www.facebook.com/eLearningCertificate/|
|University of Georgia||Learning, Design, and Technology||https://www.facebook.com/itsauga/|
|University of Hawaii at Manoa||Learning Design and Technology||https://www.facebook.com/LTECHawaii|
|University of Minnesota||Curriculum and Instruction/Learning Technologies||https://www.facebook.com/LTMediaLab|
|University of North Texas||Learning Technologies||https://www.facebook.com/UNTLearningTechnologies|
|University of South Alabama||Instructional Design Performance Improvement Program||https://www.facebook.com/South-Alabama-Instructional-Design-Performance-Improvement-Program|
|University of South Carolina||Educational Technology||https://www.facebook.com/EdTechatUofSC/|
|University of Toronto||Knowledge Media Design Institute||https://web.facebook.com/KMDI-Toronto|
|University of West Georgia||Educational Technology & Foundations||https://www.facebook.com/UwgDepartmentOfEducationalTechnologyFoundations|
|Valdosta State University||Instructional Technology||https://www.facebook.com/vsuidt|
|West Virginia University||Instructional Design and Technology||https://www.facebook.com/CEHS-Dept-of-Learning-Sciences-and-Human-Development|
|Western Kentucky University||Instructional Design||https://www.facebook.com/wku.instructional.design/|
Oremus, W. (2015). Is Snapchat really confusing, or I am just old? Technology: Innovation, The Internet, Gadgets, and More. Slate. Retrieved from: http://www.slate.com/articles/technology/technology/2015/01/snapchat_why_teens_favorite_app_makes_the_facebook_generation_feel_old.html
Rodríguez-Hoyos, C., Salmón, I. H., & Fernández-Díaz, E. (2015). Research on SNS and education: The state of the art and its challenges. Australasian Journal of Educational Technology, 31(1), 100-111.