One of my favorite things to do after a good conference is to collect the resources acquired in a blog and re-share it with others. It is also a great way for me to tag a resources to a specific event (in my blog) in case I want to go back to it in the future. Don’t ask me why, my brain just works that way. Any who, last week I attended OTESSA 2022 which was her virtually and is organized by the Open/Technology in Education, Society, and Scholarship Association (OTESSA).
Here are a few thoughts on the conference:
Really enjoyed the conference sessions, social events, and the schedule.
I was also really appreciative of the active efforts to promote all sessions via social media, at times it served as a reminder to a session I wanted to attend.
I was not sure how the sessions were going to relate to theme of the conference “Critical Change” but at least based on the sessions that I was able to attend, there were several critical conversations happening about “what is next” and “how we do it in a meaningful, critical way”.
Going back to the schedule, it was a bit more challenging to catch the evening talks but glad I can catch the recording until the beginning of June.
The conference organizers did a phenomenal effort running is smoothly (i.e., sharing updates daily, the pre-conference info to check login information, and just attending sessions to make sure everything was going as planned).
At the beginning of the week I made a post on Twitter stating that I would be sharing resources during the week but honestly it was too much for me to tweet out every day. Trying to attend sessions, tweet giving proper credit (important to me), and trying to keep up with what is going at home was too much. So, instead I bookmarked and hope to proper share in this blog post. I will include the session the resource was mentioned or shared.
There were some many words of wisdom and amazing poetry in the keynote by @edifiedlistener at #OTESSA22. One of my favorites words of wisdom was on her initial slides “my students are tireless teachers”
Outside-In: Openness as Subversion, Maha Bali, American University in Cairo
Embracing Feminist Pedagogies in Learning Design, Enilda Romero-Hall, The University of Tennessee Knoxville
Huge thanks to #OTESSA22@otessa_org for the opportunity to participate and contribute to the conversation on Critical Change. Here are the slides from my talk today on “Embracing Feminist Pedagogies in Learning Design”: https://bit.ly/38C25Q6
Exploring university teaching during a pandemic to derive recommendations for post-pandemic times (Research-Oriented), Joerdis Weilandt, Sandra Dixon, Richelle Marynowski, Lorraine Beaudin, Rumi Graham, Stavroula Malla, Angeliki Pantazi (University of Lethbridge)
Multi-Section Open Course Design: Design and Implications for Faculty, Sessional Instructors, and Learners (Practice-Oriented), Valerie Irvine, Michael Paskevicius, Colin Madland, Rich McCue, Verena Roberts (University of Victoria)
The social events were lots of fun! The Bhangra dance with @GurdeepPandher was a great workout and I definitely need more of it my life. I was a bit uncoordinated at first and too shy to turn my camera on but I finally got it and still too shy to turn my camera on. The DJ session so much fun too! I didn’t participate in the trivia challenge but I enjoyed all the beats. Thank you again to all involve with planning and organizing the conference (Valerie, Aras, and Terry!) .
This is a collaboration with Weiwei Ji (Instructional Designer at Arkansas Tech University) and Pauline Salim Muljana (Doctoral Candidate at Old Dominion University). It is a design framework supported by research-based evidence and influenced by the instructional design practice of WeiWei (Will) and his experience as an instructional designer. Of course, it is also supported by the knowledge, skills, and experience of Pauline and myself. As we state in the abstract: “We propose a set of guidelines called the Three-Tier Design Process (TTDP), providing a pathway for faculty and other higher-education professionals who intend to design and develop a course in a Learning Management System and to promote learner-centered experiences. This paper includes detailed discussion about each tier of the TTDP, its subcomponents, and an example of its application. The TTDP borrows from existing theories, models, and literature in the instructional design field that focuses on key aspects that help create positive learning experiences. Tier 1 focuses on course design and serves as a foundation for the next two tiers; Tier 2 emphasizes course development; and Tier 3 concentrates on the user-experience considerations. Examples from a real course are additionally provided.” We were invited to write a blog post about the journal article for the Online Learning Research Center. Here is a link to the blog post: https://www.olrc.us/blog/designing-and-developing-courses-in-learning-management-systems-how-do-we-enhance-learners-experiences
I was excited to see this journal article finally published. This journal article is the result of a collaboration with University of Tampa undergraduate elementary education major, Caldeira Ripine. It is a research project supported by the Undergraduate Research and Inquiry Grant from the University of Tampa. The data was collected prior to the COVID-19 pandemic during Fall 2019. As the pandemic started and plans for continuity of instruction were shared by higher education institutions, I knew that the data Caldeira and I had collected needed to get publish as soon as possible. But, due to a number of factors (including lack of childcare) it took a while a to get this out into the review pipeline and of course, then it had to go through the peer review process. In any case, as stated in the abstract: “The aim of this investigation was to survey faculty members on their perceived level of preparedness to design and implement hybrid flexible (HyFlex) instruction. Participants included 121 full- and part-time faculty. Using an electronic survey, faculty members: a) rated their preparedness to engage on different HyFlex instruction competencies, b) shared which pedagogical strategies they felt prepared to use in this instructional modality, and c) listed the resources and support that they felt were needed to successfully implement their course.” The journal article is open access, you are welcome to download, read, and share.
How much fun was it to write manuscripts during “Stay at Home” orders without childcare? Well if you have not experience this during the last year and half of the COVID-19 pandemic then consider yourself lucky! It is not fun at all. I wrote the following in a reflection I was putting together on what April 2020 was like:
“Upon our return to the U.S. we were faced with the news that, due to the pandemic, our childcare center had closed indefinitely. My partner and I had to adjust to working from home while providing childcare for our 4-year-old son. I had to quickly realize that some of the projects that I was hoping to start before the end of my sabbatical were going to be delayed or canceled. The projects that I was planning to complete were going to require a massive amount of focus and dedication. In order to accomplish all our work requirements, my partner and I had to divide our days into three “shifts.” The morning shift (8 am to 1 pm) in which I worked and he would care for our son. The afternoon shift (1 pm – 6 pm) in which my partner worked and I would provide care for our son. The evening shift (6 pm until midnight) in which were are exhausted but aimed to spend time together as a family.”
In April 2020 during a three week period during my “morning shift” I wrote a manuscript for a special issue that was published in the Educational Technology Research and Development (ETR&D) journal. The realization that I was going to have less than the estimated amount of time to write this paper stressed me so much. But I had to channel that stress into getting the work done. During the process of writing the proposal I had gathered and read most of the literature and had put together an outline. Having this things done was a lifesaver! During the three weeks of writing I had to buckle down and eloquently put the literature and my ideas into a document.
I should give a little bit of context: I initially thought I was going to have a month of full-time work hours during a term in which I was on sabbatical. But because of the lack of childcare (due to COVID-19) I actually had three weeks with 4-hours per day (during week days) to write the paper. I do not know how fast others are at writing papers but gosh I am such a tortoise. To make it more interesting, this was a solo-authored publication.
Kind of funny, I can write without problem in a busy cafe with all sorts of background noise. I pretty much wrote all of my dissertation in a Panera a few blocks from my apartment when I lived in Norfolk, VA. But it was so hard to write this paper from home while having my family members’ voices in the background. I remember putting on my headphones and close the door and still every now and then I would still hear their voices and conversations in the background.
I think that been really passionate about the topic I was writing about made a huge difference on how I approached this writing project, despite the hardship endured in the process. I am grateful for Reviewer # 1 and the editors of the special issue for such wonderful and detailed feedback. I truly helped me improve the paper during the R&R submit process. The manuscript was published “online first” this January 2021 and is titled: Current initiatives, barriers, and opportunities for networked learning in Latin America .
This was the first of many experiences like this. Our son stayed home for 6 months while we worked from home without childcare. And, even after he went back to the childcare center, there were other instances in which he has stayed home and we had to maneuver the same dynamics of still completing our work. Having the deadline of special issue submission did add more pressure in this specific instance (shared in this post)! It made it hard for me commit to any special issue submissions for almost a year (hence why I missed out on so many opportunities to submit for COVID-19 related special issues in 2020, sadly)!
I was recently invited to write a post for the newly established AECT Interactions digital publication. I welcomed the opportunity to write about a topic of my choice and was honored to be amongst those invited (which included colleagues who I deeply admired and whose work I value). Since I am starting to explore and write about feminist theories in various ways in my work, I decided that I wanted to write a short practical piece about feminist pedagogy. The lead of this new AECT initiative, Dr. Michael Grant, encourages us to write pieces that serve as a reflection of our own teaching experience and/or research outcomes. It seemed natural to me to write about my own experience embracing feminist pedagogies in my teaching. You can read my published post in AECT Interactions here: How to Embrace Feminist Pedagogies in your Courses
I shared the post widely online in different social media outlets and received fairly positive feedback on the topic and content covered. One of my favorite comments was shared in a Facebook group. It put a smile on my face. Below is a screenshot of the comment.
A few weeks ago, I was invited to join Dr. Maria Xenidou as a guest in the podcast that she hosts called “Impact Learning.” I truly enjoyed our conversation. We covered so many different topics. We talked about my educational and professional background. Life as a faculty member and eventually transitions to discussing topics related to instructional design and technology (online learning, research methods, motivation, and others). If you have an hour to spare above is the podcast player and below are the notes from the episode.
Listen to this episode and explore: Enilda’s interest in various topics at a bilingual school in Panama City (3:03)
Moving to Canada and studying computer programming (7:56)
Getting a Bachelor’s degree in Business Administration (9:54)
Why she chose to study Instructional Design for her Masters (10:32)
Enilda’s decision to pursue a PhD in Education and the impact of her mentors during this time (12:46)
How she combines teaching, mentoring and researching in her current role as Associate Professor and Graduate Program Coordinator at Tampa University (16:50)
Enilda’s thoughts on the biggest advancements in Instructional Design since she started working in the field (20:34)
Improving Instructional Design: learning how to apply the research findings to the practical field (23:18)
Enilda’s book: a collaborative project designed to bring theory to practice (25:49)
The trends that Enilda sees in the future of instructional design and technology (30:09)
Enilda’s work in online social communities (32:01)
How to use social media to advance higher education and career development (33:16)
How COVID has affected the digital learning experience (38:08)
What demotivates students in an online course (41:32)
How to make synchronous meetings attractive to students through active learning experiences and games (45:12)
How Enilda builds the courses she teaches (47:49)
Sharing her work openly to help others learn from it (50:22)
What keeps Enilda up at night or what she thinks of first thing in the morning (54:14)
What Enilda wants to leave her mark on during her lifetime (54:58)
How her 4-year-old son has influenced her creativity during the pandemic (57:24)
This morning I participated in a webinar organized by the Società Italiana di Ricerca sull’Educazione Mediale dedicated to: how universities in different countries are coping with higher education in the age of COVID-19 and the future directions (immediate future and long-term suggestions). Special thanks to my colleagues in Italy for the invitation to serve as a panelist in the webinar and for the diversity of the speakers from Spain, China, Lebanon, New Zealand, and Brazil [Here is a link to the recording]
I would also like to share a few of the resources that were shared during the webinar by myself and other colleagues:
I am putting together a list of social media groups, specifically Facebook and LinkedIn groups, to share with the students in the UT IDT program. I thought it would be a nice resource that would allow them to be expose to diverse groups of instructional designers in different settings, levels of experience, and locations. I remember when I first started my IDT master program it seemed like there was hardly anyone else who knew what was instructional design. In any case, I know it can feel like just you and your classmates are learning about instructional design. In reality, we have large communities of instructional design practitioners, students, and faculty. This is a work in progress list, I will add more groups as I come across them.
Florida Suncoast Chapter: Association for Talent Development:
This past week, I was invited as a guest speaker in the Visions of Education podcast series. I am sharing it here for anyone who is in the education field and wants to subscribe to the podcast. Also, I want to share the link to the podcast episode. I discussed #SocialMedia in #HigherEducation:
This past weekend The University of North Florida hosted the Florida Undergraduate Research Conference (FURC). Many undergraduate students from The University of Tampa presented topics in which they engage on research. One of these students was Renata Sindicic, who has been working with me and collaborating in research since last August 2018. I feel extremely proud of Renata, #FURC2019 was her very first time presenting in a conference! She worked hard on the design of the poster and practice her presentation prior to the event. I am thankful to have her as part of the research team!
Renata presented preliminary results of our research related to the use of social media by undergraduate students.
I am currently on the early stages of a book project. The title of this edited volume is “Research Methods in Learning Design and Technology.” The book isanticipated to be released in 2020. Currently, there are 11 confirmed book chapters. I am now in the process of seeking authors for a few additional chapters that will complete the line up for the book (link to the full Call For Proposals).
Introduction: This edited volume serves to combine knowledge related to research methodologies in the instructional design and technology (IDT) field. It will address questions such as: How has our research methodologies evolve? What are the methodologies that can be used to investigate traditional and new research environments? How can we apply innovative research methodologies to address questions related to learning, design, and technology? This edited volume will provide IDT scholars with a solid foundation of the different methods that can be taken to investigate a research problem. This knowledge aids researchers in the understanding of the rationale for the application of specific procedures or techniques used to identify, select, process, and analyze information applied to understand a research question.
Objectives of this Book:
Present a historical overview of how different methodologies have adapted to the new and changing learning environments
Illustrate how different methodologies can be used to investigate topics related to IDT
Explore benefits and drawbacks to different types of research methodologies in research related to the IDT research
Discuss the future of research methodologies in the IDT field
Target Audience: There is a wide range of individuals that can serve as the audience for this book. Any individual (research faculty, teaching faculty, and graduate students) interested in research in instructional design, educational technology, instructional technology, and learning sciences would serve as an audience for this book. This book would also be appealing to instructional design practitioners who conduct research within their workplace. The chapters in this book will also be of benefit to educational researchers, in general, who at some point within their careers would like to focus on research related to instructional design, educational technology, instructional technology, and learning sciences.
Again, if this project is of interest to you and you feel that you would like to learn more about the call for proposal please: click here
Proposal Submission Deadline: March 1, 2019 Full Chapters Due: August 30, 2019