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.

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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“Learning Designers in Context” Now Available for Pre-Order

I do not know how many people actually read this blog, but I figured I would go ahead and share that “Learning Designers in Context” is now available for pre-order.

It also is discounted right now, when you order it directly from the publisher: Pre-Order Here

The book is scheduled for release December 5th, 2025. Copies of the book will be shipped after the released date.

I have previously published two edited books (i.e., Research Methods in Learning Design and Technology, Feminist Pedagogy for Teaching Online) and it honestly feels so different promoting a solo-authored book! In previous instances, I wanted to recognized and disseminate their work of my colleagues who had their work in the edited books, so promoting those books felt easy! However, having to promote my solo-authored book is so hard. I feel like my introverted side all of a sudden takes over!

I also wanted to add that if anyone would like to get a copy of the book, feel free to send me an email. I am happy to share a PDF.

Sneak Preview of “Learning Designers in Context”

Over the last few weeks, I have re-read the proofs of my forthcoming book “Learning Designers in Contexts” so many times that I honestly I feel I could recite some of the chapters. Due to some communication issues, the release date has been pushed back a bit. It is all part of the process or at least that is what I tell myself.

I am very happy that last Friday I saw a final version of the proofs. But that excitement was quickly met with a very familiar feeling of seen a grammatical mistake in the final proofs. It always happens! After seen this, I laughed a bit, closed my computer, and when to my son’s soccer game.

Last week, I also contacted the publisher and asked for permission to share a bit of the book in my blog. My editor, Hannah, asked me what chapter I wanted to share and I decided to go with Chapter 15. This sneak preview PDF also includes the table of content. I will do a bit more writing about the other chapters in the upcoming month or so. But, for now you are welcome to read Chapter 15.

Abstract:

This chapter is based on a keynote address I delivered at the Association for Educational Communications and Technology (AECT) International Convention on October 22, 2024, in Kansas City, Missouri. The speech has been adapted for this book, maintaining its original themes and ideas while refining the content for a reading audience. Through the lens of deep canvassing and the acknowledgment of practitioners’ stories, the chapter highlights how context-specific experiences shape competencies and practices. It advocates for moving beyond Anglocentric and Eurocentric paradigms to embrace inclusive approaches. By reflecting on personal journeys and collective actions, the chapter underscores storytelling as a transformative tool for fostering understanding and innovation in education technology and learning design.

Citation:

Romero-Hall, E. (2026). Learning Designers in Context. Routledge. https://doi.org/10.4324/9781003270591

Chapter 15_Learning Designers in Context_SAMPLE Download

OLC Innovate 2025 Keynote

Read Abstract and Speaker Bio

These are references that I used to inform my OLC Innovate 2025 keynote presentation:

Networked Learning Editorial Collective (NLEC). Networked Learning: Inviting Redefinition. Postdigital Science and Education 3, 312–325 (2021). https://doi.org/10.1007/s42438-020-00167-8
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.
Luo, T., Freeman, C., & Stefaniak, J. (2020). “Like, comment, and share” —Professional development through social media in higher education: A systematic review. Education Technology Research and Development, 68, 1659-1683. http://doi.org/10.1007/s11423-020-09790-5
Veletsianos, G and Kimmons, K. 2012. Networked participatory scholarship: Emergent techno-cultural pressures toward open and digital scholarship in online networks. Computers & Education, 28: 766–774. DOI: https://doi.org/10.1016/j.compedu.2011.10.001
Romero-Hall, E. (2017). Posting, Sharing, Networking, and Connecting: Use of Social Media Content by Graduate Students. TechTrends, 61 (6), pp. 580-588.
Romero-Hall, E., Gomez-Vasquez, L., Forstman, L., Ripine, C. & Dias da Silva, C. (2023). The Complexities of Using Digital Social Networks in Teaching and Learning. The Open/Technology in Education, Society, and Scholarship Association Journal, 3(1), 1–18. https://doi.org/10.18357/otessaj.2023.3.1.48
Lupton, D. (2014). ‘Feeling better connected’: Academics’ use of social media. Retrieved from https://www.canberra.edu.au/aboutuc/faculties/arts-design/attachments2/pdf/n-andmrc/Feeling-Better-Connected-report-final.pdf
Rodriguez, J. (2011). Social media use in higher education: Key areas to consider for educators. Journal of Online Learning and Teaching, 7(4), 539-550.
Marwick, A. E., & boyd, danah. (2010). I tweet honestly, I tweet passionately: Twitter users, context collapse, and the imagined audience. New Media & Society, 13(1), 114-133. https://doi.org/10.1177/1461444810365313 (Original work published 2011)
Are Students Experiencing Harassment on your College or University’s Digital Learning Platforms?
Leeder, C. (2019). How college students evaluate and share “fake news” stories. Library and Information Science Research, 41(3). https://doi.org/10.1016/j.lisr.2019.100967
Bastick, Z. (2021). Would you notice if fake news changed your behavior? An experiment on the unconscious effects of disinformation. Computers in Human Behavior, 116. https://doi.org/10.1016/j.chb.2020.106633
Hodson, J., Gosse, C., Veletsianos, G., & Houlden, S. (2018). I get by with a little help from my friends: The ecological model and support for women scholars experiencing online harassment. First Monday, 23(8). https://doi.org/10.5210/fm.v23i8.9136
Castellanos-Reyes, D., Romero-Hall, E., Vasconcelos, L., & Garcia, B. (2022). Mobile learning for emergency situations: Four design cases from Latin America. In Dennen et al. (Eds), Global Perspectives on Educational Innovations for Emergency Situations. Springer, Cham.
Asino, T. I., Gurjar, N., & Boer, P. (2021). Bridging the Informal and Formal Learning Spaces with WhatsApp. The Journal of Applied Instructional Design: September 2021, 10(3). https://doi.org/10.51869/103/tangpb
“What’sApp” with the Social Message? Networked Learning and Social Media Interactions in Curriculum Design: Exploring Student Perceptions: https://www.mona.uwi.edu/soe/publications/cje/article/520
Bohemia, E., & Ghassan, A. (2012). Globally Networked Collaborative Learning in Industrial Design. American Journal of Distance Education, 26(2), 110–125. https://doi.org/10.1080/08923647.2012.663678
Shilova, M. (2017). Datafication concept: Definitions and examples. Retrieved from https://apiumhub.com/tech-blog-barcelona/datafication-examples/
Szcyrek S., Stewart B., & Miklas E. (2024). Educators’ understandings of digital classroom tools and datafication: perceptions from higher education faculty. Research in Learning Technology, 32. https://doi.org/10.25304/rlt.v32.3040
Krutka, D. G., Manca, S., Galvin, S. M., Greenhow, C., Koehler, M. J., & Askari, E. (2019). Teaching “Against” Social Media: Confronting Problems of Profit in the Curriculum. Teachers College Record, 121(14), 1-42. https://doi.org/10.1177/016146811912101410
How have social media algorithms changed the way we interact? https://bbc.com/news/articles/cp8e4p4z97eo
UTK Collaborative Online International Learning: https://cge.utk.edu/coil/
The Global OER Graduate Network: https://go-gn.net/
CWU Library: Misinformation & Fake News Case Studies: https://libguides.lib.cwu.edu/c.php?g=625394&p=4391900#s-lg-box-30321291
Learning about Algorithm – Definition, Types, Characteristics, Applications, and more: https://www.analytixlabs.co.in/blog/what-is-an-algorithm/
Traxler, J. (2018). Learning with mobiles: The Global South. Research in Comparative and International Education, 13(1), 152-175. https://doi.org/10.1177/1745499918761509
Drexler, W. (2010). The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy. Australasian Journal of Educational Technology, 26(3). https://doi.org/10.14742/ajet.1081

Huge thanks to the Online Learning Consortium (OLC) for the invitation!