Reflections on #OER23

This past week I attend the Open Education Conference! Going to a conference you have never attended before and in a different continent is actually very intimidating. But, I made the travel arrangements and (despite some frustrations with airlines) made the journey to Inverness, Scotland to attend #OER23.

First, a shoutout to my co-authors: Josh Rosenberg and George Veletsianos. Our team has been working on a project related to self-archiving practices amongst scholars in higher education. This work has been inspired by similar work that both Josh (see blog post) and George have done in the past. The purpose of my travel to #OER23 was in part to present some of our initial findings and to get the conversation started on this topic. Here are the slides from the presentation:

Back to the conference experience! Arriving at the conference venue (The UHI Inverness Campus so serene, accessible, and full with natural beauty) I did not know what to expect from from the conference. But I was immediately welcomed. A colleague sitting next to me an at the opening keynote introduce herself and she, just like me, was attending for the first time and had made her way to Inverness from Sri Lanka. I quickly realized that the #OER23 conference was an event with a global representation.

There were so many wonderful and insightful sessions, starting with the keynote by Rikke Toft Nørgård: “HYPER-HYBRID FUTURES? Re-imagining open education & educational resources: Places // Persons // Planets“. I also really enjoyed learning about the FEE project: and organization that uses Open Education Resources to support rural education in Colombia. I ended my first day in a workshop lead by colleagues Tom Farrelly and Eamon Costello who are exploring the value place by higher education on open access publishing (very much related the work that Josh, George, and I are doing). In any case I highly recommend checking out their information letter ( and their survey (

The second day of the conference was full of inspiration:

There are many other sessions that I could mention. I am still gathering links and resources from the conference. Thankful for all the presenters who shared their slides via Discord and other online platforms. I love that I got to meet so many online connections that I have in one way or another linked with in the past (likely in the bird app). Also, grateful for the opportunity to met colleagues who I did not know before and who share a passion for openness! It was also great to learn more about OER practices and policies in Scotland. Looking forward to future OER conferences!

I almost forgot! How could I forget? The OER GASTA was epic (also just in case you are wondering what is a GASTA?)! I do not have links to all of the GASTA presentations but here is the one presented by Eamon “Beyond the pedagogies of perpetual panic“. All of them were pretty epic!

DICE Conference Workshop on Digital Literacy

This past week I joined the DICE Conference to host a workshop on Digital Literacy. The aim was not to enhance the digital literacy of the participants but to discuss how we can organize, collect data, and execute a digital literacy plan. The workshop was hosted at 3 am local Knoxville time. I really did not know how responsive I was going to be, but it is amazing how you feed from the energy of others. The participants of the workshop were energetic, open, and engaged, they made the three-hour session go by so fast. Grateful to the organizers of the DICE conference for the invitation to join the conference and organize this workshop. Here are some of the resources I used during the workshop:

Semana de la Innovación: Educación del Futuro (CIED)

During the week of November 22 to November 25, 2022 the Centro de Innovation y Excelencia Docente (CIED) of the Universidad Autonoma de Chile hosted the Semana de la Innovation: Education del Futuro.

I was honored to join the event as an invited speaker for the day of “Mujeres Innovadoras”. It was a wonderful experience to shared an hour with colleagues in Chile and other Spanish-speaking scholars. The hosts of the event Claudia Osorio Alfaro, Maria Jose Suazo Ocares, and Ignacio Andres Vilos Fredes were amazing and very welcoming. The title of my presentation was “Pedagogia Intersectional Digital: Inclusion y Equidad en la Enseñanza en Linea”. Here are the link to my slides:

To learn more about the event here are two press releases by the Universidad Autonoma de Chile:

los docentes debemos de ser juiciosos en el uso de la tecnología en la aprendiza, es importante saber cuándo y cómo el uso de la tecnología es beneficioso para la estrategia educativa y cuando es una barrera para el aprendizaje

Enilda Romero-Hall

Tenured. Again.

A few weeks ago, I found out that the Tenured Upon Appointment process at The University of Tennessee Knoxville (UTK) was completed. I am grateful to the UTK community for honoring my work and contributions as an Associate Professor with tenure. I look forward to continuing my work as researcher, instructor, and member of my professional community. Also, thankful to the many collaborators so much of the work that I do is a join effort with colleagues and students.

The Key Podcast | @InsideHigherEd | Ep. 91

A few weeks ago, I was invited to join a podcast to talk about HyFlex Instruction. I was on travel when I saw the email from the editor in my inbox and, without too much information, I accepted to join the conversation. I really did not know what direction the podcast was going to take. I know HyFlex learning is “controversial” and even “unwelcome” by many, but I really was just going to speak facts. I reviewed some of the research I have done on the topic and the reviewed the literature I have read on the past in preparation for the podcast. I am very happy that the editor had a conversation approach to the podcast and that guided the conversation on the “what comes next” direction. I will be speaking and doing more research on this topic in the upcoming months. So, this is just the beginning of the conversation.

I really do not like listening to my voice in recordings so I just know what I said from the actual recording session. I have not heard the podcast, so I appreciate colleagues who have reached out to let me know that they enjoyed listen to the podcast and the points I shared as part of the conversation. Above is a link to the tweet from Inside Higher Ed and here is the link to the webpage: Ep.91: The Pros and Cons of HyFlex Instruction

UTK STEM Education Seminar

This past week, I was invited to speak as part of the STEM education seminar sponsored by the Theory and Practice in Teacher Preparation (TPTE) Department STEM team. I am part of the STEM Education team in the department and this semester a group of colleagues are organizing this seminar with presentations for faculty and graduate students every two weeks. I have really enjoyed all of the presentations this semester. Our STEM Education team is doing really amazing work and I love learning about it.

For my presentation, I was a bit nervous because I was not sure how my work would relate to STEM education. I know educational technology is consider part of STEM education. However, I think of my work as more than just educational technology. I actually see Learning, Design, and Technology as the umbrella term under which educational technology, instructional design, instructional technology, learning engineering, and others similar terms come together. Perhaps one of my main concerns is that under the term STEM, learning design is primarily associated with the “technology” term which I really see as just one aspects of the far more complex ecosystems of the learning, design, and technology field.

The presentation focused on how it is okay to have many areas of research interest. We are often encouraged to stay very narrowly focused on a topic. But, what if you are curious about other topics and want to explore them? So, basically, I used myself as an example of an eclectic research agenda. My research has evolved so much and in part it due to my curiosity to explore other topics. This has also been true in my life, curiosity to try new things or study programs outside my focus has helped me evolve and grow. Here is the link to the slides, in case you are curious.

Upcoming Free and Open Speaking Engagements


This event is for Spanish speakers, who more than likely live in Latin America but anyone is welcome. If you are interested in an instructional design program or a program focused on learning and development for a corporate environment, join us! We will be talking about this topic on September 28! The organizers of this event are the Learning for Improvement group the is organized by instructional designers in Peru. I am thankful that I was invited to be part of this Cafe Virtual. Here is the link to register for the event:

Flyer for the “Cafe Virtual” organized by the Learn for Improvement group


On October 19, I will be doing a presentation for my alma mater, the Graduate Student Organization of the Instructional Design and Technology program at Old Dominion University. More details coming soon.


On Nov. 3, I will be presenting as part of the University of Tennessee Knoxville (UTK) Theory and Practice in Teacher Preparation (TPTE) STEM seminar and discussing “inclusive and equitable learning design practices”

On Nov. 17, I will presenting for the members of the Hampton Roads International Society for Performance Improvement (ISPI) Chapter. Topic: “Social, Learner Centered, Culturally-Relevant Digital Workforce Development.” You are welcome to register for this virtual event. It is a free and open event:

For my Spanish speaking connections! On Wednesday, November 23 I am honored to be joining an amazing group of speakers as part of the Semana de la Innovación (Innovation Week) of the Centro de Innovación y Excelencia Docente de la Universidad Autónoma de Chile. Tema: “Inclusión e igualdad en la enseñanza en línea”. Mas detalles pronto.


Last but not least, for the European crowd, the ProDiGI project at the Technische Universität Braunschweig @tuBraunschweig is hosting a free & open conference in early December. I’ll be sharing more details about my presentation later on. But, in case you want to learn more about the conference or would like to join the conference here is the link:

Grateful for the opportunity to participate in this events in an online format. Also, grateful that colleagues thought about me and asked me to join them in these events.

Recent Research on Online Social Communities

Earlier this year, I made a radical decision to cut off all social media from my life. I am grateful for the detox. I eventually returned to Twitter and LinkedIn, quietly, over the summer but now I am bit more active (let’s see how long that last). But I am not going to lie, one of the most difficult parts of that decision was leaving the groups and social communities to which I belonged that kept me informed or in which I could ask questions. These groups and social communities have also served as inspiration for my research on networked learning and informal learning in online social communities. So having said all of that, I want to share some of my most recent publications on online social communities in this post.


Romero-Hall, E.J. (2022). Supporting Instructional Design Graduate Education through Networked Learning and Institutional Social Media. In Stefaniak, J. & Reese, R. (Eds.), The Instructional Designer’s Training Guide: Authentic Practices and Considerations for Mentoring ID and Ed Tech Professionals. Routledge.

This chapter is really a self reflection on the work that independent study students, interns, and I did while working at The University of Tampa connecting the current students, alumni, and public to IDT program using institutional social media accounts. But in all honestly, those practices were highly influences by the practices of other IDT programs who run their own institutional social media and research on networked learning. Here is a short blurb from the abstract: “In this paper, it is argued that social media represents a convivial technology in which individuals are engaging in networked learning. A review of the literature yielded examples of how institutional social media is been used in teaching and learning specifically in instructional design and technology programs. Insights from a case study about an instructional design and technology program that has been actively using different institutional social media to enhance the networked learning experience of the graduate students (and other stakeholders) in the program is shared as a way to connect research with practice.”

Gomez-Vasquez, L., Romero-Hall, E., Jaramillo Cherrez, N., Ghani, S., Rodriguez, A. & Ripine, C. (2022). Keeping Citizens Informed and Engaged During the COVID-19 Pandemic Using #YoMeInformoPMA: A Case from Latin America. Health Communication

This paper is dedicated to my motherland, Panama! When the World Health Organization declared COVID-19 a pandemic, I was on sabbatical in Panama. The days after a pandemic was declared were crazy. I have written a bit about it in this blog post. To keep myself informed of what was happening in Panama in response to the pandemic the Panamanian Health Ministry recommended that everyone use the hashtag #YoMeInformoPMA (which literally translated to: “I stay informed Panama”) in social media. As a researcher, it immediately triggered my desire to know: “What are people learning, discussing, and sharing using this hashtag?”. So I quickly emailed my collaborator Dr. Lina Gomez-Vasquez so that we could start tracking tweets with this hashtag. Huge thanks to Lina for leading the write up of this paper and co-authors for assisting with the analysis. Here is a short blurb from our abstract: “Using quantitative content, social network, and thematic analysis, this study examined 2,500 tweets from April to August 2020 that included the hashtag #YoMeInformoPMA. Panama’s Public Health Ministry created the #YoMeInformoPMA hashtag to keep citizens informed and engaged during the COVID-19 pandemic. Research on social media use and implementation in Latin America during the COVID-19 pandemic, to inform and engage the public, is limited. Therefore, the aim of this investigation was to analyze strategies, themes, multimedia formats, key actors, and overall communications patterns of a Latin American health community hashtag. Our results determined that actors using the hashtag #YoMeInformoPMA mainly used an interactive strategy, a message that aims to promote casual conversations, advice, and problem-solving.

Romero-Hall, E.J. (2021). Undergraduate students in online social communities: An exploratory investigation of deliberate informal learning practices. Journal of Applied Instructional Design, 10(3).

We often do not realize that there are many instances of informal learning practices: implicit learning, reactive learning, and deliberate learning. In this paper, I focus on “deliberate learning refers to informal learning that occurs when an individual takes time to think about how and where to gather information.” This paper further analyses data that was collected as part of an internal grant sponsored by the University of Tampa on the use and participation of undergraduate students in social media (with a specific focus on teaching and learning). Here is a blurb from the abstract: “A total of 573 undergraduate students consented to participate in this investigation about deliberate informal learning practices using social media. Data analysis consisted of parametric and non-parametric statistical procedures. An analysis of the rankings provided by undergraduate students for the different deliberate informal learning activities performed in their most used social media (MUSM) showed that listening to podcasts related to their area of study, following/connecting with professional organizations, and connecting with leaders in their field of study were ranked higher than the other activities. The results also showed evidence of statistically significant differences in the ranking provided to the informal learning activities performed by undergraduate students in their least used social media (LUSM). Listening to podcasts related to their area of study, viewing videos that can assist with coursework, and following/connecting with professional organizations were ranked higher than the other deliberate informal learning activities.” This journal article is open access.

Guest Edited Special Issue

Romero-Hall, E.J. (2021). Informal Learning in Online Social Communities. Journal of Applied Instructional Design, 10(3),

First, huge thanks to all the amazing authors who submitted their work to this special issue and worked with me to make this a reality. Second, you should take the time to read these journal articles because each of them will enhance your teaching or advance your know of the learning design field. Last, this special issue includes an award winning article (AECT Culture, Learning, and Technology Division, McJulien Scholar Best Paper Award) published by Spencer P. Greenhalgh, Daniel G. Krutka, & Shannon M. Oltmann titled “Gab, Parler, and (Mis)educational Technologies: Reconsidering Informal Learning on Social Media Platforms“.

Spider web
A spider web

The #OTESSA22 Recap and Resources

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.

Metaphors of Ed Tech, Martin Weller

Surveillance in the System: Data as Critical Change in Higher Education (Research-Oriented), Bonnie Stewart (University of Windsor), Samatha Szcyrek (University of Windsor)

  • @bonstewart and @samanthaszc discussed findings on research related Surveillance in the System: Data as Critical Change in Higher Education. What do you know about datafication in your institution?

Online or Remote Learning and Mental Health (Research-Oriented), Stephanie Moore (University of New Mexico), Michael Barbour (Touro University California), George Veletsianos (Royal Roads University)

Hide and Seek: On Kids, Power, and Resistance in Education, Sherri Spelic, American International School Vienna

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

Taking Experiential Learning Online During COVID-19 (Research-Oriented), Theodora Kapoyannis, Astrid Kendrick, Patricia Danyluk (University of Calgary)

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 MadlandRich McCueVerena 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!) .

Resources from #AERA22 #AERA2022

A few weeks ago, I attended the American Educational Research Association (AERA) 2022 Annual Meeting. I really had two-days of sessions that I could attend and I wanted to make the most out of it. This post is primarily for me to compile the list of resources collected as I attend the sessions and that are currently in my Notes application.

Critical Race Theory, White Supremacy, and the Ongoing Fight for Black Existence

Cultivating and Expanding Equitable Education Opportunity by Implementing Multicultural Research, Policy, and Practice

Cultivando Metodologías Feministas: A Chicana/Latina Feminista Praxis in Educational Research

Women of Color Faculty: Persisting in a Colonized Academy

When Nothing Is Something: Null Results in Informal Learning Research

SIG Informal Learning Structured Poster Session