Academia, Distance Education, Education, Educational Technology, Higher Education, Instructional Design, Research, scholarship, Teaching

Latest publication: “Examining Distance Learners in #Hybrid #Synchronous #Instruction: Successes and Challenges” #OpenAccess

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.

Academia, Distance Education, Education, Educational Technology, Higher Education, Instructional Design, Research, scholarship, Teaching

Digital Togetherness

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.

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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/


References

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.

 

 

 

 

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Instructional Design Research Women’s Caucus #AECT17

Please consider joining us during this Research and Theory Division panel session at the AECT 2017 International Convention:

Women Caucus
Lead Discussant:
Enilda Romero-Hall
University of Tampa

Discussants:
Zeni Colorado-Reza
Emporia State University

Ginger Watson
University of Virginia

Camille Dickson-Deane
University of Melbourne

Ayesha Sadaf
University of North Carolina at Charlotte

Tugce Aldemir
Pennsylvania State University

See you in Jacksonville. Hope you can join us!

Academia, AECT, Distance Education, Education, Educational Technology, Higher Education, Instructional Design, Research, scholarship, Writing

CFP: TechTrends #AECTRTD Special Issue [Proposals due: September 15]

TechTrends Special Issue
Research and Theory Division (RTD)

The Research and Theory Division of AECT is sponsoring a special issue of TechTrends related to current innovative research methodology in the instructional design and technology field. We welcome proposals in which researchers are rigorously using innovative methods of data collection and analysis as part of an investigation that helps further advance knowledge on the field.

Special Issue Co ‐ Editors

Enilda Romero-Hall, Ph.D.
University of Tampa
eromerohall@ut.edu

E-ling Hsiao, Ph.D.
Valdosta State University
ehsiao@valdosta.edu

Fei Gao, Ph.D.
Bowling Green State University
gaof@bgsu.edu

Submissions should align with the RTD mission to promote the development and advancement of theory; promotes, presents, and disseminates research and scholarship that encompasses multiple perspectives; advocates the study of social and cultural issues in the field; supports, fosters, and mentors emerging scholars. The division provides a professional community for AECT members with an interest in research and theory. The following is a non-exhaustive list of possible innovative methods of data collection and analysis:

  • Educational data mining
  • Learning analytics
  • Social network analysis
  • Advanced statistical modeling
  • Network anthropology
  • Eye tracking
  • EEG
  • fMRI
  • Other physiological measures
  • Integrative approaches to ‘mixing’ qualitative research
  • Netnography
  • Person-centered analyses
  • Interactional ethnography
  • Rhizoanalysis
  • Photovoice
  • Art-based data analyses
  • Appreciative inquiry
  • Concept mapping research
  • Visual analysis
  • And other innovative research methodologies

Expected publication date: September 2018

Submission Information

Articles should follow the writing style guidelines for Tech Trends. Submissions should be 4000-­‐5000 words in length (10 ­‐15 pages) and abstracts should not exceed 150 words. Use APA formatting throughout.

Please upload a PDF file with your name, institution, and email address as well as a brief overview (approx. 500 words) of the proposed article using the following link: http://tiny.cc/TechTrendsRTDSpecialIssue for initial review. If accepted for review, you will be directed to a Tech Trends portal for this special issue where you will submit your full article per the schedule below.

We kindly ask authors to also serve as reviewers for the submissions. Reviewers will also be requested from the overall AECT RTD membership. Thank you.

Important Dates

  • August 7, 2017 ‐ Call for Proposals posted
  • September 15, 2017 ‐ Proposals due: http://tiny.cc/RTDSpecialIssue_Dropbox
  • October 16, 2017 ‐ Notify accepted proposals
  • January 29, 2018 – Full submissions due AND start peer review process
  • March 16, 2018 – Reviews due
  • April 27, 2018 – Notify authors of review decisions
  • June 1, 2018 – Final and reviewed papers due

 

Academia, AECT, Conference, Education, Educational Technology, Higher Education, Instructional Design, Job, Multimedia, Professional Development, Research, scholarship, Teaching

Learning from Las Vegas #AECT16 [Recap]

It has been a year of conference planning and work in preparation for #AECT16. I am happy with the outcome of the Research & Theory Division (RTD) division sessions and I am confident on the quality of the presentations. Since I had several president-elect commitments I was not able to attend many of the sessions but I received good feedback from those who attended the sessions. Thanks to all that helped and supported the Research and Theory Division before and during the conference.

The preparations for #AECT17 started already. RTD PD Professional Coordinators are already working on the grant preparation for the Early Career Symposium. Our RTD conference planner & research and theory coordinator had their first Convention Planning Committee meeting. Also, during the RTD membership meeting several topics related to research methodology and theoretical perspectives were mentioned as recommendations for the professional development coordinator-elect to consider. The RTD board, specifically our past president, has already started looking for potential nominees to serve in our division during the 2017-2018 service year. We are also preparing to launch several initiatives that will serve to connect graduate students and faculty members.

On a personal note, I am so grateful to be part of the AECT family and all my other sub-families (ESU IDT, ODU IDT, and UT IDT). I am very grateful that I was able to attend the AECT conference this year (since I was not able to attend #AECT15). I made new connections with first timers or individuals who I’ve never had the opportunity meet in the past. As usual, it was great to see and talk to those who I consider not only colleagues but also my friends. Hope to see everyone next year in Jacksonville!

For quick access to the #AECT16 hashtag tweets click here:

Academia, AECT, Conference, Education, Educational Technology, Higher Education, Instructional Design, Professional Development, Research, scholarship, Travel

#AECT16: R&T Division Call for Reviewers

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Hope you had a great Fall 2015 semester! Now that the semester has ended please consider volunteering as reviewer for the Research & Theory Division of the AECT. Reviews will start after the call for proposals closes on February 1, 2016. This is a great way to provide service to your profession!

To volunteer as a reviewer for the R&T Division please complete the following form: http://goo.gl/forms/oOthKp4vQf

Hope to see you in Las Vegas!

Enilda Romero-Hall
R&T Division President-Elect

Assistant Professor
College of Social Science, Mathematics, and Education
The University of Tampa
Department of Education | Plant Hall, Room 439
(813) 257-3372
eromerohall@ut.edu | https://enildaromero.com/