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.
Some academics are leaving Twitter. I have no plans to leave Twitter as of right now. I am not on Instagram or Facebook. If you join Twitter one day and do not see me there, please know that I have switched to the next big social network: The great outdoors. I do not feel motivated to join a different social network platform. So, again, if I remove myself from Twitter that just means I dedicate more time to spend outside in nature (i.e., a park, a bike ride, a short hike, a farm, kayaking).
I was already considering a Twitter break later this year. I will see how things go with over the next month or so before making a decision. But honestly, if things go South with Twitter and I just shut my profile down radically please know you can always reach out to me via:
You can also subscribe to this blog. In the main page of this blog (https://enildaromero.com), you can type your email and click subscribe to read future posts. I write professional and personal blog posts. I am not a New York Times best seller but I put a few sentences together and sometimes share some decent content (in my humble opinion).
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.
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. https://doi.org/10.1080/10410236.2022.2035509
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). https://dx.doi.org/10.51869/103/erh
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.
A few weeks ago, all of a sudden, I just decided that I needed to take a social media break. I wanted to think about my use of social media and what I was truly getting from it. Also, what was I giving up in return. I wanted time to think about the relationships I had formed with others in the different social networks I use.
The time away from all the social network platforms, in all honesty, was great (thank you all for your text messages of care and concern). I was able to channel my energy on other activities and thoughts. Also, anyone that needed to get a hold of me was still able to reach out using email, text, or a phone call.
The time apart from the different social networks also truly allowed me to determine what I want to do moving forward. The reality is that some social networks no longer serve a purpose for me and I am completely fine letting them go. But for some reason my relationship with Twitter is just such a love/hate relationship that I find myself struggling with how to move forward. I think that for now I am going to focus more on blogging. Please consider this the “I am taking a social media break” formal announcement.
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)!
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)
I arrived in Panama at the end of February, a week before the first COVID-19 case in the country was announced by government officials. Of course, COVID-19 had been an issue in many other countries so there was plenty of news coverage in the Panamanian news outlets and different media outlets on the Internet. However, after the first case of COVID-19 was announced in Panama the Ministry of Health became the main source of information and updates regarding the government’s response.
The social media accounts, and in particular, the Instagram account (@minsapma) for the Ministry of Health provided all the necessary information related to new cases, new policies, and public health campaign. The updates would include press conferences, twice a day, that were shared via Instagram live.
Probably one of my favorite elements of the use of Instagram to keep a country inform were the public health educational campaign. I am an instructional design faculty and teach multimedia design so I was impressed with the infographics and visual representation of the content shared (example of Instagram post below). Of course, I was also impressed with the rapid response that was taken to try to contain the spread of the virus. New measures were taken quickly. In a three-week period Panama went from business as usual to a country under a major lockdown (that is still in place today).
I want to acknowledge that I appreciate the efforts made by the Panamanian Ministry of Health to use these medium to keep the citizens inform and educated. I know that other traditional outlets are been used to disseminate the message to Panamanian citizens such as the radio and television; however, this is great because I know that there are folks who spend more time on social media than watching TV or listening to the radio.
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:
Almost exactly two-months ago I gave this talk at the TEDxUTampa event hosted and organized by undergraduate University of Tampa students. The video is now uploaded to the TEDx Talks YouTube channel. I am excited to share this in my blog and I welcome constructive feedback (keyword: “constructive”). Also, please feel free to share it with others if you believe in my message:
“Instead of solely focusing on the ‘bad’ or ‘thinking of social media as a waste of time’ it is imperative that we find innovative ways to use and repurpose this online social environments in a manner that is safe, ethical, and beneficial to us.”
If you have 13 minutes to spare, here is the video:
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