Academia, Educational Technology, Higher Education, Instructional Design, Research, Social Media, Teaching

Making #SocialMedia Work to Your Educational Advantage | Enilda Romero-Hall | #TEDxUTampa [video]

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:

 

Academia, Educational Technology, Instructional Design, Research, Writing

#UTampa ID&T Library Resources — Books

  • Cognitive Load Theory [Hardcover]
  • Handbook of Distance Education [Paperback]
  • Handbook of Human Performance Technology, 3rd Edition [Hardcover]
  • Educational Psychology [Paperback]
  • Learning and Cognition: The Design of the Mind [Paperback]
  • Encyclopedia of Terminology for Educational Communications and Technology
  • Task Analysis Methods for Instructional Design
  • Trends and Issues in Distance Education (International Perspective, Second Edition)
  • Real-Life Distance Education: Case Studies in Practice
  • Trends and Issues in Instructional Design and Technology
  • Empowering Online Learning
  • The ID CaseBook (Case Studies in Instructional Design)
  • Learning Online with Games, Simulations, and Virtual Worlds
  • E-Learning and the Science of Instruction
  • Handbook of Educational Research for Educational Communications and Technology
  • Design Alchemy
  • Design in Educational Technology: Design Thinking, Design Process, and Design Studio
  • Design Learning for Tablet Classrooms
  • Distance Education: Definition and Glossary of Terms
  • Educational Technology: A Definition with Commentary
  • Educational Media and Technology Yearbook
  • The Next Generation of Distance Education (Unconstrained Learning)
  • Instructional Design that Soars: Shaping What You Know Into Classes That Inspire
  • Emerging Technologies in Distance Education (Issues in Distance Education)
  • No One Is Too Old To Learn: Neuroandragogy
  • Motivation to Learn: Integrating Theory and Practice (4th Edition)
  • Classic Writings in Instructional Technology, Vol 1
  • Classic Writings in Instructional Technology, Vol 2
  • Interactive Evaluation Practice
  • Planning and Conducting Formative Evaluations
  • Surviving Change
  • The Design of Everyday Things
  • Instructional Design for the Corporate Trainer
  • Flow the Psychology of Optimal Experience
  • Finding Flow
Academia, AECT, Educational Technology, Higher Education, Instructional Design, Research, Writing

Call for Chapter Proposals – Culture, Learning and Technology: Research and Practice

On behalf of the AECT Division of Culture, Learning and Technology, we invite you to submit a proposal for a book chapter to be considered for inclusion in a forthcoming book titled, Culture, Learning and Technology: Research and Practice. Much has been studied about culture, learning and technology (CLT), however there is limited research and practical applications on what happens at the nexus of CLT. This book seeks to address this gap. Part One will take a close look at the philosophy and meaning of culture, learning and technology (CLT) and its role in the field of educational technology. Part Two will present research and frameworks on the evolving culture of technology-mediated learning spaces, including, but not limited to, gaming environments and virtual communities. Part Three will present research and frameworks guiding the growing field of culturally relevant pedagogy. Part Four will look at the future of CLT, identifying the possibilities and challenges of the coming decade.

Recommended Topics

We invite proposals for empirical, theoretical and conceptual chapters as well as practice-based case studies that address a broad range of topics at the nexus of culture, learning and technology. These topics include, but are not limited to:

Role of Culture in Learning, Design and Technology
Evolving Culture of Technology-mediated Learning Spaces
Academic Culture of Online Learning Environments
Challenges and Opportunities at the Intersection of Culture, Learning and Technology
Cultural Impact of New and Evolving Technologies
Culturally Relevant Game-based Learning
Environmental Impact of New and Evolving Technologies
Critical Theory and Technology for Learning
Equitable Access to Technology for Learning
Sociocultural Impact of Technology on Minority Learners and Communities
Culturally Responsive Teaching and Learning with Technology
Future of Research and Practice in Culture, Learning and Technology
Culture, Learning and Technology in International Settings

Proposed Timeline

October 1, 2014      Proposal Submission Deadline
October 15, 2014    Notification of Proposal Acceptance
February 15, 2015   Full Chapter Submission
March 15, 2015      Review Results Returned
April 15, 2015        Revised Chapter Submission
May 15, 2015         Final Chapter Acceptance

Submission Procedure

Complete the proposal submission form at http://bit.ly/1n0zU8X with your proposed chapter title, keywords and a brief paragraph summary of your chapter. Please note that this invitation does not imply your chapter’s inclusion in the book; final approval will be granted by the editors, primarily based on peer reviews.

If you have questions, please contact one of the editors listed below. We look forward to receiving your chapter proposal. Please share this invitation with peers who share your interest in the study of culture, learning and technology.

Thank you!

Editors:
Roberto Joseph
AECT CLT Division Board Representative
Associate Professor, Hofstra University (NY)
Roberto.Joseph@hofstra.edu

Joi L. Moore
Associate Division Director, School of Information Science & Learning Technologies
Associate Professor, University of Missouri
MooreJoi@missouri.edu

Managing/Coordinating Editor
Angela Benson, AECT CLT Board Member
abenson@bamaed.ua.edu

You’re invited to fill out the form, Call for Chapter Proposals – Culture, Learning and Technology: Research and Practice. To fill it out, visit: https://docs.google.com/forms/d/1uz4W16f0yPV8Zr9Q3WNSM9nt6qs1ayuFpwXU7EUOW14/viewform?c=0&w=1&usp=mail_form_link

Angela D. Benson, Associate Professor
Department of Educational Leadership, Policy, and Technology Studies (ELPTS)
The University of Alabama
328F Graves Hall – Box 870302
Tuscaloosa, AL 35487-0302
Voice: 205-348-7824
Fax: 205-348-2161
E-mail: abenson@bamaed.ua.edu
Web: http://www.bama.ua.edu/~abenson/

AECT, Distance Education, Instructional Design

Online Workshop with Dr. Thomas Reeves [FREE to AECT Members]

You’re Invited!

The Association for Educational Communications and Technology (AECT) and Wiley Learning Institute invite you to participate in a 90-minute, online workshop on effective online learning, led by conference keynote speaker Dr. Thomas C. Reeves. This event is offered to AECT members free of charge. We hope you’ll be able to join us for this interactive workshop!


Alignment: The Key to Effective Online Learning
Presented by: Dr. Thomas C. Reeves
University of Georgia
Monday, November 11, 2013  |  1:00pm – 2:30pm Eastern

Regardless of whether a course is taking place in a face-to-face context, totally online, or in a blended format, alignment is essential to effective teaching and learning. Alignment, however, is a more complex problem than just matching objectives with learning assessment strategies. There are at least seven critical components of any learning environment that must be carefully aligned:

  • Objectives
  • Content
  • Model of instruction
  • Learner tasks
  • Instructor roles
  • Technology roles
  • Assessment

Misalignment of these components partially explains why so many learners drop out of online learning courses or fail to achieve meaningful learning outcomes in them. Seeking to optimize the alignment of these seven critical components is essential during the design and development of online learning courses.