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
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.
This is a collaboration with Weiwei Ji (Instructional Designer at Arkansas Tech University) and Pauline Salim Muljana (Doctoral Candidate at Old Dominion University). It is a design framework supported by research-based evidence and influenced by the instructional design practice of WeiWei (Will) and his experience as an instructional designer. Of course, it is also supported by the knowledge, skills, and experience of Pauline and myself. As we state in the abstract: “We propose a set of guidelines called the Three-Tier Design Process (TTDP), providing a pathway for faculty and other higher-education professionals who intend to design and develop a course in a Learning Management System and to promote learner-centered experiences. This paper includes detailed discussion about each tier of the TTDP, its subcomponents, and an example of its application. The TTDP borrows from existing theories, models, and literature in the instructional design field that focuses on key aspects that help create positive learning experiences. Tier 1 focuses on course design and serves as a foundation for the next two tiers; Tier 2 emphasizes course development; and Tier 3 concentrates on the user-experience considerations. Examples from a real course are additionally provided.” We were invited to write a blog post about the journal article for the Online Learning Research Center. Here is a link to the blog post: https://www.olrc.us/blog/designing-and-developing-courses-in-learning-management-systems-how-do-we-enhance-learners-experiences
I was excited to see this journal article finally published. This journal article is the result of a collaboration with University of Tampa undergraduate elementary education major, Caldeira Ripine. It is a research project supported by the Undergraduate Research and Inquiry Grant from the University of Tampa. The data was collected prior to the COVID-19 pandemic during Fall 2019. As the pandemic started and plans for continuity of instruction were shared by higher education institutions, I knew that the data Caldeira and I had collected needed to get publish as soon as possible. But, due to a number of factors (including lack of childcare) it took a while a to get this out into the review pipeline and of course, then it had to go through the peer review process. In any case, as stated in the abstract: “The aim of this investigation was to survey faculty members on their perceived level of preparedness to design and implement hybrid flexible (HyFlex) instruction. Participants included 121 full- and part-time faculty. Using an electronic survey, faculty members: a) rated their preparedness to engage on different HyFlex instruction competencies, b) shared which pedagogical strategies they felt prepared to use in this instructional modality, and c) listed the resources and support that they felt were needed to successfully implement their course.” The journal article is open access, you are welcome to download, read, and share.
The curators of the Feminist Pedagogy for Teaching Online guide (Jacquelyne Thoni Howard, Clare Daniel, Niya Bond, Liv Newman, and myself) are putting together a new edited collection on this topic. A list of potential topics is included in the call.
Please consider submitting a book chapter proposal by July 2nd, 2021. The book will be proposed to the Distance Education series at Athabasca University Press for publication in an open-access format.
This morning I participated in a webinar organized by the Società Italiana di Ricerca sull’Educazione Mediale dedicated to: how universities in different countries are coping with higher education in the age of COVID-19 and the future directions (immediate future and long-term suggestions). Special thanks to my colleagues in Italy for the invitation to serve as a panelist in the webinar and for the diversity of the speakers from Spain, China, Lebanon, New Zealand, and Brazil [Here is a link to the recording]
I would also like to share a few of the resources that were shared during the webinar by myself and other colleagues:
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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