Tag: online learning

TESOL 2026 International Convention: Reflections

Last month, I had the privilege to attend and keynote at the TESOL 2026 International Convention and Expo! It was such an amazing experience!

I have already blogged about getting an invite to do the keynote at the conference in this post: Looking forward to #TESOL26 and also shared the slides: TESOL 2026 Keynote (Shorter) and references that I used for the keynote: TESOL 2026 Keynote: Enilda Romero-Hall, Ph.D. But I have not have an opportunity to reflect on the experience in my blog, which I often like to do after attending a conference.

I would like to start by saying that from the moment I agreed to be a keynote for the conference, I worked with Sarah Sahr (who was the Head of Education and Events at TESOL). Sarah is based out of Tunisia, which immediately made us bond as I have a lot of love for Tunisia due to my visit back in 2019: Photo Blog: IFDS in Tunisia. NOTE TO SELF: Go back to Tunisia!

Sarah is one of the most organized professionals I have met in my life. There a handful of people who I have met in my professional life that “get things done.” Sarah is one of them. There were very specific deadlines for the keynote speakers that she outlined once the contract was signed and she was on top of it at all times. Even the day of the keynote, when decided to make one final change 2-hours before the session. She make sure to have a meeting to go over the content of the keynote, give feedback, request a video for promotion of the session, see the final draft of the slides, and secure all the logistics.

You should definitely connect with her! Sarah Sahr

I also worked closely with Micheal Ennis who is in Switzerland and is a TESOL member. Both Sarah and Mike were wonderful to work with!

Since it was my first time at TESOL I was encouraged, by my former student Adriana Vianna, to attend the first-timers session. It was a lot of fun! I met people from different walks of life that engage in English language teaching and/or support English language learners: teachers, social workers, administrators, researchers, entrepreneurs, faculty, graduate students, etc. Their passion for their field was palpable. As an English Language Learner, myself, I felt grateful that there are people who care about immigrants, refugees, and people around the world that have a passion for learning a different language. If you have never work on learning a different language, I am here to tell you that it is hard and it requires a lot of dedication from the learner but also a ton of support!

The other amazing part about the conference was that I was able to connect several colleagues who are part of the TESOL community that are also connected to the learning design and technology field.

One aspect of the conference that I was not expecting and I mentioned this in the LinkedIn post: “Last week while I was delivering a keynote at TESOL 2026 I was thinking about how I represented my work and how I represented my institution but the reality was that I was also representing people who have similar identities to me! I did not know it while I was presenting but in the audience there was a group of members from TESOL Panama who had come to present and participate in the conference. They cheered loudly as I mentioned to the audience that I was born and raised in Panama and that Panama is much more than a Canal. After the keynote, they came to the front of the room to congratulate me and in their words they felt so proud to see me as keynote speaker.” 

I did not mentioned in the post, there there were many attendees that came to the front of the room after the keynote who were not Panamanian but identified at Latinx or Black and who identified with the message of the keynote. It was such an overwhelming positive experience!

Since the keynote was at the 8am session (TESOLers really know how to show up early!), I had an opportunity to change outfits and return to the conference venue to explore the expo. I could not count the number of times I was stopped by someone who had attended the keynote and they shared their gratitude. It honestly felt good to know that the amount of time, energy, and work that I had put into this keynote was so deeply appreciated. I left Salt Lake City feeling like: (a) Wow! I need to return to Utah because it has such a beautiful landscape and (b) glad that I accepted the invitation and that the message was so well received.

Here are some photos capture by the photographer of the conference and shared by the former student, Adriana Vianna (who is now a doctoral student at University of South Florida):

Keynote at the 2026 Annual eLCC Conference

Huge thanks to the folks at The eLearning Consortium of Colorado (formerly Colorado TELECOOP) for the invite to give a keynote during the 2026 Annual eLCC Conference! The eLCC is a coalition of public and private colleges, universities, K-12 education, private sector business and public television stations dedicated to the enhancement of educational opportunities through distance learning. I had been holding on to a few copies of the book and I am happy I was to have a small giveaway at the end!

The keynote was titled: Context Matters! Learning Design Practice ThroughGlobal South Perspectives

Abstract: ​How do learning designers in the Global South transform challenges into opportunities for innovation? This keynote invites you on a journey across higher education, corporate, non-profit, and government sectors, where practitioners adapt to rapidly changing environments by drawing on local knowledge, cultural traditions, and resourcefulness. Through vivid real-world examples, we’ll explore how learning designers respond to diverse needs—navigating unique demographics, traditions, and policy landscapes—to create meaningful educational experiences. We will discuss the creative strategies, emerging competencies, and organizational models that are shaping learning design in contexts often overlooked by mainstream narratives. Whether you’re a designer, educator, or leader, this session will spark fresh perspectives on what it means to build impactful learning experiences in a complex world.

A thoughtful review of “Feminist Pedagogy for Teaching Online” by Dr. Perveen

A book review of Feminist Pedagogy for Teaching Online authored by Dr. Ayesha Perveen was published in the Journal of Open, Flexible and Distance Learning. Thank you Dr. Perveen for taking the time to review our book and your praise as well as thoughtful feedback!

The abstract:
“This book review critically examines Feminist Pedagogy for Teaching Online (Howard et al., 2025), identifying it as a crucial intervention that bridges a significant gap in contemporary scholarship by envisioning online learning through the lens of feminist pedagogy. The collection challenges dominant instructional design norms and technological culture, underscoring fundamental values of care, equity, reflexivity, and social justice.

Structured into four thematic parts, the book consistently emphasises praxis, showcasing practical tools like social annotation and cryptoparties to foster equity and collaboration in e-spaces. Its primary strength lies in modelling feminist pedagogical principles through collaborative and student-centred approaches. While praised for its diverse contributions, the review notes some chapters could benefit from more analytical engagement with structural barriers to feminist agency in institutional settings. It acknowledges potential conceptual repetitions for novice readers. Nevertheless, the book is considered a vital resource for all e-learning stakeholders, promoting value-driven, ethical, and transformative online learning environments.”

The review is available open access and you can read it here:

Perveen, A. (2025). Book Review: Feminist Pedagogy for Teaching Online. Journal of Open, Flexible and Distance Learning, 29(1), 151–158. https://doi.org/10.61468/jofdl.v29i1.731

Online Ready: Designing Culturally Competent K-12 Online Learning

“Online Ready: Designing Culturally Competent and Impactful K-12 Online Learning” (funded by the Institute of Museum and Library Services, #RE-250017-OLS-21) was a three-year design-based exploratory study led by Lucy Santos Green (University of Iowa) in partnership with Kristin Fontichiaro, University of Michigan, and Melissa P. Johnston, University of West Georgia. The project assessed and addressed school librarianship knowledge gaps in the design and delivery of targeted and culturally competent online learning.

As part of this grant project, I collaborated with Lucy, Kristin, and Melissa in the design and developed of the Online Ready curriculum. I also taught one of the three online asynchronous mini-courses, titled Culturally-Competent Design Mini Course. I feel so incredibly honored to have been part of this project. The Online Ready course was instrumental in allowing K-12 school librarians to reflect on their practice and their schools context while also advancing their learning design and online learning knowledge and skills.

You can explore all the mini-courses from this project by accessing the Online Ready platform available for free through the UI Learn Catalog. Please share widely with your school librarians colleagues and friends!

OLC Innovate 2025 Keynote

Read Abstract and Speaker Bio

These are references that I used to inform my OLC Innovate 2025 keynote presentation:

Huge thanks to the Online Learning Consortium (OLC) for the invitation!

Congratulations Dr. Hongyan Yang! #GoVols #GBO

Huge congrats to Dr. Hongyan Yang, completing a Doctor of Philosophy degree in Education with a concentration in Learning Design and Technology at The University of Tennessee Knoxville, who yesterday defended her dissertation titled “Interactions in Asynchronous Courses: Students Perspectives and Instructors Design Strategies”! #GoVols

Committee members: Dr. Rachel Wong (Chair), Dr. Enilda Romero-Hall, Dr. Jennifer Morrow, Dr. Miriam Larson

Abstract:

Asynchronous learning is becoming increasingly prevalent, making it essential to ensure its effectiveness for the academic success and satisfaction of distance learners. Designing interactive engagement in asynchronous courses is a challenge for many asynchronous instructors. This study aims to investigate students’ perspectives and experiences regarding interactions within asynchronous courses and explore effective instructional design strategies to integrate meaningful interactions to foster students’ learning. 

This dissertation research addresses three primary questions: (1) What is the relationship between students’ general satisfaction and diverse types of interactions, including learner-learner, learner-content, learner-instructor, and learner-interface interactions? (2) How do students rank the importance of these interactions? (3) What strategies do instructors use to facilitate these interactions?

Data were collected from 378 students using an online survey, and from 14 experienced asynchronous course instructors through qualitative interviews conducted via Zoom. For the survey quantitative data, correlations and multiple regression analysis were performed using SPSS, while interview qualitative data was analyzed using NVivo with descriptive coding.

The results of this study reveal that learner-content interaction is the strongest predictor of student satisfaction in asynchronous courses, highlighting the importance of high-quality, multimedia-rich, and well-organized course materials. While learner-instructor interaction also significantly influences satisfaction, the study emphasizes the need for timely communication, clear guidance, and a strong instructor presence. Additionally, the findings underscore the role of user-friendly technological platforms and the integration of peer interaction to foster a supportive learning community. Furthermore, the interviews with experienced instructors indicate that strategies such as the use of instructional videos, guided learning paths, and collaborative platforms, etc. are vital for improving learner engagement and success.

The findings suggest that enhancing student satisfaction and learning outcomes in asynchronous learning environments requires a balanced approach that prioritizes content quality, effective instructor support, and accessible technology. These insights contribute to the ongoing development of best practices in asynchronous course design, providing actionable recommendations that educators and instructional designers can implement to optimize the effectiveness of their courses.

Book Release Date!

In March, after our in-person meeting in New Orleans, my co-editors and I submitted our book manuscript to Athabasca University Press. Our edited volume “Feminist Pedagogy for Teaching Online” (Issues in Distance Education Series) is set to be released January 4th, 2025 (or at least that is the date that Amazon will release the book).

You are welcome to pre-order it via Amazon. You also can wait until it is released because it will be available open access! As the date gets closers and we find out more information, I will be sharing more about the book. So excited!

I should add that Athabasca University Press has stated that it is possible that the book could be release Fall 2024. More than anything just know that the book is coming either later this year or early 2025 we will have the pleasure of sharing with you!

The FPTO Editors First In-Person Meeting!

Last year, I received an invitation from my colleague, Clare Daniel, to present in a panel to discuss the Feminist Pedagogy for Teaching Online digital guide and other scholarly efforts related to the digital guide in person at Tulane University. The invitation to travel to New Orleans was extended to Niya Bond and myself (Clare, Jacque, and Liv live in New Orleans). The goal was for all the five editors of the digital guide to join in the panel.

Fast forward to February 2024, Niya and I travelled to New Orleans for the in-person panel. Meeting my colleagues in-person for the very first time was a joyous occasion. I have been personally interacting and collaborating with the FTPO editors for the last 3 years and we had only met through Zoom. It was so nice to fully interact outside the Zoom software and engage in informal convos that allowed us to learn more about each other personally and professionally.

“We want to acknowledge that this panel discussion is part of a lecture series dedicated to Adele Ramos Salzer (NC ’40). Her interest in academic programs focusing on women’s experiences led to the establishment of the Salzer lecture series. Her donation endowing the series has been generously strengthened through gifts in her memory from her family, friends, and classmates.”

Clare Daniel

During our visit to Tulane, we all got to have an short meeting to discuss panel, have dinner to talk about every under the sun (also, celebrate Clare’s new promotion at Tulane University), and have the panel at the Tulane University’s Newcomb Institute for students, faculty, and staff.

The editors of the FPTO digital guide
The editors of the FPTO digital guide
The editors of the FPTO after the panel presentation
The editors of the FPTO after the panel presentation

During the panel we:

  • Provided a brief explanation of the origins of the digital guide and the idea for the forthcoming book
  • Shared why and how we expanded our team of editors
  • Shared a brief description of the forthcoming book
  • Discussed how and why we expanded the guide to include annotated assignments
  • Shared an explanation of the blog and the collaborative editing process
  • Allowed for Q & A

It was really nice to have such a strong presence of students during the panel session. The students were very curious about of opinions on online learning, now past the COVID-19 pandemic. We also had some good questions and conversations with faculty who attended the event. I am very thankful for the invite to participate in this panel. I am also grateful for the opportunity to meet my colleagues in-person for the first-time. Online environments, synchronous and asynchronous, have allowed is the opportunity to genuinely connect and communicate. However, it is always nice to further engage in-person to deeper our understanding of each other (personally & professionally), converse about the future of the digital guide, and discuss upcoming projects.

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.