What are the objectives, aims, and values of the tool designer?
What does the tool designer gain from your use of this tool?
Who is the target audience for this tool? How do you know this?
Who is harmed and who benefits from this tool?
As you are using chatGPT think about the Strength, Weaknesses, Opportunities, and Threats (SWOT) of this tool in teaching and learning
Create a figure (using Canva) that helps illustrate your SWOT analysis
I was pretty excited to see the outcome of the exercise but also to hear the stories during our discussion. Here are some examples of the SWOT analysis created by the students, shared in this post with their permission.
This past week I joined the DICE Conference to host a workshop on Digital Literacy. The aim was not to enhance the digital literacy of the participants but to discuss how we can organize, collect data, and execute a digital literacy plan. The workshop was hosted at 3 am local Knoxville time. I really did not know how responsive I was going to be, but it is amazing how you feed from the energy of others. The participants of the workshop were energetic, open, and engaged, they made the three-hour session go by so fast. Grateful to the organizers of the DICE conference for the invitation to join the conference and organize this workshop. Here are some of the resources I used during the workshop:
I was honored to join the event as an invited speaker for the day of “Mujeres Innovadoras”. It was a wonderful experience to shared an hour with colleagues in Chile and other Spanish-speaking scholars. The hosts of the event Claudia Osorio Alfaro, Maria Jose Suazo Ocares, and Ignacio Andres Vilos Fredes were amazing and very welcoming. The title of my presentation was “Pedagogia Intersectional Digital: Inclusion y Equidad en la Enseñanza en Linea”. Here are the link to my slides: tiny.utk.edu/CIEDChile
To learn more about the event here are two press releases by the Universidad Autonoma de Chile:
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.
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).
Me dio mucho gusto participar en el conversatorio con las organizadores del Cafe Virtual de Learn for Improvement que ocurrió ayer. El Learn for Improvement es un grupo de diseñadores instruccionales a nivel corporativo en Latino America. Estos fueron alguno de los temas de los que hablamos durante el conversatorio:
¿Qué especializaciones de postgrado has seguido? ¿Cómo han contribuido en tu desarrollo profesional?
Master en Diseño Instruccional de la Universidad Estatal de Emporia (Emporia State University). Como a contribuido a mi desarrollo profesional:
Técnicas de Diseño Instruccional (modelos y teorías)
Conocimiento de teorías del aprendizaje y motivación
Emphasis en el desarrollo de capacitaciones para adultos
El uso de programas que se usan para el desarrollo de capacitaciones en línea y programas educativos en general
Doctorado en Educación con énfasis en Diseño Instruccional y concentración en Simulaciones para Capacitación y Aprendizaje de Old Dominion University. Como a contribuido a mi desarrollo profesional:
El enfoque fue más en mi crecimiento como investigadora.
¿Cómo se formula un proyecto de investigación?
Proponer el proyecto
Recolectar la data
Escribir el reporte o la publicación
Presentación del proyecto
Aprender a colaborar con colegas en otras áreas de estudios en proyectos que necesita la perspectiva de un diseñador instruccional
Leer para entender cómo los proyectos de investigación se pueden usar en la práctica
En tu experiencia, ¿qué ventajas te brinda contar con un postgrado especializado en aprendizaje para construir una carrera internacional en L&D?
Conocimiento de la teoría que es muy importantes (diseño instruccional, psicologia, comunicacion, etc.)
Aprender a conectar los resultados de las investigaciones con la práctica (que funciona? Que no funciona? Y porque?)
Distinguir entre el uso de “programas” y importante conocimientos de pedagogía (para adultos o sistemas digitales)
Estar más al tanto de las últimas tendencias en diseño instruccional y tecnología y sus aplicaciones en diferentes niveles.
La realidad es que muchas posiciones requieren un postgrado
¿Qué alternativas de especialización-postgrado a nivel internacional recomiendan para los que trabajamos en L&D?
Ahora mismo hay un gran emphasis en conocimiento de:
Diseño instruccional para desarrollo de capacitaciones en línea
This event is for Spanish speakers, who more than likely live in Latin America but anyone is welcome. If you are interested in an instructional design program or a program focused on learning and development for a corporate environment, join us! We will be talking about this topic on September 28! The organizers of this event are the Learning for Improvement group the is organized by instructional designers in Peru. I am thankful that I was invited to be part of this Cafe Virtual. Here is the link to register for the event: https://forms.gle/5sexFAfqaBM6J6jE7
On October 19, I will be doing a presentation for my alma mater, the Graduate Student Organization of the Instructional Design and Technology program at Old Dominion University. More details coming soon.
On Nov. 3, I will be presenting as part of the University of Tennessee Knoxville (UTK) Theory and Practice in Teacher Preparation (TPTE) STEM seminar and discussing “inclusive and equitable learning design practices”
Last but not least, for the European crowd, the ProDiGI project at the Technische Universität Braunschweig @tuBraunschweig is hosting a free & open conference in early December. I’ll be sharing more details about my presentation later on. But, in case you want to learn more about the conference or would like to join the conference here is the link: https://bit.ly/3BKcHIs
Grateful for the opportunity to participate in this events in an online format. Also, grateful that colleagues thought about me and asked me to join them in these events.
Huge thanks to all my colleagues who shared their favorite learning/instructional design podcasts as well as other podcasts that related to education or education research. If you see this blog post and have a podcast recommedation(s) that is currently not included in this list, please post it in the comments. I will update the blog post as needed.
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.
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