You are invited to attend the first Professional Development webinar sponsored by the AECT Research & Theory Division!
Dr. David Merrill
Instructional Effectiveness Consultant & Professor Emeritus at Utah State University
October 17, 2013 at 1:30 P.M. (EDT)
My Hopes for the Future of Instructional Technology
This short paper presents reasons for three hopes for the future. First, it is time to move the training of instructional designers to the undergraduate level. Second, I hope that graduate programs in instructional technology will emphasize both the science of instruction — including theory development and research — and the technology of instruction, including using principles, models and theories derived from research as a foundation for designing instructional design tools that can be used to design instruction that is more effective, efficient and engaging. Third, it is time to restructure master’s programs to prepare students to manage designers-by-assignment (DBA) and to prepare them in designing instructional design tools that would enable DBA to produce more effective, efficient and engaging instructional materials.
Enilda Romero-Hall, Ph.D.
Min Kyu Kim, Ph.D.
Research & Theory Division Professional Development Facilitators
I’m excited to announce the publication of an open access e-book on learners’ experiences with open learning and MOOCs. The book consists of ten chapters by student authors and one introductory chapter by me. Part pedagogical experiment, part an exploratory investigation into learners’ experiences with emerging forms of learning, the aim of the book is to capture and share student stories of open online learning.
This publication is necessary for a number of reasons.
First, from a pedagogical perspective, whenever possible, we should be asking students to do a discipline, not just read about it. In this occasion, students were asked to do open online learning and reflect/write about their experience, instead of just reading about the field and the experience of others.
Second, in the frenzy surrounding the rise of “edtech” and MOOCs, it seems that student voices and experiences are rarely considered. This e-book is an attempt to remind designers and developers that the learning experience should be a central tenet of attempts to reform education. Let’s all remind ourselves that what we should be designing is learning experiences – not products for efficient consumption.
Third, the examination of learning experiences with open learning and MOOCs in the literature is scant. Further, recent literature tends to gravitate towards big data and analytics, and while those research endeavors are worthwhile, they tend to generate abstract descriptions of learner behaviors. A holistic understanding of learner experiences should include both investigations of patterns of how learners behave as well as in-depth qualitative descriptions of what learning in open environments is like. To illustrate, learning analytics research suggests that there are a number of ways learners typically engage with a course (e.g., completing, auditing, disengaging, sampling). Complementary to this, our book generates nuanced descriptions of some of these categories. For example, even though one of the authors would be considered as completing a MOOC he “was left with a partial sense of accomplishment and feelings of hollowness and incompleteness.”
The scholarly contributions from this book are two. They can be summarized as follows, but for in-depth descriptions, please read my full chapter, which is simultaneously published on Hybrid Pedagogy:
- The realities of open online learning are different from the hopes of open online learning.
- We only have small pieces of an incomplete mosaic of students’ learning experiences with open online learning.
As with the emerging technologies in distance education book that I edited in 2010 (also available as open access), please don’t hesitate to send me an email to let me know what you think about this book. I’d love your thoughts! If you are teaching a class on emerging learning environments, open education, online learning, and other related topics, and you find this book helpful as reading material, I’d love to hear about how you are using it!
P.S The book is published on Github, which means that you can effortlessly improve and expand on this work. If you want to learn more about this, Kris Shaffer, who was instrumental in making our github project happen, wrote an excellent article on Github and publishing.
Are you interested in a post-doctoral fellowship in any of the following topics?
- open online learning
- emerging forms of online participation
- digital and open scholarship
- online social networks
- learner, instructor, and scholar experiences in any of the above
If so, I would love to see an application from you to our call for Banting post-doctoral fellows! The call is open to Canadians and non-Canadians alike.
On the call listed above, you will see that we are seeking applicants for multiple positions. The section relevant to my interests is the following:
Working with Dr. George Veletsianos, Canada Research Chair (CRC) in Innovative Learning and Technology, the post-doc will focus on emerging technologies and innovations in online education, and in particular open education, open/digital scholarship, and social media/networks. The experiences and practices of learners, instructors, and scholars with emerging forms of online participation (e.g., MOOCs, social media) are ill-understood and ill-researched. The objective of a Banting post-doc within this research program will be to make sense of participants’ experiences and practices with open online education and social media/networks in higher education and to understand why individuals use these emerging innovations in the ways that they do. Research questions may include, but are not limited to: What is the nature of open online learning, teaching, and participation? What does the experience of open online learning/teaching and/or social network learning consist of? What is the lived experience of open scholars? How is technology changing scholarship? How do scholars perceive and construct their identity using social media/networks? How do individuals use social media/networks to cope with the expectations of their academic roles (e.g., being a doctoral student, being a newly-hired faculty member, etc)?
I’m very excited to share the news that Hybrid Pedagogy will be publishing an open access e-book that I edited on learner experiences with Open Online Learning and MOOCs.
The e-book, entitled Learner Experiences with MOOCs and Open Online Learning, is a project in which student authors describe and reflect upon their open online learning experiences. While this book aims at improving our understanding of student experiences with open online learning, it is also an attempt to give voice to learners, as current conversations around educational innovations in general, and MOOCs in particular, lack student voices.
In setting the stage for the book, Hybrid pedagogy is holding a a Twitter discussion under the hashtag #digped on Friday, September 6 from 1:00 – 2:00pm Eastern (10:00 – 11:00am Pacific). We’d love for you to join us! You can read more details about the discussion here!