AECT Archived Webinars

By Presenter: | Anderson, R. | Archibald, T. | Ashley, W. | Asino, T. | Asino, T. | Asino, T. | Baker, R. | Bauman, J. | Betrus, A. | Betrus, T. | Boileau, T. | Boilng, E. | Bong, J. | Bonk, C. | Bradshaw, A. | Bumpers, R. | Carpenter, J. | Carr-Chellman, A. | Carr-Chellman, A. | Clark-Stallkamp, R. | Close, K. | Dabbagh, N. | Dalgano, B. | Davidson, D. | Dennen, V. | Doo, M. | Dousay, T. | Dousay, T. | Draper, D. | Earnshaw, Y. | Earnshaw, Y. | Eichelberger, A. | Engerman, J. | Fowlin, J. | Garrett Dikkers, A. | Ge, X. | Gee, J. | Gibbons, A. | Graham, C. | Hall, B. | Heggart, K. | Hickey, D. | Hilton, J. | Hokanson, B. | Hollett, T. | Hsu, Y. | Hughes, M. | Ifenthaler, D. | Ifenthaler, D. | Jahnke, I. | Jonassen, D. | Joseph, R. | Jun, E. | Kamaraian, A. | Ke, . | Kennedy, K. | Ketelhut, D. | Kim, . | Kimmons, R. | Kopcha, T. | Kumar, S. | Land, S. | Lee, D. | Lee, E. | Lin, L. | Lomellini, A. | Loo, M. | Luo, T. | Maddrell, J. | Malner, K. | Martin, F. | Marull, C. | McKenney, S. | Merchant, Z. | Merrill, D. | Metcalf, S. | Michela, E. | Miller-Day, J. | Mosbergen, R. | Murdoch, M. | Murphy, S. | Norden, A. | Ochsner, A. | Quinn, C. | Razzouk, R. | Reeves, T. | Reeves, T. | Regenold, T. | Regnitz, M. | Reigeluth, C. | Reigeluth, C. | Resig, J. | Richard, G. | Rogers, S. | Romero-Hall, E. | Schmidt, M. | Squire, K. | Stefaniak, J. | Stefaniak, J. | Subramony, D. | Subramony, D. | Swan, K. | Tamim, S. | Tang, Y. | Tang, H. | Tawfik, A. | Tawfik, A. | Tawfik, A. | Thankachan, B. | Valentine, K. | Vintoniv, K. | Volkovetska-Ireland, N. | Wang, C. | Ward, P. | Ward, C. | Warr, M. | Warren, S. | Watson, W. | Weible, J. | West, R. | Whiteside, A. | Wiley, D. | Yamagata-Lynch, L. | Yang, J. | Young, P. | Zhao, Y. | Zhu, M.
ALL WEBINARS
Date:Title
6/15/2021Designing Culture for Learning
In this one-hour webinar, Melissa and Kevin discuss a theory of design for education. Through a framework of design called the five spaces for design in education, they also explore how some types of culture--such as organizational or school culture--can be designed to better support learning.
  Presenter(s): Melissa Warr, Assistant Professor, University of Louisiana at Monroe Kevin Close, Ph.D. Candidate, Learning, Literacies and Technologies, Arizona State University
Category: Research & Theory
Keywords: Culture Design | Learning Design |

5/24/20212020 Division of Distance Learning Book Award 2020 Showcase
Sponsored by the AECT Division of Distance Learning.

This 2020 book award award showcase features:

First Place
Social Presence in Online Learning: Multiple Perspectives on Practice and Research (Stylus)
styluspub.presswarehouse.com/browse/book/9781620365090/Social-Presence-in-Online-Learning

Editors:

Dr. Aimee L. Whiteside, University of Tampa
Dr. Amy Garrett Dikkers, University of North Carolina Wilmington
Dr. Karen Swan, University of Illinois Springfield

Second Place
Digital Media for Learning: Theories, Processes, and Solutions (Springer)
springer.com/gp/book/9783030331191

Authors:

Dr. Florence Martin, University of North Carolina Charlotte
Dr. Anthony K. Betrus, State University of New York at Potsdam
  Presenter(s): Dr. Aimee L. Whiteside, University of Tampa Dr. Amy Garrett Dikkers, University of North Carolina Wilmington Dr. Karen Swan, University of Illinois Springfield Dr. Florence Martin, University of North Carolina Charlotte Dr. Anthony K. Betrus, State University of New York at Potsdam
Category: Distance Learning
Keywords: | |

5/11/2021Stepping into our Past: A Critical Historiography of Instructional Design and Technology (IDT) Historical Literature
Description: In this one-hour webinar, Rebecca talked about a historiographic analysis conducted on IDT historical scholarship. Historiography is a hermeneutic methodology used primarily by historians to analyze the history of the history of a field of study. This research was conducted in order to move the IDT field towards a more inclusive understanding of IDT's historical past with new consideration for race, sexuality, class, and gender.
  Presenter(s): Rebecca Clark-Stallkamp, Ph.D. Candidate, Instructional Design and Technology, Virginia Polytechnic Institute and State University
Category: Research & Theory
Keywords: historiography in IDT scholarship | historiographic analysis |

4/23/2021Setting the Agenda of the Culture, Learning, and Technology (CLT) Division
In this panel discussion, our presenters will respond with their insight to the past, present, and a potential future for the CLT division. We will welcome audience input and participation in this highly interactive webinar.  There will be plenty of time for Q and A.  

Panel discussion questions
Who should CLT represent, both now and in the future?
What kind of perspectives on Educational Communications Technology should CLT represent?
What are the opportunities that you see arising for new scholarship, praxis and outreach efforts in this area?
What are some of the on-going scholarship, praxis and outreach efforts that should be continued?
  Presenter(s): Deepak Subramony, Kansas State University; Amy Bradshaw, University of Oklahoma: Randy Bumpers, American Association of State Colleges and Universities
Bio(s): Deepak Prem Subramony is Professor and Coordinator of Educational Technology (ET) Graduate Programs at Kansas State University's College of Education. He is also Past-President of the Culture, Learning, and Technology (CLT) Division for the Association of Educational Communications Technology (AECT). His areas of scholarly interest include social/cultural issues in ET, equitable access to ET, the impact of ET on minority and non-Western learners, as well as culturally cognizant ET practice and change management.

Amy C. Bradshaw is an Associate Professor of Instructional Design and Technology at the University of Oklahoma. Her research interests focus on equity and inclusion at the intersection of culture, learning, and technology, and critical pedagogy. She is the Vice President of Research & Publications for the  Culture, Learning, and Technology (CLT) Division for the Association of Educational Communications Technology (AECT). For more information, please visit her website: http://unpack.us/amycbradshaw/

Randy Bumpers is a Learning Experience Designer for the American Association of State Colleges and Universities He is also the President of the Foundation for Access and Educational Equity. There, he co-founded The GAP (Giving Access to the People) Project, a program aimed at bridging the equity gap for rural and minority students.
Category: Culture, Learning and Technology
Keywords: culture | agenda | AECT

3/26/2021Human Specialization in Design & Technology: The Current Wave for Learning, Culture, Industry and Beyond
Dr. Patricia A. Young will discuss her new book:  'Human Specialization in Design & Technology: The Current Wave for Learning, Culture, Industry and Beyond'

We are living in an age that without the human ingenuity to innovate we will cease to exist. Human Specialization exemplifies the natural, but inevitable, evolution to innovate specifically for human needs and conditions. This cultural phenomenon is being enacted across business, manufacturing, science, technology and education industries through trends such as standardization, customization, personalization and specialization. This presentation examines some key findings from the entitled book and implications for the future of design and instructional designers.
  Presenter(s): Dr. Patricia A. Young, University of Maryland Baltimore County
Bio(s): Patricia A. Young, Ph.D. is an educational technologist, professor and software developer. She is Program Director of Elementary Education and Associate Professor in the Department of Education at the University of Maryland Baltimore County. Her research examines culture and the design of information and communication technologies and the history of educational technologies designed by and for African Americans. Dr. Young developed the Culture Based Model as a novel research-based framework for building culture-based information and communication technologies. This model is documented in several articles, and her 2009 book Instructional Design Frameworks & Intercultural Models (Information Science Reference). Her research also investigates the history of educational technologies designed by and for African Americans. She built Proticy an innovative learning analytics software that improves teaching and learning in higher education. Her new book entitled Human Specialization in Design and Technology: The Current Wave for Learning, Culture, Industry and Beyond (Routledge/Taylor & Francis Group) advocates for innovation as the way to improve industry, education and human performance.
Category: Culture, Learning and Technology
Keywords: culture | design | industry

3/18/2021Open Textbook Analytics for Continuous Improvement and Design Research
In this one-hour webinar, Dr. Kimmons will talk about data analytics and how massive user activity provided by open textbooks may enable unprecedented opportunities for supporting continuous improvement and design research. In their open textbook platform, he and his team utilize clickstream analytics, experimental A/B testing, and other methods to learn from an ever-increasing audience of formal and informal students (1) to improve textbook quality and (2) to inform the field on emergent design research results.
  Presenter(s): Dr. Royce Kimmons, Instructional Psychology and Technology, Brigham Young University
Category: Research & Theory
Keywords: open textbook | learning analytics | open education

2/25/2021Overcoming the pandemic-driven disruption to Eastern European higher education: Incidental outcomes of long-term, intercultural academic collaboration
Many Eastern European students face hurdles in terms of language, adaptation, and cultural barriers in their pursuit of their academic goals. As the world continues to evolve through a world pandemic, educators and students are navigating through the realities of what "school" entails. The pandemic has challenged the notion of how traditional "school" operates and there are certain barriers that will require an adjustment at multiple levels within the institution to bolster instructors preparation and successfully integrate new instructional strategies not used in their pre-pandemic academic programs. cultural adaptability, linguistic nuances, and technological accessibility, and financial need, are coming to the forefront as academic institutions work toward providing effective systems for international instructor support.
  Presenter(s): Phillip J. Ward, Michelle Loo, University of South Alabama; Nataliia Volkovetska-Ireland, Vasyl Stefanyk National Precarpathian University; Khrystyna Vintoni, Ivano-Frankivsk National Technical University of Oil and Gas
Bio(s): Phillip J. Ward is an instructional designer and graduate assistant at the Innovation in Learning Center at the University of South Alabama (USA). From 2010 to 2012 he served with the Peace Corps where  taught Communication Theory at the National Technical University of Oil and Gas in Ivano-Frankivsk, Ukraine. In 2014, he and his colleagues founded the  Alabama-Ukraine Organization of Educational Cooperation and Development, a transnational association focused on cultural exchange and mutual discovery of knowledge.  His scholarly interests include instructional design for international students, multicultural issues in higher education, and human performance improvement in diverse learning environments. He is currently a PhD candidate in the Instructional Design and Development (IDD) program at USA. In Spring 2021, he will defend his dissertation Becoming an Graduate Student in a Foreign Culture. He holds a BA in International Studies and an MS in IDD from USA, as well as an MBA from the University of Mobile.

Michelle Loo is an Instructional Design and Development PhD Candidate at the University of South Alabama. Along with the doctorate program, she is also a graduate assistant at the Innovation in Learning Center where she focuses on professional development initiatives, designing Canvas course sites for the university, and providing workshops and webinars on evidence-based teaching strategies and instructional technologies for the traditional, blended, and online classroom. Along with working as a GA, she also collaborates with international universities, such as the Ivano-Franksivk National Technical University of Oil and Gas in Ukraine and Ningbo University in China, hosting and presenting webinars for faculty and students. Her professional interests include User Experience Design and Learner Experience Design, interactive media, and digital graphics. She holds a B.A. in Psychology, B.S. in Marketing, and M.S. in Instructional Design.

Before pursuing the doctoral program in 2018, she taught English and freelanced as an instructional designer, creating foreign-teacher training courses for English First in Ningbo, China. She has worked to bring more awareness to graduate student voices and create more opportunities for IDD graduate students and professionals to network within the doctoral program. Additionally, Michelle corresponded with different professionals in the field to put together panelists for webinars, workshops for graduate students seeking jobs, comprehensive exam study sessions, writing groups, and social gatherings (over Zoom during COVID-19).

Nataliia Volkovetska-Ireland holds BA and MA degrees in ESL from Vasyl Stefanyk National Precarpathian University in Ivano-Frankivsk, Ukraine, and PhD in Comparative Literature from Taras Shevchenko National University of Kyiv. Her scholarly interests comprise issues of cultural identity, diversity, and multiculturalism, national and historical memory, constructivism through the lens of linguistics, education, philosophy, and social studies. In 2015-2016 she taught ESL in Vasyl Stefanyk National Precarpathian University. Since 2016 she has been collaborating with the Instructional Design team at the Innovation in Learning Center at the University of South Alabama (USA) as a cultural instructor. Currently, she is an ELA teacher at Reid Middle School and a site-coordinator for 21st Century Community Learning Center in Morningside Community School, Pittsfield, Massachusetts, USA.

Khrystyna Vintoniv is an Assistant Professor at the Ivano-Frankivsk National Technical University of Oil and Gas (IFNTUOG), Department of Records Information Management in Ivano-Frankivsk, Ukraine. She holds a bachelor's and a specialist's degree in Records Information Management from IFNTUOG.  In 2014, she defended the thesis for obtaining the candidate degree in Historical Sciences at the Ukrainian Research Institute of Archival Affairs and Records Management in Kyiv, Ukraine. Her research interests include archival Ukrainian holdings abroad, Ukrainian diaspora, electronic archives, and online learning. She is also a licensee and co-organiser of five TEDxIvanoFrankivsk conferences.

She initiated the integration of online learning into traditional face-to-face courses at her department beginning in 2018. Thanks to former Peace Corps Volunteer Phillip Ward, her department has engaged in multiple international collaboration projects with the Innovation in Learning Center at the University of South Alabama (USA). In 2019, she and Mr. Ward coordinated the signing of the Memorandum of Understanding, which raised the status of the working relationship between the two institutions to an officially recognized partnership.
Category: Culture, Learning and Technology
Keywords: culture | higher education | peace corps

2/19/2021Capability Maturity Model for Diversity in Organisations
There is still a lack of understanding and clarity on what diversity looks like within an organisation, and how that can be achieved on a practical basis. This is relevant in both industry and higher education. We propose a lightweight practical framework for diversity based on the Capability Maturity Model (CMM).

This framework highlights and identifies 5 levels of diversity maturity as well as providing practical background information such as definitions of blatant and subtle discrimination. This is because the key to understanding the 5 levels of diversity maturity relies on members of the organisation understanding subtle discrimination and recognising the wider implications of that discrimination.

The CMM was used because of it's simplicity and clarity, the fact that it is relatively well known, and because the use of a maturity model implies there is a pathway to a clear goal of being a mature, diverse organisation. We demonstrate how the framework can make it easier for organisations to understand where they currently sit within the diversity maturity levels, and provide practical ways on how they can move toward being a mature, diverse organisation.
  Presenter(s): Rowland Mosbergen
Bio(s): Rowland Mosbergen is a generalist with 22 years experience in IT in operational and strategic roles. Rowland has worked at the corporate level with large financial institutions like Merrill Lynch and National Australia Bank on their risk management systems and at the small business level to provide computer support. He has supported researchers and influenced research strategy at Griffith, UQ and University of Melbourne for the last 10 years.

Rowland is a talented communicator whose key strength is in translating research into everyday language, creating strategic goals to align with stakeholder needs and implementing University wide and national strategies by building trusted relationships with key stakeholders from diverse backgrounds.

Diversity and Inclusion is not his job, not is it a hobby or a passion, it is a coping mechanism to take back some control in a system that is inherently out of his control.
Category: Culture, Learning and Technology
Keywords: culture | organization | diversity

1/28/2021AECT DDL Best Practice Awards Showcase
The AECT Division of Distance Learning presents the Best Practice Awards Showcase.

Included in this Showcase are presentations from:

First Place

'Authentic Language Learning through Telecollaboration in Online Courses'
Dr. Swapna Kumar Twitter @SKEdTech
Dr. Crystal Marull @CrystalMarull
University of Florida @UF

Second Place

'Four-Phased Approach to Designing Digital Portfolios'
Dr. Barbara M. Hall Twitter @theidmd
Ms. Miranda Regnitz
Northcentral University @NorthcentralU

Third Place

Inquiry-based Open Educational Practices: Teaching K-12 teachers to Implement Open Educational Resources in Authentic Assessment Practices'

Dr. Hengtao Tang Twitter @Happy_Tao
University of South Carolina @UofSC
  Presenter(s): Dr. Swapna Kumar, Dr. Crystal Marull, University of Florida; Dr. Barbara M. Hall, Ms. Miranda Regnitz, Northcentral University; Dr. Hengtao Tang, University of South Carolina
Category: Distance Learning
Keywords: Telecollaboration | Digital Portfolio | Assessment

8/18/2020Thriving as a Mid-career Faculty in Instructional Design and Technology

August 18th, 2020 at 1:30 PM (EST)

Presented by:  Dr. Vanessa Dennen, Instructional Systems & Learning Technologies, Florida State University

In this webinar, Dr. Vanessa Dennen shared her experiences in being productive in the academia and keeping the work and family life in balance. She provided suggestions to the early and mid-career faculty about how to be successful in the Instructional Design and Technology field.

Webinar Sponsored by the Research & Theory Division of AECT
  Presenter(s): Dr. Vanessa Dennen, Instructional Systems & Learning Technologies, Florida State University
Category: Research & Theory
Keywords: Mid-career | Early career | Professional development

7/11/2020Instructional Designers: What do they do and how to become one?
In this webinar, three panelists presented their experiences working as instructional designers. They shared their understanding of the requisite knowledge and skills, as well as advice about working in the field of instructional design and technology.
  Presenter(s): Ariana Eichelberger, College of Education, University of Hawai'i at Manoa, Jun Yang, University of Maryland at College Park, Eulho Jun, Uniformed Services University of the Health Sciences
Category: International
Keywords: Instructional Design | Early Career | Higher Education

4/30/2020Online Learning and Cybersecurity post-COVID19
Date: Apr 30, 2020 05:00 PM Eastern Time (US and Canada)
Presented by: Presenter by Michael Murdoch, the founder of Murdoch Partners (murdochpartners.com)

Cybersecurity is one of today's most pressing issues. We hear about it every day on the news. It may even have influenced a US presidential election. Still we don't hear about it much in Education - despite the fact according to one study Educational Institutions are the #1 target of Ransomware. How does it impact us and what can we do?

Topics include Cybersecurity, Zoom, COVID19 threat vectors, as well as the broader picture. There are also some specific tips on Cybersecurity, some specific accessibility tips tailored to Online/Distance Ed  with application, 6 case studies with lessons/applications, overview, and much, much more.
  Presenter(s): Michael Murdoch, the founder of Murdoch Partners (murdochpartners.com)
Category: AECT
Keywords: Online Learning | Cybersecurity | Distance Learning
Event Invitation: https://mms.aect.org/members/iresponse.php?iid=3940629 available

2/26/2020How Educational Design Research Can Put the "Public" Back in "Publication"
February 26th, 2020 at 1:00 pm (EST)
Dr. Thomas C. Reeves (Tom) is Professor Emeritus of Learning, Design, and Technology in the College of Education at The University of Georgia. He is a former Fulbright Lecturer in Peru and he has been an invited speaker in the USA and more than 30 other countries. In 2003, he received the AACE Fellowship Award from the Association for the Advancement of Computing in Education, in 2010 he was made a Fellow of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), and in 2013 he received the David H. Jonassen Excellence in Research Award from the Association for Educational Communications and Technology (AECT). His books include: Interactive Learning Systems Evaluation (2003, with John Hedberg), A Guide to Authentic E-Learning (2010, with Jan Herrington and Ron Oliver), Conducting Educational Design Research (2012 and 2019, with Susan McKenney), MOOCs and Open Education around the World (2015, with Curt Bonk, Mimi Lee, and Tom Reynolds), and MOOCs and Open Education in the Global South (2020, with Ke Zhang, Curt Bonk, and Tom Reynolds). He lives in Athens, Georgia, USA with his wife, Dr. Trisha Reeves, and their two Westies, Button and Zipper. More information about Tom’s work can be found at: http://www.evaluateitnow.com/
 
Abstract: The pressure on educational technology academics to publish is higher than ever. Publications (especially in highly ranked peer reviewed journals) and grants are the keys to winning the tenure and promotion game, if not to securing an academic appointment in the first place! Unfortunately, this trend pressures educational technology researchers to emphasize quantity of publications over societal benefits. A more socially responsible approach to educational technology research is needed. Educational Design Research (EDR) is a unique genre of educational research that has two primary goals: to develop solutions to serious educational problems and to refine theoretical knowledge related to the problems. The EDR process is embedded in the data-driven development of solutions to the problems being tackled while at the same time extending theoretical knowledge through iterative cycles of data collection, analysis, and reflection. This presentation will recommend how EDR can be applied to serious educational challenges while at the same time increasing the value of our scholarship to society at large. Examples of EDR in corrections, public health, and other sectors will be highlighted.
  Presenter(s): Dr. Thomas C. Reeves, Emeritus of Learning, Design, and Technology in the College of Education at The University of Georgia
Bio(s): Dr. Thomas C. Reeves (Tom) is Professor Emeritus of Learning, Design, and Technology in the College of Education at The University of Georgia. He is a former Fulbright Lecturer in Peru and he has been an invited speaker in the USA and more than 30 other countries. In 2003, he received the AACE Fellowship Award from the Association for the Advancement of Computing in Education, in 2010 he was made a Fellow of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), and in 2013 he received the David H. Jonassen Excellence in Research Award from the Association for Educational Communications and Technology (AECT). His books include: Interactive Learning Systems Evaluation (2003, with John Hedberg), A Guide to Authentic E-Learning (2010, with Jan Herrington and Ron Oliver), Conducting Educational Design Research (2012 and 2019, with Susan McKenney), MOOCs and Open Education around the World (2015, with Curt Bonk, Mimi Lee, and Tom Reynolds), and MOOCs and Open Education in the Global South (2020, with Ke Zhang, Curt Bonk, and Tom Reynolds).
Category: Research & Theory
Keywords: design research | research method | publication
Event Invitation: https://mms.aect.org/members/iresponse.php?iid=3896637 available

2/11/2020Creating Mobile-Based Microlearning Content with Talent Cards
As learning professionals, we are always seeking new and exciting ways to engage our learners. We are challenged to innovate while keeping learning meaningful, succinct, and readily accessible. In this webinar, we will explore one such solution for addressing this challenge, Talent Cards.
  Presenter(s): Jennifer Bauman, Instructional Designer, GP Strategies
Bio(s): Jennifer Bauman is an Instructional Designer at GP Strategies, designing performance and learning solutions for one of their automotive clients. Prior to working at GP Strategies, Jennifer was a Senior Instructional Designer at Quicken Loans. She has her Masters of Education in Instructional Technology from Wayne State University.
Category: Organizational Training & Performance
Keywords: Talent cards | micro learning | Instructional Design
Calendar Invite: https://mms.aect.org/members/iresponse.php?iid=3883195 available

10/17/2019Facilitating place-based learning with mobile, augmented reality: Opportunities and issues for design
This presentation describes the landscape of using technology to support place-based learning. Particularly, this talk will share concrete examples of using augmented reality and mobile phones to enhance informal learning and the associated design challenges to support outdoor learning activities.
  Presenter(s): Dr. Susan Land
Bio(s): Susan Land is an Associate Professor in the Learning, Design, and Technology Program at Penn State University, University Park. Her research emphasizes frameworks for the design of open-ended, technology-enhanced learning environments (see http://sites.psu.edu/susanland). She has studied learning with technology in classroom contexts using methods such as project-based learning, computer game design, ill-structured problem solving, and mobile learning.  Land’s current research investigates the design of learning environments afforded by new media in everyday, informal, or classroom contexts and often utilizes technologies such as social media or mobile devices.  Her research with the Augmented and Mobile Learning Research Group (sites.psu.edu/augmentedlearning) focuses on context-sensitive, place-based learning in outdoor informal environments using mobile technologies and augmented reality.
Category: Research & Theory
Keywords: place-based learning | augmented reality | mobile learning

9/22/2019Designing for All: Accessibility & Universal Design
As identified in a 2019 EDUCAUSE survey, accessibility and universal design for learning (UDL) ranked in the top 5 issues and opportunities for educators. However, Rieber and Estes (2017) noted a dearth of coverage related to people with disabilities in their review of all articles published in Educational Technology Research & Development (ETR&D) through 2013. While a growing body of research associated with universal design educational models to support accessibility has developed outside of the educational technology field, reviews of research suggest it's in a nascent stage with few empirically-based articles to support the effectiveness of theorized practices and frameworks to support learning outcomes resulting in a lack of consensus regarding the application of principles (Edyburn, 2010; Rao, Ok & Bryant, 2014; Roberts, Park, Brown & Cook, 2011).

Given this gap, Rieber and Estes (2017, p. 16) argue, "Time has come to bring the best ideas from the instructional technology field to the design challenge of meeting all levels of accessibility."  This webinar is a response to this call. Join us as we consider ways both researchers and designers can make an impact to address this opportunity. We’ll explore the topic of Designing for All through the lens of universal design for learning and share resources to support more effective design practices.

Slides: CLICK HERE.
  Presenter(s): Yvonne Earnshaw, PhD, Nike and University of Memphis; Amy Lomellini, MET, Molloy College; Jennifer Maddrell, PhD, Designers for Learning; Esther Michela, Doctoral Student
Bio(s): Yvonne Earnshaw, PhD, is a Learning and Development Manager at Nike and an adjunct faculty member at the University of Memphis. Her research interests are in service-based learning, intelligent tutoring systems, usability/UX in instructional design and technology, online teaching and learning, and accessibility/UDL.
Amy Lomellini, MET, is an instructional designer at Molloy College and a doctoral student at Boise State University. Her research interests include UDL, accessibility, and quality online course design in higher education.
Jennifer Maddrell, PhD, is an instructor, instructional design consultant, and founder/Executive Director of Designers for Learning, a nonprofit organization that facilitates instructional design courses and service-learning opportunities to support social impact.
Esther Michela is a doctoral student at the University of Tennessee Knoxville with interests in accessibility, videography, editing, course authoring tools, and educational technology integration.
Category: Design and Development
Keywords: Accessibility | Universal Design for Learning (UDL) | Digital Instructional
Closed Captions: Yes

8/22/2019Design and Research Guidelines for Diverse Makerspaces
Learn from four experts who have designed and conducted extensive research on makerspaces. They share experiences from their projects, and insights on different types of makerspaces in a variety of contexts, as well as how research can inform the design of makerspaces. Learn about the benefits makerspaces have for education, how to design makerspaces for a specific audience, how to assess learning in these environments, and how to address the challenges that come with makerspaces. We hope you can join us!
  Presenter(s): Dr. Jennifer Weible (Central Michigan University) , Dr. Gabriella Richard (Penn State University), Dr. Xun Ge (University of Oklahoma), Mr. Will Ashley (Coast Episcopal School)
Category: Graduate Student Assembly
Keywords: Makerspaces | Research | Design

7/24/2019Information and Communications Technology for Enhancing Education Internationally
Learn from three experts in the AECT International Division who have extensive backgrounds in conducting research using ICT to enhance teaching and learning in a variety of countries. They will share lessons learned from their research experiences, such as tips for getting started and how to navigate the necessary logistics.
  Presenter(s): Dr. Briju Thankachan, Ohio University, Dr. Charles Wang, Florida Golf Coast University, and Dr. Tutaleni Asino, Oklahoma State University
Category: Graduate Student Assembly
Keywords: International ICT Research | Collaborative Research | Coordinating a Research Agenda

5/8/2019Navigating Leadership Opportunities in AECT
This webinar features three amazing panelists who have served in a variety of leadership roles for AECT, and each has served as a president of an AECT division. Our panelists will discuss the benefits of active involvement in AECT, how to get started on a path of leadership within the organization, and how to align this service with your research agenda and professional goals. This webinar will be of interest to anyone interested in leadership roles in AECT, from graduate students and newcomers to the organization to experienced members exploring their next steps.
  Presenter(s): Dr. Enilda Romero-Hall, Associate Professor at University of Tampa; Dr. Tonia Dousay, Associate Professor at University of Idaho; Dr. Tutaleni Asino, Assistant Professor at Oklahoma State University
Category: Graduate Student Assembly
Keywords: Leadership | Professional Goals |

4/26/2019An Introduction to Embodied Cognition and Technologies for Learning
From the embodied perspective, cognition arises from the body and its’ specific interactions with the environment, where one’s senses, perception, and motor skills come together to create a mental activity (Thelen, 2012; Thelen & Smith, 1994). This activity is bi-directional; our reactions are informed by the environment and, at the same time, inform our perception of the environment in an active relationship with the world. Research on embodied cognition, however, is still maturing; there currently is no single or agreed-upon perspective in the literature.

[Link to PowerPoint Slides]
  Presenter(s): Dr. Theodore J. Kopcha, University of Georgia; Dr. Keri Valentine, West Virginia University
Bio(s): Dr. Theodore J. Kopcha is an associate professor of Learning, Design and Technology at the University of Georgia. His research interests focus broadly on technology integration in K-12 and higher education. His work includes technology-enhanced cognitive apprenticeships as well as problem- and project-based STEM learning ; Dr. Keri Valentine is an assistant professor of math education in West Virginia University. She investigates ways to support cognitive flexibility on the part of middle school mathematics learners using design-based research strategies in conjunction with phenomenological research methods.
Category: Research & Theory Division
Keywords: embodied cognition | math learning | computational thinking

4/24/2019Translating Theory to Practice: Systems Thinking in Instructional Design
The richness and depth that theory brings can add dimension and vibrancy to practice. During this webinar, the framework of systems thinking will be introduced for its potential to ensure context, connectivity, and shared direction for designing systemic change. Three systems thinking principles will be defined, discussed, and applied to higher education, public sector, and private sector organizations.
  Presenter(s): Sheila Murphy, PhD, Arizona State University; Tracey Regenold, Old Dominion University
Bio(s): The speakers specialize in designing and delivering professional development programs for public administrators. Their professional development programs apply systems thinking to guide the analysis of situations and the integration of approaches that respond to the need for purposeful change.
Category: Division of Systems Thinking and Change
Keywords: Systems Thinking | Theory and Practice | Instructional Design
Attendees_STCWebinar_04242019.xlxs available

3/27/2019How to be an Effective and Efficient Academic Writer
Learn from four prolific academic writers as they discuss strategies, such as, organizing ideas and references, building upon earlier writing projects, developing publishable articles, understanding authorship issues in regard to order and responsibility, and managing writing time
  Presenter(s): Dr. Ali Carr-Chellman, Dean of the College of Education and Professor at University of Idaho; Dr. Jeffrey Carpenter, Associate Professor at Elon University; Dr. Tian Luo, Assistant Professor at Old Dominion University; Dr. Tyler Hollett, Assistant Professor at Penn State University
Category: Graduate Student Assembly
Keywords: Academic Writing | Publishing | Authorship

3/20/2019Learner and User Experience An Introduction for the Field of Learning Design & Technology
Humans’ responses to experiences are central to the learning process. User and learner experience design (UX and LX, respectively) focuses on designing learning in a human-centered manner so as to provide learners with experiences that intentionally propel them towards learning goals. Join experts in the field to learn about the role of UX and LX design in the field of Learning Design & Technology (LDT). Specifically, UX and LX will be discussed from the perspectives of usability & UX theory, phases and processes, methods, and best practices.

Given that research and design of user and learner experience in the field of Learning Design & Technology are limited, the presenters will also introduce their upcoming open access book on UX and LX in LDT. This introductory book targets a variety of audiences – from students who are beginning their program of study to faculty who teach in HCI, usability, and related programs –  focusing specifically on the theory and practice of UX and LX in the field of LDT.

[Link to PowerPoint slides]
  Presenter(s): Matthew Schmidt, PhD,University of Cincinnati; Andrew Tawfik, PhD, University of Memphis; Yvonne Earnshaw, PhD, University of Memphis; Isa Jahnke, PhD, University of Missouri
Bio(s): Matthew Schmidt, PhD, is Associate Professor at the University of Cincinnati in the Instructional Design and Technology program. As an applied researcher in the field of Instructional Design and Technology, his work focuses on the design, development, implementation, and evaluation of innovative educational courseware and computer software with a particular focus on individuals with disabilities. His research specifically investigates three-dimensional virtual learning environments, mobile learning, and immersive, hybrid learning environments. More: http://matthewschmidt.info

Andrew A. Tawfik, PhD, is Assistant Professor of Instructional Design & Technology at the University of Memphis. Dr. Tawfik is also the Director of the Instructional Design & Technology Studio. His research interests include problem-based learning, case-based reasoning, case library instructional design, and computer supported collaborative learning.

Yvonne Earnshaw, PhD, has an extensive industry background in technical writing, instructional design, and usability consulting and has taught technical writing and instructional design classes at several universities. Her research interests are in service-based learning, intelligent tutoring systems, usability/UX in instructional design and technology, online teaching and learning, and accessibility/UDL.

Isa Jahnke, PhD, is Associate Professor at the iSchool (SISLT), University of Missouri, and Director of the Information Experience usability and user experience lab. She was Assistant Professor in Germany (2008-2011) and Professor in Sweden (2011-2015). Her expertise focuses on sociotechnical-pedagogical design for human-centered work and learning processes. Her work contributes to an understanding and development of teaching and learning designs-in-practices; designing learning ‘with’ (not from) technologies by unpacking learning technologies and analyzing user practices (students, teachers, instructional designers, etc.). More: https://www.isa-jahnke.com
Category: Design and Development
Keywords: UX | LX | Learner Experience

3/14/2019A Mixed Methods Look at Motivation and Career Development of MOOC Instructors
During the past decade, MOOCs have provided individuals with unprecedented learning opportunities. In order for MOOCs to find success in different educational sectors, a better understanding of the motivational and career development elements related to MOOC instructors is essential. This study examined the motivation and career development of MOOC instructors using a mixed-methods approach. A total of 142 participants completed the online survey and six MOOC instructors participated in in-depth interviews. From the research findings, motivation of MOOC instructors was categorized into five key components: (1) interest in new technology, (2) service to the public and community, (3) interest in the subject matter, (4) institutional interest, and (5) personal interest. Meanwhile, the primary frustrations that MOOC instructors encountered included a lack of interaction and asynchronous communication with students and time for creating MOOCs. At the same time, many MOOC instructors perceived that MOOC teaching positively influenced their professional development. The research findings also demonstrated that most MOOC instructors learned how to teach MOOCs informally and personally without professional development opportunities. Nevertheless, they made efforts to help other MOOC instructors. Finally, this study pointed to the strong need for professional development of MOOC instructors in developing MOOCs and its effective implementation.

PowerPoint slides: http://www.trainingshare.com/workshop.php#aectw2019

  Presenter(s): Min Young Doo, Korea University; Curt Bonk, Indiana University; Meina Zhu, Indiana University; Ying Tang, University of Hong Kong
Bio(s): Min Young Doo is a senior researcher/research professor of Institute of Educational Research at Korea University, Seoul Korea. Her research interests include Human Resource Development including individual development, career development and organizational development, online education, and instructional design. She completed her Ph.D. in Instructional Systems Technology at Indiana University Bloomington. After her Ph.D. she taught at James Madison University in Virginia and worked for Samsung Fire and Marine Insurance and Samsung HRD Center in Korea for almost 10 years. She can be contacted at mydoo@korea.ac.kr.

Curt Bonk is Professor at Indiana University teaching psychology and technology courses. He is a passionate and energetic speaker, writer, educational psychologist, instructional technologist, and entrepreneur as well as a former certified public accountant and corporate controller. He has published more than 300 manuscripts (including dozens of open access articles at PublicationShare.com) and spoken in dozens of countries around the world; importantly, all of his talks are downloadable from the archived talks section of TrainingShare.com. In addition to numerous national and statewide innovative distance teaching and research awards, in 2014, he received the Mildred B. and Charles A. Wedemeyer Award for Outstanding Practitioner in Distance Education. In 2016, he received the AACE Fellowship Award from the Association for the Advancement of Computing in Education for his leadership and service to the field. Exactly one year later (November 2017), he was fortunate to be awarded the Online Learning Journal Outstanding Research Achievement Award in Online Education from Online Learning Consortium in Orlando, Florida. From 2012 to 2018, Bonk has been annually named by Education Next and listed in Education Week among the top 100 contributors to the public debate about education from more than 20,000 university-based academics. He has authored several widely used learning technology books, including The World Is Open, Empowering Online Learning, The Handbook of Blended Learning, Electronic Collaborators, Adding Some TEC-VARIETY which is free as an eBook (http://tec-variety.com/), and, most recently, MOOCs and Open Education Around the World (http://www.moocsbook.com/). He can be contacted at cjbonk@indiana.edu or curt@curtbonk.com and his homepage is at http://curtbonk.com/.

Meina Zhu is a fourth-year PhD candidate in Instructional Systems Technology program with a minor in Human-computer Interaction Design at Indiana University. She is also a graduate research assistant in the Learning Technologies at University Information Technology Services (UITS) at Indiana University. Her research interests include online education, MOOCs, self-directed learning, STEM education, and active learning. Her dissertation focuses on instructional design for students' self-directed learning. She can be contacted at meinzhu@iu.edu.

Ying Tang is a fourth-year PhD candidate of Information and Technology Studies in the Faculty of Education at the University of Hong Kong. Her research interests include the educational use of social media services, MOOCs, blended learning, and user behaviors in computer-mediated communication. Her dissertation explores the impacts of using mobile quasi-synchronous communication on student engagement. She can be contacted at: yingtang@hku.hk.
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Keywords: MOOC | Motivation | Career Development

2/12/2019Exploring Research Directions in Blended Learning
In this webinar we will explore current trends in research related to blended teaching and learning including theoretical frameworks used to guide the research. I will share some of our most current research and development related to core blended teaching competencies and productive directions we see the research going. I encourage participants to come with questions and ideas related to blended teaching and learning that they would like to discuss.
  Presenter(s): Charles Graham, Brigham Young University
Bio(s): Charles R. Graham is a Professor at Brigham Young University who studies technology-mediated teaching and learning, with a focuson the design and evaluation of blended and online learning environments.He also researches the use of technology to enhance traditional teaching and learning.
Category: Research & Theory Division
Keywords: blended learning | literature review | assessment

2/7/2019How to Review AECT International Convention Proposals
This webinar discusses the process for evaluating AECT conference proposals and providing detailed feedback for the author.
  Presenter(s): Dr. Jill Stefaniak, Assistant Professor at the University of Georgia; Dr. Sylvia Rogers, Curriculum Administrator at Auburn University; Dr. Andrew Tawfik, Assistant Professor at the University of Memphis
Category: Graduate Student Assembly
Keywords: Manuscript Review | Conference Proposals | Submitting AECT Proposals

10/3/2018Change in Educational Settings
A panel of experts discuss changes in the learning culture with focus on gaming, educational laws and regulations impact on change in K-12 settings, and instructional design for personalized learning experiences in K-12 settings.
  Presenter(s): Dr. Jason Engerman, Dr. Dabee Lee, and Dr. Minkyoung Kim
Bio(s): Dr. Jason Engerman, Assistant Professor at East Stroudsburg University; Dr. Dabee Lee, Assistant Professor at Emporia State University; Dr. Minkyoung Kim, Assistant Professor at University of West Florida
Category: Systems Thinking and Change
Keywords: Gaming | Personalized learning | Change in learning culture

10/2/2018Research on Open Educational Resources
This presentation will focus on recent research done on Open Educational Resources (OER) pertaining to student efficacy and student and faculty perceptions of OER. Dr. Hilton will highlight current studies as well as talk about opportunities for further research on OER.
  Presenter(s): Dr. John Hilton, Brigham Young University
Bio(s): Bio: John Hilton III is an assistant professor of Ancient Scripture. Prior to coming to BYU, John worked with the LDS Seminary and Institute program for eleven years in a variety of capacities. John has a Masters degree from Harvard and a Ph.D from BYU, both in Education. John loves to teach and his research focuses on issues relating to both religious pedagogy and Open Educational Resources (OER). John and his wife Lani have six children. John is passionate about doing humanitarian service and is an amateur magician. For more information see http://johnhiltoniii.com (religious education website) and http://johnhiltoniii.org (educational technology website).
Category: Research & Theory Division
Keywords: open education | OER | research

6/21/2018New roles and qualitative research approaches to study complex educational systems
Qualitative research methods have often been used to examine individual cases and classroom experiences with teachers and learners to explore how and why learning took place. These inquiry approaches have been useful for examining systemic affordances and barriers to instruction, as well as student interactions and experiences with instructional technologies ranging from learning games to social media. As educational systems continue to add technology to support organizational and learning aspects, it becomes more difficult to untangle the reasons why large-scale implementations succeed or fail with only quantitative measures. With a higher education example, we discuss how qualitative approaches can provide stakeholders and managers with a better view of how a complex educational scheme is constructed, using a "system of systems" view to examine aspects such as financing, management, learning, advising, technology, and human resources components that impact success. At each contact points between subsystems, transitions exist where delivering the products and services of an educational organization may fail. This state of affairs requires understanding the quality of stakeholder experience and problem identification can be done to determine needs for product or process improvements, additional training, better overall strategy, or wholesale organizational changes. With examples from soft systems methodology and failure modes and effects analysis methods, this webinar explores changing the role of qualitative approaches as we shift the research lens from local participant experience to whole organization as a means of better depicting the performance of complex educational systems.
  Presenter(s): Scott Warren, University of North Texas
Bio(s): Scott Warren is a Professor in the Department of Learning Technologies at the University of North Texas. He conducts research on digital experiences ranging from alternate reality games to ethical and moral concerns related to the use of games and simulations for educational purposes. He seeks to improve student literacy in all subject areas, but especially reading and writing.
Category: Research & Theory Division
Keywords: qualitative research | education complexity | organizations

6/5/2018Are Education Institutions Ready for Learning Analytics?
Higher education institutions and involved stakeholders can derive multiple benefits from learning analytics by using different data analytics strategies to produce summative, real-time, and predictive insights and recommendations. However, are institutions and academic as well as administrative staff prepared for learning analytics? This webinar uses a learning analytics benefits matrix to investigate the opportunities of learning analytics for higher education institutions, explores the importance of data sources for a valid learning analytics framework, and reflects on the importance of ethics and privacy when implementing learning analytics systems.

  Presenter(s): Dirk Ifenthaler, University of Mannheim & Curtin University
Bio(s): Dirk Ifenthaler is Professor and Chair of Learning, Design and Technology at University of Mannheim, Germany and UNESCO Deputy Chair of Data Science in Higher Education Teaching and Learning at Curtin University, Australia. His previous roles include Professor and Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities, Australia, and Professor for Applied Teaching and Learning Research at the University of Potsdam, Germany. He was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, at the University of Oklahoma, USA. Professor Ifenthaler's research focuses on the intersection of cognitive psychology, educational technology, data analytics, and organisational learning. Dirk's research outcomes include numerous co-authored books, book series, book chapters, journal articles, and international conference papers, as well as successful grant funding in Australia, Germany, and USA. He is the Editor-in-Chief of the Springer journal Technology, Knowledge and Learning (www.ifenthaler.info).
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Keywords: learning analytics | higher education | implementation

4/26/2018Expansive Framing for Productive Online Engagement, Generative Learning, and Enduring Achievement
This presentation will summarize a framework for fostering highly productive forms of disciplinary engagement in online courses.  Expansive framing follows from situative theories of knowing, learning, and transfer. Student engagement is framed in terms of time (building on past to contribute to the future), place (beyond the class), and role (co-authors contributing to broad knowledge). Open assignments are used to engage learners publically with disciplinary concepts, learning resources, peers, and instructors.  After each assignment, public reflections informally assess engagement, while private quizzes semi-formally assess understanding.  Discrete time-limited multiple-choice exams formally assess disciplinary achievement and motivate continued engagement. Examples and evidence from fully online secondary, undergraduate, and graduate courses will be presented.

Facilitator: Kay Seo, PhD., President of the Learner Engagement SIG, University of Cincinnati
  Presenter(s): Daniel Hickey, PhD, Professor of Learning Sciences, Indiana University
Category: Learner Engagement SIG Webinar Series #3
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ParticpantReport1.csv available

3/20/2018Mistaking Disenchantment for Truth: How Do We Measure Learner Engagement?
One of the challenges we face as researchers is making sure that there are methods to our madness; i.e., making sure that the methods of inquiry we choose align with the questions we seek to answer. With respect to learner engagement, the first validated instruments began development in the 1970s and commonly used or referenced instruments now number in the dozens. Together, we'll explore a few of these tools and strategies for selecting the right one for your research inquiry

Facilitator: Scott Gibbons, Communications Officer of the Learner Engagement SIG, University of Cincinnati
  Presenter(s): Tonia Dousay, PhD., Assistant Professor of Learning Sciences, University of Idaho
Category: Learner Engagement SIG Webinar Series #2
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ParticpantReport2.csv available

3/7/2018Engaging Learning: Integrating Education and Experience
If you look closely at the elements of successful instructional practice and those of engaging experiences, you find an alignment that suggests learning can, and should, be ‘hard fun’.  Putting that into practice, however, is rife with opportunities to go awry.  In this presentation, we’ll go through the hard-won lessons in 35+ years of designing learning games and experiences, and provide guidance about systematic revisions to the design process.  Come see how to successfully integrate engagement into learning design.

Facilitator: Matt Yauk, Tech Officer of the Learner Engagement SIG, The Ohio State University
  Presenter(s): Clark Quinn, PhD., Executive Director, Quinnovation
Category: Learner Engagement SIG Webinar Series #1
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ParticipantReport3.csv available

10/19/2017The Study of Learning Engagement: A Focused Mind in a Media Multitasking World
Media multitasking, i.e., using multiple media simultaneously, is prevalent as technology becomes increasingly ubiquitous in and out of schools. American teenagers spend eight hours per day with media; and a large portion of this time is spent media multitasking. More than 90% university students report texting in class. While research shows signs that media multitasking is associated with impulsivity, social deficits, lower cognitive ability and quality of learning, many advocate multitasking as a must-have skill. Media multimedia phenomenon has been studied in different disciplines (e.g., neuroscience, information science, and organizational learning), using different terms (e.g., dual task, multitasking, polychronicity, and task switching) and methods (e.g., lab experiments, questionnaires, diaries, observations, and interviews). They all provide insights; yet, they offer partial stories within specific disciplines, are limited in ecological validity, and tend to ignore biological, physical or environmental factors. The purpose of this forum is to share current studies and discuss new methods to study the complexity of this phenomenon so as to inform learning, design, and instruction.
  Presenter(s): Dr. Lin Lin, Professor, Department of Learning Technologies, University of North Texas
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ParticipantReport5.csv available

5/31/2017Virtual Reality for Learning
  Presenter(s): Dr. Fengfeng Ke and Dr. Zahira Merchant
Bio(s): Dr. Fengfeng Ke

Associate Professor of the Educational Psychology and Learning Systems for Florida State University. Her current research focuses on game-based learning, immersive learning, computer supported collaborative learning, and inclusive design of e-learning.

Dr. Zahira Merchant

Zahira Merchant is an Assistant Professor of Instructional Technologies in the Graduate College of Education at San Francisco State University (SFSU). Before joining SF State, Merchant was the project manager and postdoctoral research associate in Knowledge for Algebra Teaching and Equity, a National Science Foundation-funded project studying the use of innovative 3-D virtual environment technology in the classroom.
Category: D&D Reads
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ParticipantReport6.csv available

4/5/2017Research to Make a Difference
Could you improve the kinds of research you are doing?  Your chances of getting published?  Your impact on the real world?

Dr. Reigeluth will discuss a variety of topics that may help you to answer these questions, which may be crucial to the success of your career.

Different purposes for your research (e.g., to improve practice or to advance theory),
Different kinds of knowledge you may want to produce for each purpose (descriptive theory or design theory) and the appropriate forms of such knowledge (e.g., conditional and probabilistic), Different kinds of research methods for producing each kind of knowledge (research to prove or research to improve – confirmatory or exploratory)

When in the history of a given focus area each kind of research method is most useful,
Different methodological issues for each kind of research (e.g., validity or preferability),
Specific methods you might find helpful (e.g., design-based research, formative research, grounded theory development).

This discussion will focus on highly practical issues for improving the research you do – ones that you likely have not encountered in research courses or projects.

Host(s): Sylvia Rogers & Feng-Ru Sheu
  Presenter(s): Dr. Charles M. Reigeluth
Bio(s): Professor Emeritus
Instructional Systems Technology
Indiana University Bloomington
http://www.reigeluth.net
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ParticipantReport7.csv available

3/29/2017Equity and Diversity Webinar
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Category: D&D Reads
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ParticipantReport8.csv available

3/8/2017What are we preparing our students for? An argument for alt-format dissertations
Most scholars agree that the main purposes of the dissertation are to train students in proper research methodology and to contribute original findings to research. However, some worry that the traditional dissertation format is not conducive to either of these goals. Research has shown that dissertations rarely get disseminated into academic journals, and academics rarely cite dissertations that have not been published as articles. Additionally, some scholars argue that the traditional dissertation format is a poor training tool because it does not prepare scholars for future professional pursuits. Many departments, including mine, now offer alternative-format dissertations, including the option of defending a series of articles. In this webinar, Dr. West will share some of the research about alternative-format dissertations and our experience at BYU. He will discuss what lessons we have learned, and engage you in a discussion about the strengths and weaknesses of the alternative-format dissertation and how it might be used to improve scholarship in our field.
  Presenter(s): Dr. Richard E. West, Associate Professor at Brigham Young University
Bio(s): Dr. West researches open badges/microcredentials, the design of learning environments that teach group creativity, and social/collaborative aspects of online learning. He is the developer of Badgeschool.org. He tweets @richardewest and his research is available at http://richardewest.com.
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ParticpantReport9.csv available

9/22/2016Preparing for an Academic Job Search
  Presenter(s): Ward Cates, Lisa Yamagata-Lynch, Suha Tamim, Andrew Tawfik, Jiyae Bong, Jessica Resig
Category: D&D Webinar
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ParticipantReport10.csv available

6/29/2016Shifting Paradigms from the Inside Out: Instructional Designers as Change Agents
A learning system is influenced by so many other factors which often requires a paradigm shift. Thus as learning and performance improvement professionals we have to be prepared to be change agents as well, and adapt the formal theoretical frameworks and strategies to fit the institution’s particular process and culture. This requires us to be patient and sensitive to the institution’s cultural nuances and decide on what theoretical approaches to insist on and when to let the institution organically formulate the method that works best for their system.

The webinar will address the increased need for instructional designers to be change agents. The presenters will share insights on approaches to navigating the complexity of implementing learning and performance interventions that generate paradigm shifts.
  Presenter(s): Julaine Fowlin, Ph.D., Auburn University and Monica Sulecio de Alvarez, M.Ed., Distance Learning Experience Consultant.
Bio(s): Julaine Fowlin, Ph.D.

Dr. Julaine Fowlin is the strategic curriculum reform consultant for the Harrison School of Pharmacy at Auburn University, where she is tasked with overseeing the curriculum reform process. In this capacity she is required to take a systems view and analyze both internal and external success factors and develop both instructional and non-instructional interventions.

Monica Sulecio de Alvarez, M.Ed.

Monica Sulecio de Alvarez is a master's graduate from the Instructional Design and Technology Program at Virginia Tech. She works as a Learning Experience Coach in Guatemala, Central America, orienting L&D instructional designers to adopt learner-centered approaches as they engage with content and stakeholders to facilitate distance learning.
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ParticipantReport11.csv available

6/6/2016Holistic View on Learning Analytics
  Presenter(s): Dr. Dirk Ifenthaler, University of Mannheim and Ginger S. Watson, Ph.D. (Moderator), University of Iowa
Bio(s): Dirk Ifenthaler, Ph.D.

Dr. Dirk Ifenthaler is Professor and Chair of Learning, Design and Technology at University of Mannheim, Germany. Dirk Ifenthaler’s research focuses on the intersection of cognitive psychology, educational technology, learning science, data analytics, and computer science. His research outcomes include numerous co-authored books, book series, book chapters, journal articles, and international conference papers, as well as successful grant funding in Australia, Germany, and USA – see Dirk’s website for a full list of scholarly outcomes at www.ifenthaler.info. He is the Editor-in-Chief of the Springer journal Technology, Knowledge and Learning (www.springer.com/10758)

Ginger S. Watson, Ph.D. (Moderator)

Dr. Ginger S. Watson obtained her PhD. in Instructional Design & Technology from the University of Iowa where she was recognized as a Link Foundation Fellow in Simulation and Training. She currently holds the title of Associate Professor at Old Dominion University where she is also appointed as research faculty to the Virginia Modeling, Analysis and Simulation Center. As part of her duties as Associate Professor, Dr. Watson, teaches several courses in statistics, research-methods, instructional modeling & simulation and special technology-based training, assessment and research design.
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ParticipantReport12.csv available

6/5/2016Using ePortfolio to Document Your Doctoral Journey
For graduate students and early career professionals, academic studies and scholarly activities provide experiences that may later be shared to help get jobs, internships, and/or be accepted into graduate school. Graduate students need to be proactive in collecting and archiving artifacts that represent their experiences, and the ePortfolio provides an effective means through which to showcase this journey.

Join Dr. Darryl Draper on May 5th at 1:00 PM EST for a free webinar focused on harnessing the ePortfolio to archive and reflect upon your academic experiences and demonstrate your knowledge, skills, and abilities with fellow doctoral students and faculty.

To participate in this insightful session or to receive information on where to view this webinar at a later date, please register using the link provided.
  Presenter(s): Dr. Darryl Draper
Bio(s): D&D Division President
Assistant Professor, Old Dominion University
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ParticipantReport13.csv available

5/12/2016Success! A Faculty-Centric Online Teaching Professional Development Model
Representatives from three university systems (Wisconsin, Washington, and California) collaborated to create an online teaching professional development program. Through an interactive website, faculty who are new or experienced online instructors can learn from other experienced faculty about how to design, develop, and teach online courses.

Ryan Anderson is the Director of Instructional Design and Development for the University of Wisconsin–Extension. His team works with faculty across the state to create online degree completion programs. They also provide the instructional design and support for the Flexible Option—the University of Wisconsin System’s competency-based degree program. Prior to joining the University of Wisconsin–Extension, Ryan led the e-learning design team for Epic—one of the nation’s leading healthcare software vendors that provides services for some of the most respected healthcare organizations in the world. Ryan holds a master’s degree in Curriculum and Instruction from the University of Wisconsin–Madison, and he is currently completing a doctoral degree.

Terry Tao has been a Senior Instructional Designer at University of Wisconsin–Extension’s Continuing Education, Outreach and E-Learning Division since 2007. During this time he has worked on traditional online initiatives, collaborative degree programs, and competency-based education projects. He has served as the lead instructional designer on several of these projects. His instructional design and project management experience includes both academic and corporate training projects. Terry has a Ph.D. from the University of Central Florida. His research involves students’ perceived online social presence and motivation in online learning environments.
  Presenter(s): Ryan Anderson, University of Wisconsin–Extension and Terry Tao, University of Wisconsin–Extension’s Continuing Education
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ParticipantReport14.csv available

2/11/2016Digital badging: Transforming education through personalized instruction
The AECT Systems Thinking and Change Division would like to invite you to an upcoming webinar titled Digital badging: Transforming education through personalized instruction.

Dr. William Watson will will examine the problems of education through a systems thinking lens and discuss how digital badges can play an important part in transforming education to a personalized, learning-focused paradigm.
  Presenter(s): Dr. William Watson
Bio(s): Dr. William Watson's research interest focuses on the critical, systemic change of education to realize a learner-centered paradigm, including the application of technology such as video games, virtual environments, and learning management software in order to create customized and personalized learning environments.
Category: Systems Thinking and Change Division
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ParticipantReport15.csv available

10/22/2015How to Craft an Elevator Pitch of your Research Topic
Do you have a brilliant research idea but struggle to articulate it to others?

As an internationally renowned speaker, Dr. David Wiley will coach graduate students and early career scholars to communicate their research ideas more effectively and efficiently to a wider audience. Participants of this webinar will be able to entitle and describe their research more effectively in a layperson's term and give a winning elevator pitch.

Three Minute Thesis (3MT®) is a perfect venue to practice research communication skills for graduate students. In anticipation of the 3MT® competition at the 2015 AECT convention, Dr. Eunbae Lee will present the expectations, rules, judging criteria, and success stories and promote participation.
  Presenter(s): Dr. David Wiley and Dr. Eunbae Lee
Bio(s): Dr. David Wiley

Dr. David Wiley is Co-Founder and Chief Academic Officer of Lumen Learning, an organization dedicated to increasing student success and improving the affordability of education through the adoption of open educational resources by schools, community and state colleges, and universities. He is also currently the Education Fellow at Creative Commons and adjunct faculty in Brigham Young University's graduate program in Instructional Psychology and Technology, where he leads the Open Education Group.

Dr. Eunbae Lee

Dr. Eunbae Lee is Assistant Professor of Instructional Technology at Georgia Southern University. She launched the 3MT® competition at AECT in 2013 after she has experienced the power of 3MT® in practicing the research communication skills. Her research focuses on the development of a design framework for scaffolding autonomous engagement in student-centered learning.
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ParticipantReport17.csv available

10/5/2015My 10 Book Picks for the Complete Instructional Designer from Outside the ID World
  Presenter(s): Andrew Gibbons
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8/31/2015Accelerate Learning with Emerging Technologies
As we close our webinar series, we want to end on the latest and greatest technologies at our disposal. Innovations in Tech and Learning-Emerging techs will focus on both presenting the newest technologies and give recommendations on how we may manage their potential powers within our designs to Accelerate Learning in dynamic ways. Furthermore, this webinar will highlight some of the exciting things to come during this years conference and the future of AECT. Particularly this webinar will focus on:

• Defining Emerging Technologies for Instructional Design
• Presenting and recommendations for Swivl
• What emerging technology can be used in MOOC’s
• What to look forward to at this year’s AECT Conference
  Presenter(s): Dr. Brad Hokanson, Amie Norden, University of Minnesota
Bio(s): Dr. Brad Hokanson


University of Minnesota, Professor, President-Elect of the AECT

Dr. Hokanson is a professor of design at the University of Minnesota with a diverse academic record, including degrees in art, architecture, and urban design. Dr. Hokanson has more recently completed research on the relationship between creativity and achievement in school children, comparing measured creativity with standardized achievement scores and is also planning his third massive online course on creativity.

Amie Norden

University of Minnesota, Human Development with Learning Technologies Graduate

Amie is a Ph.D. candidate at the University of Minnesota. Her dissertation explores the challenges of social presence in online learning.  Her interests in her field span the use of emerging technologies in learning, as well as larger questions, such as the transformations seen in higher education resulting from technological changes.
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ParticipantReport18.csv available

8/19/2015Enhancing Medical Education & Patient Safety through Applied Instructional Design
Presentation teaser:
Instructional design is the science and art of creating detailed specifications for the development, evaluation, and maintenance of situations which facilitate learning and performance” (Richey, Klein, & Tracey, 2011, p. 3). In the world of health care, the need for instructional design solutions can be identified with very short notice. Deficiencies in tracking, lack of resource utilization, and the ever changing health care team structure all impact patient outcomes. Sound instructional design practices are needed to address learning for a variety of different purposes and contexts. This upcoming webinar will discuss how instructional design practices are applied to medical education to improve performance and the challenges associated with working on projects that have a direct impact on patient safety.
  Presenter(s): Jill Stefaniak
Bio(s): Jill Stefaniak is an Assistant Professor of Instructional Design & Technology at Old Dominion University.
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ParticipantReport19.csv available

6/16/2015Strategically Designed Personal Learning Environments (PLE)
  Presenter(s): Nada Dabbagh, George Mason University
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6/10/2015Improve Adhesion with Culture and Gaming Webinar Part II
  Presenter(s): Dr Roberto Joseph, Hofstra University and Dr. Amanda Ochsner, Wisconsin University
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5/26/2015Perspectives on the Digital Divide
  Presenter(s): Dr Deepak Subramony, Kansas State University and Keith Heggart, University of Technology
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3/24/2015Improving Adhesion through Culture and Gaming
  Presenter(s): Ali Carr-Chellman and Josh Miller-Day
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2/24/2015Creative Chaos
Teaching project teams to be innovative, or Making the magic
  Presenter(s): Drew Davidson
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2/3/2015The Challenges in Educational Technology
  Presenter(s): Kurt Squire, University of Wisconsin-Madison
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2/3/2015Digital Literacy Skills for Educators and Practitioners
This webinar will provide an overview of Digital Literacy Skills for Educators and Practitioners. There are consequences, both good and bad, to living in the “information age”, marked by a transition from an era of content scarcity, to an era of content abundance. This session will provide a definition of digital literacy skills in the context of training and performance, provide a framework for personal and organizational development, and provide a set of performance support tools to increase critical thinking and evaluation skills for 21st Century Knowledge Workers.
  Presenter(s): Timothy Boileau, PhD
Category: OTP
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ParticipantReport16.csv available

2/6/2014Learning Analytics - Potential and Principles
  Presenter(s): Dr. Ryan Baker, Columbia University
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10/17/2013My Hopes for the Future of Instructional Technology
  Presenter(s): Dr. David Merrill, Emeritus at Utah State Unversity
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4/19/2013Are You Digitally Literate?
  Presenter(s): Presenters: Tony Betrus, SUNY-Potsdam; Marshall Hughes, M Hughes Consulting; Facilitators: Tonya Dousay, Jennifer Banas
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4/9/2013Digital Badges and the Educational Revolution
  Presenter(s): Tutaleni Asino
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10/19/2012World Class Education: Educating Creative and Entrepeneurial Students
  Presenter(s): Yong Zhao, Universit of Oregon
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6/26/2012Designing for Problem Solving
  Presenter(s): Dr. David Jonassen, University of Missouri; Facilitor: Collin Gray, Ayesha Sadaf
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5/26/2012What is Design?... and what are the implications of emerging views on design for ISD
  Presenter(s): Elizabeth Boling, Indiana University
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4/26/2012Now that I have an Educational/Instructional Technology Degree…What can I do with this degree?
  Presenter(s): Dr. Barney Dalgano, Charles Stuart University, Austarlia
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3/26/2012Reinventing Inquiry-Based Education Through Virtual Enviroments
  Presenter(s): Diane Jass Ketelhut, University of Maryland
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2/26/2012Secrets of Designing Games for Learning
  Presenter(s): Dr. James Paul Gee
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1/30/2012Education in the Age of Mobility
  Presenter(s): Shari Metcalf, Amy Kamaraian, Havard Graduate School of Education; Yu-Chang Hsu, Boise State University
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1/29/2012Informal Learning Where the Rubber Meets the Road!
  Presenter(s): Presenter Kiki Malner, Columbia University; Facilitator: Stephanie Buck
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1/28/2012Research and Trends in K-12 Online Learning
  Presenter(s): Kathryn Kennedy, Researcher, iNACOL
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1/28/2012Making the Transition from Graduate Student to Industry Practitioner
  Presenter(s): Dr. Rim Razzouk and Dr. Thomas Archibald
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1/27/2012The Changing Future of Instructional Designer Role
  Presenter(s): Dr. Charles M. Reigeluth
Bio(s): Professor Emeritus
Instructional Systems Technology

Indiana University Bloomington

http://www.reigeluth.net
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1/26/2012Building a Research Agenda Using Design Research
  Presenter(s): Susan McKenney and Tom Reeves
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