George Veletsianos, PhD

CFP: Rethinking Multimedia Design for Learning (special issue of the Journal of Applied Instructional Design)

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On April 19, 2022

In cfp

Journal of Applied Instructional Design (JAID): Special Issue 2022 Call for  Proposals Rethinking Multimedia Design for Learning 

Special Issue Editors  

Dr. Ahmed Lachheb, Learning Experience Designer, Center for Academic Innovation,  University of Michigan.

Dr. Rebecca M. Quintana, Associate Director, Learning Experience Design, Center for  Academic Innovation and Adjunct Lecturer, School of Education, University of Michigan.

Dr. Chris Quintana, Associate Professor, School of Education, University of Michigan.

Jacob Fortman, Learning Experience Designer and Graduate Certificate Coordinator, Center  for Academic Innovation, University of Michigan.

Email contact for the Special Issue Editors: JAID.multimedia@umich.edu

Introduction 

Multimedia design for learning has been a topic of research and a core professional function  in the instructional design profession since its inception. Much of the research on multimedia  design for learning has been grounded in work such as Mayer (2002) to provide theoretical  models about the cognitive processing of multimedia information and practical guidelines for  using multimedia in learning contexts. However, as technology and modes of instruction  evolve and substantially change over time, the landscape of multimedia research and design  for learning must keep pace with modalities that emerge from new technologies. For  example, Ainsworth (2018) noted that human learning is inherently multi-representational  and that new representational forms are being invented as new educational technologies are  advanced. Yet, most—if not all—well-established principles of multimedia learning are  rooted in empirical research bounded by historical contexts that are different from today’s  21st-century learning landscape, as Hinderliter (2022) and Moore (2021) aptly remarked.

With the rise of technologies such as immersive digital simulations (Lui & Slotta, 2014),  embedded phenomena (Moher, 2006), augmented and virtual reality (Lindgren et al., 2016),  and other forms of interactive media, what counts as “good multimedia design for learning” is  less certain. This calls for a continued inquiry by instructional design and learning sciences  communities to re-examine long-held principles and approaches to support multimedia  design for learning and adequately attend to the affordances and features of new kinds of  technology-enhanced learning environments.

Contributors to this special issue are invited to present their view on how instructional  designers, educators, and researchers should rethink multimedia design for learning in  diverse technological contexts, from an applied research and practice perspectives, through  one of the following topics (although, this list is not exhaustive):

  • The challenges and opportunities in adhering to well-established theories and  guidelines of multimedia design for learning as they relate to new representational  forms and technology-enhanced learning environments
  • Proposed theoretical revisions or expansions to existing multimedia learning theory  given the modalities and approaches supported by new technologies (e.g., haptic  interactions, grounded and embodied learning, collaboration and remote learning  platforms)
  • Potential opportunities and limitations of emerging learning environments (e.g.,  augmented, mixed, and virtual reality) with respect to new types of affordances,  features, and modalities to support educational research and instructional design
  • Multimedia design failures and/or successes, and the lessons learned from bounded  or situated design experiences
  • Ethical, social, political, or economic considerations in the design of multimedia for  learning in 21st-century learning environments

Submissions from instructional design, learning sciences, and related fields that successfully  present scholarly work in K-12, higher education, and corporate training settings are  welcome. While there is some flexibility, submissions should be between 4,000 to 5,000  words in length (excluding references and appendices). We particularly welcome  submissions that are in line with the following types of submissions:

  • Instructional Design Practice 

This is an applied journal serving a practicing community. Our focus is on what  practitioners are doing in authentic contexts and their observed results. These  articles cover topics of broad concern to instructional design practitioners. The  articles should represent issues of practical importance to working designers.

  • Research Studies on Applied Instructional Design 

JAID is interested in publishing empirical studies exploring the application of  instructional design principles in applied settings. Quantitative and qualitative studies are welcome.

  • Instructional Design/Performance Design Position Papers 

JAID also accepts position papers that attempt to bridge theory and

practice. Examples may include conceptual frameworks and new ideas facing the  instructional design community. The paper must also provide enough information to  allow the replication of the innovation or continuation of the research in other  settings. Position papers must be based in the context of a theoretical framework. Efficacy data is strongly preferred, but not always required, contingent upon the  potential generalizability or value of the innovation.

Important Dates 

March 21, 2022 Call for proposals is open.
May 15, 2022 Interested authors should submit a brief 500-word proposal  to this form*
June 1, 2022 Invitation to submit full manuscript sent to authors.
August 1, 2022 Full manuscripts due.
September 15, 2022 Reviews completed and authors notified of decision
October 15, 2022 Revised manuscripts due
December 1, 2022 Final manuscripts due to JAID.
December 2022 Publication in 2022 special issue.

 

*Authors may contact the editorial team (JAID.multimedia@umich.edu) to discuss relevance  and fit prior to submitting their proposals.

Submission Process 

If invited to submit a full manuscript, please prepare submissions according to the JAID  guidelines: https://www.jaid.pub/call

The Journal of Applied Instructional Design (JAID) is a peer-reviewed journal sponsored by  the Association for Educational Communications and Technology (AECT). 

CFP Special issue: Inclusive Distance Education for Learners with Dis/Abilities

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On April 18, 2022

In cfp

Below is a call for proposals for papers to be published in a special issue of Distance Education.

Inclusive Distance Education for Learners with Dis/Abilities

Leading up to, and now moving through the COVID-19 Pandemic, educational institutions at all levels were developing a greater awareness of learners with diverse physical, emotional and learning challenges (de Bruin 2019; Sniatecki, et al., 2015; Kocdar & Bozkurt, 2022; Weedon & Riddell 2016). Despite the heightened awareness, educational opportunities for learners with dis/abilities are lagging. For example, while enrollment in institutions of higher education in the U.S. is increasing, degree completion rates for students with dis/abilities has been low (Järkestig Berggren et al. 2016).

Learners that are identified with disabilities are often seen for what they are unable to do without support versus what they can do in learning settings. Thus, it is critical to consider shifts in thinking from disability to dis/ability where learners are also acknowledged for their strengths and potential. Currently, these learners are considered at-risk of not receiving the same level of education as their peers, and thus there was a ‘necessity and urgency’ to provide learners with dis/abilities, access to the regular education system (UNESCO 1994, viii). Nations have stated their agreement and desire to provide an inclusive learning environment through their signing of the Salamanca Statement (1994), this was re-affirmed with the signing and rectification of the UN Convention on the Rights of Persons with Disabilities (2006), the Millennium Development Goals (2000), and most recently the UN Sustainable Development Goals (2016). As a result of these global movements, many countries have clarified and amended their respective laws to include access for learner with dis/abilities to educational opportunities at all levels.

The increasing use of distance learning strategies and affordances during the COVID-19 pandemic for all students can be seen as both an affordance and a barrier for learners with dis/abilities. A review of literature from Kinash et al. (2004) found that attending to the needs of students with dis/abilities held strong promise for ensuring online education would be accessible for all students, regardless of disability identity or status. This promising finding has not found its way into the growing use of technology in distance and online learning. Instead, there is a growing concern that access to the distance/online educational setting will solidfy within an ableist framing as it develops into a normative way of learning and away from the discourse of alternative, disruptive methods of learning. This is unfortunate since there is evidence that accessible instruction and inclusive practice lead to achievement for all students (Black et. al., 2014; Burgstahler 2015; Hromalik et al., 2018).

Such insights have important implications as universities and K-12 educational settings have increased their use of online and distance education strategies during the pandemic and will likely continue to do so in the foreseeable future. Since these modalities have the potential to address accessibility barriers and reshape expectations for when and how learning might occur, it is important to review how these strategies impact learners with dis/abilities in its current form (Xie et al., 2021). Clearly, it cannot be expected that students who stand to benefit substantially from inclusive efforts, such as increased accessibility of course materials, will automatically succeed merely because they are learning online or in some type of distance setting (Barbour & Reeves, 2009; Layne et al., 2013; Xu & Jaggars, 2014).

The purpose of this special issue of Distance Education is to share research and theorize distance/online education practices across higher education and school settings (K-12) that attend to the inclusion of learners with dis/abilities. Accepted manuscripts will represent exemplary scholarship, reflect international perspectives, and embody the spirit of inclusion in the use of terminology, study design, and theoretical framing.

Suggested topics for this issue include:

  • Analysis/critique of policies in government/law-making bodies that expand or constrain online and distance learning and their potential to include/exclude learners with dis/abilities.
  • Analysis/critique of understanding about how to support learners with dis/abilities across primary, secondary, and tertiary distance education settings in various domains, including but not restricted to academic learning, social-emotional learning and life-long learning.
  • Empirical work, including design-based research approaches, documenting attempts at inclusive design and/or instruction in distance education or online settings and the various outcomes of these attempts, including student outcomes. (Note: Please do not send a study of perceptional outcomes without other sources of data).
  • Empirical or theoretical work about transition to, and from distance educational spaces as well as between two distance education spaces.
  • Theoretical work highlighting the intersectional and evolving notions of dis/ability and its implications for distance education; this can include post-human theories and lenses.
  • The preparation of instructors at primary, secondary, or tertiary education to teach online in ways that are inclusive and informed about dis/ability—meaning that instructors learn to teach using perspectives other than traditional behavior and/or cognitive construction of learning and disability.

Timelines

Submission of 500-word abstract (maryrice@unm.edu)  – May 16, 2022

Notification and invitation of articles – May 20, 2022

First draft submitted through Manuscript Central to Distance Education – July 18, 2022

Revision notifications – August 26, 2022

Second draft submitted through Manuscript Central – September 26, 2022

Final notifications of acceptance – October 10, 2022

 

Special Issue Editors

Mary Rice
University of New Mexico, , Albuquerque, USA
maryrice@unm.edu

Michael Dunn
Washington State University, Vancouver, USA
dunnmi@wsu.edu

References:

Barbour, M. K., & Reeves, T. C. (2009). The reality of virtual schools: A review of the literature. Computers & Education, 52(2), 402-416.

Burgstahler, S., & Russo-Gleicher, R. J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 28(2), 199-212.

De Bruin, K. (2019). The impact of inclusive education reforms on students with disability: An international comparison. International journal of inclusive education, 23(7-8), 811-826.

Hromalik, C. D., & Koszalka, T. A. (2018). Self-regulation of the use of digital resources in an online language learning course improves learning outcomes. Distance Education, 39(4), 528-547. https://www.westga.edu/~distance/ojdla/summer162/layne_boston_ice162.html

Järkestig Berggren, U., Rowan, D., Bergbäck, E., & Blomberg, B. (2016). Disabled students’ experiences of higher education in Sweden, the Czech Republic, and the United States–a comparative institutional analysis. Disability & Society, 31(3), 339-356.

Kinash, S., Crichton, S., & Kim-Rupnow, W. S. (2004). A review of 2000-2003 literature at the intersection of online learning and disability. American Journal of Distance Education, 18(1), 5-19.

Kocdar S., Bozkurt A. (2022) Supporting learners with special needs in Open, Distance, and digital education. In Zawacki-Richter O., Jung I. (Eds.) Handbook of open, distance and digital education. https://doi.org/10.1007/978-981-19-0351-9_49-1

Layne, M., Boston, W. E., & Ice, P. (2013). A longitudinal study of online learners: Shoppers, swirlers, stoppers, and succeeders as a function of demographic characteristics. Online Journal of Distance Learning Administration, 16(2), 1-12.

Nair, S., Naidu, V., Judd, M., Kinash, S., Fleming, J., Santhanam, E., … & Tulloch, M. (2015). Case studies to enhance online student evaluation: University of Western Australia–A journey towards greater engagement through closing-the-loop. Learning and Teaching papers, 118.

Sniatecki, J. L., Perry, H. B., & Snell, L. H. (2015). Faculty Attitudes and Knowledge Regarding College Students with Disabilities. Journal of Postsecondary Education and Disability, 28(3), 259-275.

UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education.

United Nations (2016). 2030 Agenda for Sustainable Development.

United Nations. (2000). United Nations Millennium Declaration.

United Nations. (2006). Convention on the Rights of Persons with Disabilities.

Weedon, E., & Riddell, S. (2016). Higher education in Europe: widening participation. In Widening higher education participation (pp. 49-61). Chandos Publishing.

Xie, J., Gulinna, A., & Rice, M. F. (2021). Instructional designers’ roles in emergency remote teaching during COVID-19. Distance Education, 42(1), 70-87.

Xu, D., & Jaggars, S. S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas. The Journal of Higher Education, 85(5), 633-659.

Online Panel: Microlearning Interventions to Address COVID-19 #Misinformation (Feb 28, 2022 10:00am pacific)

By

On February 14, 2022

In my research

Please join us for this free and public session on February 28 at 10am pacific.
Register at https://royalroads.zoom.us/meeting/register/tZUqfumtrzgoG9BGztbi2o-mt_m6YDcfB_qv

 

Online Panel: Microlearning Interventions to Address COVID-19 #Misinformation

In this session, we report on the results of a rapid research project funded by the Canadian Institutes for Health Research in February 2020 to respond to the threat of COVID-19 misinformation. Join us to learn how we used interdisciplinary research methods to address the difficult problem of COVID-19 misinformation, or what the World Health Organization called an “Infodemic.”

The event will be organized in two segments. The first segment will last twenty minutes. During this time, four panelists will share results from their research. The second segment will last thirty minutes, and will provide an opportunity for attendees to ask questions.

Panelists

  • Dr. Jaigris Hodson (Royal Roads University), who will describe our team’s interview and survey research (focusing on people’s COVID-19 information behaviours).
  • Dr. George Veletsianos (Royal Roads University), who will describe our efforts to design, develop, and evaluate educational interventions;
  • Dr. Anatoliy Gruzd (Ryerson University), who will describe our big data efforts, real-time capture of misinformation claims and digital dashboards to display them;
  • Dr. Shandell Houlden (Royal Roads University), who will outline some of our theoretical approaches to information disorder that informed the research.

Relevant resources

https://covid19misinfo.org/

https://lidoncovid19.ca/

 

The problem with flexible learning: neoliberalism, freedom, and learner subjectivities

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On January 24, 2022

In sharing

Someone asked me for a copy of a recently published paper, and I was reminded that I haven’t yet made the author’s copy available. I try to make all of my papers available on my publications page, by either linking to the open access versions or providing a link to a pre-print version – and if anyone emails me, I send them a copy of the published version, though there are often little differences between the author’s preprint and the published version.

In short, this paper fits within my research on flexible learning. Flexible learning is often positioned as a tool to enable freedom, as imagined through narratives of learners being able to study at “anytime” and from “anywhere.” In this paper, we explore and critique the notion of freedom in the context of flexible learning.

Houlden, S., & Veletsianos, G. (2021). The Problem with Flexible Learning: Neoliberalism, Freedom, and Learner Subjectivities. Learning, Media, & Technology, 46(2), 144-155. https://doi.org/10.1080/17439884.2020.1833920 or author’s pre-print copy.

Abstract

Through analysis of the relationship between neoliberalism, learner subjectivity, and flexible education, this paper examines the freedom said to be enabled by flexible education. It asks: What is the nature of such freedom, who does it make free, and in what ways? While flexible education is often framed to be liberatory in nature, especially when understood through the freedom to learn and study as one chooses or is able, the institutional assumptions around how one accommodates this education, the economic or logistic reasons one may be compelled to learn in such ways, and the consequent effects on subjectivity of learning in this way are rarely considered together. By laying bare the relationship between neoliberal forms of freedom (as the freedom to choose and the freedom to take responsibility for oneself), and the affordances of flexible education, this paper illuminates the productive nature of flexible education as a tool of governmentality that serves to regulate subjectivity and in fact delimit certain freedoms. Finally, this paper argues that in order for flexible education to better serve learners, normative forms of freedom must be questioned and historicized to support this work.

What Comes After Disinformation Studies(CFP)? What comes after universities?

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On January 13, 2022

In emerging technologies, future education, futures

The CFP below is relevant to education researchers who study mis/disinformation, digital literacies, and design/evaluate education interventions to interrupt misinformation flows. I’m also posting it as an example of a CFP that’s relevant to something a “what if” scenario been thinking about: what comes after universities? In other words, what does a radically different higher education landscape look like? What should such a landscape look like? While this work overlaps with the disciplines I find myself in (ID, education, edtech, curriculum & instruction, learning sciences), it has interesting interdisciplinary tentacles and connects with platform studies, platform cooperativism, postdigital studies, anticipation studies, decolonial studies, etc.

—

ICA Pre-Conference: What Comes After Disinformation Studies?

Paris, May 25, 2022

The médialab at Science Po

Submissions due: Friday, February 18, 2022 at 12pm ET

Submit here

Introduction

The title of this pre-conference, “What Comes After Disinformation Studies?”, is something of a deliberate provocation. With an ongoing increase in authoritarian and nationalist politics globally over the past several years and the weakening of democratic institutions in many countries, scholarly and media attention to disinformation has exploded, as have institutional, platform, and funder investments towards policy and technical solutions. This has also led to critical debates over the “disinformation studies” literature. Some of the more prominent critiques of extant assumptions and literatures by scholars and researchers include: the field possesses a simplistic understanding of the effects of media technologies; overemphasizes platforms and underemphasizes politics; focuses too much on the United States and Anglocentric analysis; has a shallow understanding of political culture and culture in general; lacks analysis of race, class, gender, and sexuality as well as status, inequality, social structure, and power; has a thin understanding of journalistic processes; and, has progressed more through the exigencies of grant funding than the development of theory and empirical findings. These concerns have also been surfaced by journalists and community organizers in public forums, such as Harper’s Magazine’s special report “Bad News” in late August 2021; or, organizers highlighting the exclusions of communities of color in existing discourse and subsequent responses.

Even as disinformation has been the subject of growing academic debate, the relationship between disinformation, technology, and global democratic backsliding, white supremacy, inequalities, nationalisms, and the rise of authoritarianism globally remains unclear, and raises important questions of what constitutes healthy democratic systems.

Given this, the time is right to create and advance an interdisciplinary, critical, post-disinformation studies agenda that centers questions of politics and power. We are particularly excited to take the best existing aspects of the research that has been done so far and put it into dialog with other fields (such as history, feminist science and technology studies, critical race and ethnic studies, anthropology, social movement studies, etc.) that have their own perspectives on how to understand and study politics, technology, and media in the 21st century.

Submission Guidelines

This pre-conference is not structured around the traditional academic practice of “submitting a paper,” making a brief presentation, and then fielding follow-up questions from the audience. Instead, we ask everyone to submit a 2-3 page (1200-1500 word) “big idea” argument for what might come after, replace, or supplement disinformation studies (submission details at the end of the CFP). This paper should formulate a proposal for what comes after disinformation studies, analyze what needs to be done to supplement its analytical and methodological tools, or critique one or more of the major works in the field of disinformation studies as a jumping off point for considering the limits, and promises, of the existing field. Or, the proposal can be a combination of some or all of these things. In sum, we are looking for arguments that spur debate, discussion, and the generation of new perspectives.

In particular, this pre-conference seeks short reflections and provocations that answer, What should we be focusing our scholarly energies on, and how can we move our understandings of contemporary threats to democracy, public knowledge, political and social equality, and multi-racial and multi-ethnic societies forward? These submissions might address some of the following:

  • Draw on diverse traditions of scholarship (e.g. mass audience theory, cultural studies, postcolonial and decolonial studies, political economy and critical race theory) that help us place disinformation research within an interdisciplinary or cross-disciplinary context. For example, how might critical theory from the Frankfurt School or sociological theory from W.E.B Du Bois offer new lenses and perspectives on disinformation?
  • Emphasize non-U.S. and Anglocentric contexts and/or transnational approaches to the study of politics and platforms.
  • Historicize what are often very presentist debates on technology and information.
  • Discuss the ways in which often neglected social structures, social categories, and social identities play a role in differential experiences of disinformation, technological structures, and democracy, such as political expression and suppression; inequalities and asymmetries of information and technological access; or modes of state and institutional governance and the mobilization of security infrastructures.
  • Detail the theoretical, conceptual, and methodological tools necessary for understanding disinformation in different social, political, economic, cultural, and technological contexts (e.g. cross-disciplinary collaborations, community-engaged approaches, and qualitative and interpretive methods).
  • Draw on original empirical research in order to complicate the often-simplistic relationship between mis- and disinformation and political dysfunction and/or to offer considerations for how we may re-conceptualize approaches to digital harm and safety, platform governance, institutional trust, etc.

Please submit your “big idea” paper via this form by 5pm UK Time on Friday, February 18 (12 pm EST). 

Submissions should not exceed 3 single-spaced pages (or 1500 words maximum) and be submitted in .pdf or .docx format. Please include your complete name, title, and affiliation in the document header.

 

Pre-Conference Format

The conference aims to foster a series of overlapping conversations that will also introduce original empirical and theoretical research. It also aims to “democratize” the idea of the conference keynote. To these ends, the conference will operate in an “onion” format. There will be four, relatively short, invited keynotes presented over the course of the day (2 in the morning and 2 in the afternoon). These keynotes will then be followed by 3-4 also relatively brief paper presentations that will be related to the topic of the keynote just presented. The organizers will select the keynotes and paper presenters from submissions to the preconference based on consideration of the quality of the arguments, fit with other submissions, and interventions to address critical gaps in the field, as well as on the diversity of research profiles, methodologies and theoretical perspectives of the authors. After these talks, we will quickly open the conversation up to the audience so we can engage the entire room.

Cost and Logistics

There is no cost to attend this preconference. Coffee, tea, meals and dessert will be served over the course of the day.

The conference will be located at Sciences Po, Paris, 27 rue Saint-Guillaume (room Leroy-Beaulieu). It will also be possible to participate virtually.

Contact

Email  afterdisinformation@gmail.com with any questions. 

Sponsors

ICA Lead sponsor: Political Communication Division

ICA Co-sponsor: Ethnicity and Race in Communication Division

University of North Carolina Center for Information, Technology, and Public Life (CITAP)

University of Leeds School of Media and Communication

Science Po médialab

Public & networked scholarship and its challenges

By

On January 10, 2022

In my research, networked scholars, NPS, scholarship

Much of my work on public/networked/participatory scholarship approached the topic with the understanding that

  • scholarly practices impact how scholars use technology (e.g., institutional metrics and rewards systems shaping what kinds of activities faculty participate in, and thereby seek to amplify or improve via technology)
  • technology impacts scholarly practices (e.g., the adoption of a particular technology at an institution shaping what kinds of practices academics use; this can be anything, ranging from proctoring tools that encourage adoption of traditional assessment practices to institutional websites that ‘nudge’ faculty to include their social media profiles).

Note: “scholarship” here includes teaching, and isn’t just a synonym for research.

Much of this work was framed within a broader context of forces that shape how scholars enact digital and networked scholarship.  Over the last few years, I’ve become more interested in the broader context and the broader forces. Of particular interest are three forces (or problems)

  • online harassment
  • systemic inequities (that impact online participation)
  • the mediating roles of ranking, sorting, and attention economy algorithms

There three areas overlap in unique ways as well (e.g., the case of an an op ed going viral and its author being on the receiving end of particularly vitriolic forms of abuse based on their identity).

I’d like to develop this framework of challenges further.

November 2021 talks/panels/events

By

On December 3, 2021

In instructional design, my research, open, Royal Roads University, sharing

I participated in four online events in November.  Do I miss being with colleagues in person? Yes. But, I don’t think I’d be able to be with so many colleagues in person in different parts of the world in the span of a month. Would I have tried? Perhaps. And I would have likely exhausted myself over and over.

The first was an invited talk for Université Laval.

Better than normal: Finding a future beyond “a return to normal” on campus | Cette conférence s’inscrit dans une série d’activités visant à poser un regard réflexif sur l’évolution de l’enseignement supérieur, et ce, sous de multiples perspectives et points de vue.

Rather than a return to an imagined “normal” that existed in pre-pandemic times, this talk invites us to explore the future of our teaching and learning environments. What do they look like? What should they look like? Who do they serve, and do they serve everyone equitably? Grounded in ongoing research projects examining student experiences with online and remote learning, and studies examining what the future of education may look like, this talk invites us to recognize that various pre-pandemic teaching, learning, and institutional practices were problematic. “Normal” was (and is) problematic. What are some better futures for students, faculty, and institutions of higher learning?

Plutôt que d’imaginer un « normal » qui existait à l’époque prépandémique, ce webinaire vous invite à explorer l’avenir de nos environnements d’enseignement et d’apprentissage. À quoi ressemblent-ils ? À quoi devraient-ils aspirer? Qui servent-ils et servent-ils nos populations équitablement ? Fondée sur des projets de recherche en cours qui examine l’expérience des étudiantes et des étudiants avec l’apprentissage en ligne, à distance et des études qui s’intéresse à quoi pourrait ressembler l’avenir de l’éducation, cette séance vous invite à reconnaître les problématiques de nos diverses pratiques d’enseignement et d’apprentissage ainsi que nos politiques institutionnelles prépandémiques. Notre “normal” était (et est toujours) problématique. Quelles décisions concernant l’avenir présentent potentiellement de meilleurs résultats pour les personnes étudiantes, le corps professoral, les membres du personnel enseignant et les établissements d’enseignement supérieur ?

 

The second was a panel discussion hosted by the Open and Distance Learning Association of Australia, as part of the Asia-Pacific Online Distance Education (APODE) week.

Lessons from Learners: Students’ Insights on Effective Learning Online
Description: This webinar features a lively panel discussion with three leading scholars working in online distance education with a strong learner focus to their work. Professor George Veletsianos holds the Canada Research Chair in Innovative Learning and Technology and the Commonwealth of Learning Chair in Flexible Learning. He is well-known internationally for his research in online distance education and is author of the book Learning Online: The Student Experience (Johns Hopkins University Press, 2020). Dr Elaine Beirne works in the National Institute for Digital Learning at Dublin City University, Ireland and has a strong interest in the role of emotions in online learning. She played a key role in the development of A Digital Edge: Essentials for the Online Learner, a free course that has attracted over 10,000 people worldwide. Dr Melissa Bond, previously a Researcher Officer at University College London (UCL) and who has recently returned to Australia, is known for her meta-analysis research on student engagement in educational technology contexts. Melissa is co-author of several seminal major systematic literatures reviews in this area. The panel will discuss lessons that we have learnt from learners and other valuable insights into the online learning experience from a student perspective.

 

The third was a panel webinar discussion on Instructional Design In & After COVID-19 hosted by Royal Roads University and our MA in Learning and Technology program.
Description: The field of instructional design and instructional designers’ role and value has been amplified by the pandemic as organizations work to continue to provide education and training offerings to their students, staff, and employees. Join us for a conversation with leaders in this space as they share their perspectives on instructional design and the field of educational technology and how it has responded to the challenges and opportunities resulting from the global pandemic.

 

The fourth was a fireside chat on Gender Equality and Social Inclusion in Open and Distance Learning. This was an internal event for the Commonwealth of Learning (COL), with Dr. Suzan Koseoglu (Goldsmiths, University of London, U.K) and Dr. Sindile Ngubane (Institute for Open and Distance Learning, University of South Africa) aimed at introducing COL staff to current
thinking on equality and social inclusion in Open and Distance Learning, from concepts such as feminist pedagogy, to perspectives on current challenges of social inclusion in learning contexts during COVID-19.

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