Call for Chapters: Designing, Developing, and Delivering Online Education to 21st Century Learners

Call for Chapters

Book Title  Designing, Developing, and Delivering Online Education to 21st Century Learners

Editors

Vance Vaughn, Associate Professor, The University of Texas at Tyler

Gary Miller, Assistant Professor, The University of Texas at Tyler

Yanira Oliveras­Ortiz, Assistant Professor, The University of Texas at Tyler


Call for Chapters

Proposals Submission Deadline: March 1, 2015

Full Chapters Due: May 30, 2015

 

Introduction

For release in the National Council of Professors of Educational Administration Book Series.

NCPEA Press Production Editors:  Theodore Creighton and Brad Bizzell

President: James Berry

ISSN Or ISBN: assigned later

NCPEA Press prides itself on providing quality research in the pursuit of knowledge to education professionals as well as those students who will soon be in leadership positions. Their many book publications are invaluable in accomplishing this task.

Online educational leadership (EL) preparation programscontinue to gain popularity. This popularity not only increases the need for quality online programs but from an instructional standpoint prompts the need for resources explaining the strengths and areas of concern—a book such as ours. Students must benefit from the technological advancements our profession has to offer. When students enroll in EL preparation programs, they expect a quality online preparation program but there are inherent needs involved unique to online learning environments. Additionally, institutions that hire thesegraduates must have the courage and faith in our online preparation programs. This book will provide professors of online EL preparation programs a tool in which they can put into the hands of students to maximize students’ learning experiences, and bring those experiences as close to face-to-face as technologically possible.

This edited book will provide a clear picture of online development in EL preparation programs and will demonstrate and characterize online EL preparation in action. In addition, the book will serve as an instructional tool for EL professors to use with their students. The book’s intent is to act as an informational document—an instructional manual with an accompanying student manual that contains online strategies and interactivesessions a professor would use in his or her class. For example, contributors would include a lesson that professors have already designed so that the book can serve as a class instructional tool.

 

Objective

The mission of this book is to provide a better understanding of EL preparation programs, so when online programs are compared to face-to-face, an accurate evaluation is possible. Furthermore, we hope this book be used as an instructional tool to provide well-designed curriculum, instruction, and assessment teaching modules based on data driven instruction producing quality educational leaders for our districts and schools. Otherwise, online programs will continue to be unfairly scrutinized. Perhaps this comprehensive text, the first of its kind, will find its way into every educational leadership professor’s office, in the hands of every education student, and in the hearts and minds of employers who might be considering employing education graduates. It is our contention that school districts have to believe that online programs are preparing the type of leaders they need on their campuses.

 

Target Audience

Educational leadership professors and their online students will primarily use the book. However, because of its heavy emphasis on online teaching and learning, it could easily become an important resource for other college professors and in a variety of masters and doctoral level programs. The book will focus on educational leadership and the development of online courses in particular the principalship, online learning, current and emerging technologies, and quality design. It is the editors’ hope the book emerges into a global and iconic resource.

 

Recommended Topics

Contributors are welcome to submit chapters on the following topics relating to educational leadership and developing online courses, especially the principalship, online learning, current and emerging technologies, and quality design. In each chapter, examples of instructional design must be included. Consider these topics in an online environment andwrite your chapter accordingly.

•   Reflections from a successful first year professor teaching in an online environment

•   Reflections from an experienced professor teaching in an online environment

•   Reflections from a practicing educational leader who completed an online program

•   Best technology practices: Blackboard and other programs or resources

•   Online lectures vs. interactive lessons

•   Busy work: Chapter reading vs. relevant rigorous assignments

•   Engaging students in meaningful instructional/curricular online conversations

•   Aspiring principals’ action research projects: Catalysts for change

•   Block/thematic structure of program

•   Practicum: Not just a time log – how to make the most from the experience when visiting students is not possible

•   Establishing working relationships with students while working online (bringing the human element into the online environment)

•   Importance of relevant and meaningful feedback to the development of leadership knowledge and skills

•   Developing collaboration skills while working online

•   Developing presentation skills

•   How to develop decision-making skills through online courses

•   How to model or/and teach concepts and content through online courses

•   Tools available for online exams and quizzes (the strengths and challenges of each in comparing and contrasting assessments)

Submission Procedure

Contributors are invited to submit on or before March 1, 2015, a 2­3 page chapter proposal clearly explaining the mission, priorities, structure and format of his/her proposed chapter. Authors of accepted proposals will be notified by March 30, 2015 about the status of their proposals and chapter guidelines will be sent accordingly. All submitted chapters are subject to double blind reviews. Contributors may also be requested to serve as reviewers for this project.

All proposals should be submitted to vvaughn@uttyler.edu

Publisher

This book is scheduled to be published by NCPEA Press. Please visit  www.ncpeaprofessor.org

This publication is anticipated to be released in January 2016.

Important Dates

•   March 1, 2015: First proposal deadline

•   March 30, 2015: Notification of proposal acceptance

•   May 30, 2015: Full chapter submission

•   June 30, 2015: Review results returned to authors

•   July 31, 2015: Revised chapter submission

•   August 31, 2015: Final acceptance notifications

•   September 30, 2015: Submission of final chapters

•   November 1, 2015: Final deadline

 

Inquiries

Dr. Vance Vaughn

Associate Professor

The University of Texas at Tyler

Department of Educational Leadership

3900 University Blvd Tyler, TX 75799

vvaughn@uttyler.edu

(903) 203-5210

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Social Networking Platforms for Higher Education

Facebook Group “Groups for Schools” feature today which will allow American colleges to create Group pages accessible only within the school community.
LinkedIn LinkedIn is a business-oriented social networking service. Founded in December 2002 and launched on May 5, 2003, it is mainly used for professional networking.
Edmodo Edmodo is a social networking site for teachers and students where over 46 million teachers, students, and parents are connecting to collaborate on assignments, discover new resources. Edmodo is a web 2.0 social networking tool for educators to use to communicate with students and parents.
Microsoft OneDrive  A file hosting service that allows users to upload and sync files to a cloud storage and then access them from a Web browser or their local device.
12manage.com A free management education and business education platform for management and organization of business or education.
Yammer Yammer a private social network collaboration software and business applications that allows the user to connect to the right people, share information across teams and organize around projects.
Celly Celly is a platform for ad-hoc social networks that is accessible via iPhone, Android, Web, SMS text and even email. Networks connect individuals and communities for instant and easy communication.
Jive Jive is a communication and collaboration platform solution for business. Jive enables employees, partners and customers to work together.
Twitter Twitter is a powerhouse for marketing, communication, business, and even education, letting people from around the world work together, share ideas, and gain exposure to concepts.
Google+ Communities Google+ is a place to connect with friends and family, and explore interests. Google+ allows the user to share photos, send messages, and stay in touch with the people globally.
Hive Social Hive Social is a specialist Social Media consultancy, that helps businesses and brands find, connect, build and engage with their online audience through Social Media and Digital Marketing.
Enterprise Hive HiveSocial for higher education is an enterprise social software, communication and collaboration platform with embedded game mechanics
Socialtext Socialtext applies Web 2.0 technologies such as enterprise microblogging, enterprise social networking and wikis to the critical challenges facing businesses. Socialtext’s platform allows employees to share expertise, speed workflows, and get their jobs done faster.
Elgg Elgg an open source social networking software that provides individuals and organizations with the components needed to create an online social environment. It offers blogging, microblogging, file sharing, networking, and groups.

 

This list was curated by Dr. Victoria Cardullo, Assistant Reading Professor, Auburn University and shared on the EDUCAUSE Blended Learning listserv

 

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Call for Entries: 2015 Campus Technology Innovators Awards

Awards

Call for Entries: 2015 Campus Technology Innovators Awards

Nominations are now open for the 2015 CT Innovators Awards.

By Rhea Kelly
01/05/15
Campus Technology Innovators Awards 2015
Campus Technology is looking for innovative colleges and universities that have deployed unique technology solutions to campus challenges.

Nominations are now open for our tenth annual Campus Technology Innovators Awards, recognizing institutions, technology project leaders and vendor partners that have used technology in new ways to support teaching, learning, administration and operations. The deadline for entries is Feb. 17.

Your peers will help decide

Entries will be reviewed by our Innovators Judging Committee of higher ed tech leaders, many of whom are former Campus Technology Innovators award winners. Final winners will be selected by our expert team of editors.

Awardees receive:

1 free registration for Campus Technology 2015 (July 27-30 in Boston)
Conference registration discount for team members
Other special recognition at CT 2015 for vendor partners and project contributors
Opportunity to present a poster or Innovator Tech Talk at CT 2015 — deadlines apply
Profile in Campus Technology magazine and on CampusTechnology.com
For more information, go to the Innovators site.

ABOUT THE AUTHOR

About the author: Rhea Kelly is executive editor for Campus Technology. She can be reached at rkelly@1105media.com.

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Call-for-papers “Design-based research for online learning environment development”

Call-for-papers “Design-based research for online learning environment development”

The International Journal of Social Media and Interactive Learning Environments (http://www.inderscience.com/jhome.php?jcode=ijsmile) aims to provide an avenue for researchers to share experiences and research finding on the use of technology for teaching and learning.

Online learning has been evolved from a marginal form of education to an increasingly popular alternative. Online learning environments can be developed using learning management systems (such as Blackboard or Edmodo), social media platforms (such as Facebook Group), or authoring tools (such as Articulate or Adobe Captivate). However, as an online learning environment has some limitations such as a lack of classroom climate or social cues, its development often faces challenges. Research indicates that design-based research can be a practical approach to the development of high-quality online learning environments.

Design-based research (or called educational design research, design experiment) has two primary purposes: 1) producing a usable artifact such as an online learning environment through several rounds of prototyping; and 2) generating design principles for guiding the development of similar artifacts. It often involves a number of iterations, in which design, development, formative evaluation, and revision are systematically carried out and the quality of the artifact is gradually improved.

This special issue aims to collect and publish exemplary cases and development studies on using the design-based research approach in the development of online learning environments. Development and research articles and conceptual papers are welcome. In particular, examples of showing how effective online learning environments are developed by progressing through a few iterations are preferred.

Subject Coverage
Suitable topics include but are not limited to:

Theoretical frameworks or models for design-based research
Theoretical frameworks or models for online learning environment development
Cases studies and examples of online learning environment development
Experiences of using authoring tools (such as Articulate or Captivate) to create online learning environments by following the design-based research approach
Experiences of using learning management systems to develop and host online learning environments by following the design-based research approach
Experiences of using social media platforms to design online learning environments by following the design-based research approach
Lessons learned from a design-based research study
Meta-analysis on design-based research studies
Design and development of interactive online learning environments
Social media for online learning
Notes for Prospective Authors

Submitted papers should not have been previously published nor be currently under consideration for publication elsewhere. (N.B. Conference papers may only be submitted if the paper was not originally copyrighted and if it has been completely re-written).
All papers are refereed through a peer review process. A guide for authors, sample copies and other relevant information for submitting papers are available on the Author Guidelines page.
All papers must be submitted online. To submit a paper, please go to Online Submissions of Papers.

Important Dates

Full paper submission: 28 February, 2015
Notification of acceptance: 31 March, 2015
Final submission: 15 May, 2015

Dr. Qiyun Wang
Editor-in-Chief
The International Journal of Social Media and Interactive Learning Environments

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Live Session from Hollow Wood — A great band from Boise

Hollow Wood – Audiotree Live from Audiotree Live on Vimeo.

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Do teachers need to be performers?

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Instructional Design and Technology, Educational Technology, Distance Education & Online Learning Conferences 2015

This original list of Educational Technology and related conferences was prepared by Clayton R. Wright, crwr77 at gmail.com, November 12, 2014. I have shortened it — focusing on a select number of conferences that interest me each month. Please refer to the original master list as well as each conferences website for specifics on each conference.

January 2015

February 2015

  • February 3-4, 2015 Education Technology Strategies for K-12 Schools, Colleges and Universities, 5th, annual. Toronto, Ontario, Canada. http://educationtechnologysummit.com/
  • February 3-6, 2015 International Self-Directed Learning Symposium, 29th. Organized by the International Society for Self-Directed Learning. Cocoa Beach, Florida, USA. http://www.sdlglobal.com/
  • February 4-6, 2015 Conference on Higher Education Pedagogy, 7th annual. Virginia Tech, Blacksburg, Virginia, USA. http://www.cider.vt.edu/conference/
  • February 4-6, 2015 International Symposium on Teaching, Education, and Learning (ISTEL), Winter Session. Honolulu, Hawaii, USA. http://ibac-conference.org/istel2015winter/ConferenceVenue.html
  • February 9-10, 2015 Ethnographic and Qualitative Research Conference, 27th, annual. University of Nevada, Las Vegas, Nevada, USA. http://www.eqrc.net/
  • February 9-11, 2015 Midwest Education Technology Conference (METC). St. Charles, Missouri, USA. http://2015.metcconference.org/index.php
  • February 9-11, 2015 EDUCAUSE Learning Initiative (ELI): Designing our Thinking – Crafting New Directions for Digital Engagement. Offered online and at Anaheim, California, USA. http://www.educause.edu/eli/events/eli-annual-meeting
  • February 10-12, 2015 Ohio Educational Technology Conference (OETC). Columbus, Ohio, USA. http://oetc.ohio.gov/
  • February 13-17, 2015 Association of Teacher Educators (ATE) Annual Meeting. Hyatt Regency, Phoenix, Arizona, USA. http://www.ate1.org/pubs/Future_Meetings.cfm
  • February 18-20, 2015 New Learning Technologies Conference. Organized by the Society for Applied Learning Technology (SALT). Caribe Royale Hotel, Orlando, Florida, USA. http://www.salt.org/
  • February 18-21, 2015 eLearning. Organized by the Instructional Technology Council (ITC). Las Vegas, Nevada, USA. http://www.itcnetwork.org/
  • February 20-21, 2015 Research on Teaching and Learning Summit (formerly known as Georgia Conference on College and University Teaching), 22nd. Organized by the Center for Excellence in Teaching and Learning, Kennesaw State University, Kennesaw, Georgia, USA. http://cetl.kennesaw.edu/summit
  • February 23-24, 2015 International Conference on Technology, Knowledge, and Society. University of California, Berkeley, California, USA. http://techandsoc.com/the-conference
  • February 27-28, 2015 Ethnography in Education Research Forum: Inequality, Poverty, and Education – An Ethnographic Invitation, 36th. Organized by the Center for Urban Ethnography, University of Pennsylvania, Philadelphia, Pennsylvania, USA. http://www.gse.upenn.edu/cue/forum

March 2015

April 2015                                                                                                                                     

May 2015

  • May 6-8, 2015 CONNECT: Canada’s Learning and Technology Conference. Scotiabank Convention Centre, Niagara Falls, Ontario, Canada. http://www.canconnected.com/
  • May 7-8, 2015 E-Learning Symposium. Hosted by the E-Learning Council, Austin, Texas, USA. http://els.elearningcouncil.com/e-learning-symposium-2015/
  • May 8, 2015 Researching into Higher Education: Innovative Research Methods. Organized by the British Educational Research Association. Institute of Education, London, United Kingdom. https://www.bera.ac.uk/event/research-into-higher-education-innovative-research-methods
  • May 14-15, 2015 International Conference on Assessment for Learning in Higher Education. Centre for the Enhancement of Teaching and Learning, University of Hong Kong, Hong Kong, China. http://www.cetl.hku.hk/conf2015/
  • May 14-15, 2015 Teaching, Learning and Assessment Conference: Internationalising the Curriculum – What Does This Mean? How Can We Achieve It? Organized by the Staff and Educational Development Association (SEDA). Marriott Victoria and Albert Hotel, Manchester, United Kingdom. http://www.seda.ac.uk/?p=14_2&e=453
  • May 18-19, 2015 Scholarship of Teaching and Learning (SOTL) Academy, 6th, annual. University of Findlay, Findlay, Ohio, USA. http://www.gvsu.edu/stla/
  • May 20-22, 2015 European Association for Distance Learning (EADL): Our Future Online – Trends and Challenges in Distance Learning. Prague, Czech Republic. http://www.eadl.org/
  • May 20-22, 2015 eLearning Africa: International Conference on ICT for Development, Education and Training, 10th. Hosted by the Ethiopian Ministry of Communication and Information Technology (CIT). African Union Conference Centre, Addis Ababa, Ethiopia. http://www.elearning-africa.com/
  • May 26-29, 2015 Association for Institutional Research (AIR) Forum. Colorado Convention Center, Denver, Colorado, USA. http://airweb.org/
  • May 29, 2015 Emerging Learning Design, 5th. Montclair State University, Montclair, New Jersey, USA. http://eld.montclair.edu/
  • May 29, 2015 Innovative Pedagogy and Course Redesign: Collaborations for Empowerment and Learning, 14th, annual. Fairfield University, Fairfield, Connecticut, USA. http://www.fairfield.edu/cae/teachingconference/
  • May 31-June 4, 2015 Learning in Higher Education (LiTHE): Technology Enhanced Learning in Higher Education. Kavos Bay Seafront Hotel, Aegina Island, Greece. http://www.lihe.info/
  • May 21-22, 2014 International Conference in Emerging Trends of E-Learning and Online Education Technologies (ICETEOET), 2nd. Munich, Germany. http://www.iceteoet.com/callforpapers.php
  • May 21-23, 2014 Innovations in Online Learning, 10th. Hyatt Regency Hotel, San Antonio, Texas, USA. http://iolconference.org/iol_2014/
  • May 29-30, 2014 EdTech 2014: Educational Technology Conference of the Irish Learning Technology Association (ILTA) – Eurovision 2020 – Technology Enhanced Learning for a New Horizon, 15th annual. University College Dublin, Dublin, Ireland. http://ilta.ie/edtech/edtech2014/
  • May 30-31, 2014 Shanghai International Conference on Ubiquitous Learning. Organized by the Shanghai Open University and the UNESCO Chair in ODL in East Asia. Guoshun Campus, Shanghai Open University, Shanghai, China. http://iie.sou.edu.cn/?p=637

June 2015

July 2015

August 2015

September 2015

October 2015

  • October 11-15, 2015 International Association for Educational Assessment (IAEA), 41st. University of Kansas, Lawrence, Kansas, USA. http://www.iaea.info/ or http://www.iaea2015.org/
  • October 14-16, 2015 International Council for Distance Education (ICDE) World Conference on Open and Distance Learning: Growing Capacities for Sustainable & Distance e-Learning Provision, 26th. Hosted by the University of South Africa (UNISA) at Sun City, South Africa. http://www.icde.org or http://unisa.ac.za/icde2015/
  • October 14-16, 2015 Online Learning (previously, Sloan) Consortium (OLC) International Conference, 21st annual. Offered online and at the Walt Disney Swan and Dolphin Resort, Lake Buena Vista, Florida, USA. http://onlinelearningconsortium.org/annualconferences
  • October 20-23, 2015 E-Learn: World Conference on e-Learning in Corporate, Government, Healthcare, and Higher Education. Organized by the Association for the Advancement of Computing in Education (AACE). Kona, Hawaii, USA. http://www.aace.org/conf/
  • October 25-28, 2015 Association for Information Communications Technology Professionals in Higher Education (ACUTA) Fall Seminar. Hyatt Regency Baltimore, Baltimore, Maryland, USA. http://www.acuta.org/
  • October 27-30, 2015 EDUCAUSE Annual Conference. Also offered online, Indianapolis, Indiana, USA. http://net.educause.edu/EDUCAUSEAnnualConference/1352

November 2015

  • November 1-4, 2015 Quality Matters Conference on Quality Assurance in Online Learning, 7th, annual. San Antonio, Texas, USA. https://www.qualitymatters.org/
  • November 2-13, 2015 International Conference on e-Learning and Innovative Pedagogies: The Future of Education – Advanced Computing, Ubiquitous Learning, and the Knowledge Economy, 8th. University of California, Santa Cruz, California, USA. http://ubi-learn.com/the-conference-2015
  • November 3-7, 2015 Association for Educational Communications and Technology (AECT) International Convention. Hyatt Regency, Indianapolis, Indiana, USA. http://www.aect.org/events/

December 2015                                                                                                    

  • December 1-4, 2015 California Educational Technology Professionals Association (CETPA), 55th. Hilton Bayfront, San Diego, California, USA. http://www.cetpa-k12.org

 

 

 

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Call for Chapters — What is it like to learn and participate in MOOCs?

What is it like to learn and participate in MOOCs?

Special Issue – Call for papers

Educational Media International

Scholarly Peer-Reviewed Journal published by Taylor & Francis

 

Overview

While during 2011-2012 the mass media were largely exuberant about MOOCs (Massive Open Online Courses), claiming that these courses will revolutionize and democratize access to education, in 2013-2014 anti-MOOC sentiment rose amidst concerns pertaining to completion rates, sustainable business models, and pedagogical effectiveness. Heated debates on the status quo and future of higher education have ensued since then, and even though there is “no shortage of prophecies about [MOOC’s] potential impact” (Breslow et al., 2013, pp. 23), the academic community has yet to develop an in-depth understanding of learner experiences in MOOCs. The aim of the special issue is to add to our understanding of learner experiences in MOOCs by providing answers to the question: What is it like to learn and participate in MOOCs?

Learner experiences arise from the ways learners interact with and respond to content, activities, instructional methods, instructors, and the context within which learning and instruction happen (Parrish, 2005). At a time when researchers and online learning providers are embracing the use of learning analytics and big data to examine learner behaviors, activities, and actions, very few researchers have sought to gain a deep, qualitative, and multidimensional understanding of learner experiences with open forms of learning. A nuanced appreciation of how users experience open learning, including the successes and obstacles they face, will assist learning designers, researchers, and providers in making greater sense of the open course phenomenon as well as enable them to improve open online learning.

This CFP arises has its foundations on a 2013 call in which Veletsianos argued that “we only have small pieces of an incomplete mosaic of students’ learning experiences with open online learning” (Veletsianos, 2013). While there’s been an expansive amount of research on MOOCs, the existing literature predominantly focuses on learner behaviors and practices, while investigations of learners’ lived experiences are largely absent (Adams et al., 2014). The availability of large-scale data sets also appears to have shaped the research questions that are being asked about MOOCs, and, while significant insights are developed via that research route, the field will benefit tremendously by gaining a better understanding and appreciation of learners’ experiences.

To address these issues and to support the development of the field, we invite authors to submit manuscripts investigating the learner experience in massive open online courses.  Manuscripts can be of three types:

  • Empirical. Such manuscripts should follow rigor guidelines appropriate for the research methods used.
  • Systematic reviews of the literature and literature meta-syntheses.
  • Theoretical manuscripts, contributing to the development of theory pertaining to learner experiences in open courses.

We are interested in hosting a forum for leading edge contributions to the nascent field that help us make sense of learner experiences, and allow practitioners and researchers to benefit from these contributions. Towards this aim, recommended topics of interest for this special issue include, but are not limited to, the following research questions:

  • What is it like to learn in massive open online courses?
  • What are learners’ experiences in open courses?
  • Why are learners participating in open courses in the ways that they do?
  • What are learner-learner and learner-instructor interactions like?
  • How do learners respond to various instructional design decisions and instructor roles?
  • How do learners perceive their relationships with each other, content, instructors, institutions, and MOOC providers?

Submission Process

Interested authors should submit 500-word abstracts and 200-word bios by December 19 at moocs@cardet.org. Submissions should include short descriptions of the following:

  • Identified gap/problem addressed
  • Methods or modes of inquiry
  • Data sources
  • (in-progress or final) results

Invitations to submit full papers will be send on or before January 9, 2014. Manuscripts should be formatted using APA style and should be 6,000 words, including references. The process to be followed thereafter is as follows:

  • March 1, 2015: Full-length papers due via email at moocs@cardet.org
  • May 1, 2015:  Notification of acceptance/rejections
  • June 30, 2015: Final papers with revisions due
  • 2015: Special issue is published

Special Issue Editors

Dr. George Veletsianos
Canada Research Chair in Innovative Learning and Technology
Associate Professor
Royal Roads University, Victoria, BC, Canada.

Dr. Vrasidas Charalambos
Executive Director, CARDET (www.cardet.org)
Associate Professor of Learning Innovations & Associate Dean for e-learning, University of Nicosia, Cyprus.

References

Adams, C., Yin, Y., Vargas Madriz, L.F., & Mullen, S. (2014). A phenomenology of learning large: The tutorial sphere of xMOOC video lectures. Distance Education, 35, 202-216.

Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying learning in the worldwide classroom: Research into edX’s first MOOC. Research & Practice in Assessment, 8, 13-25.

Parrish, P. (2005). Embracing the aesthetics of instructional design. Educational Technology, 45(2), 16-25.

Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Madison, WI: Hybrid Pedagogy Publications. Retrieved from http://learnerexperiences.hybridpedagogy.com.

George

George Veletsianos, Ph.D.
Associate Professor

Canada Research Chair in Innovative Learning and Technology

School of Education and Technology, Royal Roads University
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Joyce Seitzinger: Ascilite2014 The Networked Professional

I like how Seitzinger differentiates between the role of presence and curation:

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WCET 2014 – Mobile Learning Presentation

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