April 20, 2023, Dr. Lin Lin Lipsmeyer (Southern Methodist University), Dr. George Veletsianos (Royal Roads University), and Dr. Fengfeng Ke (Florida State University).
March 4, 2022, Dr. Bret Staudt Willet (Florida State University)
In this three-hour workshop, Dr. Willet will provide guidance for understanding and exploring networks. Abstract principles will be grounded by using R to analyze a dataset that is likely of interest to many AECT participants: tweets related to the AECT 2019 convention.
Preview of the AECT 2021 Convention
October 28, 2021, Dr. Heather Leary (Brigham Young University)In this one-hour webinar, Dr. Heathy Leary will highlight the various Research & Theory Division sessions at the upcoming AECT 2021 convention. She will cover RTD concurrent sessions, featured research, the Early Career Symposium, the inaugural Theory Spotlight Competition, and more.
June 15, 2021, Melissa Warr & Kevin Close (Arizona State University)In this one-hour webinar, Melissa and Kevin will discuss a theory of design for education. Through a framework of design called the five spaces for design in education, they will also explore how some types of culture--such as organizational or school culture--can be designed to better support learning.
May 11, 2021, Rebecca Clark (Virginia Tech)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.
March 18, 2021, Dr. Royce Kimmons (Brigham Young University)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.
August 18, 2020, Dr. Vanessa Dennen (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.
April 6, 2020, Dr. Wanli Xing (University of Florida)
February 26, 2020, Dr. Thomas Reeves (University of Georgia)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.
October 17, 2019, Dr. Susan Land (Penn State University)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.
April 26, 2019, Dr. Theodore J. Kopcha (University of Georgia), Dr. Keri Valentine (West Virginia University)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.
February 12, 2019, Dr. Charles Graham (Brigham Young University)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.
October 2, 2018, Dr. John Hilton (Brigham Young University)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.
June 21, 2018, Dr. Scott Warren (University of North Texas)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.