TravelinEdMan

noreply@blogger.com (Curt Bonk) — Tue, 19 Jul 2022 00:16:00 +0000

Information on my latest book with Meina Zhu is detailed below.

Transformative Teaching Around the World:

Stories of Cultural Impact, Technology Integration, and Innovative Pedagogy

Curtis J. Bonk & Meina Zhu (Eds.). (2022) Transformative Teaching Around the World: Stories of Cultural Impact, Technology Integration, and Innovative Pedagogy. NY: Routledge.

Routledge: https://www.routledge.com/Transformative-Teaching-Around-the-World-Stories-of-Cultural-Impact-Technology/Bonk-Zhu/p/book/9781032073798

Amazon: https://www.amazon.com/Transformative-Teaching-Around-World-Meina-dp-1032073799/dp/1032073799/

Scope: There are 41 short stories (1,000 to 3,000 words) written by award winning Fulbright teachers and former IU students around the globe who have enrolled in my R546 course (i.e., the famed Saturday class) on instructional strategies for critical and creative thinking, collaboration, motivation, and technology integration. Most are now back in their countries. R546 Syllabus: http://curtbonk.com/Instructional-Strats-R546-2021.htm

Readers of this book will hear stories from outstanding teachers in 22 countries such as in Mexico, India, Morocco, mainland China and Taiwan, Bhutan, Papua New Guinea, Thailand, Cyprus, Singapore, Finland, Botswana, New Zealand, Yemen, Saudi Arabia, Yemen, Rwanda, Costa Rica, Kazakhstan, Israel, and Uzbekistan, Korea, and the United States. These authors tell emotional, educationally powerful, and highly impactful stories of transformative changes in their classrooms, communities, and countries. Many of their stories will relate to the use of innovative technology during the pandemic as well as global technologies for international exchanges and collaboration among K-12 students in different countries.

Transformative Teaching Around the World:

Stories of Cultural Impact, Technology Integration, and Innovative Pedagogy

Curtis J. Bonk and Meina Zhu (Editors)

Dedication

To my advisor Gary A. Davis who taught me that “Creativity is Forever” and to Robert (Bob) and Donna Rae Clasen who helped me discover myriad ways that “Teachers Tackle Thinking” and to all the other thoughtful, kind, and creative professors with whom I took classes at the University of Wisconsin so long ago.

Curt Bonk, Indiana University

To my professors, friends, and family who encouraged me and supported me each day.

Meina Zhu, Wayne State University

Table of Contents: Book Chapters

Introduction

Foreword: The Power of Story

Gerardo Gonzalez

Preface: Before Making Impact

Curtis J. Bonk and Meina Zhu

1. Time for Making Impact

Curtis J. Bonk and Meina Zhu

Section #1: Personal Transformations

2. Professional Growth and Cross-Cultural Exchange: A Glimpse into a Fulbright Program’s Life-Long Impact on Global Educators

Jacob Butler

3. Education found me; energy kept me: Thoughts on power, sharing, and service

Alba Rosario Marrón Canseco

4. The World of Endless Possibilities- The Educator in Me

Keitumetse Thobani

5. Questions that Matter – An Epistle to the Learner

Pratiksha Chopra

6. Sun on the Snow: Ad Meliora - Toward Better Things

Remya Parameswar Iyer

7. From ancient history to current practice: Experimenting with the pedagogical tools for teacher creativity and student empowerment

Nourit Ben David Erez

Section #2. Innovative Education

8. “You can't use up creativity: The more you use, the more you have”: The story of Chris Gadbury

Shengnan (Penny) Ma

9. Community health and environment: A learning project from India

Narayani Singh

10. Metacognitive experiences on an urban concept farm: Local, project-based learning in science and sustainable agriculture

Simon McMillan

11. Empowering teachers to become transformational leaders through reflective conversations: A school-based inquiry and a professional development project

Mohana Ratnam

12. “Poipoia te kakano kia puawai” (Nuture the seed and it will blossom): Affective spaces in education-- prison, and beyond

Lynnette Brice

Section #3. Teaching with Technology

13. Fostering student motivation and engagement through the Relevant, Appealing and Personal (RAP) pedagogical guideline: Tech stories from Singapore

Muhammad Nazir Amir

14. Social media to tickle motivation to learn: From Saudi high school to USA graduate school

Khadijah Alghamdi

15. Sparking inspiration through motivation and technology integration

Yassine Abdellaoui

16. Interactive writing instruction in Zoom

Yan/Shyvia (Elaine) Zhang

17. A Learning Journey by being Far and Near: A Lesson Designed in the R2D2 Framework

Begaim Adilkhanova

18. It's all about the experience: Technology enhanced designs to generate value

Maria Solomou

Section #4: Pandemic Practices

19. Chicken or Egg? Achieving the right balance between technology and pedagogy in online learning

Edwin Chew

20. Learning in lockdowns: Creating safe, structured, and student-centered classes during the pandemic

Maija Heikkilä

21. Actively engaging students in India during COVID-19: A former Fulbrighter finds hope

Rathnakaran Kozhukkunnon Othayoth

22. Online Education in a Korean Elementary School During COVID-19: Focusing on My Experience using Blended Learning

Jeong-Ae Lee

23. Moving from face-to-face to online environments in Mexico during the pandemic

Samuel Arriaga

Section #5: English Education and Collaboration

24. English education enabled by technology: Story from an Online Teacher for an Under-Sourced Village School in China

Chaoran Wang

25. Highlighting collaborative learning in language classroom: A story from Thailand

Apapan Sailabada

26. Live classes of lives: English reading to ponder life, social phenomena, the fate of the world

Xiaoxiu (Anne) Wang

27. Student collaboration starts with teacher collaboration

Sanna Leinonen

28. Transformative Learning? Yes, Possibly in a Flipped Classroom

Hyun-Ju Kim

Section #6: Active Learning Strategies

29. Why weren’t we taught like this?: Introducing Creative Strategies to Indian Teachers

Marina Basu

30. Hooking students into science with engaging activities

Sutapa Mukund

31. Pedagogical innovations from Finland: Using positive phenomena for powerful learning

Tarja Mykrä

32. Active learning through using Actively Learn

Fiona Jeffries

33. Activating the active learning classroom: Making the connection from local to global

Jhenyi Wu

Section #7: Global Education

34. Distant Horizon, Close Friendship: Learning through Cross-Cultural Projects and Exchanges

Sandy Tsai

35. Learning through student exchange projects

Taru Pohtola

36. From Moment to Momentum: Technology Expanded Classrooms from Mexico to France and Back

Diana Gabriela Zamudio Troncoso

37. Empowering teachers with technology and pedagogy: Distance teacher training in Uzbekistan

Umida Khikmatillaeva

38. We can still be global citizens: Virtual exchange program to connect Yemeni EFL youth with their AFL American counterparts

Amani Gashan

Section #8: Overcoming Challenges

39. Cancer, Covid-19, and the Cultural Impact of Technology in the Classroom

Rhuperdia Crowe-Clay

40. Equitable learning in inequitable classrooms: Cases of teacher design thinking in rural schools in Bhutan and Papua New Guinea

Khendum Gyabak

41. The Story Behind Jacky’s Cell Phone: Bring the Invisible Forward

Natalia Ramirez Casalvolone

42. The story of keeping education wheels turning: Motivation and collaboration when Teaching in a post-war context

Simon Pierre Munyaneza

43. Augmenting curriculum in a war-torn country: Augmented reality online teaching

Ebrahim Bamanger

Ending

44. After Making Impact

Meina Zhu and Curtis J. Bonk

Afterword: The Power of Planning

Anastasia Morrone

Acknowledgments

References and Web Links

Blog Posts by Joshua Kim: "Learning in 2050" and "Houston as a Prophetic City"

noreply@blogger.com (Curt Bonk) — Sun, 21 Jun 2020 06:40:00 +0000

Sometimes it is healthy to reflect on what one is reading and reflecting on. This is one such time.

My friend Joshua Kim writes a daily blog post in Inside Higher Ed called "Learning Innovation" which is "A space for conversation and debate about learning and technology." Recently (June 10th, 2020), Joshua and his college Edward J, Maloney wrote a brilliant piece "Learning in 2050: Why think about the future in this most difficult of times?" In it, Maloney and Kim made a case for looking ahead a few decades and pondering where might we be in terms of educational models and educational practices with technology.

They state: "Given all of higher education’s changes over the past three decades, it seems to us a reasonable task to try to project what will change over the next 30 years, particularly during this moment in our nation’s history and the impact of global pandemic we are all affected by." Here is the reference:

Maloney, E. J., Kim, J. (2020). Learning in 2050. Inside Higher Ed. Retrieved from https://www.insidehighered.com/digital-learning/blogs/learning-innovation/learning-2050

Maloney and Kim perceive many changes and transformation upcoming in the uses of technology and innovative pedagogical practices that could better engage students in learning. They believe that increasingly learner-centered pedagogical approaches will take root that in this century to move us from a society on content deliverers to a more experiential and community-driven one of content creators.

They recently wrote a timely, insightfully written, well organized, and highly current and thought-provoking book. I am in the midst of reading it and highly recommend it to others in the higher education space and related educational sectors (e.g., corporate, government, non-profit, and military training people). It is titled: Learning Innovation and the Future of Higher Education.

Here is the reference:

Kim, J. and Maloney, E. (2020). Learning innovation and the future of higher education. Baltimore, MD: Johns Hopkins University Press.

"Dr. Joshua Kim (to the right) is the Director of Online Programs and Strategy at the Dartmouth Center for the Advancement of Learning (DCAL) and a CNDLS Senior Fellow for Academic Transformation, Learning, and Design at Georgetown University. He has a PhD in demography and sociology from Brown University. Josh can be reached by e-mail at joshua.m.kim@dartmouth.edu and by Twitter at @joshmkim. Josh's CV can be found at joshmkim.com." See Inside HE webpage; see homepage.

This week, Joshua followed it with another highly interesting post. Joshua likes to read books; apparently, hundreds of books. Often he will review books he has read in his column. Yesterday/Friday he did just that. His post was "Houston as a 'Prophetic city': A biography of our nation's fourth-largest city." In it, he reviews a new book by Stephen L. Klineberg titled, Prophetic City: Houston on the Cusp of a Changing America.This is a sociology book as opposed to the typical technology and innovation column he writes.

Joshua states that "A book on Houston seems particularly well-timed to our current moment. If we want to understand where the U.S. is heading, and where we in the higher education industry are going, there may be no better place to look than at Houston." He also stated that he learned a lot about Houston that he never knew before from reading the book. In fact, he admits that he has never visited Houston and he was looking for advice and insights from his loyal readers. In particular, it seems that he wants to visit Rice University; especially for learning and technology innovation type of conference.

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So I responded. The following was my reply to Joshua's blog post that I made earlier today:
"Thanks for the Prophetic City book rec Joshua! I just ordered it. I have been to Houston many times during the past 25 years to present at various institutions of higher learning (i.e., Houston Community College, the University of Houston (UH) main campus, the UH downtown campus, Rice U, etc.) and various units/depts in the Houston Medical Center. Definitely visit Rice University and walk (or jog which I prefer) the campus and the surrounding area. It is extremely enjoyable. Also, the University of Houston (UH) is now a Tier 1 research university and on the go (https://www.uh.edu/)! Much recent funding and innovation. For example, it is starting a new School of Medicine in the fall of 2020. Worth a visit too.

The last time that I visited UH in February (right b4 the COVID-19 outbreak), I was fortunate enough to present on innovative pedagogy and blended learning with Tom Reeves (homepage) from The University of Georgia to many of those planning for and recently hired by the new Med School. So much excitement is in the air. So many possibilities for novel partnerships. They have some very unique graduate degree programs already offered for a number of years by their Learning, Design, & Technology (i.e., ed tech) faculty in the College of Ed to folks in the Medical Center in Houston (https://www.uh.edu/education/degree-programs/cuin-ldt-med/certifications/). It is a real creative partnership that simply makes sense; even more so now that online teaching and learning is king for a while.

I can connect you if you visit. Equally important, the food is fantastic in Houston and the craft beer scene even better….and then there are so many museums to see in the Museum District. Much to see. Go!"
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So that is what I told him about Houston. I am sure that I am only scratching the surface on what to do and see. Thoughts?

It hard to believe that my first visit to Houston was a quarter century ago. Below is the title of the first talk I ever gave in Houston. It was at the Double Tree hotel...near the Galleria in Houston. It was a conference event run my graduate school colleague and long-time friend Tom Reynolds. Tom was with Texas A&M University at the time. He is now with National University in San Diego.

Bonk, C. J. (1995, February). Developing active learning environments: Merging technology, collaboration, and thinking skills. Presentation at the Texas Education Agency Language Minorities Institute for the Centers for Professional Development and Technology, Houston, TX.

It was a stellar event Tom ran in 1995; I still remember several other people who presented at it as many were friends of mine. And, in reflection, that was a great topic and is still relevant today. I just looked at my CV, and, since that time, I have given another 35 FTF talks at various places in Houston as well as at least three virtual talks. In effect, I have given more than 3 dozen talks in Houston during the past 25 years! OMG. Well 39 talks out of the 1,721 total presentations and speeches I have given over the years is only 2.2% of them.

UH Note: There are four faculty members listed now in the Learning, Design, and Technology program at the University of Houston, Sara McNeil, Susie Gronseth, Bulent Dogan, and Mimi Lee. Notably, two of them, Susie and Mimi, are award winning alumni of my program in Instructional Systems Technology (IST) at Indiana University (IU). They both make IU/IST extremely proud. If you are interested in the excellent LDT program at UH, you might contact one of them.

And if you want to find out more about the medical school connections or want to know how to apply to the LDT program, I recommend you contact the totally amazing Dr. Sara McNeil. Sara reached out to myriad people and programs to create several groundbreaking and highly valuable partnerships between education people and medical people in the Houston area. It could be a model for the entire country, if not the world. She has also taught a couple of huge MOOCs for the professional development of K-16 teachers.

Some pictures from our recent Institute for Global Health Science Education run by Sara McNeil and Susie Gronseth at the University of Houston (main campus) on Valentine's Day (February 14, 2020) session are below.

Sara McNeil and Susie Gronseth (above) thank Tom Reeves and I for presenting at the inaugural talk(s) in the Distinguished Speaker Series for the Institute for Global Health Science Education at the University of Houston on February 14, 2020. My keynote was "Meaningful Medical Instruction in the Digital Age: When Evolution Stumbles into Revolution."

I also gave two breakout talks or masterclasses:
Masterclass Part I: Ultra-Engaging Learning With Technology: Introducing the TEC-VARIETY and R2D2 Models.
Masterclass Part II: Ultra-Engaging Online, Blended, and FTF Learning: 50 Low Risk, Low Cost, Low Time Strategies.

My talk may have had "ultra-engaging" in the title, but Tom Reeves had the card game!

Indeed, people from the medical field across Houston were interested in fully online, blended, and technology-supported learning. The opportunities for medical people trained in these areas will only increase many times over in the coming decades.

The field of Learning, Design, and Technology (formerly educational technology and instructional technology) has thousands and thousands of job openings today due to online learning, blended learning, COVID-19, and the endless waves of learning technologies come at us. I know since it is one of my research areas now is educational technology competencies. In fact, this article below is about to come out in a month or so. My team and I are now looking job postings in LinkedIn.

Basdogan, M., Ozdogan, Z., and Bonk, C. J. (in press). Understanding the diverse field of "educational technology" as revealed in Twitter job postings: A systems view. Note: This will appear in volume 25, number 8 of The Qualitative Report.

Final Note (craft beer scene in Houston): Susie and her husband Matt made sure that Tom Reeves and his wife Trisha and I got to see the Houston craft beer scene, including a famous place called St. Arnold, the patron saint of beer (see food, beer, and car pictures below). Matt and Susie also took me to 4J and Spindletap. That was a fantastic way to end the trip! Reminds me of Milwaukee where I grew up. Next time it's Brash and perhaps Buffalo Bayou. I can't wait!

What an amazing couple of days. Is always is in Houston.

Contact North/Nord Made Contact: Maxim's for Motivation and Much More!

noreply@blogger.com (Curt Bonk) — Sun, 14 Jun 2020 01:32:00 +0000

Great news! My friend Maxim Jean-Louis, President of Contact North a distance learning organization in Ontario, Canada, asked me to be a research associate with Contact North/Nord. Maxim and I are exploring the possibility of having 1-2 online panel sessions in Zoom of a few book chapter contributors in August to help promote the new MOOCs and Open Ed in the Global South: Challenges, Successes, and Opportunities (MOOCSbook.com; Amazon).

First, due to COVID-19, we all know that instructors throughout the world and in every educational sector are seeking to integrate online technology in effective and creative ways to motivate their learners. Therefore, Maxim is having me do a free international webinar on my “TEC-VARIETY” book (http://tec-variety.com/) Monday June 29 at 10:15-11:15 EST, Session: How to Motivate and Retain Learners Online,. Contact North | Contact Nord Webinars. Registration. Over 400 people have signed up already without advertising. So we increased the max to 500.

About Contact North: “As a community-based organization, Contact North | Contact Nord helps underserved Ontarians in 600 small, rural, remote, Indigenous and Francophone communities get jobs by making it possible for them to access education and training without leaving their communities.”

Webinar: How to Motivate and Retain Online Learners

Session Objectives:

Learn 10 fully documented and theoretically driven motivational principles that foster interactivity and engagement online.
Find out how to inspire your online learners with an assembly of meaningful and purposeful learning activities. Simply put, bored and unengaged online learners will be a thing of the past.
Discover a realistic path toward meaningful and engaging online learning.
Learn the simple and flexible framework for motivating online learners that works.
Learn about research backed and proven interactive online ideas and activities.
Grasp how to implement a simple and flexible frameworks—TEC-VARIETY--for motivating and engaging online learners that work.

Question: What motivates?
Answer: A little TEC-VARIETY!

To simplify Web-based learning possibilities, each letter of the TEC-VARIETY model stands for a well-known motivational principle, including the following:

Abstract: In the midst of COVID-19 pandemic, everyone is talking about the need to motivate and engage students. In response, instructors throughout the world are seeking to integrate online technology in effective and creative ways. In this session, Professor Curt Bonk will detail one of his designs for engaging online learning. He believes that learners simply want more variety, or more specifically, they want ‘TEC-VARIETY’. Fortunately, his “Adding Some TEC-VARIETY: 100+ Activities for Motivating and Retaining Learners Online” book is free to download in both English and Chinese at: http://tec-variety.com/.

In 2014, Dr. Elaine Khoo at the University of Waikato in New Zealand and I authored the book, "Adding Some TEC-VARIETY: 100+ Activities for Motivating and Retaining Learners Online" (Note; This book is available free at: http://tec-variety.com/). Download by chapter. This book is available in English and Chinese. It has been downloaded well over 250,000 times.

Contact North_June 29 Session–How to Motivate and Retain Online Learners

Bio: Dr. Curt Bonk is Professor of Instructional Systems Technology at Indiana University where he teaches psychology and technology courses. From 2012 to 2018, Bonk has been annually named by Education Next and listed in Education Week among the top contributors to the public debate about education from more than 20,000 university-based academics. In 2020, Curt was awarded the IU President’s Award for Excellence in Teaching and Learning Technology. He has given more 1,700 talks and published a dozen books, including his groundbreaking 2020 volume with Routledge, MOOCs and Open Education in the Global South as well as The World Is Open, Empowering Online Learning, The Handbook of Blended Learning, Electronic Collaborators, Adding Some TEC-VARIETY (free as an eBook http://tec-variety.com/). His research focuses on emerging learning technologies, online and blended learning, MOOCs and open education, and the global impacts from collaborative technology. He can be contacted at cjbonk@indiana.edu and his homepage is http://curtbonk.com/.

Contact North | Contact Nord Webinars: https://teachonline.ca/webinars
Registration link: https ://contactnorth.zoom.us/webinar/register/WN_lwQ-hTSkRmqm2Kg-sxBZaA

Herald Times special: "The Future of K-12 Education" and Front Page News

noreply@blogger.com (Curt Bonk) — Thu, 14 May 2020 03:35:00 +0000

Wow! Cool news...Real Cool: I’ve sorta been featured in the local paper, the Herald Times, in a 3 part series on “The Future of K-12 Education.” It was on a front page feature story here last week--Monday and then again on Tuesday (Yippie!) and then I was totally shocked that I made the front page on Wednesday too. I feel very honored. I have never made the front page of the HT in 28 years at Indiana University (IU).

I delighted with the 1st year writer, Emily Cox, and what she did with these three stories. She is quite talented. See what you think.

Part 1. The future of K-12 education, part 1: Overcoming resistance, Emily Cox, The Herald Times, May 4, 2020. Available: http://curtbonk.com/pdfs/May-4-HT.pdf (front page) and http://curtbonk.com/pdfs/future-of-K-12.pdf (PDF) and Herald-Times Link: https://tinyurl.com/yblpxcn4

Part 2. The future of K-12 education, part 2: Internet access crucial to education, Emily Cox, The Herald Times, May 5, 2020. Available: http://curtbonk.com/pdfs/May-5-HT.pdf (front page) and http://curtbonk.com/pdfs/future-of-K-12-2.pdf (PDF)

Part 3. The future of K-12 education, part 3: Alternative schools and flexibility, Emily Cox, The Herald Times, May 6, 2020. Available: http://curtbonk.com/pdfs/May-6-HT.pdf (front page) and http://curtbonk.com/pdfs/future-of-K-12-3.pdf (PDF)

Curt Bonk, professor of Instructional Systems Technology at Indiana University, is a former CPA with master’s and Ph.D. degrees in educational psychology and is the author of many books about emerging technologies for learning. (Courtesy photo)

Final Note:

By the way, the senior executive editor at the HT, Rich Jackson, who recommended that I be interviewed for this series was fired last week (budget cuts) and is now homeless blogger at the Motel 6 in Bloomington. The NY Times featured him on Monday (Newspaper’s Top Editor Is Now a ‘Homeless’ Blogger). I feel bad for Rich.

Time to SMILE It's Episode #8 in Silver Lining for Learning with Paul Kim from Stanford

noreply@blogger.com (Curt Bonk) — Thu, 14 May 2020 01:43:00 +0000

Can you create a good question? The art of asking a good question was the road to literacy and success for centuries and that rings even more true today. Or does it? This session will rise above that as Paul Kim will be asking you for a “better” question or a “great” question, not just a good one. But what does asking a great question entail? SMILE (Stanford Mobile Inquiry-based Learning Environment) elevates the level of questions generated and evaluated. (More on SMILE; video, Stanford SMILE pi).

My blog post for Silver Lining for Learning: Episode 08: Rethinking Education with Great Questions, May 6, 2020.

For those who missed the show last Saturday May 8th in Silver Lining for Learning with Paul Kim here is the link to Episode 8 (video: 1 hour, 4 minutes): https://youtu.be/beHIZ620HzY. Topics addressed included "Alien Pedagogy," guided-discovery learning, game-based learning, mobile learning, culturally sensitive and inclusive instruction, building learning ecologies, designing interactivity in MOOCs, using social media to enhance learning, project and problem-based learning, AI-based question generation and evaluation, higher-order thinking. etc. Besides that, not much in an hour. :-)

What a great show! See pics below.

This session was co-hosted by Punya Mishra from Arizona State University and Chris Dede from Harvard University.

As you can see, it was informative and fun.

Come to our next show...each Saturday at 5:30 pm EST.
Episode 9 | The viewfrom Italy.

We stream it live each week from Zoom to YouTube:

https://www.youtube.com/channel/UC9XEsh89qrIlpmVVpQt-_aA/live

HyFlex is on the Move!

noreply@blogger.com (Curt Bonk) — Thu, 14 May 2020 01:12:00 +0000

IU Alumni News/Fame…The HyFlex model seems popular all-of-a-sudden. It was developed at San Fran State University by Indiana University (IU) alum Dr. Brian Beatty. Brian graduated from my department (Instructional Systems Technology) in 2002.

HyFlex is 1 of 15 models many higher ed administrators are considering to follow for the fall semester. It was featured in Inside HE on Monday and again Wednesday/today. See the articles listed below. Congrads to Brian. Until very recently, Brian was Vice President for Academic Affairs Operations at SFSU.

May 13, 2020, The HyFlex Option forInstruction if Campuses Open This Fall, Educational and economic imperatives, by Joshua Kim and Edward J. Maloney. Doug Lederman. "The HyFlex course model is getting buzz as one way colleges could educate students if their campuses are open but physical distancing remains. A panel of experts discusses the pros and cons."
May 13, 2020, Fall Scenario #15: Fully Remote: Educational and economic imperatives, by Joshua Kim and Edward J. Maloney.

May 10, 2020, Fall Scenario #13: A HyFlex Model: The challenge of flexibility, by Joshua Kim and Edward J. Maloney.

The ABC's of life in COVID19

noreply@blogger.com (Curt Bonk) — Mon, 13 Apr 2020 02:31:00 +0000

Hi All…how about the ABC’s of dealing with this global pandemic.

All-Powerful Sanjaya Mishra: For those who missed Sanjaya Mishra and his Commonwealth of Learning (COL) colleagues yesterday, below is the link to the video broadcast for Episode #4 of Silver Lining for Learning (SLL). They were super-fantastic! See below for screenshots.

April 11, 2020, SLL, Episode #4, Sanjaya Mishra, Tony Mays, Francis Ferreira, Commonwealth of Learning (COL), 1:01:54 (Video): https ://www.youtube.com/watch?v=E-oNumJp84o
Sanjaya’s slides (free to use). Sanjaya Mishra article, LinkedIn Pulse, Learning during Pandemic and Post COVID19 World.
Tony’s COL blog post. Beyond COVID-19: employing open, distance and e-learning methods to open schooling for all (his response to the Economist article critiquing online learning)

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Be Happy: For those who are seeking happiness, this MOOC from Yale now has over 2 million participants and 38,000 reviews!

Yale course, The Science of Well Being, Laurie Santos, (Yale News; course sign up).

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Certified Brain Food: And for those who want some brain food, my very smart colleagues at SLL have made brilliant blog posts (not sure why they asked me to be a member...perhaps it’s my tie collection):

March 27, 2020, Necessity is the Father of Transformation, Chris Dede, Harvard, Silver Lining for Learning
March 30, 2020, 1.5 billion learners out of school: A global educational crisis, Punya Mishra, ASU, Silver Lining for Learning

April 1, 2020, The value of school: Part 1, Punya Mishra, ASU, Silver Lining for Learning

April 1, 2020, Beware of science envy in designing the future of learning, Punya Mishra, ASU, Silver Lining for Learning
April 7, 2020, Tofu is not Cheese: Reimagine Education without Schools During Covid19 (1), Yong Zhao, Kansas, Zhao Learning

Tofu is not cheese, indeed. Happy Easter!!!

Some screenshots from Episode #4 (video) of Silver Lining forLearning are below.

COL is "Keeping Doors Open"...and the world is very thankful!

noreply@blogger.com (Curt Bonk) — Thu, 26 Mar 2020 01:51:00 +0000

I got an email yesterday from my friend Sanjaya Mishra from the Commonwealth of Learning (COL) with tons of wonderful vetted online resources across educational sectors.

Keeping the Doors Open, https://www.col.org/resources/keeping-doors-learning-open-covid-19.

It open with the following:

"With an increasing number of states, provinces and even whole countries closing institutions of learning as a response to the COVID-19 pandemic, over 80% of the world’s students are not attending school (UNESCO, 2020). COL stands ready to share its expertise and resources to enable stakeholders to keep the doors of learning open for all."

COL is exactly the type of organization that is geared up to help the world.

See COL’s statement on COVID-19. https://www.col.org/news/press-releases/keeping-doors-learning-open-covid-19

"With an increasing number of states, provinces and even whole countries closing institutions of learning as a response to the COVID-19 pandemic, 363 million learners worldwide are being impacted (UNESCO, 2020)."

363 million learners! Look at the history:

"Since its establishment in 1987, COL has supported governments and educational institutions in the Commonwealth to establish robust distance teaching institutions and build competencies for quality online learning practices. Over the years, it has created many resources, including courses, policy briefs, how-to toolkits, as well as guidelines on online learning and related areas that are downloadable for use by policymakers, teachers and researchers around the globe."

And they further say:

"In these unprecedented times, ODL can support learning in the non-formal and informal sectors, as well as the formal education sector. Below is a curated list of resources for policymakers, school and college administrators, teachers, parents and learners that will assist with student learning during the closure of educational institutions. Most of these are available as open educational resources with different licenses. The specific license conditions for reuse and remix are contained in the links."

I looked and I said WOW!

It has links to:

Learning Resources
A. School level
B. TVET Institute/College/university level
C. COL resources
COL resources on online learning
A. Policy Briefs and Guides for policy-makers
B. Basic guides on online learning, blended learning, open textbooks
C. OER and MOOCs
D. Quality Assurance
E. Technology and Tools
Links and Resources from Other Organisations

Take a look and you too can say WOW!

Thanks so much Sanjaya and COL! The COL specializes is OER resources evaluation, aggregation, and dissemination; especially for teacher training around the world. They are a world-class organization. A picture with Sanjaya Mishra (left side) and Santosh Panda (right) at the PCF9 conference in Edinburgh, Scotland in Septemer.

There's a "Silver Lining for Learning" starting today

noreply@blogger.com (Curt Bonk) — Sat, 21 Mar 2020 15:35:00 +0000

There's a silver lining for learning that starts today.

· In dealing with the coronavirus crisis, Chris Dede (Timothy E. Wirth Professor in Learning Technologies at Harvard), Yong Zhao (Foundation Distinguished Professor at U of Kansas), Punya Mishra (Professor and Associate Dean of Scholarship and Innovation at ASU), Scott McLeod (Associate Professor of Educational Leadership at U of Colorado), and I (along with Special guest: Dr. Shuangye Chen, Professor, executive editor, ECNU Review of Education) in China will have a new Webcast show called “Silver Lining for Learning: Conversations about the Future of Education” on Saturdays at 5:30 pm EST starting tomorrow March 21.

· Our first guest will be TED Talk awardee Sugata Mitra on March 28. Yong Zhao has blogged on it. The info is also below. Each week, the show will be streamed from Zoom to YouTube. Note: At 5:15 pm EST each week the link will appear to watch the stream at: http://silverliningforlearning.org/. The shows will be recorded and made available. I hope to see ya.

Silver Lining for Learning:
Conversations about the Future of Education

5:30-6:30pm EDT (US) Saturdays

Watch at:

Twitter: #silverliningforlearning

http://silverliningforlearning.org/

https://silverliningforlearning.org/category/blog-posts/

silverlining4learning@gmail.com

Don’t waste a crisis — M.F. Weiner

The “dark cloud” of the Coronavirus crisis continues to cause havoc worldwide and seems a generation-defining event. In education, this crisis has forced schools and universities to close, pushing often unprepared institutions to move teaching and learning online. The already stressed educational ecosystem now faces unprecedented difficulties that will fall disproportionately on students of low socioeconomic status and marginalized groups. This situation continues to worsen and is expected to persist for months or even years before normalcy occurs.

This disruption, however, provides us with an opportunity to reimagine teaching and learning so as to create an equitable and humanistic learning ecosystem for all. Barriers and structures that have resisted much needed change are now in disarray, offering the chance for transformative improvements.

We seek to begin this reimagining through a series of interactive conversations of emerging trends, disruptive policies, programs, and initiatives, and often controversial, murky, and unspoken topics.

Silver Lining for Learning is a weekly live conversation among a panel of visionary experts about the future of education. The weekly panel includes at least three co-hosts and one or two invited guests for each episode.

Hosts:

Curtis Bonk, Professor of Instructional Systems Technology, Indiana University

Chris Dede, Timothy E. Wirth Professor in Learning Technologies at the Harvard Graduate School of Education

Scott McLeod, Associate Professor of Educational Leadership, University of Colorado Denver

Punya Mishra, Professor and Associate Dean of Scholarship and Innovation, MLF Teachers College, Arizona State

Yong Zhao, Foundation Distinguished Professor, School of Education, University of Kansas and Professor in Educational Leadership Melbourne Graduate School of Education

Special guest: Dr. Shuangye Chen, Professor, executive editor, ECNU Review of Education

Silver Lining for Learning is broadcast live on YouTube Live from 5:30 to 6:30pm US EDT on Saturdays and archived at silverliningforlearning.org. The conversations are carried out via Zoom. Summaries of SLL discussions are also published in ECNU Review of Education, an open-access peer reviewed education.

Big News! Distance Ed Founder and Father Michael G. Moore to receive honorary degrees from UW–Madison

noreply@blogger.com (Curt Bonk) — Tue, 10 Mar 2020 19:04:00 +0000

Fantastic news....one of the founders and fathers of the field of distance learning, Dr. Michael G. Moore (Wikipedia), to be given an honorary doctorate in May at the University of Wisconsin (Michael's alma mater and mine too).

The last time I saw Michael was August 2016 at the Wisconsin Distance Teaching and Learning Conference in Madison (see picture above and below...Michael is in front).

Read this article from March 9, 2020.
V. Craig Jordan, Michael G. Moore to receive honorary degrees from UW–Madison, Doug Erickson, University of Wisconsin-Madison News : https://news.wisc.edu/v-craig-jordan-michael-g-moore-to-receive-honorary-degrees-from-uw-madison.

I am delighted to have been asked to provide a support letter for such a distinction. Below are three paragraphs from my six page support/nomination letter:

"Ironically, I arrived in Madison for graduate school in January 1986, which was just a few months prior to when Dr. Moore last taught a summer course at UW-Madison as a visiting professor. In retrospect, I truly wish that I had met him during the months in which we overlapped and had enrolled in his graduate seminar in distance education as it was the only such graduate level course in the United States, and perhaps the entire world, at the time. My mistake! As the enormous explosion of online and blended forms of learning revealed a decade or two later, Dr. Moore was far ahead of his time. Because of that missed opportunity, I would not learn much about this field of distance education until after I completed my doctorate, even though I took correspondence and television courses in educational psychology to qualify for graduate school.

I first got a chance to work with Professor Moore in 2002 when he was preparing his first “Handbook of Distance Education” to be published the following year by the prestigious Lawrence Erlbaum Associates. My colleague, Dr. Vanessa Dennen, and I wrote a chapter on “Frameworks for research, design, benchmarks, training, and pedagogy in Web-based distance education” for that particular handbook. That timely and tremendously successful volume was widely read and discussed. Dr. Dennen and I were privileged to be asked to write a follow-up chapter in the second Handbook of Distance Education that appeared in 2007. As an indicator of its popularity and importance, the fourth edition of that handbook is scheduled to be published later this year.

Four years after his handbook first appeared, I was most fortunate that Dr. Moore agreed to write the foreword to my own handbook, notably, “The Handbook of Blended Learning: Global Perspectives, Local Designs,” published by Pfeiffer/John Wiley in 2006. He was the first person that my co-editor, Charles Graham, and I thought of for such a prominent and important task. As someone who had worked in blended environments for decades, Dr. Moore was indeed the natural choice. Importantly, he could explain the history and role of blended forms of learning across society during the past couple of centuries."

There is more. There is always Michael Moore.

Survey on MOOC Learners' Career Adaptability (please take)

noreply@blogger.com (Curt Bonk) — Mon, 09 Mar 2020 17:59:00 +0000

Here a MOOC. There a MOOC. Everywhere a MOOC MOOC.

Ever take a MOOC or part of a MOOC? If so did it change your life or some small portion of it? Well, if so...two brilliant and hardworking alums of my program in IST, Meina Zhu from Wayne State University and Min Young Doo from Sejong University in Seoul, and I are conducting a study on MOOC learners' career adaptability. The survey takes 10 minutes.

If you take it, I'll send you 3 virtual cookies and 5 virtual dark chocolates from Blomington Chocolate Company.

https://iu.co1.qualtrics.com/jfe/form/SV_2ui7VyliIiGAIZL

Meina Zhu, Min, and I have done a series of MOOC related studies; 3 of which are in press for 2020.

Doo, M. Y., Zhu, M., Bonk, C. J., &, Tang, Y. (online 2019, in press for print 2020). The effects of openness, altruism, and instructional self-efficacy on work engagement of MOOC instructors. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12882

Zhu, M., Bonk, C. J., &, Doo, M.-Y. (2020). Self-directed learning in MOOCs: Exploring the relationships among motivation, self-monitoring, and self-management. Educational Technology Research and Development (ETR&D). 1-21. DOI 10.1007/s11423-020-09747-8

Doo, M. Y., Tang, Y., Bonk, C. J., &, Zhu, M. (2020). MOOC instructor motivation and career and professional development. Distance Education, 41(1).

https://doi.org/10.1080/01587919.2020.1724770

And we have a whole bunch more MOOC studies recently out or in review.

IU has Top Program in Instructional Media in the Country!

noreply@blogger.com (Curt Bonk) — Sun, 19 Jan 2020 19:02:00 +0000

We're #1...We're #1...We're #1.

Per the new rankings from U.S. News and World Report, Indiana University has the top online master's program in instructional media. We now appear as #1 (tied with FSU and ASU) with our more than two decades old master's in instructional systems technology (IST).

https://www.usnews.com/education/online-education/education/online-instructional-media-design-rankings. We also have one of the first and most innovative online doctorates.

The program with 2020 vision! The program of the decade!

Find out more about with the IST department offers and who we are. It is the oldest and longest running IST program in the country and perhaps the world.
Online Master's
Online Ed.D.

Not convinced? Look at the other programs and tell who is better (see my well known list):

Ed Tech and Instructional Technology Related Programs in the United States

http://www.trainingshare.com/resources/Instructional_Technology_and_Educational_Technology_Programs.php

Apply today!

Indiana University is 200 years old tomorrow. Long live IU!

noreply@blogger.com (Curt Bonk) — Sun, 19 Jan 2020 16:55:00 +0000

Go IU! Go Big Red! There are momentous days and then there are momentous days.

See the Indiana Daily Student (ISD) “Happy Bicentennial, IU” edition (see: https://www.idsnews.com/section/bicentennial or https://issuu.com/idsnews/docs/binder1_18b1e911d24656). Monday is IU’s 200 year anniversary (1-20-2020). At 10 am EST Monday, there will be a ceremony to commemorate the unveiling of the Big Red III Supercomputer at the Cyberinfrastructure Building. I will be there for the 10 unveiling.

The new Bicentennial Grand Carillon behind the main library with ring with 65 bells at 11:45 am. Many other singing and dancing events on campus follow that.

You can watch it all streamed live at 10 am EST: https://broadcast.iu.edu/

The first classes at Indiana University (IU) did not start till 1825 since it took a while to agree on a location/city. Fortunately, they selected Bloomington. We were intended to be a seminary.

200 years! I arrived when it was just 172 years old. It is now 200. I have been here for 14% of it. See below for the new Bicentennial Grand Carillon and the old Big Red II.

IU Media Bicentennial videos:

1. Various IU historical videos: https://200.iu.edu/media/videos.html

2. IU Bicentennial: Unboxing a Celebration 200 years in the Making: 40 seconds.

3. Get Ready for Indiana University's Bicentennial Celebration!: 46 seconds. Way Cool!

I arrived in late August 1992 from West Virginia University (WVU). I have spent much of my life here (nearly 28 years). I have seen a lot...mostly good things. Long live IU!

The new MOOCs book is out! The new MOOCs book it OUT! Long live MOOCs!!!

noreply@blogger.com (Curt Bonk) — Mon, 30 Dec 2019 02:59:00 +0000

Introducing MOOCs Book #3...

MOOCs Book #1. Back in 2015, Mimi Lee, Tom Reeves, Tom Reynolds, and I edited a book on the MOOCs and open education that was published by Routledge. This book was soon translated to Korean and then Chinese...most recently to Arabic (still looking for a publisher for the Arabic version).

Bonk, C. J., Lee, M. M., Reeves, T. C., & Reynolds, T. H. (Eds.). (2015). MOOCs and open education around the world. NY: Routledge.

Book Homepage: http://moocsbook.com/

Routledge: https://www.routledge.com/product/isbn/9781138807419?source=igodigital

Amazon: http://www.amazon.com/dp/1138807419

Dr. Paul Byun (on right), an alum of my program at Indiana University, led the Korean translation team.

Dr. Okhwa Lee, who works with Paul at Chungbuk National University went to graduate school with me at the University of Wisconsin a long time ago.

The Chinese translation team from South China Normal University is below. They also translated my book, The World is Open and have a chapter in the new MOOCs book.

The book received a first place book award at the AECT conference in Las Vegas in 2016 (see pic below with our editor from Routledge, Daniel Schwartz). The was quite an honor for Mimi, Tom, Tom, and I. Awards like these happy in fleeting moments in time but are life lasting memories.

“MOOCs and Open Education Around the World”
Edited by Curt Bonk, Mimi Lee, Tom Reeves, and Tom Reynolds
(Published 2015 in English, 2016 in Korean, and 2018 in Chinese)

Book Endorsement:
“I am truly astonished by the creative energy that the MOOC has unleashed in recent years. This book is a wonderful collection of some of the very best thinking in this very young field.”

Quote from Sebastian Thrun, CEO and cofounder of Udacity, Stanford Professor, and developer of Google Glass and self-driving cars, and instructor to 160,000+ students in a MOOC on AI.

MOOCs Book #2. We simultaneously edited a special issue of the International Journal on E-Learning (IJEL) which was published as a print on demand book by AACE.

Lee, M. M., Bonk, C. J., Reynolds, T. H., & Reeves, T. C. (Eds.) (2015). MOOCs and Open Education. Chesapeake, VA: Association for the Advancement of Computing in Education.

Lee, M. M., Bonk, C. J., Reynolds, T. H., & Reeves, T. C. (Eds.) (2015). Special Issue: MOOCs and Open Education. International Journal on E-Learning, 14(3), 261-400. (For details, see http://moocsbook.com/ or http://www.editlib.org/j/IJEL/v/14/n/3/

Like MOOCs book #1, this special issue and book project on MOOCs and open education spun out of a preconference symposium at the International E-Learn conference in Las Vegas in 2013. We had around 100 people in attendance at the preconference.

MOOCs Book #3. Well guess what? We got another one. This book project was led by my long-time colleague, Dr. Ke Zhang of Wayne State University. Ke along with Tom Reeves, Tom Reynolds, and I edited this one. It was also published by Routledge in November 2019 but is dated 2020.

It was a ton of work. There are 68 contributors from 25 or so countries who describe what is occurring in 47 different countries. There are chapters from Nepal, Sri Lanka, Fiji, Brazil, the UAE (includes info on Saudi Arabia, Jordan, etc.), The Philippines, the Bahamas, Turkey, India, Chile, Indonesia, Malaysia, Egypt, Kenya, Thailand, South Africa, and even North Korea is covered.

We were a great team. It has been a shear delight working with Ke Zhang, Tom Reeves, Mimi Lee, and Tom Reynolds on one or more of these three MOOC book projects. They are some of the best friends and colleagues one could have. Still, it may be our last such project. It may be time to MOOC on. Ke, Tom, Tom, and I were legitimately exhausted and a couple is us got ill at the end of the third one. I know that I was dead tired at when we turned it in to the publisher in May....in addition to editing and writing 30 chapters (counting the foreword and the preface), we had to collect 68 contracts, bios, titles, high resolution pics, addresses, emails, etc. But we were still smiling as we got it done!

“MOOCs and Open Education in the Global South,” the reference is below. Links to the sharable frontmatter for the book (Foreword, Preface, and Chapter 1) attached) and at MOOCsbook.com. Thanks.

Zhang, K., Bonk, C. J., Reeves, T. C., & Reynolds, T. H. (2020). MOOCs and open education in the Global South: Successes and challenges. In K. Zhang, C. J. Bonk, C. Reeves, T. H. Reynolds, T. H. (Eds.), MOOCs and open education in the Global South: Challenges, successes, and opportunities (pp. 1-14). NY: Routledge. DOI: https://doi.org/10.4324/9780429398919

Book Homepages: http://moocsbook.com/

Book Blurb:

"With e-learning technologies evolving and expanding at high rates, organizations and institutions around the world are integrating massive open online courses (MOOCs) and other open educational resources (OERs). MOOCs and Open Education in the Global South explores the initiatives that are leveraging these flexible systems to educate, train, and empower populations previously denied access to such opportunities.

Featuring contributors leading efforts in rapidly changing nations and regions, this wide-ranging collection grapples with accreditation, credentialing, quality standards, innovative assessment, learner motivation and attrition, and numerous other issues. The provocative narratives curated in this volume demonstrate how MOOCs and OER can be effectively designed and implemented in vastly different ways in particular settings, as detailed by experts from Asia, Latin America, the Middle East, Africa, the Pacific/Oceania, and the Caribbean.　

This comprehensive text is an essential resource for policy makers, instructional designers, practitioners, administrators, and other MOOC and OER community stakeholders."

Free Frontmatter:

The frontmatter includes the foreword from Mimi Lee and the Preface and Chapter 1 from Ke Zhang, Tom Reeves, Tom Reynolds, and myself. I think we had to rewrite the preface about 50 times; I was lead on the preface so I have every draft copy saved on my machine...taking up a lot of file space. Suffice to say, it is fairly long. In effect, we attempt to provide a brief history of the field of MOOCs and open education as well as some of our involvement in it. I'm sure glad that is done.

Foreword:

Lee, M. M. (2020). Foreword. In K. Zhang, C. J. Bonk, T. C. Reeves, & T. H. Reynolds, T. H. (Eds.), MOOCs and open education in the Global South: Challenges, successes, and opportunities (pp. xiii-xv). NY: Routledge.

Preface:

Bonk, C. J., Zhang, K., Reeves, T. C., Reynolds, T. H. (2020). Preface: MOOCs and open education—Wandering and winding our way to today. In K. Zhang, C. J. Bonk, T. C. Reeves, T. H. Reynolds, T. H. (Eds.), MOOCs and open education in the Global South: Challenges, successes, and opportunities (pp. xvi-xxxiii). NY: Routledge.

Chapter 1:

Zhang, K., Bonk, C. J., Reeves, T. C., & Reynolds, T. H. (2020). MOOCs and open education in the Global South: Successes and challenges. In K. Zhang, C. J. Bonk, C. Reeves, & T. H. Reynolds, T. H. (Eds.), MOOCs and open education in the Global South: Challenges, successes, and opportunities (pp. 1-14). NY: Routledge.

Remember: The Frontmatter of the book (i.e., Foreword, Preface, and Chapter One) is free to download. Unless you are like my dog Oliver (see below) and want the whole book. If so, go to Amazon and the publisher websites (Taylor and Francis or Routledge).

Book Homepages: http://moocsbook.com/

If you get the book, don't forget to read the ending.

Chapter 28:

Reynolds, T. H., Reeves, T. C., Bonk, C. J., Zhang, K. (2020). MOOCs and open education in the Global South: Future opportunities. In K. Zhang, C. J. Bonk, C. Reeves, & T. H. Reynolds, T. H. (Eds.), MOOCs and open education in the Global South: Challenges, successes, and opportunities (pp. 342-350). NY: Routledge.

MOOC Instructor Perceptions of Self-Directed Learning (SDL)

noreply@blogger.com (Curt Bonk) — Sun, 29 Dec 2019 22:52:00 +0000

I am always delighted when I can publish an open access article. I am even more delighted when it is research from one of my advisees. And I am ecstatic when it is research from a dissertation project of an emerging young scholar who has potential to do great things.

So I was smiling a couple weeks ago when the Online Learning journal announced its annual special issue of AERA papers. My brilliant advisee, Meina Zhu (now Dr. Zhu, an assistant professor at Wayne State University), had a key aspect of her dissertation on MOOC instructor perspectives on self-directed learning (SDL) published. This paper was evolved from an AERA poster last April in Toronto. She defended her dissertation right after the conference (April 15, 2019....tax day in the USA) and happily went through commencement in May.

Zhu, M., Bonk, C., J., & Sari, A. (2019, April 8). Designing MOOCs to Facilitate Participant Self-Directed Learning: An Analysis of Instructor Perspectives and Practices. Poster presented at the 2019 American Educational Research Association (AERA) annual meeting, Toronto, Ontario, Canada.

A picture of our poster at AERA is below. Meina is on the left. Of course, our poster visitors included current and past IU students and visiting scholars like Tina and Chris.

The journal article reference is below as is a link to the article as well as the entire special issue (and it's a good one!). Congrads to Meina who is on an upward trajectory with a string of publications and accepted manuscripts during the past year. In fact, she had six papers accepted for publication her first 40 or so days at Wayne State. She is definitely a rising star in the field.

Zhu, M., & Bonk, C. J. (2019, December). Designing MOOCs to facilitate participant self-monitoring for self-directed learning. Online Learning, 23(4), 106-134. doi:10.24059/olj.v23i4.2037. Available: https://olj.onlinelearningconsortium.org/index.php/olj/article/view/2037

Designing MOOCs to Facilitate Participant Self-monitoring for Self-directed Learning

Meina Zhu, Curtis J. Bonk

Abstract

This study investigates the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL) using mixed methods. The data sources of this study include an online survey with 198 complete respondents, semi-structured interviews with 22 MOOC instructors, and document analysis of 22 MOOCs. Study results indicated that MOOC instructors considered self-monitoring skills critical for SDL. To foster students’ self-monitoring, MOOC instructors reported that they facilitated students’ self-monitoring by helping students with internal feedback and providing external feedback. Students’ internal feedback includes cognitive and metacognitive processes. To facilitate cognitive processes, MOOC instructors provided quizzes, tutorials, learning strategies, learning aids, and progress bars. For metacognition, these instructors provided reflection questions and attempted to create learning communities. In addition, MOOC instructors, teaching assistants, and peers provided external feedback for students’ self-monitoring. Across these findings, technology played a central role in supporting student’s self-monitoring.

Keywords

massive open online courses (MOOCs), self-monitoring, self-directed learning, instructional design, MOOC instructors

= = = = = = = = = = = = = =
Check out the entire special issue:

Special issue of Online Learning journal: https://olj.onlinelearningconsortium.org/index.php/olj/issue/view/113

Per the Editors to Volume 23, number 4:

Introduction to the Special Issue: Highlighting the Best Papers from the OTL SIG AERA 2019

Karen Swan, Jennifer Richardson, Tadd Farmer

"At the 2019 annual meeting, the OTL SIG received 145 proposals from which 66 were selected to present. The articles in this special issue report on the research findings stemming from those proposals. It includes several articles concerned with quality in a variety of settings and from both instructor and student perspectives."

More to come from Meina Zhu in the near future...just keep reading this blog.