Home » service
Category Archives: service
Special thanks to Duren Thompson, Synthia Clark and Lisa Shipley who were the student and staff contributors to this Policy for the LDT and IT Online programs. This policy developed the programs to better serve the field and to better enable our learners to navigate the expectations of practicing professionals in Instructional Design and Technology, both as a field of scholarship and one of practicing design.
Program Participant Professional Dispositions
University of Tennessee, Knoxville
Last Updated April 20, 2018
Instructional design and technology is a professional field with common values and professional ethics that influence the way professionals interact with clients, peers, and mentors. During a learner’s time in the Instructional Technology, (IT Online) Learning, Design and Technology (LDT) or the Online Teaching and Learning Graduate Certificate (OTL) Programs, it is imperative for learners’ future success that academic ability grows in unison with the professional dispositions outlined by the Association for Educational Communications and Technology Standards (https://www.aect.org/docs/AECTstandards2012.pdf). Listed below are the core values by which we expect students in these programs to abide. Multiple or egregious violations of these core values will lead to the evaluation of a students’ status in the program, as well as the development of an improvement and retention plan, and thereafter, possible dismissal from the program. The plan procedures and expected consequences when students violate these core values are provided below. In addition to following the shared core values in IT Online, LDT, and OTL learners are expected to follow the Student Code of Conduct in Hilltopics (https://hilltopics.utk.edu/) as well as the Academic Policies and Requirements for Graduate Students in the Graduate Catalog (http://tiny.utk.edu/grad-catalog).
1. Show commitment to the profession
• Learners must develop the skills and knowledge to become a productive member of the instructional design and technology professional community. This may include a new identity of professional conduct, which, while it can be intimidating and overwhelming, is a standard expectation. A learner’s professional transformation must evidence a voice that shows commitment to the profession. Remarks to peers, clients, or mentors suggesting a position against the profession as a legitimate entity would violate this core value.
2. Show academic integrity and honesty in your work
• Leaners will abide by the University Tennessee Honor Statement, which is listed in the Hilltopics as “An essential feature of the University of Tennessee is a commitment to maintaining an atmosphere of intellectual integrity and academic honesty. As a student of the University, I pledge that I will neither knowingly give nor receive any inappropriate assistance in academic work, thus affirming my own personal commitment to honor and integrity.” In particular, the ethical use of copyrighted materials is an important issue within the field of instructional design and technology. This includes the use of text, images, audio, video, and other media retrieved online. The use of published work created by others must be properly credited, and, in some cases, used only with express written permission. Learners should not only practice academic integrity, but also encourage and support peers to do so as well. When there are suspected cases of academic dishonesty, faculty and the student will follow the guidelines set for by the Office of Student Conduct and Community Standards (http://web.utk.edu/~osja/index.php) to identify the best course of action.
3. Maintain a healthy rapport with your adviser
• Learners must seek help with course selection and remain in contact with their academic advisor regarding progress of their program completion. The IT Online, LDT, and OTL program assumes that learners will take ownership of their learning. This includes following instructions as to how to schedule meetings, the integrity of reporting the outcomes of advisory meetings, pursing shared academic opportunities, and the documenting of advisement. Positive, regular communication with your advisor can improve the overall learning experience and provide important opportunities and connections for after graduation. Ignoring advice or communications from your advisor is not only a violation of this value, but may delay program completion.
4. Be a reflective practitioner
• Learners must evidence that they enter all learning experiences, both independent and collaborative, in good faith as a reflective practitioner. The process of instructional design and technology learning requires reflection. Learners will learn from providing feedback to others, as well as receiving feedback. Program instructors support learners in this process while creating opportunities for them to learn how to work with feedback. While receiving feedback on work, whether positive or negative, can be difficult. Additionally, statements evidencing a desire not to learn the content put forward by faculty and peers is unacceptable. As a professional, feedback on your work should be celebrated as part of the iterative design process. It is the learner’s responsibility to learn how to evaluate feedback and address it in future iterations of design. The outright refusal of feedback as well as Ad hominin attacks or unexplained criticism would constitute a violation of this core value.
5. Be open to diverse ideas, approaches, abilities, and learning needs
• Learners must nurture an ability to work with divergent perspectives and ideation as a means to learning in instructional design and technology. Sharing of diverse ideas, approaches, and reflections lead to innovative practices. Learners may experience discomfort while being challenged by ideas, abilities, and learning needs not encountered prior to entering this program; however, all learners must learn to be open and respectful in sharing ideas and approaches with clients, peers, and mentors. Instructors can support learners to increase knowledge and skills for working with diverse ideas, however, learners may not refuse to listen to collaborators, or accuse others of willful obstruction to the learning. Ignoring or refusing requests for reasonable learning or communication accommodations (from peers, clients or within assignment parameters) also constitutes a violation of this value.
6. Accept the challenge to learn
• Learners must put forward an attitude which views failures as learning opportunities and accept the challenge to learn. Many students who enter the IT Online, LDT, and OTLprograms have exhibited qualities of a successful learner in traditional learning environments. The experience of becoming a professional learner can be quite different from prior experiences. When confronting difficulties while adjusting to new ways of learning, refusals to participate in class, participate in required components of course activities, or to collaborate with others, constitute a violation of this value.
7. Treat oneself and others with respect
• Program participants (both instructional designers and technologists-in-training) engage in numerous project-based course activities in teams and with real-world clients. This experience may be difficult at times. The difficulties themselves are not a problem; in fact, course activities often include authentic challenges that prepare learners as highly-qualified professionals. Behaviors which embody respect for the knowledge and skills of the field lead to becoming a successful team member. It is paramount that all learners show respect to themselves and others throughout this learning process. Disrespect to either oneself, one’s team, other learners, or clients would violate this core value.
8. Be a productive member of our community
• Learners must contribute to the community of practice in which they are engaged, in synchronous and asynchronous whole class discussions (online or face-to-face) as well as in smaller group work scenarios. In whole class activities, learners are expected to both contribute materially and support others in making their own contributions. In teams and group work, the negotiation of roles must accommodate a fair distribution of work. Fair distribution means that learners must contribute equally and equitably as determined by the team and cannot do less than what is agreed upon, nor do more by taking over the group work. In addition, it is a violation of this core value for a learner to refuse to participate in group activities or attempt to claim exception from peer evaluations due to conflicts in teams. Engaging in group processes productively as a member of a community involves skills and knowledge that may be new to them If learners find difficulties in such processes, they should view the situation as an opportunity to learn and reach out to the instructor of the course for assistance. The instructor can function as a mediator to assist team members with how to work together effectively. Refusing to contribute or monopolizing whole class activities would violate this core value.
9. Show integrity, honesty, and inclusivity in collaborative work
• As previously noted, many projects in which instructional design and technology professionals engage are shared by a team, with team members sharing credit for publication. Learners in these programs will give credit to the contributions of others for all completed work and document their own participation with integrity and honesty. In addition, The University of Tennessee, Knoxville values inclusive teaching and learning practice, and this extends to collaboration. Learners must practice inclusivity as a regular part of their collaboration. While learning to become a professional, learners must gain skills and knowledge for assigning work equitably among team members, develop a mechanism for monitoring contributions made by all members, and allow allmembers access to the learning taking place. Failing to properly and fairly credit collaborative work, or purposefully excluding group members from learning, are both violations of this core value.
Professional Disposition Evaluation and Participant Retention
Program faculty review student progress on a regular basis to assist students as necessary. While our main goal is to celebrate learner successes in becoming a highly-qualified Instructional Design and Technology professional, there will be times that faculty need to communicate to learners about issues relating to retention and improvement to ensure that learners are meeting both academic and dispositional expectations.
Program faculty are aware that becoming a professional is a learning experience of its own, and when participants show initial signs of dispositional issues, learners will be provided warning(s) to address them. These warning(s) will be communicated to learners during academic advising sessions. When dispositional issues are not remediated through early warning(s), faculty will follow the steps described below to address them.
Step 1: Students will be notified through a letter sent to their UT email account regarding an academic or dispositional issue that came to light and will be held to a probationary status as a student in the program.
Step 2: Students will schedule a meeting with their academic advisor no later than 2 weeks from the date of the notification letter.
Step 3: During the student/advisor meeting, the student and faculty will jointly construct an improvement plan that clearly lists the identified issue(s), strategies addressing the issue(s), expected outcomes of how student academic performance/dispositional issue will improved, and a date for the improvement plan outcome review. This plan will be kept in the student’s permanent record.
Step 4: The Academic and Dispositions Improvement and Retention Committee will review the improvement plan. This committee will consist of the advisor and two other faculty. Upon review the improvement plan, the committee will notify the student through a letter sent to his/her UT email account whether the plan was accepted or not. If not, students must meet with faculty advisor and address revision to ensure the plan is accepted by the committee.
Step 5: Students will take action according to the approved improvement plan.
Step 6: After the date that is listed as the improvement plan outcome review, the faculty committee will evaluate the student’s improvement according to the criteria of the plan. The committee will deliberate on whether the student did or did not meet the improvement plan expectations. If the students did not meet expectations, it will result in dismissal from the program.
I am flattered by the communications I have received over the past year asking for invitation letters to be a visiting scholar under my sponsorship. To expedite the process, please read the following prior to contacting me. This blog post will let you know how i handle the process of a request to be a visiting scholar, and it may help you prepare for the process of obtaining a letter of invitation.
The purpose of a scholarly visit, no matter how long the stay, usually 6 months to one year, is intended for scholarship, not as a precursor to enrolling in our Masters in Instructional Technology (IT Online). If you are interested in our MS in IT, you will find that in our program we have small classes, the program is very affordable, and is also 100% accessible online, and is completely synchronous. That means, the interaction takes place live, via video conference during the evenings, US Eastern Standard Time. The university is reasonably skeptical about requests to simply come here and take classes. However, the university is happy to extend sponsorship to an individual looking to further research in which we are already engaged. Generally speaking, scholars who have not yet published, or who are in the process of forming a dissertation committee, face a series of other questions when asking for a letter.
So far, all the requests I have received have to do with studying TESOL learning. While this is part of my research in general, I focus on rather specific area within that topic—learning in mediated environments. I do not have access to learner data in face to face settings at the moment. To talk about those possibilities at The University of Tennessee, contact Dr Seankum at the English Department. If you are interested in collaborating on studies involving mediated instruction, the first step is to assemble the following documents before you contact me.
- Visiting Scholar Application Form (docx or pdf). This is where the process starts. Please read the whole form prior to sending me email.
- A cover letter describing the purpose of your stay and how my research is aligned with this purpose.
- A copy of your most recent curriculum vitae.
- A 1-2 page research plan including a description of the data, proposed analytical approach and potential contribution to the field of instructional/educational technology, TESOL, or instructional design.
A few things to keep in mind
Please allow at least 30 days for this process, starting from the time you submit your application package. There will likely be some sort of interview in the process of creating the invitation letter. You will need to have a drivers’ license as Knoxville is not fully accessible via public transportation. UTK may or may not be able to provide an office for the duration of your stay; this is contingent upon space availability. UTK does have on-campus housing, the details of which can be discussed during your interview. UTK can provide access to library resources and there is ample space in the library for scholarly work. UTK can accommodate requests to present the scholarly accomplishments you make while here, and I can provide a letter of completion/certificate at the conclusion of your time with me.
I preface this statement with an acknowledgement that my views here are intended to stimulate discussion at Texas A&M–Texarakana and do not apply to my feelings about the use of the GRE at other institutions.
I have been asked to revisit the Graduate Record Exam (GRE) requirement for admission into the ITED program at TAMUT. I have tried to address the issue with as much clarity as possible, and have concluded, after closer inspection, that the policy of using the GRE as part of admissions criteria is not only inappropriate for TAMUT’s ITED program, but is also potentially misleading in making admissions decisions. This statement lays out my rationale and a proposed replacement to the GRE requirement.
There have generally been four purposes of the GRE in the admissions process. Those reasons are:
(1.) As a minimum cut-off used in order to manage large numbers of applications for programs where the application pool is larger than department or universities’ resources allotted to review applications.
(2.) As a predictor of success in graduate school in order to locate learners who may need additional support once admitted;
(3.) As an additional point of observation to compare similar boarder-line admissions candidates;
(4.) As evidence of sincerity in a candidate’s desire for admittance to graduate study. I will address each point separately.
1. A minimum cutoff to manage large application pools
The ITED program is not presently overwhelmed with applications. To make a statement that this is the purpose for the requirement would be unethical. In an effort to make our admissions as transparent as possible, we should exclude this purpose from our application statements. This purpose is also advised against by the test developers: “A cutoff score based solely on GRE scores should never be used as the sole criterion for denial of admissions.” (from the ETS website.) Using the test in this way is misuse.
2. As a predictor of success
The test does not assess the skills associated with the program, and in doing so, provides no relevant measure of potential success in the program. ITED is a design program, but the test measures other types of knowledge not sufficient in the process of design. Design programs train learners to uncover unforeseen solutions, while the test measures how well a learner can mimic the test creator’s logic. Furthermore, even for more strictly academic programs, the use of the test as a predictor has been widely discredited (This Chronicle of Higher Education article and dozens of others). Previous studies show that the GRE only explains 6% of the variation of first year scores, and even has negative correlations with graduation rates (Onash 1994). Using the test to predict success in the ITED program hinders our vision of who might actually be the most promising candidates because even high scores will have no relevance to program success.
3. Identifying students who may need support after admittance
The GRE measures analytical writing, verbal (primarily English language manipulations) and high school mathematics. Apart from the skill of constructing coherent and complex arguments explaining rationale, most of the areas measured on the GRE fail to align with problem areas common to the ITED program—difficulties in understanding and applying instructional and learning theories, and the technical aspects of computing and digital design. Since the GRE does not identify problem areas, another criterion would be more appropriate for this purpose. For example, learners who have difficulty with digital skills could be identified early on via a digital artifact. They could be required to take a TAMUT basic computing course or web design course as a condition of enrollment. Using the GRE weakens our ability to detect these deficiencies in preparation for graduate study in Instructional Technology.
4. Evidencing sincerity in desire for graduate study
Were it the case that all applicants had access to the same financial resources, this might be a plausible use of the GRE. However, having no other purpose, imposing this financial barrier on the population that TAMUT is situated to serve is suspect on a number of levels. The price of the test may be equivalent in dollar value to each learner, but in terms of percentage of resources the cost may vary dramatically from learner to learner. Thus the practice of requiring the GRE may favor more financially well off students, and obfuscate the institution’s vision of the most qualified students. This dynamic works against our mission to provide equitable access to learning, and on these grounds cannot be assumed to discriminate fairly among candidates.
An alternative requirement: A designed artifact
In comparison to other institutions, an equal number use and forgo the GRE as a requirement. Among those that do require the test, we do not know why they use it. I can only conclude that the negative aspects of using the GRE on admission requirements outweigh the positive aspects of requiring the test. An alternative measure might provide the additional level of granularity some programs are searching for in their requirement of completion of the GRE. Thus, an alternative may prove to be a more useful and appropriate means of assessment for admittance.
One possible alternative is requiring a designed artifact. Requiring a designed artifact holds the potential to address the skills we hope to enrich in the ITED program- applied creativity and innovation in creating learning. An artifact of design can clue us into a candidate’s ingenuity, their ability to take information and apply it to real world contexts, and a learner’s tenacity to complete a design task. The practice may avoid the caveats presented with using the GRE as a criterion for admissions. Requiring a designed artifact may weed out learners who have little or no concept that ITED is a program where the creation of materials for learning is the primary objective, thus narrowing the pool to those who have a concept and desire to study in the program for which they are applying. A designed artifact also directly aligns with the learning objectives in the program and in so provides a more appropriate measure of potential success. Unlike the GRE, a designed artifact may expose learners’ limits in relevant skill areas, thus pointing to better means of preparing learners for graduate study in Instructional Technology in the early stages. And finally, requiring a designed artifact is a non-prejudicial practice, discriminating on relevant experience and knowledge as opposed to financial resources.
Onasch, C. (1994). Undergraduate Grade Point Average and Graduate Record Exam Scores as Predictors of Length of Enrollment in Completing a Master of Science Degree. ERIC Document No. 375 739.
Sacks, P. (June 8, 2001) How Admissions Tests Hinder Access to Graduate and Professional Schools. The Chronicle of Higher Education.
Addendum on 4/3/2012
I presented the argument above to the education faculty in March. Subsequently, through consultations with Dr Bill McHenry, an alternative course of action was decided– an interview with supporting rubric for scoring the interview. The tentative draft of the rubric for scoring is as follows:
On April 10, this rubric was tested with a real, live, breathing student. Our ratings came within .5 point of each other. We fumbled with various questions which brought the rubric into a reality within th context of the interview into a reality. Kevin and I met for an hour afterwards to hash out some of the questions we felt produced the most clear cut and score-able answers. Those refined questions are:
1a. Describe something you designed?
1b. Describe how you use technologies you use now—in your teaching or other creative things that you do.
2a. Explain how you handled a technological change in your work or creative endeavor.
2b. Describe a poor technological choice or poor technological implementation strategy in a learning context. How would you have done it differently?
3a. Where you see yourself in the field of Instructional Technology? How does what you like to do match with the tasks people who hold positions in this field actually do?
3b. If accepted, how will this degree help you meet your professional goals?
I have been asked about publishing as a graduate student, and have decided to share that opinion here with some pointers. I chose the blog as opposed to elsewhere because the blog is the venue for these perspectives—not a university website, not in-class materials. These views are not the views of Texas A&M University, nor do they really belong in any of the classes I teach. Publishing as a grad student is not part of my course; rather, it is part of how I see the experience of being a graduate student, what it should be, and what it is.
Occasionally a paper written for a course actually has enough merit to be the raw construct of a paper worthy to be read by others. For advanced graduate students, writing for school is writing for publication, if you’re doing it correctly. At the undergraduate level, and in some parts of early graduate school, the act of writing is one of honing your thinking, sharpening the analytical knife, and learning to put knowledge to use. But in the later stages of graduate school, the healthy target is publication because the publication process is where coddling ends, and the writer faces the real challenge of expert review.
A student asked me, “But aren’t our professors experts?” It is very likely your professor is an expert in the topic of the course, but your professor reads your paper with a completely different purpose than she reads articles for review. She reads your paper to see if you understand the concepts and procedures she taught you. She reads submitted manuscripts to see if the knowledge presented is a contribution to HER knowledge, not yours. This difference is subtle, but important. There is much to be learned in the process of publication, and the experience of the publication process while in graduate school is essential to understanding what it means to be a scholar. While I am not advocating that all final papers be submitted to journals, I am advocating that submission to publication is the ideal target for young authors, especially when those young authors are students who are interested in going into higher education or research.
I need to preface my tips for preparing a manuscript with a few warnings. Publication circles are small. Submitting a term paper for publication prematurely can get one’s name associated with low quality scholarship. While publication is a worthy target, it’s also a target that should be approached with caution, preparation, and rigor. This blog post was inspired by student questions about my position on writing for publication at the graduate level, not because I advocate sending final papers to journals. That would be irresponsible, and counter-productive. I didn’t like getting papers written for class as an editor, and I got a few. Here are some things to keep in mind should you endeavor to publish from what you wrote in a grad school course.
1. Select the publication venue PRIOR to writing your paper. Imagining the readership of the magazine or journal while writing tends to force some students to re-think before they write. If you know real people will read it, you’re less likely to write far-flung ideas and more likely to explain your position in simple language. For some, imagining real people can also have the adverse effect of writers’ block. Let’s assume for now that that will not happen. Selecting the venue first can be influential in helping you accomplish tasks during the process as well. Searching that journal for articles on your topic and then responding to those articles directly in your paper can bring a stuck writer to some valuable insights early in the process of writing. This also provides direction for style and gives the work real meaning beyond the credits awarded for the course. It also leads into my next point.
2. Make sure that you have cited the journal to which you are submitting. This is valuable for 2 reasons. First, if you can’t cite the journal, your article probably does not belong in that journal. A great example is a paper I helped someone prepare for a games and simulations journal. The literature they were using was not from the journal to which they were submitting, even though the title of the paper and the title of the journal seemed to match. Under closer inspection, it was a poor fit. Preparation of that article for that journal would have been waste of time. The second reason is that each journal is a discussion in progress and the reviewers need to know that you’re up on the discussion taking place in that journal. Not all the reviewers are fully up-to-date on ALL topics being addressed in a journal. A paper that cites NO work in that journal is a good indication that the article was NOT written for that journal and would not be very interesting, or helpful, for those who read that journal for that topic. In fact, if it is truly outdated and uninformed, it will drive some readers away. Therefore, I know as an editor I was always suspicious of using up reviewers’ time with articles that were outdated or uninformed. Making sure there are a few substantive citations from that journal to situate the article within the larger discussion gives the reviewers and editor a means of deciding whether or not what you have submitted will be interesting for readers.
3. Anonymize. An “A” on your paper does not mean your paper is ready for submission. There are a number of tasks that need to be accomplished before the manuscript is ready to send off to submission. An obvious but sometimes forgotten task is to clean up and anonimyze the manuscript for review. If you have had to deal with peer or teacher comments, address as many of them as is applicable to improving the manuscript, BUT GET RID OF THE COMMENTS. Accept all changes, save as a clean draft, and remove your personal electronic stamp by (…if using MS Word) going to Microsoft emblem in the upper left->prepare-> then properties. Also make sure there are no remaining tracked-changes lurking at the end. Your goal is to make it to review; only a clean, anonimyzed manuscript will be sent out.
4. Save your acknowledgement for later. If you’ve had previous support by the teacher or classmates to help develop the manuscript, it’s professional and courteous to include an acknowledgement of that support, but NOT at the submission stage. Remove the acknowledgement if you’ve already placed it in. That acknowledgment goes back in after the first review. Also, you need to remove any language from the acknowledgement that could be interpreted as promotional, subjective, or identifies this article as coursework. Once the course is over, it is no longer coursework. The revised manuscript after review will likely be quite different from the manuscript you submitted. Remove any sentences in the manuscript that state or imply the manuscript was part of a course. If you have never written an acknowledgment, keep it modest and simple. Here’s an example I gave to one of my students. It’s not particularly elegant, but it’s a functional acknowledgement for someone who had not written one before.
I acknowledge the guidance of Craig D. Howard PhD, Assistant Professor of Inst. Technology at Texas A&M – Texarkana, the helpful reviews of XXX,YYY, ZZZ, and the anonymous reviewers at [publication name here]. I acknowledge the US Army Tuition Assistance Program for supporting the development of this article while I was deployed in Afghanistan.
This particular student was in the active military at the time when he wrote this article and his study was supported by a US Army program. I cautioned him to check if there were any grant numbers or specific language that should be included, but honestly, I know very little about these legalities and a comment from a reader on this point would be very helpful.
5. Read the writers guidelines. These are also known as “Instructions for Authors” at some publications. Check the publication’s website. Here’s an example of some writers guidelines at Tech Trends.
Writers guidelines invariably have little nuances that can slow down your article’s review. Get as many of these minor changes BEFORE submission. Sometimes an article gets to the top of the to-review list, a guidelines problem is uncovered (like a bio left in the article or style issue) and the article goes back to you for repair, only to go to the bottom of the list when re-submitted. Just off the top of my head, watch out for short abstract word limits and the publication specific spellings such as “m-learning” or a preferred way to write electronic mail (Email, email, or e-mail.) Don’t be afraid to condense some of your text. Unlike some papers for school, longer papers have a more treacherous road to publication than shorter ones. (This is more of an issue in print journals than electronic ones.) Exceeding the word count on the writers guidelines can easily get you a rejection prior to review.
Along these same lines, if you have included terms specific to your institution, remove them. I have returned at least a dozen manuscripts to authors prior to review asking that the authors replace course numbers with course names. “In our course, w200, there were 4 instructors and 120 students over five sections.” No one wants to guess what w200 is, though we can if we must.
6. Craft your bio. The editor may need it quickly and having it handy and in the online system, or ready to be emailed saves time. Keep your bio under 100 words. I have seen 200-400 word bios that get an article pushed to a later issue based on space limitations. Remember, a shorter bio is more publisher-friendly than a longer one. Your bio is always written in the 3rd person, and usually ignores your undergraduate education. I recommended to the students above to write his as follows:
Joseph Dotson is a Masters student at Texas A&M University – Texarkana and a [rank here] in the US Army.
While this bio is short, it is important. Be careful about the name you use. You want the formal version UNLESS you’re going to stick with the informal version forever. I had to switch to “Craig D. Howard” once I learned there was a Craig Howard in New Jersey writing Jewish nostalgia. I am neither Jewish nor very nostalgic. This is one case where your middle initial is helpful for disambiguation. I know not everyone has a middle initial, but if you do, use it.
7. Register with the journal as an author, upload and SUBMIT. Of course, be sure to read the submission steps. They usually tell you when you’ll be hearing back about the journal’s receipt of your manuscript. Sometimes the confirmation is sent automatically via a bot, sometimes it’s an actual email from the editor. Can take anywhere from a couple hours to 2 weeks. The time of the year plays a role as well. Both Tech Trends and IJDL were inundated with manuscripts during the first week of June, and received NOTHING in October and November. Be aware that holidays can slow the process down at every stage. My quickest confirmation was also a rejection. It took Abbie Brown 3.5 minutes to reject my article while he was the editor at Tech Trends. I considered that a success to because I learned something right away– if it can’t be anonimyzed, it goes elsewhere. Remember, just getting into the process is an accomplishment. If you are a student, and your article is rejected, CONGRATULATIONS! You just got more learning out of the course that you took than a large percentage of the students who paid the same tuition that you did.
This post is about Masters Programs in ITD. I am excited to face the challenges of a new program and new students, but also leery that I am walking int a context I know little about. Part of that challenge I face is that program growth at texas A&M -Texarkana is both a desire and a concern; the school aims to build and refine the program at the same time. This desire is not uncommon. In my job talks over this past year, I was asked repeatedly about program marketing. This is a real concern for any online program, especially a Master’s degree in ed tech and inst design, such as the one I am teaching in at Texas A&M University Texarkana. Students are drawn to this field because they are usually tech savvy and feel comfortable online; thus they are also comfortable moving to a more updated program. The old model of build it and they will come is to be soon outdated, as numerous authors have pointed out in the past year in the Chronicle of Higher Ed. This is a logical assertion because the speed at which a potential Masters student can enroll, un-enroll, and switch programs is mind boggling. A student from the northeast mentioned she enrolled in a program in just one day. Each program must differentiate itself and continuously remind learners why their program is a better fit for the learner than any other. How is this done? This raises a number of questions which may or may not warrant research: Is it truly the case that a learner is invested less in an online program than one who has physically moved to campus or has gone through the orientation to a physical campus? To what extent is transferring among programs common?
The task of recruiting new students shares similar concern as learners have literally dozens of program at their fingertips at all times, 73 at last count. So what are the successful strategies programs are using to retain and recruit students? Is it website design? Is it search engine ranking? A little searching will reveal there is no standard ranking available anywhere for this field (see article here with statements from Phil Harris, PhD, executive director of AECT). Curt Bonk at Indiana University maintains and extensive list of programs here and has an equally extensive blog post about the decision making process here. Curt Bonk points out that settling on a program is more than simply choosing a better program; the decision must be based on matching the program to your needs. At the same time, programs are challenged with creating designs for the learners they want to attract. Pat answers and blanket statements about program quality probably do not get us, collectively, to any better place than we are now. I would imagine a future task we would be wise to address, as a field, is which programs are focusing on teaching what. I welcome comments.
In a conversations with Colin Gray and Rod Myers, we talked about the many blogs that we follow and how easy it is to have them fed into an email address. Unfortunately, this could become very cumbersome. At the AECT early career symposium, David Wiley talked about the importance of blogs and his perspective that the media of blogging has replaced the scholarly article’s roles as a distribute of new information. Now, the scholarly article represents vetted information, and the bog represents new information. I don’t read as many blogs as I should, possibly because I know writing gets better as it is vetted. I am wondering what ways we have to slim down the information vortex in ed tech and focus just on new posts and blogs that are useful. One idea I am toying with is editing a blog with a nonprofit organization, instead of trying to conjure up my own content on a regular basis. That organization will most likely be Unlock learning.