Kevin Kelly
San Francisco State University, Instructional Technologies, Faculty Member
- Education, Educational Technology, E-learning, Innovation statistics, Educational Leadership, Distance Education, and 10 moreInstructional Design, Mobile Learning, Leadership Development, Online and Distance Education, Professional Development, Academic Technology, Education Innovation and Ventures, Serious Gaming, E-Portfolios, and E-portfolios (E Learning And Health)edit
The goal of teaching online is fundamentally the same as teaching face-to-face: facilitating the learning of all students to the greatest extent possible. This book differs from other books on online teaching in that, in the process of... more
The goal of teaching online is fundamentally the same as teaching face-to-face: facilitating the learning of all students to the greatest extent possible. This book differs from other books on online teaching in that, in the process of offering guidance on course design and planning, developing outcomes and appropriate engaging activities, managing the workload and assessment, the authors pay explicit attention throughout to the distinct and diverse needs of students and offer effective strategies to accommodate them in a comprehensive and inclusive way by using the principles of Universal Design for Learning.
By following those principles from the outset when planning a course, all students will benefit, and most particularly those whom the research shows have the greatest achievement gaps when taking online courses -- males, first generation and low income students, those from underrepresented minority groups, the academically underprepared, students with disabilities, and those with limited online access or lacking readiness for online learning.
Beyond good planning and design, Kelly and Zakrajsek offer ideas for creating inclusive course environments and activities, such as using culturally appropriate content and making it accessible in multiple formats. They also share methods to foster faculty-learner interaction and increase personal connections with students, and among students, through group activities or learning communities, which are so critical to motivation and success.
Faculty new to online teaching as well as more experienced readers will find a wealth of practical guidance on developing and honing both fully online and blended courses and, as importantly, a wealth of proven ideas to help the new generation of students with diverse needs to succeed.
By following those principles from the outset when planning a course, all students will benefit, and most particularly those whom the research shows have the greatest achievement gaps when taking online courses -- males, first generation and low income students, those from underrepresented minority groups, the academically underprepared, students with disabilities, and those with limited online access or lacking readiness for online learning.
Beyond good planning and design, Kelly and Zakrajsek offer ideas for creating inclusive course environments and activities, such as using culturally appropriate content and making it accessible in multiple formats. They also share methods to foster faculty-learner interaction and increase personal connections with students, and among students, through group activities or learning communities, which are so critical to motivation and success.
Faculty new to online teaching as well as more experienced readers will find a wealth of practical guidance on developing and honing both fully online and blended courses and, as importantly, a wealth of proven ideas to help the new generation of students with diverse needs to succeed.
Research Interests:
A growing number of people completing or holding graduate degrees now seek non-faculty positions—also called alternative academic, or “alt-ac” positions—at different stages in their careers. While an increasing number of people with... more
A growing number of people completing or holding graduate degrees now seek non-faculty positions—also called alternative academic, or “alt-ac” positions—at different stages in their careers. While an increasing number of people with doctoral degrees are hunting for a diminishing pool of tenure-track faculty jobs, most degree-granting institutions do not adequately prepare their graduate students to enter the new reality of the alt-ac job market. Yet the administrative ranks in higher education institutions are growing, as colleges and universities are creating a diverse range of positions that support teaching and learning efforts.
Focusing on the range of potential alternative career choices, this highly practical book offers tools and prompts for readers who are:
Considering whether to choose an alt-ac career path
Seeking specific alt-ac positions
Advising graduate students or mentoring recent professional graduates
Encountering alt-ac career challenges
The authors offer case stories—their own and those of colleagues across North America in alt-ac roles—with concrete examples designed to help readers pursue, obtain, and excel in a wide variety of alt-ac positions. The book can equally be used as a resource for graduate courses on professional development and job-market preparation.
Focusing on the range of potential alternative career choices, this highly practical book offers tools and prompts for readers who are:
Considering whether to choose an alt-ac career path
Seeking specific alt-ac positions
Advising graduate students or mentoring recent professional graduates
Encountering alt-ac career challenges
The authors offer case stories—their own and those of colleagues across North America in alt-ac roles—with concrete examples designed to help readers pursue, obtain, and excel in a wide variety of alt-ac positions. The book can equally be used as a resource for graduate courses on professional development and job-market preparation.
Research Interests:
The second edition continues the dialogue on learning as a social process, deepening the discussion on collaboration, openness, and related Web 2.0 tools. Case studies and tested strategies make up much of the content, with the final part... more
The second edition continues the dialogue on learning as a social process, deepening the discussion on collaboration, openness, and related Web 2.0 tools. Case studies and tested strategies make up much of the content, with the final part dedicated to assessment in online education.
Whether in emerging or developed countries, the education community must reinvent the practices of teaching and learning in response to new innovations in education. Businesses and organizations considering their training needs, as well as education practitioners will find this text to be comprehensive in its coverage of major themes in contemporary practices. From mobile learning to digital footprint issues, to new strategies for management of digital course development and delivery, this guide represents excellent shared research and best practice in new educational models.
The content was developed with the same interactive collaboration as the first edition, using social media and communities of practice to co-create content using the approach that serves as the subject for many chapters.
The entire guide (two-volume print, two-volume pdf OR six individual pdfs) explores six topics in detail:
Volumne One
Part One: Emerging Technologies and Practices
Part Two: Implementing and Managing eLearning
Part Three: Developing and Monitoring eLearning Content
Volume Two
Part Four: Leading in a Participatory Digital World
Part Five: Learning in a Participatory Digital World
Part Six: eAssessment: Measuring in Ways that Matter
Each chapter begins with a set of learning objectives to direct the readers’ experience of the content. Education for a Digital World 2.0 encourages readers to begin here, but take the emerging ideas from the sections to blend with their own experience for “a growing synthesis of the experience of education in a digital world.”
Whether in emerging or developed countries, the education community must reinvent the practices of teaching and learning in response to new innovations in education. Businesses and organizations considering their training needs, as well as education practitioners will find this text to be comprehensive in its coverage of major themes in contemporary practices. From mobile learning to digital footprint issues, to new strategies for management of digital course development and delivery, this guide represents excellent shared research and best practice in new educational models.
The content was developed with the same interactive collaboration as the first edition, using social media and communities of practice to co-create content using the approach that serves as the subject for many chapters.
The entire guide (two-volume print, two-volume pdf OR six individual pdfs) explores six topics in detail:
Volumne One
Part One: Emerging Technologies and Practices
Part Two: Implementing and Managing eLearning
Part Three: Developing and Monitoring eLearning Content
Volume Two
Part Four: Leading in a Participatory Digital World
Part Five: Learning in a Participatory Digital World
Part Six: eAssessment: Measuring in Ways that Matter
Each chapter begins with a set of learning objectives to direct the readers’ experience of the content. Education for a Digital World 2.0 encourages readers to begin here, but take the emerging ideas from the sections to blend with their own experience for “a growing synthesis of the experience of education in a digital world.”
Research Interests: Psychology, Anthropology, New Media, Educational Technology, E-learning, and 22 moreAssessment, Mobile Learning, Employability, Digital Literacy, E Assessment, Computer-Mediated Communication, Politics, ICT4D, Pedagogy, Assessment in Higher Education, Online Learning, Blended And Mobile Learning, Emerging Technologies, Society, Mobile learning and eLearning, ePortfolios, Knowledge Communities, Technology Enhanced Education, Developmental Work Research, Instructional Engineering, Innovation & Change Management, and Open Distance Learning
Digital information technologies are transforming the way we work, learn, and communicate. Within this digital revolution are new learning approaches that transform hierarchical, industrial-based models of teaching and learning. The... more
Digital information technologies are transforming the way we work, learn, and communicate. Within this digital revolution are new learning approaches that transform hierarchical, industrial-based models of teaching and learning.
The creation of this book employed the very principles it espouses. It embodied a forming relationships model, and the sharing of ideas to produce new thinking model. A unique interactive, collaborative research model based on the formation of online relationships among 50 contributors from around the world representing research, administration and business communities. The development of the book demonstrates the powerful opportunity afforded by online technologies in this digital revolution era.
Education for a Digital World contains a comprehensive collection of proven strategies and tools for effective online teaching, based on the principles of learning as a social process. It offers practical, contemporary guidance to support e-learning decision-making, instructional choices, as well as program and course planning, and development.
Practical advice, real-life examples, case studies, and useful resources supply in-depth perspectives about structuring and fostering socially engaging learning in an online environment. A plethora of e-learning topics provide insights, ideas, and usable tools. Tips and evidence-based theory guide administrators, program and course developers, project teams, and teachers through the development of online learning opportunities.
Education for a Digital World is an indispensable guide, resource, textbook and manual for policymakers and practitioners in developing and developed countries.
___________________
* Part 1: The Impact of Instructional Technologies
* Part 2: Preparing Online Courses
* Part 3: Implementing Technology
* Part 4: E-learning in Action
* Part 5: Engagement and Communication
The creation of this book employed the very principles it espouses. It embodied a forming relationships model, and the sharing of ideas to produce new thinking model. A unique interactive, collaborative research model based on the formation of online relationships among 50 contributors from around the world representing research, administration and business communities. The development of the book demonstrates the powerful opportunity afforded by online technologies in this digital revolution era.
Education for a Digital World contains a comprehensive collection of proven strategies and tools for effective online teaching, based on the principles of learning as a social process. It offers practical, contemporary guidance to support e-learning decision-making, instructional choices, as well as program and course planning, and development.
Practical advice, real-life examples, case studies, and useful resources supply in-depth perspectives about structuring and fostering socially engaging learning in an online environment. A plethora of e-learning topics provide insights, ideas, and usable tools. Tips and evidence-based theory guide administrators, program and course developers, project teams, and teachers through the development of online learning opportunities.
Education for a Digital World is an indispensable guide, resource, textbook and manual for policymakers and practitioners in developing and developed countries.
___________________
* Part 1: The Impact of Instructional Technologies
* Part 2: Preparing Online Courses
* Part 3: Implementing Technology
* Part 4: E-learning in Action
* Part 5: Engagement and Communication
Research Interests:
The book, Resilient Pedagogy, offers a comprehensive collection on the topics and issues surrounding resilient pedagogy framed in the context of the COVID-19 pandemic and the social justice movements that have swept the globe. As a... more
The book, Resilient Pedagogy, offers a comprehensive collection on the topics and issues surrounding resilient pedagogy framed in the context of the COVID-19 pandemic and the social justice movements that have swept the globe. As a collection, Resilient Pedagogy is a multi-disciplinary and multi-perspective response to actions taken in different classrooms, across different institution types, and from individuals in different institutional roles with the purpose of allowing readers to explore the topics to improve their own teaching practice and support their own students through distance, disruption, and distraction.
Research Interests:
In response to rising concerns about digital ethics in ePortfolio practice, the Association for Authentic, Experiential, Evidence-Based Learning (AAEEBL) created a Digital Ethics Task Force charged with researching and articulating... more
In response to rising concerns about digital ethics in ePortfolio practice, the Association for Authentic, Experiential, Evidence-Based Learning (AAEEBL) created a Digital Ethics Task Force charged with researching and articulating research-based practices for ePortfolios. After year one, the Task Force released the Digital Ethics Principles in ePortfolios: Version 1. This article describes the process used to recruit Task Force members and develop the resulting principles. In using the Task Force as a model for international collaboration and digital composition, the final section of
this paper identifies key takeaways for the field and proposes future opportunities for research in digital ethics and ePortfolio practice.
this paper identifies key takeaways for the field and proposes future opportunities for research in digital ethics and ePortfolio practice.
Research Interests:
This qualitative study explored higher education transfer student perceptions of (a) the transfer process between two- and four-year institutions, (b) social network influences on their decisions to stay in higher education, (c) the role... more
This qualitative study explored higher education transfer student perceptions of (a) the transfer process between two- and four-year institutions, (b) social network influences on their decisions to stay in higher education, (c) the role of technology in the process, and (d) organizational policies and practices that might influence the process. This study used student departure, social network, and complexity theories to describe the higher education transfer student experience from a holistic viewpoint. The researcher conducted interviews with thirteen higher education transfer students from two- and four-year institutions located in the San Francisco Bay Area. Eight of the thirteen participants belonged to historically underrepresented ethnicity populations. The researcher asked the participants to describe and analyze their experiences and decisions during the transfer process, and influences that came from their background and from external environments. The participants perceived that they themselves had the greatest influence on their decisions to stay in higher education, but also perceived external influences. The participants relied on different people in their personal networks to achieve various levels of academic and social integration, respectively. Participants perceived great value in using technology for transfer purposes, such as electronic portfolios and social network sites, but sometimes preferred human interaction. Diversity and encouragement emerged as important themes. Social network and complexity theories enhanced and reconceptualized the concepts portrayed in Tinto's (1993) longitudinal model of student departure. Tinto's model comprised only part of a much larger fractal pattern of the overall transfer-related phase transition. New initial conditions existed every time the pattern repeated at a smaller scale over time (e.g., every year, every decision). Certain pre-entry attributes parents' educational experiences and the participants' prior schooling---were also phase transitions, not static historical constants. Participants sought or sought to be strange attractors---influences that could break them or others from repetitive, linear patterns. Recommendations were made for higher education transfer students and administrators at higher education institutions. Recommendations for future research included calls for further investigation of higher education transfer students who dropped out, barriers for historically underrepresented ethnicity populations, and case studies of inter-institutional programs that use electronic portfolios for transfer purposes.
Research Interests: Education, Social Networks, Community Colleges, Social Networking, Higher Education, and 10 moreComplexity Theory, Complexity Science and Design, Higher Education Policy, Transfer Students, Transfer student enrollment and persistence as factors in supporting national goals for baccalaureate degree completion, Borderlands, Community College, Two Year Community Colleges, Student Departure Theory, and Student Preparation
Research Interests:
Research Interests:
This case study describes the development and operation of a very large-section, hybrid Principles of Marketing Class. The authors describe the original structure of the class, major adaptations and decisions related to its development... more
This case study describes the development and operation of a very large-section, hybrid Principles of Marketing Class. The authors describe the original structure of the class, major adaptations and decisions related to its development over time, and discuss four lessons learned through this process: (1) The non-traditional format needs a lot of explaining, (2) This will always be an experimental class, (3) Plan in advance and have contingency plans, (4) It is easier to share the work than it is to share the budget. They conclude by suggesting Principles of Marketing is a logical entry point for innovative technology.
Research Interests:
Institutional culture is a critical component in making eportfolios an integral teaching and learning tool. As instructors and students engage in using eportfolios, the campus goes through culture change in several different areas.... more
Institutional culture is a critical component in making eportfolios an integral teaching and learning tool. As instructors and students engage in using eportfolios, the campus goes through culture change in several different areas. Institutions may start with questions related to technology and logistics, but buy-in at all levels is critical as campuses begin to shift, redefine or adapt existing cultures of assessment. Namely, these efforts promote the adoption of more diverse and comprehensive assessment strategies—that embody new, learner-centered teaching methodologies—along with traditional strategies. By using more than one method to demonstrate their competencies within the context of the eportfolio process, students can become more reflective learners, make connections between curricular and co-curricular work, and prepare to enter the workforce. This chapter will help readers determine why they might pursue the use of eportfolios within their educational institution, at the course, program, or institutional levels.
Research Interests: Educational Technology, E-learning, Decision Making, Assessment, Employability, and 12 moreDigital Literacy, E Assessment, Higher Education, Organizational Culture, Institutional Theory, Pedagogy, Assessment in Higher Education, Decision-Making, Learner-centered teaching, ePortfolios, Organizational Subcultures, and Cross National Management
For many higher education institutions and even some for-profit organizations, Learning Management Systems have become mission critical, enterprise-level applications. As a result each organization must make decisions about which Learning... more
For many higher education institutions and even some for-profit organizations, Learning Management Systems have become mission critical, enterprise-level applications. As a result each organization must make decisions about which Learning Management System (LMS) will best meet its needs, whether it already has one or not. A wide range of stakeholders should participate in this decision-making process in situations where broad consensus is required, including LMS users, support staff and trainers, disability resource center staff, technology infrastructure staff, policy makers, and administrators. A campus can use a comprehensive set of questions to help facilitate discussions. These questions force the campus to view the decision-making process in a comprehensive fashion through three lenses, or perspectives—teaching and learning, technology management, and organizational administration. This chapter describes how San Francisco State University addressed these stakeholder perspectives between 2004 and 2007, when it conducted a comprehensive investigation regarding its LMS. The three lenses provided different viewpoints about a wide range of issues, ranging from accessibility for people with disabilities to scalability for 35,000 campus users. The chapter also includes relevant information and lessons learned since Fall 2007, when Moodle became SF State’s exclusive LMS.
Research Interests:
Research Interests:
"This paper provides a look at the development of a new culture of assessment in higher education with the use of electronic portfolios (ePortfolios). It uses the metaphor of horticulture to describe how an inter-institutional program,... more
"This paper provides a look at the development of a new culture of assessment in higher education with the use of electronic portfolios (ePortfolios). It uses the metaphor of horticulture to describe how an inter-institutional program, Metro Academies of Health, has gone through the first two parts of the ePorticulture cycle—preparing for the use of ePortfolios and planting the first ePortfolio "seeds" within cohorts of students at both an urban community college and 4-year state university. Metro serves as a case study for potentially rich, albeit challenging, ePortfolio integration within a program that serves primarily low-income, first-generation college students. Given the chronically poor outcomes of many of today’s college students, ePortfolios operate as a high-impact practice that provides students and educators with a tool for assessment to improve academic success. Metro aims for a successful and strategic ePortfolio implementation by beginning with a foundation of research on best practices and gives a series of recommendations that apply to new or growing ePortfolio programs.
"
"
Research Interests:
Research Interests:
Research Interests:
What you will learn from this session... 1.A broader understanding of change drivers and barriers at the intersection of technology and learning in higher education; 2.A stronger personal experience of the possibilities of using... more
What you will learn from this session...
1.A broader understanding of change drivers and barriers at the intersection of technology and learning in higher education;
2.A stronger personal experience of the possibilities of using technologies to facilitate collaboration and creativity in an educational setting;
3.Practical ideas for responding to barriers and facilitating change in educational technology use on their campuses.
1.A broader understanding of change drivers and barriers at the intersection of technology and learning in higher education;
2.A stronger personal experience of the possibilities of using technologies to facilitate collaboration and creativity in an educational setting;
3.Practical ideas for responding to barriers and facilitating change in educational technology use on their campuses.
In the spring of 2020, the term ‘emergency remote teaching’ began to emerge to describe what was occurring in education at all levels, despite the more commonly used term “online learning” dominating media descriptions of the instruction... more
In the spring of 2020, the term ‘emergency remote teaching’ began to emerge to describe what was occurring in education at all levels, despite the more commonly used term “online learning” dominating media descriptions of the instruction offered to students forced to remain at home. Hodges et al. (2020) described emergency remote teaching as an attempt not “to re-create a robust educational ecosystem but rather to provide temporary access to instruction and instructional supports in a manner that is quick to set up and is reliably available during an emergency or crisis” (¶ 13).
As the new school year began, most education jurisdictions across Canada offered some combination of face-to-face, hybrid, and/or online instruction for students, including pre-existing online learning programs. Yet both designed and established online learning programs and the remote teaching offered by classroom teachers were still described by many as “online learning”, ignoring the clear differences between both instructional methods.
This report is a collection of revised works from other scholars, primarily focused on the higher education context, adapted for the K-12 sector. These works include a recent article that was published in EDUCAUSE Review entitled “The Difference Between Emergency Remote Teaching and Online Learning” (Hodges et al., 2020); as well as a number of blog entries from PhilOnEdTech blog (Hill, 2020; Kelly, 2020a, 2020b; Moore & Hill, 2020). Throughout the report, we have attempted to identify each of the sections that relied upon these sources.
Soon the COVID-19 threat will diminish, yet when it does we should not simply abandon remote teaching and return to our prior classroom-only practices without ensuring that we preserve the lessons of 2020 for future public health and safety issues. For example, in recent years school campuses have been closed due to natural disasters such as wildfires, hurricanes, earthquakes, and the polar vortex (Baytiyeh, 2018; Mackey et al., 2012; Samson, 2020; Watkins, 2005). As such, the possible need for remote teaching – in both emergency situations and more planned contexts – must become part of a teacher’s skill set.
This report argues the importance of avoiding equating emergency remote teaching with online learning. It is clear from most schools and teacher’s experience with emergency remote teaching that much more planning and deliberate attention be provided to teacher preparation, infrastructure, education policy, and resources to be able to maintain quality instructional continuity during a crisis. This report offers recommendations for how schools can be better prepared for future crises that incorporate both home-based and school-based learning opportunities mediated through online learning environments. While it is clear that schools remain a good place for children to be supported in their emotional growth and learning, with proper planning and good communication, homes and communities outside of school walls can be as well.
As the new school year began, most education jurisdictions across Canada offered some combination of face-to-face, hybrid, and/or online instruction for students, including pre-existing online learning programs. Yet both designed and established online learning programs and the remote teaching offered by classroom teachers were still described by many as “online learning”, ignoring the clear differences between both instructional methods.
This report is a collection of revised works from other scholars, primarily focused on the higher education context, adapted for the K-12 sector. These works include a recent article that was published in EDUCAUSE Review entitled “The Difference Between Emergency Remote Teaching and Online Learning” (Hodges et al., 2020); as well as a number of blog entries from PhilOnEdTech blog (Hill, 2020; Kelly, 2020a, 2020b; Moore & Hill, 2020). Throughout the report, we have attempted to identify each of the sections that relied upon these sources.
Soon the COVID-19 threat will diminish, yet when it does we should not simply abandon remote teaching and return to our prior classroom-only practices without ensuring that we preserve the lessons of 2020 for future public health and safety issues. For example, in recent years school campuses have been closed due to natural disasters such as wildfires, hurricanes, earthquakes, and the polar vortex (Baytiyeh, 2018; Mackey et al., 2012; Samson, 2020; Watkins, 2005). As such, the possible need for remote teaching – in both emergency situations and more planned contexts – must become part of a teacher’s skill set.
This report argues the importance of avoiding equating emergency remote teaching with online learning. It is clear from most schools and teacher’s experience with emergency remote teaching that much more planning and deliberate attention be provided to teacher preparation, infrastructure, education policy, and resources to be able to maintain quality instructional continuity during a crisis. This report offers recommendations for how schools can be better prepared for future crises that incorporate both home-based and school-based learning opportunities mediated through online learning environments. While it is clear that schools remain a good place for children to be supported in their emotional growth and learning, with proper planning and good communication, homes and communities outside of school walls can be as well.