Hot Off the Digital Press: @LPQuarterly 2(3)

With the start of the new academic year, we are pleased to be distributing the new issue of the Learning and Performance Quarterly (LPQ) journal – Volume 2, Issue 3. On behalf of the editorial team, I hope this edition will inform scholars, practitioners and leaders in the learning and performance field.

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The Learning and Performance Quarterly (ISSN 2166-3564) is a peer-reviewed, open access journal from the Center for Knowledge Solutions at the University of North Texas. The journal takes a broad look at current developments and research that involves innovative learning, training, human resource development, and performance management across academic and professional disciplines.

Learning and Performance Quarterly
Vol 2, No 3 (2014), Table of Contents

Editorial
——–
A New Academic Year, New Learning and Performance Understandings (1)
Laura A. Pasquini,      Tekeshia Zimmerman,     Jeff M. Allen

Invited Articles
——–
Integrated Approach To Building Intercultural Competence (2-15)
Katherine H. Rosenbusch

Research Articles
——–
The Influence of Wiki on Team Effectiveness in a Graduate Research Class (16-34)
Lin Xu, Jessie Cutler,  Jie Xiao,       Holly M. Hutchins

Erikson’s Development Crises: Applying Developmental Theory to Adult Learning (35-48)
Jose Victor Lineros,    Mark E. Fincher

Book Review
——–
Book Review: The Innovator’s DNA (49-50)
Robin James Mayes
______________________________________________
Do you have an article you want to submit?  Our call for proposals is OPEN! Submit your manuscripts to the journal TODAY!

You can review the previous article submissions in the LPQ Archives. We are seeking manuscript submissions for the following categories:

  • Research Articles – Qualitative/Quantitative
  • Concept/Theory Papers
  • Literature Reviews
  • Case Studies
  • Book or Media Reviews
  • Invited Articles
  • Editorials

If you have any questions about potential article submissions, or you are interested in contributing to the Learning and Performance Quarterly editorial team (peer-reviewing, copy editing, layout, etc.) please reach out to myself or the other LPQ Editors.

Thanks for reading,

Dr. Laura A. Pasquini, Editor (@laurapasquini)
Tekeisha D. Zimmerman, Assistant Editor (@TekeishaZ)
Dr. Jeff M. Allen, Managing Editor (@drjeffallen)
~~~~~~~~~~~~~~~~~~~~~~~~~

Are you going to #blend14? Join the Unconference session (#unblend14) & More in the Rocky Mountains!

The @SloanConsortium 2014 Blended Learning Conference and Workshop (a.k.a. #blend14) is less than a month away! I am excited to be attending and facilitating a workshop in the rocky mountains (Denver, CO) this July.  As blended learning models for curriculum and program development increase in post-secondary education, learners and instructors are being more invested in different mode and models for education. Last year, I found the mix of programs, discussions, and people at #blend13 very refreshing.  If you have interests in design, development, or research in hybrid and blending learning environments than this might just be the conference and workshop for you!

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For those you who ARE attending #blend14, let me entice you to join in the UN-conference session.  This year, I will be helping to host the Blended Unconference (#unblend14) with Jessica Knott (@jlknott) and Patrice T (@Profpatrice). Unconferences are great opportunities to interact, discussion, and dig into topics that YOU are most interested in. As an a-typical session, the unconference is guided by participants who attend, and are flexible to the needs and wants of the group. It will be YOU who takes control of the agenda, content, and conversation. We will help by providing a basic infrastructure to keep things organized and moving, but this is the opportunity to really make the conference YOUR OWN. Typically unconference sessions introduce a topic or issue, and discussion, debate and ideas ensue.

Should I Attend the Unconference?

Yes!  Well, we think so. If you answer yes to any of the following, the unconference session is JUST for you:

  • Do you sometimes find yourself thinking “I wish they had covered X,Y, Z more deeply” in regular conference sessions?
  • Do you wish you had the chance to ask further questions or expand upon session content?
  • Are you looking for ways to get involved & meet others at #blend14?
  • Did someone ask the perfect question during your presentation & now you want to talk to them further?
  • Do you like interacting with colleagues to expand on ideas, share techniques, debate current trends, or collaborate on research?

Come to the Unconference Sessions on July 9:

  • 1:30 PM – Gather in the Unconference room and review the topics and votes; select top topics
  • 1:45 – 2:45 PM- Break into groups and discuss the top three topics.
  • 2:45 – 3:00 PM – Short break
  • 3:00 – 3:15 PM – Reconvene and revisit the topics and votes
  • 3:15 to 4:15 PM – Break into groups and discuss the next three highest voted topics. (Again, the individuals who submitted the topics will facilitate each of these three groups, with a scribe assigned for note-taking and organizational purposes.)

SIGN UP and submit YOUR UNCONFERENCE TOPIC for #unblend14:

Check out and VOTE ON the current Unconference Topics on Ideascale:

About the Sloan Community on IdeascaleA few ideas to vote onIn other #blend14 news, I will be a “Chef” in the “Technology Test Kitchen.” This NEW addition to the conference will provide participants an opportunity to gain hands-on experience with different tools and technologies they want to use back on campus. Bring your own device (BYOD), and let’s getting developing with audio and/or video, collaborative platforms, communication tools, or presentation resources that YOU want to learn more about.

Are you planning to be in Denver for #blend14? Want to learn more about the #unblend14 Unconference or Test Kitchen? Drop me a line. :)

This Is My Recap of #et4online

Another year at the #et4online conference brings various researchers, educators, practitioners, and then some to talk about the online learning landscape. I presented a session, attended a few workshops & sessions, learned a great deal (see my notes taken on Twitter), and connected to some new ideas and people. Each time I attend #et4online I find myself surrounded by some of the usual #edtech suspects who banter about pedagogy and talk about learning — rather than just the technology… and this is refreshing.

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A few of my own #et4online highlights include:

 

Other reflections and thoughts about #et4online have been shared by George and Jim (#JimOfThings)…and I suspect a few others to follow.

 

Key takeaways I am still chewing on…

 

 

Special shout out to @jlknott for a stellar conference week as my roommate &  partner-in-crime. Here’s to our combined forces (support) to crush (or defend) our dissertations this summer! Go team!

Excited

Until then, I think #et4online should dance it out… Because I’m happy

Happy

Are You Coming to #et4online in Dallas? You Should.

The Emerging Technologies for Online Learning Symposium (#et4online), hosted by the Sloan Consortium and MERLOT, is just around the corner. This 7th Annual #EdTech conference will be held in Dallas, TX from April 9-11, 2014, and based on the program you can expect a number of talented individuals to be in attendance. Registration is OPEN!

et4online

I know that the #et4online is giving you 7 Reasons Why You Should Join Us…

7 reasons

However I will give the reasons I am attending:

  • I get to talk about my #ugstSTORY class in terms of student development, learning design, social media applications, and my own lessons learned for instructional design.
  • Yours truly invited the Featured Sessions speakers to the conference, based on the amazing things they are working on in the field of Ed Tech and my own interest in meeting them. :)
  • I always learn something new from any of the interactive workshops and information sessions I have participated in.
  • You are able to order (almost) FREE MOO cards to help with your networking and such. This could also be handy as you attend the Career Forum (#edtechcareers) this year with some fantastic panelists c/o @RMoeJo
  • If you don’t know Jim Groom (@jimgroom) & his work on Reclaim Hosting – you should. He’s an #EdTech bad ass, and I look forward to his keynote.
  • The discussion, debate, & idea swapping in the Unconference is brilliant. All sessions are user-generated and led by those who attend these meetings. There is usually something for everyone, with regards to topics, and I usually leave with some interesting take-aways and things I want to work on as we wrap up the conference.
  • Last, but certainly not least… I attend #et4online because of THE PEOPLE. This conference is a fantastic meet up for a number of graduate students, early career  researchers, experienced scholars, instructors, entrepreneurs, faculty and more! From my previous #et4online experience, I have been fortunate to collaborate and connect with a number of folks beyond the conference to research, publish, and play. 

Can’t travel to the Big D? Learn more about our virtual attendee option.

Let me know if you’re heading to Dallas for the #et4online conference. If enough people are around, there could be rumours of me hosting a Texan BBQ at my homestead.  Until then, I look forward to following the banter about it on Twitter:

Hashtag: #et4online 
Handle @et4online

5 Ways to Support Your Professional Development with #AcAdv Chat

Do you make New Year resolutions?  Or is it just time to set some goals for the academic semester? Academic advisors often support their student and the success of others; however to do this well it is important to take time to “sharpen the tool” to learn as well.

PD with #AcAdv Chat

In the spirit of the new year and improvement, here are 5 quick and easy ways to learn, grow, and develop as an academic advisor with #AcAdv Chat:

  1. Read the #AcAdv Chat Archives: There is a wealth of great ideas, messages, websites, and resources shared on the #AcAdv Chat Blog from past @AcAdvChat sessions for you to READ in the #AcAdv Chat ARCHIVES.
  2. Lurk on #AcAdv Chat: Maybe you are new to Twitter and are just learning how to tweet. We want to help you learn more About #AcAdv Chat. If you want to explore Twitter for the professional development check out one of our weekly LIVE sessions every TUESDAY from 12-1 pm CT by following the conversation here: http://tweetchat.com/room/AcAdv
  3. Sign Up For Twitter & Follow the #AcAdv Community: Get connected with academic advisors who are on Twitter. . Follow @AcAdvChat on Twitter or “like” our #AcAdv Chat Facebook Page. Also connect to a growing group of advisors who participate in @AcAdvChat and often tweet using the #AcAdv hashtag. Here’s a list of advisors on Twitter curated by one of our #AcAdv Chat Moderators.
  4. Participate in a LIVE #AcAdv Chat: Once you have read a few archives, signed up for your own Twitter account, and witnessed the @AcAdvChat during a LIVE session on Tuesday from 12-1 pm CT –JOIN IN! It will be a moderated (MOD) discussion  in a series of Questions (Q) and responses like this:

Question posted by the MOD @AcAdvChat:

Question

Response from #AcAdv Chat Participants using the #AcAdv hashtag:

Response5. Give #AcAdv Chat Feedback: Tell us what YOU want to discuss during the weekly chats – we LOVE feedback! Or perhaps you want to get involved as an #AcAdv Chat Moderator (MOD) or have another idea for us. Let us know here: http://acadvchat.wordpress.com/feedback/

This blog post is cross-posted at The #AcAdv Chat Blog.

Note to Readers: Not interested in #AcAdv Chat? Check out one of the MANY Twitter chats to connect, learn, and grow with in YOUR field from this shared Google Doc: http://bit.ly/TwitterChatSchedule Happy tweeting & learning!

The State of #OnlineLearning in the US [REPORT]

The 11th annual survey and report of online learning in U.S. higher education was recently released:

Grade Change: Tracking Online Education in the United States”*

=> DOWNLOAD A FREE COPY HERE

Background: From previous studies and reports of online learning in the US, there is a strong belief that  online education is a critical component of post-secondary education institutions’ long-term strategy. In surveying a number of higher education entities, it is apparent that the development in online learning has shown a small but steady increases over the past decade. This report also teases out how PSE institutions are providing online education – blended, hybrid, and others as they experiment with different models of online learning pedagogy.

Screen Shot 2014-01-19 at 10.08.16 AM

The respondents from more than 2,800 post-secondary education institutions in the US, attempted to answer the following overarching questions about online learning in higher ed:

  • Is Online Learning Strategic?
  • Are Learning Outcomes in Online Comparable to Face-to-Face Learning?
  • How Many Students are Learning Online?
  • How are Massive Open Online Courses (MOOCs) faring?

Key findings and highlights from the report: 

  • Around 5.5 (NOT 7.1) million higher education students are taking at least 1 online course (Read more: HERE and HERE)
  • The % of academic leaders rating the learning outcomes in online education as the same or superior to those as in face-to-face instruction, grew from 57% in 2003 to 74% in 2013
  • The 6.1 % growth rate represents over 400,000 additional students taking at least 1 online course
  • The number of students taking at least 1 online course continued to grow at a rate far in excess of overall enrollments, but the rate was the lowest in a decade
  • 90% of academic leaders believe that it is likely or very likely that a majority of all higher education students will be taking at least one online course in 5 year’s time
  • Only 5 % of higher education institutions currently offer a MOOC, another 9.3 % report MOOCs are in the planning stages
  • Less than one-quarter of academic leaders believe that MOOCs represent a sustainable method for offering online courses

For more on the study design, survey administration, analysis,  and report production, check out The BABSON Survey Research Group: http://www.onlinelearningsurvey.com/

*The survey is designed, administered and analyzed by the BABSON Survey Research Group, with data collection conducted in partnership with the College Board, and is sponsored in part by Pearson and the Sloan Consortium

Update – 1/19/14 @ 6:45 pm:

It appears the BABSON survey numbers seem to be off from the IPEDS data for students who have completed online courses – 7.1 vs. 5.5 million. Thanks for the update, Kevin. Here’s a useful article to read.

Just Published: @LPQuarterly Volume 2, Issue 2

Happy 2014 to all my academic writing (#AcWri) friends! With the start of a new year, and academic semester comes a number of goals for writing and publishing. My short list of writing goals is ready … but I will share that later.

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For many, you might be supporting other scholars through peer review and editing (like me!). It is my pleasure to present the Learning and Performance Quarterly (LPQ), Volume 2, Issue 2 for you and our readers as we enter our third year of publication:

“January is a common time for New Year’s resolutions centered on growth and transformation. The articles included in our January volume of The Learning and Performance Quarterly (LPQ) align with this spirit of change as they focus on the evolution of online learning, virtual communities and the effectiveness of the learning organization (Zimmerman et al., 2014, p. 1)”

On behalf of our editors and contributing authors, I invite you to review the LPQ 2(2) Table of Contents and abstracts here, and then visit our website to read the articles and items of interest.

Learning and Performance Quarterly
Vol 2, No 2 (2014)
Table of Contents

Editorial
——–
Expanding the Boundaries of Learning and Performance (1)
Tekeisha D. Zimmerman,  Laura A. Pasquini,      Jeff M. Allen

Invited Articles
——–
In Search of Ideal Relationships between Learning and Performance: Lessons
Learned from Balancing Two Identities (2-10)
Seung Won Yoon

Case Studies
——–
Internet and Society: A Hybrid Honors Course (11-27)
Mitzi E. Lewis, Mark Farris

Concept/Theory Paper
——–
Social Informatics and Virtual Communities: A Literature Review (28-36)
Andrew Jordan Miller

Research Articles
——–
Investigating the Research Trends of Learning Organization Studies between
1979 and 2011: An Approach of the Citation Network Research (37-63)
Ji Hoon Song,   Cho Hyun Park,  I-Pang Fu

LPQ Facebook & Twitter Photo

Do you have goals to research, write, and publish in 2014? Our call for proposals is OPEN! Submit your manuscript to the journal TODAY!

You can review the previous article submissions in the LPQ Archives. We are seeking manuscript submissions for the following categories:

  • Research Articles – Qualitative/Quantitative
  • Concept/Theory Papers
  • Literature Reviews
  • Case Studies
  • Book or Media Reviews
  • Invited Articles
  • Editorials

If you have any questions about your potential article or would like to join our editorial team (peer-reviewing, copy editing, layout, etc.) please contact the Learning and Performance Quarterly Editors.

Happy reading,

Laura A. Pasquini, Editor (@laurapasquini)
Tekeisha D. Zimmerman, Assistant Editor (@TekeishaZ)
Dr. Jeff M. Allen, Managing Editor (@drjeffallen)
~~~~~~~~~~~~~~~~~~~~~~~~~
Learning and Performance Quarterly
University of North Texas