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Jako OlivierBe sure to join the Commonwealth of Learning for the Eleventh Pan-Commonwealth Forum on Open Learning (PCF11) in Gaborone, Botswana, from 10 to 12 September 2025 at the Gaborone International Convention Centre. Last date for submission of Abstracts and Proposals: 30 January 2025<a href="https://mastodon.social/tags/ODL" class="mention hashtag" rel="nofollow noopener" target="_blank">#ODL</a> <a href="https://mastodon.social/tags/OER" class="mention hashtag" rel="nofollow noopener" target="_blank">#OER</a> <a href="https://mastodon.social/tags/edtech" class="mention hashtag" rel="nofollow noopener" target="_blank">#edtech</a> <a href="https://mastodon.social/tags/distanceeducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#distanceeducation</a> <a href="https://mastodon.social/tags/openlearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#openlearning</a><a href="https://pcf11.org/call-for-proposals/" rel="nofollow noopener" translate="no" target="_blank">https://pcf11.org/call-for-proposals/</a>

Neil Mosley"we have seen a significant increase in the number of online degrees this year. Since the start of the year, more than 65 new online degrees have been launched. While these are primarily postgraduate master's degrees, there is a not insignificant amount of undergraduate degrees too." <a href="https://buff.ly/3Xz5Dd0" rel="nofollow noopener" translate="no" target="_blank">https://buff.ly/3Xz5Dd0</a> <a href="https://mastodon.social/tags/onlinelearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#onlinelearning</a> <a href="https://mastodon.social/tags/onlineeducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#onlineeducation</a> <a href="https://mastodon.social/tags/distancelearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#distancelearning</a> <a href="https://mastodon.social/tags/distanceeducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#distanceeducation</a> <a href="https://mastodon.social/tags/elearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#elearning</a> <a href="https://mastodon.social/tags/highereducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#highereducation</a> <a href="https://mastodon.social/tags/highered" class="mention hashtag" rel="nofollow noopener" target="_blank">#highered</a> <a href="https://mastodon.social/tags/universities" class="mention hashtag" rel="nofollow noopener" target="_blank">#universities</a>

Neil Mosley"Online education has an excellent pedigree as a format that supports learning while you earn, and..there’s a role for online education in disrupting the dichotomy that has sometimes been presented as either going to university or doing an apprenticeship." <a href="https://buff.ly/3LdzFM6" rel="nofollow noopener" translate="no" target="_blank">https://buff.ly/3LdzFM6</a> <a href="https://mastodon.social/tags/onlinelearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#onlinelearning</a> <a href="https://mastodon.social/tags/onlineeducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#onlineeducation</a> <a href="https://mastodon.social/tags/distancelearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#distancelearning</a> <a href="https://mastodon.social/tags/distanceeducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#distanceeducation</a> <a href="https://mastodon.social/tags/elearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#elearning</a> <a href="https://mastodon.social/tags/highereducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#highereducation</a> <a href="https://mastodon.social/tags/highered" class="mention hashtag" rel="nofollow noopener" target="_blank">#highered</a> <a href="https://mastodon.social/tags/universities" class="mention hashtag" rel="nofollow noopener" target="_blank">#universities</a>

Neil Mosley"The last six months have seen a continued increase in the number of UK HEIs seeking to seriously enter the online distance education market. While there are various paths to take, it is clear that many UK HEIs are continuing to form partnerships with OPMs and other online education companies." <a href="https://buff.ly/3zjO8TJ" rel="nofollow noopener" translate="no" target="_blank">https://buff.ly/3zjO8TJ</a> <a href="https://mastodon.social/tags/onlinelearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#onlinelearning</a> <a href="https://mastodon.social/tags/onlineeducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#onlineeducation</a> <a href="https://mastodon.social/tags/distancelearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#distancelearning</a> <a href="https://mastodon.social/tags/distanceeducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#distanceeducation</a> <a href="https://mastodon.social/tags/elearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#elearning</a> <a href="https://mastodon.social/tags/highereducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#highereducation</a> <a href="https://mastodon.social/tags/highered" class="mention hashtag" rel="nofollow noopener" target="_blank">#highered</a> <a href="https://mastodon.social/tags/universities" class="mention hashtag" rel="nofollow noopener" target="_blank">#universities</a>

Jon Dron<a href="https://i0.wp.com/jondron.ca/wp-content/uploads/2024/07/A-line-drawing-illustrating-a-distance-learner-and-their-teacher-in-different-locations.-One-is-sitting-on-a-beautiful-tropical-beach-with-palm-trees-.jpeg?ssl=1" rel="nofollow noopener" target="_blank"></a>I had the great pleasure of being invited to the <a href="https://www.ou.nl/en/" rel="nofollow noopener" target="_blank">Open University of the Netherlands</a> and, later in the day, to <a href="https://www.maastrichtuniversity.nl/education/edlab" rel="nofollow noopener" target="_blank">EdLab, Maastricht University</a> a few weeks ago, giving a slightly different talk in each place based on some of the main themes in my most recent book, <a href="https://howeducationworks.ca" rel="nofollow noopener" target="_blank">How Education Works</a>. Although I adapted my slides a little for each audience, with different titles and a few different slides adjusted to the contexts, I could probably have used either presentation interchangeably. In fact, I could as easily have used the slides from my<a href="https://jondron.ca/slides-from-my-site-keynote-2024-the-intertwingled-teacher/" rel="nofollow noopener" target="_blank"> SITE keynote</a> on which both were quite closely based (which is why I am not sharing them here). As well as most of the same slides, I used some of the same words, many of the same examples, and several of the same anecdotes. For the most part, this was essentially the same presentation given twice. Except, of course, it really, really wasn’t. In fact, the two events could barely have been more different, and what everyone (including me) learned was significantly different in each session.This is highly self-referential. One of the big points of the book is that it only ever makes sense to consider the entire orchestration, including the roles that learners play in making sense of it all the many components of the assembly, designed for the purpose and otherwise. The slides, structure, and content did provide the theme and a certain amount of hardness, but what we (collectively) did with them led to two very different learning experiences. They shared some components and purposes, just as a car, a truck, and a bicycle share some of the same components and purposes, but the assemblies and orchestrations were quite different, leading to very different outcomes. Some of the variation was planned in advance, including an hour of conversation at the end of each presentation and a structure that encouraged dialogue at various points along the way: these were as much workshops as presentations. However, much of the variance occurred not due to any planning but because of the locations themselves. One of the rooms was a well-appointed conventional lecture theatre, the other an airy space with grouped tables, and with huge windows looking out on a busy and attractive campus. In the lecture theatre I essentially gave a lecture: the interactive parts were very much staged, and I had to devise ways to make them work. In the airy room, I had a conversation and had to devise ways to maintain some structure to the process, that was delightfully disrupted by the occasional passing road train and the very tangible lives of others going on outside, as well as an innately more intimate and conversational atmosphere enabled (not entailed) by the layout. Other parts of the context mattered too: the time of day, the temperature, the different needs and interests of the audience, the fact that one occurred in the midst of planning for a major annual event, and so on. All of this had a big effect on how I and others behaved, and on what and how people learned. From one perspective, in both talks, I was sculpting the available affordances and constraints to achieve my intended ends but, from another equally valid point of view, I was being sculpted by them. The creators and maintainers of the rooms and I were teaching partners, coparticipants in the learning process. Pedagogically, and despite the various things I did to assemble the missing parts in each, they were significantly different learning technologies.The complexity of distance teachingTrain journeys are great contexts for uninterrupted reflection (trains teach too) so, sitting on the train on my journey back the next day, I began to reflect on what all of this means for my usual teaching practice, and made some notes on which this post is based (notebooks teach, too).  I am a distance educator by trade and, as a rule, with exceptions for work-based learning, practicums, co-ops, placements, and a few other limited contexts, distance educators rarely even acknowledge that students occupy a physical space, let alone do we adapt to it. We might sometimes encourage students to use things in their environments as part of a learning activity, but we rarely change our teaching on the fly as a result of the differences between those environments. <a href="https://jondron.ca/on-the-misappropriation-of-spatial-metaphors-in-online-learning/" rel="nofollow noopener" target="_blank">As I have previously observed</a>, the problem is exacerbated by the illusion that online systems are environments (in the sense of being providers of the context in which we learn) and that we believe we can observe what happens in them. They are not, and we cannot. They are parts of the learners’ own environments, and all we can (ethically) observe are interactions with our designed systems, not the behaviour of the learners within the spaces that they occupy. It is as hard for students to understand our context as it is for us to understand theirs, and that matters too. It makes it trickier to model ways of thinking and approaches to problem solving, for example, if the teacher occupies a different context.This matters little for some of the harder elements of the teaching process. Information provision, resource design, planning, and at least some forms of assessment and feedback are at least as easy to do at a distance as not. We can certainly do those and make a point of doing them well, thereby providing a little counterbalance. However, facilitation, role modelling, guidance, supporting motivation, fostering networks, monitoring of learning, responsive adaptation, and many other significant teaching roles are more complex to perform because of how little is known about learning activities within an environment. As Peter Goodyear <a href="https://www.researchgate.net/publication/311997337_Epistemic_Fluency_and_Professional_Education" rel="nofollow noopener" target="_blank">has put it</a>, matter matters. The more that the designated teacher can understand that, the more effective they can be in helping learners to succeed.Because we are not so able to adapt our teaching to the context, distance learning (more accurately, distance teaching) mostly works because students are the most important teachers, and the pedagogies they add to the raw materials we provide do most of the heavy lifting. Given some shared resources and guided interactions, they are the ones who perform most of the kinds of orchestration and assembly that I added to my two talks in the Netherlands; they are the ones who both adapt and adapt to their spaces for learning. Those better able to do this in the first place tend to do better in the long run, regardless of subject interest or innate ability. This is reflected in the results. In my faculty and on average, more than 95% of our graduate students – who have already proven themselves to be successful learners and so are better able to teach themselves – succeed on any given course, in the sense of reaching the end and achieving a passing grade.  70% of our undergraduates, on the other hand, are the first in their family to take a degree. Many have taken years or even decades out of formal education, and many had poor experiences in school. On average, therefore, they typically have fewer skills in teaching themselves in an academic context (which is a big thing to learn about in and of itself) and we are not able to adapt our teaching to what we cannot perceive, so we are of little assistance either. Without the shared physical context, we can only guess and anticipate when and where they might be learning, and we seldom have the faintest idea how it occurs, save through sparse digital signals that they leave in discussion forums or submitted assignments, or coarse statistics based on web page views. In a few undergraduate core courses within my faculty it is therefore no surprise that the success rates are less than 30%, and (on average) only about half of all our students are successful, with rates that improve dramatically in more senior level courses. The vast majority of those who get to the end pass. Most who don’t succeed drop out. It doesn’t take many core courses with success rates of 30% to eliminate nearly 95% of students by the end of a program.Teaching with a contextWe can better deal with this if we let go of the illusion that we can be in control and, at the same time, find better ways to stay close: to make the learning process including the environment in which it occurs, as visible as possible. It is emphatically not about capturing digital traces and using analytics to reveal patterns. Though such techniques can have a place in helping to build a picture of how learners are responding to our deliberate acts of teaching, they are not even close to a solution for understanding learners in context. Most learning analytics and adaptive systems are <a href="https://en.wikipedia.org/wiki/McNamara_fallacy" rel="nofollow noopener" target="_blank">McNamara Machines</a>, blind to most of what matters.  There’s a huge risk that we start by measuring the easily measurable then wind up not just ignoring but implicitly denying that the things we cannot measure are important. Yes, it might help us to help students who are going to get to the end anyway to get better grades, but it tells us very little about (for instance) how they are learning, what obstacles they face, or how we could help them orchestrate their learning in the contexts in which they live.  Could generative AI help with that? I think it might. In conversation, an AI agent could ask leading questions, could recommend things to do with the space, could aggregate and report back on how and where students seem to be learning. Unlike traditional adaptive systems, generative AI can play an active discovery role and make broader connections that have not been scripted. However, <a href="https://jondron.ca/the-artificial-curriculum/" rel="nofollow noopener" target="_blank">this is not and should not be a substitute for an actual teacher</a>: rather, it should mediate between humans, amplifying and feeding back, not guiding or informing.For the most part, though, I think the trick is to use pedagogical designs that are made to support flexibility, that encourage learners to connect with the spaces live and people they share them with, that support them in understanding the impact of the environments they are in, and, as much as possible, to incorporate conduits that make it likely that participants will share information about their contexts and what they are doing in them, such as through reflective learning diaries, shared videos or audio, or introductory discussions intended to elicit that information. A good trick that I’ve used in the past, for example, is to ask students to send virtual postcards showing where they are and what they have been doing (nowadays a microblog post might serve a similar role). Similarly, it can be useful to start discussions that seek ideas about how to configure time and space for learning, sharing problems and solutions from the students themselves. Modelling behaviours can help: in my own communications, I try to reveal things about where I am and what I have been doing that provide some context and background story, especially when it relates to how I am changing as a result of our shared endeavours. Building social interaction opportunities into every inhabited virtual space would help a lot, making it more likely that students will share more of what they are doing and increasing awareness of both the presence and the non-presence (the difference in context) of others. Learning management systems are almost universally utter rubbish for that, typically relegating interactions to controlled areas of course sites and encouraging instrumental and ephemeral discussions that largely ignore context. We need more, more pervasively, and we need better.None of this will replicate the rich, shared environments of in-person learning, and that is not the point. This is about acknowledging the differences in online and distance learning and building different orchestrations around them. On the whole, the independence of distance students is an extremely good thing, with great motivational benefits, not to mention convenience, much lower environmental harm, exploitable diversity, and many other valuable features that are hard to reproduce in person. When it works, it works very well. We just need to make it work better for those for whom that is not enough. To do that, we need to understand the whole assembly, not just the pieces we provide.<a href="https://jondron.ca/on-the-importance-of-place/" class="" rel="nofollow noopener" target="_blank">https://jondron.ca/on-the-importance-of-place/</a><a rel="nofollow noopener" class="hashtag u-tag u-category" href="https://jondron.ca/tag/analytics/" target="_blank">#analytics</a> <a rel="nofollow noopener" class="hashtag u-tag u-category" href="https://jondron.ca/tag/architecture/" target="_blank">#architecture</a> <a rel="nofollow noopener" class="hashtag u-tag u-category" href="https://jondron.ca/tag/context/" target="_blank">#context</a> <a rel="nofollow noopener" class="hashtag u-tag u-category" href="https://jondron.ca/tag/distance-education/" target="_blank">#distanceEducation</a> <a rel="nofollow noopener" class="hashtag u-tag u-category" href="https://jondron.ca/tag/distance-learning/" target="_blank">#distanceLearning</a> <a rel="nofollow noopener" class="hashtag u-tag u-category" href="https://jondron.ca/tag/environment/" target="_blank">#environment</a> <a rel="nofollow noopener" class="hashtag u-tag u-category" href="https://jondron.ca/tag/learning-to-learn/" target="_blank">#learningToLearn</a> <a rel="nofollow noopener" class="hashtag u-tag u-category" href="https://jondron.ca/tag/lecture/" target="_blank">#lecture</a> <a rel="nofollow noopener" class="hashtag u-tag u-category" href="https://jondron.ca/tag/lms/" target="_blank">#lms</a> <a rel="nofollow noopener" class="hashtag u-tag u-category" href="https://jondron.ca/tag/motivation/" target="_blank">#motivation</a> <a rel="nofollow noopener" class="hashtag u-tag u-category" href="https://jondron.ca/tag/online-education/" target="_blank">#onlineEducation</a> <a rel="nofollow noopener" class="hashtag u-tag u-category" href="https://jondron.ca/tag/online-learning/" target="_blank">#onlineLearning</a> <a rel="nofollow noopener" class="hashtag u-tag u-category" href="https://jondron.ca/tag/orchestration/" target="_blank">#orchestration</a> <a rel="nofollow noopener" class="hashtag u-tag u-category" href="https://jondron.ca/tag/place/" target="_blank">#place</a> <a rel="nofollow noopener" class="hashtag u-tag u-category" href="https://jondron.ca/tag/tech/" target="_blank">#technology</a> <a rel="nofollow noopener" class="hashtag u-tag u-category" href="https://jondron.ca/tag/visible-learning/" target="_blank">#visibleLearning</a>

Neil Mosley"through the vast ecosystem of platforms, there exists a substantial number of online short courses and participants. This does not imply that HEIs can easily tap into this market, but it underscores a persistent demand for short online courses." <a href="https://buff.ly/3Wytrgn" rel="nofollow noopener" translate="no" target="_blank">https://buff.ly/3Wytrgn</a> <a href="https://mastodon.social/tags/onlinelearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#onlinelearning</a> <a href="https://mastodon.social/tags/onlineeducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#onlineeducation</a> <a href="https://mastodon.social/tags/distancelearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#distancelearning</a> <a href="https://mastodon.social/tags/distanceeducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#distanceeducation</a> <a href="https://mastodon.social/tags/elearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#elearning</a> <a href="https://mastodon.social/tags/highereducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#highereducation</a> <a href="https://mastodon.social/tags/highered" class="mention hashtag" rel="nofollow noopener" target="_blank">#highered</a> <a href="https://mastodon.social/tags/universities" class="mention hashtag" rel="nofollow noopener" target="_blank">#universities</a>

Jaime SmithFun Fact Friday! Did you know that 65% of community college students took at least one distance learning course during the fall 2021 semester? Online classes can be a great way to accumulate credits. Just make sure that your colleges of interest accept online classes for transferable credit.<a href="https://mstdn.social/tags/didyouknow" class="mention hashtag" rel="tag">#didyouknow</a> <a href="https://mstdn.social/tags/funfact" class="mention hashtag" rel="tag">#funfact</a> <a href="https://mstdn.social/tags/funfactfriday" class="mention hashtag" rel="tag">#funfactfriday</a> <a href="https://mstdn.social/tags/collegeapps" class="mention hashtag" rel="tag">#collegeapps</a> <a href="https://mstdn.social/tags/college" class="mention hashtag" rel="tag">#college</a> <a href="https://mstdn.social/tags/collegeadmissions" class="mention hashtag" rel="tag">#collegeadmissions</a> <a href="https://mstdn.social/tags/collegeapplications" class="mention hashtag" rel="tag">#collegeapplications</a> <a href="https://mstdn.social/tags/transferstudent" class="mention hashtag" rel="tag">#transferstudent</a> <a href="https://mstdn.social/tags/collegetransfer" class="mention hashtag" rel="tag">#collegetransfer</a> <a href="https://mstdn.social/tags/onlineeducation" class="mention hashtag" rel="tag">#onlineeducation</a> <a href="https://mstdn.social/tags/onlinelearning" class="mention hashtag" rel="tag">#onlinelearning</a> <a href="https://mstdn.social/tags/distanceeducation" class="mention hashtag" rel="tag">#distanceeducation</a> <a href="https://mstdn.social/tags/distancelearning" class="mention hashtag" rel="tag">#distancelearning</a>

Steve McCarty 🇯🇵College for intergenerational mobility provides another perspective with which to champion higher education: "The deep inequity of the anti-college movement," Jose Luis Alvarado (The Hill, 10/28/23): <a href="https://thehill.com/opinion/congress-blog/4281108-the-deep-inequity-of-the-anti-college-movement" rel="nofollow noopener" target="_blank">https://thehill.com/opinion/congress-blog/4281108-the-deep-inequity-of-the-anti-college-movement</a>We have looked to MOOCs, OERs, open access publications, and online education generally to widen access to higher education for those disadvantaged by the digital divide as well as for learners worldwide who are not affluent enough to access f2f higher education.Although Dr. Alvarado's article is closer to my experience than you'd imagine, I relied upon the merits of millenia of academia for a series on the academic life, including "The Idea of the University"; download from: <a href="https://hcommons.org/deposits/download/hc:26460/CONTENT/academic_life_series.pdf" rel="nofollow noopener" target="_blank">https://hcommons.org/deposits/download/hc:26460/CONTENT/academic_life_series.pdf</a>Comments on Dr. Alvarado's article or the above?<a href="https://hcommons.social/tags/OpenAccess" class="mention hashtag" rel="nofollow noopener" target="_blank">#OpenAccess</a> <a href="https://hcommons.social/tags/OER" class="mention hashtag" rel="nofollow noopener" target="_blank">#OER</a> <a href="https://hcommons.social/tags/Education" class="mention hashtag" rel="nofollow noopener" target="_blank">#Education</a> <a href="https://hcommons.social/tags/HigherEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#HigherEducation</a> <a href="https://hcommons.social/tags/HigherEd" class="mention hashtag" rel="nofollow noopener" target="_blank">#HigherEd</a> <a href="https://hcommons.social/tags/AcademicMastodon" class="mention hashtag" rel="nofollow noopener" target="_blank">#AcademicMastodon</a> <a href="https://hcommons.social/tags/AcademicFedi" class="mention hashtag" rel="nofollow noopener" target="_blank">#AcademicFedi</a> <a href="https://hcommons.social/tags/OnlineLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#OnlineLearning</a> <a href="https://hcommons.social/tags/DistanceEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#DistanceEducation</a> <a href="https://hcommons.social/tags/OnlineEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#OnlineEducation</a> <a href="https://hcommons.social/tags/OpenEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#OpenEducation</a> <a href="https://hcommons.social/tags/multiculturalism" class="mention hashtag" rel="nofollow noopener" target="_blank">#multiculturalism</a><a href="https://chirp.social/@edutooter" class="u-url mention" rel="nofollow noopener" target="_blank">@edutooter</a> <a href="https://a.gup.pe/u/academicchatter" class="u-url mention" rel="nofollow noopener" target="_blank">@academicchatter</a> <a href="https://chirp.social/@OnlineEducation" class="u-url mention" rel="nofollow noopener" target="_blank">@OnlineEducation</a>

Deb has moved! (see profile) 🇨🇦Wow:King's College, London is offering a *REMOTE* MSc in Psychology and Neuroscience of Mental Health ▪ 6 entry points per year.  ▪ study from anywhere around the world. ▪ taught by King's world-leading academics. ▪ a King's College London degree upon successful completion. And, I suspect, 6 years to complete it?<a href="https://mstdn.ca/tags/mentalHealth" class="mention hashtag" rel="nofollow noopener" target="_blank">#mentalHealth</a> <a href="https://mstdn.ca/tags/psychology" class="mention hashtag" rel="nofollow noopener" target="_blank">#psychology</a> <a href="https://mstdn.ca/tags/remoteEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#remoteEducation</a> <a href="https://mstdn.ca/tags/DistanceEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#DistanceEducation</a> <a href="https://www.kcl.ac.uk/online/online-masters-courses" rel="nofollow noopener" translate="no" target="_blank">https://www.kcl.ac.uk/online/online-masters-courses</a>

Mary BurnsIf you're interested in <a href="https://mstdn.social/tags/distanceeducation" class="mention hashtag" rel="tag">#distanceeducation</a> or <a href="https://mstdn.social/tags/teacherPD" class="mention hashtag" rel="tag">#teacherPD</a>, Visit go.edc.org/07xd to check out Distance Education for Teacher Training: Modes, Models and Methods. Drawing on data from 188 countries & 700 publications, this comprehensive guide explores DE technologies & approaches for pre- and in-service educators. It offers the most detailed, gup-to-date information on the key elements of DE for teacher learning, including the massive move to online learning during the global pandemic.

Steve McCarty 🇯🇵"Online Education as a Discipline" (2021) was the culmination of 25 years, and has been read by around 8,000 teachers and researchers worldwide at <a href="https://www.researchgate.net/publication/353073973" rel="nofollow noopener" target="_blank">https://www.researchgate.net/publication/353073973</a> (16 recommendations) and <a href="https://doi.org/10.20935/AL434" rel="nofollow noopener" target="_blank">https://doi.org/10.20935/AL434</a>Educators and scholars in all fields should find the article informative. It has been cited mostly in reference to Emergency Remote Teaching, but it goes beyond that issue to the role of academics in society, and the case of India. It defines terms including online education, and starts by explaining the difference between a field and a discipline. <a href="https://hcommons.social/tags/OnlineLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#OnlineLearning</a> <a href="https://hcommons.social/tags/OnlineTeaching" class="mention hashtag" rel="nofollow noopener" target="_blank">#OnlineTeaching</a> <a href="https://hcommons.social/tags/DistanceEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#DistanceEducation</a> <a href="https://hcommons.social/tags/OnlineEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#OnlineEducation</a> <a href="https://hcommons.social/tags/BlendedLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#BlendedLearning</a> <a href="https://hcommons.social/tags/Education" class="mention hashtag" rel="nofollow noopener" target="_blank">#Education</a> <a href="https://hcommons.social/tags/HigherEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#HigherEducation</a> <a href="https://hcommons.social/tags/AcademicMastodon" class="mention hashtag" rel="nofollow noopener" target="_blank">#AcademicMastodon</a> <a href="https://hcommons.social/tags/ScholarlyCommunications" class="mention hashtag" rel="nofollow noopener" target="_blank">#ScholarlyCommunications</a> <a href="https://hcommons.social/tags/Japan" class="mention hashtag" rel="nofollow noopener" target="_blank">#Japan</a> <a href="https://hcommons.social/tags/India" class="mention hashtag" rel="nofollow noopener" target="_blank">#India</a> <a href="https://a.gup.pe/u/edutooters" class="u-url mention" rel="nofollow noopener" target="_blank">@edutooters</a> <a href="https://a.gup.pe/u/academicchatter" class="u-url mention" rel="nofollow noopener" target="_blank">@academicchatter</a>

Schrodinger'Scattergories<a href="https://mstdn.social/tags/RemoteLearning" class="mention hashtag" rel="tag">#RemoteLearning</a> <a href="https://mstdn.social/tags/DistanceEducation" class="mention hashtag" rel="tag">#DistanceEducation</a> <a href="https://mstdn.social/tags/EduMastodon" class="mention hashtag" rel="tag">#EduMastodon</a> <a href="https://www.tiktok.com/@allthisscience/video/7206886034355866886" target="_blank" rel="nofollow noopener" translate="no">https://www.tiktok.com/@allthisscience/video/7206886034355866886</a>

Jon DronMy latest paper: Technology, Teaching, and the Many Distances of Distance Learning | Journal of Open, Flexible and Distance Learning I am pleased to announce my latest paper, published openly in the Journal of Open, Flexible and Distance <a href="https://jondron.ca/my-latest-paper-technology-teaching-and-the-many-distances-of-distance-learning-journal-of-open-flexible-and-distance-learning/" rel="nofollow noopener" target="_blank">https://jondron.ca/my-latest-paper-technology-teaching-and-the-many-distances-of-distance-learning-journal-of-open-flexible-and-distance-learning/</a> <a href="https://mastodon.social/tags/book" class="mention hashtag" rel="nofollow noopener" target="_blank">#book</a> <a href="https://mastodon.social/tags/digitaleducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#digitaleducation</a> <a href="https://mastodon.social/tags/distanceeducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#distanceeducation</a> <a href="https://mastodon.social/tags/e" class="mention hashtag" rel="nofollow noopener" target="_blank">#e</a>-learning <a href="https://mastodon.social/tags/handbook" class="mention hashtag" rel="nofollow noopener" target="_blank">#handbook</a> <a href="https://mastodon.social/tags/onlinelearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#onlinelearning</a> <a href="https://mastodon.social/tags/openeducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#openeducation</a> <a href="https://mastodon.social/tags/reference" class="mention hashtag" rel="nofollow noopener" target="_blank">#reference</a>

Steve McCarty 🇯🇵<a href="https://mastodon.social/@Andrewhinton" class="u-url mention" rel="nofollow noopener" target="_blank">@Andrewhinton</a> <a href="https://me.dm/@ev" class="u-url mention" rel="nofollow noopener" target="_blank">@ev</a> Yes, Andrew, in 2008 the term was usually social software, and Wikipedia could not define it adequately. People almost always focus on the <a href="https://hcommons.social/tags/social" class="mention hashtag" rel="nofollow noopener" target="_blank">#social</a>, but I uniquely focused on the <a href="https://hcommons.social/tags/media" class="mention hashtag" rel="nofollow noopener" target="_blank">#media</a>, a bit in the section "Definition and Affordances of Social Media" in the book chapter "Social Media to Motivate Language Learners From Before Admission to After Graduation" at <a href="https://www.academia.edu/11156452" rel="nofollow noopener" target="_blank">https://www.academia.edu/11156452</a> or <a href="https://www.researchgate.net/publication/240633250" rel="nofollow noopener" target="_blank">https://www.researchgate.net/publication/240633250</a> I had admired Ev Williams, but the pioneering podcasting channel I was paying for from <a href="https://hcommons.social/tags/Japan" class="mention hashtag" rel="nofollow noopener" target="_blank">#Japan</a> suddenly disappeared, then the backup at Odeo soon vanished when Ev dropped Odeo to start a thing called <a href="https://hcommons.social/tags/Twitter" class="mention hashtag" rel="nofollow noopener" target="_blank">#Twitter</a>. See "Podcasting Reconsidered" (2022) for a summary of the history and the <a href="https://hcommons.social/tags/pedagogy" class="mention hashtag" rel="nofollow noopener" target="_blank">#pedagogy</a> of <a href="https://hcommons.social/tags/podcasting" class="mention hashtag" rel="nofollow noopener" target="_blank">#podcasting</a> at <a href="https://www.researchgate.net/publication/366399918" rel="nofollow noopener" target="_blank">https://www.researchgate.net/publication/366399918</a> or <a href="https://www.academia.edu/93239567" rel="nofollow noopener" target="_blank">https://www.academia.edu/93239567</a><a href="https://chirp.social/@OnlineEducation" class="u-url mention" rel="nofollow noopener" target="_blank">@OnlineEducation</a> and <a href="https://chirp.social/@Bilingualism" class="u-url mention" rel="nofollow noopener" target="_blank">@Bilingualism</a> <a href="https://chirp.social/@edutooter" class="u-url mention" rel="nofollow noopener" target="_blank">@edutooter</a> <a href="https://a.gup.pe/u/linguistics" class="u-url mention" rel="nofollow noopener" target="_blank">@linguistics</a> <a href="https://hcommons.social/tags/OnlineLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#OnlineLearning</a> <a href="https://hcommons.social/tags/DistanceEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#DistanceEducation</a> <a href="https://hcommons.social/tags/OnlineEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#OnlineEducation</a> <a href="https://hcommons.social/tags/BlendedLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#BlendedLearning</a> <a href="https://hcommons.social/tags/EducationalTechnology" class="mention hashtag" rel="nofollow noopener" target="_blank">#EducationalTechnology</a> <a href="https://hcommons.social/tags/EdTech" class="mention hashtag" rel="nofollow noopener" target="_blank">#EdTech</a> <a href="https://hcommons.social/tags/openedtech" class="mention hashtag" rel="nofollow noopener" target="_blank">#openedtech</a> <a href="https://hcommons.social/tags/OpenEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#OpenEducation</a> <a href="https://hcommons.social/tags/OpenAccess" class="mention hashtag" rel="nofollow noopener" target="_blank">#OpenAccess</a> <a href="https://hcommons.social/tags/OER" class="mention hashtag" rel="nofollow noopener" target="_blank">#OER</a>

KIMIs higher education about to undergo a significant shift over th next two to five years? Will we end up with many fewer colleges and universities? Will there be perhaps 200 places that produce course content, and maybe another thousand that access that content and provide the social aspect of the college experience? <a href="https://convo.casa/tags/highereducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#highereducation</a> <a href="https://convo.casa/tags/distanceeducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#distanceeducation</a> <a href="https://convo.casa/tags/change" class="mention hashtag" rel="nofollow noopener" target="_blank">#change</a>

Jon DronProceedings of The Open/Technology in Education, Society, and Scholarship Association Conference, 2022 (and call for proposals for this year’s conference, due January 31) These are the proceedi <a href="https://jondron.ca/proceedings-of-the-open-technology-in-education-society-and-scholarship-association-conference-2022-and-call-for-proposals-for-this-years-conference-due-january-31/" rel="nofollow noopener" target="_blank">https://jondron.ca/proceedings-of-the-open-technology-in-education-society-and-scholarship-association-conference-2022-and-call-for-proposals-for-this-years-conference-due-january-31/</a> <a href="https://mastodon.social/tags/conference" class="mention hashtag" rel="nofollow noopener" target="_blank">#conference</a> <a href="https://mastodon.social/tags/digitaleducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#digitaleducation</a> <a href="https://mastodon.social/tags/distanceeducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#distanceeducation</a> <a href="https://mastodon.social/tags/e" class="mention hashtag" rel="nofollow noopener" target="_blank">#e</a>-learning <a href="https://mastodon.social/tags/onlinelearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#onlinelearning</a> <a href="https://mastodon.social/tags/openeducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#openeducation</a> <a href="https://mastodon.social/tags/otessa" class="mention hashtag" rel="nofollow noopener" target="_blank">#otessa</a> <a href="https://mastodon.social/tags/proceedings" class="mention hashtag" rel="nofollow noopener" target="_blank">#proceedings</a>

Mark BrownPleased to see this major handbook formally published with a minor contribution from me on “Leading in Changing Times: Building a Transformative Culture”. Lots of good reading… <a href="https://link.springer.com/referenceworkentry/10.1007/978-981-19-2080-6_28" rel="nofollow noopener" target="_blank">https://link.springer.com/referenceworkentry/10.1007/978-981-19-2080-6_28</a> <a href="https://mastodon.ie/tags/digitaleducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#digitaleducation</a> <a href="https://mastodon.ie/tags/onlinelearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#onlinelearning</a> <a href="https://mastodon.ie/tags/DistanceEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#DistanceEducation</a> <a href="https://mastodon.ie/tags/elearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#elearning</a>

Steve McCarty 🇯🇵Greetings from Japan! I've just set up a 🦣 Online Education group for digital pedagogy or the educational application of technologies such as social media, video, podcasting, online classes or conferences, and what have you. If you follow <a href="https://chirp.social/@OnlineEducation" class="u-url mention" rel="nofollow noopener" target="_blank">@OnlineEducation</a> like you follow a person, you can see or share posts addressed to the group. I set it so that I and others cannot see who the members are until you comment or post to the group.My publications in the field of online education are linked from <a href="https://wilmina.academia.edu/SteveMcCarty/Online-Education" rel="nofollow noopener" target="_blank">https://wilmina.academia.edu/SteveMcCarty/Online-Education</a> or <a href="https://japanned.hcommons.org/e-learning" rel="nofollow noopener" target="_blank">https://japanned.hcommons.org/e-learning</a>Watch for my article on <a href="https://hcommons.social/tags/podcasting" class="mention hashtag" rel="nofollow noopener" target="_blank">#podcasting</a> very soon. A culmination of 27 years is "Online Education as a Discipline" (2021): <a href="https://doi.org/10.20935/AL434" rel="nofollow noopener" target="_blank">https://doi.org/10.20935/AL434</a><a href="https://hcommons.social/tags/Education" class="mention hashtag" rel="nofollow noopener" target="_blank">#Education</a> <a href="https://hcommons.social/tags/HigherEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#HigherEducation</a> <a href="https://hcommons.social/tags/EdTech" class="mention hashtag" rel="nofollow noopener" target="_blank">#EdTech</a> <a href="https://hcommons.social/tags/openedtech" class="mention hashtag" rel="nofollow noopener" target="_blank">#openedtech</a> <a href="https://hcommons.social/tags/OpenEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#OpenEducation</a> <a href="https://hcommons.social/tags/OpenAccess" class="mention hashtag" rel="nofollow noopener" target="_blank">#OpenAccess</a> <a href="https://hcommons.social/tags/OER" class="mention hashtag" rel="nofollow noopener" target="_blank">#OER</a> <a href="https://hcommons.social/tags/EducationalTechnology" class="mention hashtag" rel="nofollow noopener" target="_blank">#EducationalTechnology</a> <a href="https://hcommons.social/tags/OnlineLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#OnlineLearning</a> <a href="https://hcommons.social/tags/OnlineTeaching" class="mention hashtag" rel="nofollow noopener" target="_blank">#OnlineTeaching</a> <a href="https://hcommons.social/tags/DistanceEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#DistanceEducation</a> <a href="https://hcommons.social/tags/OnlineEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#OnlineEducation</a> <a href="https://hcommons.social/tags/BlendedLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#BlendedLearning</a> <a href="https://chirp.social/@edutooter" class="u-url mention" rel="nofollow noopener" target="_blank">@edutooter</a> <a href="https://a.gup.pe/u/edutooters" class="u-url mention" rel="nofollow noopener" target="_blank">@edutooters</a>

Steve McCarty 🇯🇵It's a small world when <a href="https://hcommons.social/tags/OnlineLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#OnlineLearning</a> expert Curt Bonk of Indiana University presents a Webinar based in Canada and recommends <a href="https://hcommons.social/tags/podcasting" class="mention hashtag" rel="nofollow noopener" target="_blank">#podcasting</a> by my Indian colleague in Tashkent and my Japancasting channel. Curt's tour de force "How to Use Shared Online Videos, Podcasts and Webcasts to Engage Online Learners" is reported at <a href="https://teachonline.ca/webinar/how-use-shared-online-videos-podcasts-and-webcasts-engage-online-learners" rel="nofollow noopener" target="_blank">https://teachonline.ca/webinar/how-use-shared-online-videos-podcasts-and-webcasts-engage-online-learners</a> Japancasting topics so far: <a href="https://hcommons.social/tags/Japanese" class="mention hashtag" rel="nofollow noopener" target="_blank">#Japanese</a> <a href="https://hcommons.social/tags/legends" class="mention hashtag" rel="nofollow noopener" target="_blank">#legends</a> & <a href="https://hcommons.social/tags/religions" class="mention hashtag" rel="nofollow noopener" target="_blank">#religions</a>, society & <a href="https://hcommons.social/tags/education" class="mention hashtag" rel="nofollow noopener" target="_blank">#education</a>, and <a href="https://hcommons.social/tags/Asian" class="mention hashtag" rel="nofollow noopener" target="_blank">#Asian</a> <a href="https://hcommons.social/tags/cultures" class="mention hashtag" rel="nofollow noopener" target="_blank">#cultures</a> See details about <a href="https://hcommons.social/tags/Japancasting" class="mention hashtag" rel="nofollow noopener" target="_blank">#Japancasting</a> <a href="https://hcommons.social/tags/podcasts" class="mention hashtag" rel="nofollow noopener" target="_blank">#podcasts</a>, related articles, and videos at <a href="https://japanned.hcommons.org/multimedia" rel="nofollow noopener" target="_blank">https://japanned.hcommons.org/multimedia</a>This content is redone, because server trouble lost the toot and most of my followers. Therefore, please confirm that you are following me if desired. Thank you!<a href="https://hcommons.social/tags/EdTech" class="mention hashtag" rel="nofollow noopener" target="_blank">#EdTech</a> <a href="https://hcommons.social/tags/openedtech" class="mention hashtag" rel="nofollow noopener" target="_blank">#openedtech</a> <a href="https://hcommons.social/tags/openeducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#openeducation</a> <a href="https://hcommons.social/tags/OpenAccess" class="mention hashtag" rel="nofollow noopener" target="_blank">#OpenAccess</a> <a href="https://hcommons.social/tags/OER" class="mention hashtag" rel="nofollow noopener" target="_blank">#OER</a> <a href="https://hcommons.social/tags/DistanceEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#DistanceEducation</a> <a href="https://hcommons.social/tags/OnlineEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#OnlineEducation</a> <a href="https://hcommons.social/tags/LanguageEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#LanguageEducation</a> <a href="https://hcommons.social/tags/EducationalTechnology" class="mention hashtag" rel="nofollow noopener" target="_blank">#EducationalTechnology</a> <a href="https://a.gup.pe/u/edutooters" class="u-url mention" rel="nofollow noopener" target="_blank">@edutooters</a> <a href="https://a.gup.pe/u/religidons" class="u-url mention" rel="nofollow noopener" target="_blank">@religidons</a> <a href="https://a.gup.pe/u/religion" class="u-url mention" rel="nofollow noopener" target="_blank">@religion</a>

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