Emerging Technologies: It’s Not What YOU Say – It’s What THEY Do

Authors

DOI:

https://doi.org/10.24059/olj.v22i3.1463

Keywords:

Emerging technologies, heutagogy, high-impact learning

Abstract

This paper is provided for OLC 2018 Special Edition from a 2018 InnovatePresentation in Nashville Tennessee.   We will explore various emerging technologies at the writing of this article. It is important to note that, the authors believe that learning is not a complete circle when evaluated by what educators do, the technologies we use, nor how we communicate our knowledge to our students.  Learning is only successful when we fully assess the impact of our preparations and presentations on student outcomes.  Students need the opportunity to actively participate in the doingof learning.  Modeling the literacies needed to skillfully enable us to meet the needs of our future world through strong use of technologies in a huetagogical setting enables learning success.

Author Biographies

Vickie S Cook, University of Illinois Springfield

Dr. Vickie Cook is the Director of the Center for Online Learning, Research and Service (COLRS) and Associate Research Professor in the College of Education at the University of Illinois Springfield. 

Dr. Cook has been actively engaged providing consulting and faculty development with educational leaders across the U.S. and in Mexico. Her work has been published in a variety of national educational publications. She worked as part of a team that authored the UPCEA (University Professional & Continuing Education Association) Hallmarks of Excellence in Online Leadership. She teaches online in the Masters of Arts in Education graduate degree program at University of Illinois Springfield.

Her current research agenda focuses on two areas: (1) exploring learning and professional development through a heutagogical lens and (2) the impact of a systems approach for online leadership. 

Dr. Cook has served on several regional and national committees, as well as having been a long time member of Illinois Council on Continuing Higher Education (ICCHE) serving in multiple roles on the Executive Board and currently serves as Past-President of the organization; serves in the capacity of Online Learning Strategist for the University Professionals & Continuing Education Association (UPCEA); serves as a mentor for the Association for Continuing and Higher Education (ACHE); is a member of the Online Learning Consortium (OLC) and serves on program steering committees for the UPCEA Annual Conference and OLC Annual Conference.

Rhonda L. Gregory, Volunteer State Community College

Rhonda Gregory is a doctoral candidate at the University of Memphis studying instructional design and technology. She will defend her dissertation in April 2018. Her doctoral research has focused on faculty professional development in distance education and quality assurance. Other research interests include universal design for learning, accessibility, and online student support. Rhonda also has an MA in teaching and BS in Business Administration.

Rhonda has been teaching and working in higher education administration since 2010. She currently serves as the Director of Distributed Education at Volunteer State Community College in middle Tennessee. In this role, Rhonda provides leadership for the distance learning initiatives at the college, including accessibility. She regularly provides faculty development, instructional design support, course quality reviews, and learning management system administration. She also serves as the chair of the Tennessee Board of Regents (TBR) Distance Education Advisory Committee.

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Published

2018-09-01

Issue

Vol. 22 No. 3 (2018)

Section

2018 OLC Conference Special Issue

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