FLIP Learning Community Spring 2016 Meetings

FLIP – Flipping Learning Innovation Panel

A flipped classroom is one in which lectures are delivered online and face-to-face time is devoted to student projects and homework.

If you are interested in learning more or if you have experimented with various forms of class flipping, this faculty learning community (FLC) is for you. Come and share your ideas and hear from others who are working on flipping their classrooms.
RSVP to ofe@unf.edu

We will be continuing our monthly meetings this semester, Spring 2016.
The dates of the upcoming meetings are:
Friday, February 12, 9:30 a.m. 
Friday, March 11, 9:30 a.m. 
Friday, April 8, 9:30 a.m. 

We will meet in the Office of Faculty Enhancement (Building 16, Room 3108) conference room. Here is a map: http://bit.ly/unfmapofe

On Friday, Feb 12th, Georgette Dumont, Assistant Professor in Political Science & Public Administration, will present on capturing short video segments for flipping the classroom. Come and join the conversation.



Keep updated with OFE:

New Education School Promotes Teacher Competency, But Questions Remain

The American public school system has long struggled to recruit and retain high-performing teachers, particularly in schools in lower income areas where there are less resources to go around yet more obstacles to learning to overcome. Another issue that needs improvement is that there there are not enough "high-performing" school teachers to begin with.

Critics believe that this is due to the lack of competency-based graduate level teacher education schools. As more and more teachers have some type of specialized graduate degree in education, with about 185,000 Master's in Education degrees awarded in 2010, issues with graduate education degrees have become more apparent. One planned school, created by outspoken teacher-education critic Arthur Levine, seeks to focus on critical competencies achieved rather than the amount of time spent in class learning how to teach.

The principal of establishing competency for educators may hold just as much value for those who teach in higher education as it does for those who teach in primary and secondary settings. Many faculty members at universities are in teaching positions because they are experts in their fields, but they are rarely required to demonstrate teaching competencies or educational standards. One group, , has proposed a competency-based system or teachers in higher education, including badges for mastering learning environments, assessment techniques, ethics, and leadership.
Digital Promise

Several problems with the school's proposed approach have yet to be reckoned with. First, the criteria for these competencies is nebulous, with no goals or practices specifically enumerated by the new school. Which competencies are critical, and what they are composed of, must be clearly delineated for both secondary and post-secondary educators.

Second, what is the best way to measure how good or competent a teacher is? Surely it has something to do with a unique ability to bring out the best in their students and to enable them to learn what they will need to succeed. However, although there are outcomes that reflect effective teaching, there is no set of accurate or quantifiable measurements to determine what effective or competent teaching is or how it is achieved. These issues are just as relevant for school-teachers as they are for higher education faculty.

Third, and perhaps most importantly, the proposed school is an entirely online curriculum. This format gives freedom to future teachers to work at their own pace to achieve the competencies and skills deemed necessary to graduate, but it seems unlikely that an online learning curriculum with no social interaction between teachers and no experiences with students will prepare graduates for an extremely person-focused profession. Results remain to be seen.


Keep updated with OFE:

Leading Good Discussions & Dialogue

Leading Good Discussions & Dialogue

Wednesday, January 20, 2016
1:00 PM - 2:15 PM
Location: Online Learning Lab, 10/1102

Engaging dialogue can add opportunities for deep learning in the classroom and in an online formats. Leslie Kaplan will present a variety of ways to encourage vibrant dialogue and discussion within the classroom, and Rozy Parlette will address how to facilitate compelling dialogue with students online. Join us to share your ideas and tips about engaging students in meaningful dialogue.
Light snacks will be provided. RSVP to ofe@unf.edu

Keep updated with OFE:

Strategies for Online Discussion Forums

Do you have a strategy for managing discussions in your online courses? Some discussion topics seem to foster polarization and animosity. Online discussions of contentious issues can lead to "flaming" or emotional and anonymous venting. Online discussion forums may be one of the few places, however, that individuals have to discuss important issues with others who are different from them.

Anastasia Salter from ProfHacker has some suggestions for making online discussions safe and productive. Some suggestions include setting rules early and dealing with disruptive students.

Do you have some strategies that you think are effective?

Well-designed Online Courseware Facilitates Attention, Learning

When faculty take the time to put in extra effort to the online components of their courses, it pays dividends in the engagement of their students. Although details of the layout of an online course, such as its level of visual appeal and amount of stimulating or relatable images, may seem purely cosmetic, they offer real value to the student experience in the course by making the course material more compelling.

Other qualities of online courses that recent research has has identified as positive are simple and user-friendly navigation formats and depth in terms of having a variety of features (i.e. discussion forums, content links, files, and assignments) that are used with consistency throughout the course.

Frankly Friday - Your Best Students

Are the best students in your classroom?
Friday, November 14th, 2014

9:30 a.m. - 10:30 a.m.

Faculty Lounge, Building 16, Room 4201
RSVP ofe@unf.edu

The University of North Florida has been ranked as one of the best colleges in the South by US News and World Report. The report identifies UNF as relatively selective, admitting only 53% of applicants. Despite the desirability of UNF and the recognition it receives nationally, students often see UNF as a second choice. For first-time-in-college students at UNF, according to institutional data, less than 50% graduate from UNF in 6 years. According to a report by the UNF Retention and Graduation Committee, 20% of Freshmen who leave UNF transfer to another state university. These student transfers tend to have high GPAs. This high-performing students might be leaving UNF to have a different experience at another university. The student experience at UNF might be a factor as well. A recent MIT survey asked students why they did not attend class. The students reported not attending class mostly because of unclear or low engagement lectures. Other factors included students pursuing other class-related deadlines and having poor sleep.

Come  and discuss what factors might prevent the best students from being in your classroom. Should students be required to attend class? How would this affect the student experience and student retention of top students? Dr. Albert Colom, Associate Vice President of Enrollment Services, and Dr. Jeff Coker, Dean of Undergraduate Studies, will discuss enrollment trends and student engagement at UNF. OFE will provide the coffee and pastries. 

Friday, November 14th, 2014

9:30 a.m. - 10:30 a.m.

Faculty Lounge, Building 16, Room 4201
RSVP ofe@unf.edu

Frankly Friday Discussion - Metrics Mania in Florida

Friday, October 10th, 2014

9:30 a.m. - 10:30 a.m.

Faculty Lounge, Building 16, Room 4201
RSVP ofe@unf.edu

In January 2014, the Florida Board of Governors, a ruling body over the Florida State University System, established a set of performance metrics upon which all colleges and universities will receive future funding. A summary of these metrics can be seen at this website, http://www.flbog.edu/about/budget/performance_funding.php 

The move to performance metrics was a dramatic shift from previous state funding models, which primarily used student enrollment as the basis of funding. Since that time, universities around Florida, including UNF have been investigating ways to meet these new standards. Several universities are making changes to policies and reporting practices to meet the demands of this new funding system. Many of the metrics relate to student performance and success, which will impact what faculty do in the classroom and beyond in the coming years. Come  and discuss how these changes will impact faculty at UNF and statewide. OFE will provide the coffee and pastries. 

Friday, October 10th, 2014

9:30 a.m. - 10:30 a.m.

Faculty Lounge, Building 16, Room 4201
RSVP ofe@unf.edu

UNF Innovation Symposium Call for Proposals

Photo by Alvimann

The Center for Instruction and Research Technology (CIRT) at the University of North Florida (UNF) has
called for proposal submissions to the 2nd annual UNFIS Innovation Symposium. The theme for this year's conference is Digital Living.

Please see the information below from Deb Miller, Director of CIRT.
The deadline for submissions is August 22nd, 2014.
Find out more information at the conference website: http://unfis.org


UNF Academic Technology Innovation Symposium
2014 Call for Proposals

You are invited to submit an abstract to the 2014 University of North Florida Academic Technology Innovation Symposium. The symposium will be held on Wednesday, October 15, 2014 in the Student Union Building of the University of North Florida. The Academic Technology Innovation Symposium highlights innovative practices by UNF faculty and offers a forum for interactive learning and thought-provoking discussion on both current use and potential for academic technology to support teaching, learning, and research.

Presentations provide the opportunity to share teaching or scholarship practices that make use of information technologies to solve problems in interesting or original ways. New and unique accomplishments, projects, ideas, and initiatives that demonstrate an innovative approach to teaching and scholarship are sought. Research with student co-authors is welcome.

Conference Theme and Topics
The theme of the 2014 Academic Technology Innovation Symposium is Digital Living: Work and Play in Blended Realities. The organizers encourage submissions that approach this theme from a variety of perspectives under three major topic tracks: (1) teaching and learning (2) creativity, innovation, and change (3) academic research.

Abstract Submission Guidelines
Submit an abstract (200 words maximum) at this link http://digitalcommons.unf.edu/unfis/ by August 22, 2014 and indicate your presentation type preference. You will receive notification of status via email by September 9, 2014. A double-blind review process will be utilized for all submissions. Selection of an abstract for presentation will be based on quality of the submission, originality, topicality, relevance and advancement of current thinking on the subject. If you have any questions regarding your submission, please contact: cirtlab@unf.edu

Conference website: http://unfis.org

Frankly Fridays - Who owns course content?

Frank Conversation about
Faculty Issues

Topic: Who owns course content? Intellectual Property in the Digital Age

Friday, April 4^th, 9:30-10:30 AM, Osprey Commons Faculty Lounge (Building 16, Room 4201)

Let us know you will be there: ofe@unf.edu

When a faculty member and a university enter into a relationship (based on a faculty hire), both parties typically intended for the relationship to be one with longevity. Both parties benefit from each others' success. Recent technological innovations, like Massively Open Online Courses (MOOCs) and social media, have challenged the nature of the relationships between faculty and universities and between faculty and students. Recent conversations around copyright of MOOCs has started a broader conversation about how the intellectual contributions of faculty are attributed and protected.  As Cary Nelson, a former president of the American Association of University Professors, explains, this "is not just the ability of faculty members to profit from their own writings or inventions, but the future of their profession." As faculty and universities engage in conversations about intellectual property, students have inadvertently joined the discussion. In a recent debacle over the posting of a course lecture through social media, faculty members and the university joined sides to combat students' posting of a lecture that was not intended to be distributed outside of the classroom. Digital advantages and innovations are providing some unique challenges to faculty and universities across the nation. UNF has a couple of policies that address copyright and intellectual property rights. 

Copyright policy at UNF
Intellectual Property Guidelines at UNF

Come discuss how these issues impact UNF and faculty across the nation.

We will meet in the Faculty Lounge on the 4^th floor of the Osprey Commons.

OFE will provide the coffee and pastries.

Let us know you will be there: ofe@unf.edu

Frankly Friday Event - Academic Free Speech?

Frank Conversation about Faculty Issues

Topic: Is Academic Speech Free?

Friday, February 7^th, 9:30-10:30 AM, Osprey Commons Faculty Lounge (Building 16, 4^th Floor)

Let us know you will be there: ofe@unf.edu

The United States of America provides and supports free speech among its citizens. College campuses are known for the free exchange of ideas. One would imagine that college campuses in the United States would be places where free speech would be encouraged, even celebrated. Recent cases across the country (see Chronicle Article), including incidents in Florida, however, have identified boundaries of free speech on college campuses. The immediacy of social media has amplified the challenges of unfettered free speech on college campuses leading to national dialogues and some embarrassment for university administrators and leaders. To address these concerns many college campuses are passing new policies to address communication online. The University of North Florida recently revised an existing policy on online communication to more fully address both official and unofficial online communication. With new technologies, faculty are considering how their communications online might be affected, including statements and posts that up until recently have been imagined as personal.

Come discuss how these issues impact UNF and faculty in Florida.

We will meet in the Faculty Lounge on the 4^th floor of the Osprey Commons.

OFE will provide the coffee and pastries.

Let us know you will be there: ofe@unf.edu

Online Lecture Prompts Lawsuit

As faculty move toward more online forms of teaching and learning, various forms of online lecture delivery Chronicle article.
http://chronicle.com/blogs/ticker/harvard-professors-online-lecture-prompts-fight-with-record-company/65261
have been explored. A Harvard law professor found himself in a battle for copyrights when he used a video clip of a band in his lecture. The professor claims fair use, whereas the band claims he misused their work. A legal battle was initiated over the professor's use of the material. Read more about the issues in this

To read more about UNF's Copyright Guidelines, visit this guide provided by UNF's General Counsel's Office.
http://www.unf.edu/uploadedFiles/president/general_counsel/Copyright%20Policy.pdf

The Thomas G. Carpenter Library at UNF has published a decision tree guide for identifying copyrighted material that might be useful to faculty.
http://lgdata.s3-website-us-east-1.amazonaws.com/docs/1652/243453/task_force_processes_copy.jpg

UNF Innovation Symposium

Please see the announcement below from
Deb Miller, Director of the Center for Instruction and Research Technology (CIRT). This new symposium at UNF promises to be an excellent opportunity for faculty to share ideas and to pursue rewarding innovations in teaching and research.

The Center for Instruction & Research Technology and the Distance Learning Committee are pleased to be hosting UNF’s first annual Academic Technology

Innovation Symposium highlighting innovative practices by UNF faculty and providing a forum for discussion on current use and potential for academic technology to support teaching, learning, and research. The keynote will be given by Jim Groom, who has been part of a number of exciting projects at the University of Mary Washington, particularly related to digital storytelling, blogging, and the development of online learning communities.  Please visit the symposium website for more information and to register; seating is limited.  http://tinyurl.com/unfis

Dear Faculty,

Due to the overlap with PT dossier due dates, we are extending the deadline for this opportunity to Wednesday, September 25^th, at 5 pm.

Deb Miller
Director, Center for Instruction & Research Technology
University of North Florida
904.620.1416
http://www.unf.edu/cirt/

Which Tools to Use?

In a recent survey of 10,000 college students from across over 200 college campuses, students indicated which tools they would like their college professors to use more, or to use less. Among the winners are lecture capture and laptops. Among the less-attractive options are e-portfolios and smartphones.

Review the results of the survey at this website.
http://public.tableausoftware.com/shared/86732NWR8?:display_count=yes

Quality, E-Quality, and Opportunity - AAC&U Annual Meeting

Please see the announcement below regarding the call for proposals for the American Association of Colleges & Universities' (AAC&U) Annual Meeting, titled "Quality, E-Quality, and Opportunity.
The event will be held on January 22nd-25th, 2014 in Washington, DC. Proposals for the event are due by July 15th, 2013.

QUALITY, E-QUALITY, AND OPPORTUNITY
How Educational Innovations Will Make—or Break— America's Global Future
January 22-25, 2014
Washington, DC
Proposals Due July 15, 2013
The Association of American Colleges and Universities invites you and your colleagues to submit a proposal for our 2014 Annual Meeting—“Quality, E-Quality, and Opportunity:  How Educational Innovations Will Make—or Break— America’s Global Future.” 

Proposals can be submitted online through July 15, 2013. In addition to proposals for the Annual Meeting, we are seeking proposals for the Fifth Annual E-Portfolio Forum.  Complete information about submitting proposals is available online.

For More Information about the Annual Meeting

Please contact meetings@aacu.org or call AAC&U at (202) 387-3760.

Summer Research Institute on Community Engagement in Higher Education

Faculty interested in community-engagement may be interested in the Summer Research Institute on the

Future of Community Engagement in Higher Education. See the announcement and call for presentations below.

4^th Annual Summer Research Institute on the Future of
Community Engagement in Higher Education –
July 17-18, 2013

The Center for Engaged Democracy is pleased to announce its 4^th annual summer research institute on The Future of Community Engagement in Higher Education. The summer institute brings together scholars, students, and community participants to engage the theory and practice of what it means to have an “academic home” for community engagement in higher education. It will take place July 17 & 18, 2013, at Tufts University in conjunction with the “Frontiers of Democracy” conference.

·        REGISTRATION: Click Here to Register. (Registration is $70.)

·        CALL FOR PRESENTATIONS: Click Here for the Call for Presentations. (Submissions should include an abstract of 500 words or less.)

·        CRITICAL FRIENDS GROUPS: Click Here for the Critical Friends Groups. (Submissions should include a 1-2 sentence description of the informal session you would like to lead.)

·        AGENDA: Click Here for the Agenda.

DETAILS

This year’s institute will have three presentations tracks:

1. Strengthening Academic Programs in Community Engagement: presentations on developing, supporting, and expanding academic programs focused on civic and community engagement.

2. Core Competencies in Civic Engagement: presentations that make use of, critically engage with, and expand upon the Center’s policy report Core Competencies in Civic Engagement.

3. The Impact of Online Education for Community Engagement: presentations that examine the impact and implications of online education in higher education for the future of “place-based” learning and civic and community engagement.

Additionally, this year’s institute will have several invited sessions focusing on key literature and issues in the field. Confirmed invited sessions include:

·        Marshall Welch, Saint Mary’s College of California and John Saltmarsh, New England Resource Center for Higher Education, Invited Session: Best Practice and Infrastructures for Campus Centers of Community Engagement

·        Ari Hoy, Senior Program Officer, Bonner Foundation, Invited Session: Forthcoming edited book, Deepening Community Engagement in Higher Education: Forging New Pathways.

·        Ashley Finley, Senior Director of Assessment & Research, AAC&U, Invited Session: Forthcoming monograph through Bringing Theory to Practice’s Civic Monograph Series: Civic Learning & Teaching

·        Amy Traver and Zivah Katz, Queensborough Community College-CUNY, Invited Session: Forthcoming edited book, Service-Learning at the American Community College: Theoretical and Empirical Perspectives. 

·        Susan Iverson, Kent State University, Invited Session: Anticipated edited book, Feminist Community Engagement [working title]

Finally, a key theme will be the role of civic and community engagement in an increasingly online world. Paul LeBlanc, President of Southern New Hampshire University, will give the opening keynote talk: “College for America – The Future of Civic Engagement in an Online World.” Read his recent op-ed – “Accreditation in a Rapidly Changing World” – in InsideHigherEd. Read also Dan W. Butin’s recent op-ed – “Does Community Engagement Have a Place in a Placeless University” – in the New England Journal of Higher Education.

Questions: inquiries and questions should be directed to democracy@merrimack.edu.

About the 2013 Summer Research Institute

The 4^th annual summer research institute on The Future of Community Engagement in Higher Education brings together scholars, students, and community participants to engage the theory and practice of what it means to have an “academic home” for community engagement in higher education. It will take place July 17 & 18, 2013, at Tufts University in conjunction with the “Frontiers of Democracy” conference. We encourage all attendees to take advantage of the affiliate conferences to be held July 18-20, which are sponsored by the Tisch College of Citizenship and Public Service at Tufts University, the Democracy Imperative, and the Deliberative Democracy Consortium.

About the Center for Engaged Democracy

The Center for Engaged Democracy acts as a central hub for developing, coordinating, and supporting academic programs – certificates, minors, and majors – around the country focused on civic and community engagement, broadly defined. The Center, which is housed within Merrimack College’s School of Education, brings together faculty, administrators, and community partners to support such academic programs through a variety of initiatives and practices: compiling existing research and documentation to support new and developing programs; sponsoring symposia, conferences, and research opportunities to build a vibrant research base and academic community; and providing a voice and space for dialogue for the value of such academic programs across higher education.

--
Dan W. Butin, PhD
Dean and Associate Professor
School of Education
Merrimack College
dan.butin@merrimack.edu
978-837-5338
www.merrimack.edu/schoolofeducation
office: rm. 203 Austin Hall
mailing address: 315 Turnpike Street, North Andover, MA, 01845

Tara Luparello

Administrative Director, IARSLCE

Tulane University, Alcee Fortier Hall

6823 St. Charles Avenue

New Orleans, LA 70118

(504) 862-3366

(504) 862-8061 (fax)

tluparel@tulane.edu

www.researchslce.org

The mission of IARSLCE is to promote the development and dissemination of research on service-learning and community engagement internationally and across all levels of the education system.

Have Money, Will Pass

As online education expands, students are finding ways to credential themselves without paying their academic dues -- by studying. Instead, students in online classes can pay an online service that will take their online courses for them. In a recent Inside Higher Ed article, Alexandra Tilsley discusses an old problem with a new face, cheating to make the grade, but in this case, the cheating is done by identity mimicking. This seems to be the latest in an arms race in which students to find ways to pass without studying and institutions of higher education find ways to promote integrity. Read more on the problem and what institutions are doing to deal with the new threat.

http://www.insidehighered.com/news/2012/09/21/sites-offering-take-courses-fee-pose-risk-online-ed

Frankly Fridays - MOOC Mania

I would like to invite you to the March2013 meeting of

Frankly Fridays

Frank Conversation about Faculty Issues

Friday, March 1^st, 9:30-10:30 AM, Osprey Commons Faculty Lounge (Building 16, 4^th Floor)

Topic: MOOC Mania
Let us know you will be there: ofe@unf.edu

Dramatic increases in technology and innovative ideas have produced many changes in Higher Education. One of those innovative ideas is the Massive Open Online Course (MOOC). Here is how it works. An instructor comes up with an interesting idea for a course, an idea that has broad appeal. The course is developed in an online environment, a course management system. The course is then advertised and people join. The course is open to anyone who wants to register – anyone. And, its free. Here is a video that explains more about MOOCs http://www.youtube.com/watch?v=eW3gMGqcZQc. 

Have you participated in a MOOC? Are you interested in designing one?

What are the implications for Higher Education? Will students come to expect free courses, and what funding models work for MOOCs?

Come discuss how these issues impact UNF and faculty in Florida.
We will meet in the new Faculty Lounge on the 4^th floor of the new dining facility, Osprey Commons.
OFE will provide the coffee and pastries.

Let us know you will be there: ofe@unf.edu

What does a Credit Hour Represent If Not Time?

A new report out by the New America Foundation questions the logic and effects of the traditional definition of the credit hour. The report highlights several problems with the current model, one that uses time as a marker of progress. One convincing chart shows that students who have gained additional credit hours (from freshman to senior) do not necessarily perform better on standardized tests. Another issue addressed in the report is the influence of grade inflation on the interpretation of credit hours. For example, in 1961, only 15% of students received a letter grade of A in a college course. In recent years, the number has increased to 43%.
Recommendations to address the issue include changing the definition of the credit hour or going to a credential system, which would allow students to demonstrate learning despite the amount of time they spent accumulating that learning.
To read a summary of the report, read the report by the New America Foundation on their website.
http://education.newamerica.net/publications/policy/cracking_the_credit_hour
For the full report, visit the report website.
http://higheredwatch.newamerica.net/sites/newamerica.net/files/policydocs/Cracking_the_Credit_Hour_Sept5_0.pdf

UC Berkeley Offers Free "EdX" Courses Online

Massachusetts Institute of Technology (MIT) and Harvard University have caused quite a stir by offering free online courses and degrees as part of a project called "EdX." The effect of these high profile universities taking on a new model of higher education is that others want to join the elite club. The University of California Berkeley recently announced its entry into the free online education market. As more prestigious universities join the movement, the future of the massive open online course (MOOCs) becomes ever more prominent (read more about MOOCs in a recent NY Times article). The model seems unlikely for many universities, whose budget is controlled much more by prospective students and government officials being willing to pay for access to quality instruction. Anyone might heft a guess as to what funding models might emerge in the future. Perhaps homework assignments will come with Google ads, or perhaps institutional funding will be based solely on foundation money donated by the vast alumni.
To read more about UC Berkeley's announcement, read the recent article about these developments in the Chronicle.
http://chronicle.com/blogs/wiredcampus/uc-berkeley-joins-edx-effort-to-offer-free-open-courses/37969

I would be interested in hearing some comments from the UNF community regarding MOOCs.

Ubiquitous Learning Conference

Please see the message from Garett Gietzen, Garett.Gietzen@ubi-learn.com, regarding the upcoming conference on teaching and learning. The deadline to submit proposals is September 4, 2012.

UBIQUITOUS LEARNING: FIFTH INTERNATIONAL CONFERENCE    

I-Hotel and Conference Center    

Urbana-Champaign, Illinois, USA    

12-13 October 2012    

http://www.ubi-learn.com

We are pleased to announce the Call for Papers for the Fifth International Conference on Ubiquitous Learning. The Ubiquitous Learning Conference examines the ways in which the affordances of new technologies are changing how, where and when learning takes place. It considers, for example, how computing and networking devices might benefit learning not only in the classroom but well beyond the times and places traditionally considered the purview of education.

Proposals are accepted in phases. The upcoming phase deadline is 4 September 2012. To learn more about paper session options and how to submit a proposal, please see the Call for Papers: http://ubi-learn.com/conference-2012/call-for-papers/.

The Conference welcomes participants from many countries and professional areas, including teachers, administrators, researchers, university faculty, managers and others interested in the possibilities of technology in learning. Each day features plenary presentations and a variety of parallel sessions. Proposals may be submitted for paper sessions, workshops, and pre-formed panels. If you are unable to attend the conference in person, virtual registrations are also available. Presenters may submit their papers for publication in the peer refereed 'Ubiquitous Learning: An International Journal.'

Garett Gietzen      

College of Education    

University of Illinois at Urbana-Champaign    

Illinois, USA