Center for Educational Innovation’s Thank a Teacher Program.
“Hi Jolie, thanks for such an outstanding year of learning. I really appreciate all the intention and attention you put into the courses this year. I learned so much and thanks for being such a great teacher, designer and scholar!”
Graduate Student, Spring 2020
The award honors individual scholarship for exemplary qualitative research recognizing insights into the social and cultural aspects of the educational technology field.
affordable content Grant
The Partnership for Affordable Content is a grant for faculty and instructors to work with library staff and find low cost alternatives to expensive textbooks and other materials.
Graduate Student, Fall 2019“Thank you for providing me with such an exceptional learning experience and for your care for me as a person. Having had innumerable faculty during my 11 years of full-time, post-secondary education, you are one of the most skilled and impactful professors I have had the good fortune to know. You have brought your expertise, passion for education, burning curiosity for learning, and warmth and kindness to my learning, and I’m grateful. It has been exciting to see an online course designed and facilitated so well and to expand my view of what is possible in my role as a nursing professor. Thank you for bringing so much of yourself and your knowledge to your students, to me. I will always remember it.”
Entering an online learning environment is stepping into an immersive art instillation designed to be explored, to promote curiosity and wonder, and to feel a sense of belonging.
personal learning environments
Personal Learning Environments (PLEs) are experienced as immersiveness in a complex adaptive system with characteristics of emergence, self-organization, adaptive coevolution, self-similarity, dynamic non-linearity, and systemic interconnectedness.
In a technocracy, learners are immersed in a digital environment. What does this mean for designing quality online learning programs? Students do not unplug and they will need 24/7 access to systems and support.
The emergent nature of PLEs point to learners’ experiences of choice, freedom, autonomy, and dialogue. Quality online programs will choose systems that foster these technological affordances.
Kennedy, J. (2019). Seven traits of personal learning environments for designing quality online learning programs: A systems view of connectedness. In E. Smidt and R. Li (Eds.), Ensuring Quality and Integrity in Online Learning Programs. Hershey, PA: IGI Global.
online distance learning
Being connected in a personal learning network is experienced as motivation through the drive to always be-in-the-know, through the freedom to explore, through the feelings of esteem that come from belonging, and through the pursuit of self-actualization.
Being connected in a personal learning network is experienced as learning through taking agentic action, forming personally meaningful and relevant goals, seeking and finding multiple perspectives, observing and modeling, reciprocating, finding serendipitous surprises, and creating syntheses.
Being connected in a personal learning network is experienced as identity through practice and an evolving self-concept.
Kennedy, J. (2018). Towards a model of connectedness in personal learning networks, Journal of Interactive Online Learning, 16(1), 21-40. Retrieved from http://www.ncolr.org/jiol/issues/pdf/16.1.2.pdf
designing for the open learning experience
Several key themes emerged from the synthesis of research on MOOCs: (a) openness: the varied definitions of openness; (b) barriers to persistence: high dropout and lurker rates show that barriers to learning are a significant challenge, and research has focused on engagement, motivation, and presence to mitigate learner isolation; and (c) structure: the two different MOOC formats—cMOOC and xMOOC—attract different audiences, use different learning approaches, and employ different teaching methods.
Kennedy, J. (2014). Characteristics of massive open online courses (MOOCs): A research review, 2009-2012. Journal of Interactive Online Learning, 13(1). Retrieved from https://www.ncolr.org/jiol/issues/pdf/13.1.1.pdf
Kennedy, J. (2020). Designing for the learning experience online. Invited talk presented at the Agriculture Education Networking Group.
Vagle, M., Abdi, N., Alexander, Q., Kennedy, J., & O’Loughlin, A.K. (2020). What might post-intentional phenomenology become through the post-humanist, post-qualitative turn? Presentation accepted at the 2020 annual meeting of the American Educational Research Association, San Francisco, CA. *Conference cancelled due to C-19.
Vagle, M., Kennedy, J. (2020). Mentoring post-intentionally: A series of provocations. Presentation accepted at the 2020 International Congress of Qualitative Inquiry (ICQI), Urbana, IL. *Conference cancelled due to C-19.
Kennedy, J., Pazurek, A., Valentine, K. & Vagle, M. (2019). Inspiring studies of lived experiences with technologies: The growth of phenomenology from Descriptive to Postmodern. Presented at the 2019 Association of Educational Communication and Technology International Convention (AECT), Las Vegas, NV.
Kennedy, J. (2019). Humanizing technology for social change. Presented at the 2019 International Congress of Qualitative Inquiry (ICQI), Urbana, IL.
Kennedy, J. (2018). Exploring lived experiences in distance learning: A phenomenological lens. Presented at the 2018 E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (AACE), Las Vegas, NV.
Kennedy, J. (2017). Bursting toward writing-as-thinking and fluid methodology: Enacting nomadic thinking in post-intentional phenomenology. Presented at the 2017 annual meeting of the American Educational Research Association, San Antonio, Texas. Retrieved from the AERA Online Paper Repository: http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/935743
Kennedy, J. (2017). Immersive complexity, motivation, learning, and identity: Lived experiences of connectedness in students’ personal learning networks. Presented at the 2017 annual meeting of the American Educational Research Association, San Antonio, Texas. Retrieved from the AERA Online Paper Repository: http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/935743
Kennedy, J. (2015). Beyond beliefs: Examining online self-efficacy and learner engagement in distance education. Presented at the AACE 2015 EdMedia: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Montreal, Canada.
Kennedy, J. (2015). Exploring TPCK in online teaching. Invited talk presented at the University of Minnesota.
Kennedy, J. (2014). Assessing technological pedagogical content knowledge (TPCK) in online teaching. Presented at the 2014 Association of Educational Communication and Technology International Convention, Jacksonville, FL.
Vagle, M. & Kennedy, J. (2014). The impact of the BAM adventure retreat on military father-son relationships. Presented at the Association of the United States Army Annual Meeting, Washington, DC.
Kennedy, J. (2014). I CARE 2.0: Facilitating online learning in higher education. Presented at the AACE 2014 E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, New Orleans, LA.
Kennedy, J. (2014). Using video technology for collaboration. Invited talk presented at the University of Minnesota.
Kennedy, J. (2014). Pedagogy spotlights on online learning: Using the I CARE model to facilitate online learning. Invited talk presented at the University of Minnesota.
Kennedy, J., Fandrey, A., Hunt, A., & LimBybliw, A. (2013). Using Google+ Hangout for online group collaboration and presentations. Presented at IATED EduLearn 13:The 5th annual international conference on education and new learning technologies, Barcelona, Spain.
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