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Research Background and Interests |
Updated 08 September 2024
My research philosophy stems from my aims as an educator and instructional designer to improve access to teaching and learning opportunities for all stakeholders. In preparing this Research Statement, I reflected upon my research path up to this point and looked ahead to where I see myself going in the future. I identified three interconnected themes centered on the seamless use of technology in education:
- The facilitation of collaborative learning interactions.
- Increasing teachers’ perceptions of self-efficacy with the use of educational technologies.
- Reduce barriers to learning opportunities (through the use of assistive technologies and the adoption of Digital Accessibility standards, and through the implementation of alternative pathways to teacher training and certification).
Research History
Prior to undertaking a position with Cape Breton University, my research focused primarily on the themes of facilitation of collaborative learning and increasing teacher self-efficacy. These themes are evidenced in my work with instructional design for mobile learning, and my recent research publications.
Mobile Learning, Collaborative Interactions, and Teacher Self-Efficacy
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My previous research focused the use of mobile technologies in education. That served as a starting point for my interest in the connections between pedagogical approaches and teacher confidence with technology. This research led to the development of the Collaborative Situated Active Mobile (CSAM) learning design framework, and a survey instrument called the Mobile Teacher’s Sense of Efficacy Scale (mTSES). I worked with Ohio State University to investigate the utility of these tools in teacher professional development (Power, 2013, 2015; Power, Cristol, & Gimbert, 2014). Our findings were presented at the 13th World Conference on Mobile and Contextual Learning (mLearn 2014) in Istanbul, Turkey (Power et al., 2014) and the 14th World Conference on Mobile and Contextual Learning (mLearn 2015) in Venice, Italy (Power et al., 2015a, 2015b), and published in the International Review of Research on Open and Distributed Learning (Power et al., 2016).
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Recent Research Publications
Since undertaking the role of Assistant Professor with the School of Education and Health at CBU in January 2020, I have collaborated with colleagues and graduate students on several publications. Moodley, Cacellier, Power, and Côté (2020) focuses on the design and assessment of on online learning intervention for claims adjudicators in the Ontario insurance industry. Power et al. (2020), Power (2022c), and Power et al. (2023) were initiated as collaborative responses with CBU graduate students to support educators shifting to online teaching because of the COVID-19 pandemic. Kay, Ruttenberg-Rozen, and Power (in press) explores an evidence-based framework for classifying and using educational apps.
Since undertaking the role of Assistant Professor with the School of Education and Health at CBU in January 2020, I have collaborated with colleagues and graduate students on several publications. Moodley, Cacellier, Power, and Côté (2020) focuses on the design and assessment of on online learning intervention for claims adjudicators in the Ontario insurance industry. Power et al. (2020), Power (2022c), and Power et al. (2023) were initiated as collaborative responses with CBU graduate students to support educators shifting to online teaching because of the COVID-19 pandemic. Kay, Ruttenberg-Rozen, and Power (in press) explores an evidence-based framework for classifying and using educational apps.
Publication Venues
In addition to the peer-reviewed publications noted above, since beginning my position with Cape Breton University I have also authored and collaborated on the production of a number of Open Access digital textbooks. In keeping with the theme of reducing barriers and increasing access to teaching and learning opportunities, I have been deliberate in my selection of publication venues. As discussed in the "Open Access Publications" section of my Service Statement, I have endeavoured to utilize open platforms and Creative Commons licenses for my eBook and instructional video publications. I have also sought out reputable Canadian Open Access academic journals for the publication of peer-reviewed research articles. These have included the International Journal of E-Learning and Distance Education (IJEDE) and the Journal of Educational Informatics (JEI). IJEDE is affiliated wtih the Canadian Network for Innovation in Education (CNIE), "aims are to promote and encourage scholarly work in e-learning and distance education and provide a forum for the dissemination of international scholarship," and is "indexed in numerous databases to ensure exposure for authors and retrieval by researchers" (IJEDE, n.d.). JEI is affiliated with Ontario Tech University and has a mandate to disseminate the work of researchers and graduate students "in the fields of education, digital technologies, and educational informatics" (JEI, n.d.). Both publications are fully Open Access, with rigorous peer-review and editorial processes and no submission or publication processing fees (which I avoid as such are indicators of predatory publications with less-rigorous peer-review and editorial processes).
In addition to the peer-reviewed publications noted above, since beginning my position with Cape Breton University I have also authored and collaborated on the production of a number of Open Access digital textbooks. In keeping with the theme of reducing barriers and increasing access to teaching and learning opportunities, I have been deliberate in my selection of publication venues. As discussed in the "Open Access Publications" section of my Service Statement, I have endeavoured to utilize open platforms and Creative Commons licenses for my eBook and instructional video publications. I have also sought out reputable Canadian Open Access academic journals for the publication of peer-reviewed research articles. These have included the International Journal of E-Learning and Distance Education (IJEDE) and the Journal of Educational Informatics (JEI). IJEDE is affiliated wtih the Canadian Network for Innovation in Education (CNIE), "aims are to promote and encourage scholarly work in e-learning and distance education and provide a forum for the dissemination of international scholarship," and is "indexed in numerous databases to ensure exposure for authors and retrieval by researchers" (IJEDE, n.d.). JEI is affiliated with Ontario Tech University and has a mandate to disseminate the work of researchers and graduate students "in the fields of education, digital technologies, and educational informatics" (JEI, n.d.). Both publications are fully Open Access, with rigorous peer-review and editorial processes and no submission or publication processing fees (which I avoid as such are indicators of predatory publications with less-rigorous peer-review and editorial processes).
Current Research
My current work leverages new partnerships to build upon my research themes of supporting online teaching and learning, promoting seamless learning, and promoting Digital Accessibility.
The CBU Strategic Plan 2019-2024 stresses that “Cape Breton University is committed to high-quality, accessible education; innovative research; and a vibrant, multicultural future for the Island” (Cape Breton University, 2019, p. 2). The connections between this, my current research agenda, and my overarching research themes are illustrated in Figure R1:
Figure R1
Relationships between research theme
Relationships between research theme
Facilitation of Collaborative Interaction and Promotion of Teacher Self-Efficacy
Online Teaching and Learning
Online Teaching and Learning
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Early after the onset of the COVID-19 pandemic, I partnered with colleagues from the Mitch and Leslie Frazer Faculty of Education at Ontario Tech University to investigate the responses of higher education faculty to the rapid transition to online teaching, the support mechanisms that facilitated that transition, and the impacts of the transition on the current and future teaching practices. We concluded our data collection and analysis in late 2021. In May 2022 we presented our findings at the Redefining Learning in a Digital Age conference hosted by Ontario Tech University (Power & Kay, 2022), and at the 2023 Canadian Network for Innovation in Education Annual Conference (Power & Kay 2023b). Two papers from this research have also been published. Power and Kay (2023a) focuses on recommendations for supporting faculty as they integrate technology and innovative pedagogies, and Power, Kay, and Craig (2023) examines the impacts of the COVID-19 experience on faculty’s teaching practices in online environments and upon the return to in-person classrooms.
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In March 2022, I published a chapter (Power, 2022b) on instructional design process recommendations for faculty designing, developing, and testing online learning content as part of the eCampus Ontario funded Thriving Online: A Guide for Busy Educators Open Access eBook initiative.
Seamless Learning
I am a member of an international research collaborative called the International Research Network for Innovative Sustainable Seamless Education (IRN-ISSE) formed in 2018 which has developed a framework for the design of seamless learning experiences in higher education. In 2020, we published an Open Access book about the framework (Hambrock et al., 2020). The second stage of this research investigated the implementation of seamless learning interventions at higher education institutions from North America, Europe, Asia, Africa, and Australia. This phase of our research resulted in a second Open Access volume of the research collaborative’s findings (Hambrock et al., 2022). The team also plans to disseminate further results at various milestones through conference presentations, and peer-reviewed journal articles.
I am a member of an international research collaborative called the International Research Network for Innovative Sustainable Seamless Education (IRN-ISSE) formed in 2018 which has developed a framework for the design of seamless learning experiences in higher education. In 2020, we published an Open Access book about the framework (Hambrock et al., 2020). The second stage of this research investigated the implementation of seamless learning interventions at higher education institutions from North America, Europe, Asia, Africa, and Australia. This phase of our research resulted in a second Open Access volume of the research collaborative’s findings (Hambrock et al., 2022). The team also plans to disseminate further results at various milestones through conference presentations, and peer-reviewed journal articles.
Peer Collaboration in Online Learning
Power et al. (2020), Power (2022c) and Power (2023) are examples of how I have incorporated peer-to-peer collaboration into my teaching practice to facilitate rich learning and the production of meaningful learning artifacts. In the Spring 2022 term, I joined a team of researchers from Ontario Tech University to begin examining the benefits of using the online platform Kritik (2022) to streamline peer-to-peer interactions when authoring and providing peer feedback on graduate-level academic writing activities. Our aim is to analyze the peer feedback process itself, as well as students’ perceptions of the benefits and drawbacks of the use of such digital platforms.
Power et al. (2020), Power (2022c) and Power (2023) are examples of how I have incorporated peer-to-peer collaboration into my teaching practice to facilitate rich learning and the production of meaningful learning artifacts. In the Spring 2022 term, I joined a team of researchers from Ontario Tech University to begin examining the benefits of using the online platform Kritik (2022) to streamline peer-to-peer interactions when authoring and providing peer feedback on graduate-level academic writing activities. Our aim is to analyze the peer feedback process itself, as well as students’ perceptions of the benefits and drawbacks of the use of such digital platforms.
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Teacher Self-Efficacy with Artificial Intelligence Tools
In the fall of 2023, I conducted a CBU and Ontario Tech University REB-approved study examining the impacts of targeted professional development and hands-on use of Artificial Intelligence tools on graduate Education students’ perceptions of self-efficacy with AI agents like ChatGPT (OpenAI, n.d.). That study led to the development and pilot testing of a new research instrument called the ChatGPT Teacher’s Sense of Efficacy Scale (Chat-T) (Power, 2024b). The findings from this study have been published in the Journal of Educational Informatics (Power, 2024c). |
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Reduction of Barriers to Learning
Digital Accessibility and Assistive Technology
Over the past four years, I have collaborated with Dyslexia Canada and Drs Sandra Jack-Malik, Janet Kuhnke, and Christina Phillips from the School of Education and Health at Cape Breton University. We have facilitated a series of open access presentations on supporting children and adults who have Dyslexia. I am continuing with the development of a research agenda linked to the creation of an elective course that will initially be offered the students at CBU, and that will eventually be offered as a faculty professional development opportunity, and as an open-access public learning opportunity. Research themes under consideration center on the efficacy of technology-based interventions to support children and adults with Dyslexia for which there is anecdotal evidence of benefit.
Digital Accessibility and Assistive Technology
Over the past four years, I have collaborated with Dyslexia Canada and Drs Sandra Jack-Malik, Janet Kuhnke, and Christina Phillips from the School of Education and Health at Cape Breton University. We have facilitated a series of open access presentations on supporting children and adults who have Dyslexia. I am continuing with the development of a research agenda linked to the creation of an elective course that will initially be offered the students at CBU, and that will eventually be offered as a faculty professional development opportunity, and as an open-access public learning opportunity. Research themes under consideration center on the efficacy of technology-based interventions to support children and adults with Dyslexia for which there is anecdotal evidence of benefit.
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In March 2022, I published a chapter (Power, 2022a) on Digital Accessibility considerations and best-practices for designing online learning modules as part of the eCampus Ontario funded Thriving Online: A Guide for Busy Educators Open Access eBook initiative.
In March 2024, I published the open-access digital textbook The ALT Text: Accessible Learning with Technology (Power, 2024a). This resource will serve as the primary course textbook for a newly developed course on digital accessibility and technology in teaching and learning at CBU. The “living textbook” design will allow for new sections of “critical analyses” chapters to be contributed by course participants each time the course is offered. This, in turn, may generate new research opportunities connected to the theme of peer-collaboration in online learning.
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Future Research Directions
My current research agenda clearly touches on all three of my major research themes. While other opportunities will arise to advance all of these themes, I have identified two initiatives that are closely linked to the reduction of barriers to learning, and the promotion of collaborative learner interactions. These research directions are closely linked to recent program initiatives and the expressed aims of Cape Breton University.
Reduction of Barriers to Learner and Facilitation of Collaboration
Alternative Pathways to Teacher Training and Certification
As a result of the restrictions imposed in Nova Scotia in response to the COVID-19 pandemic, the 2020-2021 CBU Bachelor of Education program cohort has the distinction of being the first in Canada to complete the coursework components of a B.Ed. program entirely online. In another first, in response to calls from the Province of Nova Scotia for help in addressing critical K12 teacher shortages, CBU introduced an accelerated 8-month fully-online Bachelor of Education pilot program. A new 12-month format for the on-campus B.Ed. program began with the May 2024 cohort intake. I am currently undertaking a REB-approved research project to examine the efficacy of such alternative B.Ed. program delivery formats. This will examine the within-program academic achievement of participants from the new program formats, alongside that of recent on-campus cohorts of the traditional 15-month B.Ed. program and graduates of the 15-month cohort that completed their coursework entirely online during the COVID-19 pandemic. It will also explore the impacts of the different delivery models on participants’ perceptions of self-efficacy as teaching professionals, and their ability to access a career in the teaching profession. It is anticipated that findings from this research will be of benefit to policy makers and to future program development efforts.
Alternative Pathways to Teacher Training and Certification
As a result of the restrictions imposed in Nova Scotia in response to the COVID-19 pandemic, the 2020-2021 CBU Bachelor of Education program cohort has the distinction of being the first in Canada to complete the coursework components of a B.Ed. program entirely online. In another first, in response to calls from the Province of Nova Scotia for help in addressing critical K12 teacher shortages, CBU introduced an accelerated 8-month fully-online Bachelor of Education pilot program. A new 12-month format for the on-campus B.Ed. program began with the May 2024 cohort intake. I am currently undertaking a REB-approved research project to examine the efficacy of such alternative B.Ed. program delivery formats. This will examine the within-program academic achievement of participants from the new program formats, alongside that of recent on-campus cohorts of the traditional 15-month B.Ed. program and graduates of the 15-month cohort that completed their coursework entirely online during the COVID-19 pandemic. It will also explore the impacts of the different delivery models on participants’ perceptions of self-efficacy as teaching professionals, and their ability to access a career in the teaching profession. It is anticipated that findings from this research will be of benefit to policy makers and to future program development efforts.
Teacher Self-Efficacy with Artificial Intelligence Tools
Due to the limitations of the sample size in the AI-related study completed in Fall 2023, and currently in-press with the Journal of Educational Informatics (Power, in press), it was not possible to verify the construct reliability and validity of the Chat-T research instrument. It is my intention in the immediate future to submit further REB applications to conduct additional studies with larger sample sizes for the validation of this new research instrument.
Due to the limitations of the sample size in the AI-related study completed in Fall 2023, and currently in-press with the Journal of Educational Informatics (Power, in press), it was not possible to verify the construct reliability and validity of the Chat-T research instrument. It is my intention in the immediate future to submit further REB applications to conduct additional studies with larger sample sizes for the validation of this new research instrument.
Universal Design for Learning
Over the past year, I have begun collaborating with colleagues from the Education Department, including Dr. Lynn Lavette and Melissa Bishop. We aim to investigate the roles of Universal Design for Learning principles (CAST, 2018) in teacher preparation programs, and the readiness of teacher candidates to employ UDL principles in the design and delivery of effective instruction. Our goal is to develop a survey instrument that could be used to gauge teacher and teacher candidates’ perceptions of self-confidence with the integration of UDL, their overall level of familiarity with the principles, and the level of exposure to UDL principles that they gain throughout their teacher training programs.
Over the past year, I have begun collaborating with colleagues from the Education Department, including Dr. Lynn Lavette and Melissa Bishop. We aim to investigate the roles of Universal Design for Learning principles (CAST, 2018) in teacher preparation programs, and the readiness of teacher candidates to employ UDL principles in the design and delivery of effective instruction. Our goal is to develop a survey instrument that could be used to gauge teacher and teacher candidates’ perceptions of self-confidence with the integration of UDL, their overall level of familiarity with the principles, and the level of exposure to UDL principles that they gain throughout their teacher training programs.
Micro-Credentials and the Future of Online Learning at CBU
Over the past year, I have begun collaborating with colleagues from the Education Department, including Dr. Lynn Lavette and Melissa Bishop. We aim to investigate the roles of Universal Design for Learning principles (CAST, 2018) in teacher preparation programs, and the readiness of teacher candidates to employ UDL principles in the design and delivery of effective instruction. Our goal is to develop a survey instrument that could be used to gauge teacher and teacher candidates’ perceptions of self-confidence with the integration of UDL, their overall level of familiarity with the principles, and the level of exposure to UDL principles that they gain throughout their teacher training programs.
Over the past year, I have begun collaborating with colleagues from the Education Department, including Dr. Lynn Lavette and Melissa Bishop. We aim to investigate the roles of Universal Design for Learning principles (CAST, 2018) in teacher preparation programs, and the readiness of teacher candidates to employ UDL principles in the design and delivery of effective instruction. Our goal is to develop a survey instrument that could be used to gauge teacher and teacher candidates’ perceptions of self-confidence with the integration of UDL, their overall level of familiarity with the principles, and the level of exposure to UDL principles that they gain throughout their teacher training programs.
Additional Research Partnerships
IRN-ISSE and PETL
In addition to potential research partnerships that I have forged with colleagues at CBU, I continue to develop partnerships nationally and internationally. The International Research Network for Innovative Sustainable Seamless Education continues its multinational exploration of the Seamless Learning Education Design (SLED) framework, and its impacts of the learning experiences of higher education students in different contexts. IRN-ISSE is also now discussion the integration of Artificial Intelligence applications into its research agenda, to explore how AI can enhance seamless learning experiences. The Pedagogy and Educational Technology Lab (PETL) is a partnership between myself and colleagues from Ontario Tech University. We have already completed research exploring the impacts on teaching practices of the transition to online teaching during the COVID-19 pandemic. We are now planning further potential research projects focused on collaborative peer review and open access publishing in higher education instructional design.
IRN-ISSE and PETL
In addition to potential research partnerships that I have forged with colleagues at CBU, I continue to develop partnerships nationally and internationally. The International Research Network for Innovative Sustainable Seamless Education continues its multinational exploration of the Seamless Learning Education Design (SLED) framework, and its impacts of the learning experiences of higher education students in different contexts. IRN-ISSE is also now discussion the integration of Artificial Intelligence applications into its research agenda, to explore how AI can enhance seamless learning experiences. The Pedagogy and Educational Technology Lab (PETL) is a partnership between myself and colleagues from Ontario Tech University. We have already completed research exploring the impacts on teaching practices of the transition to online teaching during the COVID-19 pandemic. We are now planning further potential research projects focused on collaborative peer review and open access publishing in higher education instructional design.
Funding Opportunities
Open Educational Resources and Existing Infrastructure
As noted in the Cover Letter for this Tenure Application Portfolio, a major focus of my academic activities has been the leveraging, creation, and promotion of Open Educational Resources (OER). The leveraging of OER has been central in my work to the promotion of increased collaboration and the accessibility of educational technology resources, pedagogical practices, and learning opportunities. As such, I have endeavoured to “lead by example” through leveraging OER and existing infrastructure, insomuch as possible, to design, conduct, and disseminate the results of my research activities to date. A number of my ongoing and forthcoming research initiatives, including collaborations with colleagues from CBU and externally, are likely to lead to increased funding needs and opportunities in the near and long term.
As noted in the Cover Letter for this Tenure Application Portfolio, a major focus of my academic activities has been the leveraging, creation, and promotion of Open Educational Resources (OER). The leveraging of OER has been central in my work to the promotion of increased collaboration and the accessibility of educational technology resources, pedagogical practices, and learning opportunities. As such, I have endeavoured to “lead by example” through leveraging OER and existing infrastructure, insomuch as possible, to design, conduct, and disseminate the results of my research activities to date. A number of my ongoing and forthcoming research initiatives, including collaborations with colleagues from CBU and externally, are likely to lead to increased funding needs and opportunities in the near and long term.
Potential Funding Needs and Opportunities
In addition to the use of Start-Up Research Grant funds to support current and future research initiatives, several potential funding sources have been identified, including:
In addition to the use of Start-Up Research Grant funds to support current and future research initiatives, several potential funding sources have been identified, including:
- Monetary and/or in-kind support from Dyslexia Canada.
- SSHRC Partnership Development Grant program.
- SSHRC Connect Program.
- SSHRC Insight Program.
- CBU Research Innovation Scholarship Exploration (RISE) grant program
SSHRC programs such as the Partnership Grant, the Connect Grant, and the Insight Grant, along with direct support from Dyslexia Canada, could be leveraged to advance research related to the efficacy of digital tools to support learners with Dyslexia. The CBU RISE program may be a good starting point for funding to support research into the efficacy of online program delivery for Bachelor of Education candidates, as well as research into the instructional design and efficacy of the use of micro-credentials to promote innovative online programs at CBU. The future research initiatives outlined here could also be supported through SSHRC’s Partnership Development, Connect and Insight Grant programs.
Figure R2 outlines my research agenda, including completed, current, and pending projects, as well as potential funding requirements and opportunities.
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Full Research Statement with Appendices
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References
Cape Breton University (2019). Strategic plan 2019-2024. [PDF file]. https://www.cbu.ca/wp-content/uploads/2018/10/Strategic-Plan-Document.pdf
Center for Applied Special Technology (CAST). (2018). Universal Design for Learning Guidelines (Version 2.2). https://udlguidelines.cast.org
Hambrock, H., de Villiers, F., Rusman, E., MacCullum, K., & Arrieya Arrifin, S. (2020). Seamless learning in higher education (R. Power, Editor). [eBook]. International Association for Mobile Learning. https://seamlesslearning.pressbooks.com/
Hambrock, H., de Villiers, F., Power, R., Koole, M., Ahmed, M., Ellis, W., Abd Karim, R., Kurubacak, G., El-Hussein, M., Ossiannilsson, E., Sharma, R., José Sousa, M., & Wollin, U. (2022). Seamless Learning in Higher Education 2: Comparisons from International Educators of Changes During a Global Pandemic (H. Hambrock, F. de Villiers, R. Power, and M. Koole, Eds). International Association for Mobile Learning and Power Learning Solutions. https://pressbooks.pub/seamlesslearning2/
IJEDE (n.d.). About the Journal. International Journal of E-Learning and Distance Education. https://www.ijede.ca/index.php/jde/about
JEI (n.d.). Journal of Educational Informatics. https://journalofeducationalinformatics.ca/index.php/JEI/index
Kay, R., Ruttenberg-Rozen, R., & Power, R. (in press). Exploring an evidence-based framework for classifying and using educational apps: A review of the literature. Computers & Education. (See Appendix R1)
Kritik Education (2022). Kritik: Authentic peer-to-peer interaction for a new era of education. https://www.kritik.io/
Moodley, K., Cacellier, C., Power, R., & Côté, P. (2020). Evidence-based claims adjudication of traffic injury claims in Ontario: Shifting the focus from cost to care. Journal of Insurance Medicine, 48(2), 154-164. https://journalofinsurancemedicine.org/doi/10.17849/insm-48-2-1-11.1
OpenAI (n.d.). ChatGPT. [Software application]. https://chat.openai.com
Power, R. (2012). QR Cache: Connecting mLearning practice with theory. In M. Specht, M. Sharples, & J. Miltisilta (Eds.). Proceedings of the 11th Annual World Conference on Mobile and Contextual Learning (mLearn 2012) held in Helsinki, Finland, 16-18 October 2012 (pp. 346-349). http://ceur-ws.org/Vol-955/doctoral/power.pdf
Power, R. (2012, October). QR Cache: Linking mLearning theory to practice in Qatar. Qatar Foundation Annual Research Forum Proceedings, 2012(CSP31). doi: 10.5339/qfarf.2012.CSP31.
Power, R. (2013). Collaborative situated active mobile (CSAM) learning strategies: A new perspective on effective mobile learning. Learning and Teaching in Higher Education: Gulf Perspectives, 10(2). http://lthe.zu.ac.ae/index.php/lthehome/article/view/137
Power, R. (2015). A framework for promoting teacher self-efficacy with mobile reusable learning objects (Doctoral dissertation, Athabasca University). http://hdl.handle.net/10791/63
Power, R. (2022a). Accessibility in Online Learning. In R. H. Kay & W.J. Hunter (Eds.), Thriving Online: A Guide for Busy Educators (pp. 101-108). Ontario Tech University. https://doi.org/10.51357/ERZM7438
Power, R. (2022b). Creating Online Learning Modules. In R. H. Kay & W.J. Hunter (Eds.), Thriving Online: A Guide for Busy Educators (pp. 164.173). Ontario Tech University. https://doi.org/10.51357/JKGQ6434
Power, R. (Ed.), (2022c). Integration of Instructional Design and Technology, Vol 2. [eBook]. Power Learning Solutions. ISBN 978-1-9993825-5-1. https://idandtech.pressbooks.com/
Power, R. (Ed.) (2023). Integration of Instructional Design and Technology, Vol 3. [eBook]. Power Learning Solutions. ISBN 978-1-9993825-9-9. https://pressbooks.pub/idandtech3/
Power, R. (Ed.). (2024a). The ALT Text: Accessible Learning with Technology. Power Learning Solutions. ISBN 978-1-7390190-2-0. https://pressbooks.pub/thealttext/
Power, R. (2024b). ChatGPT Teacher's Sense of Efficacy Scale (Chat-T). Power Learning Solutions. https://www.powerlearningsolutions.com/chat-t.html
Power, R. (2024c). Evaluating Graduate Education Students’ Self-Efficacy with the Use of Artificial Intelligence Agents: A Case Study. Journal of Educational Informatics, 5(1), 3-19. https://journalofeducationalinformatics.ca/index.php/JEI/article/view/269
Power, R., Cristol, D., Gimbert, B., Bartoletti, R., & Kilgore, W. (2016). Using the mTSES to evaluate and optimize mLearning professional development. The International Review of Research in Open and Distributed Learning, 17(4). http://www.irrodl.org/index.php/irrodl/article/view/2459
Power, R., Cristol, D., & Gimbert, B. (2014). Exploring tools to promote teacher efficacy with mLearning. In M. Kalz, Y. Bayyurt, & M. Specht (Eds.), Mobile as a mainstream - Towards future challenges in mobile learning: Communications in Computer and Information Science Volume 479, pp. 61-68. http://link.springer.com/chapter/10.1007/978-3-319-13416-1_7
Power, R., Cristol, D., Gimbert, B., Bartoletti, R., & Kilgore, W. (2015, October 23). Assessing teacher self-efficacy in mLearning professional development. Paper presentation at the 14th World Conference on Mobile and Contextual Learning (mLearn 2015), 17-24 October, 2015, Venice, Italy. https://youtu.be/JN4K8XevefM
Power, R., Gallant, G., Gallant, J., Girouard, J., Hildebrandt, K, MacLeod, J., McCarthy, T., Mugford, J., Pinhorn, C., & Pitts, M. (2020). Integration of instructional design and technology to support rapid change. [eBook]. Power Learning Solutions. ISBN 978-1-9993825-3-7. https://idandrapidchange.pressbooks.com/
Power, R. & Kay, R. (2023a). Higher Education Faculty Supports for the Transition to Online Teaching during the COVID-19 Pandemic. Journal of Educational Informatics, 4(1), 49-72. https://journalofeducationalinformatics.ca/index.php/JEI/article/view/191
Power, R. & Kay, R. (2023b). Supporting Educators and Changing Practices during the COVID-19 Pandemic. 2023 CNIE | RCIE Annual Conference, 23-25 May 2023, Virtual. https://youtu.be/CVTcVmPnQGw
Power, R., & Kay, R. (2022, May 25). Tipping the Scale Toward Innovative Technology Use for Teachers. Redefining Learning in a Digital Age, 24-26 May 2022, Oshawa, ON, Canada.
Power, R., Kay, R., & Craig, C. (2023). The Effects of COVID-19 on Higher-Education Teaching Practices. International Journal of E-Learning & Distance Education, 38(2). https://www.ijede.ca/index.php/jde/article/view/1255/1899
Power, R., & Murphy, E. (2004). Broadband in teaching and learning Newfoundland and Labrador. The Morning Watch (Winter 2004). http://www.mun.ca/educ/faculty/mwatch/win04/murphypower.htm
Center for Applied Special Technology (CAST). (2018). Universal Design for Learning Guidelines (Version 2.2). https://udlguidelines.cast.org
Hambrock, H., de Villiers, F., Rusman, E., MacCullum, K., & Arrieya Arrifin, S. (2020). Seamless learning in higher education (R. Power, Editor). [eBook]. International Association for Mobile Learning. https://seamlesslearning.pressbooks.com/
Hambrock, H., de Villiers, F., Power, R., Koole, M., Ahmed, M., Ellis, W., Abd Karim, R., Kurubacak, G., El-Hussein, M., Ossiannilsson, E., Sharma, R., José Sousa, M., & Wollin, U. (2022). Seamless Learning in Higher Education 2: Comparisons from International Educators of Changes During a Global Pandemic (H. Hambrock, F. de Villiers, R. Power, and M. Koole, Eds). International Association for Mobile Learning and Power Learning Solutions. https://pressbooks.pub/seamlesslearning2/
IJEDE (n.d.). About the Journal. International Journal of E-Learning and Distance Education. https://www.ijede.ca/index.php/jde/about
JEI (n.d.). Journal of Educational Informatics. https://journalofeducationalinformatics.ca/index.php/JEI/index
Kay, R., Ruttenberg-Rozen, R., & Power, R. (in press). Exploring an evidence-based framework for classifying and using educational apps: A review of the literature. Computers & Education. (See Appendix R1)
Kritik Education (2022). Kritik: Authentic peer-to-peer interaction for a new era of education. https://www.kritik.io/
Moodley, K., Cacellier, C., Power, R., & Côté, P. (2020). Evidence-based claims adjudication of traffic injury claims in Ontario: Shifting the focus from cost to care. Journal of Insurance Medicine, 48(2), 154-164. https://journalofinsurancemedicine.org/doi/10.17849/insm-48-2-1-11.1
OpenAI (n.d.). ChatGPT. [Software application]. https://chat.openai.com
Power, R. (2012). QR Cache: Connecting mLearning practice with theory. In M. Specht, M. Sharples, & J. Miltisilta (Eds.). Proceedings of the 11th Annual World Conference on Mobile and Contextual Learning (mLearn 2012) held in Helsinki, Finland, 16-18 October 2012 (pp. 346-349). http://ceur-ws.org/Vol-955/doctoral/power.pdf
Power, R. (2012, October). QR Cache: Linking mLearning theory to practice in Qatar. Qatar Foundation Annual Research Forum Proceedings, 2012(CSP31). doi: 10.5339/qfarf.2012.CSP31.
Power, R. (2013). Collaborative situated active mobile (CSAM) learning strategies: A new perspective on effective mobile learning. Learning and Teaching in Higher Education: Gulf Perspectives, 10(2). http://lthe.zu.ac.ae/index.php/lthehome/article/view/137
Power, R. (2015). A framework for promoting teacher self-efficacy with mobile reusable learning objects (Doctoral dissertation, Athabasca University). http://hdl.handle.net/10791/63
Power, R. (2022a). Accessibility in Online Learning. In R. H. Kay & W.J. Hunter (Eds.), Thriving Online: A Guide for Busy Educators (pp. 101-108). Ontario Tech University. https://doi.org/10.51357/ERZM7438
Power, R. (2022b). Creating Online Learning Modules. In R. H. Kay & W.J. Hunter (Eds.), Thriving Online: A Guide for Busy Educators (pp. 164.173). Ontario Tech University. https://doi.org/10.51357/JKGQ6434
Power, R. (Ed.), (2022c). Integration of Instructional Design and Technology, Vol 2. [eBook]. Power Learning Solutions. ISBN 978-1-9993825-5-1. https://idandtech.pressbooks.com/
Power, R. (Ed.) (2023). Integration of Instructional Design and Technology, Vol 3. [eBook]. Power Learning Solutions. ISBN 978-1-9993825-9-9. https://pressbooks.pub/idandtech3/
Power, R. (Ed.). (2024a). The ALT Text: Accessible Learning with Technology. Power Learning Solutions. ISBN 978-1-7390190-2-0. https://pressbooks.pub/thealttext/
Power, R. (2024b). ChatGPT Teacher's Sense of Efficacy Scale (Chat-T). Power Learning Solutions. https://www.powerlearningsolutions.com/chat-t.html
Power, R. (2024c). Evaluating Graduate Education Students’ Self-Efficacy with the Use of Artificial Intelligence Agents: A Case Study. Journal of Educational Informatics, 5(1), 3-19. https://journalofeducationalinformatics.ca/index.php/JEI/article/view/269
Power, R., Cristol, D., Gimbert, B., Bartoletti, R., & Kilgore, W. (2016). Using the mTSES to evaluate and optimize mLearning professional development. The International Review of Research in Open and Distributed Learning, 17(4). http://www.irrodl.org/index.php/irrodl/article/view/2459
Power, R., Cristol, D., & Gimbert, B. (2014). Exploring tools to promote teacher efficacy with mLearning. In M. Kalz, Y. Bayyurt, & M. Specht (Eds.), Mobile as a mainstream - Towards future challenges in mobile learning: Communications in Computer and Information Science Volume 479, pp. 61-68. http://link.springer.com/chapter/10.1007/978-3-319-13416-1_7
Power, R., Cristol, D., Gimbert, B., Bartoletti, R., & Kilgore, W. (2015, October 23). Assessing teacher self-efficacy in mLearning professional development. Paper presentation at the 14th World Conference on Mobile and Contextual Learning (mLearn 2015), 17-24 October, 2015, Venice, Italy. https://youtu.be/JN4K8XevefM
Power, R., Gallant, G., Gallant, J., Girouard, J., Hildebrandt, K, MacLeod, J., McCarthy, T., Mugford, J., Pinhorn, C., & Pitts, M. (2020). Integration of instructional design and technology to support rapid change. [eBook]. Power Learning Solutions. ISBN 978-1-9993825-3-7. https://idandrapidchange.pressbooks.com/
Power, R. & Kay, R. (2023a). Higher Education Faculty Supports for the Transition to Online Teaching during the COVID-19 Pandemic. Journal of Educational Informatics, 4(1), 49-72. https://journalofeducationalinformatics.ca/index.php/JEI/article/view/191
Power, R. & Kay, R. (2023b). Supporting Educators and Changing Practices during the COVID-19 Pandemic. 2023 CNIE | RCIE Annual Conference, 23-25 May 2023, Virtual. https://youtu.be/CVTcVmPnQGw
Power, R., & Kay, R. (2022, May 25). Tipping the Scale Toward Innovative Technology Use for Teachers. Redefining Learning in a Digital Age, 24-26 May 2022, Oshawa, ON, Canada.
Power, R., Kay, R., & Craig, C. (2023). The Effects of COVID-19 on Higher-Education Teaching Practices. International Journal of E-Learning & Distance Education, 38(2). https://www.ijede.ca/index.php/jde/article/view/1255/1899
Power, R., & Murphy, E. (2004). Broadband in teaching and learning Newfoundland and Labrador. The Morning Watch (Winter 2004). http://www.mun.ca/educ/faculty/mwatch/win04/murphypower.htm
Pedagogy, Education & Technology Lab
The Pedagogy, Education & Technology Lab (PETL) is a collaborative space for research and resource development for pedagogy, education, and technology use and integration. The founding members of PETL include Dr. Robin Kay (Ontario Tech University), Dr. Rob Power (Cape Breton University), and Dr. Robyn Ruttenberg-Rosen (Ontario Tech University).
IRN-ISSE
The International Research Network for Innovative, Sustainable and Seamless Education (IRN-ISSE) is a collaborative between researchers from over a dozen countries to examine the Seamless Learning Education Design (SLED) framework, and its implimentation in different international higher education contexts.