Introduction Imagine two meetings in Jordan in 2035, both focused on improving education for Syrian refugee girls. In one, educators, humanitarian organizations, and government representatives discuss new technologies and persistent barriers related to gender and safety. However, the voices of… Continue Reading →
What happens to a girl’s education when conflict forces her to leave everything behind? And what might that education look like in 2035? These are questions I’ve been thinking about as I explore how technology could support learning during emergencies…. Continue Reading →
I chose researcher Negin Dahya because their research connects closely with my focus on Education in Emergencies (EiE). I am particularly interested in how people continue to access learning during conflict and displacement. Dahya’s work explores digital media and learning… Continue Reading →
I loved the idea of the Between the Chapters conversations and found them really valuable alongside Weller’s (2020) chapters. I wish more books did something like this! Connectivism, in particular, made me think about the difference between sharing information and… Continue Reading →
Weller’s (2020) discussion of e-learning in Chapter 6 made me think more closely about what learners need from an online course. Technology can make learning available to more people. But what happens once they get there? When I thought about… Continue Reading →
Overall Goal My focus during this program is to become aware of how I interact in digital spaces and contribute in ways that feel realistic and comfortable with who I am professionally and personally. In my work in mental health,… Continue Reading →
Creating this map helped me notice patterns in how I actually use digital tools in my day-to-day life. In my work and academic spaces, I show up more as a “resident,” using platforms like Teams, Zoom, Moodle, and Google Docs… Continue Reading →
One of the main ideas I took away from the webinar “Rethinking Participation: Neurodiversity and Inclusion in Digital Learning Communities” was the intentional creation of psychological safety in learning design (Burgess, 2026). This was evident in how Burgess facilitated the… Continue Reading →
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