AbstractThis chapter overviews the 14 chapters in Part 7 of thehandbook,which are focused on the design, delivery, and assessment of open, online, and digital learning. While the chapters address a wide variety of factors relevant to ODDE, I discuss several common themes, including evidence for the effectiveness of ODDE, standards to guide effective ODDE design, assessment and credentialing of ODDE learning, and the need for future research to move beyond studying individual factors (micro level) in higher education. Finally, I conclude with a call to how we can design the future of ODDE, including first, seeking to understand systemic nature of learning; second, embracing the sociocultural nature of learning, and third, utilizing the full repertoire of diverse scholarship methods to develop knowledge in our field.

This qualitative case study examined student perceptions of video communication with their instructor in an online research and writing course for sport and recreation graduate students. All students participated in two personalized Skype video calls with the instructor and received two video and text feedback critiques of their written projects. Eight students were interviewed following the course. Despite minor technological and scheduling concerns, students found that their Skype calls helped form a relationship with their instructor and improved their confidence in the course. Students found that video feedback recordings on their written projects were elaborate and friendly, while text feedback comments tended to be more convenient, efficient, and concise. However, all students reported that the advantages of video feedback outweighed the advantages of text. The article concludes with recommendations for future research and for online instructors who wish to effectively blend these forms of communication.

Over the years, many training methods for creativity and innovation have been developed. Despite these programs and research, further improvement is necessary, particularly in schools of technology and engineering education, where previous efforts have focused on developing solutions to defined problems, not in identifying and defining the problems themselves in ways that promote creative outcomes. This study presents initial efforts to develop an instructional program designed to teach innovation to undergraduate technology and engineering students. Results from a pre/posttest analysis using both the Torrance Tests for Creative Thinking and a survey with self-reported data indicate that the Innovation Boot Camp was successful because it (a) encapsulated innovation into a process that students could learn and apply, (b) engaged students in multidisciplinary groups, and (c) provided a hands-on, activities-oriented curriculum explicitly designed to enhance innovation. Notwithstanding, ideas for improvement and further research and development of the curriculum are described.

Over the years many training methods for creativity and innovation have been developed. Despite these programs and research, further improvement is necessary, particularly in schools of technology and engineering education, where previous efforts have focused on developing solutions to defined problems, not in identifying and defining the problems themselves in ways that promote creative outcomes. This study presents initial efforts to develop an instructional program designed to teach innovation to undergraduate technology and engineering students. Results from a pre/posttest analysis using both the Torrance Tests for Creative Thinking and a survey with self-reported data indicate that the Innovation Boot Camp was successful because it (a) encapsulated innovation into a process that students could learn and apply, (b) engaged students in multidisciplinary groups, and (c) provided a hands-on, activities-oriented curriculum explicitly designed to enhance innovation. Notwithstanding, ideas for improvement and further research and development of the curriculum are described. UNDERGRADUATE INNOVATION BOOT CAMP 2

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