https://journals.oregondigital.org/nwelearn <p>The Northwest eLearning Journal publishes both research and non-research articles on various topics. It was a publication managed by the NWeLearn Community, a non-profit organization. </p> <p>The Northwest eLearning Journal is currently inactive. The last issue was in published in 2023. </p> Oregon State University en-US The Northwest eLearning Journal 2768-1378 <p>Authors retain all rights to work published in the Northwest eLearning Journal. Authors give the Northwest eLearning Journal the non-exclusive rights required to publish, index, abstract, and preserve the content. Authors are free to reuse their work and to enter into other agreements as long as they credit the Northwest eLearning Journal as the site of first publication and provide a link to the Northwest eLearning Journal website.&nbsp;</p> <p>The Northwest eLearning Journal applies the <a href="https://creativecommons.org/licenses/by-nc-sa/4.0">Creative Commons Attribution NonCommercial-ShareAlike 4.0 license</a> to articles we publish. If you submit your paper for publication in the Northwest eLearning Journal, you agree to have the CC BY-NC-SA license applied to your work. Under this Open Access license, you, as the author, retain copyright ownership of your work. Anyone may copy, distribute, or reuse the content as long as the author and original source are properly cited; however, the work cannot be used for commercial purposes. This facilitates freedom in re-use and also ensures that the Northwest eLearning content can be mined without barriers for the needs of research.</p> <p>&nbsp;</p> https://journals.oregondigital.org/nwelearn/article/view/6007 <p>In Teaching Machines: The History of Personalized Learning by Audrey Watters, the author offers a comprehensive examination of the historical context and implications of educational technology in American classrooms. Ben Whitmore's review delves into Watters' central thesis, emphasizing her cautionary message about the enduring influence of behaviorist ideas on modern education. The review highlights the persistent parallels between B.F. Skinner's teaching machines and today's learning management systems, emphasizing the need for a critical, human-centered approach to educational technology. It encapsulates Watters' call for educators, politicians, and tech leaders to resist the allure of automation and prioritize the agency of teachers and students in shaping the future of education.</p> Ben Whitmore Copyright (c) 2023 Ben Whitmore https://creativecommons.org/licenses/by-nc-sa/4.0/ 2023-11-13 2023-11-13 3 1 10.5399/osu/nwelearn.3.1.6007 https://journals.oregondigital.org/nwelearn/article/view/6008 <p>Until recently, when the massive shift from on-campus to remote learning occurred, there was little interest in online exam proctoring and limited technology available. Additionally, few resources were available on how to explore that technology as a potential proctoring solution. This commentary draws on the author's extensive experience in the online exam proctoring space to help the reader identify the goals of their institution and to provide a framework for analyzing technology as a potential proctoring solution. The framework provided in this article (P.A.W.S) can help readers consider how to explore technology as a proctoring solution for online exams.</p> Tay McEdwards Copyright (c) 2023 Tay T. McEdwards https://creativecommons.org/licenses/by-nc-sa/4.0/ 2023-11-13 2023-11-13 3 1 10.5399/osu/nwelearn.3.1.6008 https://journals.oregondigital.org/nwelearn/article/view/6010 <p>Some students with disabilities cannot fully engage in digital learning opportunities because of the inaccessible design of many online courses. In this commentary on policies and administration, I describe how the Universal Design in Higher Education (UDHE) Framework can be used to guide the design of accessible and inclusive online courses and share examples of best practices in applying it. I also present potential roles key stakeholders can play in applying the UDHE Framework. Taking meaningful steps in this regard can improve online learning opportunities by making them accessible to and inclusive of more learners.</p> Sheryl Burgstahler Copyright (c) 2023 Sheryl Burgstahler https://creativecommons.org/licenses/by-nc-sa/4.0/ 2023-11-13 2023-11-13 3 1 10.5399/osu/nwelearn.3.1.6010