Canada Research Chair in Innovative Learning and Technology & Associate Professor at Royal Roads University

Open, Social, Networked scholarship panel at social media and society conference

Posted on September 23rd, by George Veletsianos in NPS, open, scholarship. 10 comments

smsocconf

 

I am organizing a panel for the Social Media & Society conference entitled Networked Participatory Scholarship: Empirical perspectives on scholars use of social media. If you are attending the conference and are interested in the changing nature of scholarship, we’d love to see you there!  Below is a short description of the panel

Panel Members:

George Veletsianos, Associate Professor, Canada Research Chair, Royal Roads University, @veletsianos

Anatoliy Gruzd, Associate Professor, Ryerson University, @gruzd

Royce Kimmons, Director of the Doceo Center for Innovation + Learning, Assistant Professor, University of Idaho, @roycekimmons

Christine Greenhow, Assistant Professor, Michigan State University, @chrisgreenhow

Bonnie Stewart, Doctoral Candidate, University of Prince Edward Island, @bonstewart

 Panel Objectives:

The overarching objective of this panel is to examine the concept of Networked Participatory Scholarship, which refers to academics’ use of digital and social technologies to “share, reflect upon, critique, improve, validate, and further their scholarship” (Veletsianos & Kimmons, 2012). The five researchers participating in the panel are making significant contributions to our enhanced understanding of how and why academics are engaging in digital, social, networked, and social scholarship via the use of social media. Panelists will  make 7 minute presentations which will be followed by an interactive conversation. Each panelist’s contribution is summarized below.  

Scholars from disparate fields have discussed social media use in scholarship. However, such discussions are often disconnected. Kimmons will disambiguate several terms describing emergent scholarship, including open, social, digital, and networked participatory scholarship and identify bridges between disciplines.

Gruzd will discuss results from a recently-completed SSHRC award that examined if, how, and why Canadian scholars and their international counterparts are using social media in their research.

Greenhow will discuss social scholarship and trends and challenges experienced by educational researchers in the United States based on a recent survey and interviews with PhD students, and early- and mid-career scholars.

Stewart will discuss the different ways and purposes scholars engage in networked participatory scholarship, based on a recent ethnographic study. She will examine changing identity roles for academics and scholars.

 

Veletsianos will discuss a framework he developed summarizing empirical research in the field. In this framework scholars’ social media participation is seen to exist in networks of (a) knowledge creation and dissemination, (b) tension, (c) care and vulnerability, (d) fragmentation, and (e) transparency.

Networked Scholars open course #scholar14

Posted on September 22nd, by George Veletsianos in courses, learner experience, moocs, online learning, open. 12 comments

A few weeks ago, I notified individuals who filled out my Networked Scholars open online course survey, indicating that my open course was open for registration. I’m excited to see that some colleagues have discovered the course, but it’s time to post the news here too, even though some .  I’ve really appreciated the feedback from people regarding the design and content of the course, so if you any thoughts about this, please don’t hesitate to let me know! I am trying to create a  memorable and worthwhile learning experience and hearing from you is a significant way to go about doing that. If you have any other thoughts about the course or about what you think makes open online courses engaging, effective, and memorable, please don’t hesitate to send them my way.

I often sign up for open online courses, often forgetting that I did. So, in case you are like me and are thinking “What course is this, again?!” here’s a short description of the course: In this course we will examine the tools and practices associated with networked, open, and digital scholarship. In particular we will investigate the emergent practice of scholars’ use of social media and online social networks for sharing, critiquing, improving, furthering, and reflecting upon their scholarship.
The course is 4 weeks long. It will start on October 20, 2014 and will end on November 16, 2014.
You can participate in this course in one of two ways:
1. Through the Canvas Network. You can use this space to access readings, activities, discussions, and so on. If you choose this route you can self-enroll to thecourse via this URL: https://learn.canvas.net/enroll/K46NDH. You can also sign up at https://learn.canvas.net/register and use the following join code: K46NDH

2. Through your blog and twitter accounts. The readings and activities will be publicly-available, and you could use your blog/twitter as a discussion/reflection space, so you don’t necessarily need to sign up to Canvas to access this course if you don’t want to.

I hereby confirm the rumour. We will be using an approach similar to Connected Courses and the distributed syndication model. The official Twitter hashtag for the course is #scholar14. If you choose this route, you can indicate your desire to participate through Canvas (see #1 above) or you can just wait and start participating via your social media accounts when the syndication platform is ready (I’ll write another blog post when we are ready to launch).

There are two parts to this course that I want to highlight:

First, I want this course to be about learners and their needs, and not just what I think are significant areas to understand. Therefore, I will be asking you to articulate participants to articulate their needs and  evaluate their own progress towards their accomplishments. For example, you might already know some of the challenges that academics face when they participate on social media (e.g., see Kansas Board of Regents policy regarding social media use) so you might want to spend more time investigating the relationship between academic freedom and social media. That’s absolutely fine! Or, you might be interested in investigating how you can be more effective in using social media to engage with practitioners. That’s great too!  I wrote a little bit about this here.

Second, even though I have experience with and  do research on networked scholarship, there are a number of other people who have experience with these topics. Diversity is important, and for this reason, each week I will be hosting a live Q&A panel on Google Hangouts on Air with other individuals discussing the topic of the week. Even though this panel will be live and you will be able to view it in real-time and ask questions, it will also be recorded for those of you who can’t make it.

That’s all for now. I am looking forward to the course.

Success, personal learning plans, and multiple pathways in open courses

Posted on August 17th, by George Veletsianos in courses, learner experience, moocs, sharing. 27 comments

While designing my open course focusing on networked scholars, I’ll be posting updates here pertaining to pedagogical and design decisions that I’m making. [Aug 20, 2014 update: Course registration is open]

The course is intended to help doctoral students, academics, and other knowledge workers on how social media and networked technologies may support/extend/question their scholarship. The course will also be “wrapped” by a colleague in real-time and colleagues who teach research methods courses will be sharing it with their students. In short, the audience is diverse, their background knowledge varies, and their needs/desires will vary. So, the question becomes, how do you support all learners to achieve what they aspire to achieve?

I’ve been thinking a lot recently about success in open courses. I’m intrigued by discussions of multiple pathways (or dual layer) through open courses and I’ve been reflecting on how to support the different groups of people that might visit (and use) my course. In the GoNorth projects, we had thousands of teachers annually use our digital learning environment and curriculum. To accommodate their needs the curriculum consisted of 3 levels: (experience, explore, expand). This design encompassed varying levels of difficulty and involvement and allowed teachers to adjust the curriculum to local needs. In the edX course Data, Analytics, and Learning that George, Carolyn, Dragan, and Ryan are teaching in the Fall, the learner is given more of that control. The instructors write: ”This course will experiment with multiple learning pathways. It has been structured to allow learners to take various pathways through learning content – either in the existing edX format or in a social competency-based and self-directed format. Learners will have access to pathways that support both beginners, and more advanced students, with pointers to additional advanced resources. In addition to interactions within the edX platform, learners will be encouraged to engage in distributed conversations on social media such as blogs and Twitter.” I like this because of the recognition that learners come to courses with varying needs/wants and that recognition influenced the design of the course.

In thinking about the different needs that students in my course will have, a group of instructional designers and I at Royal Roads have created a scaffold to help individuals define what they want to achieve in the course. This tool will be helpful for self-directed learners and those with enough background knowledge on the topic, but, depending on how it is implemented, it can help novices as well. The scaffold is a Personal Learning Plan (.rtf). I think this might be helpful to others, so I’m tagging it with an open license so that others can use it as they see fit in their own courses. Here’s how it works:

I assume that individuals will enrol in this course to pursue a personal need/ambition (e.g., “I want to learn how education researchers use social media for research and I am at a loss as to where to start”). To support learners in this, I will be asking them to develop a personal learning plan (PLP) as a way to define, verbalize, and be mindful about their goals. A PLP will allow learners to define what they want to achieve by enrolling in the course and reflect on their successes and accomplishments. 

Once participants create a PLP they can either keep it private, share it with the instructor, or share it on a discussion board. Sharing it on a discussion board might allow them to be more accountable to the goals they have set and to connect with colleagues that have similar goals. There is one problem here: Let’s assume that the course will be of interest to a couple of hundred people and a hundred of them post their PLPs on a discussion board. That will quickly become overwhelming for everyone. How do we reduce the information available to help learners find each other based on common interests? If learners could tag their post, and the tags became available at the top of the discussion thread, that could help, but alas, that’s not an option available on the platform that I am using. If any of you have any ideas, I’d love to hear them!

Below are two fictitious learning plans as examples. These only have 1 row each, but learners could include as many rows as they need.

The first one is relevant to PhD students

Goal Action(s) to achieve goal Measure of success (i.e. How will I know that I was successful?) How much time do I anticipate spending to achieve this goal?
Decide whether of not to start blogging about my dissertation - Read assigned material- Participate in discussions - Make a decision by the end of the course 2 hours per week for the next 4 weeks

The second one applies to an early-career academic (e.g., a lecturer, a professor, a researcher, etc).

Goal Action(s) to achieve goal Measure of success (i.e. How will I know that I was successful?) How much time do I anticipate spending to achieve this goal?
My social media activity is gaining global following. I want to understand the tensions that I might face. - Read everything associated with week 2.- Participate in as many relevant discussions as possible in week 2.- Join the live panel discussion during week 2. - I will write a 200-word journal entry describing potential tensions and challenges that I might face. 7 hours during week 2

Of course, it is entirely possible, and research has shown, that learners don’t know what they don’t know. A personal learning plan isn’t a panacea, which is why every course needs to include a diverse range of scaffolds and supports. But this is turning out to be a long post, so I’ll save those thoughts for a future update.

As always, I’d love to hear your thoughts. How does this sound? What might be some problems with it? How could it be improved?

 

Networks of tension and conflict

Posted on August 7th, by George Veletsianos in sharing. 7 comments

One of the chapters in my upcoming book, Networked Scholars, and one of the modules in my open online course on Networked Scholars, focuses on describing social media as networks of tension and conflict.  In participating online, academics face and experience a wide range of tensions and conflicts that have to do with values, beliefs, academic freedom, institutional oversight, and societal expectations. These tensions aren’t just experienced by academics. Teachers face similar tensions as well.

The developing story regarding Dr. Salaita’s revoked job offer is an example of this, and, as numerous others have pointed out, of so much more. The area around academic freedom, social media, and public intellectuals is one that educational institutions need to seriously address. It’s also an area that we need to introduce to our PhD students… not just to show them examples of messy situations, but to help them investigate and understand the role and significance of digital and networked technologies in academics’ day to day lives (hence the reason for the free online class linked above!).