Category: emerging technologies
On Wednesday, I gave a talk to the Canadian Institute of Distance Education Research focused on scholars’ (researchers and instructors’) practices and experiences with social media/networks on the open web. The feedback from the organizers was positive: “We had about 40 attendees, which is at the high end of our usual crowd, and their activity in the chat was much greater than usual – a very good sign. It was a great session, I’m pleased, and hopefully you enjoyed it as well.”
I had a great time, though I wish we had more time for questions and answers. If you are interested in the topic, the session was recorded and it’s now available for your use/viewing. The slides I used appear below:
I am sitting at a coffee shop in Vancouver, BC reflecting on my time at COHERE 2013. This was my first Canadian conference since moving to Victoria, and it was a great opportunity to meet and spend time with colleagues (many of them Canadians) including Tony Bates, Rory McGreal, Martha-Cleveland Innes, David Porter, Diane Janes, Diane Salter, Jenni Hayman, Richard Pinet, Robert Clougherty, and Cindy Ives. It was also great to see Ron Owston, Frank Bulk, and Kathleen Matheos again – and my colleagues Vivian Forssman and BJ Eib were there too! The conference was relatively small and the sessions were 40 minutes long, allowing ample time and space for conversations, networking, and debates. I really appreciated the intimate atmosphere that we were afforded for spending time with each other. The organizers (Kathleen Matheos and Stacey Woods) did a fantastic job!
Cable Green from Creative Commons delivered the first keynote and David Porter from BC Campus delivered the second. I sat on a respondent panel for Cable’s keynote and argued three points: (a) we need to build on and go beyond open educational resources, and think about open practices, (b) each of us needs to take action in supporting openness (e.g., by teaching sharing as a value and literacy), and (c) by recognizing that “open” is under threat of being subverted. It was fascinating to sit on a panel with four others and see how our responses to the keynote differed, but how they all coalesced around similar messages as well.
I also gave a presentation discussing early findings from my research into learners experiences in MOOCs, open courses, and other open learning environments, and you might be interested in Tony Bates’ take on this research:
These findings are not fully refined and analyzed, yet. However, in thinking about these results, reading the literature and claims around MOOCs, and thinking about recent developments in educational technology, I am beginning to see MOOCs more and more as a symptom of chronic failures of the educational system to tackle significant issues. On the one hand, I and others have argued that MOOC creators have ignored research into how people learn and how people learn with technology. Tony Bates in particular (see the last link), is very clear when he says “Why is MIT ignoring 25 years of research into online learning and 100 years research into how students learn in its design of online courses?”
On the other hand however, the rise of MOOCs seems to be a symptom of a series of failures and pressures. I like the argument that George Siemens makes in relation to inadequate university approaches to educational needs, “Universities have failed to recognize the pent-up demand for learning as the economy has diversified and society has become more complex and interconnected. As a consequence, the internet has contributed by creating a shadow education system where learners learn on their own and through social networks. MOOCs reflect society’s transition to a knowledge economy and reveal the inadequacy of existing university models to meet learner’s needs.” I’d like to take this argument further. As a field, we could do more to have greater impact on the design and development of educational technology solutions, including MOOCs. Steps to do that would include sharing our research more broadly and in different ways (e.g., publishing in open access venues and putting theory-to-practice), engaging in what Tom Reeves calls socially-responsible research that solves real problems, working across disciplines, reconsidering the ways that we understand, evaluate, and reward impact at our institutions, and so on. More on these issues, soon!
In mid-August,, I posted a note asking for your vote on a panel I proposed for SXSWedu consisting of Tanya Joosten, Amy Collier, Audrey Watters, and myself. The topic was: Startups Should Talk with Researchers and Educators,
I’m uber excited to report that our proposal has been accepted. We will be headed to Austin in March to discuss how researchers and educators can contribute to the design, development, refinement, and ultimately effectiveness of learning technologies and educational technology.
Tanya described why she is interested in this topic on her blog. I thought I would do the same, especially as Tanya, Amy, and I were at Educause this week discussing issues that educational institutions need to consider when piloting for technology/innovations.
A lot of you may not know this, but I have a degree in computer science, and way back when, in my undergraduate thesis I developed software enabling real-time interactions between students and instructor that emulated classroom processes by allowing students to “raise their hand” to ask questions, make comments, etc. This was nothing spectacular, unique, or groundbreaking. Yet, it was my first attempt at developing educational technology to solve a (perceived) problem. Since then, I have concurrently done design/development work and research, and I see myself as a researcher and a designer. Some of the projects I have worked on are AvenueASL (a language learning and e-assessment platform), Project Engage (a dual credit course and online learning environment introducing students to the Big Ideas relating to Computer Science), Geothentic (an online environment immersing students in Geography through situated, real-world problem-solving), and AL through Water and MOSS (an online learning environment supporting science learning via outdoor exploration). I don’t only write about learning technologies. I also build them.
How does one reconcile D&D work and research? My perspective is that it’s not enough to study what happens with educational technology. Studying, analyzing, critiquing, and questioning educational technology is very important. It’s imperative. But, we need to take the additional step to use the research to (a) design and develop educational applications, and (b) inform others on what the research says so that they can develop effective technology-based solutions based on what we know about teaching and learning. Hence the need for this panel.
I was also motivated to put together this panel after participating in SXSWedu 2013. One of the sessions I attended last year focused on business models for educational technology. One of the panelists noted that their commitment to their investors is profit, not learning outcomes. I’m not naive. Entrepreneurship is important and we should support and reward it in various ways. However, putting profits before learning outcomes is corrosive and dangerous. The biggest losers in such a setup will be learners, the idea of the university, and the idea of education. Our panel at SXSWedu is an attempt to add some sense to the conversation, to ‘add the “edu” to “sxsxedu” ‘ (I think that’s a Laura Pasquini quote, but i might be mistaken). It is also an attempt to explain to startups and vendors how they can have their cake and eat it too, how they can make meaningful, and much needed, change in education without necessarily sacrificing other goals that they have.
Whether you are an educator, a startup company, a researcher, a reporter, or an administrator, please join us – we’d love to have you!
For your information, here is our panel’s description: Education is facing numerous challenges. Educational technology startups promise solutions. However, entrepreneurs seem to disregard the knowledge that educators and researchers have amassed that can help startups address these challenges, or, at least, help them avoid repeating the mistakes of the past. At the same time, we were astounded by the lack of educators and researchers that were sharing their knowledge at last year’s SXSWedu conference. The event felt more like a vendor gathering than what the SXSWedu website describes as “meaningful conversation and collaboration around promising practices and tools for improved learning.” If we want meaningful and transformational change in how we do education, it is imperative for entrepreneurs and educators/researchers to converse. In this interactive panel, we will discuss how educators/researchers can help startups improve their products and answer questions pertaining to education research, how people learn, and classroom practice.
I’m excited to announce the publication of an open access e-book on learners’ experiences with open learning and MOOCs. The book consists of ten chapters by student authors and one introductory chapter by me. Part pedagogical experiment, part an exploratory investigation into learners’ experiences with emerging forms of learning, the aim of the book is to capture and share student stories of open online learning.
This publication is necessary for a number of reasons.
First, from a pedagogical perspective, whenever possible, we should be asking students to do a discipline, not just read about it. In this occasion, students were asked to do open online learning and reflect/write about their experience, instead of just reading about the field and the experience of others.
Second, in the frenzy surrounding the rise of “edtech” and MOOCs, it seems that student voices and experiences are rarely considered. This e-book is an attempt to remind designers and developers that the learning experience should be a central tenet of attempts to reform education. Let’s all remind ourselves that what we should be designing is learning experiences – not products for efficient consumption.
Third, the examination of learning experiences with open learning and MOOCs in the literature is scant. Further, recent literature tends to gravitate towards big data and analytics, and while those research endeavors are worthwhile, they tend to generate abstract descriptions of learner behaviors. A holistic understanding of learner experiences should include both investigations of patterns of how learners behave as well as in-depth qualitative descriptions of what learning in open environments is like. To illustrate, learning analytics research suggests that there are a number of ways learners typically engage with a course (e.g., completing, auditing, disengaging, sampling). Complementary to this, our book generates nuanced descriptions of some of these categories. For example, even though one of the authors would be considered as completing a MOOC he “was left with a partial sense of accomplishment and feelings of hollowness and incompleteness.”
The scholarly contributions from this book are two. They can be summarized as follows, but for in-depth descriptions, please read my full chapter, which is simultaneously published on Hybrid Pedagogy:
- The realities of open online learning are different from the hopes of open online learning.
- We only have small pieces of an incomplete mosaic of students’ learning experiences with open online learning.
As with the emerging technologies in distance education book that I edited in 2010 (also available as open access), please don’t hesitate to send me an email to let me know what you think about this book. I’d love your thoughts! If you are teaching a class on emerging learning environments, open education, online learning, and other related topics, and you find this book helpful as reading material, I’d love to hear about how you are using it!
P.S The book is published on Github, which means that you can effortlessly improve and expand on this work. If you want to learn more about this, Kris Shaffer, who was instrumental in making our github project happen, wrote an excellent article on Github and publishing.
Are you interested in a post-doctoral fellowship in any of the following topics?
- open online learning
- emerging forms of online participation
- digital and open scholarship
- online social networks
- learner, instructor, and scholar experiences in any of the above
If so, I would love to see an application from you to our call for Banting post-doctoral fellows! The call is open to Canadians and non-Canadians alike.
On the call listed above, you will see that we are seeking applicants for multiple positions. The section relevant to my interests is the following:
Working with Dr. George Veletsianos, Canada Research Chair (CRC) in Innovative Learning and Technology, the post-doc will focus on emerging technologies and innovations in online education, and in particular open education, open/digital scholarship, and social media/networks. The experiences and practices of learners, instructors, and scholars with emerging forms of online participation (e.g., MOOCs, social media) are ill-understood and ill-researched. The objective of a Banting post-doc within this research program will be to make sense of participants’ experiences and practices with open online education and social media/networks in higher education and to understand why individuals use these emerging innovations in the ways that they do. Research questions may include, but are not limited to: What is the nature of open online learning, teaching, and participation? What does the experience of open online learning/teaching and/or social network learning consist of? What is the lived experience of open scholars? How is technology changing scholarship? How do scholars perceive and construct their identity using social media/networks? How do individuals use social media/networks to cope with the expectations of their academic roles (e.g., being a doctoral student, being a newly-hired faculty member, etc)?
I’m very excited to share the news that Hybrid Pedagogy will be publishing an open access e-book that I edited on learner experiences with Open Online Learning and MOOCs.
The e-book, entitled Learner Experiences with MOOCs and Open Online Learning, is a project in which student authors describe and reflect upon their open online learning experiences. While this book aims at improving our understanding of student experiences with open online learning, it is also an attempt to give voice to learners, as current conversations around educational innovations in general, and MOOCs in particular, lack student voices.
In setting the stage for the book, Hybrid pedagogy is holding a a Twitter discussion under the hashtag #digped on Friday, September 6 from 1:00 – 2:00pm Eastern (10:00 – 11:00am Pacific). We’d love for you to join us! You can read more details about the discussion here!
If you believe that educational technology startups can learn a thing or two from educators and education researchers in their quest to improve education, then we’d love your vote for our 2014 SXSWedu proposal.
Tanya Joosten, Amy Collier, Audrey Watters and I have proposed a panel during which we will discuss how educators/researchers can help startups improve their education technology offerings, and answer questions pertaining to education research, how people learn, and classroom practice. If we want meaningful and transformational change in how we do education, it is imperative for
entrepreneurs and educators/researchers to converse. We’ve called for this over and over. And it’s not just us four that have noticed a disconnect between what educational technologies companies do and what we know about education and learning:
In discussing the flipped classroom model Schneider, Blikstein, and Pea note that “by failing to pay attention to the research, we were applying what is possibly a good idea in the wrong way. That’s why research in education is crucially important to improve our schools. Intuitions are good, but science is better.”
Neil Selwyn notes “The current understanding of schools in the digital age [is] hampered by a curious amnesia, forgetfulness or even willful ignorance of past phases of technology development and implementation…”
Rolin Moe argues, “In education, innovators and disruptors consistently reinvent the wheel, hyping revolutionary ideas that are often unaware of existing research, replications of prior models, or proud of their ignorance of history of the field’s theory and pedagogy.”
In short, our panel will provide answers to the following questions:
1. How can educational technology startups use knowledge generated through education research to improve their products and services?
2. How can educational technology startups partner with educators, researchers, and educational institutions to improve their
3. Why have education technology innovations failed in the past, and what can startups learn from those experiences, so as to avoid making the same mistakes?
If you feel that we have something meaningful to add to the conversation about how technology, pedagogy, and emerging ideas can improve education, then we’d love your vote.
Talk like me by pursyapt
My research endeavors originally started with an attempt to understand interactions between learners and virtual characters, bots, and other artificially intelligent beings. Even though a lot of that research has been published, there’s still a couple of papers arriving. As we are moving closer and closer to everything (and i mean everything) being networked, I believe that it’s important to keep on examining our mediated existence and the ways we experience and interact with emerging forms of media. This is especially true for education. Until very recently, educators and practitioners have been adopting technologies developed for non-educational purposes and using them to fit education needs (e.g., TV, Radio, computers, the Internet, YouTube, iTunes, the list is endless). This might be changing a little bit with the booming interest in educational technology, but when we adopt technologies developed for other purposes, we need to investigate the congruency between those technologies and our teaching/learning context.
In a paper that a graduate student and I wrote, we tried to understand what learners and virtual characters may discuss when they have the ability to have open-ended conversations. If you were a student, and a virtual robot (of sorts) was deployed to support your learning, what would you ask it (him?her?)? If you could talk about anything, what your interactions with him/her (it?) look like?
Here’s our abstract, describing our findings:
Researchers claim that pedagogical agents engender opportunities for social learning in digital environments. Prior literature, however, has not thoroughly examined the discourse between agents and learners. To address this gap, we analyzed a data corpus of interactions between agents and learners using open coding methods. Analysis revealed that: (1) conversations between
learners and agents included sporadic on-task interactions with limited follow-up; (2) conversations were often playful and lighthearted; (3) learners positioned agents in multiple instructional/social roles; (4) learners utilized numerous strategies for understanding agent responses; (5) learners were interested in agents’ relationship status and love interests; and (6) learners
asked personal questions to the agent but did not reciprocate to requests to talk about themselves.
You can download a pdf of the full paper below:
Veletsianos, G. & Russell, G. (2013). What do learners and pedagogical agents discuss when given opportunities for open-ended dialogue? Journal of Educational Computing Research, 48(3), 381-401.