Category: emerging technologies
What do scholars share on social media? Like the jelly jars below, some topics shared/discussed are familiar. The center jelly nn the top row? I’ve seen many of those. A scholar sharing a link to a paper? I’ve seen many of those, too. Other jellies, and scholarly activities online, are more complex and require a closer look. The bottom right jelly? I’m not quite sure what to make of it. Some scholars disclose challenging professional and personal issues on social media. That’s what Bonnie Stewart and I set out to understand in a our paper Discreet Openness: Scholars’ Selective and Intentional Self-Disclosures Online. Popular literature tends to offer conflicting advice on this topic. Scholars are encouraged to share both personal and professional aspects of their self online, but at the same time they are advised to “watch what they say.” The empirical literature examining scholars’ online self-disclosures and the reasons for making these disclosures remains limited.
DGJ_5184 – Jelly Jars by Dennis Jarvis
Research into emergent forms of scholarship focuses on academics’ use of technology for learning, teaching, and research. Very little attention has been paid in the literature to scholars’ uses of social media to disclose challenging personal and professional issues. This article addresses the identified gap in the literature and presents a qualitative investigation into the types of disclosures that 16 scholars made online and their reasons for doing so. Results identify wide-ranging personal and professional disclosures. Participants disclosed not only about academia-related issues but also about challenges pertaining to family, mental health, physical health, identity, and relationships. Some scholars disclosed as a way to grapple with challenges they faced; others disclosed tactically, sharing information for political rather than personal reasons. Yet others disclosed as a way to welcome care in their lives. In all instances, though, disclosures were selective, intentional, and approached with foresight.
Unlike popular literature that suggests that scholars are “naive users of social media” and must exercise caution, our research shows that people might be thinking deeply about the the ways that the share aspects of their lives.
You can retrieve the paper from here:
Veletsianos, G. & Stewart, B. (2016). Scholars’ open practices: Selective and intentional self-disclosures and the reasons behind them. Social Media + Society, 2(3). doi: 10.1177/2056305116664222
Athabasca University Press has just published Emergence and Innovation in Digital Learning, a book I edited that owes its existence to the insightful authors who contributed their chapters on the topic. Like other titles published by AU Press, the book is open access.
Emerging technologies (e.g., social media, serious games, adaptive software) and emerging practices (e.g., openness, user modeling) in particular, have been heralded as providing opportunities to transform education, learning, and teaching. In such conversations it is often suggested that new ideas – whether technologies or practices – will address educational problems (e.g., open textbooks may make college more affordable) or provide opportunities to rethink the ways that education is organized and enacted (e.g., the collection and analysis of big data may enable designers to develop algorithms that provide early and critical feedback to at-risk students). Yet, our understanding of emerging technologies and emerging practices is elusive. In this book, we amalgamate work associated with emergence in digital education to conceptualize, design, critique, enhance, and better understand education.
If you’ve ben following the conversations in the last two years, there will be some themes that you’ll recognize here. To mention a few: defining emerging technologies; not-yetness; data mining; technology integration models; open and social learning; and sociocultural aspects of MOOCs.
In the days that follow, I will summarize each chapter here.
Over the last year or so, we’ve interviewed more than 200 individuals who have participated in a number of open courses. We are working on a project in which we are using learner narratives and vignettes from these interviews to help administrators, faculty, researchers, and learning designers understand learners and improve their learning experience. Though there are many ways that are used to understand learners (e.g., dashboards) we believe that in-depth vignettes of typical experiences may allow for greater sensitivity of the learners’ lifeworld and realities. We will be using these stories to problematize various aspects of digital learning. Each story will be followed by a longer analysis of the issues raised in the story. For now, below is one such (DRAFT!) story. What do you think? Is there anything else that you’d like to see in this narrative? Is it interesting? If you are an administrator, faculty, researcher, or learning designer, does this story add anything valuable?
Title: Why not?
Theme: Open learning opportunities are oftentimes costless and relatively risk-free.
Mary and her demanding Pomeranian, Kylie, live deep in the heart of Texas. “I have a passion for the law!” the thirty-year-old exclaimed when we called her on her landline. She had seriously considered going to law school and had even passed her LSATS, the law school entrance exams used for US Universities. But having just finished four intense years of a bachelor’s degree, she decided to wait a bit. “Law school just didn’t seem like a good choice at the time,” she reflected. Five years later, Mary has settled into her work as a business consultant. Her interest in the law is still keen, and she’s never completely given up the dream of law school, but it’s been tempered with a bit of realism. “I don’t know if I can afford to spend another three years in the classroom,” she confided to us, “I don’t know if I still have the same passion for the legal industry as I did five years ago.”
During an afternoon enjoying frozen mango margaritas with a friend, trying to cope with the scorching sun, Mary learned about MOOCs. Shortly thereafter, she signed up for a number of courses, dabbling in some and promptly forgetting about others. One day, ContractsX, a course on contract law taught by a Harvard professor, popped up on her screen and she decided to “give it a shot”. What had she got to lose? “It’s a free class, taught at one of the more well-respected institutions. Why not?!” she laughed.
The course was flexible and fit into her busy life. On Saturday mornings she would sit in her office, with Kylie by her side and a warm cup of dark roast coffee in her hand, and use her trusted iPad to watch Harvard Law lectures. These weren’t just any lectures. Professor Fried was a masterful storyteller, a king of his trade. It was through these short, interesting, and memorable stories that Professor Fried taught concepts relating to contract law. “I can’t believe that I’m sitting here, I’m learning this material from Harvard law!” The fast pace and cramped content made the course challenging, Mary acknowledged, and she didn’t always do as well as she would have liked on the course tests. But, as she was able to go back to review the answers and re-watch the videos, this didn’t stress her too much, and she ended up passing the course with flying colours. Proud of her certificate of accomplishment, Mary enthused, “It makes me want to keep coming back for more!”
Even though it was a personal interest in the law that led her to sign up for this course, Mary has found what she learned in ContractsX helpful when she has to deal with contracts in her own job. She has enthusiastically recommended the course to co-workers and friends. She’s currently taking a number of other open courses and is anxiously awaiting the second version of the Contracts course. While Mary’s dream of attending law school, may not have changed, her confidence in herself has: “I never thought of applying to Harvard. There was no way I would be getting in. But then, five years later, I’m taking a course from Harvard. I wouldn’t say that I’m a Harvard law student, but at least now I could sit across from a Harvard law student and have a clear conversation with them. It’s very rewarding to know that.”
A number of literature reviews have been published on MOOCs. None has focused exclusively on the empirical literature. In a recent paper, we analyzed the empirical literature published on MOOCs in 2013-2015 to make greater sense of who studies what and how. We found that:
- more than 80% of this literature is published by individuals whose home institutions are in North America and Europe,
- a select few papers are widely cited while nearly half of the papers are cited zero times,
- researchers have favored a quantitative if not positivist approach to the conduct of MOOC research,
- researchers have preferred the collection of data via surveys and automated methods
- some interpretive research was conducted on MOOCs in this time period, but it was often basic and it was the minority of studies that were informed by methods traditionally associated with qualitative research (e.g., interviews, observations, and focus groups)
- there is limited research reported on instructor-related topics, and
- even though researchers have attempted to identify and classify learners into various groupings, very little research examines the experiences of learner subpopulations (e.g., those who succeed vs those who don’t; men vs women).
We believe that the implications arising from this study are important for research on educational technology in general and not jut MOOC research. For instance, given the interest on big data and automated collection/analysis of the data trails that learners leave behind on digital learning environments, a broader methodological toolkit is imperative in the study of emerging digital learning environments.
Here’s a copy of the paper:
Veletsianos, G. & Shepherdson, P. (2016). A Systematic Analysis And Synthesis of the Empirical MOOC Literature Published in 2013-2015. The International Review of Research in Open and Distributed Learning, 17(2).
I was at a small gathering last week, called the Digital Learning Research Network. It was hosted at Stanford and it aimed to explore the messiness of digital learning. This was not representative of Silicon Valley’s uncritical love affair with technology. Many colleagues wrote reflections about it: Catherine Cronin, Kristen Eshleman, Josh Kim, Jonathan Rees, Tim Klapdor, Alyson Indrunas, Adam Croom, Whitney Kilgore, Matt Crosslin, Laura Gogia, Patrice Torcivia, and Lee Skallerup Bessette (to name a few). When was the last time you were at a small conference, other than the ones focusing on blogging, and this many people took time after the event to blog about it?
The messiness of digital learning isn’t a new development. It is something that educational technology evangelists ignore, but as a researcher who has an affinity for qualitative data, and as one who is increasingly using data mining techniques on open social data, I can tell you that mess is the norm and not the exception. I’m not the only one.
For me, the conference questioned educational technology but looked to it for empowerment. It critiqued universities but saw them as places to create a more just and equitable society. It brought attention to the US-centric conversations happening in this space, but recognized that we can learn from one another. It sought research, but did not seek to emulate research-focused conferences. It allowed Dave to share his thoughts but called him out on it when it was time to stop. ;)
I see the conference as the start of a longer and larger conversation. Many of us are doing research in this space and many were missing. Let’s expand the conversation.
Recently, I had the privilege of organizing a workshop for the Faculty of Humanities and Social Sciences at Athabasca University. The goal was to help the organization work through what they might need to do to put in practice a new strategic plan which calls for student-centered and open digital learning. I used the slides below to assist faculty, instructors, and instructional designers translate theory into practice.
An interesting article this morning from Jeff Young at the Chronicle of Higher Education notes:
One of the obstacles to bringing “adaptive learning” to college classrooms is that professors, administrators, and even those who make adaptive-learning systems don’t always agree on what that buzzword means. That was a major theme of a daylong Adaptive Learning Summit held here on Tuesday. Several people interviewed at the summit, held by the education-innovation group National Education Initiative, noted that part of the problem is a proliferation of companies that make big promises based on making their technologies adaptive, yet all use the term slightly differently.
I would counter that the big (and unsubstantiated) promises are a greater problem than the buzzwords, but the lack of clarity on what these concepts refer to are an issue, too.
The introductory sentences from Online Learning: Emerging Technologies and Emerging Practices (the second edition of the Emerging Technologies in Distance Education book I edited, which is forthcoming in 2016), make a similar argument:
Many of these (new) approaches to education and scholarship can be categorized as either emerging technologies (e.g., automated grading applications within MOOCs) or emerging practices (e.g., sharing instructional materials online under licenses that allow recipients to reuse them freely).
The terms “emerging technologies” and “emerging practices” however, are catchall phrases that are often misused and haphazardly defined. As Siemens (2008, ¶ 1) argues, “terms like ‘emergence,’ ‘adaptive systems,’ ‘self-organizing systems,’ and others are often tossed about with such casualness and authority as to suggest the speaker(s) fully understand what they mean.”
A clearer and more uniform understanding of emergence and of the characteristics of emerging technologies and practices will enable researchers to examine these topics under a common framework and practitioners to better anticipate potential challenges and impacts that may arise from their integration into learning environments.
At AERA this week, Amy Collier, Emily Schneider, and I will be presenting a paper that makes a series of arguments regarding learner activities and experiences in MOOCs in relation to clickstream-based MOOC research. One of the implications of our work is the following: learners’ participation and experiences in these courses resist binary and monolithic interpretations as they appear to be mediated by a digital-analog continuum as well as a social-individual continuum. In other words, learning and participation in MOOCs are both distributed and individually-socially negotiated. The following visual (which provides some hints on our results) makes this point clearer:
* and since the work of peer reviewers often goes unrecognized, let it be known, that this insight was prompted by a comment from one anonymous reviewer. So, whoever you are, thank you for your input.