Category: emerging technologies
I have just returned from the University of New Hampshire where I gave a keynote talk at the 12th annual Faculty Instructional Technology Summer Institute. My hosts (Terri, Stephanie, Marshall, Dan, Ken, Shane) organized an excellent event and were so welcoming and gracious that it was difficult to leave!
Photo courtesy of UNH Information Technology
This year’s faculty member participants represented departments that have launched or were exploring the launch of an online program. Professional development events like this one have a number of goals including helping participants understand online education, gain technological and pedagogical skills, alleviate anxiety, share, foster community, and create a sense of shared purpose.
My talk focused on exploring the opportunities, challenges, truths, myths, and realities of online education. I argued that our goal as educators and designers is to create and foster learning experiences and opportunities that are effective, fulfilling, inspiring, meaningful, caring, empowering, and democratic. Using this goal as the starting point, my fellow faculty members and I explored the online learning landscape and discussed a variety of topics that included the “no significant difference phenomenon” as it pertains to online vs. face-to-face education, competency-based models, disaggregation and unbundling, online program management services, the role of the faculty member, the quest for efficiency and automation, and openness.
I am including my presentation below. This is the first talk in which I included practical advice and simple strategies that a faculty member new to online learning may find helpful in their teaching. If you are interested in that aspect of online education make sure to explore the last few slides of my talk.
Audrey Watters and I submitted an application for Iversity’s MOOC production fellowship program. If funded, we will co-teach a course that is desperately needed: Foundations of Educational Technology. Our goal is to help individuals learn the history, research, practice, and debates of the field.
We want to improve education. To do so, we believe that educational technology developers, learning designers, and practitioners need to know the answers to a number of important questions including:
(a) how do people learn?
(b) how does technology/pedagogy impact learning?
(c) why have educational technology efforts failed/succeeded in the past?
Our course focuses on these pillars.
The fellowship recipients are selected by a jury of peers and by a process of public voting. If you think that this is a worthwhile cause, we would love your support. If so, please *vote for our proposal*. To vote for our proposal first you have to register on the platform and then you have to click on the green vote button. While you are there you can also read more about our application. There you will notice that our proposed course blends pedagogies, approaches, and ideals that originate from the progressive and open education movements (e.g., OER reuse, cMOOCs, knowledge-building, communities of practice ideas) while introducing artifacts and values that we feel should be staples in xMOOCS (e.g., personal learning plans and instructor-supported community interactions).
The next step, if you are so inclined, is to help spread the good word. Please tell your colleagues and friends about it. Send them to this blog post, to Audrey’s post, or to our proposal, and ask them to help us help the world design meaningful, purposeful, effective, and equitable educational technologies. Remix it, share it on Twitter, Facebook, Google +, your department’s listserv, shout it from your rooftop, write a song about it, create a banner…. do whatever else pleases you to help spread the word. Or, just grab the message below and post it on your favorite social media platform:
I voted for the Foundations of Educational Technology class! Help me spread the word: http://bit.ly/100XoCK #edtechCourse
Finally: I’m very excited about this course. However, I am humbled, I am in awe actually, that friends and colleagues from around the world have offered to help us with the course. So far, 13 students from the University of Texas at Austin have volunteered to be Teaching Assistants for the class and Dr. Valerie Irvine from the University of Victoria and Dr. Rick Schwier from the University of Saskatchewan have also offered to help with various aspects of the course. I am in awe of my colleagues and students who unselfishly offer their time to improve education. The world is a better place because of you. And for that, we thank you!
George & Audrey
I just returned from the 2013 Sloan-C Emerging Technologies for Online Learning conference in Las Vegas. What a fantastic gathering! The value of the conference to me was the numerous great conversations with new friends (Jen Ross, Christopher Brooks, Amy Collier, David Wicks) and old friends (Tanya Joosten, Laura Pasquini). And, as always, I finally met friends and colleagues who I have interacted with online for a while (Mark Lee, Rolin Moe).
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Amy notes that the unconference was fantastic. She is spot on!
I’ve been trying to make sense of the conference and my experiences since I left. My friend and colleague Joel Donna (of 3ring) came to Austin to spend some time with me on Saturday-Monday and the conversations I had at the conference continued with him as well. Here’s what has been on my mind:
1. Three years ago, I used to have conversations with colleagues wherein I was desperately trying to make the case that technology-enhanced pedagogy was a powerful approach to have in our “how to improve education” toolkit. I wouldn’t be surprised if at times I was called a technology evangelist (any of you that follow my work know that I am not). Nowadays, I am finding myself on the other end of the spectrum – cautioning colleagues about the narrative that education is broken, educational technology is the fix, and for-profit corporations are here to save the day. If Gardner Campbell was here, he would have said, “That is not what I meant at all; That is not it, at all.” What is education for? Who is it for? What does it mean to learn? If education really “is broken,” what exactly is broken? Is the funding structure broken? Are the pedagogies that we use broken? Is instructor preparation broken? Is our understanding of how people learn broken? Is the notion of academic freedom broken? What is broken?
In the world that I inhabit, “broken” refers to educational systems that employ unjust practices, disregard unequal access, promote exploitation, and embrace pedagogies of hopelessness and marginalization. Unfortunately, I suspect that the notion of “broken” that I perceive may be unlike the notion of “broken” that popular narratives embrace.
2. I can try to convince individuals that this contemporary fable of education being broken is a story told and retold by powerful individuals/entities who have something to gain by creating alternative systems (…and just to clarify, I am not arguing that education is perfect – see above). Do we stop there? Ideally, no. What educators and researchers need to do is to become involved in the design and development of educational systems and educational technology. If we don’t, someone else will design our future for us. Do we really want that? Do we really want future educational systems designed without input from educators and researchers? I hope not. I am working on a project related to this and I hope to be able to share it with you within the next two weeks.
3. I met a a lot of colleagues at the conference that are thinking about similar issues. This makes me quite happy. And I am very glad and fortunate to be able to spend time with all of you!
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I had a great time participating in the Career Forum roundtables, giving advice to PhD students about academia and sharing my own experiences. I value this. I value having conversations with students and spending time together answering difficult questions. The question that keeps coming up here is: What is your passion? Is it teaching? Is it service? Is it a particular research method, a particular pedagogy, or worldview? How does that relate to the world at present? How can you pursue your passion? And to close the circle, unstructured time with colleagues is important and can be very productive for these types of conversations.
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I was originally invited to the conference to give a plenary talk on emerging technologies. Huge thanks to David and Jen for all their help in making this a success. My presentation was recorded and I am really hoping that it will be made available online for free (hint, hint). My slides are below, and a storify of my talk, courtesy of Laura Pasquini, is here.
Back in 2011, my colleague Brendan Calandra and I edited a special issue for Educational Technology magazine focusing on emerging technologies and transformative learning (original post here). Our goal was to encourage conversations towards higher learning outcomes.
I’m happy to report that Larry Lipsitz, the senior editor of Educational Technology magazine, gave me permission to share all the articles from this issue online (download the whole issue as a pdf file here). I’m thankful to Larry for making the whole issue available. Educational Technology magazine is a unique publication as it consistently publishes interesting content, a lot of the content comes from well-known scholars, and a lot of the work published in the magazine is widely cited. Yet, the magazine retains its original character and is only published on paper. However, authors are given permission to immediately share copies of their papers online in an open access manner.
The special issue [51(2)] contains the following papers:
Teaching in an Age of Transformation: Understanding Unique Instructional Technology Choices which Transformative Learning Affords
Kathleen P. King
Transformative Learning Experience: Aim Higher, Gain More
Brent G. Wilson
Learning Experience as Transaction: A Framework for Instructional Design
Brent G. Wilson
Joanna C. Dunlap
The Seven Trans-disciplinary Habits of Mind: Extending the TPACK Framework Towards 21st Century Learning
Matthew J. Koehler
Virtual Worlds as a Trigger for Transformative Learning
Steve W. Harmon
Using digital video to promote teachers’ transformative learning
Opportunities for and Barriers to Powerful and Transformative Learning Experiences in Online Learning Environments
Benjamin B. Bolger,
Designing Opportunities for Transformation with Emerging Technologies
Shaping global citizens: Technology enhanced inter-cultural collaboration and transformation
P. Clint Rogers
A Framework for Action: Intervening to Increase Adoption of Transformative Web 2.0 Learning Resources
Joan E. Hughes,
James M. Guion,
Kama A. Bruce,
Lucas R. Horton,
What is the value of a critique?
The value of critique is to help us see a phenomenon through a different lens, to help us make sense of something in a different way, and to spark a conversation. This is the purpose, and value, of a paper we recently published with IRRODL on the topic of open scholarship.
The paper identifies the assumptions and challenges of openness and open scholarship and attempts to put forward suggestions for addressing those. A summary of our paper, appears below:
Many scholars hope and anticipate that open practices will broaden access to education and knowledge, reduce costs, enhance the impact and reach of scholarship and education, and foster the development of more equitable, effective, efficient, and transparent scholarly and educational processes. Wiley and Green (2012, pp. 88) note that “only time will tell” whether practices of open scholarship will transform education or whether the movement “will go down in the history books as just another fad that couldn’t live up to its press.” Given the emerging nature of such practices, educators are finding themselves in a position in which they can shape and/or be shaped by openness (Veletsianos, 2010). The intention of this paper is (a) to identify the assumptions of the open scholarship movement and (b) to highlight challenges associated with the movement’s aspirations of broadening access to education and knowledge. The goal of this paper is not to frame open scholarship as a problematic alternative to the status quo. Instead, as we see individuals, institutions, and organizations embrace openness, we have observed a parallel lack of critique of open educational practices. We find that such critiques are largely absent from the educational technology field, as members of the field tend to focus on the promises of educational technologies, rarely pausing to critique its assumptions. Selwyn (2011b, pp. 713) even charges that our field’s inherent positivity “limits the validity and credibility of the field as a site of serious academic endeavour.” Our intention is to spark a conversation with the hopes of creating a more equitable and effective future for digital education and scholarship. To this end, this paper is divided into three major sections. First, we review related literature to introduce the reader to the notion of open scholarship. Next, we discuss the assumptions of openness and open scholarship. We then identify the challenges of open scholarship and discuss how these may limit or problematize its outcomes.
Common assumptions and challenges are summarized as follows:
|Common themes and assumptions||Challenges|
|Open scholarship has a strong ideological basis rooted in an ethical pursuit for democratization, fundamental human rights, equality, and justice.||Are these ideals essential components of the open scholarship movement or are merely incidental to those who are pioneering the field?|
|Open scholarship emphasizes the importance of digital participation for enhanced scholarly outcomes||Scholars need to develop an understanding of participatory cultures and social/digital literacies in order to take full advantage of open scholarship.Need to redesign university curricula to prepare future scholars to account for the changing nature of scholarship.
|Open scholarship is treated as an emergent scholarly phenomenon that is co-evolutionary with technological advancements in the larger culture||Technology both shapes and is shaped by practice.Technology is not neutral, and its embedded values may advance tensions and compromises (e.g., flat relationships, homophily, filter bubbles).|
|Open scholarship is seen as a practical and effective means for achieving scholarly aims that are socially valuable||Open scholarship introduces new dilemmas and needs (e.g., personal information management challenges; Social stratification and exclusion).|
Given the topic, the best home for this paper was the International Review Of Research In Open And Distance Learning, through which you can download the paper for free in an open access manner:
I am in Cyprus to meet with a number of colleagues and give an invited talk at ICEM 2012.
Talk title: What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
Abstract: What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.
This entry is part of a reflective series of posts/questions relating to online learning, MOOCs, and openness.
MOOCS are everywhere nowadays. Coursera, Udacity, EdX, the connectivist MOOCs (e.g., #ds106, Change11), etc, depending on what lens one is using to examine them, are generating hope, excitement, uneasiness, and frustration. An important question that one needs to ask is: What is the purpose of a MOOC?
MOOCS have different purposes. For example, some MOOCs are built on the idea of democratizing education and enhancing societal well being. See Curt Bonk’s MOOC types, targets, and intents for additional MOOC purposes.
Other MOOCs are built on the idea of improving a specific skills. Today’s EdSurge newsletter included the following note:
GOOGLE’S FIRST MOOC comes in the form of a “Power Searching with Google” course consisting of six 50-minute classes on how to search “beyond the ten blue links.” Classes just started and at last count, over 100,000 people have already registered. Google promises to go way beyond the 101 stuff and dive into advanced features. We’re ready: we’ve been a little stumped at finding a query “to search exclusively in the Harvard University website to find pages that mention clowns.”
Let’s unpack this a bit. What is the purpose of this MOOC? This MOOC will help users make better use of google’s search capabilities. It will also help Google experiment with offering MOOC-type courses and reinforce consumer loyalty.
How does the Google MOOC fare with regards to enhancing societal well-being? Rather than offering courses to teach users how to search better, I would have rather seen Google develop online courses specifically aimed at reducing societal inequalities and enhancing well-being. I would have rather seen a course on “using our tools for speaking out against oppressive regimes” or “using our tools to facilitate the development of community in your neighborhood” or “using our tools to design and develop your own online class.”
I hope that this course is not the last that we see from Google, and that rather than focusing on teaching users a specific skill set, future courses focus on supporting the development of societal well-being.
As part of my research on digital scholarship and the experiences/practices of scholars in online networks, I am working with the Texas Advanced Computing Center and the newly-established Visualization Lab at the College of Education to understand learner and scholar participation patterns on the social web. Below is our first visualization, which shows interactions between three types of users who are contributing to a hashtag (red, blue, green). It’s a directed graph, with nodes representing users, and edges representing interactions between users. The thickness of the edge represents # of interactions (thick = more interactions). When nodes of a different color interact with each other, the edges take the color of the two node (e.g., when a blue node interacts with a red node, the edge is purple). What does this visualization tell us?
We are still trying to make sense of this, and we are slowly learning from the tutorials that Tony Hirst has created. This is what (i think) this says: First of all, we know that the majority of the people contributing to this hashtag are not having a conversation with each other (#nodes making up the dataset are 3 times the group shown above – this is not shown on the graph). Second, it looks likes there’s a few “central” folk through which conversations occur. Finally, even though interactions happen between red and blue nodes, it looks like the majority of the interaction is happening within those two groups. And that’s important in this situation because one of our hypothesis was that the red group was joining this community to interact with the blue group (if that was the case, we would be seeing more purple in the image above). We definitely need additional ways to evaluate some of these statements, but that’s what it “looks like” from the image above. And here’s where I think data visualizations start becoming really valuable: You can quickly see patterns and ask questions, and continue from there. We have some ideas and hypotheses, but we also want to let the data bring up phenomena that we haven’t thought about. I don’t yet feel confident that I fully understand what I am seeing here, but I am quickly learning a lot! So my question to you is: how would you interpret this? What questions do you have of what you are seeing here?