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

Category: emerging technologies

HarvardX and MITx open course reports

Posted on January 22nd, by George Veletsianos in emerging technologies, moocs, online learning, open. 8 comments

HarvardX and MITx released a number of reports describing their open courses. The overarching paper describing these initiatives, entitled HarvardX and MITx: The first year of open online courses is really helpful in gaining a holistic understanding of HarvardX and MITx learned about their initiatives.

My (preliminary) thoughts:

  • It’s exciting to see more data
  • It’s exciting to see education researchers involved in the analysis of the data
  • The researchers should be congratulated for making these reports available in an expeditious manner via SSRN
  • We need more interpretive/qualitative research to understand participants’ and practitioners’ experiences on the ground
  • I am wondering whether the community would benefit from access to the data that HarvardX and MITx have, as other individuals/groups could run additional analyses. Granted, I imagine this might require quite a lot of effort, not least in the development of procedures for data sharing.

The course reports appear below, and these are quite helpful in helping the community understand the particulars of each course:

Journal of academic freedom CFP

Posted on December 12th, by George Veletsianos in emerging technologies, scholarship. 6 comments

The burgeoning interest in education and educational technology is the result of a multitude of forces, pressures, and failures: demographic, political, social, technological, and economic just to mention a few. And the outcomes aren’t just technology-enhanced or better courses. Educational institutions, academic roles, academic life itself, the student experience, and so on are changing. A recent call for proposals from The American Association of University Professors’ Journal of Academic Freedom (due: January 31, 2014) calls for authors to explore the relationship between academic freedom and some of these issues:

Electronic communications and academic freedom

  • How has the growth of electronic communications facilitated and impinged on academic freedom?
  • What are the implications for academic freedom of the proliferation of open access publications?
  • Are commercial entities contributing to the commodification of knowledge through various electronic gatekeeping mechanisms?
  • How can institutions cope with hacking and other forms of electronic piracy while maintaining accessibility?
  • To what extent are social media such as Twitter and Facebook changing forms of scholarly communication and knowledge dissemination, and what is the upshot for issues of academic freedom?
  • How are the increasingly elastic and intangible walls of the electronic classroom challenging existing definitions of academic freedom, shared governance, and intellectual property?
  • In what ways can we promote faculty participation in the shared governance of various forms of electronic communications?
  • Are faculty e-mails considered the property of the institution? Can administrators read faculty e-mails without notice or permission?

The abridgement of academic freedom in instruction

  • The case of former Indiana governor Mitchell Daniels’ efforts to purge scholars’ writings from the classroom has drawn attention to renewed attacks on academic freedom in instruction. Where are such attacks coming from and how have they been resolved?
  • The Gates Foundation has devoted millions of dollars to supporting MOOCs and other experiments in online teaching. To what extent are such experiments curtailing or facilitating faculty input into course design?
  • The suspension of University of Virginia president Teresa Sullivan in 2012 drew attention to the increasingly tense relationship between university boards of trustees and university faculty and executives. In what ways, if any, are such institutional dynamics transforming academic freedom in instruction?
  • Federal and state assessment protocols are putting pressure on curricula in many fields. We are interested in both case studies and overviews that detail the impact of these pressures on academic freedom.

The increased use of suspensions

  • In September 2013, a professor at the University of Kansas tweeted a comment about gun control that led to a barrage of hate messages. The university suspended this faculty member in order to “avoid disruption.” To what extent are such misused suspensions proliferating, and how might faculty members be made more aware of their rights?
  • As university work has become more complex and extensive, the number of duties from which professors can be suspended has proliferated. Examples include relationships of researchers to outside funding agencies, access to email and computing services, and workplace provisions against sexual misconduct, just to name a few of the complex domains in which professors often operate today. What kinds of problems of academic freedom do partial suspensions in these and other areas represent?
  • University administrators often seek to cloak suspension in duplicitous language. Does reassignment to duties other than teaching constitute a form of suspension, for example?  What is the distinction between such a sanctioning of faculty rights and total suspension?

 

 

 

Archived talk: Academics’ and Educators’ practices and experiences with social media/networks

Posted on November 16th, by George Veletsianos in emerging technologies, my research, scholarship. 7 comments

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:

COHERE 2013. Small is beautiful and MOOCs as symptoms

Posted on October 27th, by George Veletsianos in emerging technologies, my research, online learning, open, scholarship, sharing. 19 comments

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!

 

The road to SXSWedu 2014

Posted on October 17th, by George Veletsianos in emerging technologies, my research, open, scholarship, sharing. 5 comments

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.

SXSWedu

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.

Learner experiences with open online learning and MOOCs e-book

Posted on September 24th, by George Veletsianos in emerging technologies, online learning, open, scholarship, sharing. 23 comments

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.

ebookcover

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.

 

Interested in a post-doc studying emerging forms of online participation?

Posted on September 12th, by George Veletsianos in emerging technologies, my research, NPS, online learning, open, work. 19 comments

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)?

Take a look at the call, explore my research on these topics, and if you have any questions please don’t hesitate to contact me. Applications are due by September 27, 2013.

Forthcoming ebook and twitter chat on MOOC and open learning experiences

Posted on September 4th, by George Veletsianos in emerging technologies, online learning, open, scholarship. 18 comments

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!