Category: my research
I gave a presentation at the annual Emerging Technologies for Online Learning conference last week focusing on aspects of networked participatory scholarship. I kept track of other sessions of interest here.
The concept of networked scholarship is expressed in different ways in the literature, ranging from digital scholarship to social scholarship to open scholarship. In my presentation, I discussed two themes that have arisen from my 3+ years of qualitative and ethnographic studies into the practices of higher education scholars.
Both of these themes help us make better sense of scholars’ digital participation and networked scholarship. They also help us better describe online scholarly networks and the lives and practices of digital scholars.
The first theme refers to the notion of scholars using networks to enact digital/open scholarship and circumvent restrictions to the sharing of knowledge. I have a recent publication on this that you can read here.
The second theme is one that I am still developing. Specifically, in my research I found that social media and online social networks function as places where some academics express and experience care. While debates about the use of digital scholarship and social media use in education have so far largely focused on the professional experiences of scholars, with frequent suggestions to limit personal sharing, professional and personal identity are difficult to separate, and academics frequently collapse the boundaries between personal and professional sharing. Academics demonstrate vulnerability and express care online in many forms. In my presentation, I showed and discussed examples of what these very personal and intimate instances of sharing look like. A version of my slides appear below:
I was at the Educause Learning Initiative conference last week (#ELI2014), where I had some interesting conversations and discussions around online learning, MOOCs, research methods, and the future of higher education.
Amy Collier and I presented early results from our qualitative studies looking at learners’ MOOC experiences (if you have not yet responded to our call to share your lived experiences with us, please consider this invitation). Our talk was entitled “Messy Realities: Investigating Learners’ Experiences in MOOCs.” Our thinking is guided by the notion that even though surveys and big data yield insights into general behavioral patterns, these methods are detached and can distance us rather than help us understand the human condition. As a result, the phenomenon of “learning in a MOOC” is understudied and undiscovered. During the session, we shared what we have been finding in our studies, highlighting the messiness of learning and teaching in the open.
Karen Vignare and Amy Collier were also very kind to extend an invitation to a number of us to share our work with individuals participating in the leadership seminar they organized. It was fantastic to hear Katie Vale (Harvard), Matt Meyer (The Pennsylvania State University), Rebecca Petersen (edX, MIT), and D. Christopher Brooks (EDUCAUSE) discuss their work, and once again, I felt grateful that we are having these conversations more openly, more frequently, and with greater intent.
Below are my rough notes from my 5-7 minute presentation. I appreciate parsimony (who doesn’t?), and in the words of D. Christopher Brooks, this is the litany of things I think:
I am a designer and researcher of education and learning. I study emerging technologies and emerging learning environments. I’m also a faculty member , and I have been teaching in higher education settings both face-to-face and online since 2005.
To contextualize my comments on MOOCs, first I want to describe my experiences with them:
- I have facilitated one week of the #change11 MOOC was organized by George Siemens and Stephen Downes in 2011. This MOOC had a distinctively connectivist flavor with each week being facilitated by 1 person.
- I have enrolled in a number of MOOCs, and have even completed a small number of them.
- I have repurposed MOOCs in my own courses. For example, I have asked students to enroll in MOOCs and write about them.
- I have published an e-book with my students, sharing stories of student experiences with MOOCs.
- Finally, I am actively involved in studying learners’ experiences in MOOCs in order to understand the human element in these emerging learning environments.
I have recently come to the realization that I have an ambivalent relationship with MOOCs. My relationship with MOOCs is one of the most ambivalent relationships I have had with anyone or anything. This relationship is more ambivalent than the love-ignore-hate relationship that my cat has with me!
On the one hand, I appreciate the opportunities for open learning that MOOCs provide. I also appreciate how MOOCs have brought us together to discuss issues around technology, teaching, and learning. At the same time, I cringe at the narratives around big data, I cringe at the hype, at the ignorance around what education is and should be about.
I want to talk about two topics today: MOOC research and the MOOC phenomenon.
On MOOC Research
- We don’t know much about MOOCs
- The things that we know about MOOCs are mostly the result of surveys, learning analytics, and big data research
- The existing research and the existing methods that we use are informative, BUT they simply paint an incomplete picture of MOOCs. We should be asking more in-depth questions about learner and instructor experiences in MOOCs
- Qualitative and interpretive research methods can and will help us better understand MOOCs, open learning, and open scholarship
- Descriptions of learner behaviors are helpful, but these descriptions only provide a glimpse and superficial summary of what students experience and what they do in digital learning environments. To give you an example, emerging research suggests that students may be “sampling” courses; a behavior that we don’t frequently see in traditional online courses or traditional face-to-face courses. Nonetheless, “sampling” is not how participants would describe their experiences or the ways they participate MOOCs. To illustrate, consider family-style Mediterranean meals that consist of numerous dishes, where participants sample a wide array of food. If you ask a person to describe this meal, to explain it to someone else, or to simply tell you about the meal, they will likely describe the meal as a feast, they might describe the tahini as lemony, the variety of flavors as intriguing, the whole meal as satisfying. Different people will also describe the meal differently: Tourists might describe the meal as fulfilling, heavy, or even extravagant; locals might describe the same meal as appropriate, or better than or worst than meals that they have had at other restaurants. “Sampling” may be an appropriate descriptor of the act of eating a family-style meal, or exploring a MOOC, but the descriptor does not fully capture the experience of sampling.
On the MOOC as a Phenomenon
MOOCs. The acronym stands for massive, open, online courses. That is not what MOOCs are though. MOOCs are a phenomenon. They represent something larger than a course and should be seen in conjunction to the rebirth and revival of educational technology. They represent symptoms, responses, and failures facing Higher Education. For instance, MOOCs are a response to the increasing costs of Higher Education; represent the belief that the purpose of education is to prepare students for the workforce; represent the belief that technology is the solution to the problems that education is facing; are indicative of scholarly failures; seem to represent the belief that education is a product that can be packaged, automated, and delivered; and, are a response to failures by researchers, designers, administrators, and institutions to develop effective and inspiring solutions to the problems of education (alternatively, they might also represent the failure of existing systems to support creative individuals in enacting change)*.
The MOOC is an acronym that elicits strong feelings: excitement, fear, defiance, uncertainty, hope, contempt…. To address these feelings we have to address the failures of higher education and the underlying causes that have given rise to MOOCs. For this reason, instead of talking about MOOCs at my own institution, I discuss innovations and approaches that I value, including networked scholarship, openness, flexibility, social learning, and the design and development of new technologies.
* NOTE: Rolin Moe and I are working on a paper refining and delineating these. If you have thoughts, concerns, or input on any of these issues, we’d love to hear form you!
In a recent interview, Noam Chomsky commented on the relationship between technology and education and one of his thoughts was the following:
As far as technology itself and education is concerned, technology is basically neutral. It’s like a hammer. The hammer doesn’t care whether you use it to build a house or whether on torture, using it to crush somebody’s skull, the hammer can do either.
I admire Noam Chomsky and his brilliance. I agree with this perspective, but this perspective does not paint the whole picture of what happens when we use technology in education. I’d like to unpack this just a little bit because there is a more accurate picture of technology use in education available to us. The broader picture I describe below helps us understand how technologies are used, why they succeed/fail, and how we can design better learning environments. From my observations of technology use in education, my research, my colleagues’ research, and my reading of the field’s research, here’s what I understand:
- Technologies can be as neutral as described above. For example, Twitter can be used as a broadcasting medium, a conversational medium, or even a 1-1 support tool. YouTube can replace the VCR used in class. Or, it can bring together people from different locations to discuss topics of common interest. In this sense, technologies are neutral in that they can serve various needs and can be used in different ways.
- Technologies themselves are rarely neutral. How can that be, you ask, when the bullet point above stated the opposite? Technology is not created in a vacuum. When technology is created, it is built with the developers’ worldviews, values, beliefs, and assumptions embedded into the technology and revealed through the activities supported and encouraged when individuals use the technology. For example, social networking sites (SNS) structure relationships in specific ways (e.g., followers, friends) and perceive privacy in different ways. Technologies hold particular views of the world, and in this way, they are not neutral. This is true for technologies that we repurpose for educational means (e.g., Twitter, YouTube, Ning, Elgg, Facebook, Flickr, and so on) as well as for technologies created specifically for educational purposes. For example, Learning Management Systems (LMS) espouse certain beliefs about the educational process and their default settings and suggestions may shape how they are used. Whn introduced in educational settings, said technologies tend to introduce tensions and conundrums (e.g., The way the LMS or SNS structured instructor-learner relationships vs. the way faculty envisioned instructor-learner relationships may be in conflict, leading to low uptake, rejection of the tool, etc).
- Technologies can be put to different uses, but not all uses are productive or effective. A hammer doesn’t care whether you use it to “build a house… or crush somebody’s skull,” but it will do a poor job if you try to use it in lieu of a screwdriver. The problem arises when entrepreneurs, designers, instructors, etc treating the hammer as a tool that can help them address all needs. A recent example of this is Udacity treating its product as a solution in search of a problem.
The ways that technology is used on the ground are complex and negotiated. In preparing instructors to use technology in education and designers to envision ways that technology can support/enhance education, we need to expose them to skills and mindsets that allow them to use tools in creative and inspirational ways. We also need to help them understand the assumptions and beliefs that technologies espouse and remain cognizant of the pressures and tensions that these may introduce.
* References pertaining to technology being not-neutral:
Whitworth, A., & Benson, A. (2010). Learning, Design, and Emergence: Two case studies of Moodle in distance education. In G. Veletsianos (Ed.), Emerging Technologies in Distance Education (pp. 195-213). Edmonton, AB: Athabasca University Press.
Hall, R. (2011). Revealing the transformatory moment of learning technology: the place of critical social theory. Research in Learning Technology, 19(3), 273-284.
Lane, L. (2009). Insidious pedagogy: How course management systems impact teaching. First Monday, 14(10).
Crook, C. (2012). The “ digital native ” in context: tensions associated with importing Web 2.0 practices into the school setting. Oxford Review of Education, 38(1), 63-80.
An invitation from George Veletsianos (Royal Roads University) and Amy Collier (Stanford University):
We are conducting a study to understand students’ experiences in Open Online Courses and MOOCs. We are interested in talking with individuals who enrolled and participated in open courses for at least 3 weeks.
Participation to this study is completely voluntary and optional, and involves:
- answering 10 multiple-choice and short-answer questions about your studies
- participating in an individual audio-recorded interview about your experiences taking MOOCs.
If you are interested in participating or learning more about this study, you can do so by visiting this link: http://survey.royalroads.ca/index.php?sid=56569
Please do not hesitate to contact us if you have any questions.
George & Amy
We have a new paper available that continues our research on networked participation/learning and networked participatory scholarship. This one arises out of Royce Kimmons’ dissertation, which I had the joy, honor, and good fortune of chairing.
The media is filled with stories pertaining to educators’ and researchers’ participation in online social networks. For example, a debate erupted in Kansas in December 2013 regarding faculty members’ use of social media and teachers have found themselves in trouble for their social media updates. Yet, little research has been done to understand the relationship between educator identity and participation in Social Networking Sites (SNS) or to examine the implications that institutional regulation of such media may have upon educator identity.
In our latest research study, we developed a framework to understand how a group of teacher education students viewed their developing identities within social networking sites as they began the life transition to becoming educators. We found that educator identity consists of a constellation of interconnected acceptable identity fragments (AIF)*. These acceptable identity fragments are intentional, authentic, transitional, necessarily incomplete, and socially-constructed and socially-responsive.
We arrived at the term “acceptable identity fragment,” because study participants:
- shaped their participation in social networking sites in a manner that they believed to be “acceptable” to their audiences,
- viewed this participation to be a direct expression of “identity” or their sense of self, and
- felt this expression to only represent a small “fragment” of their complete identities.
The AIF suggests that participants in a given social context may limit their participation or expression of identity in a way that is appropriate to that specific context or is acceptable to the specific relationships they have with others in that context. The existence of the AIF means that educator identities within SNS are contextual and intentionally limited and structured. Participants believe that, when participating in SNS, they are expressing their identities in a limited, though authentic, manner. In their view, such expression represents a genuine fragment of their identities.
This view of educator identity contrasts sharply with previous views of identity by highlighting the complicated, negotiated, and recursive relationship that exists between educator participation in SNS and educator identity.
First, existing literature assumes that individuals have an authentic identity and suggests that they attempt to express these identities in varying degrees via social media. Our research finds that human beings may not ever find themselves in social contexts wherein they will choose to (or are even able to) express their full authentic identities and, instead, express a different AIF depending upon the situation.
Second, in Goffman’s view (1959), identity is adaptable and constantly emergent as we “act” in contexts. In the AIF view, there is no “acting” occurring, but rather we see a guarded revelation of fragments of the self. Thus, identity was not an emergent phenomenon of the scene; it was controlled and revealed partially.
Finally, Turkle (1995) suggests that the online self lacks coherence and is fluid. However, participants in our study were operating from what they believed to be a coherent sense of self and judged their SNS participation based upon alignment with that sense. Participation did not lack coherence – it was merely a partial manifestation.
What does this mean for educators, educational administrators, and educational researchers?
First, if the AIF is intentional and authentic, then it seems important for educators to retain control of their SNS participation. If institutions seek to prescribe appropriate and inappropriate uses of the medium, then it seems that this will prevent educators from being able to make meaningful choices regarding authentic self-expression and self-representation
Second, if the AIF is transitional, social media technologies must accommodate individuals’ transition into new life phases. At present, social media spaces do not support this (e.g., Facebook’s Timeline and the difficulty of deleting participation history en masse). If technologies doe not support the transition into new life phases, they risk being abandoned.
Third, educators should seek to recognize the assumptions that SNS platform developers are making about human nature, meaningful social participation, relationships, and so forth and consider the impact that such assumptions may have on their participation and identity.
Fourth, judgments made about educators based upon their participation in SNS should consider life transitions, time-based contexts (e.g., behavior as a college freshman vs. behavior as a student teacher), and the embedded values of the media.
Finally, if the AIF is a necessarily incomplete component of a larger identity constellation, any judgments of educators based on SNS participation must recognize that the relationship of the AIF to overall identity is subject to interpretation and may not reflect an individual’s perception of how the AIF represents authentic identity. Fragmentation of identity, then, should be seen as a valuable response to complex social situations. SNS platforms should account for this, and as we make judgments about others based upon their fragmented identities, we should be cognizant of the complex relationship existing between the AIF and one’s larger identity and dispel the myth of a simple authentic vs. inauthentic binary.
You can download a pre-print copy of the study from the link below:
Kimmons, R., & Veletsianos, G. (2014). The Fragmented Educator 2.0: Social Networking Sites. Acceptable Identity Fragments, and the Identity Constellation. Computers & Education, 72, 292-301. Journal link.
* The usual grounded theory and interpretive research caveats apply.
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:
November 16, 2013 update: This presentation was recorded and archived.
Title: What Do Academics and Educators Do on Social Media and Networks, and What Do Their Experiences Tell Us About Identity and the Web?
Facilitator: George Veletsianos
Institution: Royal Roads University
Date and time: Nov 13, 2013 10:00am PST (click here to convert to local time)
Where: Adobe Connect: https://connect.athabascau.ca/cidersession
I am giving an open presentation to the Canadian Institute of Distance Education Research. Don’t hesitate to join us if you have time and are interested on the topic! In this talk I will draw on empirical studies conducted by a number of researchers (including work by myself and Royce Kimmons) to examine academics’ and educators’ participation in networked spaces. These studies point to three significant findings: (a) increasingly open practices that question the traditions of academia, (b) personal-professional tensions in academic work, and (c) a framework of identity that contrasts sharply with our existing understanding of online identity.
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!