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

Category: my research

Recent SSHRC awards

Posted on December 20th, by George Veletsianos in my research, networked scholars, NPS, online learning, open. No Comments

SSHRC recently announced the awards of the latest round of the Insight and Insight Development grants, and we can now announce that we were awarded two grants for our research. Both grants are collaborations. The first with Dr. Royce Kimmons and the second with Dr. Jaigris Hodson. I’m a true believer in people’s ability to collaborate to go farther together. More than 93% of the funding will go to student research assistants. Here’s the work that these two awards will support:


SSHRC Insight grant #435-2017-160. PI: Veletsianos; Collaborator: Kimmons, R. Faculty members’ online participation and expression of self over time.

Summary: Researchers’ understanding of longitudinal aspects of digital technology use in education is limited. While many researchers, policymakers, and businesspeople are hopeful about the potential positive impacts that academics’ use of digital technology may generate, the empirical evidence describing the nature of academics’ online participation over time is scant and is largely predicated on small-scale studies. We will address this problem by studying whether, how, and why academics’ online participation and presentation of the self change over time. We will use a mixed methods approach combining descriptive/inferential analyses with basic qualitative studies using data collected from interviews and data mining of social media sites.


SSHRC Insight Development grant #430-2017-00104. PI: Veletsianos; Co-PI: Hodson, J. Female academics’ experiences of harassment on social media.

Summary: Prior research shows that some female academics, especially those who are in the public eye and use technology to promote their work, are at great risk of harassment. To gain a greater understanding of this issue, this mixed methods investigation seeks to investigate women scholars’ experiences of online harassment.  The proposed research will use data arising from interviews, social media posts, and surveys to gain a deep and multidimensional understanding of harassment aimed at academics.

Institutional Use of Twitter – national analyses

Posted on November 5th, by George Veletsianos in my research, NPS, open, scholarship. No Comments

We recently wrote two papers that examined institutional uses of Twitter in Canada and the United States. As part of that work, we identified similar analyses taking place in other countries. These are listed below:

AustraliaPalmer, S. (2013). Characterisation of the use of Twitter by Australian Universities. Journal of Higher Education Policy and Management, 35, 333–344.
CanadaVeletsianos, G., Kimmons, R., Shaw, A., Pasquini, L. & Woodward, Ss. (2017). Selective Openness, Branding, Broadcasting, and Promoting: Twitter Use in Canada’s Public Universities. Educational Media International, 54(1), 1-19.
TurkeyYolcu, O. (2013). Twitter usage of universities in Turkey. Turkish Online Journal of Educational Technology, 12, 360–371.
UKJordan, K. (2017). Examining the UK higher education sector through the network of institutional accounts on Twitter. First Monday, 22(5). doi:
USAKimmons, R., Veletsianos, G., & Woodward, S. (2016). Institutional Uses of Twitter in Higher Education. Innovative Higher Education, 42(2), 97-111.

Lola Olufemi and student/faculty social media harassment

Posted on October 26th, by George Veletsianos in learner experience, my research, networked scholars, NPS, open, scholarship. 2 comments

Below is a short interview with Lola Olufemi. The description from the BBC reads “Lola Olufemi is 21 years old and Cambridge University Students’ Union Women’s Officer. She found herself on the front page of a national newspaper, the face of a campaign to “decolonise” the English curriculum at Cambridge University. She discusses with Jenni Murray how she feels she’s been scapegoated by the media and her fears for the impact this could have on other young, black women wanting to speak out.”

I was watching this unfold yesterday, and witnessed the racist and misogynistic tweets fly by. One of which came from a professor at a well-known unversity, and as I responded at the time, what sort of academic responds in such a vile way to a person, let alone a student. As was shared on Twitter the institution has policies processes to deal with the harassing faculty member, but the questions that have been preoccupying my thinking over the last few months is the following: In what ways should our universities respond to the harassment that their students and faculty receive online, and on social media in particular? What are the institutional and individual responsibilities when we encourage students and faculty to be present on social media?

Imagine a future in which technologies teach humans

Posted on October 17th, by George Veletsianos in emerging technologies, my research, online learning, papers, scholarship. 2 comments

Pause for a few minutes and imagine a future in which technologies teach humans. Call them robots, bots, chatbots, algorithms, teaching machines, tutoring software, agents, or something else. Regardless, consider them technologies that teach.


Vector created by Freepik

How far into the future is that time?

What do these technologies look like? Are they anthropomorphous? Are they human-like? In what ways are they human-like? Do they have voice capabilities, and if so, do they understand natural language? Are they men or women?  Do they have a representation in the way that one would imagine a teacher – such as a pedagogical agent – or do they function behind the scenes in ways that seem rather innocuous – such as the Mechanical MOOC?

Do these technologies teach humans of all ages? Do they teach independently, support human teachers, or do human teachers assist them? Are they featured in articles in the New York Times, The Guardian, and The Economist as innovations in education? Or, are they as common as desks and chairs, and therefore of less interest to the likes of the New York Times? Are they common in all learning contexts? Who benefits from technologies that teach? Is being taught by these technologies better or worse than being taught be a human teacher? In what ways is it better or worse? Are they integrated in affluent universities and k-12 schools? Or, are they solely used in educational institutions serving students of low socioeconomic status? Who has access to the human teachers and who gets the machines? Are they mostly used in public or private schools?

How do learners feel about them? Do they like them? Do they trust them? Ho do learners think that these technologies feel about them? Do they feel cared for and respected? How do learners interact with them? How do human teachers feel about them? Would parents want their children to be taught be these technologies? Which parents have a choice and which parents don’t? How do politicians feel about them? How do educational technology and data mining companies view them?

Do teaching technologies treat everyone the same based on some predetermined algorithm? Or, are their actions and responses based on machine learning algorithms that are so complex that even the designers of these technologies cannot predict their behaviour with exact precision? Do they subscribe to pre-determined pedagogical models? Or, do they “learn” what works over time for certain people, in certain settings, for certain content areas, for certain times of the day? Do they work independently in their own classroom? Or, do colonies of robo-teachers gather, share, and analyze the minutiae of student life, with each robo-teacher carefully orchestrating his or her next evidence-based pedagogical move supported by Petabytes of data?

Final question for this complicated future, I promise: What aspects of this future are necessary and desirable, and why?

Institutional use of Twitter: Can universities surpass brand image to make their social media relevant?

Posted on July 5th, by George Veletsianos in my research, scholarship. 1 Comment

The article below was originally published on The Conversation with the launch of their Canadian-focused site. The original article is on their site, but it is posted here for posterity.

Disconnected: Can universities surpass brand image to make their social media relevant?

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Universities portray campus life as idyllic, but may be missing an opportunity to truly connect with students.

George Veletsianos, Royal Roads University and Ashley Shaw, Royal Roads University

Universities fail to exploit social media’s most compelling features, tending to broadcast their brands instead of engaging students and the public online, new research suggests.

Visualise this: smiling students and successful faculty. In the background, beautiful buildings framed by blue skies.

These are the ways that Canadian universities choose to represent themselves on social media. This picture is somewhat accurate, but a tad misleading.

Social media are a staple of Canadian universities. Twitter — where one can quickly and easily share information, pictures and videos — is particularly used by nearly all Canadian universities. Researchers have generally found that universities use Twitter to broadcast information about themselves, both to potential students and to the wider public.

Twitter use by universities raises many questions for us as educators and researchers with an interest in social media. In our research, we have looked closely at exactly what universities are posting on Twitter, asking two important questions: What messages are universities conveying through their official Twitter accounts? How is university life depicted in their tweets? We examined over nine months’ worth of tweets from public universities in Canada, paying particular attention to the images and videos shared as well as the text accompanying them.

Positive branding

What we found was troubling. Based on the information shared from these official university accounts, one would likely conclude life in Canadian universities is universally gratifying, enjoyable and beautiful.

Students in images were nearly always smiling and happy. Faculty members — almost all middle-age white males — were shown giving speeches or conducting research. Campuses were always portrayed as attractive and sunny, boasting shiny buildings and new facilities. References to graduation ceremonies, groundbreaking research and sporting victories were all too common.

Teaching and learning received much less attention. This is not just a Canadian representation. We replicated our research using the Twitter feeds of more than 2,000 U.S. universities. The results were similar.

Institutional Twitter accounts seem to highlight and market an institutional brand — a positive ideal that they would like the public and potential students to hold. It’s understandable that universities, like individuals, want to present their ‘best self’ on social media. This makes sense from a marketing perspective.

Obscured reality

This carefully crafted and tightly controlled representation gives an incomplete and unrealistic portrayal of the people and activities of the university. There is little suggestion in this portrayal of the struggles students face in their studies, health and well-being, finances, and so forth. There is little mention of the day-to-day effort, difficulty and struggles of teaching and learning.

We are compelled to ask: What is it that drives universities to use social media as they do? In what ways have social, economic and political forces (such as the reduction in public funding and greater emphasis on competition) led universities to use these powerful social technologies in the service of branding and marketing?

We want to encourage Canadian universities to use Twitter, and other social media, in different ways — ways that would improve Canadian society.

Social media provide an opportunity not just to broadcast a message to the public, but to foster two-way engagement and communication between stakeholders. Universities could make more meaningful contributions to our broader society by using social media to summarise research findings for public use, connect alumni with students and provide educational opportunities to those outside the institution.

George Veletsianos, Professor and Canada Research Chair, Royal Roads University and Ashley Shaw, Researcher and Ph.D candidate, Royal Roads University

The Conversation

MA and PhD student research assistantships available

Posted on July 4th, by George Veletsianos in my research, networked scholars, open, papers, Royal Roads University, scholarship. No Comments

We have two part-time research assistantships open for individuals to work with us (one for an MA and one for a PhD student).

PhD student:

MA student:

Successful applicants need to be legally able to work in Canada at the time of application, enrolled in a MA/PhD program. They do not need to be enrolled at a Canadian University.

Successful individuals will support an international team of researchers with research and knowledge mobilization activities pertaining to online harassment and faculty use of social media.

Research Dissemination, Research Mobilization, and Reaching Broader Audiences

Posted on June 21st, by George Veletsianos in emerging technologies, engagement, my research, open, research shorts. 1 Comment

I gave an ignite talk at the Canadian Society for the Study of Higher Education in early June, sharing some of the lessons learned in creating whiteboard animation videos for mobilizing research and reaching broader audiences. We’ve now turned that talk into a whiteboard animation video. It’s all very meta. Here it is below:

RA positions for students to join our research team

Posted on June 16th, by George Veletsianos in my research, open, Royal Roads University, scholarship, sharing. 1 Comment


If you are doctoral student or know of one interested in a research assistantship, please share this job posting with them:

Successful applicants need to be Canadian citizens (or permanent residents) and enrolled in a doctoral program, but they do not need to be enrolled at a Canadian University. We will have two more research assistantships available for MA/PhD students as well. Those are not posted yet, but please don’t hesitate to contact me with questions if interested.

These positions are aimed at hiring MA/PhD students to work with my colleagues and I on two separate projects.
The first project is in collaboration with Royce Kimmons and the second is in collaboration with Jaigris Hodson. The students hired will work with us (and the rest of the research team) to conduct qualitative and quantitative research on social media use over time and faculty/student experiences with online learning and social media.