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

Category: papers

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: https://humanresources.royalroads.ca/job-posting/research-assistant-3-0

MA student: https://humanresources.royalroads.ca/job-posting/research-assistant-2-0

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.

Being online: Recommendations for early-career academics

Posted on May 15th, by George Veletsianos in Ideas, my research, online learning, open, papers, scholarship, sharing. No Comments

When I wrote my book Networked Scholars, I was very intentional in my writing. I wanted to avoid writing a “how to” book. Not that there’s anything wrong with “how to use social media” books, but there’s plenty of those, not to mention countless blog posts and advice columns on outlets like Inside Higher Ed, The Chronicle, etc.

Beyond that though, my interests aren’t social media per se. My interests are on the ways that people learn online and the ways that knowledge is managed, negotiated, developed, and shared in digital environments. Though social media are central to these process these days – and let’s face it, most media are social nowadays – there are practices central to knowledge exchange and dissemination that have nothing to do with the technology, such as open access publishing and self-archiving.

What does this have to do with networked scholars? Well, I think the time is ripe to actually write a book of suggestions, principles if you will, for early-career academics (PhD students, new assistant professors). The suggestions will go beyond social media, aiming to (a) help people be more effective and productive online, and (b) help faculty and faculty trainers prepare people in these efforts.

This book will be different. It will be laconic and will nudge individuals to be more awesome in their online practices. I’m partnering with a graphic artist to create it. Below is a page from our early work.

Do you know of a publisher who might be interested? Are you a publisher that is interested? I am exploring Punctum Books, but would love to hear other suggestions.

Liberate your research

Educational Technology as a Sociocultural and Ideological Phenomenon

Posted on April 10th, by George Veletsianos in emerging technologies, my research, papers, scholarship. 1 Comment

Rolin Moe and I just published an article in Educause Review that examines the rise of educational technology as a phenomenon within the context of broader political, economic, ideological, and technological issues of concern to the future of higher education. This paper continues the call for thinking critically about the impacts, aims, and uses of technology in education, in our educational institutions, and in students’ and academics’ lives.

The paper posits that the rise of educational technology represents (a) a response to the increasing price of higher education, (b) a shift in political thought from government to free-market oversight of education, (c) a view of education as a product to be packaged, automated, and delivered, and (d) a technocentric belief that technology is a solution to the problems of higher education.

This investigation questions both the potential outcomes and ideological aims of technodeterministic thinking and argues that educational technology may ultimately exacerbate rather than mitigate the very problems it purports to solve.

Digital Learning and Social Media Research Funding: 2017

Posted on March 9th, by George Veletsianos in my research, online learning, papers, Royal Roads University. 2 comments

Digital Learning and Social Media Research Funding for 2017

Description of Opportunity

The Canada Research Chair in Innovative Learning and Technology at Royal Roads University invites applications from advanced doctoral students (i.e. those who completed their graduate coursework) and post-doctoral associates to conduct research with the Digital Learning and Social Media Research Group.

Funding for five (5) research opportunities are available.

The Digital Learning and Social Media Research Group (http://www.thedlrgroup.com/) is an international and interdiciplinary team of researchers investigating the ways that social media and other emerging technologies are used in learning, teaching, scholarship, and institutional settings. The group is led by Dr. George Veletsianos (Canada Research Chair & Associate Professor, Royal Roads University) and Dr. Royce Kimmons (Assistant Professor, Brigham Young University). The Digital Learning and Social Media Research Group executes the CRC’s program of research.

Aims

The research funding opportunities aim to involve applicants in the scholarly endeavors of the research group and thus provide experiential mentoring focused on supporting the students’ or post docs’ scholarly and professional development. With a mentor, each student or post doc will co-plan, execute, and submit for publication a research study.

Funding is available for research that focuses on one or more of the following areas: networked scholarship, social media use in education, digital/online learning, open learning, emerging technologies, learning analytics, social network analysis, or educational data mining.

Deadlines

Potential researchers should submit their application materials by April 15, 2017.

Start date is around May 15th

Deliverables

Submission of a co-authored research study to a peer-reviewed journal.

Duration

Research opportunities are expected to last anywhere from 3 to 5 months

Requirements

  • Advanced doctoral student status (usually in the 3rd or 4th year of their studies) OR post doctoral status having completed a graduate degree (PhD/EdD) within the last 3 years.
  • Enrolment in or having attained a graduate degree (PhD/EdD) in education, educational technology, learning technologies, learning sciences, curriculum and instruction, cognitive science, or other related field.
  • Individuals must be Canadian citizens or permanent residents of Canada, or must hold a valid employment visa or work permit issued by the Government of Canada.

To be well-suited for this opportunity, individuals must have excellent organizational abilities, analytic skills, and be familiar with methodologies involving the analysis of quantitative or qualitative data.

Questions?

Questions regarding this opportunity can be send to CRCILT.Research@RoyalRoads.ca

Application Process

Interested applicants are invited to submit the following materials to CRCILT.Research@RoyalRoads.ca  April 15, 2017:

  • Curriculum Vitae (CV)
  • A single-authored paper (single-authored class papers are acceptable)
  • An expression of interest or research proposal (not to exceed 2 single-spaced pages) that includes the following:
    • Description of a research project that the applicant wishes to complete under the auspices of the research group (This description should include at least 2-3 research questions of interest and a proposed methodology)
    • Description of experiences analyzing quantitative or qualitative data

Applications will be evaluated by an academic panel.

Though the research group is interested in any proposal examining digital learning and social media use in higher education, we are especially interested in proposals focusing on analyzing large-scale datasets such as those gathered from public sources (e.g., Twitter, university websites, and YouTube). The research group has expertise in this area and can collect, structure, and organize data necessary for such endeavors. Thus, we welcome applications from those with and without technical expertise. Past studies conducted in this context include the following:

 

Research question Data sources
How do students and professors use Twitter? ~600K tweets from ~400 Twitter profiles
What narratives do institutional Twitter acccounts construct for students and faculty? Images posted by public Canadian Universities on Twitter
How well do institutional websites meet mandated accessibility requirements? ~3,000 U.S. university homepages
What does informal learning look like on YouTube? ~1.4 million YouTube comments

For examples of research studies in this area conducted by the research group, please refer to:

http://www.sciencedirect.com/science/article/pii/S1096751616300033

http://onlinelibrary.wiley.com/doi/10.1111/bjet.12428/abstract

http://onlinelibrary.wiley.com/doi/10.1111/jcal.12101/abstract

https://link.springer.com/article/10.1007/s12528-017-9131-7

 

The individuals receiving funding in 2016 have:

  • Used historical twitter data to study the discourse surrounding openness over time
  • Examined the ways that instructional design & technology programs use Twitter
  • Investigated whether empathy, civility, and thoughtfulness are present in the comments posted in a YouTube community

Compensation

$2,000 CAD upon submission of the study.

A large-scale study of Twitter Use in MOOCs

Posted on February 1st, by George Veletsianos in moocs, my research, online learning, open, papers. 4 comments

Researchers have proposed that social media might offer many benefits to Massive Open Online Courses. Yet such claims are supported by little empirical evidence. The existing research exploring the use of social media in MOOCs has been conducted with individual courses and convenience samples, making it difficult to know to what extent research results are generalizable. In this mixed methods research, I used data mining techniques to retrieve a large-scale Twitter data set from 116 MOOCs with course-dedicated hashtags. Using quantitative and qualitative methods, I then examined users’ participation patterns, the types of users posting to those hashtags, the types of tweets that were posted, and the variation in types of posted tweets across users. I found little evidence to support the claims that Twitter as an adjunct to MOOCs is used much/effectively. Results show that learners make up only about 45% of users and contribute only about 35% of tweets. The majority of users contribute minimally, and an active minority of users contributes the preponderance of messages.

Brand new tennis ball with bright fluorescent green felt and white rubber band, surrounded by eight other used balls with duller, more washed out colors, deteriorated nap and dirt marks.

Brand new tennis ball among eight used ones – Image by Horia Varlan CC-BY

These findings do not reveal substantive evidence of learners contributing to multiple hashtags, which may suggest that learners did not find Twitter to be a useful space that provided added value or responded to their needs. Ultimately, these results demonstrate the need for greater intentionality in integrating social media into MOOCs.

I am linking to the pdf pre-print of this article below.

Veletsianos, G. (in press). Toward a Generalizable Understanding of Twitter and Social Media Use Across MOOCs: Who Participates on MOOC Hashtags and In What Ways? Journal of Computing in Higher Education.

 

When #edtech history repeats itself…

Posted on January 14th, by George Veletsianos in papers. No Comments

“Educational technology seems to be suffering from an identity crisis. Many exciting things are happening in the field, but increasingly we educational technologists find ourselves on the sidelines in our own ballgame. People from other disciplines are taking an interest in educational technology, but they show little interest in our knowledge base (often even little awareness that it exists!) and little interest in our professional organizations and publications. Why is this happening? What can we do about it? To what extent might our mindset be the problem? What new directions do we need to pursue to improve the health and value of our field? These are the central issues which this article discusses.”

This could have been written yesterday, or five years ago. Or, 1989: Reigeluth, C. M. (1989). Educational technology at the crossroads: New mindsets and new directions. Educational Technology Research and Development, 37(1), 67-80.

Predatory open access publishers and journals

Posted on November 14th, by George Veletsianos in papers. 2 comments

Here’s what my email spam folder looks like some days:

a list of spam emails

Predatory open access publishing: “an exploitative open-access publishing business model that involves charging publication fees to authors without providing the editorial and publishing services associated with legitimate journals.”

Jeffrey Beal gathers information on predatory open access publishers and journals. If you are ever unsure, double-check before submitting your paper. Better yet, start with a list of reputable open access journals in your field, such as the one below, which comes from page 33 in Perkins, R., & Lowenthal, P. R. (2016). Open access journals in educational technology: results of a survey of experienced users. Australasian Journal of Educational Technology, 32(3), 1-37.

 Australasian Journal of Educational Technology

 Canadian Journal of Learning and Technology

 Contemporary Issues in Technology and Teacher Education

 Educational Technology & Society

 EDUCAUSE Review

 eLearning Papers

 Electronic Journal of e-Learning

 European Journal of Open and Distance Learning

 First Monday

 IEEE Transactions on Learning Technologies*

 International Journal of Artificial Intelligence in Education*

 International Journal of Designs for Learning

 International Journal of Educational Research and Technology

 International Review of Research in Open and Distance Learning

 Journal of Asynchronous Learning Networks

 Journal of Computer-Mediated Communication

 Journal of Distance Education

 Journal of Information Technology Education

 Journal of Online Learning and Teaching

 Journal of Technology Education

 Kairos

 Online Journal of Distance Learning Administration

 Research in Learning Technology (ALT-J)

 Turkish Journal of Educational Technology

 Turkish Online Journal of Distance Education

Discreet Openness: Scholars’ Selective and Intentional Self-Disclosures Online

Posted on August 17th, by George Veletsianos in emerging technologies, NPS, open, papers, scholarship, sharing. No Comments

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.

jelly_jars

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