Category: Royal Roads University
Digital Learning and Social Media Research Funding for PhD students and very early career researchers
Digital Learning and Social Media Research Funding
May 3 Update: A note on eligibility
- If you don’t fulfil the requirements for this call (e.g., you don’t hold a valid emlpoyment visa for Canada or are a later-career scholar), but are still interested in collaborating with us, we would still love to hear from you. Please head over to the form available on the opportunities & collaboration page of our website.
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 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.
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. The outcome of each research opportunity will be the publication of one (1) peer-reviewed paper.
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.
Potential researchers should submit their application materials by May 16, 2016.
Start date is around June 6th
Submission of a co-authored research study to a peer-reviewed journal.
Research opportunities are expected to last anywhere from 3 to 5 months
- 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.
Interested applicants are invited to submit the following materials to Dr. George Veletsianos (george.veletsianos *at* royalroads.ca) by May 16, 2016:
- Curriculum Vitae (CV)
- A single-authored paper (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 others). 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|
For examples of research studies in this area conducted by the research group, please refer to:
$2,000 CAD upon submission of the study to a journal to reimburse the student or post doc for their time working on
We are hosting a symposium on Openness, Digital Learning, and Networked Scholarship.
Please consider joining us (for free) by visiting the livestream page (http://livestream.com/royalroads/events/4446545)
November Tuesday 17th 2015, (10am- 3pm Pacific)
Organized by the School of Education and Technology & the Canada Research Chair in Innovative Learning & Technology
This symposium is intended to raise awareness about open educational resources, open pedagogy, and emerging approaches to digital learning. It provides a showcase for the work being done at Royal Roads University (RRU) and convenes open education practitioners and researchers.
In keeping with the RRU strategic mandate, this symposium builds on the work currently being done at RRU by our Canada Research Chair (CRC) in Innovative Learning and Technology and the School of Education and Technology (SET) to investigate promising innovations in educational technology. It is an opportunity to contribute back to the open community and further the developments in this area.
|10:00 – 10:05||First Nations Welcome||Asma-na-hi (Asma) Antoine|
|10:05 – 10:15||What makes RRU unique and a hotspot for innovation?||Steve Grundy|
|10:15 – 10:25||Introductions and context||George Veletsianos|
|What can Open be: Advances at the Provincial, National & International level||Mary Burgess|
|11:05 – 11:40
|For whom, for what? Not-yetness and challenging the “stuff” of open education||Amy Collier
|11:45 – 12:55||Break|
|1:00 – 1:30
|Creative Commons: Where are we now?||Paul Stacey|
|1:35 – 2:05
|Expansive Openness: Why Reducing Cost is Not Enough for Realizing the Full Benefits of OER||Royce Kimmons|
|2:15 – 2:45
|Panel Discussion: What can Open do?
* Each panelist to weigh in on panel topic and then open to the floor for questions
|Amy Collier; Jen Ross; Royce Kimmons; Center for Teaching and Learning; RRU Library; George Veletsianos|
|2:45 – 3:00||Wrap Up||Elizabeth Childs|
* Each session, excluding the panel will consist of a 20 minute presentation followed by a 10 minute Q&A
Mary Burgess is the executive director of BCCampus which supports the work of the B.C. post-secondary system in the areas of teaching, learning and educational technology. Prior to joining BCcampus in 2012, Mary Burgess was the Director of the Centre for Teaching and Educational Technologies at Royal Roads University where she started the University’s first open educational resources project. She is a career instructional designer and longtime advocate of OER.
Dr. Elizabeth Childs is an Associate Professor at Royal Roads University and the Program Head of the MA in Learning and Technology program. Her research interests include the design and implementation of flexible learning; online networked communities and, the professional development and support for learners and faculty in these emerging online learning environments.
Dr. Amy Collier is Associate Provost for Digital Learning at Middlebury College. She provides leadership in creating and sustaining a global learning community at Middlebury through the effective use of digital pedagogies and technologies. Amy studies how digital environments can foster emergence in teaching and learning.
Dr. Steve Grundy is vice-president academic and provost at Royal Roads University. He is responsible for the overall academic direction and quality of the university’s academic programs. He is particularly interested in the directions of post-secondary education, the evolution and development of online learning and new models of university governance and leadership.
Dr. Royce Kimmons is an Assistant Professor of Instructional Psychology and Technology at Brigham Young University where he studies technology integration in K-12/higher education, emergent technologies, open education, and social networks. He received his PhD from The University of Texas at Austin and formerly served as the Director of the Doceo Center for Innovation + Learning at the University of Idaho.
Dr Jen Ross is co-director of the Digital Education group at the University of Edinburgh, teacher and former programme director on the MSc in Digital Education, and co-creator of the E-learning and Digital Cultures MOOC and the manifesto for teaching online. Her research interests include online distance education, MOOCs, digital futures, reflective practices, and museum and gallery learning and engagement.
Paul Stacey is Associate Director of Global Learning at Creative Commons. Paul’s core expertise is in adult learning, educational technology, and open education. Prior to joining Creative Commons, Paul led Open Educational Resource (OER) and professional development initiatives across all the colleges and universities in British Columbia Canada
Dr. George Veletsianos holds a Canada Research Chair in Innovative Learning and Technology and is an Associate Professor at Royal Roads University. He has dedicated his research to understanding the practices and experiences of learners, educators, and scholars in emerging online settings such as online social networks and digital environments.
Image courtesy of NetWork
In the Fall, I will be teaching an open course entitled Networked Scholars. We are having our first design meeting this week, and in preparation for that, I have written up a course description (see below). The course is my response to the fact that Research Methods courses in the social sciences rarely examine scholarly practices in the digital age. Digital, networked, and open scholarship are topics that students and academics discover and examine on their own. These topics are too important to ignore. I believe that we should be teaching them in research methods courses. I am creating this course to help introduce individuals to these topics and to create an open online resource to help those who want to integrate these topics into their research methods courses. If you are interested in integrating aspects of this course with your (on campus or online) research methods course, I’d love to talk to you!
In this course, we will examine the tools and practices associated with networked, open, and digital scholarship. In particular we will investigate the emergent practice of scholars’ use of social media and online social networks for sharing, critiquing, improving, furthering, and reflecting upon their scholarship. Recent reports indicate that social media are at an early stage of adoption in academia, even though mindful participation in digital spaces is a significant skill for today’s academic and knowledge worker.
Participants will study scholarly presence online. They will examine how particular tools and practices may enhance the impact and reach of scholarship, and will explore the challenges and tensions associated with emerging forms of scholarship. By gaining an understanding of modern forms of scholarship, participants will be better equipped to use digital technologies and networked practices in their own work.
This course will be of immediate relevance to doctoral students, academics, and knowledge workers. Faculty members who teach research methods courses and faculty development professionals may also find this course valuable.
August 20, 2014 update
The course will run on the Canvas network (and concurrently on social media via the #scholar14 hashtag). The course registration page is live.
June 4, 2014 update
Course hashtag: #scholar14
If you’d like to be informed about the start of course or if you’d like to give feedback on the content and design of the course, please fill in the short survey below (also found here).
The School of Education and Technology at Royal Roads is offering a free webinar on January 15 [12-1pm Pacific (2pm CST)] describing the MA degree and graduate diploma we are offering in Learning and Technology. RSVP and receive more details here.
During this session, my colleagues will discuss the nature and different options for our programs (online only or online + residential), the practices that we infuse in programs (experiential, applied, authentic, collaborative, and research-driven), and the courses that make up the Learning and Technology degrees (including learning technologies, online learning, instructional design, educational technology, and foundations of learning). They will also answer questions regarding the courses and degree. For example, one of the questions that we hear often is: Can I enroll in the MA in Learning & Technology, even though I’m not a BC resident? The answer is yes – our students come from all over Canada, and the rest of the world!