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

Category: scholarship

Social Media in Academia: Networked Scholars – reviews

Posted on November 11th, by George Veletsianos in my research, networked scholars, NPS, scholarship. No Comments

I just received the final covers for my upcoming book, Social Media in Academia: Networked Scholars (see below). More importantly though, some very kind people I admire have read the book and have written some very nice things about it:

“A timely and significant contribution to the field. Many books tend to take either an advocacy stance or dystopian view of technology in scholarship, but Veletsianos manages to take a critical perspective that is both grounded in theory and rooted in practical experience. For any academic interested in the impact of networked technology on teaching or research, this is highly recommended.”

–Martin Weller, Professor of Educational Technology at the Open University, UK

Social Media in Academia is one of those rare books that every new assistant professor and doctoral student should read and take to heart. Establishing one’s public profile through networked scholarship is not a task to be undertaken casually, but one that requires mindfulness and discernment. Veletsianos provides invaluable guidance that all academics, but especially those just starting out, should heed.”

–Thomas C. Reeves, Professor Emeritus of Learning, Design, and Technology at the University of Georgia, USA

 

social_media_Academia_final_cover

 

Openness and Digital Learning Symposium

Posted on November 10th, by George Veletsianos in online learning, open, Royal Roads University, scholarship. No Comments

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

Purpose

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.

Agenda

Time Item Who
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
10:30– 11:00

 

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

Jen Ross

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

 

Speaker Bios

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.

Crafting a research agenda

Posted on November 9th, by George Veletsianos in scholarship, sharing. No Comments

One of my favorite aspects of my work is mentoring. I get to do this work in many contexts, but last week at AECT 2015 I gave the following presentation at the NSF early career symposium, and had a lovely conversation with colleagues on research agendas, career trajectories, and institutional expectations.

 

Strategies for designing student- centered, social, open, and engaging digital learning experiences

Posted on October 6th, by George Veletsianos in emerging technologies, learner experience, my research, online learning, open, scholarship. No Comments

Recently, I had the privilege of organizing a workshop for the Faculty of Humanities and Social Sciences at Athabasca University. The goal was to help the organization work through what they might need to do to put in practice a new strategic plan which calls for student-centered and open digital learning. I used the slides below to assist faculty, instructors, and instructional designers translate theory into practice.

 

Digital Learning, Emerging Technologies, Abundant Data, and Pedagogies of Care

Posted on September 3rd, by George Veletsianos in my research, online learning, scholarship. No Comments

I was at the Emerging Technologies in Authentic Learning Contexts Conference in Cape Town this week, where I gave one of the keynotes. In my talk, I highlighted some of the assumptions of the Educational Technology evangelists and explained how educational technology as an industry departs from educational technology as a field of study. I argued for context-driven innovation, and gave some examples from our current/upcoming research to explain these arguments. My slides are below.

My visit in Cape Town included many highlights – amongst them, meeting Jan Herrington, Gilly Salmon, Dick Ng’ambi and revisiting with Johannes Cronje and Nick Rushby. Spending time with Laura Czerniewicz though, was a real treat. Here’s proof (selfie #1 by Laura, photo of selfie by Jolanda Morkel)
 

The buzzwords of #edtech

Posted on August 26th, by George Veletsianos in emerging technologies, my research, online learning, scholarship. No Comments

An interesting article this morning from Jeff Young at the Chronicle of Higher Education notes:

One of the obstacles to bringing “adaptive learning” to college classrooms is that professors, administrators, and even those who make adaptive-learning systems don’t always agree on what that buzzword means. That was a major theme of a daylong Adaptive Learning Summit held here on Tuesday. Several people interviewed at the summit, held by the education-innovation group National Education Initiative, noted that part of the problem is a proliferation of companies that make big promises based on making their technologies adaptive, yet all use the term slightly differently.

I would counter that the big (and unsubstantiated) promises are a greater problem than the buzzwords, but the lack of clarity on what these concepts refer to are an issue, too.

The introductory sentences from Online Learning: Emerging Technologies and Emerging Practices (the second edition of the Emerging Technologies in Distance Education book I edited, which is forthcoming in 2016), make a similar argument:

Many of these (new) approaches to education and scholarship can be categorized as either emerging technologies (e.g., automated grading applications within MOOCs) or emerging practices (e.g., sharing instructional materials online under licenses that allow recipients to reuse them freely).

The terms “emerging technologies” and “emerging practices” however, are catchall phrases that are often misused and haphazardly defined. As Siemens (2008, ¶ 1) argues, “terms like ‘emergence,’ ‘adaptive systems,’ ‘self-organizing systems,’ and others are often tossed about with such casualness and authority as to suggest the speaker(s) fully understand what they mean.”

A clearer and more uniform understanding of emergence and of the characteristics of emerging technologies and practices will enable researchers to examine these topics under a common framework and practitioners to better anticipate potential challenges and impacts that may arise from their integration into learning environments.

Networked scholars – final table of contents

Posted on August 12th, by George Veletsianos in my research, networked scholars, NPS, open, scholarship. No Comments

I’ve received the publisher queries on my book yesterday, and the table of contents has been finalized as below.

I’ve opted for a few first-person narratives, interviews, and descriptions of the habits of academics who use social media in their day-to-day life. One gap in the literature that is becoming increasingly problematic is that researchers are focusing on social media use for scholarship – when social media are intertwined in scholars’ lives in complicated ways. One example is the use of social media for activism and raising awareness (e.g., targeting casualization). A second example is the use of social media to connect with friends and family in social media spaces where colleagues and supervisors are present and figuring out how to navigate the personal-professional tensions that arise as a result of the collapsing contexts.

Social Media in Academia: Networked Scholars

Section

Title

Chapter 1

Introduction

Chapter 2

Networked Scholarship

Chapter 3

Anna: A Social Media Advocate

Chapter 4

Knowledge Creation and Dissemination

Chapter 5

Realities of Day-to-Day Social Media Use

Chapter 6

Networks of Tension and Conflict

Chapter 7

Nicholas: A Visitor

Chapter 8

Networks of Inequity

Chapter 9

Networks of Disclosure

Chapter 10

Fragmented Networks

Chapter 11

Scholarly Networks / Scholars in Networks

Chapter 12

Conclusion

References

References

Index

Index

New publication: A case study of scholars’ open and sharing practices

Posted on August 4th, by George Veletsianos in my research, open, papers, scholarship, sharing. No Comments

I have a new paper out that sought to identify and describe faculty members’ open and sharing practices at one North American institution. Part of the goal was to juxtapose open practices and sharing practices. The paper highlights individual and environmental influences on open and sharing practices. The paper also suggests that defaults (e.g., the default youtube license) may be exerting pressures on the ways that scholars share their teaching, research, and scholarship. In other words, one way to instigate further change in this domain might be to rethink the default options.

Although the open scholarship movement has successfully captured the attention and interest of higher education stakeholders, researchers currently lack an understanding of the degree to which open scholarship is enacted in institutions that lack institutional support for openness. I help fill this gap in the literature by presenting a descriptive case study that illustrates the variety of open and sharing practices enacted by faculty members at a North American university.

Open and sharing practices enacted at this institution revolve around publishing manuscripts in open ways, participating on social media, creating and using open educational resources, and engaging with open teaching. This examination finds that certain open practices are favored over others. Results also show that even though faculty members often share scholarly materials online for free, they frequently do so without associated open licenses (i.e. without engaging in open practices). These findings suggest that individual motivators may significantly affect the practice of openness, but that environmental factors (e.g., institutional contexts) and technological elements (e.g., YouTube’s default settings) may also shape open practices in unanticipated ways.

The paper, open access and all, is here in pdf, or directly from the source: Veletsianos, G. (2015). A case study of scholars’ open and sharing practices. Open Praxis, 7(3), 199-209. http://openpraxis.org/index.php/OpenPraxis/article/view/206/168