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

Category: sharing

A list of educational technology academic journals

Posted on October 10th, by George Veletsianos in sharing. 46 comments

My colleague Jon Becker posted the following question on Twitter and brought it to my attention:

I find that the decision of where to publish one’s work requires a lot of thought. Issues to consider include open access, readership, reputation, audience, institutional norms/expectations, and perceived fit. For those of you interested in only open access journals, you can visit the list of open access educational technology journals that I put together and have been crowdsourcing since 2009.

Given the wide range of factors that one needs to consider, this list is incomplete (which is why Jon clarified that he is looking for more than the journals in the open access list). I personally have published in the following discipline-specific journals (at times more than once), and consider them as worthwhile outlets:

Computers in Human Behavior
Computers & Education
Australasian Journal of Educational Technology
The International Review Of Research In Open And Distance Learning
Journal of Computer Assisted Learning
Contemporary Issues in Technology and Teacher Education
The Internet and Higher Education
British Journal of Educational Technology
Quarterly Review of Distance Education
Distance Education
Journal of Research on Technology in Education
Journal of Computing in Teacher Education
Interacting with Computers
Educational Technology
Journal of Interactive Learning Research
Journal of Educational Computing Research

Again, this list is incomplete. For instance, I want to publish a practitioner-oriented piece with Tech Trends, and haven’t yet got around to do that.

And if one needs more options, my colleagues and I at the Learning Technologies program recently compiled a list of journals to help us navigate this process. That list consists of the following:

Educational Technology Research & Development
Journal Of Educational Computing Research
Journal Of Research On Technology In Education
Computers & Education
British Journal Of Educational Technology
Computers In Human Behavior
The Internet And Higher Education
Journal Of Computer Assisted Learning
Learning Media And Technology
Australasian Journal Of Educational Technology
Educational Technology & Society
Interactive Learning Environments
Research In Learning Technology
Journal Of Interactive Learning Research
Journal Of Educational Technology Systems
Computers In The Schools
American Journal Of Distance Education
Interdisciplinary Journal Of Problem-Based Learning
Journal Of Technology And Teacher Education
International Review Of Research In Open And Distance Research.
Distance Education
Journal Of Distance Education
Journal Of Educational Multimedia And Hypermedia
International Journal On E-Learning
Contemporary Issues In Technology & Teacher Education (CITE)

Higher Education over time and in transition

Posted on October 2nd, by George Veletsianos in sharing. 6 comments

For class today, my students are studying the pressures that higher education is facing and the trends that are suggesting that change is imminent. As this is a topic that is of interest to others, I thought I’d post the readings that we are working with, as well as the questions that I am using to guide our discussion.

Readings

Siemens, G., & Matheos, K. (2010). Systemic changes in higher education. in Education, 16(1). http://ineducation.ca/article/systemic-changes-higher-education

Morrison, J. (2003). U.S. Higher Education in Transition. On the Horizon, 11(1), 6-10 http://horizon.unc.edu/courses/papers/InTransition.html

Katz. R. (2010). The Gathering Cloud: Is This the End of the Middle? http://www.educause.edu/research-and-publications/books/tower-and-cloud/gathering-cloud-end-middle

Discussion questions

Based on these trends, what sort of institutional, pedagogical, and societal changes can we expect to see in the future?

What are some surprising/interesting concepts that you’ve come across in your reading?

Are there trends/pressures that you see that are not contained in the reading?

What are some changes predicted (e.g., by Morrison) that did not not actualize?

“The old hierarchical, geographically based university is dying.” Is it?

At present universities add value to society by: content creation and navigation, interactions between learners and faculty, and accreditation. These are being contested. How else can universities add value?

Designing MOOCs for powerful learning experiences

Posted on September 19th, by George Veletsianos in sharing. 6 comments

I have proposed a session for the SXSWedu conference. The sessions to be presented are partly decided by community votes and comments. If you feel that my proposal is interesting or worthwhile, would you consider voting for it? You will need to create an account and register to do so. Here’s my proposal in detail:

Designing MOOCs for powerful learning experiences

Description: The mass media have embraced MOOCs and celebrated the disruptive nature of online education and the death of higher education institutions. On the other hand, critics’ responses to MOOCs have ranged from fetishizing face-to-face education to questioning the potential of technology. Both of these positions miss the research surrounding online education and the potential role that MOOCs may play in society. In this presentation, I will discuss how some MOOCs can be more appropriately described as commodified education, rather than the type of open education initiatives suggested by their acronym. The goal of this critique is to help us envision MOOCs as a means for powerful learning experiences and personally relevant/meaningful transformation. This can be attained through the following:
– Design opportunities that allow engagement beyond course activities
– Design for lasting impression
– Design for intrigue, risk-taking, and challenge
– Design for engagement and reflection

Questions Answered:
How do we create MOOCs that are exciting, that pull learners into the experience and hold their attention?
How do we design MOOCs that foster powerful and meaningful learning experiences?
How do we use emerging technologies to create learning *experiences* rather than efficient products?

Tags
online education, mooc, research

Format: Solo Presentation

Category: OER and MOOCs

Level: Intermediate

Speakers: George Veletsianos,  The University of Texas at Austin

Call for the 2012 AECT/NSF Early Career Symposium Participants

Posted on September 10th, by George Veletsianos in sharing. 3 comments

A great opportunity from today’s email inbox:

AECT’s Research and Theory Division is proud to announce the call for participants for the 2012 Early Career Symposium sponsored by the National Science Foundation. The AECT/NSF Early Career Symposium has been held at the annual AECT International Convention over the last few years, and for 2012 has merged with the AECT Faculty/Mentor Program! The symposium will be held all day Tuesday, October 30th and Wednesday morning, October 31st during the annual AECT International Convention in Louisville, Kentucky. The symposium will engage participants in a day and a half of focused career mentoring and networking.

The symposium will reimburse each participant with the following:
$200 for transportation
2 nights at the conference hotel (at conference rates)
Conference registration fee ($195 for graduate students, $400 for faculty)

We are looking for Nine Early Career Faculty and Nine Advanced Graduate Students to participate! To apply, please go to http://bit.ly/Q8tdAS . Due to the late notification of funding, we are on a tight timeline for application and application review. All application materials must be submitted no later than 12pm Eastern time, September 15th, 2012.

What is open scholarship?

Posted on September 5th, by George Veletsianos in sharing. 14 comments

What is open scholarship? We discuss it, allude to it, but what are its components?

Royce Kimmons and I were working on a revision to a paper that we hope to be able to share soon and the following comment from a reviewer led us down the path of reflecting upon the concept. The comment was:

One challenge the authors face is defining the “open scholarship” movement when there is so little consensus about what that is. I think many readers will object to the very broad term “Digital Presence through Blogs, Microblogs, Personal Websites, and Social Networking Sites” as being considered “open.” I might consider focusing more on the open publishing and OER and less on social media which may or may not be open.

The reviewer was right in that social media may or may not be open, especially when contrasted to open access and OER, and considering that social media can often be viewed as walled gardens. However, we also think that the use of social media is reflective of current scholarly practice and that open practices are enacted through them. This led us down the path of describing open scholarship as composed of three components. Our revised description was as follows:

We view open scholarship as a collection of emergent scholarly practices that espouse openness and sharing. Boyer’s (1990) framework of scholarship is often used as a starting point for defining scholarly practices in the digital age and a number of authors have sought to update Boyer’s model to reflect contemporary thinking relating to scholarly practice (e.g., Garnet & Ecclesfield, 2011; Heap & Minocha, 2012; Pearce et., al, 2010; Weller, 2011). Nonetheless, there appears to be little consensus in the field about what exactly constitutes open scholarship. Here we take an inclusive approach to open scholarship and consider it to include three components: (1) Open Access and Open Publishing, (2) Open Education, including Open Educational Resources and Open Teaching, and (3) Networked Participation. In our previous work, we have discussed networked participatory scholarship, which is the third component of open scholarship and refers to scholars’ uses of online social networks to share, critique, improve, validate, and enhance their scholarship (Veletsianos & Kimmons, 2012). We are taking an inclusive approach to open scholarship because we believe that this is reflective of current scholarly practice. All three components noted above are instances of open scholarship, but they are enacted or made visible in different forms. Within our frame of understanding, open scholarship is a set of phenomena and practices surrounding scholars’ uses of digital and networked technologies underpinned by certain grounding assumptions regarding openness and democratization of knowledge creation and dissemination.

What do you think? We’d love to hear your insights.

Syllabus for my course: Technology, Education, and Learning Institutions in 2025

Posted on August 29th, by George Veletsianos in courses, open, scholarship, sharing. 9 comments

I have finished compiling my syllabus for an undergraduate seminar I am teaching, and I thought I would share it. This is a syllabus for a course in which we investigate major trends influencing education, and understand how education and learning institutions are (and are not) changing with the emergence of technologies, social behaviors, and cultural expectations. The syllabus is embedded below, but you can also download it from Scribd though this link

 

Back in my day, the future of education was…

Posted on August 9th, by George Veletsianos in courses, sharing. 2 comments

 

We are about three weeks away from the beginning of the semester. One of the courses I am teaching is a seminar for incoming students and is entitled Technology, Education, and Learning Institutions in 2025. I’m quite excited about the course. Yet, to look at the future, one has to examine the past and investigate not just what transpired, but also what was anticipated to happen. Technological determinism and hype about the future of education is not a 2012 phenomenon: As Mishra, Koehler, & Kereluik (2009) note, statements regarding technological revolutions can be traced back to 1933. As a way to spark a conversation about past technologies and expectations with my students, I created the image above using quickmeme.com. The power of Internet memes has been quite interesting to me, and humor is a great way to encourage reflection and critical thought.

If you were to add your own caption to a meme to make a point about the future of education, or educational technology in general, what would that look like? I’d love to see your thoughts.

 

SEO strategies for academics. Or, when others search for you, what do they find?

Posted on August 8th, by George Veletsianos in NPS, scholarship, sharing. 3 comments

In their paper “Intentional Web Presence: 10 SEO Strategies Every Academic Needs to Know” Patrick Lowenthal and Joanna Dunlap offer excellent advice to academics mindful of their web presence and cognizant of the potential impact that the Internet may have on their scholarship. I’ve come to use most of these strategies over the years, but I am excited to see these collected at one location.

I’ll add an 11th strategy: Use an RSS aggregator to (e.g., Google Reader) to gather resources of interest effortlessly and consistently. For example, I receive alerts of the latest journal issues at my aggregator (you can also have these emailed to you). I also follow a number of colleagues’ blogs through there, so I don’t have to visit individual sites. My RSS aggregator also serves as an archiving mechanism.

As academics and scholars engage in the emerging practice of using “participatory technologies and online social networks to share, reflect upon, critique, improve, validate, and further their scholarship” (which is an argument that we made in this paper), these strategies are important to keep in mind.

What other strategies do you use?