One of our research papers was published in its final form this morning. Since I had yet another conversation about the publishing industry at Congress yesterday and I keep track of dates, below are the behind-the-scenes details for this particular paper.
Submission: Aug 1, 2015
Minor revisions requested: Nov 6, 2015
Revision submitted: Nov 13, 2015
Minor revisions requested: Feb 10, 2016
Revision submitted: Feb 10, 2016
Accepted: Feb 13, 2016
Unedited article (uncorrected proofs) appears online: Feb 15, 2016
In Press version of the article appears online: Feb 23, 2016
Final version of the article – assigned to a journal issue/volume: June 1, 2016
I know (and have experienced) papers taking much longer (and much shorter) to publish. So, four words of caution are probably needed here:
- This n of 1 may or may not to be representative of this journal. I had other papers in this journal published under different time horizons.
- This paper is in a non Open Access (NOA) journal.Do no take this n of 1 to mean that Open Access (OA) publishers will necessarily publish a paper faster. I’ve had a paper accepted as is with a reputable OA publisher and the whole process took 2 months. I also have a paper with an OA publisher under review that is taking forever.
- It might be worthwhile to explore what the differences are beyond OA vs NOA. Reviewer turn-around time is a significant variable in this process.
- The paper was published in a journal concerned with education and specifically educational/learning technologies.
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
Over the last year or so, we’ve interviewed more than 200 individuals who have participated in a number of open courses. We are working on a project in which we are using learner narratives and vignettes from these interviews to help administrators, faculty, researchers, and learning designers understand learners and improve their learning experience. Though there are many ways that are used to understand learners (e.g., dashboards) we believe that in-depth vignettes of typical experiences may allow for greater sensitivity of the learners’ lifeworld and realities. We will be using these stories to problematize various aspects of digital learning. Each story will be followed by a longer analysis of the issues raised in the story. For now, below is one such (DRAFT!) story. What do you think? Is there anything else that you’d like to see in this narrative? Is it interesting? If you are an administrator, faculty, researcher, or learning designer, does this story add anything valuable?
Title: Why not?
Theme: Open learning opportunities are oftentimes costless and relatively risk-free.
Mary and her demanding Pomeranian, Kylie, live deep in the heart of Texas. “I have a passion for the law!” the thirty-year-old exclaimed when we called her on her landline. She had seriously considered going to law school and had even passed her LSATS, the law school entrance exams used for US Universities. But having just finished four intense years of a bachelor’s degree, she decided to wait a bit. “Law school just didn’t seem like a good choice at the time,” she reflected. Five years later, Mary has settled into her work as a business consultant. Her interest in the law is still keen, and she’s never completely given up the dream of law school, but it’s been tempered with a bit of realism. “I don’t know if I can afford to spend another three years in the classroom,” she confided to us, “I don’t know if I still have the same passion for the legal industry as I did five years ago.”
During an afternoon enjoying frozen mango margaritas with a friend, trying to cope with the scorching sun, Mary learned about MOOCs. Shortly thereafter, she signed up for a number of courses, dabbling in some and promptly forgetting about others. One day, ContractsX, a course on contract law taught by a Harvard professor, popped up on her screen and she decided to “give it a shot”. What had she got to lose? “It’s a free class, taught at one of the more well-respected institutions. Why not?!” she laughed.
The course was flexible and fit into her busy life. On Saturday mornings she would sit in her office, with Kylie by her side and a warm cup of dark roast coffee in her hand, and use her trusted iPad to watch Harvard Law lectures. These weren’t just any lectures. Professor Fried was a masterful storyteller, a king of his trade. It was through these short, interesting, and memorable stories that Professor Fried taught concepts relating to contract law. “I can’t believe that I’m sitting here, I’m learning this material from Harvard law!” The fast pace and cramped content made the course challenging, Mary acknowledged, and she didn’t always do as well as she would have liked on the course tests. But, as she was able to go back to review the answers and re-watch the videos, this didn’t stress her too much, and she ended up passing the course with flying colours. Proud of her certificate of accomplishment, Mary enthused, “It makes me want to keep coming back for more!”
Even though it was a personal interest in the law that led her to sign up for this course, Mary has found what she learned in ContractsX helpful when she has to deal with contracts in her own job. She has enthusiastically recommended the course to co-workers and friends. She’s currently taking a number of other open courses and is anxiously awaiting the second version of the Contracts course. While Mary’s dream of attending law school, may not have changed, her confidence in herself has: “I never thought of applying to Harvard. There was no way I would be getting in. But then, five years later, I’m taking a course from Harvard. I wouldn’t say that I’m a Harvard law student, but at least now I could sit across from a Harvard law student and have a clear conversation with them. It’s very rewarding to know that.”
Education Scholars’ Evolving Uses of Twitter as a Conference Backchannel and Social Commentary Platform
The scholarly community faces a lack of large-scale research examining how students and professors use social media in authentic contexts and how such use changes over time. Continuing our investigation into how professors and students use social media, Royce Kimmons and I just published a paper in which we used data mining methods to better understand academic Twitter use during, around, and between the 2014 and 2015 American Educational Research Association annual conferences both as a conference backchannel and as a general means of participating online. The first paper we published using similar methods, data, and comparing students and professors’ social media use is here. All of our research on networked scholarship and students’ and faculty members’ use of social media is gathered here.
Descriptive and inferential analysis is used to explore Twitter use for 1,421 academics and the more than 360,000 tweets they posted. Results demonstrate the complicated participation patterns of how Twitter is used “on the ground.” In particular, we show that:
- tweets during conferences differed significantly from tweets outside conferences
- students and professors used the conference backchannel somewhat equally, but students used some hashtags more frequently, while professors used other hashtags more frequently
- academics comprised the minority of participants in these backchannels, but participated at a much higher rate than their non-academic counterparts
- the number of participants in the backchannel increased between 2014 and 2015, but only a small number of authors were present during both years, and the number of tweets declined from year to year.
- various hashtags were used throughout the time period during which this study occurred, and some were ongoing (ie, those which tended to be stable across weeks) while others were event-based (ie, those which spiked in a particular week)
- professors used event-based hashtags more often than students and students used ongoing hashtags more often than professors
- ongoing hashtags tended to exhibit positive sentiment, while event-based hashtags tended to exhibit more ambiguous or conflicting sentiments
These findings suggest that professors and students exhibit similarities and differences in how they use Twitter and backchannels and indicate the need for further research to better understand the ways that social technologies and online networks are integrated in scholars’ lives.
Here’s the full citation and paper:
Kimmons, R. & Veletsianos, G. (2016). Education Scholars’ Evolving Uses of Twitter as a Conference Backchannel and Social Commentary Platform. British Journal of Educational Technology, 47(3), 445—464.