I spent part of last week in Dallas at the annual Emerging Technologies for Online Learning conference, organized by SLOAN-C. I describe my presentation at the conference in this post, but the sessions below were all relevant to my work:
Jim Groom’s keynote. Jim’s Domain of one’s own work resonates with me. Providing students with digital tools that will enable them to learn the ways of the web is significant, but the idea also resonates with me in the context of digital scholarship, which is one of my research strands. In particular, I see Jim’s project being applicable for PhD students who should be equipped with the tools, skills, and experiences to understand networked, open, and digital scholarship. I’ve met Jim briefly in the past, but we never had a chance to chat much, so it was great to be able to spend some more time together.
Amy Collier’s and Jen Ross’ plenary. The session focused on giving insightful descriptions of the messy and compromised realities of learning in contrast to the narratives of efficiency and ease suggested by numerous educational technology providers.
Andy Saltarelli’s study of belongingness and synchronicity in cooperative learning settings. What’s not to like about rigorous, theory-driven, large-scale evaluations of the socio-psychological constructs that make a difference in online learning contexts?
The session on distributed flips, or re-using MOOC resources in face-to-face/blended courses. MJ Bishop, Mike Caulfield, and Amy Collier came together to share their research on the topic. Mike was unable to join unfortunately, but he shared his thoughts here.
Rolin Moe organized a number of fantastic panels on issues pertaining to the field and I was excited to participate in the one focused on academics in educational technology, along with Jen Ross, Amy Collier, Jill Leafstedt, Jesse Stommel, and Sean Michael Morris. We had a wonderful conversation, but 50 minutes are never enough to cover this topic. The Sloan-C organizing committee should consider making this session a longer (free-to-attend) workshop.
I gave a presentation at the annual Emerging Technologies for Online Learning conference last week focusing on aspects of networked participatory scholarship. I kept track of other sessions of interest here.
The concept of networked scholarship is expressed in different ways in the literature, ranging from digital scholarship to social scholarship to open scholarship. In my presentation, I discussed two themes that have arisen from my 3+ years of qualitative and ethnographic studies into the practices of higher education scholars.
Both of these themes help us make better sense of scholars’ digital participation and networked scholarship. They also help us better describe online scholarly networks and the lives and practices of digital scholars.
The first theme refers to the notion of scholars using networks to enact digital/open scholarship and circumvent restrictions to the sharing of knowledge. I have a recent publication on this that you can read here.
The second theme is one that I am still developing. Specifically, in my research I found that social media and online social networks function as places where some academics express and experience care. While debates about the use of digital scholarship and social media use in education have so far largely focused on the professional experiences of scholars, with frequent suggestions to limit personal sharing, professional and personal identity are difficult to separate, and academics frequently collapse the boundaries between personal and professional sharing. Academics demonstrate vulnerability and express care online in many forms. In my presentation, I showed and discussed examples of what these very personal and intimate instances of sharing look like. A version of my slides appear below:
Below are my notes from the AERA 2014 session Rigor and Realism: Doing Educational Science in the Real World. The ideas are significant for learning technologies researchers focused on impacting practice and developing real-world innovations/interventions. While I share many of these values and discussed a number of them in past work (e.g, here and here), what appears below are Catherine Snow’s ideas.
Rigor and Realism: Doing Educational Science in the Real World
The Wallace Foundation Distinguished Lecture: Catherine Snow, Henry Lee Shattuck Professor of Education, Harvard University
Some educational researchers are adopting new models for doing educational research, models that start from problems of practice, prioritize the challenge of utility to educators, and presuppose partnership relationships between researchers and practitioners. In attempting to implement such approaches, we often find that attention to the conditions of real-world practice may compete with attention to the constraints of rigorous design. That familiar problem can be exacerbated by the conflicting epistemologies of real-world decision-making vs. rigorous scientific knowledge-building. This conflict, in its multiple forms only some of which will be discussed, is a dilemma rather than a problem; it demands careful consideration of approaches to balancing the desirable features of rigor and of realism when they conflict.
Notes from the presentation and twitter feed
A conflict exists between rigorous research and the demands of educational systems. Educators and researcher must work together as partners.
Researchers have to acknowledge the realities of practice.
Researchers should start with urgent problems of practice – not simply gaps that exist in the literature
Education research/science can be highly rigorous, but it needs to be relevant. If it’s not impacting students in schools, it doesn’t matter. Focus of ed research is often quality, but we have to make the case for utility. It should be about utility and relevance.
Education research should move from questions of “whether” to questions of “how” ( GV side note: especially relevant to learning technologies, as noted by past research – e.g., don’t ask whether online learning works, but ask how does it work, how do we make it better, under what conditions, for whom, etc).
Recruiting the next generation of scholars into this work may endanger their potential to publish and get grants
We need to modify practitioner preparation to provide guidance about the challenges of collaboration with researchers (e.g., teach value/limitations of research)
Numerous colleagues are invested in this model (e.g., WT Grant, iterative design work, design-based implementation)
Progress is slow. Are there really exciting initiatives that would make a huge difference that might change both edu research and practice?
- Build the partnership model into the preparation of doctoral students by institutionalizing and acknowledging relationships and acknowledging relationships. Schools of education need to embrace this approach and faculty members need to be supported even if it doesn’t have immediate payoff in journal articles. A way for schools of education to become relevant and keeping us from the constant danger of becoming second rate departments of Arts and Sciences rather than 1st grade institutions of social change
- Promote accountability by developing reliable and feasible measures of classroom practice that might eventually take the place of student outcome measures
- Take the wisdom of practice seriously and develop a mechanism for systematizing and curating it. Journal review process is elegant and effective in maintaining standards for a certain kind of knowledge, but why do we dismiss anecdotes that teachers tell us? Because there is no epistemological structure for evaluating and curating that knowledge. What does that structure look like? Even though practitioners generate knowledge, it disappears. Developing a mechanism to capture and curate knowledge would be a hugely powerful mechanism. We acknowledge wisdom of practice but don’t take it seriously. We need to raise the level of the wisdom of practice to a more respectable level, by making it indeed more respectable. Urgent agenda because of internet sharing of uncurated practices. There currently isn’t a way to curate teacher knowledge ( GV side note: Curation of internet resources is prevalent, and a number of individuals are arguing for a system of publish then filter – lots of connections to openness, digital participation, and digital/media literacies re: curation)
As a field we need an exciting agenda of research that is cumulative, rigorous and realistic
I recently wrote a paper which examined the activities and practices arise when researchers and educators use social media and online networks. This is part of my ongoing work to understand open scholarship, networked participatory scholarship, and scholars’ practices online. In this paper, I used ethnographic data and my own experiences to try to make sense of scholars’ online participation. Some of the interesting findings are the following:
- numerous scholarly practices are occurring in the open (e.g., sharing drafts of manuscripts, sharing syllabi, supporting doctoral students)
- participation in online social networks is not limited professional endeavors; For example, they share “their vulnerabilities and struggles (e.g, with a divorce) and [seek] help with personal issues and causes that they are passionate about (e.g., equal rights legislation).” Importantly, engagement with and and sharing about issues unrelated to the profession is a value that is celebrated by this community. It is not uncommon, for example, to encounter blog entries discussing the positive outcomes of social sharing and Twitter profiles proudly declaring that updates are composed of a mix of personal and professional tweets.
- scholars have appropriated social technologies and utilized peer-to-peer networks to access and share research papers that they do not have access to (e.g., PirateUniversity.org, ThePaperBay.com, the Scholar subreddit, the #ICanHazPdf hashtag)
The last point is particularly significant. In the paper, I argue that the use of social networks and peer-networks to share knowledge that is often behind journal paywalls suggests that individuals are willing and able to circumvent and defy restrictions to the sharing of knowledge and research. In fact, open scholarship is a value that is close to the hearts and minds of numerous scholars who use the Internet for professional purposes. Kroll (2011) described the sharing of copyrighted manuscripts as “an act civil disobedience toward the scientific publishing enterprise” and since I published this paper, Elsevier has started taking action against this activity by sending takedown notices to academia.edu. How does one respond to actions that are in direct conflict to strongly-held values and ideals? That is a question that every academic needs to consider.
A copy of the paper, along with its citation and abstract appear below:
Veletsianos, G. (2013). Open Practices and Identity: Evidence from Researchers and Educators’ Social Media Participation. British Journal of Educational Technology, 44(3), 639-651.
The ways that emerging technologies and social media are used and experienced by researchers and educators are poorly understood and inadequately researched. The goal of this study is to examine the online practices of individual scholars in order to explore and understand the activities and practices that they enact when they use social media for scholarship. Using ethnographic data collection methods and basic interpretive analysis techniques, I describe two emergent phenomena evident in scholars’ social
media participation: scholarly practices enacted openly in digital spaces and the self that is disentangled from academic matters. These phenomena raise issues related to “sharing,” scholar identity, participation and social media as a place of gathering.
Note: As with any qualitative and ethnographic work, the results should be seen in context and shouldn’t be generalized to “all scholars participating online do X.”