George Veletsianos, PhD

Tag: digital scholarship Page 4 of 6

Assumptions and Challenges of Open Scholarship

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On November 1, 2012

In emerging technologies, moocs, my research, NPS, open, papers, scholarship, sharing

What is the value of a critique?

The value of critique is to help us see a phenomenon through a different lens, to help us make sense of something in a different way, and to spark a conversation. This is the purpose, and value, of a paper we recently published with IRRODL on the topic of open scholarship.

The paper identifies the assumptions and challenges of openness and open scholarship and attempts to put forward suggestions for addressing those. A summary of our paper, appears below:

Many scholars hope and anticipate that open practices will broaden access to education and knowledge, reduce costs, enhance the impact and reach of scholarship and education, and foster the development of more equitable, effective, efficient, and transparent scholarly and educational processes. Wiley and Green (2012, pp. 88) note that “only time will tell” whether practices of open scholarship will transform education or whether the movement “will go down in the history books as just another fad that couldn’t live up to its press.” Given the emerging nature of such practices, educators are finding themselves in a position in which they can shape and/or be shaped by openness (Veletsianos, 2010). The intention of this paper is (a) to identify the assumptions of the open scholarship movement and (b) to highlight challenges associated with the movement’s aspirations of broadening access to education and knowledge. The goal of this paper is not to frame open scholarship as a problematic alternative to the status quo. Instead, as we see individuals, institutions, and organizations embrace openness, we have observed a parallel lack of critique of open educational practices. We find that such critiques are largely absent from the educational technology field, as members of the field tend to focus on the promises of educational technologies, rarely pausing to critique its assumptions. Selwyn (2011b, pp. 713) even charges that our field’s inherent positivity “limits the validity and credibility of the field as a site of serious academic endeavour.” Our intention is to spark a conversation with the hopes of creating a more equitable and effective future for digital education and scholarship. To this end, this paper is divided into three major sections. First, we review related literature to introduce the reader to the notion of open scholarship. Next, we discuss the assumptions of openness and open scholarship. We then identify the challenges of open scholarship and discuss how these may limit or problematize its outcomes.

Common assumptions and challenges are summarized as follows:

Common themes and assumptions Challenges
Open scholarship has a strong ideological basis rooted in an ethical pursuit for democratization, fundamental human rights, equality, and justice. Are these ideals essential components of the open scholarship movement or are merely incidental to those who are pioneering the field?
Open scholarship emphasizes the importance of digital participation for enhanced scholarly outcomes Scholars need to develop an understanding of participatory cultures and social/digital literacies in order to take full advantage of open scholarship.Need to redesign university curricula to prepare future scholars to account for the changing nature of scholarship.

 
Open scholarship is treated as an emergent scholarly phenomenon that is co-evolutionary with technological advancements in the larger culture Technology both shapes and is shaped by practice.Technology is not neutral, and its embedded values may advance tensions and compromises (e.g., flat relationships, homophily, filter bubbles).
Open scholarship is seen as a practical and effective means for achieving scholarly aims that are socially valuable Open scholarship introduces new dilemmas and needs (e.g., personal information management challenges; Social stratification and exclusion).

Given the topic, the best home for this paper was the International Review Of Research In Open And Distance Learning, through which you can download the paper for free in an open access manner:

Veletsianos, G. & Kimmons, R. (2012). Assumptions and Challenges of Open Scholarship. The International Review Of Research In Open And Distance Learning,13(4), 166-189. [HTML access or PDF access]

 

Invited talk at ICEM 2012

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On September 23, 2012

In emerging technologies, learner experience, moocs, my research, NPS, online learning, open, scholarship

I am in Cyprus to meet with a number of colleagues and give an invited talk at ICEM 2012.

Talk title: What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship

Abstract:  What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.

What is open scholarship?

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On September 5, 2012

In sharing

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

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On August 29, 2012

In courses, open, scholarship, sharing

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

 

What education research and instructional design practice can offer to Coursera MOOCs

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On July 30, 2012

In courses, engagement, moocs, my research, NPS, online learning, open, scholarship

This is part of my ongoing reflection on moocs. See the rest of the entries here.

I have signed up to a number of MOOCs as a student (and led one of the #change11 weeks), and have spoken in general terms a couple of weeks ago about how education research can help improve the type of education offered through a MOOC. In this post, I will give specific suggestions, focusing on the University of Pennsylvania MOOC: Listening to World Music, offered through Coursera. I am signed up to this course, which started on June 23, and I just submitted the first assignment. I decided to post these thoughts early because of two reasons. First, the beginning of any course is an important moment in its success and I find that it takes a lot of planning and reflection. Second, MOOCS are discussed as being experiments in online education. The Atlantic even calls them “The single most important experiment in higher education.” I agree that they are experimental initiatives, and as such would benefit from ongoing evaluation and advice. Where I disagree with is the notion that they are a departure from what we know about online (and face-to-face) education. This post is intended to highlight just a couple of items that the Coursera instructional designers and learning technologists could have planned for in order to develop a more positive learning experience.

1. Length of the video lectures.

The syllabus lists the length of the video lectures (e.g., video 1 is 10:01 minutes long and video 2 is 10:45 minutes long.) However, this length is not provided on the page that students visit to watch the videos, which is where they need that information. I’ve annotated this below.

 

2. Opportunities for interaction.

The platform provides forums for students to interact with each other. Learners are of course instrumental and will figure out alternative, and more efficient and effective ways to communicate with each other, if they need to. For instance, in a number of other MOOCs students set up facebook groups, and I anticipate that this will happen here as well. What Coursera could do to support learners in working with each other is to integrate social media plugins within each course. I am surprised that this isn’t prominent within the course because you can see from the images below that Coursera uses social media plugins to allow students to announce participation in the course:

For instance, it appears that the course uses the #worldmusic hashtag, though it’s not integrated within the main page of the course, not does it seem to be a unique hashtag associated with the course.

3. How do you encourage students to watch the videos?

Let’s say that we added the length of each video next to its title. Now, the learner knows that they need about an hour to watch the video. Some learners (e.g., those who are intrinsically motivated by the topic) will watch them without much scaffolding. But, how do you provide encouragement for others to do so? Here’s where some social psychology insights might be helpful. By providing learners with simple descriptions of how the majority of their colleagues are behaving (i.e. appealing to social norms), then one might be able to encourage individuals to watch the videos. For example, the videos might include a dynamic subtitle that informs learners that “8 out of 10 of your peers have watched this video” or that “70% of your peers have completed the first assignment” and so on. This is the same strategy that hotels use to encourage users to reuse towels and the same strategy that Nike uses when it compares your running patterns to the running patterns of other runners, as shown in the image below:

4. Peer-grading expectations.

This course is different from others that I’ve participated in because it includes an element of peer-grading. This is exciting to me because I’m a firm believer in social learning. One minor concern however is the following: I don’t know how many peers I am supposed to evaluate. I thought I was supposed to evaluate just one, but each time I finish my evaluation, I am presented with the option to “evaluate next student.” Do I keep evaluating? How many do I need to evaluate before I can move to the next step? I don’t know. In other words, it’s always helpful to inform the learner of what s/he has to do. For instance, in my case, I just stopped evaluating peers after having evaluated 4 because I don’t know how much I am expected to do. Perhaps there’s no minimum… and this information would be helpful to me as a learner.

Overall, my experience with this course is positive, though there is a lot of room for improvement here, which is to be expected. For example, I haven’t touched much on the pedagogy of the course, but there’s a few more weeks left… so stay tuned!

Notes:

Nike photo credit. Thanks to my colleague Chuck Hodges for directing my attention to the Nike example.

Technology, Education, and Learning Institutions in 2025

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On June 18, 2012

In courses, online learning, scholarship

“Technology, Education, and Learning Institutions in 2025” is a signature course that I will be teaching for the School of Undergraduate Studies at UT Austin in Fall 2012. Thus, I was excited to learn the other day that George Siemens and colleagues will be teaching an open course entitled The Current/Future State of Higher Education. While the audiences and purposes of these two course may differ, it’s exciting to know that other groups are thinking that it’s important to lead a course that asks participants to think critically about the potential futures and alternative narratives of education. Anyone can make predictions about the future of education (e.g., predictions about the demise of higher education institutions are a dime a dozen). Yet, it’s hard for newcomers to differentiate between wishful thinking, “real” change, incremental change, and potential change. Thus, a well-rounded understanding of educational systems, and the multiple purposes they serve, is important.

Signature courses at UT are interdisciplinary seminar courses for incoming students emphasizing “discussion, critical thinking, short research projects, student presentations, and writing on interdisciplinary topics of contemporary importance.” Importantly, all UT signature courses carry the Writing Flag, meaning that they must meet certain writing requirements in order to ensure that students hone in on their writing skills. To this end, students in this course will write papers describing potential and alternative educational futures and institutions. To instill a sense of commitment, responsibility, encouragement, and hope , I approached the editor of Educational Technology and asked if he was willing to work with me on dedicating a special issue on student’s informed perspectives on the future of education. While we discuss the future of education, I think it’ important to hear from students and learn from what they have to say. Since Educational Technology magazine goes to about 2,000 readers in more than 100 countries around the world, I think that this is a great way to get some of these voices in the mainstream. Our guiding prompt will be the following: If you were going to design an educational system of the future today, what would it look like? This is a question that others have asked as well (e.g., Levin, 2002)

This is how I described the course to potential students:

What will education look like in 2025? What role will technology play in future learning institutions? What will schools and universities look like? Will we invent new forms of education that reside outside of schools and universities? What is the purpose of education and how will it change in the next 10-15 years? Will we still use lectures halls? Will online education be the norm? Are we reaching a point where “anyone can learn anything from anyone else at any time?” Or, are Google, Facebook, and Twitter “infantilizing our minds,” distracting us from meaningful learning and purposeful living? Together, we will answer these questions. Just as societies, governments, and other social groups adapt and change over time, so do institutions of learning, the work that they do, and how they do that work. We live at a transient time for education, at a time where entrepreneurs, politicians, philanthropists, college professors, and university presidents are defining what education may look like in 2025. Together, we will investigate major trends influencing education, and understand how education and learning institutions are changing with the emergence of certain technologies, social behaviors, and cultural expectations.

I’ll be posting my syllabus, readings, videos, and additional learning resources here in due course.

Critical perspectives on Educational Technology

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On April 22, 2012

In online learning, scholarship

I was in Vancouver at AERA 2012 last week, where I had the opportunity to present some of my recent work and catch up with colleagues. A few of the conversations I had centered around the increasing interest our field is receiving. This is a great time to be involved with educational technology, though there’s a lot of discussion about what higher education may look like a few years down the road. At the same time however, contemporary discourse on how technology can “transform” education concerns me because it is largely guided by techno-enthusiasm, techno-determinism, and a desire to improve “efficiency,” on models grounded on marginal costs and revenues. This is not a new concern – I wrote about it in the past as well. However, George Siemens does a great job  describing what current thinking in the edtech corporate world looks like. My perspective is that, if we want to improve education for all, we have to engage with educational technology critically, involve educators in designing innovations, and use the research that a lot of us have done on learning, education, and technology.

To this end, I decided to share a a list of papers from my research library that offer a critical perspective on the use of technology in education. This is not a rant against the field. Rather, this is an attempt to highlight alternative ways of thinking. Alternative perspectives are important, because they help us question our assumptions and worldview. I thought it was about time for this, as the last entry that I wrote on this issue was about two years ago. If you have any additional work that might fit into this category, please share it in the comments section, and I will update the blog entry with those. Alternatively, you can add papers to this group on mendeley (feel free to join as well).

Amory, A. (2010). Education Technology and Hidden Ideological Contradictions. Educational Technology & Society, 13(1), 69- 79.

Bayne, S. (2010). Academetron, automaton, phantom: uncanny digital pedagogies. London Review of Education, 8(1), 5-13.

Friesen, Norm. (2010). Education and the social Web: Connective learning and the commerical imperative. First Monday, 15(12).

Friesen, Norm. (2011). Critical Theory: Ideology Critique and the Myths of E‐Learning, (February), 1-20.

Kahn, R., & Kellner, D. (2007). Paulo Freire and Ivan Illich: technology, politics and the reconstruction of education. Policy Futures in Education, 5(4), 431-448.

Njenga, J. K., & Fourie, L. C. H. (2010). The myths about e-learning in higher education. British Journal of Educational Technology, 41(2), 199-212.

Oliver, M. (2011). Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology. Journal of Computer Assisted Learning, (November 2010), no-no. doi:10.1111/j.1365-2729.2011.00406.x

Peck, C., Cuban, L., & Kirkpatrick, H. (2007). Techno-Promoter Dreams,Student Realities. Phi Delta Kappan, 83(6), 472-480.

Piña, A. A. (2010). Online diploma mills : implications for legitimate distance education. Distance Education, 31(1), 121-126. doi:10.1080/01587911003725063

Ravenscroft, A. (2001). Designing E-learning Interactions in the 21st Century: revisiting and rethinking the role of theory. European Journal of Education, 36(2), 133-156. doi:10.1111/1467-3435.00056

Sahay, S. (2007). Beyond Utopian and Nostalgic Views of Information Technology and Education: Implications for Research and Practice. Information Systems, 5(7), 282-313.

Selwyn, N. (2010). Looking beyond learning: notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), 65-73. doi:10.1111/j.1365-2729.2009.00338.x

Selwyn, Neil. (2011). Editorial: In praise of pessimism—the need for negativity in educational technology. British Journal of Educational Technology, 42(5), 713-718.

Selwyn, Neil, & Gorard, S. (2004). Exploring the role of ICT in facilitating adult informal learning. Education, Communication & Information, 4(2-3), 293-310. doi:10.1080/14636310412331304726

Warschauer, M. (2007). The paradoxical future of digital learning. Learning Inquiry, 1(1), 41-49. doi:10.1007/s11519-007-0001-5

Weston, M. E., & Bain, A. (2010). The End of Techno-Critique : The Naked Truth about 1 : 1 Laptop Initiatives and Educational Change. The Journal of Technology, Learning, and Assessment, 9(6).

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