Tag: emerging technologies
It has been suggested that the use of social technologies (e.g., social media, social networking sites) in higher education may be a worthwhile endeavor. Nevertheless, empirical literature examining user experiences, and more specifically instructor experiences, with these tools is limited. My colleagues and I conducted a study recently to address this gap in the literature. Our goal was to identify, describe, and make sense of initial instructor experiences with a social networking platform (Elgg) used in higher education courses. This follows a prior study in which we examined learner experiences with Elgg.
This study does not purport to describe the experiences of all instructors. Rather, it provides an in-depth examination and rich description of the experiences of five instructors who used a social networking platform in their courses. Readers should examine the context in which this study occurred and decide whether these findings may apply in their own situations.
We found that instructors:
- had expectations of Elgg that stemmed from numerous sources
- used Elgg in heterogeneous ways and for varied purposes
- compartmentalized Elgg and used it in familiar ways, and
- faced frustrations stemming from numerous sources.
Importantly, the ways that Elgg came to be used “on the ground” was contested. These ways contrasted starkly with the narrative of how social software might contribute benefits to educational practice. Furthermore, we found that learning management systems (e.g., Blackboard, Moodle, Canvas, Desire2Learn) may frame the ways through which other tools, such as social media and Elgg, are understood, used, and experienced, as instructors in our study continuously discussed their experiences with Elgg in comparison to an LMS, even though Elgg is not a traditional LMS.
Veletsianos, G., Kimmons, R., & French, K. (2013). Instructor experiences with a social networking site in a higher education setting: Expectations, Frustrations, Appropriation, and Compartmentalization (pdf). Educational Technology, Research and Development, 61(2), 255-278
You can download a pdf of the paper from the link above, or visit dx.doi.org/10.1007/s11423-012-9284-z for the published version.
I was recently invited to deliver a plenary talk at the 2013 Emerging Technologies for Online Learning conference, hosted by the Sloan Consortium. Steve Wheeler will be giving a keynote and I am excited to hear him talk. My presentation will pick up where Emerging Technologies in Distance Education (download it for free here http://www.aupress.ca/index.php/books/120177) left off, and will take readers through a set of stories intend to clarify how emerging technologies are, and are not, changing education.
The talk is entitled Seven Tales of Learning Online with Emerging Technologies, and I described it as follows:
During the last few years, emerging technologies and online learning have dominated narratives regarding the future of education and the potential role that technology may play in education. 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? 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. In this presentation, I will share seven research-based stories describing the integration of emerging technologies in learning environments. These stories paint an intricate picture of online learning with emerging technologies and demonstrate how (a) emerging learning technologies have impacted educational practice, (b) the use of emerging technologies “on the ground” is often negotiated and contested, and (c) a “culture of sharing” may be finding increasing acceptance in education under emerging phenomena such as Massive Open Online Courses, Open Educational Resources, and social media use by scholars. These stories highlight how learning and education are (and are not) changing with the emergence of certain technologies, social behaviors, and cultural expectations.
I recently gave a presentation in which I sought to capture some of the activities that I see happening when researchers are using social media to enact scholarship. In this presentation I argued that while faculty members have always shared their work with each other (e.g., through letters, telephone calls, and conference presentations), techno-cultural forces are prompting educators and researchers to share scholarly work in an ongoing and open manner. I also argued that “sharing” is a value and literacy that we should embrace and teach, not just because it is compatible with the purpose of higher education but also because it may contribute to a more equitable society.
A facebook conversation from yesterday encouraged me to share one of the assignments that I developed for my instructional design course. The goal of the class is for the students to understand, experience, and apply instructional design in a variety of educational contexts.
One of the assignments I developed for asked students to enroll in a Massive Open Online Course (MOOC) and analyze the instructional materials within the course using one of the rubrics provided by Dick and Carey (the instructional design book we use in class). It was a lot of fun and the students appreciated the exercise. Given the lack of presence and voice by instructional designers in MOOC happenings, the lack of valid, reliable, and serious research that exists on the topic (though Rita Kop’s work on cMOOCs is admirable), and my desire to engage students in contemporary events, I came up with this assignment to embed MOOC analysis in my course. The assignment is available for download on https://dl.dropbox.com/u/2533962/instr-materials-veletsianos.doc and posted below for those who just want to skim it without downloading it. Enjoy and feel free to use it:
Instructional Material analysis assignment
Individually, you will examine and report on the instructional materials of one popular digital learning initiative. An analysis matrix will be provided to you, and you will use that to matrix to evaluate these initiatives.
Length: Minimum 500 words.
|Criteria||Levels of Attainment||Points|
|Written analysis (evaluation)||
This task requires a few hours of research before you can actually complete it. Even though this is an individual task, if you would like to discuss the assignment with any of your colleagues, please feel free to do so.
First read the chapter and the rest of the materials for this week. Without reading those, I can assure you that your understanding of the issues presented will be superficial.
Second, examine the rubric provided by Dick & Carey for evaluating instructional materials (p. 250-251 – see below for the rubric). You will be completing this rubric for a digital environment, and it’s a good idea to understand what it encompasses before you proceed.
Third, select one course provided on one of the following platforms to examine:
- A course on Coursera (select a course that is occurring right now or has been completed. DO NOT select a course that has not started yet): https://www.coursera.org/courses
- A course on EdX (select a course that is occurring right now. DO NOT select a course that has not started yet): https://www.edx.org/courses
- A free course on Udemy (select a course that includes at least 5 “lessons/lectures”): http://www.udemy.com/courses
You can also choose to examine DS106: http://ds106.us/ I am including DS106 on its own because it is a course as opposed to the above (Coursera, EdX, and Udemy) which are platforms. If you pick any of these three (Coursera, EdX, or Udemy), then you should also pick a course (e.g., Within Coursera a possible course is https://www.coursera.org/course/friendsmoneybytes).
Once you have made your selection, it’s time to research your course. Spend time looking around, examining and evaluating the instructional materials provided. You will use the rubric to keep track of the criteria that need to be assessed, and then using this rubric you will write a report assessing the instructional material for the course.
You should start your report by stating the course and its provider. A link would also be helpful. For example, using the example above, I would start my report by stating the following:
“I am examining the course entitled Networks: Friends, Money and Bytes (https://www.coursera.org/course/friendsmoneybytes). This course if offered through Coursera and is taught by Mung Chiang who is a Professor or Electrical Engineering at Princeton University. The course is an introduction to the topic of X and its objectives are XYZ.”
Your report should be specific and detailed in its evaluation of instructional material, and should be guided by the five criteria families discussed by DC: Goal-centered, learner-centered, learning-centered, context-centered, technical criteria. I would like to see that you understand each criterion and that you are capable of applying it to evaluating your course. For example, at the very least, I would expect to see statements such as the following:
Instructional designers use five criteria families to evaluate instructional materials. Learner-centered criteria focus on XYZ and refer to X. The instructional materials for this course appear to be adequate for this criterion because <provide list of reasons here>. The course could be improved in this domain by <list of additions/revisions here>. However, because item X was not disclosed in the course, I am not able to evaluate Y.
Let me reiterate that to complete this assignment you will need to do background research on the course and the platform. For example, your background research on Coursera will reveal that some of these courses have more than 80,000 students from around the world. This fact alone will impact your evaluation!
Instructional Material Evaluation Rubric
Rubric is copyright of: Dick, W., Carey, L. & Carey, J. (2008). Systematic Design of Instruction, (7th ed.) Upper Saddle River, NJ: Pearson.
A. Goal-centered Criteria:
Are the instructional materials:
|1. Congruent with the terminal and performance objectives?|
|2. Adequate in content coverage and completeness?|
|6. Objective in presentations (lack of content bias)?|
Are the instructional materials appropriate for learners’:
|1. Vocabulary and language?|
|2. Development level?|
|3. Background, experience, environment?|
|4. Experiences with testing formats and equipment?|
|5. Motivation and interest?|
|6. Cultural, racial, gender needs (lack bias)?|
Do the material include:
|1. Pre-instructional material?|
|2. Appropriate content sequencing?|
|3. Presentations that are complete, current and tailored for learners?|
|4. Practice exercises that are congruent with the goal?|
|5. Adequate and supportive feedback?|
|6. Appropriate assessment?|
|7. Appropriate sequence and chunk size?|
Are/do the instructional materials:
|1. Authentic for the learning and performance sites?|
|2. Feasible for the learning and performance sites?|
|3. Require additional equipment/tools?|
|4. Have congruent technical qualities for planned site (facilities/delivery system)?|
|5. Have adequate resources (time, budget, personal availability and skills)?|
Do the instructional materials have appropriate:
|1. Delivery system and media for the nature of objectives?|
|3. Graphic design and typography?|
|6. Audio and video quality?|
|7. Interface design?|
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:
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? 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.
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