Tag: online learning
Last week’s big news was that Udacity intends to switch its focus from higher education to corporate training. A number of colleagues have provided thoughtful responses to these news, including Michael Caulfield, Audrey Watters, Rolin Moe, George Siemens, and Bonnie Stewart.
Here’s my take on this development: Maslow once said: “I suppose it is tempting, if the only tool you have is a hammer, to treat everything as if it were a nail.” It seems that Udacity has discovered a solution and after realizing that it’s not a solution for the perils facing higher education, that solution is taken elsewhere. Reflecting on the xMOOC phenomenon it appears that this is a consistent approach. If MOOCs don’t work for X, they must work for Y, and if they don’t work for Y, they must work for Z.
I have drummed this tambourine in the past. This is educational technology history repeating itself. During the mid-90’s the instructional media/design field was engaging in The Great Media debate. In short, on the one side of the debate were individuals who argued that media do not influence learning outcomes. On the other side of the debate were individuals who noted that media provide affordances for learning. In the midst of the debate Tennyson (1994) noted the following:
I refer to this transition from scientist to advocate as the big-wrench approach to complex problem solution: The advocate, with the big wrench in hand, sets out to solve, suddenly, a relatively restricted number of problems. That is, all of the formerly many diverse problems, now seem to be soluble with the new big wrench (or panacea).
If educational technology companies (and Centers for Teaching and Learning) are eager to improve education, rather than searching for problems to apply their solutions, they should focus on identifying problems and designing solutions to those problems. Higher education may lack a lot of things, but what it does not lack are problems in need of solutions. Talk to any faculty member and ask: What problem are you facing in your teaching? Observe classrooms and see what things appear commonplace but hinder practice. For example, one of the projects that I had the good fortune to work on emanated from the observation that instructors asked students to borrow video cameras, record assignments, and return tapes to the instructor to watch and return feedback. This process usually took 6 weeks. We automated a lot of this process by developing an online assessment environment through which students recorded their assignments on webcam, instructors were notified of the availability of the video, and were then quickly able to student feedback. By eliminating the need for video cameras and tapes, and introducing an environment that addressed needs and problems, we were able to increase the efficiency and effectiveness of the process and drastically reduce the amount of time by which students received their feedback.
Tennyson, R. D. (1994). The big wrench vs. integrated approaches: The great media debate. Educational Technology Research & Development, 42(3), 15–28.
November 16, 2013 update: This presentation was recorded and archived.
Title: What Do Academics and Educators Do on Social Media and Networks, and What Do Their Experiences Tell Us About Identity and the Web?
Facilitator: George Veletsianos
Institution: Royal Roads University
Date and time: Nov 13, 2013 10:00am PST (click here to convert to local time)
Where: Adobe Connect: https://connect.athabascau.ca/cidersession
I am giving an open presentation to the Canadian Institute of Distance Education Research. Don’t hesitate to join us if you have time and are interested on the topic! In this talk I will draw on empirical studies conducted by a number of researchers (including work by myself and Royce Kimmons) to examine academics’ and educators’ participation in networked spaces. These studies point to three significant findings: (a) increasingly open practices that question the traditions of academia, (b) personal-professional tensions in academic work, and (c) a framework of identity that contrasts sharply with our existing understanding of online identity.
I am sitting at a coffee shop in Vancouver, BC reflecting on my time at COHERE 2013. This was my first Canadian conference since moving to Victoria, and it was a great opportunity to meet and spend time with colleagues (many of them Canadians) including Tony Bates, Rory McGreal, Martha-Cleveland Innes, David Porter, Diane Janes, Diane Salter, Jenni Hayman, Richard Pinet, Robert Clougherty, and Cindy Ives. It was also great to see Ron Owston, Frank Bulk, and Kathleen Matheos again – and my colleagues Vivian Forssman and BJ Eib were there too! The conference was relatively small and the sessions were 40 minutes long, allowing ample time and space for conversations, networking, and debates. I really appreciated the intimate atmosphere that we were afforded for spending time with each other. The organizers (Kathleen Matheos and Stacey Woods) did a fantastic job!
Cable Green from Creative Commons delivered the first keynote and David Porter from BC Campus delivered the second. I sat on a respondent panel for Cable’s keynote and argued three points: (a) we need to build on and go beyond open educational resources, and think about open practices, (b) each of us needs to take action in supporting openness (e.g., by teaching sharing as a value and literacy), and (c) by recognizing that “open” is under threat of being subverted. It was fascinating to sit on a panel with four others and see how our responses to the keynote differed, but how they all coalesced around similar messages as well.
I also gave a presentation discussing early findings from my research into learners experiences in MOOCs, open courses, and other open learning environments, and you might be interested in Tony Bates’ take on this research:
These findings are not fully refined and analyzed, yet. However, in thinking about these results, reading the literature and claims around MOOCs, and thinking about recent developments in educational technology, I am beginning to see MOOCs more and more as a symptom of chronic failures of the educational system to tackle significant issues. On the one hand, I and others have argued that MOOC creators have ignored research into how people learn and how people learn with technology. Tony Bates in particular (see the last link), is very clear when he says “Why is MIT ignoring 25 years of research into online learning and 100 years research into how students learn in its design of online courses?”
On the other hand however, the rise of MOOCs seems to be a symptom of a series of failures and pressures. I like the argument that George Siemens makes in relation to inadequate university approaches to educational needs, “Universities have failed to recognize the pent-up demand for learning as the economy has diversified and society has become more complex and interconnected. As a consequence, the internet has contributed by creating a shadow education system where learners learn on their own and through social networks. MOOCs reflect society’s transition to a knowledge economy and reveal the inadequacy of existing university models to meet learner’s needs.” I’d like to take this argument further. As a field, we could do more to have greater impact on the design and development of educational technology solutions, including MOOCs. Steps to do that would include sharing our research more broadly and in different ways (e.g., publishing in open access venues and putting theory-to-practice), engaging in what Tom Reeves calls socially-responsible research that solves real problems, working across disciplines, reconsidering the ways that we understand, evaluate, and reward impact at our institutions, and so on. More on these issues, soon!
If you believe that educational technology startups can learn a thing or two from educators and education researchers in their quest to improve education, then we’d love your vote for our 2014 SXSWedu proposal.
Tanya Joosten, Amy Collier, Audrey Watters and I have proposed a panel during which we will discuss how educators/researchers can help startups improve their education technology offerings, and answer questions pertaining to education research, how people learn, and classroom practice. If we want meaningful and transformational change in how we do education, it is imperative for
entrepreneurs and educators/researchers to converse. We’ve called for this over and over. And it’s not just us four that have noticed a disconnect between what educational technologies companies do and what we know about education and learning:
In discussing the flipped classroom model Schneider, Blikstein, and Pea note that “by failing to pay attention to the research, we were applying what is possibly a good idea in the wrong way. That’s why research in education is crucially important to improve our schools. Intuitions are good, but science is better.”
Neil Selwyn notes “The current understanding of schools in the digital age [is] hampered by a curious amnesia, forgetfulness or even willful ignorance of past phases of technology development and implementation…”
Rolin Moe argues, “In education, innovators and disruptors consistently reinvent the wheel, hyping revolutionary ideas that are often unaware of existing research, replications of prior models, or proud of their ignorance of history of the field’s theory and pedagogy.”
In short, our panel will provide answers to the following questions:
1. How can educational technology startups use knowledge generated through education research to improve their products and services?
2. How can educational technology startups partner with educators, researchers, and educational institutions to improve their
3. Why have education technology innovations failed in the past, and what can startups learn from those experiences, so as to avoid making the same mistakes?
If you feel that we have something meaningful to add to the conversation about how technology, pedagogy, and emerging ideas can improve education, then we’d love your vote.
I had the pleasure of delivering the opening keynote to the 2013 Teaching and Learning to the Power of Technology conference on May 1st. Our hosts (Heather Ross, Jim Greer, and Brad Wuetherick) from the Gwenna Moss Centre for Teaching Effectiveness at the University of Saskatchewan put together an excellent program! It was difficult to leave Saskatoon 2 days later as everyone was so gracious, kind, and eager to share his/her work! It was also great to spend time with Valerie Irvine (who did the 2nd keynote of the conference), Rick Schwier, and Alison Seaman!
My talk focused on Social Media in Education/Scholarship. I wanted to discuss a number of ideas including the rich history of the field of educational technology, the role of openness in scholarship, and the practices that open scholars engage in. Additionally, part of the talk included a call for individuals to become involved in the design of future educational systems/technologies. I highlighted my qualitative stance more strongly in this talk, essentially arguing that the world is grey (not black or white) and binary thinking is dangerous: There are multiple ways to see and read the world, there are multiple truths, and those truths can coexist at the same time.
Here is a video recording of the event. And, as always, here are my slides:
Audrey Watters and I submitted an application for Iversity’s MOOC production fellowship program. If funded, we will co-teach a course that is desperately needed: Foundations of Educational Technology. Our goal is to help individuals learn the history, research, practice, and debates of the field.
We want to improve education. To do so, we believe that educational technology developers, learning designers, and practitioners need to know the answers to a number of important questions including:
(a) how do people learn?
(b) how does technology/pedagogy impact learning?
(c) why have educational technology efforts failed/succeeded in the past?
Our course focuses on these pillars.
The fellowship recipients are selected by a jury of peers and by a process of public voting. If you think that this is a worthwhile cause, we would love your support. If so, please *vote for our proposal*. To vote for our proposal first you have to register on the platform and then you have to click on the green vote button. While you are there you can also read more about our application. There you will notice that our proposed course blends pedagogies, approaches, and ideals that originate from the progressive and open education movements (e.g., OER reuse, cMOOCs, knowledge-building, communities of practice ideas) while introducing artifacts and values that we feel should be staples in xMOOCS (e.g., personal learning plans and instructor-supported community interactions).
The next step, if you are so inclined, is to help spread the good word. Please tell your colleagues and friends about it. Send them to this blog post, to Audrey’s post, or to our proposal, and ask them to help us help the world design meaningful, purposeful, effective, and equitable educational technologies. Remix it, share it on Twitter, Facebook, Google +, your department’s listserv, shout it from your rooftop, write a song about it, create a banner…. do whatever else pleases you to help spread the word. Or, just grab the message below and post it on your favorite social media platform:
I voted for the Foundations of Educational Technology class! Help me spread the word: http://bit.ly/100XoCK #edtechCourse
Finally: I’m very excited about this course. However, I am humbled, I am in awe actually, that friends and colleagues from around the world have offered to help us with the course. So far, 13 students from the University of Texas at Austin have volunteered to be Teaching Assistants for the class and Dr. Valerie Irvine from the University of Victoria and Dr. Rick Schwier from the University of Saskatchewan have also offered to help with various aspects of the course. I am in awe of my colleagues and students who unselfishly offer their time to improve education. The world is a better place because of you. And for that, we thank you!
George & Audrey
I just returned from the 2013 Sloan-C Emerging Technologies for Online Learning conference in Las Vegas. What a fantastic gathering! The value of the conference to me was the numerous great conversations with new friends (Jen Ross, Christopher Brooks, Amy Collier, David Wicks) and old friends (Tanya Joosten, Laura Pasquini). And, as always, I finally met friends and colleagues who I have interacted with online for a while (Mark Lee, Rolin Moe).
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Amy notes that the unconference was fantastic. She is spot on!
I’ve been trying to make sense of the conference and my experiences since I left. My friend and colleague Joel Donna (of 3ring) came to Austin to spend some time with me on Saturday-Monday and the conversations I had at the conference continued with him as well. Here’s what has been on my mind:
1. Three years ago, I used to have conversations with colleagues wherein I was desperately trying to make the case that technology-enhanced pedagogy was a powerful approach to have in our “how to improve education” toolkit. I wouldn’t be surprised if at times I was called a technology evangelist (any of you that follow my work know that I am not). Nowadays, I am finding myself on the other end of the spectrum – cautioning colleagues about the narrative that education is broken, educational technology is the fix, and for-profit corporations are here to save the day. If Gardner Campbell was here, he would have said, “That is not what I meant at all; That is not it, at all.” What is education for? Who is it for? What does it mean to learn? If education really “is broken,” what exactly is broken? Is the funding structure broken? Are the pedagogies that we use broken? Is instructor preparation broken? Is our understanding of how people learn broken? Is the notion of academic freedom broken? What is broken?
In the world that I inhabit, “broken” refers to educational systems that employ unjust practices, disregard unequal access, promote exploitation, and embrace pedagogies of hopelessness and marginalization. Unfortunately, I suspect that the notion of “broken” that I perceive may be unlike the notion of “broken” that popular narratives embrace.
2. I can try to convince individuals that this contemporary fable of education being broken is a story told and retold by powerful individuals/entities who have something to gain by creating alternative systems (…and just to clarify, I am not arguing that education is perfect – see above). Do we stop there? Ideally, no. What educators and researchers need to do is to become involved in the design and development of educational systems and educational technology. If we don’t, someone else will design our future for us. Do we really want that? Do we really want future educational systems designed without input from educators and researchers? I hope not. I am working on a project related to this and I hope to be able to share it with you within the next two weeks.
3. I met a a lot of colleagues at the conference that are thinking about similar issues. This makes me quite happy. And I am very glad and fortunate to be able to spend time with all of you!
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I had a great time participating in the Career Forum roundtables, giving advice to PhD students about academia and sharing my own experiences. I value this. I value having conversations with students and spending time together answering difficult questions. The question that keeps coming up here is: What is your passion? Is it teaching? Is it service? Is it a particular research method, a particular pedagogy, or worldview? How does that relate to the world at present? How can you pursue your passion? And to close the circle, unstructured time with colleagues is important and can be very productive for these types of conversations.
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I was originally invited to the conference to give a plenary talk on emerging technologies. Huge thanks to David and Jen for all their help in making this a success. My presentation was recorded and I am really hoping that it will be made available online for free (hint, hint). My slides are below, and a storify of my talk, courtesy of Laura Pasquini, is here.
The University of New Hampshire holds a Faculty Instructional Technology Summer Institute for instructors and faculty members each summer. I was invited to give the keynote presentation at this year’s institute. Unlike prior keynotes and plenaries that I will be giving that will be focusing on stories and tales, I am framing this talk in terms of a debate, in terms of the stories that are told with respect to education, and in terms of the forces that are shaping it:
Title: Online Learning Myths and Truths
We live in opportune times. We live at a time when education features prominently in the national press and discussions focusing on improving the ways we design education are a daily occurrence. Stanford President John Hennessy notes that “a tsunami” is coming – and Pearson executives are calling the impending change an “avalanche.” We are told that “education is broken” and that technology provides appropriate solutions for the perils facing education. But, what do these solutions look like? Will these be the times that capture Dewey’s and Freire’s visions of education? Will these be times of empowered students, democratic educational systems, learning webs, and affordable access to education? Or, will these be the times where efficiency, venture capital, and market values dictate what education will look like? Is technology transforming education? If so, how? During this keynote presentation, I will highlight how learning and education are (and are not) changing with the emergence of certain technologies, social behaviors, and cultural expectations. Using empirical research and evidence I will discuss myths and truths pertaining to online education and present ways that faculty members and educators can make meaningful contributions to the future educational systems that we are creating today.