Tag: open scholarship
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.”
HarvardX and MITx released a number of reports describing their open courses. The overarching paper describing these initiatives, entitled HarvardX and MITx: The first year of open online courses is really helpful in gaining a holistic understanding of HarvardX and MITx learned about their initiatives.
My (preliminary) thoughts:
- It’s exciting to see more data
- It’s exciting to see education researchers involved in the analysis of the data
- The researchers should be congratulated for making these reports available in an expeditious manner via SSRN
- We need more interpretive/qualitative research to understand participants’ and practitioners’ experiences on the ground
- I am wondering whether the community would benefit from access to the data that HarvardX and MITx have, as other individuals/groups could run additional analyses. Granted, I imagine this might require quite a lot of effort, not least in the development of procedures for data sharing.
The course reports appear below, and these are quite helpful in helping the community understand the particulars of each course:
- 3.091x Introduction to Solid-State Chemistry – Fall 2012 MITx Course Report
- 6.00x Introduction to Computer Science and Programming – Fall 2012 MITx Course Report
- 6.002x: Circuits and Electronics – Fall 2012 MITx Course Report
- 2.01x Elements of Structures – Spring 2013 MITx Course Report
- 3.091x Introduction to Solid-State Chemistry – Spring 2013 MITx course report
- 6.00x Introduction to Computer Science and Programming – Spring 2013 MITx Course Report
- 6.002x: Circuits and Electronics – Spring 2013 MITx Course Report
- 7.00x Introduction to Biology: The Secret of Life – Spring 2013 MITx Course Report
- 8.02x Electricity and Magnetism – Spring 2013 MITx Course Report
- 14.73x: The Challenges of Global Poverty – Spring 2013 MITx Course Report
- 8.MReV: Mechanics ReView – Summer 2013 MITx Course Report
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!
You are invited to attend the first Professional Development webinar sponsored by the AECT Research & Theory Division!
Dr. David Merrill
Instructional Effectiveness Consultant & Professor Emeritus at Utah State University
October 17, 2013 at 1:30 P.M. (EDT)
My Hopes for the Future of Instructional Technology
This short paper presents reasons for three hopes for the future. First, it is time to move the training of instructional designers to the undergraduate level. Second, I hope that graduate programs in instructional technology will emphasize both the science of instruction — including theory development and research — and the technology of instruction, including using principles, models and theories derived from research as a foundation for designing instructional design tools that can be used to design instruction that is more effective, efficient and engaging. Third, it is time to restructure master’s programs to prepare students to manage designers-by-assignment (DBA) and to prepare them in designing instructional design tools that would enable DBA to produce more effective, efficient and engaging instructional materials.
Enilda Romero-Hall, Ph.D.
Min Kyu Kim, Ph.D.
Research & Theory Division Professional Development Facilitators
I’m excited to announce the publication of an open access e-book on learners’ experiences with open learning and MOOCs. The book consists of ten chapters by student authors and one introductory chapter by me. Part pedagogical experiment, part an exploratory investigation into learners’ experiences with emerging forms of learning, the aim of the book is to capture and share student stories of open online learning.
This publication is necessary for a number of reasons.
First, from a pedagogical perspective, whenever possible, we should be asking students to do a discipline, not just read about it. In this occasion, students were asked to do open online learning and reflect/write about their experience, instead of just reading about the field and the experience of others.
Second, in the frenzy surrounding the rise of “edtech” and MOOCs, it seems that student voices and experiences are rarely considered. This e-book is an attempt to remind designers and developers that the learning experience should be a central tenet of attempts to reform education. Let’s all remind ourselves that what we should be designing is learning experiences – not products for efficient consumption.
Third, the examination of learning experiences with open learning and MOOCs in the literature is scant. Further, recent literature tends to gravitate towards big data and analytics, and while those research endeavors are worthwhile, they tend to generate abstract descriptions of learner behaviors. A holistic understanding of learner experiences should include both investigations of patterns of how learners behave as well as in-depth qualitative descriptions of what learning in open environments is like. To illustrate, learning analytics research suggests that there are a number of ways learners typically engage with a course (e.g., completing, auditing, disengaging, sampling). Complementary to this, our book generates nuanced descriptions of some of these categories. For example, even though one of the authors would be considered as completing a MOOC he “was left with a partial sense of accomplishment and feelings of hollowness and incompleteness.”
The scholarly contributions from this book are two. They can be summarized as follows, but for in-depth descriptions, please read my full chapter, which is simultaneously published on Hybrid Pedagogy:
- The realities of open online learning are different from the hopes of open online learning.
- We only have small pieces of an incomplete mosaic of students’ learning experiences with open online learning.
As with the emerging technologies in distance education book that I edited in 2010 (also available as open access), please don’t hesitate to send me an email to let me know what you think about this book. I’d love your thoughts! If you are teaching a class on emerging learning environments, open education, online learning, and other related topics, and you find this book helpful as reading material, I’d love to hear about how you are using it!
P.S The book is published on Github, which means that you can effortlessly improve and expand on this work. If you want to learn more about this, Kris Shaffer, who was instrumental in making our github project happen, wrote an excellent article on Github and publishing.
I’ve been fascinated by the rhetoric surrounding MOOCs, and the storylines and narratives that are shared by providers of these initiatives.
One of the main storylines around MOOCs focuses on amazing individuals that overcome insurmountable struggles to succeed (e.g., individuals in conflict-ridden Afghanistan and Syria). I believe that we can all agree that these stories are inspiring. As I’ve argued in the past, these individuals are extraordinary. They will succeed despite shortcomings in pedagogy, platform, design, etc. These individuals can serve as role models, and they should be celebrated.
At the same time, one has to wonder about the numerous individuals that have struggled and abandoned MOOCs, individuals whose life circumstances, motivations, and needs negatively impact their learning. These stories, the stories of the individuals who are struggling, are rarely shared. They are, in fact, hidden. They become figures and statistics (e.g., “90% dropped out” or “82% completed the first two assignments), and as such their stories remain untold.
I have just returned from the University of New Hampshire where I gave a keynote talk at the 12th annual Faculty Instructional Technology Summer Institute. My hosts (Terri, Stephanie, Marshall, Dan, Ken, Shane) organized an excellent event and were so welcoming and gracious that it was difficult to leave!
Photo courtesy of UNH Information Technology
This year’s faculty member participants represented departments that have launched or were exploring the launch of an online program. Professional development events like this one have a number of goals including helping participants understand online education, gain technological and pedagogical skills, alleviate anxiety, share, foster community, and create a sense of shared purpose.
My talk focused on exploring the opportunities, challenges, truths, myths, and realities of online education. I argued that our goal as educators and designers is to create and foster learning experiences and opportunities that are effective, fulfilling, inspiring, meaningful, caring, empowering, and democratic. Using this goal as the starting point, my fellow faculty members and I explored the online learning landscape and discussed a variety of topics that included the “no significant difference phenomenon” as it pertains to online vs. face-to-face education, competency-based models, disaggregation and unbundling, online program management services, the role of the faculty member, the quest for efficiency and automation, and openness.
I am including my presentation below. This is the first talk in which I included practical advice and simple strategies that a faculty member new to online learning may find helpful in their teaching. If you are interested in that aspect of online education make sure to explore the last few slides of my talk.