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November 2021 talks/panels/events

I participated in four online events in November.  Do I miss being with colleagues in person? Yes. But, I don’t think I’d be able to be with so many colleagues in person in different parts of the world in the span of a month. Would I have tried? Perhaps. And I would have likely exhausted myself over and over.

The first was an invited talk for Université Laval.

Better than normal: Finding a future beyond “a return to normal” on campus | Cette conférence s’inscrit dans une série d’activités visant à poser un regard réflexif sur l’évolution de l’enseignement supérieur, et ce, sous de multiples perspectives et points de vue.

Rather than a return to an imagined “normal” that existed in pre-pandemic times, this talk invites us to explore the future of our teaching and learning environments. What do they look like? What should they look like? Who do they serve, and do they serve everyone equitably? Grounded in ongoing research projects examining student experiences with online and remote learning, and studies examining what the future of education may look like, this talk invites us to recognize that various pre-pandemic teaching, learning, and institutional practices were problematic. “Normal” was (and is) problematic. What are some better futures for students, faculty, and institutions of higher learning?

Plutôt que d’imaginer un « normal » qui existait à l’époque prépandémique, ce webinaire vous invite à explorer l’avenir de nos environnements d’enseignement et d’apprentissage. À quoi ressemblent-ils ? À quoi devraient-ils aspirer? Qui servent-ils et servent-ils nos populations équitablement ? Fondée sur des projets de recherche en cours qui examine l’expérience des étudiantes et des étudiants avec l’apprentissage en ligne, à distance et des études qui s’intéresse à quoi pourrait ressembler l’avenir de l’éducation, cette séance vous invite à reconnaître les problématiques de nos diverses pratiques d’enseignement et d’apprentissage ainsi que nos politiques institutionnelles prépandémiques. Notre “normal” était (et est toujours) problématique. Quelles décisions concernant l’avenir présentent potentiellement de meilleurs résultats pour les personnes étudiantes, le corps professoral, les membres du personnel enseignant et les établissements d’enseignement supérieur ?

 

The second was a panel discussion hosted by the Open and Distance Learning Association of Australia, as part of the Asia-Pacific Online Distance Education (APODE) week.

Lessons from Learners: Students’ Insights on Effective Learning Online
Description:
This webinar features a lively panel discussion with three leading scholars working in online distance education with a strong learner focus to their work. Professor George Veletsianos holds the Canada Research Chair in Innovative Learning and Technology and the Commonwealth of Learning Chair in Flexible Learning. He is well-known internationally for his research in online distance education and is author of the book Learning Online: The Student Experience (Johns Hopkins University Press, 2020). Dr Elaine Beirne works in the National Institute for Digital Learning at Dublin City University, Ireland and has a strong interest in the role of emotions in online learning. She played a key role in the development of A Digital Edge: Essentials for the Online Learner, a free course that has attracted over 10,000 people worldwide. Dr Melissa Bond, previously a Researcher Officer at University College London (UCL) and who has recently returned to Australia, is known for her meta-analysis research on student engagement in educational technology contexts. Melissa is co-author of several seminal major systematic literatures reviews in this area. The panel will discuss lessons that we have learnt from learners and other valuable insights into the online learning experience from a student perspective.

 

The third was a panel webinar discussion on Instructional Design In & After COVID-19 hosted by Royal Roads University and our MA in Learning and Technology program.
Description: The field of instructional design and instructional designers’ role and value has been amplified by the pandemic as organizations work to continue to provide education and training offerings to their students, staff, and employees. Join us for a conversation with leaders in this space as they share their perspectives on instructional design and the field of educational technology and how it has responded to the challenges and opportunities resulting from the global pandemic.

 

The fourth was a fireside chat on Gender Equality and Social Inclusion in Open and Distance Learning. This was an internal event for the Commonwealth of Learning (COL), with Dr. Suzan Koseoglu (Goldsmiths, University of London, U.K) and Dr. Sindile Ngubane (Institute for Open and Distance Learning, University of South Africa) aimed at introducing COL staff to current
thinking on equality and social inclusion in Open and Distance Learning, from concepts such as feminist pedagogy, to perspectives on current challenges of social inclusion in learning contexts during COVID-19.

Zed Creds at Royal Roads

There’s a lot of work happening in the province of BC around OER and Zed Creds/Degrees, much of it facilitated by government funding, the expert guidance of BCCampus, and early adopters such as Kwantlen Polytechnic University.

With my colleagues Elizabeth Childs and Jo Axe, we’ve been slowly transitioning our MA and Graduate Diploma in Learning and Technology into Zed Creds. A press release yesterday announced that we completed the process.

For our students, this means no textbooks to purchase and greater transparency on the full cost of their program.

For our faculty, this means more freedoms to work with OER than with copyrighted materials to achieve desired outcomes.

For the field of educational technology, this means that we now have an example of an MA degree that is completely textbook-free and mostly OER-based. Zed Degrees aren’t just for other disciplines and aren’t just for diplomas/certificates.

MA and PhD student research assistantships available

We have two part-time research assistantships open for individuals to work with us (one for an MA and one for a PhD student).

PhD student: https://humanresources.royalroads.ca/job-posting/research-assistant-3-0

MA student: https://humanresources.royalroads.ca/job-posting/research-assistant-2-0

Successful applicants need to be legally able to work in Canada at the time of application, enrolled in a MA/PhD program. They do not need to be enrolled at a Canadian University.

Successful individuals will support an international team of researchers with research and knowledge mobilization activities pertaining to online harassment and faculty use of social media.

RA positions for students to join our research team

 

If you are doctoral student or know of one interested in a research assistantship, please share this job posting with them:

https://humanresources.royalroads.ca/job-posting/research-assistant-3-x2

Successful applicants need to be Canadian citizens (or permanent residents) and enrolled in a doctoral program, but they do not need to be enrolled at a Canadian University. We will have two more research assistantships available for MA/PhD students as well. Those are not posted yet, but please don’t hesitate to contact me with questions if interested.

These positions are aimed at hiring MA/PhD students to work with my colleagues and I on two separate projects.
The first project is in collaboration with Royce Kimmons and the second is in collaboration with Jaigris Hodson. The students hired will work with us (and the rest of the research team) to conduct qualitative and quantitative research on social media use over time and faculty/student experiences with online learning and social media.

Digital Learning and Social Media Research Funding: 2017

Digital Learning and Social Media Research Funding for 2017

Description of Opportunity

The Canada Research Chair in Innovative Learning and Technology at Royal Roads University invites applications from advanced doctoral students (i.e. those who completed their graduate coursework) and post-doctoral associates to conduct research with the Digital Learning and Social Media Research Group.

Funding for five (5) research opportunities are available.

The Digital Learning and Social Media Research Group (http://www.thedlrgroup.com/) is an international and interdiciplinary team of researchers investigating the ways that social media and other emerging technologies are used in learning, teaching, scholarship, and institutional settings. The group is led by Dr. George Veletsianos (Canada Research Chair & Associate Professor, Royal Roads University) and Dr. Royce Kimmons (Assistant Professor, Brigham Young University). The Digital Learning and Social Media Research Group executes the CRC’s program of research.

Aims

The research funding opportunities aim to involve applicants in the scholarly endeavors of the research group and thus provide experiential mentoring focused on supporting the students’ or post docs’ scholarly and professional development. With a mentor, each student or post doc will co-plan, execute, and submit for publication a research study.

Funding is available for research that focuses on one or more of the following areas: networked scholarship, social media use in education, digital/online learning, open learning, emerging technologies, learning analytics, social network analysis, or educational data mining.

Deadlines

Potential researchers should submit their application materials by April 15, 2017.

Start date is around May 15th

Deliverables

Submission of a co-authored research study to a peer-reviewed journal.

Duration

Research opportunities are expected to last anywhere from 3 to 5 months

Requirements

  • Advanced doctoral student status (usually in the 3rd or 4th year of their studies) OR post doctoral status having completed a graduate degree (PhD/EdD) within the last 3 years.
  • Enrolment in or having attained a graduate degree (PhD/EdD) in education, educational technology, learning technologies, learning sciences, curriculum and instruction, cognitive science, or other related field.
  • Individuals must be Canadian citizens or permanent residents of Canada, or must hold a valid employment visa or work permit issued by the Government of Canada.

To be well-suited for this opportunity, individuals must have excellent organizational abilities, analytic skills, and be familiar with methodologies involving the analysis of quantitative or qualitative data.

Questions?

Questions regarding this opportunity can be send to CRCILT.Research@RoyalRoads.ca

Application Process

Interested applicants are invited to submit the following materials to CRCILT.Research@RoyalRoads.ca  April 15, 2017:

  • Curriculum Vitae (CV)
  • A single-authored paper (single-authored class papers are acceptable)
  • An expression of interest or research proposal (not to exceed 2 single-spaced pages) that includes the following:
    • Description of a research project that the applicant wishes to complete under the auspices of the research group (This description should include at least 2-3 research questions of interest and a proposed methodology)
    • Description of experiences analyzing quantitative or qualitative data

Applications will be evaluated by an academic panel.

Though the research group is interested in any proposal examining digital learning and social media use in higher education, we are especially interested in proposals focusing on analyzing large-scale datasets such as those gathered from public sources (e.g., Twitter, university websites, and YouTube). The research group has expertise in this area and can collect, structure, and organize data necessary for such endeavors. Thus, we welcome applications from those with and without technical expertise. Past studies conducted in this context include the following:

 

Research question Data sources
How do students and professors use Twitter? ~600K tweets from ~400 Twitter profiles
What narratives do institutional Twitter acccounts construct for students and faculty? Images posted by public Canadian Universities on Twitter
How well do institutional websites meet mandated accessibility requirements? ~3,000 U.S. university homepages
What does informal learning look like on YouTube? ~1.4 million YouTube comments

For examples of research studies in this area conducted by the research group, please refer to:

http://www.sciencedirect.com/science/article/pii/S1096751616300033

http://onlinelibrary.wiley.com/doi/10.1111/bjet.12428/abstract

http://onlinelibrary.wiley.com/doi/10.1111/jcal.12101/abstract

https://link.springer.com/article/10.1007/s12528-017-9131-7

 

The individuals receiving funding in 2016 have:

  • Used historical twitter data to study the discourse surrounding openness over time
  • Examined the ways that instructional design & technology programs use Twitter
  • Investigated whether empathy, civility, and thoughtfulness are present in the comments posted in a YouTube community

Compensation

$2,000 CAD upon submission of the study.

Digital Learning and Social Media Research Funding for PhD students and very early career researchers

Digital Learning and Social Media Research Funding

May 3 Update: A note on eligibility

  • If you don’t fulfil the requirements for this call (e.g., you don’t hold a valid emlpoyment visa for Canada or are a later-career scholar), but are still interested in collaborating with us, we would still love to hear from you. Please head over to the form available on the opportunities & collaboration page of our website.

Description of Opportunity

The Canada Research Chair in Innovative Learning and Technology at Royal Roads University invites applications from advanced doctoral students (i.e. those who completed their graduate coursework) and post-doctoral associates to conduct research with the Digital Learning and Social Media Research Group.

Funding for five (5) research opportunities are available.

The Digital Learning and Social Media Research Group is an international and interdiciplinary team of researchers investigating the ways that social media and other emerging technologies are used in learning, teaching, scholarship, and institutional settings. The group is led by Dr. George Veletsianos (Canada Research Chair & Associate Professor, Royal Roads University) and Dr. Royce Kimmons (Assistant Professor, Brigham Young University). The Digital Learning and Social Media Research Group executes the CRC’s program of research.

Aims

The research funding opportunities aim to involve applicants in the scholarly endeavors of the research group and thus provide experiential mentoring focused on supporting the students’ or post docs’ scholarly and professional development. With a mentor, each student or post doc will co-plan, execute, and submit for publication a research study. The outcome of each research opportunity will be the publication of one (1) peer-reviewed paper.

Funding is available for research that focuses on one or more of the following areas: networked scholarship, social media use in education, digital/online learning, open learning, emerging technologies, learning analytics, social network analysis, or educational data mining.

Deadlines

Potential researchers should submit their application materials by May 16, 2016.

Start date is around June 6th

Deliverables

Submission of a co-authored research study to a peer-reviewed journal.

Duration

Research opportunities are expected to last anywhere from 3 to 5 months

Requirements

  • Advanced doctoral student status (usually in the 3rd or 4th year of their studies) OR post doctoral status having completed a graduate degree (PhD/EdD) within the last 3 years.
  • Enrolment in or having attained a graduate degree (PhD/EdD) in education, educational technology, learning technologies, learning sciences, curriculum and instruction, cognitive science, or other related field.
  • Individuals must be Canadian citizens or permanent residents of Canada, or must hold a valid employment visa or work permit issued by the Government of Canada.

To be well-suited for this opportunity, individuals must have excellent organizational abilities, analytic skills, and be familiar with methodologies involving the analysis of quantitative or qualitative data.

Application Process

Interested applicants are invited to submit the following materials to Dr. George Veletsianos (george.veletsianos *at* royalroads.ca) by May 16, 2016:

  • Curriculum Vitae (CV)
  • A single-authored paper (class papers are acceptable)
  • An expression of interest or research proposal (not to exceed 2 single-spaced pages) that includes the following:
    • Description of a research project that the applicant wishes to complete under the auspices of the research group (This description should include at least 2-3 research questions of interest and a proposed methodology)
    • Description of experiences analyzing quantitative or qualitative data

Applications will be evaluated by an academic panel.

Though the research group is interested in any proposal examining digital learning and social media use in higher education, we are especially interested in proposals focusing on analyzing large-scale datasets such as those gathered from public sources (e.g., Twitter, university websites, and others). The research group has expertise in this area and can collect, structure, and organize data necessary for such endeavors. Thus, we welcome applications from those with and without technical expertise. Past studies conducted in this context include the following:

Research question Data sources
How do students and professors use Twitter? ~600K tweets from ~400 Twitter profiles
What narratives do institutional Twitter acccounts construct for students and faculty? Images posted by public Canadian Universities on Twitter
How well do institutional websites meet mandated accessibility requirements? ~3,000 U.S. university homepages

For examples of research studies in this area conducted by the research group, please refer to:

 

Compensation

$2,000 CAD upon submission of the study to a journal to reimburse the student or post doc for their time working on

Openness and Digital Learning Symposium

We are hosting a symposium on Openness, Digital Learning, and Networked Scholarship.

 Please consider joining us (for free) by visiting the livestream page (http://livestream.com/royalroads/events/4446545)

November Tuesday 17th 2015, (10am- 3pm Pacific)

Organized by the School of Education and Technology & the Canada Research Chair in Innovative Learning & Technology

Purpose

This symposium is intended to raise awareness about open educational resources, open pedagogy, and emerging approaches to digital learning. It provides a showcase for the work being done at Royal Roads University (RRU) and convenes open education practitioners and researchers.

In keeping with the RRU strategic mandate, this symposium builds on the work currently being done at RRU by our Canada Research Chair (CRC) in Innovative Learning and Technology and the School of Education and Technology (SET) to investigate promising innovations in educational technology. It is an opportunity to contribute back to the open community and further the developments in this area.

Agenda

Time Item Who
10:00 – 10:05 First Nations Welcome Asma-na-hi (Asma) Antoine
10:05 – 10:15 What makes RRU unique and a hotspot for innovation? Steve Grundy
10:15 – 10:25 Introductions and context George Veletsianos
10:30– 11:00

 

What can Open be: Advances at the Provincial, National & International level Mary Burgess
11:05 – 11:40

 

For whom, for what? Not-yetness and challenging the “stuff” of open education Amy Collier

Jen Ross

11:45 – 12:55 Break  
1:00 – 1:30

 

Creative Commons: Where are we now? Paul Stacey
1:35 – 2:05

 

Expansive Openness: Why Reducing Cost is Not Enough for Realizing the Full Benefits of OER Royce Kimmons
2:15 – 2:45

 

Panel Discussion: What can Open do?

 

* Each panelist to weigh in on panel topic and then open to the floor for questions

Amy Collier; Jen Ross; Royce Kimmons; Center for Teaching and Learning; RRU Library; George Veletsianos
2:45 – 3:00 Wrap Up Elizabeth Childs

 

* Each session, excluding the panel will consist of a 20 minute presentation followed by a 10 minute Q&A

 

Speaker Bios

Mary Burgess is the executive director of BCCampus which supports the work of the B.C. post-secondary system in the areas of teaching, learning and educational technology. Prior to joining BCcampus in 2012, Mary Burgess was the Director of the Centre for Teaching and Educational Technologies at Royal Roads University where she started the University’s first open educational resources project. She is a career instructional designer and longtime advocate of OER.

Dr. Elizabeth Childs is an Associate Professor at Royal Roads University and the Program Head of the MA in Learning and Technology program. Her research interests include the design and implementation of flexible learning; online networked communities and, the professional development and support for learners and faculty in these emerging online learning environments.

Dr. Amy Collier is Associate Provost for Digital Learning at Middlebury College. She provides leadership in creating and sustaining a global learning community at Middlebury through the effective use of digital pedagogies and technologies. Amy studies how digital environments can foster emergence in teaching and learning.

Dr. Steve Grundy is vice-president academic and provost at Royal Roads University. He is responsible for the overall academic direction and quality of the university’s academic programs. He is particularly interested in the directions of post-secondary education, the evolution and development of online learning and new models of university governance and leadership.

Dr. Royce Kimmons is an Assistant Professor of Instructional Psychology and Technology at Brigham Young University where he studies technology integration in K-12/higher education, emergent technologies, open education, and social networks. He received his PhD from The University of Texas at Austin and formerly served as the Director of the Doceo Center for Innovation + Learning at the University of Idaho.

Dr Jen Ross is co-director of the Digital Education group at the University of Edinburgh, teacher and former programme director on the MSc in Digital Education, and co-creator of the E-learning and Digital Cultures MOOC and the manifesto for teaching online. Her research interests include online distance education, MOOCs, digital futures, reflective practices, and museum and gallery learning and engagement.

Paul Stacey is Associate Director of Global Learning at Creative Commons. Paul’s core expertise is in adult learning, educational technology, and open education. Prior to joining Creative Commons, Paul led Open Educational Resource (OER) and professional development initiatives across all the colleges and universities in British Columbia Canada

Dr. George Veletsianos holds a Canada Research Chair in Innovative Learning and Technology and is an Associate Professor at Royal Roads University. He has dedicated his research to understanding the practices and experiences of learners, educators, and scholars in emerging online settings such as online social networks and digital environments.

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