Category: scholarship Page 3 of 28

#oer23 presentation: open access to research

On April 13, 2023

Enilda, Josh, and I are working on a project examining the degree to which access to education research is available to the public, bringing together research interests that all three of us have had for a long time now. Enilda presented some of our early findings this week at OER23 in Scotland and shared her reflections here. Our slides are available at tiny.utk.edu/OER23

Part of the fun in this work is figuring out how to bring together a set of APIs to allow for programmatically retrieving data about published journal papers from different services (e.g., see Josh’s post).

opening up research through self-archiving practices

EdTech, magic mushrooms, and magic bullets

By George Veletsianos

On January 16, 2023

In my research, online learning, scholarship, short reflections

In my inbox, an email says:

Alberta’s new regulations on psychedelics to treat mental health issues come into effect today, making it the first province to regulate the use of hallucinogens in therapy.

Today in The Conversation Canada, Erika Dyck of the University of Saskatchewan walks readers through the new regulations, as well as the history, potential and pitfalls of hallucinogens both inside and outside clinical settings.

Psychedelics — from magic mushrooms and ayahuasca to LSD — are having a moment in the spotlight, with celebrity endorsements and a new generation of research on potential clinical uses. There is certainly a need for therapeutics to treat mental health issues, the growing prevalence of which could place a strain on the health-care system.

“Psychedelics are being held up as a potential solution,” Dyck writes. “But, magic mushrooms are not magic bullets.”

That last line captures so much of what is happening in our field, and education more broadly, that it is worth repeating.

AI is being held up as a potential solution, but it is not a magic bullet.
A return to in-person learning is being held up as a potential solution, but it is not a magic bullet.
Online learning is being held up as a potential solution, but it is not a magic bullet.
Microcredentials are being held up as a potential solution, but they are not a magic bullet.
… and so on

These things – and others – can be solutions to some problems, but they consider them to be part of a Swiss army knife, part of a toolkit. And while sometimes your Swiss army knife will work, this isn’t always going to be the case, especially when we’re considering some of the most major challenges facing higher ed, the kinds of things that we’re not talking about (e.g., precarious employment and and external regulations that encourage and foster conservatism, etc).

And perhaps, that’s the crux of the issue: That these solutions are used to respond to the symptoms of larger problems, of the things we’re not talking about, rather than the root causes of them.

Image credit: Wall-e output in response to the prompt “a magic bullet in the style of salvador dali”

The business case for edtech startups engaging education research

By George Veletsianos

On September 9, 2022

In my research, online learning, scholarship

If you’ve been following my work for a while, you may have noticed that I’ve been advocating for edtech companies to collaborate with education researchers for a long while now. At the 2014 SXSW EDU conference for example, my colleagues and I organized a panel titled Startups Should Talk with Researchers and Educators to highlight mutually beneficial relationships. Much has changed since then, but I often come across startups that can’t seem to grasp that the histories of online, distance, and digital learning can be informative and beneficial.

There are lots of reasons for this – and to be sure universities and researchers aren’t blameless, as a variety of factors limit the reach and impact of our scholarship.

Many have made the pedagogical case for education startups to use the research available. In this post I want to make the business case for edtech startups to engage education research. Because it’s a win-win. And it’s simple.

By consulting with academics and/or learning designers, reading the research literature, exploring various pedagogical and learning design models, and understanding the relationships between teaching/learning and technology, you (i.e. startups) can save money and time.

How can you save money and time?

By identifying potential pain points and what education research has to say about your value proposition early on, you’d be able to develop minimum viable products that are at the very least reflective of what we know about teaching and learning.

I’ve seen many startups fail because they took too long to understand the space. And too many startups accidentally stumbling upon what is common knowledge in education research after they’ve burned through initial investment rounds.

You (i.e. startups) do not need to start at 0 to get to 10. You can start at 3, 5, 7 even by engaging education research.

To make this example concrete, below is an excerpt of an email from an edtech startup that I received yesterday. This is a startup that’s been around for 2+ years and raised 2 rounds of funding.

Something unexpected keeps happening in our post-course surveys.

As you might guess, we regularly hear about the quality of [our company’s] instructors and the knowledge they pass on.

But we didn’t expect to hear so often of the value of the other course participants, of taking courses live, alongside other ambitious, generous professionals.

Turns out—it’s the other students in each cohort that make it special.

The power of peer learning and community isn’t a secret. Really, it’s common knowledge. All that post-course surveys do here is confirm what those of us who have been studying distance and online learning for decades already know. Only when startups fail to engage with the rich and long history of this field do they call the realization that motivated and knowledgeable peers working in community foster powerful learning experiences an unexpected discovery.

What if this realization came 18 months ago?

Before it’s too late: On Neil Selwyn’s introduction to “studying digital education in times of climate crisis”

By George Veletsianos

On July 5, 2022

In futures, scholarship

With the same criticality and thoughtfulness that characterizes the rest of his work, Neil Selwyn recently gave a talk for our friends at the U of Edinburgh’s Centre for Research in Digital Education titled “Studying digital education in times of climate crisis: what can we do?” It’s a great talk, and worth watching and reflecting upon.

At the beginning of the talk, Neil makes this comment:

This is a really unfamiliar topic for me to be thinking about and talking about…But I’ve been working since 1995 on various critical lines of digital technology in education and never thought about sustainability, really. I’ve basically spent 27 years pointing out why things don’t work. But, coming over to Australia 10 years ago has given me just a real personal visceral wake-up call to climate crisis and I’ve quickly become super mindful of the need to get my own work, and also my own area of work, edtech, up to speed with issues relating to sustainability, climate breakdown, possible eco-compromised futures to come and all the rest of it. So, the fundamental challenge that I’m currently wrestling with and the challenge which I’m now gonna burden you with, I think is terrifyingly simple. Do we actually need digital education? Is digital education a realistic part of a livable future or even just a survivable planet? And if we think it is, in what form and what do we do about it?

These are important questions, and I expect that more and more researchers in our field will explore facets of them. I would like to add another one that doesn’t quite have to do with edtech, but I think deserves the attention of researchers and designers in our field: How do we help people understand and respond to issues of sustainability and climate catastrophe before they become personal?

Like Neil, i didn’t grapple with climate change in any concerted and scholarly way until recently. I don’t think we’re unique in this regard. The broader literature that I’ve been engaging with over the past two years relating to COVID-19 misinformation includes models that suggest that people negotiate and respond to perceived risks to their health based on their perception of susceptibility to an illness or disease; belief in severity of risk; belief that taking action would reduce severity or susceptibility and therefore have benefits, etc, etc. In other words: How could we help people understand that climate change will impact them (or their children, nieces, nephews, etc?) in significant ways (i.e. susceptibility, severity) and that the benefits of responding to climate change outweigh the costs of not doing so? Importantly, how do we do that before the issue becomes personal*?

To be certain, this is an interdisciplinary question: colleagues in climate science, public policy, and educational psychology are likely dealing with aspects of this already, and partnerships can be mutually beneficial. It would be good to engage with this soon, while climate change still feels like somewhere else, somewhere a little bit distant, because by the time it becomes personal for most of us, it may be too late.

* There’s a debate focusing on the worth/value of individual vs. systemic responses here that I’m going to ignore for this post. Suffice to say it’s an issue worth thinking about.

New paper: A synthesis of surveys examining the impacts of COVID-19 and emergency remote learning on students in Canada

By George Veletsianos

On June 7, 2022

In futures, learner experience, my research, online learning, papers, scholarship

Around the first year of the pandemic, we gathered all the student surveys we could find that examined emergency remote learning in Canada and its impacts on students. We made this work available immediately as a pre-print because we knew it would take a while to actually be published, and in many talks and conversations since then. The paper is now available in the Journal of Computing in Higher Education. The abstract and citation are below.

Abstract
During the COVID-19 pandemic numerous institutions around the world have surveyed students to gain an understanding of their experiences. While these surveys are valuable at a local institutional level, it is unclear as to which findings from individual
surveys reflect the broader higher education environment, and which patterns may be consistent across student surveys. It is worthwhile to synthesize survey findings in order to explore patterns and potentially new understandings that may arise
from such analysis. In this paper, we reviewed and synthesized 21 surveys examining the impacts of COVID-19 and emergency remote learning on approximately 155,000 student respondents in Canada. Findings reveal that the impacts of COVID-
19 and emergency remote learning on students centered around (1) educational experiences, (2) mental health and wellbeing, (3) financial concerns, (4) impact on future plans, and (5) recommendations for future practice.

Houlden, S., & Veletsianos, G. (in press). A synthesis of surveys examining the impacts of COVID-19 and emergency remote learning on students in Canada. Journal of Computing in Higher Education. Preprint (pdf) or https://doi.org/10.1007/s12528-022-09323-4

New paper: Focusing on the ecological aspects of online and distance learning

By George Veletsianos

On June 1, 2022

In future education, futures, learner experience, online learning, scholarship, speculative fiction, speculative futures

As part of a special issue on Systemic Implications for Online Education, colleagues and I wrote a commentary highlighting the ways in which online teaching and learning are more than individual and social practices. They’re situated in environments with particular people, in particular contexts, with particular technologies, within particular institutions. To make this more concrete, we described a near-future speculative scenario of a student’s experience, as a way to help individuals – both at our institution and elsewhere – consider technology use in higher education beyond the pedagogical level. You can download a preprint (pdf) or the final version (which isn’t that different than the preprint) from https://doi.org/10.1080/01587919.2022.2064827

Person in environment: Focusing on the ecological aspects of online and distance learning

Abstract
Online and distance learning is a practice situated in environments—places, spaces, and times, with particular people, in particular contexts, with particular technologies, within particular institutions. In other words, the practice of online and distance learning is not wholly individual: it is situated within broader environments. In this reflective article, we argue that to understand learning in online contexts, it is important for researchers to understand the broader environments in which learners are located. We illustrate this argument by presenting a narrative of a fictitious learner pursuing a degree in decentralized finance.

Veletsianos, G., Childs, E., Cox, R., Cordua-von Specht , I., Grundy, S., Hughes, J., Karleen, D., & Wilson, A. (2022). Person in environment: Ecological aspects of online and distance learning. Distance Education, 43(2), 318-324.

Online Violence, Abuse, and Education podcast

By George Veletsianos

On May 16, 2022

In my research, scholarship

I recently was a guest on a multidisciplinary podcast created by the Digital Public Interest Collective that focuses on technology-facilitated violence. The episode I joined (below) discussed online abuse and harassment in education. There are six episodes to the series, and they are well worth your time!

Online Abuse and Education podcast: Two conversations with Dr. Wanda Cassidy and Dr. George Veletsianos

Episode description:

This episode explores the impacts of online abuse on academic work. Professors Cassidy and Veletsianos each have explored online abuse in education. Cassidy explores how cyber bullying impacts students and faculty in both higher education and public education (K-12). Veletsianos has explored how online abuse impacts scholars in institutions of higher education. Cassidy commented on the overlap between gender, race, and incidents of online abuse or cyber bullying, and showed that online abuse or cyber bullying is not confined to youth or children, but impacts adults as well. And the stakes are high. As Veletsianos points out, online abuse has chilling effects which can leave the public less informed and have profound educational impacts even leading to misinformation. What we were really struck by in this episode was the similarities between the ways Cassidy and Veletsianos both advocate for more care and support to help address online abuse or cyber bullying. Cassidy uses the term “cyber kindness” as a way to mitigate online abuse. Both also emphasize the power of education as a way to address online abuse at every level.

Hosted by Dr. Chandell Gosse, Dr. Victoria O’Meara and Andrea Galizia

Music by hungry hearts: https://hungryheartsrock.bandcamp.com/