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Reminder Call for papers: Higher Education Futures at the intersection of justice, hope, and educational technology

A reminder that our call for papers focused on Higher Education Futures at the intersection of justice, hope, and educational technology is open, and will be closing on Oct 31, 2023. If you have a paper that you feel may fit the aims of this call, please don’t hesitate to get in touch with me or one of my co-editors.

Participate in the Fall 2023 Pan-Canadian Digital Learning Survey 

Do you work at a post-secondary institution in Canada? Please participate in the 2023 Pan-Canadian Digital Learning Survey available at: https://bayviewanalytics.qualtrics.com/jfe/form/SV_7Wm2869o4hREb8W 

The purpose of the Fall 2023 survey is to explore critical issues in digital learning and to assess the impacts of the COVID-19 pandemic on digital learning at publicly funded post-secondary institutions in Canada. The survey asks you to share your personal perspective and will take approximately 10 minutes to complete. The primary objective of the research is to provide institutional leaders and key interest groups in Canadian higher education with valuable information as they develop institutional strategies.

Talk in Greek: AI in education / H τεχνητή νοημοσύνη στην εκπαίδευση

It’s been more than a moment since I gave a talk in Greek. I couldn’t pass on the opportunity to challenge myself to present to a group of 70 or so educators when invited to do so by CARDET recently. Preparing to present in Greek so took a little more time than usual, not only because Greek isn’t a language I use for academic work, but because my use of the Greek language is mostly centered on the Cypriot dialect (a dialect that not everyone who speaks Geek understands). But, I appreciated the experience, and the talk seemed to go well. The most fulfilling aspect of this was that even though I’ve given hundreds of talks around the world over the years, this was the first time that my parents could come to one of my talks and follow along in our native language. 

The talk was on the use of generative AI in education. It was a very basic introduction to the topic and some of it’s implications, and it ended with 4  basic recommendations:

  • The need for AI literacies for educators, administrators, learners, parents, and politicians
  • AI tools aren’t search engines
  • Familiarize ourselves with the positives and negatives of AI 
  • Revising assessment approaches

A short description appears below:

H τεχνητή νοημοσύνη στην εκπαίδευση 

Στο πλαίσιο του σεμιναρίου, ο Δρ Γιώργος Βελετσιάνος, Καθηγητής στο Πανεπιστήμιο Royal Roads και Επικεφαλής Ερευνητής του Καναδά στην Καινοτόμο Μάθηση και Τεχνολογία θα παρουσιάσει τα δεδομένα και εξελίξεις στο πεδίο της Τεχνητής Νοημοσύνης καθώς και τις προοπτικές που δημιουργούνται μέσω των εργαλείων και εφαρμογών της στην εκπαίδευση. Θα αναλύσει επίσης τις αλλαγές που η Τεχνητή Νοημοσύνη μπορεί να επιφέρει στον τομέα της εκπαίδευσης, στον τρόπο που επιτελούν το έργο τους οι εκπαιδευτικοί αλλά και τα οφέλη που μπορούν να αποκομίσουν μέσω της χρήσης των δυνατοτήτων και εργαλείων που προσφέρει. 

A crowdsourced collection of 101 creative ideas to use AI in education

I recently came across a crowdsourced open educational resource which includes 101 ways that AI can be used in education, ranging anywhere from “ask students to read a paper about AI” to engaging in think-pair-share activities, to creating and interviewing learner personas, to exploring gender biases inherent in the data guiding AI tools.

Overall, an expansive and wonderful resource that you can download at https://zenodo.org/record/8072950

Chrissi Nerantzi, Sandra Abbeglen, Marianna Karatsiori, & Antonio Martínez-Arboleda (Eds.). (2023). 101 creative ideas to use AI in education, A crowdsourced collection (2023 1.0) [Computer software]. Zenodo. https://doi.org/10.5281/zenodo.8072950

Invitation to contribute to the Pan-Canadian Digital Learning Survey

If you are an administrators, teaching and learning leader, or faculty member at a Canadian post-secondary institution, you are invited to participate in the 2023 Pan-Canadian Digital Learning Survey. The purpose of the survey is to explore critical issues in digital learning and to assess the impacts of the COVID-19 pandemic on digital learning at publicly funded post-secondary institutions in Canada. The primary objective of the research is to provide institutional leaders and key interest groups in Canadian higher education with valuable information as they develop institutional strategies.

The link above will take you to the survey. The information letter with more details about the survey is below.

CDLRA RESEARCH STUDY
2023 Pan-Canadian Digital Learning Surveys

Principal Investigator: Dr. Nicole Johnson, Executive Director, Canadian Digital Learning Research Association (CDLRA)

The Canadian Digital Learning Research Association (CDLRA) conducts applied research to advance knowledge about digital learning strategies, policies, and practices in close collaboration with Canadian post-secondary institutions and affiliated organizations.

To view our past reports, please visit www.cdlra-acrfl.ca/publications

There are two Pan-Canadian Digital Learning Surveys:

  • The Spring survey will be open from May 1 – June 30, 2023
  • The Fall survey will be open from September 11 – October, 13, 2023Each survey has a unique set of questions on a variety of topics related to digital learning.*Important note: In the past we’ve sent one survey per institution; however, we now send the survey to multiple individuals in different roles from our roster to understand their unique, individual perspectives. We are not able to share information about other individuals at your institution who have completed the survey or who have been sent invitations to participate.

WHO IS ELIGIBLE TO PARTICIPATE?

Administrators, teaching and learning leaders, and faculty at Canadian post-secondary institutions.

PURPOSE OF RESEARCH

The purpose of our research is to assess and improve different aspects of digital learning across the country. The CDLRA does this by exploring emerging and ongoing trends in digital learning as they change over time. The primary objective of the research is to provide institutional leaders and key interest groups in Canadian higher education with valuable information, as they develop digital learning strategies.

WHAT WILL I BE ASKED TO DO?

Your participation in this study will involve sharing your personal perspectives through the completion of a short online survey. Participation in this study is voluntary.

HOW WILL THE INFORMATION GATHERED FROM THE STUDY BE KEPT CONFIDENTIAL?
All information that is shared with the research team will be kept strictly confidential. Only the research team has access to identifiable data. Identifiable data is stored using secure software on a password protected device. No identifying information will be shared with any other organization, including partners and sponsors.

HOW WILL RESULTS BE SHARED?

The research team intends to publish and publicly share the aggregate findings of the study in a variety of ways including, but not limited to, research reports, academic journal articles, webinars and conference presentations, and blog posts. The identity of participants and the identity of their institutions will not be disclosed in any reports, presentations, or publications.

You may also request a summary of the findings by contacting Dr. Nicole Johnson at nicole.johnson@cdlra-acrfl.ca.

WILL I BE COMPENSATED FOR MY PARTICIPATION?

No, compensation will not be provided for this study and your participation is completely voluntary.

ARE THERE POTENTIAL RISKS I SHOULD BE AWARE OF?

The research team does not anticipate any risks to participants.

WHAT ARE THE BENEFITS OF PARTICIPATING?

The findings of this study will be used to offer evidence-based suggestions for improving policies, programs, strategic plans, and digital resources for post-secondary institutions in Canada.

VOLUNTARY PARTICIPATION AND WITHDRAWAL

Your participation in this study is voluntary and involves no foreseeable risk to you as person. You may refuse to participate or answer any questions without penalty or explanation. You are free to withdraw your consent in the study at any time; however, your data cannot be withdrawn once the analysis is complete.

Please feel free to contact the Principal Investigator, Dr. Nicole Johnson, by phone at 604-825-0582 or by email at nicole.johnson@cdlra-acrfl.ca if you have any questions.

Running and hurting

With the weather in Victoria finally changing, and seemingly skipping Spring straight into summer, I’m itching to run again. I was doing pretty well for a few months in the middle of winter, but I somehow managed to hurt my back. I’ve been trying to sort that out for the last five months or so and after a series of visits to massage therapy, physical therapy, and sorts/chiro therapy I feel stronger and ready to start again. I run two slow 4kms this week, and that felt good. A bit stiff still, but good. And even though I enjoyed the fall/winter running, I can’t wait for warmer temperatures. I’d take running in 85F/30C over 40F/5C any day. Here’s to hoping for continued progress.

New paper: faculty members’ hopes and anxieties

In a new paper for the Canadian Journal of Learning & Technology (paper and citation below) we highlight the ways in which faculty members hopes and anxieties about the future are shaped by both personal and environmental factors. Importantly, we note that imagining and working towards more hopeful futures (a concept which we examined in earlier work), may be a fruitful approach in addressing the challenges that the higher education sector (and our societies) are facing.

Abstract

Higher education worldwide is facing several challenges spanning from economic, social, technological, demographic, environmental, to political tensions. Calls to rethink, reimagine, and reform higher education to respond to such challenges are ongoing, and need to be informed by a wide variety of stakeholders. To inform such efforts, we interviewed thirty-seven faculty members at Canadian colleges and universities to develop a greater understanding of their hopes and anxieties about the future of higher education as they considered what higher education may look like five years into the future. Results centred on four themes: (1) anxieties and hopes are shaped by supports and resources from various sources, (2) faculty members face anxiety over matters that negatively impact them but are beyond their control, (3) faculty members hope that “good” comes from the COVID-19 pandemic, and (4) faculty members hope for a well-rounded education that will enable students to succeed both within and beyond their careers. Implications for these findings suggest a need to direct research efforts and practices toward more hopeful futures for higher education, especially in the context of online and blended learning.

Veletsianos, G., & Johnson, N. (2023). Canadian Faculty Members’ Hopes and Anxieties about the Near-future of Higher Education. Canadian Journal of Learning and Technology, 48(3), 1-23. https://cjlt.ca/index.php/cjlt/article/view/28319

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