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Speculative fiction articles in Post-digital science and education

Post-digital science and education has recently been publishing short education fiction focused on education futures. There’s a wide diversity of articles there, with plenty of topics to explore, and lots of food for thought. The collection includes an article from my colleague Shandell Houlden, focused on coming together and finding community.

And together, the human listeners and the flesh-tech wanderers, these were the people who became the teachers, after the collapse. And with prayers in their hearts, they went out together into the storms, so that we could all find each other and listen and sing together again.

Thoughts: Canadian Campus Wellbeing Survey

Deploying the same survey at multiple institutions takes a lot of time and effort. It was therefore very valuable to see the resources that the folks at the Canadian Campus Wellbeing Survey share to support participation in their survey (source).

Thoughts on: Teachers’ Mental Health During the COVID-19 Pandemic

A new study in Educational Researcher examines US Teachers’ Mental Health During the COVID-19 Pandemic

Using a large national data set, the current study compares mental health outcomes during the pandemic between pre-K–12 teachers and professionals in other occupations. Further, we compare the prevalence of mental health outcomes between in-person and remote teachers (N = 134,693). Findings indicate that teachers reported a greater prevalence of anxiety symptoms than did those in other professions and that remote teachers reported significantly higher levels of distress than did those teaching in person

A few thoughts

  • It’s great to see more data in this area, on a topic that is of nterest and importance to many
  • The data source is interesting: a daily survey of a random sample of Facebook users.
  • The data were  repurposed to study the topic, which is a wonderful example of how large-scale surveys can fulfill multiple needs, but points to salient issues around definitions that may muddy our understanding of the results. e.g.,  “The distinction between in-person and remote modality is made by using each respondent’s answer to the survey question of whether they had worked outside their home during that same period”
  • This is an important finding to delve more into: “relative to teachers, healthcare workers (odds ratio [OR] = 0.70, d = −0.20)…were significantly less likely to report anxiety symptoms..[and] less likely to report depression symptoms (OR = 0.95, d = −0.03) and feelings of isolation (OR = 0.96, d = −0.02), although we note that the effect sizes may be considered “small.” “
  • Always worth emphasizing: “Notably, the cross-sectional nature of the data precludes any comparison of baseline measures of pre-pandemic mental health outcomes to current measures”
  • The study does not state or suggest a causal relationship between remote education and teacher mental health, but this is the kind of study that those who believe that such a relationship exists may refer to make that claim. TBD.

 

New paper: a longitudinal analysis of faculty perceptions of online education and technology use from 2013 to 2019

Research on faculty use of technology and online education tends to be cross-sectional, focusing on a snapshot in time. Through a secondary analysis of the annual Survey of Faculty Attitudes on Technology conducted by Inside Higher Ed each year from 2013 through 2019, my colleagues* and I investigated changes in faculty attitudes toward technology and online education over time.

Specifically, the study examined and synthesized the findings from surveys related to attitudes toward online education, faculty experiences with online learning, institutional support of faculty in online learning, and faculty use of technology. Results showed a low magnitude of change over time in some areas (e.g., proportion of faculty integrating active learning strategies when converting an in-person course to a hybrid/blended course) and a large magnitude of change in other areas (e.g., proportion of faculty who believe that online courses can achieve the same learning outcomes as in-person courses). These results reveal that, prior to the widespread shift to remote and online learning that occurred in 2020 because of the COVID-19 pandemic, faculty perceptions of technology and online learning were static in some areas and dynamic in others. This research contextualizes perceptions towards online learning prior to the pandemic and highlights a need for longitudinal studies on faculty attitudes toward technology use going forward to identify factors influencing change and sources of ongoing tension.

Johnson, N., Veletsianos, G., Reitzik, O., & VanLeeuwen, C. (2022). Faculty Perceptions of Online Education and Technology Use Over Time: A Secondary Analysis of the Annual Survey of Faculty Attitudes on Technology from 2013 to 2019. Online Learning, 26(3). https://olj.onlinelearningconsortium.org/index.php/olj/article/view/2824

*Research assistants, post docs, and students working within our research labs/groups/teams are colleagues, and I wish we would all normalize this language.

CFP: Women and Leadership in Distance Education in Canada

Call for chapter proposals: Women and Leadership in Distance Education in Canada

Edited by Cindy Ives, Pamela Walsh, and Rebecca E. Heiser (Athabasca University)

Introduction

This book invites chapter contributions from women who are or have been educators in Canadian universities and who have served as leaders (at any level) in distance or online education. Leadership roles may be formal or informal, independent of positional authority, and emerge from the experiences of students, administrators, instructors, and other professionals (e.g., learning designers, educational developers). As leaders in distance education ourselves, we are committed to a deep and broad representation of leadership experiences of Canadian women faculty, students, professionals, and administrators whose stories and research may inform more balanced leadership practices in higher education.

  • In Canada and globally, participation in higher education has steadily increased in recent decades. World-wide enrolment in online learning has also increased, especially in response to the global pandemic. Women students continue to take advantage of the affordances of distance and online
  • While women have played significant roles as leaders in the advancement and development of distance education around the world, they have historically been underrepresented in formal academic and administrative leadership
  • Canadian universities have been among the earliest providers and leaders of distance education and online

Objective and Purpose

This book aims to incorporate narrative accounts of perspectives and insights of women relevant to their experiences with leadership in distance education in Canadian universities. Contributions that include documentation of women’s work, research reports, personal experiences and reflective accounts, or case studies of particular leadership contexts are welcome. Authors will offer their practical recommendations for current and future leaders in the field of distance education.

Areas of Focus

Chapter topics could include (but are not limited to):

  • Executive leadership for distance education and online learning in the 21st century
  • Enabling and supporting student leadership
  • Leadership development in graduate programs
  • Enabling and supporting instructor leadership
  • Supporting leadership of professional staff
  • Leadership development through reflective practice
  • Leadership challenges and opportunities for women
  • Leadership support for women and research in distance education
  • Social mobility of women in distance education as a pathway to professional recognition and promotion

Target Audience

The target audience of this openly published book is expected to be global, including academics, executive and department leaders, managers, and others in influential positions such as students, instructional designers, educational developers, student support specialists, and emerging scholars in distance and higher education. Readers will learn from the personal and professional experiences and research findings elaborated in the book’s chapters.

Submission Procedure and Guidelines

The editors are exploring opportunities with open publishers in summer 2022. We invite submissions in multiple formats from a variety of perspectives. Chapters can be theory or practice-based, reflective, conceptual, or other, and can be authored by one or more women.

Interested authors who are or have been leaders, practitioners, students or scholars in distance education should email a chapter proposal (approximately 500 words) for review by the editorial team, c/o Dr. Cindy Ives (cindyi@athabascau.ca) before October 1, 2022.

The proposal must include a 250-word abstract that:

  • Describes the context of the experience or research being described
  • Provides an overview of the proposed chapter, highlighting how it relates to the themes and purpose of the

An accompanying 250-word author biography should include relevant publications and a few author details that situate the distance education context.

Full chapter drafts are not necessary in the first stage of the submission process. After the proposal review process, authors will be invited by October 31, 2022, to contribute full chapter manuscripts of up to 5000 words, with a planned submission deadline of January 10, 2023. Full manuscripts will be subject to a blinded peer review process to evaluate them for inclusion in the volume. Manuscript details will be provided to those whose proposals are accepted.

Tentative Schedule for Publication

Proposal and Abstract Submission: October 1, 2022

Notification of Invite to Submit Chapter: October 31, 2022

Submission of Book Chapter: January 10, 2023

Peer Review Evaluation Sent from Editors to Authors: January 31, 2023

Author Revisions due February 28, 2023

Final editing: March 31, 2023

Final Book Submitted to Publisher: April 1, 2023

Anticipated Publication: This will depend on the publisher’s schedule – to be determined

Inquiries can be forwarded to

Dr. Cindy Ives, cindyi@athabascau.ca

2022 Research Workshop on Studying Anti-Social Behaviour Online

Details on this free (virtual and in-person) workshop below.

2022 Research Workshop on Studying Anti-Social Behaviour Online (in-person in Victoria, BC at Royal Roads University or online via Zoom) on Thursday, Aug 25, 2022.

Registration for this event is free, but space is limited. RSVP :

https://socialmedialab.ca/events/2022-research-workshop-on-studying-anti-social-behaviour-online/

The research workshop will (1) examine the factors influencing the manifestation and propagation of online anti-social behaviour, (2) synthesize a multidisciplinary approach to study this phenomenon, and (3) develop a road map and a research agenda for future work in combating this dangerous trend. The programme features presentations from the organizing team and guest talks by Drs. Caroline Haythornthwaite (Syracuse University), K. Hazel Kwon (Arizona State University) and George Veletsianos (Royal Roads University).

About the event

The rising tide of online anti-social behaviour has elevated public concern and skepticism over the perceived benefits and promise of social media in society. A dark side of social media has emerged and remains evident today, with various countries, governing bodies, and citizens grappling with the impending normalization of aggressive behaviour, hostility, and negative discourse in online spaces. At the individual level, anti-social behaviour on social media has real-life psychological and emotional consequences for everyday people that demand more precise attention and interventions from researchers, practitioners, social media platforms, and policymakers. At the community and organizational level, anti-social behaviour can impact work performance and relationships, community ties, and lead to stress and burnout. At the societal level, there is also a concern that some forms of anti-social behaviour, such as hate speech, may galvanize xenophobic behaviour offline.

Tentative Agenda

8:30 – 9:00 Morning Coffee Reception

9:00 – 9:15 Welcome Remarks (Jaigris Hodson and President Philip Steenkamp, Royal Roads University)

9:15 – 9:30 Workshop Overview (Philip Mai, Toronto Metropolitan University)

9:30-10:00 Data collection: observed data (Anatoliy Gruzd, Toronto Metropolitan University)

10:00-10:30 Data collection: self-reported data (Jenna Jacobson, Toronto Metropolitan University)

10:30-11:00 Break

11:00-11:30 Data analysis: quantitative techniques such as Toxicity Analysis & Social Network Analysis (Felipe Bonow Soares, Toronto Metropolitan University)

11:30-12:00 Data analysis: qualitative techniques (Jaigris Hodson, Royal Roads University)

12:00 – 1:30 Lunch Break (Lunch will be provided courtesy of Royal Roads University)

1:30-2:15 Moderator or Algorithm? (Caroline Haythornthwaite, Syracuse University)

2:15-3:00 Data reporting: (Re)telling the stories (George Veletsianos, Royal Roads University)

3:00-3:15 Break

3:15-4:00 Research Agenda Overview: Challenges & Opportunities (K. Hazel Kwon, Arizona State University) 

4:00-4:15 Concluding Remarks & Adjournment

Organizing Committee

Jaigris Hodson

Philip Mai

Anatoliy Gruzd

Jenna Jacobson

Felipe Bonow Soares

Research with people (quotes from UNESCO’s new social contract for education report)

The quote below is from the report written by the International Commission on the Futures of Education established by UNESCO (p. 123-124), and speaks to co-creation and partnerships.

Practitioner research, action research, historical archival research, case study research, ethnography, etc. are among the many methods that have proven fruitful for use by those within the field. In this way, education must be understood not merely as a field for the application of external experimentation and study, but as a field of inquiry and analysis itself.

The affirmation of schools as places where knowledge is produced and of teachers as knowers, depends deeply on how universities, organizations and researchers interact and collaborate with those embedded in education and draw on their rich insights, reflections and experiences. Universities play pivotal roles in promoting educational research, both for their expertise in advancing disciplinary knowledge and transcending different disciplines. Teachers will always be among the central authors of knowledge on their profession, as it results from shared reflection on that experience and, in this, they should be supported in publishing their research and reflections. Students are also important sources of knowledge and understanding about their own educational experiences, aspirations, achievements, and reflections.

Universities and researchers can extend support by being always in dialogue (emphasis mine) with schools, teachers and students. Participatory evaluation, collaborative research, youth-led research, and practitioner inquiry are among the many methodological traditions that can be drawn on to further systematize the learning between those researching within and externally to education. Educational research will be a key tool to project and monitor the transformations necessary to engage with a new social contract for education.

Page 125 speaks further to this.

Research partnerships that are interdisciplinary, inter-sectoral and cross-cultural, that span academic, civil society and educational milieus, and that foster shared communication and mutual learning, offer tremendous potential to advance the priorities and proposals put forward in this Report.

Not all research partnerships are fair and equitable, and partners with greater resources or institutional power can exert undue influence on the course and outcomes of a partnership even if inadvertently. Epistemic humility is needed to challenge assumptions in and around education, many of which are deeply embedded in our conception of the nature of human beings, of society, and of the more-than-human world. Our operating paradigm will need to shift away from simplistic categorizations of knowledge relationships such as ‘North/South’ or ‘Western/non-Western,’ towards complex and relational ecologies of knowledge.

And page 127

Successful knowledge production for the futures of education will need to become consciously inclusive, socially and culturally diverse, inter-disciplinary and inter-professional, and able to foster communication, collaboration, ownership and mutual learning.

Page 130

Universities, research institutions and their partners are called on to put a special focus on research and innovation to support the renewal of education as a common good and the co-construction of a new social contract for education. They can become most effective, however, when they position themselves in relationship and in dialogue with those already working, thinking, reflecting in education – with teachers, students, schools, families, communities. As mentioned in earlier chapters, this will require a renewal of the public mission of universities towards the generation of an open and accessible knowledge commons, and the education of new generations of researchers and professionals who are committed to the advancement of knowledge for the benefit of themselves and humanity.

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