George Veletsianos, PhD

Search results: "harassment" Page 2 of 3

List of potential talks and workshops

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On May 2, 2022

In keynotes, my research, scholarship, talks

When I am invited to give a talk, keynote, workshop as part of an event, I like to work with organizers to explore topics of interest to make sure that what I can talk about contributes meaningfully to their work. Last month, a university was exploring different possibilities, and so I offered that I could provide a list of potential talks and workshops. I thought I’d share them here in case others find them of interest.

Better than normal: What could teaching and learning futures in higher ed look like?

  • In this interactive workshop, we will discuss, explore, and speculate what the post-pandemic future may look like for universities and colleages.

Writing and Publishing: On being a productive and impactful scholar in the field of Digital Learning

  • In this session, we will explore the notion of “impact” and I will share publishing, writing, and knowledge mobilization strategies. This session is intended for doctoral students and early career academics.

Uses, Benefits, and Challenges of using social media as an Academic

  • In this session, I will explore and summarize the uses, benefits, and challenges of social media for scholarly practice. This is a wide-ranging session that invites attendees to reflect broadly on the topic (e.g., networks of cooperation; who and why is most at risk of harassment on social media?) as well as offers practical tips (e.g., what may be some ways to minimize the amount of time I spent on social media while still being able to participate productively?)

Student experiences with Online and Teaching and Learning During the Pandemic

  • In this session, I will discuss the different strands of research that emerged during the pandemic. I will summarize “lessons learned” and implications for hybrid, blended, and online learning 

(Some) Questions in need of Answers in Using Technology in Education

  • In this session, I will discuss what I believe are some of the important research directions that I see for the field. Some examples of issues to explore are:
    • the opportunities and challenges of solving problems (e.g., lack of access to education) rather than studying tools (e.g., using social media to engage students).
    • learning futures that are founded in hope rather than unbridled optimism
    • equity, justice, and ethics as outcomes and beacons guiding the design of learning experiences, and not solely focusing on effectiveness, efficiency, and engagement

 … Read the rest

Public & networked scholarship and its challenges

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On January 10, 2022

In my research, networked scholars, NPS, scholarship

Much of my work on public/networked/participatory scholarship approached the topic with the understanding that

  • scholarly practices impact how scholars use technology (e.g., institutional metrics and rewards systems shaping what kinds of activities faculty participate in, and thereby seek to amplify or improve via technology)
  • technology impacts scholarly practices (e.g., the adoption of a particular technology at an institution shaping what kinds of practices academics use; this can be anything, ranging from proctoring tools that encourage adoption of traditional assessment practices to institutional websites that ‘nudge’ faculty to include their social media profiles).

Note: “scholarship” here includes teaching, and isn’t just a synonym for research.

Much of this work was framed within a broader context of forces that shape how scholars enact digital and networked scholarship.  Over the last few years, I’ve become more interested in the broader context and the broader forces. Of particular interest are three forces (or problems)

  • online harassment
  • systemic inequities (that impact online participation)
  • the mediating roles of ranking, sorting, and attention economy algorithms

There three areas overlap in unique ways as well (e.g., the case of an an op ed going viral and its author being on the receiving end of particularly vitriolic forms of abuse based on their identity).

I’d like to develop this framework of challenges further.… Read the rest

Twine as a reprieve from yet-another-meeting

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On October 22, 2021

In sharing

On Wednesday, my work day started at 8. That’s how it starts, every day (well, except on those days that it starts at 5, like today). And then it went like this:

  • Empirical Educator Project summit 8-9 (in Engageli)
  • Team meeting: Education for Misinformation project 9-10 (in Bluejeans)
  • Break & email 10-1030
  • OTESSA board meeting 10:30-11:30 (Zoom)
  • Research grants budget overview/planning meeting 11:30-12:00 (Teams)

I imagine the above meeting-after-meeting rings true for many of you, as well. My days weren’t like this in the before times, especially the “what platform am I supposed to be in for this meeting now?” feeling.

But I did get to spend some time in the afternoon working on an education simulation in the form of narrative fiction that the misinfromation team is developing (Chandell Gosse, Shandell Houlden, Jaigris Hodson).

We’re working with Twine, and there’s lots to appreciate about that tool. For example, because it generates an html file and works on the browser- rather than the server-side, you can  download/import other people’s projects, and explore their storylines. A while back I imported Hana Feels (TW: self-harm) and September 7, 2020 (a student learning in the pandemic), tinkering with the structure and seeing how it may work for our own project. It would have been incredibly hepful to know this earlier, but I didn’t figure it out until after we created our first simulation. That one aimed at helping people understand the experience of a faculty member facing online harassment.

 … Read the rest

Public Scholarship

Below is some of my public writing for broader audiences.

   
     

 

 … Read the rest

Bots, AI, & Education update #2

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On March 23, 2018

In teacherbots

Yesterday’s rough set of notes that focus on teacherbots and artificial intelligence in education

  • Notable critiques of Big Data, data analytics, and algorithmic culture (e.g., boyd & Crawford, 2012; Tufecki, 2014 & recent critiques of YouTube’s recommendation algorithm as well as Caulfield’s demonstration of polarization on Pinterest). These rarely show up in discussions around bots and AI in education, critiques of learning analytics and big data (e.g., Selwyn 2014; Williamson, 2015) are generally applicable to the technologies that enable bots to do what they do (e.g., Watters, 2015).
  • Complexity of machine learning algorithms means that even their developers are at times unsure as to how said algorithms arrive at particular conclusions
  • Ethics are rarely an area of focus in instructional design and technology (Gray & Boling, 2016)  – and related edtech-focused areas. In designing bots where should we turn for moral guidance? Who are such systems benefiting? Whose interests are served? If we can’t accurately predict how bots may make decisions when interacting with students (see bullet point above), how will we ensure that moral values are embedded in the design of such algorithms? Whose moral values in a tech industry that’s mired with biases, lacks broad representation, and rarely heeds user feedback (e.g., women repeatedly highlighting the harassment they experience on Twitter for the past 5 or so years, with Twitter taking few, if any, steps to curtail it)?
… Read the rest

Recent SSHRC awards

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On December 20, 2017

In my research, networked scholars, NPS, online learning, open

SSHRC recently announced the awards of the latest round of the Insight and Insight Development grants, and we can now announce that we were awarded two grants for our research. Both grants are collaborations. The first with Dr. Royce Kimmons and the second with Dr. Jaigris Hodson. I’m a true believer in people’s ability to collaborate to go farther together. More than 93% of the funding will go to student research assistants. Here’s the work that these two awards will support:

 

SSHRC Insight grant #435-2017-160. PI: Veletsianos; Collaborator: Kimmons, R. Faculty members’ online participation and expression of self over time.

Summary: Researchers’ understanding of longitudinal aspects of digital technology use in education is limited. While many researchers, policymakers, and businesspeople are hopeful about the potential positive impacts that academics’ use of digital technology may generate, the empirical evidence describing the nature of academics’ online participation over time is scant and is largely predicated on small-scale studies. We will address this problem by studying whether, how, and why academics’ online participation and presentation of the self change over time. We will use a mixed methods approach combining descriptive/inferential analyses with basic qualitative studies using data collected from interviews and data mining of social media sites.

 

SSHRC Insight Development grant #430-2017-00104. PI: Veletsianos; Co-PI: Hodson, J. Female academics’ experiences of harassment on social media.

Summary: Prior research shows that some female academics, especially those who are in the public eye and use technology to promote their work, are at great risk of harassment. To gain a greater understanding of this issue, this mixed methods investigation seeks to investigate women scholars’ experiences of online harassment.  The proposed research will use data arising from interviews, social media posts, and surveys to gain a deep and multidimensional understanding of harassment aimed at academics.… Read the rest

MA and PhD student research assistantships available

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On July 4, 2017

In my research, networked scholars, open, papers, Royal Roads University, scholarship

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.
… Read the rest

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