Search results: ""pedagogical agent"" Page 3 of 5

MOOCs, automation, artificial intelligence seminar

I will be visiting my colleagues at the University of Edinburgh in mid-June to give a seminar on MOOCs, automation, artificial intelligence and pedagogical agents. This is a free event organized by the Moray House School of Education at the U of Edinburgh and supported by the Digital Cultures and Education research group and DigitalHSS. Please feel free to join us face-to-face or online (Date: 18 June 2014; Time: 1-3pm) by registering here.

This seminar will bring together some of my current and past research. A lot of my work in the past examined learners’ experiences with conversational and (semi)intelligent agents. In that research, we discovered that the experience of interacting with intelligent technologies was engrossing (pdf). Yet, learners often verbally abused the pedagogical agents (pdf). We also discovered that appearance (pdf) may be a significant mediating factor in learning. Importanly, this research indicated that “learners both humanized the agents and expected them to abide by social norms, but also identified the agents as programmed tools, resisting and rejecting their lifelike behaviors.”

A lot of my current work examines experiences with open online courses and online social networks, but what exactly does pedagogical agents and MOOCs have to do with each other? Ideas associated with Artificial Intelligence are present in both the emergence of xMOOCs (EdX, Udacity, and Coursera emanated from AI labs) and certain practices associated with them – e.g., see Balfour (2013) on automated essay scoring. Audrey Watters highlighted these issues in the past. While I haven’t yet seen discussions on the integration of lifelike characters and pedagogical agents in MOOCs, the use of lifelike robots for education and the role of the faculty member in MOOCs are areas of  debate and investigation in both the popular press and the scholarly literature.  The quest to automate instruction has a long history, and lives within the sociocultural context of particular time periods. For example, the Second World War found US soldiers and cilvilians unprepared for the war effort, and audiovisual devices were extensively used to efficiently train individuals at a massive scale. Nowadays, similar efforts at achieving scale and efficiencies reflect problems, issues, and cultural beliefs of our time.

I’m working on my presentation, but if you have any questions or thoughts to share, I’d love to hear them!

 … Read the rest

2013 posts

42 blog posts later, and the lights on 2013 are about to go out. Collecting my 2013 posts in one location was a good way to think back to this year and reflect on it Because, these are days for reflecting, pausing, sharing, embracing, and remembering. Because these are days for doing what we should be doing more often.

2013_sparklers

Image by christmasstockimage licensed under a Creative Commons BY.

2013 Posts

What aspects of a MOOC changed each time it was taught?

Journal of academic freedom CFP

Emerging Technologies in Distance Education book downloads: Three years later

Udacity, MOOCs, hammers, and the problems of education

Archived talk: Academics’ and Educators’ practices and experiences with social media/networks

November 13 CIDER Presentation: What Do Academics and Educators Do on Social Media and Networks?

My visit to the Open University of Catalonia and the eLearn Center

COHERE 2013. Small is beautiful and MOOCs as symptoms

Visiting Educause 2013. And encountering two innovations

The road to SXSWedu 2014

Invitation to the first AECT RTD Professional Development Webinar

Learner experiences with open online learning and MOOCs e-book

Interested in a post-doc studying emerging forms of online participation?

Forthcoming ebook and twitter chat on MOOC and open learning experiences

A synthesis of the pedagogical agent literature

Startups should talk with researchers & educators

Talking to machines: What do learners and robots talk about? 

Sample Preliminary Written Exam Questions 

The MOOC stories we are told, and the ones that remain untold 

University of New Hampshire keynote talk 

The research that MOOCs need 

Binaries 

Dim sum Courses – aka MOOCs 

Thank you for supporting our work! 

Critical Studies in Teaching and Learning journal 

Social Media in Learning, Teaching, and Scholarship: 6 Tales of Practice 

Vote for our #MOOC production fellowship application? 

I have some news to share 

AERA 2013 reflections 

Course Trailer for our dual credit CS course 

#et4online notes, thoughts, reflections 

Keynote at the University of New Hampshire (Faculty Instructional Technology Summer Institute) 

Critical perspectives on educational technology literature 

Upcoming research. In search of collaborators 

SXSWedu day 2 

SXSWedu day 1 

Emerging Technologies and Transformative Learning Special Issue 

What is the experience of instructors who use a social networking site in their teaching? 

AECT 2013: Research & Theory Division Call for Proposals 

Plenary talk at Emerging Technologies for Online Learning conference 

“Sharing” as a valued and desirable educational practice 

 

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Talking to machines: What do learners and robots talk about?

Talk like me

 Talk like me by pursyapt

My research endeavors originally started with an attempt to understand interactions between learners and virtual characters, bots, and other artificially intelligent beings. Even though a lot of that research has been published, there’s still a couple of papers arriving. As we are moving closer and closer to everything (and i mean everything) being networked, I believe that it’s important to keep on examining our mediated existence and the ways we experience and interact with emerging forms of media. This is especially true for education. Until very recently, educators and practitioners have been adopting technologies developed for non-educational purposes and using them to fit education needs (e.g., TV, Radio, computers, the Internet, YouTube, iTunes, the list is endless). This might be changing a little bit with the booming interest in educational technology, but when we adopt technologies developed for other purposes, we need to investigate the congruency between those technologies and our teaching/learning context.

In a paper that a graduate student and I wrote, we tried to understand what learners and virtual characters may discuss when they have the ability to have open-ended conversations. If you were a student, and a virtual robot (of sorts) was deployed to support your learning, what would you ask it (him?her?)? If you could talk about anything, what your interactions with him/her (it?) look like?

Here’s our abstract, describing our findings:

Researchers claim that pedagogical agents engender opportunities for social learning in digital environments. Prior literature, however, has not thoroughly examined the discourse between agents and learners. To address this gap, we analyzed a data corpus of interactions between agents and learners using open coding methods. Analysis revealed that: (1) conversations between
learners and agents included sporadic on-task interactions with limited follow-up; (2) conversations were often playful and lighthearted; (3) learners positioned agents in multiple instructional/social roles; (4) learners utilized numerous strategies for understanding agent responses; (5) learners were interested in agents’ relationship status and love interests; and (6) learners
asked personal questions to the agent but did not reciprocate to requests to talk about themselves.

You can download a pdf of the full paper below:

Veletsianos, G. & Russell, G. (2013). What do learners and pedagogical agents discuss when given opportunities for open-ended dialogue? Journal of Educational Computing Research, 48(3), 381-401.… Read the rest

AERA 2013 reflections

I was at the annual AERA conference last week, held in San Fransisco, CA. My colleagues and I presented the following research and design work:

Instructor Experiences With a Social Networking Site in a Formal Education Setting: Expectations, Frustrations, Appropriation, and Compartmentalization (Royce Kimmons, George Veletsianos, Karen French) – This paper has recently been published.

What Do Learners and Pedagogical Agents Discuss When Given Opportunities for Open-Ended Dialogue? (George Veletsianos,  Gregory Russell) – This paper is in press. It presents a content analysis of conversations between learners and virtual characters supported by an AI engine.

A First Iteration of a Pedagogical Model for Teaching Computer Science Through Problems (George Veletsianos, Tara Craig, Bradley Beth, Gregory Russell, Calvin Lin) – We have developed an “introduction to computer science” course for high schools that is blended and guided by a problem-based pedagogy. In this presentation, we described our design process and findings after deploying the course in 6 high schools (see project website and other posts on my blog relating to this).

cs_project_engage

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I was happy to see that AERA has finally caught up and sought to integrate technology throughout the conference. Twitter was encouraged and a select few sessions were streamed. Even though there is room to do much more, I appreciate that it is difficult for large organizations to change. I suspect that Chris Greenhow was involved in making this happen in her role as Communications Director of Division C. I am particularly eager for AERA to start thinking more broadly about technology and openness though… a lot of people are.

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While at San Fransisco, I took half a day to visit Stanford University. My friend and colleague Amy Collier invited me to spend some time with the Lytics Lab, and I am glad I did. I enjoyed hearing everyone talk about their projects, but most of all I LOVED the students’ dedication, excitement, and eagerness to help and support each other. On a related note: You might have heard me bemoan the lack of educator participation in recent initiatives. If so, you can probably appreciate the fact that I am excited that the Lytics Lab is an interdisciplinary team of people that includes educators and learning scientists.

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Some of the sessions that I attended were  extraordinary and the presenter’s passion for their work was evident. Some sessions weren’t as great, but I suspect that this is an outcome of the traditional 15 minute talk. Other than that, I had a lot of great experiences at the conference. I can honestly say that I’ll remember this one with fondness for a number of reasons. Not only did I get to celebrate Brendan Calandra’s birthday, but I also got to congratulate my friend Brant Miller for getting one of his photographs on the cover of Nature. Woot!

brant_natureRead the rest

Grants

Below is a list of successful grant applications.

Social Sciences and Humanities Research Council Insight Development Grant (SSHRC) (Jan. 2023). $69,697: What do youth-generated higher education futures look like? Award #430-2023-00232. PI: Veletsianos

Social Sciences and Humanities Research Council Insight Development Grant (SSHRC) (Jul. 2020). $62,823: Faculty perspectives on the future of higher education. Award #430-2020-00404. PI: Veletsianos

Canadian Institutes of Health Research Grant (CIHR). $477,683: Inoculating Against an Infodemic: Microlearning Interventions to Address COVID-19 Misinformation. Success rate: 12.5%. Award #435-2017-160. Operating Grant: Canadian 2019 Novel Coronavirus Rapid Research Funding Opportunity. PI: Veletsianos; Co-PIs: Hodson, J. (Royal Roads), Gruzd, A. (Ryerson); Collaboratos: Wellman, B. (U of Toronto); Mai, P. (Ryerson); Rivera, Y. (Rutgers); Li, Z. (Royal Roads).

Social Sciences and Humanities Research Council Insight Grant (SSHRC) (Jul. 2020). $91,735: Motivation, Emotion Regulation, and Well-being in Post-secondary Faculty. Award #435-2020-0954. PI: Hall, N. Co- Applicants: Veletsianos, G., Wendt, d., Harley, J., Lariviere, V.; Collaborators: Hodson, J., Stupnisky, R.

Canada Research Chairs program. (2018-2023). $500,000:  Tier II national Chair in Innovative Learning and Technology.

Social Sciences and Humanities Research Council Insight Grant (SSHRC) (Apr. 2020). $119,196: Online Harassment as a Barrier to Research Communication: An Intersectional Approach. Award #435-2020-0052. PI: Hodson, J. Co-PI: Veletsianos, G.

Social Sciences and Humanities Research Council Insight Grant (SSHRC) (2017-2020). $145,635: Faculty members’ online participation and expression of self over time. Award #435-2017-160. PI: Veletsianos; Collaborator: Kimmons, R.

Social Sciences and Humanities Research Council Insight Grant (SSHRC) (2017-2019). $61,160: Female academics’ experiences of harassment on social media. Award #430-2017-00104. PI: Veletsianos; Co-PI: Hodson, J.

Canada Research Chairs program (2013-2018). $500,000: Tier II national Chair in Innovative Learning and Technology.

National Science Foundation (Sep. 2014- Aug. 2017). $457,287: Project Engage: Training Secondary Teachers to Deliver Computer Science and Engineering Instruction. Award #1441009. Co-PIs: Calvin Lin, David Allen, Pauline Dow; Subcontract to Royal Roads University: Veletsianos (effort: 20%) http://www.nsf.gov/awardsearch/showAward?AWD_ID=1441009

National Science Foundation (Sep. 2011- Aug. 2014). $999,920: Project Engage!. Award #1138506. Co-PIs: Lin, C., Veletsianos (effort: 50%) http://www.nsf.gov/awardsearch/showAward.do?AwardNumber=1138506

National Science Foundation (Jan. 2012- Dec. 2013). $248,699: Project: Adventure Learning Through Water and MOSS. Award #1135506. Co-PIs: Veletsianos, Miller, Eitel, Eitel (effort: 25%) http://www.nsf.gov/awardsearch/showAward.do?AwardNumber=1135506

University of Texas at Austin (Jun 2011- Aug 2011). $12,000. Social Conversations Between Learners and Pedagogical Agents in Online Learning Contexts. Summer Research Assignment (internal grant). PI: Veletsianos

Swedish Knowledge Foundation (2009-2013).  ~$573,670. Digitala dialoger – interaktion med digitala karaktärer via PC och IST (Digital dialogues with pedagogical agents via PC and Interactive whiteboards). Co-applicant. Principal Investigator: Dr.  Gulz, A.

University of Texas at Austin, College of Education, Vision Award. 200 hours development time from the Learning Technologies Center. The ProblemSolver. PI: Veletsianos

University of Manchester, UK. (£2,450). An e-learning Innovation for Adaptive and Individualized Student Feedback. PI:  Veletsianos. Faculty Teaching Quality and Enhancement Funds, Faculty of Humanities

University of Manchester, UK. (£2,258). Harnessing Peace through Adventure Learning. PI: Veletsianos. Research Support Fund, School of Education.

University of Minnesota, MN, Graduate School ($22,000) – Doctoral Dissertation Fellowship – declined.Read the rest

Keynotes & Invited presentations

Veletsianos, G. (2021, Sept 22). The Digital Revolution is Over: Perspectives on post-pandemic teaching and learning. [Online Keynote], Nordic Edge Expo and Conference 2021, KhowHow EdTech, University of Stavanger, Norway.

Veletsianos, G. (2021, Jun. 17). The online learner experience pre- and post-pandemic. In M. Brown (Chair), The Online Learner in the Next Normal: What Valuable Lessons Have Students Taught Us? [Online Symposium]. Dublin City University, Ireland.

Veletsianos, G. (2021, Jun. 9). Student voices and Resiliency in Post-Pandemic Settings. [Online Keynote], Texas State University, Summer Institute: Texas State Tough: Creating Resilient Courses.

Veletsianos, G. (2021, Jun. 8). (Some) Questions in need of Answers in Digital Learning Research. [Invited Online Session], Irish Learning Technology Association, Ireland.

Veletsianos, G. (2021, May 31). Effectiveness, Efficiency, Engagement and Equity in Online and Blended Learning settings. Congress of the Humanities and Social Sciences – Open/Technology in Education, Society, and Scholarship Association(OTESSA)  [Online Keynote Session], University of Alberta, AB.

Veletsianos, G. (2021, May 20). Online and Blended Learning in Post-Pandemic Settings. 2021 Symposium on Teaching and Learning: Designing for Student Success in the Online and Blended Learning Environments [Online Keynote Session], Simon Fraser University, Surrey, BC.

Veletsianos, G. (2021, Apr. 22). Faculty Hopes and Anxieties About the Near-Future of Higher Education in Canada. [Invited Online Session], Contact North | Contact Nord, Ontario, Canada.

Veletsianos, G. (2020, Nov. 25). Research perspectives on digital learning and COVID-19. In P. Burns & A. Beattie (Chairs), Hacking Education in a Digital World, [Online Symposium]. Colleges and Institutes Canada (CICan), Ottawa, ON, Canada.

Veletsianos, G. (2020, Nov. 25). Radical Flexibility as a Potential Solution to the Challenges Facing Higher Education. [Online Keynote], Digital Transformation of Higher Education Online Symposium, University of Leeds, Leeds, United Kingdom.

Veletsianos, G. (2020, Nov. 16). Striving for Balance in Online Learning. [Invited Online Session], Teaching Online and Hybrid Conversation series, Middlebury College, Middlebury, VT, United States.

Veletsianos, G. (2020, Nov. 9). Imagining the Future of Higher Education in Canada: Radical Flexibility as a Potential Solution. [Online Seminar], Center for Higher Education Research and Development, University of Manitoba, Winnipeg, Manitoba, Canada.

Veletsianos, G. (2020, Oct. 20). How should we respond to the life-altering crises that education is facing? In S. Naidu (Chair), Perspectives on “It is the worst – and the best – of times!” [Online Symposium]. The Open and Online Distance and Learning Association, Australia.

Veletsianos, G. (2020, Sep. 24). Learner Experiences and Challenges in MOOCS. [Online Seminar], COVID-19 and Online Learning Series, Beijing Normal University, Beijing China.

Veletsianos, G. (2020, July. 7). Tips and Suggestions on Supervising Remote Research Teams. In S. Fraser (Chair), Remote Graduate Student Supervision [Online Symposium]. 3rd CAGS Webinar on COVID-19, Canadian Association for Graduate Studies, Ottawa, ON, Canada.

Veletsianos, G. (2020, Jun. 18). What makes for “Good” open and digital education. [Online Seminar], BCCampus Research Webinars series, Victoria, BC, Canada.

Veletsianos, G. (2020, Jun 11). COVID-19 and the student experience. In K. Perris (Chair), COL Chairs Webinar Series: From Dial-up to Covid-19: EdTech, the Online Student Experience and Their Evolution, [Online Symposium]. Commonwealth of Learning Chair Series, Vancouver, BC, Canada.

Veletsianos, G. (2020, Jun. 4). How to Use Online Learning Experiences to Improve Your Online Teaching. [Invited Online Session], Contact North | Contact Nord, Ontario, Canada.

Veletsianos, G. (2020, Apr 22). COVID-19 and Moving Online. In B. Austin-Smith (Chair), COVID-19 and Moving Online [Symposium]. Canadian Association of University Teachers, Online.

Veletsianos, G. (2020, Mar 19.). Canadian perspectives on the recent shift to remote teaching and learning. In M. Grant (Chair), International and Cultural Perspectives on Teaching, Learning, and Technologies in Response to the COVID-19 Virus [Presidential Symposium]. Association for Educational Communications and Technology, Online.

Veletsianos, G. (Apr. 2019). How Flexible is Flexible Online Learning? Invited talk [Online and In-person]. TCC WorldWide Online Conference, Honolulu, HI.

Veletsianos, G. (Nov. 2018). Online Teaching Over Time. Invited Webinar, EDDE 801 Doctoral Seminar, Athabasca University, Edmonton, AB.

Veletsianos, G. (Nov. 2018). Academics’ Online Participation Over Time. Invited Webinar, Department of Instructional Systems Technology, McGill University, Montreal, QB.

Veletsianos, G. (Oct. 2018). Collaborative Research On Flexible Online Learning and Teaching. 1st Workshop of the Center for Open Education Research, Oldenburg, Germany.

Veletsianos, G. & Conrad D. (Oct. 2018). Digital Transformation of Higher Education in Canada. 1st Workshop of the Center for Open Education Research, Oldenburg, Germany.

Veletsianos, G. (Feb. 2018). Academics’ experiences of intrusion, cruelty, abuse, and intimidation online. Invited Webinar. AECT Research and Theory Division Professional Development Series.

Veletsianos, G. (Dec. 2016). Online tools for academic practice: Opportunities and drawbacks. Keynote, Shaking the Brick & Mortar: Moving Higher Education Online. European University Institute, Florence, Italy.

Veletsianos, G. (Dec. 2016). The open dissertation and the open researcher: What can online scholarship offer to researchers? Invited talk, European University Institute, Florence Italy.

Veletsianos, G. (Oct. 2016). A scholarly Life Online. 9th Research Workshop of the European Distance and E-Learning Network (EDEN), Oldenburg, Germany.

Veletsianos, G. (Oct. 2016). Online education for all: Analyzing access to education as a factor for social development. Invited Panelist. COHERE Conference, Whitehorse, YT, Canada.

Veletsianos, G. (June, 2016). The role of openness and social media in emerging scholars’ lives. EdMedia World Conference on Educational Media and Technology (EdMedia), June 2016, Vancouver, BC.

Veletsianos, G. (April, 2016). Nuggets of Wisdom: A Look at the Past, present, and Future of Design and Technology. Invited Panelist. Business meeting of the Design & Technology Special Interest Group at AERA, Washington, DC.

Veletsianos, G. (March, 2016). Networked Scholars, MOOCs, & Big Data. Invited talk, Department of Instructional Systems Technology, Indiana University, Bloomington, IN.

Veletsianos, G. (Nov, 2015). Networked Scholars in Learning Ecologies. New contexts, multiple mechanisms: Learning Ecologies symposium. Open University of Catalonia, Barcelona, Spain.

Veletsianos, G. (Nov, 2015). The Lived Experience of MOOC learners: Challenges and Self-remediation Strategies. CharlesRiver X Colloquium at Harvard & MIT, Cambridge, MA

Veletsianos, G. (Nov. 2015). Crafting A Research Agenda. Presentation delivered to the 2015 NSF/AECT Early Career Symposium Participants. Association for Educational Communications and Technology (AECT), November 2015, Indianapolis, IN.

Veletsianos, G., (Oct. 2015). Ethics of Collaboration: Plenary Panel. Digital Learning Research Network (dLRN 2015) Conference. Palo Alto, CA.

Veletsianos, G. (September, 2015). Q&A: Open and Networked Scholarship. PostGraduate Diploma course on Evaluating and Researching Emerging Technologies. University of Cape Town, South Africa.

Veletsianos, G. (September, 2015). The Habits of Networked Scholars. Centre for Innovation in Learning and Teaching. University of Cape Town, South Africa.

Veletsianos, G. (September, 2015). Digital Learning, Emerging Technologies, Abundant Data, and Pedagogies of Care. Emerging Technologies in Authentic Learning Contexts Conference. Cape Town, South Africa.

Veletsianos, G. (March, 2015). Understanding social media and networked participation. University of Manchester. Manchester, UK.

Veletsianos, G. (March, 2015). Universities and Disruptive innovation (panelist). 4th International Conference of E-learning and Distance Learning, Riyadh, Saudi Arabia.

Veletsianos, G. (March, 2015). Understanding Networked Scholars: Experiences and Practices in online social networks. 4th International Conference of E-learning and Distance Learning, Riyadh, Saudi Arabia.

Veletsianos, G. (February, 2015). Emerging Technologies and Emerging Practices in Digital Learning Environments. Open Summit for the State University of New York Center for Online Teaching Excellence, Syracuse, NY.

Veletsianos, G. (February, 2015). Emerging Practices in Open Online Learning Environments. Chang School Talks 2015, Ryerson University, Toronto, ON.

Veletsianos, G. (November, 2014). Social media, faculty, and networks of care. University of Wollongong, Wollongong, Australia.

Veletsianos, G. (November, 2014). The Fragmented Academic. University of Canberra, Canberra, Australia.

Veletsianos, G. (September, 2014). Social Media for Scholarship. Auburn University Harrison School of Pharmacy, Office of Teaching, Learning, and Assessment Webinar Series. Auburn, AL.

Veletsianos, G. (June, 2014). MOOCs, Automation, Artificial Intelligence and Pedagogical Agents. Invited talk for the E-learning Forum at the University of Edinburgh. Edinburgh, UK.

Veletsianos, G. (June, 2014). Acts of defiance and personal sharing when academics use social media. Invited talk for the Digital Cultures and Education Research Group. University of Edinburgh. Edinburgh, UK.

Veletsianos, G. (May, 2014). Creating Opportunioties for Wondrous, Effective, and Powerful Online Learning. Keynote talk. Open Learning Faculty Members Workshop. Kamloops, BC.

Veletsianos, G. (April, 2014). The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning. Keynote talk. BCNET annual conference. Vancouver, BC.

Veletsianos, G. (January, 2014). The Messy Realities of MOOCs. Invited talk. American Library Association conference. Philadelphia, PA.

Veletsianos, G. (November, 2013). Beyond effectiveness and efficiency: Learning that’s good for the soul. Keynote talk. Educational Technology Users Group (ETUG), Annual Workshop. Victoria, BC.

Veletsianos, G. (November, 2013). What do academics and educators do on social media and online networks? What do their experiences tell us about identity and the web? Invited talk. Canadian Institute of Distance Education Research (CIDER).

Veletsianos, G. (September, 2013). The significant opportunities and challenges that learners, educators, researchers, and institutions are facing in the age of “open” and “connected.” Invited talk. Open University of Catalonia, Barcelona, Spain.

Veletsianos, G. (August, 2013). MOOCs: how did we get here, where are we going, and what exactly are we trying to achieve with them? Invited presentation at the Center for Teaching and Learning, University of Texas at Austin, Austin, TX.

Veletsianos, G. (July, 2013). Emerging Technologies, Emerging Perspectives On Education, and Cultures of Sharing and Openness. Virtual Keynote. Emergent Technologies for the Future Conference. Open University, UK.

Veletsianos, G. (June, 2013). Online learning myths and truths. Keynote. Faculty Instructional Technology Summer Institute. University of New Hampshire. Durham, NH, USA.

Veletsianos, G. (May, 2013). Social media in Learning, Teaching, and Scholarship: Six tales of practice. Keynote. Teaching and Learning to the Power of Technology conference. University of Saskatchewan. Saskatoon, Saskatchewan, Canada.

Veletsianos, G. (April, 2013). Seven tales of learning online with emerging technologies. Invited plenary session. Sloan-C Annual International Symposium on Emerging Technologies for Online Learning. Las Vegas, NV, USA.

Veletsianos, G. (December, 2012). Digital Parent Learning Series. Invited panelist at Cedar Creek Elementary, Austin, TX, USA.

Veletsianos G. (September, 2012). What does the future of learning look like? Emerging Technologies, Openness, MOOCs, and Digital Scholarship. Invited Talk, International Council for Educational Media (ICEM) Conference, Nicosia, Cyprus. Archived at: http://youtu.be/Oxbb-aJRZXk

Veletsianos G. (September, 2012). Blended learning: Current themes and future directions. Invited Panel Participant, International Council for Educational Media (ICEM) Conference, Nicosia, Cyprus.

Veletsianos, G (February 12, 2012). Designing Experiences: Adventure Learning.  Invited talk, Instructional Systems Technology, Indiana University.

Veletsianos G. (November 2011). What are Higher Education Faculty’s Experiences and Practices on Social Networking Sites such as Twitter, Facebook, Zotero, and Academia.edu? Invited Presentation at the Research and Theory Division for the annual Association for Educational Communications and Technology (AECT) Conference. Jacksonville, FL, USA.

Veletsianos G. (November, 2010). Engaging Learning Experiences in Open-Ended Learning Environments. Conference Keynote. Lee College, Baytown, TX, USA.

Veletsianos G. (September, 2010). Effective and Engaging Learning Experiences with Emerging Technologies: A possibility of a dream? Distance Learning Conference Keynote, Columbus State University, Columbus, GA, USA.

Veletsianos, G. (April, 2010). Participatory Scholars and Scholarship. Invited paper discussion on the Instructional Technology Forum (http://it.coe.uga.edu/itforum/)

Veletsianos, G. (May, 2009). Designing Experiences: Adventure Learning, Pedagogical Agents, and beyond. Presentation at the Department of Design Sciences. Lund University, Sweden.

Veletsianos, G. (April, 2009). Transformational Learning and Digital Technologies. SIG IT Expert’s Roundtable. American Educational Research Association (AERA) Conference, April 2008, San Diego, CA.

Veletsianos, G. (May, 2007). Roots and Shoots: Envisioning a new field for Instructional Design, the Learning Sciences, and Learning Technologies. Invited Keynote Presentation at the Annual Professors of Instructional Design and Technology (PIDT) Conference. May 2007, Estes Park, CO.

Doering, A., & Veletsianos, G. (February, 2007). What happens when students converse with machines? Evidence from three studies. Innovation Researchers On Campus meeting, February 2007, University of Minnesota, Minneapolis, MN.

Doering, A., & Veletsianos, G. (November, 2006). Conversing with Agents: Socio-psychological fundamentals. Innovation Researchers On Campus meeting, November 2006, University of Minnesota, Minneapolis, MN.

Veletsianos, G. (2005). Designing Virtual Humans for Electronic Learning Environments. Presentation at the Department of Design, Housing, and Apparel. University of Minnesota.… Read the rest

Publications

Books

Veletsianos, G. (2020). Learning Online: The Student Experience. Baltimore, MD: Johns Hopkins University Press.

Veletsianos, G. (2016). Social Media in Academia: Networked Scholars. New York, NY: Routledge.

Edited Books

Koseoglu, S., & Veletsianos, G. (2022). Feminist Critical Digital Pedagogy: An Open Book. Provo, UT: EdTech Books.

Koseoglu, S., Veletsianos, G., & Rowell, C., (in press). Critical Digital Pedagogy in Higher Education. Edmonton, AB: Athabasca University Press.

Veletsianos, G. (2016). Emergence and Innovation in Digital Learning: Foundations and Applications. Edmonton, AB: Athabasca University Press.

Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Madison, WI: Hybrid Pedagogy Press.

Veletsianos, G. (2010). Emerging Technologies in Distance Education. Edmonton, AB: Athabasca University Press.

Journal Articles & Book Chapters

Veletsianos, G., Houlden, S., & Johnson, N. (in press). Is Artificial Intelligence in education an object or a subject? Evidence from a story completion exercise on learner-AI interactions. Tech Trends. The final version is available at https://doi.org/10.1007/s11528-024-00942-5 but here is a public pre-print version.

Veletsianos, G., & Houlden, S. (in press). On the “university of the future”: A critical analysis of cohort-based course platform Maven. Learning, Media, & Technology. https://doi.org/10.1080/17439884.2023.2164862 or pre-print (pdf).

Gosse, C., O’Meara, V., Hodson, J., & Veletsianos, G. (in press). Too rigid, too big, too slow: Institutional readiness to protect and support faculty from technology facilitated violence and abuse. Higher Educationhttps://doi.org/10.1007/s10734-023-01043-7  or preprint (pdf).

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

Houlden, S. & Veletsianos, G. (2022). Impossible dreaming: On speculative education fiction and hopeful learning futures. Postdigital Science and Education. https://doi.org/10.1007/s42438-022-00348-7 or preprint (pdf).

Veletsianos, G., Houlden, S., Hodson, J., Thompson, & C., Reid, D. (2022). An evaluation of a microlearning intervention to limit COVID-19 online misinformation. Journal of Formative Design in Learning, 6, 13-24. https://doi.org/10.1007%2Fs41686-022-00067-z

Veletsianos, G., Houlden, S., Reid, D., Hodson, J., Thompson, C. (2022). Design Principles for an Educational Intervention into Online Vaccine Misinformation. Tech Trends, 66(5), 748-759.

Houlden, S., & Veletsianos, G. (2022). A synthesis of surveys examining the impacts of COVID-19 and emergency remote learning on students in Canada. Journal of Computing in Higher Education, 34, 820–843. Preprint (pdf) or https://doi.org/10.1007/s12528-022-09323-4

Moore, S., Veletsianos, G., & Barbour, M. (2022). A synthesis of research on mental health and remote learning: How pandemic grief haunts claims of causality. The Open/Technology in Education, Society, and Scholarship Association Journal, 2(1), 1-19. https://doi.org/10.18357/otessaj.2022.1.1.36

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. Preprint (pdf) or https://doi.org/10.1080/01587919.2022.2064827

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). http://dx.doi.org/10.24059/olj.v26i3.2824.

Belikov, O., VanLeeuwen, C., Veletsianos, G., Johnson, N., Torcivia, P. (2021). Professional and personal impacts experienced by faculty stemming from the intersection of the COVID-19 pandemic and racial tensions. Journal of Interactive Media in Education, 1, p. 8. http://doi.org/10.5334/jime.647

Veletsianos, G., VanLeeuwen, C.A., Belikov, O., & Johnson, N. (2021). An Analysis of Digital education in Canada 2017-2019. The International Review of Research in Open and Distributed Learning. 22(2), 102-117. http://www.irrodl.org/index.php/irrodl/article/view/5108/5501

VanLeeuwen, C.A., Veletsianos, G., Belikov, O. Johnson, N. (2021).  Never-ending repetitiveness, sadness, loss, and “juggling with a blindfold on:” Lived experiences of Canadian college and university faculty members during the COVID-19 pandemic. British Journal of Educational Technology, 52(4), 1306-1322. http://doi.org/10.1111/bjet.13065 or author’s pre-print copy.

Gosse, C., Veletsianos, G., Hodson, J., Houlden, S., Dousay, T., Lowenthal, P., Hall, N.C. (in press). The Hidden Costs of Connectivity: Nature and Effects of Scholars’ Online Harassment. Learning, Media, & Technology, xx-xx. https://doi.org/10.1080/17439884.2021.1878218 or author’s copy.

Kimmons, R., & Veletsianos, G. (2021). Proctoring Software in Higher Ed: Prevalence and Patterns. Educause Review, https://er.educause.edu/articles/2021/2/proctoring-software-in-higher-ed-prevalence-and-patterns.

Veletsianos, G., Kimmons, R. Larsen, R., & Rogers, J. (2021). Flexibility, Time, Gender, and Online Learning Completion. Distance Education, 42(1), 22-36. https://doi.org/10.1080/01587919.2020.1869523 or author’s pre-print copy.

Houlden, S., & Veletsianos, G. (2021). The Problem with Flexible Learning: Neoliberalism, Freedom, and Learner Subjectivities. Learning, Media, & Technology, 46(2), 144-155. https://doi.org/10.1080/17439884.2020.1833920 or author’s pre-print copy.

Veletsianos, G., & Houlden, S. (2020). Radical Flexibility and Relationality as Responses to Education in Times of Crisis. Postdigital Science and Education, 2(3), 849-862. https://doi.org/10.1007/s42438-020-00196-3

VanLeeuwen, C.A., Veletsianos, G., Belikov, O. , & Johnson, N. (2020).  Institutional perspectives on faculty development for digital education in Canada. The Canadian Journal of Learning and Technology, 46(2), 1-20. https://www.cjlt.ca/index.php/cjlt/article/view/27944 *Canadian Network for Innovation Editor’s Award

Veletsianos, G.  (2020). Open Educational Resources: Expanding Equity or Reflecting and Furthering Inequities? Educational Technology Research & Development

Veletsianos, G. (2020). How should we respond to the life-altering crises that education is facing? Distance Education, 41(4), 1-3. https://doi.org/10.1080/01587919.2020.1825066

Johnson, N., Veletsianos, G., Seaman, J. (2020). U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic. Online Learning Journal, 24(2), 6-21. http://dx.doi.org/10.24059/olj.v24i2.2285

Childs, E., Axe. J., Veletsianos, G., & Webster, K. (2020). Fostering Openness Within a higher education institution: tensions, opportunities, and a work in progress. In Prinsloo, P. & Conrad D. (Eds), Open(ing) Education (pp. 345-363). Brill | Sense Publishers. http://dx.doi.org/10.25316/IR-14930

Veletsianos, G. & Houlden, S., (2019). Flexible Learning Over the Last 40 Years of Distance Education. Distance Education, 40(4), 454-468.

Veletsianos, G., Johnson, N., Belikov, O. (2019). Academics’ Social Media Use Over Time is Associated with Individual, Relational, Cultural, and Political Factors. British Journal of Educational Technology, 50(4), 1713-1728.

Houlden, S., & Veletsianos, G. (2019). A Posthumanist Critique of Flexible Online Learning and its “Anytime Anyplace” Claims. British Journal of Educational Technology, 50(3), 1005-1018.

Veletsianos, G., Houlden, S., Hodson, J., Gosse, C. (2018). Women Scholars’ Experiences with Online Harassment and Abuse: Self-protection, Resistance, Acceptance, and Self-Blame. New Media & Society, 20(12), 4689-4708.

Hodson, J., Gosse, C., Veletsianos, G., Houlden, S. (2018). I Get By With a Little Help From My Friends: The Ecological Model and Support for Women Scholars Experiencing Online Harassment. First Monday, 23(8). doi: https://doi.org/10.5210/fm.v23i8.9136

Veletsianos, G., Kimmons, R., Belikov, O., Johnson, N. (2018). Scholars’ Temporal Participation on, Temporary Disengagement from, and Return to Twitter. First Monday, 23(11). http://dx.doi.org/10.5210/fm.v23i11.8346

Kimmons, R., & Veletsianos, G. (2018). Public Internet Data Mining Methods in Instructional Design, Educational Technology, and Online Learning Research. Tech Trends, 62(5), 492-500.

Veletsianos, G., Kimmons, R., Larsen, R., Dousay, T., & Lowenthal, P. (2018). Public Comment Sentiment on Educational Videos: Understanding the Effects of Presenter Gender, Video Format, Threading, and Moderation on YouTube TED Talk Comments. PLOS ONE 13(6): e0197331. https://doi.org/10.1371/journal.pone.0197331

Barker, J., Jeffery, K., Jhangiani, R., & Veletsianos, G. (2018). Eight Patterns of Open Textbook Adoption in British Columbia. The International Review of Research in Open and Distributed Learning, 19(3).

Paskevicius, M., Veletsianos, G., & Kimmons, R. (2018). Content is King: An analysis of how the Twitter discourse surrounding open education unfolded from 2009-2016. The International Review of Research in Open and Distributed Learning, 19(1).

Romero-Hall, E., Kimmons, R., & Veletsianos, G. (2018). Social Media Use by Instructional Design Departments. Australasian Journal of Educational Technology, 38(5).

Veletsianos, G., & Shaw, A. (2018). Scholars in an Increasingly Open and Digital World: Imagined Audiences and their Impact on Scholars’ Online Participation. Learning, Media, & Technology, 43(1), 17-30.

Veletsianos, G. (2017). Three Cases of Hashtags Used as Learning and Professional Development Environments. Tech Trends, 61(3), 284-292.

Veletsianos, G., Kimmons, R., Shaw, A., Pasquini, L. & Woodward, S. (2017). Selective Openness, Broadcasting, Branding, and Promoting: Twitter Use in Canada’s Public Universities. Educational Media International, 54(1), 1-19.

Veletsianos, G. (2017). Toward a Generalizable Understanding of Twitter and Social Media Use Across MOOCs: Who Participates on MOOC Hashtags and In What Ways? Journal of Computing in Higher Education, 29(1), 65-80.

Veletsianos, G., & Moe, R. (2017). The Rise of Educational Technology as a Sociocultural and Ideological Phenomenon. Educause Review. Retrieved on Apr 10, 2017 from http://er.educause.edu/articles/2017/4/the-rise-of-educational-technology-as-a-sociocultural-and-ideological-phenomenon

Kimmons, R., Veletsianos, G., & Woodward, S. (2016). Institutional Uses of Twitter in Higher Education. Innovative Higher Education, 42(2), 97-111.

Veletsianos, G. & Stewart, B. (2016). Scholars’ open practices: Selective and intentional self-disclosures and the reasons behind them. Social Media + Society, 2(3). doi: 10.1177/2056305116664222

Veletsianos, G., Reich, J., & Pasquini, L. (2016). The Life Between Big Data Log Events: Learners’ Strategies to Overcome Challenges in MOOCs? AERA Open, 2(3).

Kimmons, R. & Veletsianos, G. (2016 ). Education Scholars’ Evolving Uses of Twitter as a Conference Backchannel and Social Commentary Platform. British Journal of Educational Technology, 47(3), 445—464.

Veletsianos, G. & Shepherdson, P. (2016). A Systematic Analysis And Synthesis of the Empirical MOOC Literature Published in 2013-2015The International Review of Research in Open and Distributed Learning, 17(2).

Veletsianos, G. (2016).Digital Learning Environments. In Rushby, N. & Surry D. (Eds) Handbook of Learning Technologies (pp. 242-260). Wiley.

Veletsianos, G., & Kimmons, R. (2016). Scholars in an Increasingly Digital and Open World: How do Education Professors and Students use Twitter? The Internet and Higher Education, 30, 1-10.

Veletsianos, G., Beth, B., Lin, C., & Russell, G. (2016). Design Principles for Thriving in Our Digital World, a High School Computer Science Course. Journal of Educational Computing Research, 54(4), 443-461.

Kimmons, R., & Veletsianos, G. (2015). Teacher Professionalization in the Age of Social Networking Sites: Identifying Major Tensions and DilemmasLearning, Media, and Technology, 40(4), 480-501.

Veletsianos, G. (2015). A case study of scholars’ open and sharing practices. Open Praxis, 7(3), 199-209. http://openpraxis.org/index.php/OpenPraxis/article/view/206/168

Veletsianos, G. & Shepherdson, P. (2015). Who studies MOOCs? Interdisciplinarity in MOOC research and its changes over time. The International Review of Research in Open and Distributed Learninghttp://www.irrodl.org/index.php/irrodl/article/view/2202/3348

Veletsianos, G., Miller, B., Eitel, K., Eitel, J., Hougham, J., & Hansen, D. (2015). Lessons Learned from the Design and Development of Technology-Enhanced Outdoor Learning Experiences. Tech Trends, 59(4), 78-86.

Veletsianos, G., Collier, A., & Schneider, E. (2015). Digging Deeper into Learners’ Experiences in MOOCs: Participation in social networks outside of MOOCs, Notetaking, and contexts surrounding content consumptionBritish Journal of Educational Technology 46(3), 570-587.

Kimmons, R., & Veletsianos, G. (2014). The Fragmented Educator 2.0: Social Networking Sites. Acceptable Identity Fragments, and the Identity Constellation. Computers & Education, 72, 292-301.

Ford, K., Veletsianos, G., & Resta, P. (2014). The Structure and Characteristics of #PhDChat, an Emergent Online Social Network. Journal Of Interactive Media In Education, 18(1). Retrieved April 16, 2014, from http://www-jime.open.ac.uk/jime/article/view/2014-08

Veletsianos, G. (2013). Open Practices and Identity: Evidence from Researchers and Educators’ Social Media Participation. British Journal of Educational Technology, 44(3), 639-651.

Veletsianos, G. & Russell, G. (2014). Pedagogical Agents. In Spector, M., Merrill, D., Elen, J., & Bishop, MJ  (Eds.), Handbook of Research on Educational Communications and Technology, 4th Edition (pp. 759-769). Springer Academic.

Veletsianos, G. & Russell, G. (2013). What do learners and pedagogical agents discuss when given opportunities for open-ended dialogue? Journal of Educational Computing Research, 48(3), 381-401.

Veletsianos, G., Kimmons, R., & French, K. (2013). Instructor experiences with a social networking site in a higher education setting: Expectations, Frustrations, Appropriation, and Compartmentalization. Educational Technology, Research and Development, 61(2), 255-278.

Veletsianos, G. & Kimmons, R. (2013). Scholars and Faculty Members Lived Experiences in Online Social Networks. The Internet and Higher Education, 16(1), 43-50.

Veletsianos, G., Doering, A, & Henrickson, J. (2012). Field-based professional … Read the rest

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