Academics in Social Media: Acts of Personal Defiance and Sharing ( at AECT 2013)

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The ways that emerging technologies and social media are used and experienced by researchers and educators are poorly understood and inadequately researched. The goal of this study was to examine the online practices of individual scholars using ethnographic data collection and qualitative data analysis methods. In this presentation I report two findings: Academics' social media use to (a) defy and circumvent academic publishing, and (b) share intimate details of one’s life.

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Academics in Social Media: Acts of Personal Defiance and Sharing ( at AECT 2013)

  1. 1. When academics use social media: Acts of defiance and personal sharing George Veletsianos, PhD Canada Research Chair in Innovative Learning & Technology Associate Professor School of Education and Technology AECT 2013 Conference
  2. 2. In broad strokes Open Practices  Open Education, Open Scholarship Participation in online environments Who we (academics, learners, educators) are when we are online? What do we do and why? How does online participation solve educational problems? Does it? What tensions arise in technology-saturated cultures and what do those tensions reveal about educational/ scholarly practices?
  3. 3. In this presentation I examine the online practices of individual scholars to explore and understand the activities and practices that they enact when they use social media for scholarship.
  4. 4. Why? The ways that emerging technologies and social media are used and experienced by researchers and educators are poorly understood and inadequately researched.
  5. 5. Open courses & Open teaching
  6. 6. Networked Participatory Scholarship “scholars’ use of participatory technologies and online social networks to share, reflect upon, critique, improve, validate, and further their scholarship” (Veletsianos& Kimmons, 2012)
  7. 7. What is the relationship between social media and practice? Claims in the (scant) literature (a) social media transforms practice (b) practice shapes how we use social media
  8. 8. Why do they share? •  Faculty use social media to: –  Explore scholarly ideas –  Re-envision their identities as public intellectuals –  Share knowledge –  Debate & critique –  Advice & reflect –  Connect with other researchers –  Reach multiple audiences Kjellberg, 2010; Kirkup, 2010; Martindale & Wiley, 2005; Mewburn & Thompson, 2013; Veletsianos, 2012
  9. 9. This study Informed by cyberethnography and virtual ethnography Ethnographic data collection methods   a journal of digital artifacts, reflections and observations. = DATA  Analyzed using the constant comparative method
  10. 10. Acts of defiance
  11. 11. Examples Announcements Draft papers Open textbooks Syllabi + Activities Live streaming Live-Blogging Collaborative authoring Debates + commentary Open teaching Public P&T materials Crowdsourcing The doctoral journey (e.g., #PhDChat) Veletsianos (2013)
  12. 12. What scholarly activities do individuals enact on social media? PirateUniversity.org ThePaperBay.com Reddit.com/r/Scholar
  13. 13. What scholarly activities do individuals enact on social media? PirateUniversity.org ThePaperBay.com Reddit.com/r/Scholar
  14. 14. Personal sharing
  15. 15. Vulnerabilities (e.g., areas of personal growth) Struggles (e.g., a divorce) Passions (e.g., soccer, knitting)  Unrelated to the profession, but… What is the value of these activities?
  16. 16. Implications Practices: 1.  question elements of traditional scholarly practice 2.  Refine our understanding of the role of digital social spaces in academic lives
  17. 17. Spaces of isolation?
  18. 18. Or networks of care & bonding?
  19. 19. The  open  web  is  a  monstrous  place   The  open  web  is  a  wondrous  place  
  20. 20. What do we do with this understanding? 1.  Teach sharing as a practice 2.  Teach Networked Participatory Scholarship 3.  Examine the impact of such practices
  21. 21. Thank you! This presentation draws from: Veletsianos, G. (2013). Open Practices and Identity: Evidence from Researchers and Educators’ Social Media Participation. British Journal of Educational Technology, 44(3), 639-651. www.veletsianos.com @veletsianos on Twitter veletsianos@gmail.com This presentation: www.slideshare.com/ veletsianos
  22. 22. Related work Available at http://www.veletsianos/publications Kimmons, R., and Veletsianos, G. (under review). Teacher professionalization in the age of social networking sites. Kimmons, R., and Veletsianos, G. (under review). The fragmented educator 2.0: Social networking sites, acceptable identity fragments, and the identity constellation. Veletsianos, G. (2010). A Definition of Emerging Technologies for Education. In G. Veletsianos (Ed.), Emerging Technologies in Distance Education (pp. 3-22). Edmonton, AB: Athabasca University Press . 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. & Kimmons, R. (2012). Assumptions and Challenges of Open Scholarship. The International Review Of Research In Open And Distance Learning,13(4), 166-189 Veletsianos, G. (2012). Higher Education Scholars’ Participation and Practices on Twitter. Journal of Computer Assisted Learning, 28(4), 336-349. Veletsianos, G. & Kimmons, R. (2012). Networked Participatory Scholarship: Emergent Techno-Cultural Pressures Toward Open and Digital Scholarship in Online Networks. Computers & Education, 58(2), 766-774.
  23. 23. Image attribution •  Fairy tale http://browse.deviantart.com/art/fairy-tale-134701049 •  Open http://www.flickr.com/photos/matthileo/4826783509/ •  Crowd http://www.flickr.com/photos/18378655@N00/613445810 Unless otherwise noted by the original images, content is provided under a CC Attribution Non-Commercial Share Alike license (http://creativecommons.org/licenses/by-nc-sa/ 3.0/).

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