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The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
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The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning

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Keynote at the 2014 BCNET conference in Vancouver, BC. In this presentation I shared stories of learners' and scholars' experiences online, arising from multiple years of qualitative research studies, …

Keynote at the 2014 BCNET conference in Vancouver, BC. In this presentation I shared stories of learners' and scholars' experiences online, arising from multiple years of qualitative research studies, and framed in the context of the historic realities of educational technology practice. These stories illustrate how emerging technologies and open practices have (a) broadened access to education, (b) reinforced privilege, and (c) re-imagined the ways that academics enact and share scholarship. They also illustrate the multiple realities that exist in online education practice, and the differences between reality and potential and beautiful vs. ugly online education.

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  • 1. The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning George Veletsianos, PhD Canada Research Chair, Associate Professor School of Education and Technology Royal Roads University
  • 2. Islands
  • 3. School of Education and Technology http://tinyurl.com/RRUMALAT
  • 4. You probably know of it because of its unparalleled beauty…
  • 5. • Serve & support working professionals (i.e. what most Schools/Colleges of Education do in Canada/US) • Focus on outcomes and the learning experience • Guided by social learning theory • Refined by learning sciences & education research • Learning designers working with faculty members • Flexible • (1-3 weeks Face-to-face + online = Hybrid) OR (Online) • Prior-learning assessment, flexible admissions policy But, here’s what you really need to know…
  • 6. We live in fascinating times
  • 7. Universities are facing numerous powerful forces that may shape their future.
  • 8. a worldwide economic downturn globalization and competition changing demographics reduction of public funding accountability pressures impact of emerging technologies (Morrison, 2003; Schwier, 2012; Siemens & Matheos, 2010; Spanier, 2010). Questions around the purpose of education Rebirth of edtech
  • 9. “I feel like I’ve been here before”
  • 10. 1922: “motion picture is destined to revolutionize our education system … in a few years it will supplant largely, if not entirely, the use of textbooks” 1999: “education over the Internet is going to be so big it is going to make e-mail usage look like a rounding error”
  • 11. Techno-enthusiasm & techno-determinism e.g., Technology will ____________
  • 12. Educational Technology suffers from exuberant positivity and optimism (Selwyn, 2011a)
  • 13. “curious amnesia, forgetfulness” (Selwyn, 2011b)
  • 14. Our memento moments
  • 15. With respect to beliefs… what we have is two opposing perspectives
  • 16. Online learning as wondrous
  • 17. Online learning as monstrous
  • 18. They coexist. Both are accurate. Both capture the realities of online learning.
  • 19. Realities. Plural.
  • 20. Beautiful Messy Inspiring Harrowing Online learning can be…
  • 21. Synonymous with: appealing. caring. empowering. flexible Beautiful Online Learning
  • 22. Beautiful Online Learning “Examples of outstanding [online] instruction are hard to find.” Wilson, Parrish, & Veletsianos, 2008
  • 23. Beautiful Online Learning
  • 24. •  Engaging students in knowledge production Beautiful Online Learning
  • 25. •  Engaging students in knowledge production •  Creation of worthwhile digital artifacts – E.g., E-books and online textbooks Beautiful Online Learning
  • 26. Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Hybrid Pedagogy: Madison, WI. Retrieved from http://learnerexperiences.hybridpedagogy.com Beautiful Online Learning
  • 27. Beautiful Online Learning
  • 28. Beautiful Online Learning “My oldest [child] will be 4 this June, and I'm thinking about her education and…what resources I want to be able to offer her…so I'm looking at spending my time in [open courses] acquiring some of this knowledge, so that I can enable her education” Female, 38, homemaker Engages w/ online learning through iPhone during “downtime” described as “feeding and nursing and stuff”
  • 29. Beautiful Online Learning “My oldest [child] will be 4 this June, and I'm thinking about her education and…what resources I want to be able to offer her…so I'm looking at spending my time in [open courses] acquiring some of this knowledge, so that I can enable her education” Female, 38, homemaker Engages w/ online learning through iPhone during “downtime” described as “feeding and nursing and stuff”
  • 30. Beautiful Online Learning “A routine visit, friendly chit chat … and then suddenly a quiet chill in the room, professionals looking at each other but not at me, an emergency biopsy, a result. I’ve had a thyroid scan, a chest X-ray, a CT scan, and tomorrow I’m having a bone scan.”
  • 31. Harrowing Online Learning disempowering. student as consumer. detached. replicates f2f.
  • 32. Harrowing Online Learning
  • 33. Delivering education Designing Learning Experiences
  • 34. Harrowing Online Learning “My most vivid memory was this huge argument that broke out at the [open course] discussion board about an assignment that I submitted… [I received] this absolute torrent of rudeness, just vicious personal attacks that I never experienced on the internet before… I mean, I know that they happen on YouTube, but I did not expect that in a class at all! The professor was totally checked out, he never visited the discussion board… and it was just depressing and discouraging”
  • 35. Harrowing Online Learning “I posted a comment stating that the grading was incorrect. [One] of the teaching staff [scolded me] stating that it was obvious I hadn’t viewed the lecture. While I didn’t expect staff to instantly take my word that there was a mistake, I certainly didn't expect negative and condescending remarks...[I was] left with a partial sense of accomplishment and feelings of hollowness and incompleteness.”
  • 36. Inspirational Online Learning creative. original. innovative.
  • 37. Inspirational Online Learning
  • 38. Inspirational Online Learning
  • 39. Inspirational Online Learning
  • 40. Inspirational Online Learning Students  collect  water  data  in  the   field  and  upload  it  to  a  database.         Students  post  blog  entries   describing  what  they  are  learning   and  experiencing  on  their   expedi8on.  
  • 41. Inspirational Online Learning
  • 42. See http://www.slideshare.net/veletsianos COHERE 2013 and ELI 2014 & Collier/Ross for more on this. Messy Online Learning varied. complex. real.
  • 43. Messy Online Learning To understand the messiness of learning, the reality of what it means to learn in digital contexts, we need empirical inquiry that uses a variety of methodologies.
  • 44. Digital learning environments, that replicate traditional classroom approaches often result in “showcase environments that are often not much more than computer assisted page turning” (Kirschner et al., 2004, pp. 47-48). The reality
  • 45. • Educators, researchers, and designers working together • Collaboration, not competition (e.g., institutions to collaborate on offerings) • Use the affordances of the technology & the affordances of openness, to change practice • Understand the history of educational technology • Learn from the existing research on learning technologies • Offer solutions, design the future that you want. Potential approaches to rectify this…
  • 46. Thank you! www.veletsianos.com www.veletsianos.com/publications @veletsianos on Twitter veletsianos at gmail.com

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