The significant opportunities and challenges that learners, educators, researchers, and learning institutions are facing in the age of open and connected
Upcoming SlideShare
Loading in...5
×
 

The significant opportunities and challenges that learners, educators, researchers, and learning institutions are facing in the age of open and connected

on

  • 1,650 views

Today's institutions of higher learning bear little resemblance to the institutions that preceded them, as technological, economic, political, and socio-cultural factors transform societies and the ...

Today's institutions of higher learning bear little resemblance to the institutions that preceded them, as technological, economic, political, and socio-cultural factors transform societies and the institutions that exist within them. In this talk, I will explore the significant opportunities and challenges facing today's higher institutions of learning. I will discuss my research findings on social media, open online learning, and networked participation, and examine emerging models for learning, teaching, and scholarship. Through this discussion, we will reflect on the values and ideals of educational and knowledge systems and the congruency of these ideals with the systems that are currently being created.

Statistics

Views

Total Views
1,650
Views on SlideShare
1,586
Embed Views
64

Actions

Likes
1
Downloads
6
Comments
2

6 Embeds 64

http://cent.uji.es 27
http://www.fundacionaulasmart.org 23
http://cloud.feedly.com 6
https://twitter.com 4
http://www.feedspot.com 3
http://tweetedtimes.com 1

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

CC Attribution License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

The significant opportunities and challenges that learners, educators, researchers, and learning institutions are facing in the age of open and connected The significant opportunities and challenges that learners, educators, researchers, and learning institutions are facing in the age of open and connected Presentation Transcript

  • Dr. George Veletsianos Canada Research Chair in Innovative Learning & Technology Associate Professor School of Education and Technology Royal Roads University, Victoria, BC eLearn Center– Open University of Catalonia, September 30, 2013 The significant opportunities and challenges that learners, educators, researchers, and learning institutions are facing in the age of "open" and "connected"
  • Gràcies per la seva hospitalitat i per la invitació a passar temps amb eLearn Center
  • School of Education and Technology http://tinyurl.com/RRUMALAT View slide
  • The MOOC phenomenon •  MOOCs & rise of “edtech” – A symptom or a solution? View slide
  • Contemporary universities are facing numerous powerful forces that may shape their future.
  • a worldwide economic downturn globalization and competition changing demographics curtailment of public funding pressures for accountability impact of emerging technologies (Morrison, 2003; Schwier, 2012; Siemens & Matheos, 2010; Spanier, 2010).
  • a worldwide economic downturn globalization and competition changing demographics curtailment of public funding pressures for accountability impact of emerging technologies (Morrison, 2003; Schwier, 2012; Siemens & Matheos, 2010; Spanier, 2010). An increasing desire by faculty members, educators, & designers to “do better” to “do more”
  • What is our opportunity? •  To be involved in the design of future educational systems. How? – Advocacy – Partnerships – Design & Development – Research
  • Higher Education in 2012-2013: Sense of urgency. And tension.
  • Techno-enthusiasm & techno- determinism* dominate e.g., Technology will ____________ Narratives of disruption & revolution (*skeptics != naysayers)
  • Disaggregation & Unbundling
  • “Whether the practice is called outsourcing, contracting out, or privatizing, the impact is the same. Food services, health care, the bookstore…endless array of activities that universities used to manage…” Kirp,  .L  (2003).  Shakespeare,  Einstein,  and  the  Bo3om  Line:  The  Marke9ng  of  Higher  Educa9on.   Cambridge,  MA:  Harvard  University  Press    
  • “Online program management services”
  • The role of the faculty member The roles of instructional designers, tutors, instructors
  • “academic freedom, shared governance, a livable wage, greater job security for non-tenure-track faculty teaching and scholarship cannot be fully unbundled…” Academic Advisor, Mentor, Coach Instructor/Instructional Technologist Professor/Instructional Designer Course assistants Teaching assistants
  • What is our opportunity? •  To prepare learning designers for a new era of educational technology
  • Efficiency. Automation. And robots.
  • Open Practices Open Education  Open Scholarship
  • 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) Open courses & Open teaching
  • Veletsianos (2013); Veletsianos & Kimmons 2012, 2013 Announcements Draft papers Open textbooks Syllabi + Activities Live streaming Live-Blogging Collaborative authoring Debates + commentary Open teaching Public P&T materials The doctoral journey (e.g., #PhDChat) Crowdsourcing What do they share?
  • Why do they share? •  Faculty use blogs to: – Explore scholarly ideas (Kirkup, 2010) – Re-envision their identities as public intellectuals (Kirkup, 2010) – Share knowledge (Kjellberg, 2010) – Connect with other researchers (Kjellberg, 2010) – Reach multiple audiences (Kjellberg, 2010; Martindale & Wiley, 2005)
  • Open Sharing
  • The  open  web  is  a  monstrous  place   The  open  web  is  a  wondrous  place  
  • Identity & Participation “I made it [Facebook] this hybrid space ... and sometimes it's really annoying. … I keep thinking I should be writing or looking at data, and I'm doing this! … I created the conundrum that I live in now.” “My position [as a professor] is building a community of teachers that I talk to ... where you can share, and so [participation in these spaces] makes total sense.” “All the [expletive] is not really worth it. … I think that it's okay for students to not know everything about their professor. … [These practices] add to the complexity of those who struggle with the home-work balance and the ... technology pull. … I don't have time for you. “ Veletsianos & Kimmons, 2013
  • Designing for Learner Experiences
  • What is it like to participate in open online learning? Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Hybrid Pedagogy. Retrieved on Sept 29, 2013 from http://learnerexperiences.hybridpedagogy.com.
  • Key takeaways • We should be asking students to do a discipline, not just read about it. • In the frenzy surrounding the rise of “edtech” and MOOCs, it seems that student voices and experiences are rarely considered. • To gain a holistic understanding of learner experiences researchers need to use multiple methodologies. • Macro (Kizilcec, Piech, Schneider, 2013) • Learners were: “Auditing, Completing. Disengaging, Sampling” • Micro • “[I was] left with a partial sense of accomplishment and feelings of hollowness and incompleteness.”
  • Key takeaways The realities of open online learning are different from the hopes of open online learning. We only have small pieces of an incomplete mosaic of students’ learning experiences with open online learning.
  • What do we want learner experiences to look like?
  • Thank you! www.veletsianos.com @veletsianos on Twitter veletsianos@gmail.com