Emerging Technologies, Emerging Perspectives on Education, and Cultures of Sharing and Openness

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Keynote at the Emergent Technologies for the Future 2013 conference
Open University - UK

Institutions of learning adapt and change over time. The emergence of certain technologies, social behaviors, cultural expectations, and political and economic pressures influence what institutions do and what they look like. We live at a time when education features prominently in the global press and discussions focusing on improving the ways we design education are a daily occurrence. A central tenet of this discussion is the notion that technology is transforming education. Yet, the assumption that technology changes education often goes unchallenged. In this talk, I will highlight how learning and education are and are not changing as we are faced with new ideas about learning, increased (market-driven) interest in education, decreased state funding for education, and cultures of participation and sharing. Together, we will explore the research on online learning, the opportunities that exist for meaningful change, and the future educational systems that we are creating.

Published in: Education, Technology

Emerging Technologies, Emerging Perspectives on Education, and Cultures of Sharing and Openness

  1. 1. Dr. George Veletsianos Assistant Professor of Learning Technologies Curriculum & Instruction – College of Education University of Texas at Austin Keynote at the Emergent Technologies for the Future 2013 conference Open University - UK Emerging Technologies, Emerging Perspectives on Education, and Cultures of Sharing and Openness
  2. 2. September 2013 Canada Research Chair in Innovative Learning & Technology School of Education and Technology http://bit.ly/11Q04Ve
  3. 3. Change and transition are emanating from techno-pedagogical advances as well as from a neoliberal assault on education.
  4. 4. What do we want our students’ learning experiences to be like?
  5. 5. Our challenge/imperative To design [online] learning experiences and opportunities that are effective, fulfilling, inspiring, meaningful, caring, empowering, and democratic.
  6. 6. Sense of urgency. And tension.
  7. 7. “the most important experiment in Higher Education” The Atlantic “the beginning of the end for traditional higher education” Forbes
  8. 8. Economic Socio-cultural Political Pressures and challenges
  9. 9. “Strong pressures to produce mediocre instructional products based on templates and preexisting content.” Wilson, Parrish, & Veletsianos, 2008
  10. 10. “Examples of outstanding [online] instruction are hard to find.” Wilson, Parrish, & Veletsianos, 2008
  11. 11. Big Data and Analytics Technologies to note Online Networks Delivery platforms & apps - Facebook - Amazon - Pearson - Blackboard - Coursera?
  12. 12. Do  learning  outcomes  differ  between   online  and  face-­‐to-­‐face  educa6on?  
  13. 13. No The research says: The mode of delivery does not correlate with learning outcomes Media comparison studies  “No significant difference” phenomenon
  14. 14. In other words Online education can be as good as face-to-face education
  15. 15. OR Online education can be as bad as face-to-face education
  16. 16. Design is what matters. Pedagogy is what matters.
  17. 17. Increased interest in education has unintended positive outcomes. Namely: Conversations about how to improve education & the learning experience = Perhaps the greatest innovation in recent years
  18. 18. - Experiential learning - Inquiry-driven learning - Open Online learning - Informal online communities as legitimate learning spaces - Outdoor learning experiences
  19. 19. YoTeach! is designed to introduce first-year sociology students to the practices of sociologists. Promotes student inquiry, discussions and analysis of real-world data, and the creation of multimodal projects that demonstrate student findings.
  20. 20. The messy realities of MOOC Learning/ Participation
  21. 21. Competency-based models
  22. 22. Disaggregation & Unbundling
  23. 23. “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    
  24. 24. “Online program management services”
  25. 25. Are there institutional core functions that should be safeguarded?
  26. 26. The role of the tutor
  27. 27. Online learning will render instructors obsolete * The myth * That’s not to say that the profession isn’t under attack…
  28. 28. Efficiency. Automation. And robots.
  29. 29. Increased collaboration?
  30. 30. Openness (Open Scholarship) Networked Participatory Scholarship: The practice of scholars’ use of participatory technologies and online social networks to share, reflect upon, critique, improve, validate, and further their scholarship (Veletsianos & Kimmons, 2012) 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.
  31. 31. Veletsianos (in press); Veletsianos & Kimmons 2012, 2013
  32. 32. Blogging •  Faculty blog 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)
  33. 33. Educators & researchers co-opt technologies for educational and scholarly purposes (Veletsianos, 2012) •  Faculty use these Twitter to: –  Share information, resources, and media –  Open classrooms –  Expand opportunities for students’ learning experiences –  Request teaching-related and research-related assistance –  Provide help and support –  Manage their identities •  Contexts of: –  Personal and professional information sharing –  Social grooming –  Connecting and networking –  Digital presence across multiple platforms Veletsianos, G. (2012). Higher Education Scholars’ Participation and Practices on Twitter. Journal of Computer Assisted Learning, 28(4), 336-349.
  34. 34. Veletsianos (in press) 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
  35. 35. Announcements Draft papers Open textbooks Syllabi + Activities Live streaming Live-Blogging Collaborative authoring Debates + commentary Open teaching Public P&T materials Crowdsourcing
  36. 36. Residents --------------------------------------------- Visitors White, D., & Le Cornu, A. (2011). Visitors and Residents: A new typology for online engagement. First Monday, 16(9). doi:10.5210/fm.v16i9.3171 Serendipity Diverse audiences What will I find if I search for you? Your latest research? An out-of-date university webpage? Opportunities for meaningful interaction & collaboration
  37. 37. Change and transition are emanating from a desire to improve education as well as from a neoliberal assault on education.
  38. 38. Techno-pedagogical advances Neoliberal assault on education
  39. 39. Research referenced in this presentation is available at http://www.veletsianos/publications Veletsianos, G. (2010). Emerging Technologies in Distance Education. Edmonton, AB: Athabasca University Press. 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. Veletsianos, G. (2011). Designing Opportunities for Transformation with Emerging Technologies. Educational Technology, 51(2), 41-46. Wilson, B., Parrish, P., & Veletsianos, G. (2008). Raising the bar for instructional outcomes: Towards transformative learning experiences. Educational Technology, 48(3), 39-44.
  40. 40. Thank you! www.veletsianos.com @veletsianos on Twitter veletsianos@gmail.com This presentation: www.slideshare.com/veletsianos
  41. 41. Image attribution •  Open http://www.flickr.com/photos/matthileo/4826783509/ •  Ben Stein in “Ferris Bueller's Day Off:” http://blog.teacherparlor.com/wp-content/uploads/2012/08/ bueller_stein.jpg •  Crowd http://www.flickr.com/photos/18378655@N00/613445810 •  Before NOW then http://www.flickr.com/photos/muffin9101985/3563796585/ •  Unicorn http://commons.wikimedia.org/wiki/File:Invisible_Pink_Unicorn_black.svg •  Teacher writing on blackboard http://upload.wikimedia.org/wikipedia/commons/0/0f/Teacher-writing-on- blackboard564.jpg 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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