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What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship
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What does the future of design for online learning look like? Emerging technologies, Openness, MOOCs, and Digital Scholarship

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These are the slides of an invited talk I gave at ICEM 2012. The session was described as follows: What will we observe if we take a long pause and examine the practice of online education today? What …

These are the slides of an invited talk I gave at ICEM 2012. The session was described as follows: What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.

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  • @randolphhollingsworth Thank you for your question, Randolph. Some of our higher ed faculty are brave enough (http://www.veletsianos.com/2010/10/26/yo-teach-adventure-learning/) and a number of institutions are encouraging faculty to think differently about education. However, it's not just a question of whether the faculty 'are brave enough' but also a issue of whether an institution and our society value and support the types of initiatives that would strive for higher outcomes.
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  • Yes! Adventure Learning! 'An approach to the design of education that provides learners with opportunities to explore real-world issues through experiential, collaborative, and inquiry-driven environments.' but what happens when those kids get to our public higher ed institutions and sit through MWF 50 minute lectures and weekly quizzes on content delivered? Are our higher ed faculty brave enough to leap off that cliff and try it (in the midst of student complaints when it doesn't always work for them)?
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  • 1. What  does  the  future  of  design  for  online  learning  look  like?     Emerging  Technologies,  Openness,   MOOCs,  and  Digital  Scholarship   George  Veletsianos,  PhD     Assistant  Professor  of  Learning  Technologies   hCp://www.veletsianos.com    
  • 2. #icemcy12  
  • 3. My  research:  Students’,  Instructors’,  and  Scholars’  experiences  and   pracPces  in  digital  learning  environments.     To  design  engaging  and  effecPve  learning   environments.  
  • 4. Emerging  Technologies  •   May  or  may  not  be  new  technologies  •   Evolving,  “coming  into  being”  •   Go  through  “hype  cycles”  •   Not  yet  fully  understood  •   Not  yet  fully  researched  •   PotenPally  disrupPve  (but  potenPal  is  unfulfilled)  •   NegoPated  relaPonship  between  tech  &  pedagogy                (Veletsianos,  2010)
  • 5. Myths & AssumptionsMyth #1: Face-to-face education is more effective/engaging than online education.Myth #2: Effective teaching and learning only occurwithin universities/institutions.
  • 6. Actual  &  potenPal  insPtuPonal  reacPons  to  MOOCs:  • Join  them  because  they  can  be  a   •   worthwhile  markePng  effort   •   a  way  to  provide  free  educaPon  •   Build  upon  emerging  business  models:   •   Accredit  MOOC  learning   •   Provide  mentoring  services  •   Reject  them  as  not  applicable  (e.g.,  different  focus)    
  • 7. 1.  Online  EducaPon.     Check.  BUT…  I  am  concerned.
  • 8. Two  Dominant  NarraPves    (that  remain  relaPvely  unquesPoned)  
  • 9. Dominant  NarraPves     (that  remain  unquesPoned)  1.  The  latest  technology  as  a  panacea
  • 10. Dominant  NarraPves     (that  remain  unquesPoned)  2.  Online  educaPon  =    efficient  mode  of   delivery  to     large  numbers  of  students  
  • 11. “Strong  pressures  to   produce  mediocre   instrucPonal  products  based  on  templates  and   preexis3ng  content.”   Wilson,  Parrish,  &  Veletsianos,  2008    
  • 12. “Strong  pressures  to   produce  mediocre   instrucPonal  products  based  on  templates  and   preexis3ng  content.”   Wilson,  Parrish,  &  Veletsianos,  2008    
  • 13. “Examples  of    outstanding  [online]  instrucPon     are  hard  to  find.”   Wilson, Parrish, & Veletsianos, 2008
  • 14. 1.  Online  EducaPon   2.  Delivery  Designing  Learning  Experiences    
  • 15. Our ChallengeTo design learning experiences andopportunities that can be fulfilling, meaningful, and inspiring.  
  • 16. How?  
  • 17. CharacterisPcs  of  engagement,  meaningful  interacPon,  (&  tension)  when  parPcipaPng   online:  The  case  of  “digital  scholars”  
  • 18. From  digital/open  scholarship   to Networked Participatory ScholarshipThe practice of scholars’ use of participatory technologies andonline social networks to share, reflect upon, critique, improve,validate, and further their scholarship (Veletsianos & Kimmons,2012)
  • 19. From  digital/open  scholarship   to Networked Participatory ScholarshipThe practice of scholars’ use of participatory technologies andonline social networks to share, reflect upon, critique, improve,validate, and further their scholarship (Veletsianos & Kimmons,2012)
  • 20. What  do  scholars  do  on  TwiCer?  Veletsianos (2012) – Constant comparative analysis of 45scholars’ tweets.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 Manage their identities
  • 21. Crowdsourcing  science  
  • 22. Design  consideraPons  #1  -­‐   We  co-­‐opt  technologies  for  educaPonal  and  scholarly  purposes  -­‐ Openness  &  serendipity  (in  sharing  ongoing  work,  in  seeking  to  engage)  -­‐   Value  in  fluid  networks  vs.  staPc  groups  (e.g.,  courses)  
  • 23. What  is  the  experience  like?  Veletsianos & Kimmons (in press) – Phenomenologicalstudy of lived experiences in SNSs •  Process of establishing professional and personal boundaries •  Maintaining appropriate and meaningful connections •  Structuring participation so that others see me in a certain light
  • 24. Scholarly  IdenPty  &  ParPcipaPon  “My position [as a professor] is building a community of teachersthat I talk to ... where you can share, and so [participation in thesespaces] makes total sense.”“I made it [Facebook] this hybrid space ... and sometimes itsreally annoying. … I keep thinking I should be writing or looking atdata, and Im doing this! … I created the conundrum that I live innow.”“All the [expletive] is not really worth it. … I think that its okay forstudents to not know everything about their professor. … [Thesepractices] add to the complexity of those who struggle with thehome-work balance and the ... technology pull. … I dont havetime for you. “
  • 25. Design  consideraPons  #2  -­‐   We  co-­‐opt  technologies  for  educaPonal  and  scholarly  purposes  -­‐ Openness  &  serendipity  (in  sharing  ongoing  work,  in  seeking  to  engage)  -­‐   Value  in  fluid  networks  vs.  staPc  groups  (e.g.,  courses)  -­‐   ApplicaPons  have  embedded  assumpPons  that  we  adopt.  Are  these  congruent  with  educaPonal  ideals?    
  • 26.  ConsideraPons  for  engagement  &   inspiraPon:  The  case  of    Adventure  Learning  through  Water  and  MOSS   &  Project  Engage!    
  • 27. What  is  Adventure  Learning?  An  approach  to  the  design  of  educaPon  that  provides  learners  with  opportuniPes  to  explore  real-­‐world  issues  though  experienPal,  collaboraPve,  and  inquiry-­‐driven  environments    (Doering  2006,  2007;  Doering  &  Veletsianos,  2008;  Veletsianos  &  Kleanthous,  2009)    
  • 28. What  does  it  look  like?  (Doering  &  Miller,  2009)  
  • 29. 2009 2006 Nunavut, Canada ANWR, Alaska2010Greenland 2007 Chukotka, Russia 2008 Fennoscandia
  • 30. Adventure  Learning  through  Water  and  MOSS   h4p://3nyurl.com/mossadventure      
  • 31. Project  Engage!  h4p://3nyurl.com/projectengage      
  • 32. What  do  these  projects  have  in  common?  
  • 33. Design  Considera3ons  #3  -­‐ NarraPve  &  Storyline  -­‐   Sharing  with  others    -­‐   Design  opportuniPes  that  allow  engagement  beyond  course  acPviPes  (interacPon  with  experts,  authenPc  contribuPons)    -­‐  Design  for  intrigue,  risk-­‐taking,  and  challenge  -­‐  Design  for  reflecPon              (Veletsianos,  2011)  
  • 34. Your  gir  for  aCending!  Download  my  book  for  free:  h4p://3nyurl.com/book321       Thank  you!  hCp://www.veletsianos.com/ publicaPons       veletsianos  @  utexas.edu  

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