Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

ETUG Fall Workshop 2013: Beyond effectiveness &efficiency

628 views

Published on

Presentation by ETUG fall workshop 2013 Keynote: George Veletsianos

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

ETUG Fall Workshop 2013: Beyond effectiveness &efficiency

  1. 1. Beyond effectiveness &efficiency Learning that’s good for the soul George Veletsianos, PhD Canada Research Chair Associate Professor School of Education and Technology ETUG Keynote, Victoria, BC, November 2013
  2. 2. My research Students’, Instructors’, and Scholars’ experiences and practices with emerging technologies in digital environments (e.g., social networks, open scholarship, open courses/experiences) To improve environments and practices
  3. 3. 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 •  Potentially disruptive (but potential is unfulfilled) (Veletsianos, 2010)
  4. 4. “Strong pressures to produce mediocre instructional products based on templates and preexisting content.” Wilson, Parrish, & Veletsianos, 2008
  5. 5. Two  Dominant  Narra-ves  
  6. 6. Narrative #1 The latest technology as a panacea
  7. 7. Narratives #2 Online education = efficient mode of delivery to large numbers of students
  8. 8. “Examples of outstanding [online] instruction are hard to find.” Wilson, Parrish, & Veletsianos, 2008
  9. 9. Courses can be effective and efficient… But are they: Transformational? Socially just?
  10. 10. Truly Open Practices
  11. 11. Open Practices •  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)
  12. 12. What scholarly activities do individuals enact on social media?
  13. 13. What scholarly activities do individuals enact on social media? Announcements Draft papers Open textbooks Syllabi + Activities Live streaming Live-Blogging Collaborative authoring Debates + commentary Open teaching Public P&T materials Crowdsourcing Veletsianos (2013)
  14. 14. These acts/activities question academic traditions & the status quo
  15. 15. And circumvent systems… PirateUniversity.org ThePaperBay.com Reddit.com/r/Scholar
  16. 16. “Places of gathering” and “networks of care and bonding” Veletsianos (2013)
  17. 17. #PhDChat
  18. 18. Project Engage! http://www.nsf.gov/awardsearch/showAward?AWD_ID=1138506
  19. 19. Sample project
  20. 20. Design considerations for powerful learning -  Narrative & Storyline -  Sharing with others -  Design opportunities that allow engagement beyond course activities (interacting with experts/colleagues, authentic contributions) -  Open also means “being vulnerable” and “putting yourself out there”
  21. 21. Contrast: The other “open” practices
  22. 22. The xMOOC phenomenon as a symptom •  MOOCs are “the billion $$ solution to a problem we haven’t identified yet.” (Siemens, 2013) –  A historically accurate perspective. •  “The history of our field is replete with bandwagons, new technologies that were the temporal panaceas... Bandwagons are solutions in search of problems” (Choi & Reeves, 2013).
  23. 23. If the MOOC phenomenon is not a solution, what is it? •  A “symptom of a larger problem” (Marquis, 2013) •  A “symptom of the HE crisis” (Kendzior, 2013) •  A “symptom of the absence of educational ambition among politicians” (Newfield, 2013) •  “A symptom of change” (Stewart, 2013) •  A symptom of “the seismic shifts that are taking place in our profession” (Taylor, 2012) •  A symptom of “society’s degraded approach to knowledge” (Leddy, 2013) •  “One symptom of openness” (Batson, 2013)
  24. 24. If the MOOC phenomenon is not a solution, what is it? •  I propose that the MOOC phenomenon is a symptom of pressures, failures, closed ears: –  Economic, political, privatization pressures –  Educators’ failures to create their own solutions to educational problems –  Lack of impact of educational technology research on learning design –  Lack of impact of educational technology scholarship (to share our findings, to make meaningful contributions to practice).
  25. 25. If the MOOC phenomenon is not a solution, what is it?
  26. 26. Even so, the MOOC phenomenon has made some contributions •  Elevated the profile of online education •  Raised the profile of free (perhaps open?) education •  Elevated the profile of teaching (Collier, 2013) •  Exerted pressure on HE institutions to innovate •  Provided impetus for more collaboration within HE (e.g., at the institutional level)
  27. 27. Hence… The MOOC phenomenon
  28. 28. What happens “on the ground” with open learning/participation? •  Caveat –  Open courses vs. “Open” courses vs. Open learning/participation •  Learners report –  benefiting from open course participation (Hilton, Graham, Rich, & Wiley, 2010) –  Facing a number of obstacles (Mackness et al, 2011)
  29. 29. What happens “on the ground” with open learning/participation? •  Institutional MOOCs demonstrate low completion rates, <10% (Jordan, 2013) •  Big Data & Learning Analytics research question traditional understanding of “completion” –  Learners exhibit varied participation behaviors (e.g., auditing, completing, disengaging, sampling) (Kizilcec, Piech, & Schneider, 2013) –  Koller et al. (2013) argue that participants may not necessarily intent to complete a course
  30. 30. What happens “on the ground” with open learning/participation? •  We lack an evidence-based understanding of experiences with all open forms of learning/ scholarship •  Majority of the research on open online learning conducted to date has been survey-based, focused on learner behavior, and guided by tracking online behaviors •  Reports from institutional offices are helpful, but we need in-depth studies
  31. 31. What happens “on the ground” with open learning/participation? •  Need multiple methodologies: •  Macro (Kizilcec, Piech, Schneider, 2013) •  Auditing, Completing, Disengaging, Sampling •  Micro (Ota, 2013) •  “[I was] left with a partial sense of accomplishment and feelings of hollowness and incompleteness.” •  In the frenzy surrounding the rise of “edtech” and MOOCs, it seems that student voices and experiences are rarely considered.
  32. 32. 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.
  33. 33. Results •  Learners –  questioned institutional/instructor commitment, –  identified a need for improved instructional design, –  praised responsive MOOC instructors, –  criticized instructors who were not visible, –  valued course flexibility and denounced course rigidity, –  appreciated the opportunities for open learning.
  34. 34. Results •  Learners –  questioned institutional/instructor commitment, –  identified a need for improved instructional design, –  praised responsive MOOC instructors, –  criticized instructors who were not visible, –  valued course flexibility and denounced course rigidity, –  appreciated the opportunities for open learning.
  35. 35. Results •  Learners –  questioned institutional/instructor commitment, –  identified a need for improved instructional design, –  praised responsive MOOC instructors, –  criticized instructors who were not visible, –  valued course flexibility and denounced course rigidity, –  appreciated the opportunities for open learning.
  36. 36. Results •  Learners –  questioned institutional/instructor commitment, –  identified a need for improved instructional design, –  praised responsive MOOC instructors, –  criticized instructors who were not visible, –  valued course flexibility and denounced course rigidity, –  appreciated the opportunities for open learning.
  37. 37. Results •  Learners –  questioned institutional/instructor commitment, –  identified a need for improved instructional design, –  praised responsive MOOC instructors, –  criticized instructors who were not visible, –  valued course flexibility and denounced course rigidity, –  appreciated the opportunities for open learning.
  38. 38. Results •  Learners –  questioned institutional/instructor commitment, –  identified a need for improved instructional design, –  praised responsive MOOC instructors, –  criticized instructors who were not visible, –  valued course flexibility and denounced course rigidity, –  appreciated the opportunities for open learning.
  39. 39. Results •  Learners –  questioned institutional/instructor commitment, –  identified a need for improved instructional design, –  praised responsive MOOC instructors, –  criticized instructors who were not visible, –  valued course flexibility and denounced course rigidity, –  appreciated the opportunities for open learning.
  40. 40. To summarize… •  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.
  41. 41. Where do we go from here? Design experiences, not products Sharing Storylines Vulnerability Design, develop, dream on.
  42. 42. Thank you! Download these open access books: http://tinyurl.com/book321 http://learnerexperiences.hybridpedagogy.com
  43. 43. Thank you! www.veletsianos.com www.veletsianos.com/publications @veletsianos on Twitter veletsianos@gmail.com

×