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Royce Kimmons
   April 2012
My Context
My Research Interests
http://2.bp.blogspot.com/-wn969meTENA/TmY_FrinQgI/AAAAAAAABrQ/tHojtwKIDVo/s1600/human-technology.jpg
Alien Rescue 3D Environment
• Major Findings
  – Significant difference between girls and boys in gain
    scores (pre- to post-test), favoring girls
• Implications
  – Certain types of game-like technologies may help in
    addressing STEM disparities
  – STEM disparities grow out of how we see ourselves as
    learners; important role of identity and social
    interaction in games and simulations for learning

              Kimmons, R., Liu, M., Kang, J., & Santana L. (in
              press). Attitude, achievement, and gender in a
              middle school science-based ludic simulation
              for learning. Journal of Educational Technology
              Systems.
Elgg
• Major Findings
  – Disconnect between SNS and learning environments
• Implications
  – Be more critical of social technologies and ask hard
    questions of the data
  – Before implementing SNS for learning, we need to
    understand and carefully consider their inherent
    assumptions and embedded values

              Veletsianos, G., French, K., & Kimmons, R.
              (under review). Instructor experiences with
              social networking sites in a formal education
              setting: Expectations, frustrations,
              appropriation, and compartmentalization.
http://iphonemedical.files.wordpress.com/2009/07/wikipedia-logo-en-big.png
Findings
• Perhaps not as “collaborative” as we imagine
• Articles generally do not reflect wisdom of the
  community, but of a select few within it




             Kimmons, R. (2011). Understanding
             collaboration in Wikipedia. First
             Monday, 16[12].
Implications
• Social technologies may replicate hegemonic
  structures, depending on who participates and
  how they do it and upon embedded values
• Easy to lose sight of individuals when we focus
  on networks


             Kimmons, R. (2011). Understanding
             collaboration in Wikipedia. First
             Monday, 16[12].
Courtesy of The Opte Project
Emergent Form(s) of Scholarship

• Scholarship as Changing Construct
• Digital Scholarship?
  – Amplification vs. Transformation
• Social Scholarship or Open Scholarship?
  – Prescription vs. Understanding
• How is scholarship changing as a result of (or in
  line with) advancements in social media
  technologies?
Networked Participatory Scholarship
“Scholars’ participation in online social networks
to share, reflect upon, critique, improve, validate,
and otherwise develop their scholarship.”
Scholarship, culture, and technology are co-
evolutionary artifacts


             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.
What is the lived experience of being a
    scholar in the Web 2.0 era?
Major Findings
  1. Process of establishing professional and personal
     boundaries
  2. Maintaining appropriate and meaningful
     connections
  3. Structuring participation so that others see me in
     a certain light
  4. Using my time efficiently

             Veletsianos, G. & Kimmons, R. (2012). Faculty
             members' lived experiences in online social
             networking systems. The Internet and Higher
             Education. Doi: 10.1016/j.iheduc.2012.01.004
Implications
• SNS have embedded values that can conflict
  with scholars’ multi-faceted lives (personal,
  professional, etc.)
• Prescription regarding social technologies need
  to consider social implications of such practice,
  not just professional efficiency
             Veletsianos, G. & Kimmons, R. (2012). Faculty
             members' lived experiences in online social
             networking systems. The Internet and Higher
             Education. Doi: 10.1016/j.iheduc.2012.01.004
Emergent Questions About Identity

• What is the scholar’s or teacher’s place in
  society? Is this changing?
• Do I have an authentic identity, socio-
  evolutionary identity, or multiple identities?
• How do the inherent assumptions of a
  technology shape my participation (and identity
  construction) through it?
Public School Teachers, Technology,
              and Identity
• Reflect many of the tensions of scholars, but
  with some important differences
  – less freedom
  – more social accountability
  – less social capital
• How do teachers participate in SNSs?
• What is the relationship between personal use
  of SNSs and professional identity?
Teachers in Trouble
Current Discussions of SNSs in
                 Education
• Tend to focus on implementation and “best
  practices” (e.g. sharing openly)
• Typically do not critically engage inherent
  assumptions of the medium that shape
  participation (e.g. “friends”, sharing, openness,
  authentic identity, etc.)
Dissertation

Major Research Question:
• How does exposure to professional
  expectations impact pre-service teachers’
  senses of online social identity?
Participants:
• Twenty (20) first-semester pre-service teachers
  in a teacher education cohort
Methodology

Grounded Theory
  1. Initial Interviews
  2. Training Module on Social Media Professionalism
     (+1 month)
  3. Focus Groups
  4. Follow-up Interviews (+1-2 months)
Methodology

• Data Analysis
  – Line-by-line (In Vivo) coding
  – Thematic coding
  – Theoretical coding
  – Memoing
  – Constant comparative analysis
• ~150 pages of single-spaced transcripts
• ~4000 coded lines
Emergent Findings
• The Myth of Authentic Identity
• Participation by Modality
• Privacy and Maturation
• Digital Persistence
• Mixed Signals of Sharing and Punishment
• Connection and Disconnection

            Dissertation: Pre-service Teachers
            and Social Networking Sites
Future Research

• Understand issues of identity and participation
  at multiple levels of educational and
  professional spectrum
  – Students
  – Student-teachers
  – Early-career teachers
  – Late-career teachers
Future Research

• Explore the role of games and simulations in
  identity development and social interaction for
  education
Thank you!

Questions?
Website: http://kimmonsdesign.com

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Royce Kimmons Spring 2012 Research Talk

  • 1. Royce Kimmons April 2012
  • 5. Alien Rescue 3D Environment
  • 6. • Major Findings – Significant difference between girls and boys in gain scores (pre- to post-test), favoring girls • Implications – Certain types of game-like technologies may help in addressing STEM disparities – STEM disparities grow out of how we see ourselves as learners; important role of identity and social interaction in games and simulations for learning Kimmons, R., Liu, M., Kang, J., & Santana L. (in press). Attitude, achievement, and gender in a middle school science-based ludic simulation for learning. Journal of Educational Technology Systems.
  • 8. • Major Findings – Disconnect between SNS and learning environments • Implications – Be more critical of social technologies and ask hard questions of the data – Before implementing SNS for learning, we need to understand and carefully consider their inherent assumptions and embedded values Veletsianos, G., French, K., & Kimmons, R. (under review). Instructor experiences with social networking sites in a formal education setting: Expectations, frustrations, appropriation, and compartmentalization.
  • 10.
  • 11. Findings • Perhaps not as “collaborative” as we imagine • Articles generally do not reflect wisdom of the community, but of a select few within it Kimmons, R. (2011). Understanding collaboration in Wikipedia. First Monday, 16[12].
  • 12. Implications • Social technologies may replicate hegemonic structures, depending on who participates and how they do it and upon embedded values • Easy to lose sight of individuals when we focus on networks Kimmons, R. (2011). Understanding collaboration in Wikipedia. First Monday, 16[12].
  • 13. Courtesy of The Opte Project
  • 14. Emergent Form(s) of Scholarship • Scholarship as Changing Construct • Digital Scholarship? – Amplification vs. Transformation • Social Scholarship or Open Scholarship? – Prescription vs. Understanding • How is scholarship changing as a result of (or in line with) advancements in social media technologies?
  • 15. Networked Participatory Scholarship “Scholars’ participation in online social networks to share, reflect upon, critique, improve, validate, and otherwise develop their scholarship.” Scholarship, culture, and technology are co- evolutionary artifacts 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.
  • 16. What is the lived experience of being a scholar in the Web 2.0 era?
  • 17. Major Findings 1. Process of establishing professional and personal boundaries 2. Maintaining appropriate and meaningful connections 3. Structuring participation so that others see me in a certain light 4. Using my time efficiently Veletsianos, G. & Kimmons, R. (2012). Faculty members' lived experiences in online social networking systems. The Internet and Higher Education. Doi: 10.1016/j.iheduc.2012.01.004
  • 18. Implications • SNS have embedded values that can conflict with scholars’ multi-faceted lives (personal, professional, etc.) • Prescription regarding social technologies need to consider social implications of such practice, not just professional efficiency Veletsianos, G. & Kimmons, R. (2012). Faculty members' lived experiences in online social networking systems. The Internet and Higher Education. Doi: 10.1016/j.iheduc.2012.01.004
  • 19. Emergent Questions About Identity • What is the scholar’s or teacher’s place in society? Is this changing? • Do I have an authentic identity, socio- evolutionary identity, or multiple identities? • How do the inherent assumptions of a technology shape my participation (and identity construction) through it?
  • 20. Public School Teachers, Technology, and Identity • Reflect many of the tensions of scholars, but with some important differences – less freedom – more social accountability – less social capital • How do teachers participate in SNSs? • What is the relationship between personal use of SNSs and professional identity?
  • 22. Current Discussions of SNSs in Education • Tend to focus on implementation and “best practices” (e.g. sharing openly) • Typically do not critically engage inherent assumptions of the medium that shape participation (e.g. “friends”, sharing, openness, authentic identity, etc.)
  • 23. Dissertation Major Research Question: • How does exposure to professional expectations impact pre-service teachers’ senses of online social identity? Participants: • Twenty (20) first-semester pre-service teachers in a teacher education cohort
  • 24. Methodology Grounded Theory 1. Initial Interviews 2. Training Module on Social Media Professionalism (+1 month) 3. Focus Groups 4. Follow-up Interviews (+1-2 months)
  • 25. Methodology • Data Analysis – Line-by-line (In Vivo) coding – Thematic coding – Theoretical coding – Memoing – Constant comparative analysis • ~150 pages of single-spaced transcripts • ~4000 coded lines
  • 26. Emergent Findings • The Myth of Authentic Identity • Participation by Modality • Privacy and Maturation • Digital Persistence • Mixed Signals of Sharing and Punishment • Connection and Disconnection Dissertation: Pre-service Teachers and Social Networking Sites
  • 27. Future Research • Understand issues of identity and participation at multiple levels of educational and professional spectrum – Students – Student-teachers – Early-career teachers – Late-career teachers
  • 28. Future Research • Explore the role of games and simulations in identity development and social interaction for education

Editor's Notes

  1. Study/work at College of Education at a large research institutionWith Faculty who are leaders in their fields (theory, big questions)Work hands-on with pre-service teachersFormer high school teacher, youth mentor, rural community in southern oregonWorried about losing sight of studentsInterested in relationship between technology, scholars, teachers, and students
  2. My big interest: “How we see ourselves as learners in a world mediated by technology and especially social technologies.”Identity – based on who we connect with and how we play; how we see ourselves, how we see the social world around us, and how we choose to interact with itInteraction between identity, technology, and learningAnd how we learn
  3. Promising results with STEM disparities
  4. Wanted to move my game research into social gaming (e.g. integrating Alien Rescue into a SNS), but quickly realized that the literature on social media in education is not sufficiently critical and does not understand identity sufficiently for implementation at this point
  5. Rooting out myths or moving past hyperbole that often accompanies tech adoption
  6. 90-9-1; do wikis = increased collaboration93% of revisions written by top 10%; 78% written by top 1%Typically user made 1-2 revisions of 2-3 words each.
  7. Digital scholarshipMost discussions ignore nodes and take a unidirectional viewRole of scholars within networks and in relation to them
  8. Pressures and stimuli to change
  9. How do we experience these technologies? How does that influence how we see ourselves?Many scholars feel intimidated or lost with social technologies, and yet there is a cultural push to adopt them.Phenomenological study
  10. Might be more efficient to have scholars connected with one another on FB, but this has serious social implications for them and those they’re connected with
  11. Previous research has focused on scholars and higher ed, currently looking at school teachers (or pre-service teachers)
  12. e.g. how do we use FB in a classroom effectively instead of “what invisible borders do we cross when we try to use FB in the classroom?”
  13. Minor questions require:Understanding how students use SNS.How they see themselves in SNS.
  14. Theory generation to understand relationship between online participation and identity
  15. Issues of identity and social participation in SNS change as students grow (Maturation).
  16. ARN & ARUHow social play in online environments can support educational goals