When participating online, individuals draw on the limited cues they have available to create for themselves an imagined audience (Litt, 2012). Such audiences shape users’ social media practices, and thus the expression of identity online (Marwick & boyd, 2011). In this research we posed the following questions: (1) how do scholars conceptualize their audiences when participating on social media, and (2) how does that conceptualization impact their self-expression online? By answering these questions, we aim to provide a more nuanced picture of scholars’ social media practices and experiences. The audiences imagined by the scholars we interviewed appear to be well defined rather than the nebulous constructions often described in previous studies (e.g. Brake, 2012; Vitak, 2012). While scholar indicated that some audiences were unknown, none noted that their audience was unfamiliar. This study also shows that a misalignment exists between the audiences that scholars imagine encountering online and the audiences that higher education institutions imagine their scholars encountering online.
Seven Tales of learning online with emerging technologiesGeorge Veletsianos
During the last few years, emerging technologies and online learning have dominated narratives regarding the future of education and the potential role that technology may play in education. Are we reaching a point where "anyone can learn anything from anyone else at any time?" Or, are Google, Facebook, and Twitter "infantilizing our minds," distracting us from meaningful learning and purposeful living? As societies, governments, and other social groups adapt and change over time, so do institutions of learning, the work that they do, and how they do that work. In this presentation, I will share seven research-based stories describing the integration of emerging technologies in learning environments. These stories paint an intricate picture of online learning with emerging technologies and demonstrate how (a) emerging learning technologies have impacted educational practice, (b) the use of emerging technologies “on the ground” is often negotiated and contested, and (c) a “culture of sharing” may be finding increasing acceptance in education under emerging phenomena such as Massive Open Online Courses, Open Educational Resources, and social media use by scholars. These stories highlight how learning and education are (and are not) changing with the emergence of certain technologies, social behaviors, and cultural expectations.
A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...George Veletsianos
A deluge of empirical research became available on MOOCs in 2013-2015 and this research is available in disparate sources. This paper addresses a number of gaps in the scholarly understanding of MOOCs and presents a comprehensive picture of the literature by examining the geographic distribution, publication outlets, citations, data collection and analysis methods, and research strands of empirical research focusing on MOOCs during this time period. Results demonstrate that: more than 80% of this literature is published by individuals whose home institutions are in North America and Europe; a select few papers are widely cited while nearly half of the papers are cited zero times; and researchers have favored a quantitative if not positivist approach to the conduct of MOOC research, preferring the collection of data via surveys and automated methods. While some interpretive research was conducted on MOOCs in this time period, it was often basic and only a handful of studies were informed by methods traditionally associated with qualitative research (e.g., interviews, observations, focus groups). Analysis shows that there is limited research reported on instructor-related topics, and that even though researchers have attempted to identify and classify learners into various groupings, very little research examines the experiences of learner subpopulations.
Scholars are often encouraged to be public intellectuals – to ‘go online’ and engage with diverse audiences. Yet, scholars’ online activities appear to be rife with tensions, dilemmas, and conundrums. In this presentation, I discuss the major tensions and challenges scholars face when engaging networked publics and highlight some uncomfortable realities of being a public scholar. Evangelizing public and networked scholarship without acknowledging the existence of tensions is detrimental to the field and misleading to the scholars who may be considering becoming more networked, more public, and more “digital.” Individual scholars and institutions, both networked and otherwise need to evaluate the purposes and functions of scholarship and take part in devising systems that reflect and safeguard the values of scholarly inquiry.
In this session, PhD students will investigate the significance of developing a research agenda and its role in professional development. Participants will explore how to craft and refine their own research agendas. Participants are invited to bring their research agendas (or statements of research interests) to share/critique.
How do learners in MOOCs attempt to resolve challenges they face?George Veletsianos
We draw on interviews with more than 90 students from four massive open online courses (MOOCs) to investigate how students define challenging experiences/elements within MOOCs and how they then overcome those challenges. Findings enrich nascent scholarly understanding of MOOC learner experiences, highlight dimensions of learning that are not captured by tracking logs, and provide new approaches that MOOC developers can take in improving student learning experiences.
Digital Learning, Emerging Technologies, Abundant Data, and Pedagogies of CareGeorge Veletsianos
Keynote delivered at the Emerging Technologies in Authentic Learning Contexts Conference (Cape Town, South Africa), drawing links between my research on digital learning, emerging technologies, learner experiences, and the changing higher education landscape.
The Open Research Agenda (Milton Keynes)Robert Farrow
Slides presented at the CALRG Annual Conference 2016
(http://cloudworks.ac.uk/cloudscape/view/2975). The Open Research Agenda is an international consultation exercise on research priorities in open education.
Seven Tales of learning online with emerging technologiesGeorge Veletsianos
During the last few years, emerging technologies and online learning have dominated narratives regarding the future of education and the potential role that technology may play in education. Are we reaching a point where "anyone can learn anything from anyone else at any time?" Or, are Google, Facebook, and Twitter "infantilizing our minds," distracting us from meaningful learning and purposeful living? As societies, governments, and other social groups adapt and change over time, so do institutions of learning, the work that they do, and how they do that work. In this presentation, I will share seven research-based stories describing the integration of emerging technologies in learning environments. These stories paint an intricate picture of online learning with emerging technologies and demonstrate how (a) emerging learning technologies have impacted educational practice, (b) the use of emerging technologies “on the ground” is often negotiated and contested, and (c) a “culture of sharing” may be finding increasing acceptance in education under emerging phenomena such as Massive Open Online Courses, Open Educational Resources, and social media use by scholars. These stories highlight how learning and education are (and are not) changing with the emergence of certain technologies, social behaviors, and cultural expectations.
A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...George Veletsianos
A deluge of empirical research became available on MOOCs in 2013-2015 and this research is available in disparate sources. This paper addresses a number of gaps in the scholarly understanding of MOOCs and presents a comprehensive picture of the literature by examining the geographic distribution, publication outlets, citations, data collection and analysis methods, and research strands of empirical research focusing on MOOCs during this time period. Results demonstrate that: more than 80% of this literature is published by individuals whose home institutions are in North America and Europe; a select few papers are widely cited while nearly half of the papers are cited zero times; and researchers have favored a quantitative if not positivist approach to the conduct of MOOC research, preferring the collection of data via surveys and automated methods. While some interpretive research was conducted on MOOCs in this time period, it was often basic and only a handful of studies were informed by methods traditionally associated with qualitative research (e.g., interviews, observations, focus groups). Analysis shows that there is limited research reported on instructor-related topics, and that even though researchers have attempted to identify and classify learners into various groupings, very little research examines the experiences of learner subpopulations.
Scholars are often encouraged to be public intellectuals – to ‘go online’ and engage with diverse audiences. Yet, scholars’ online activities appear to be rife with tensions, dilemmas, and conundrums. In this presentation, I discuss the major tensions and challenges scholars face when engaging networked publics and highlight some uncomfortable realities of being a public scholar. Evangelizing public and networked scholarship without acknowledging the existence of tensions is detrimental to the field and misleading to the scholars who may be considering becoming more networked, more public, and more “digital.” Individual scholars and institutions, both networked and otherwise need to evaluate the purposes and functions of scholarship and take part in devising systems that reflect and safeguard the values of scholarly inquiry.
In this session, PhD students will investigate the significance of developing a research agenda and its role in professional development. Participants will explore how to craft and refine their own research agendas. Participants are invited to bring their research agendas (or statements of research interests) to share/critique.
How do learners in MOOCs attempt to resolve challenges they face?George Veletsianos
We draw on interviews with more than 90 students from four massive open online courses (MOOCs) to investigate how students define challenging experiences/elements within MOOCs and how they then overcome those challenges. Findings enrich nascent scholarly understanding of MOOC learner experiences, highlight dimensions of learning that are not captured by tracking logs, and provide new approaches that MOOC developers can take in improving student learning experiences.
Digital Learning, Emerging Technologies, Abundant Data, and Pedagogies of CareGeorge Veletsianos
Keynote delivered at the Emerging Technologies in Authentic Learning Contexts Conference (Cape Town, South Africa), drawing links between my research on digital learning, emerging technologies, learner experiences, and the changing higher education landscape.
The Open Research Agenda (Milton Keynes)Robert Farrow
Slides presented at the CALRG Annual Conference 2016
(http://cloudworks.ac.uk/cloudscape/view/2975). The Open Research Agenda is an international consultation exercise on research priorities in open education.
The Impact of Open Textbooks in the USA and South Africa: When? Why? How?OER Hub
These slides accompanied the OER Research Hub webinar "The Impact of Open Textbooks in the USA and South Africa: When? Why? How?" on 28 May 2014. Speakers: Megan Beckett (Siyavula), Beck Pitt (The Open University, OER Research Hub) and Daniel Williamson (OpenStax College). The session was chaired by Martin Weller (The Open University, OER Research Hub).
You can watch a recording of the webinar here: http://tinyurl.com/p926br2
MOOCs and Transitions: Pathways in and out of learning and workAndrew Deacon
Presented at the South African Society for Engineering Education (SASEE) Conference, Cape Town, 2017.
https://www.sasee.org.za/wp-content/uploads/Proceedings-of-the-4th-Biennial-SASEE-Conference-2017.pdf
http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work
I want to use our online presence as a way to help us think through one big idea: who we are when we are online as educators. What do professors do online? Is there anything special about faculty members who are online? Does their use of social media differ from the general population? Do they also post pictures of their children food, and cats? In this presentation, I will discuss how/why academics use social media and online networks, and explore aspects of online participation that is unique to scholars. I will discuss the opportunities and tensions that exist in online spaces, and share recent original research that shows how small data, as well as big data, can help us make sense of professors’ (and thereby students’) participation in online spaces.
Mapping & Curation in OER Impact Research #altcRobert Farrow
Presentation from ALT-C conference, 2014 on the value of mapping and curation as an approach to impact research. The presentation includes some discussion of results from OER Research Hub.
Educating for Social Participation: Open Data as Open Educational ResourcesJaviera Atenas
Presentation for #OEGlobal in Kraków, Poland
If one of our goals as educators is to develop these transversal skills in students, towards enabling them to function as citizens, to actively participate in the discourse and debates of society, then we propose that Open Data can play a key role. Open Data is produced and used at various levels in research, governance, policy making and civil society. In educational and academic contexts, Open Data can be understood and used as an Open Educational Resource (OER) to help support the engagement of students and researchers in analysing and collaborating towards finding solutions for contemporary real-world problems, chiefly by embedding Open Data and Open Science principles in research-based, scenario-led activities. In this way, students can experience working with the same raw materials scientists and policy-makers use.
What does educators' engagement with MOOC discussions look like?FutureLearn FLAN
Presented by Fereshte Goshtasbpour of the University of Leeds at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
What are the expectations of disabled learners when participating in MOOCs?FutureLearn FLAN
Presented by Francisco Iniesto, Patrick McAndrew, Shailey Minocha and Tim Coughlan of The Open University at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
Understanding Networked Scholars: Experiences and practices in online social ...George Veletsianos
Slides from an invited talk given to the The 4th International Conference on E-learning and Distance Education located in Riyadh, Kingdom of Saudi Arabia: Online journals, online forums, and social media such as Facebook, Twitter, and YouTube are an integral part of open and digital scholarship, which is often seen as a major breakthrough in radically rethinking the ways in which knowledge is created and shared. In this presentation I situate networked practices in open/digital scholarship and explain what scholars and professors do online, and, why they do the things that the do. I conclude by describing 3 themes pervasive in scholarly networks: identify networks, networks of conflict, and networks of disclosure.
Application of Significance Tests to Massive Open Online Courses (MOOCs)FutureLearn FLAN
Presented by Simon Coton and Steve Cayzer of the University of Bath at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
Slides for DMU Social Media for Researchers workshop on Thursday 11 November 2021. Notes available at: http://www.richard-hall.org/2017/03/31/notes-on-social-media-for-researchers-dtp/
Decolonising DMU and the PGR ExperienceRichard Hall
Slides for a presentation on decolonising and the PGR experience at the first Decolonising the Research degree, network event. The aim of the session was: to situate work on decolonising the PGR experience, inside an institutional programme of work (DDMU) that has not previously prioritised research.
Critical issues in contemporary open education researchRobert Farrow
This presentation outlines some key considerations for researchers working in the fields of open education, OER and MOOC. Key lines of debate in the open education movement will be described and critically assessed. A reflective overview of the award-winning OER Research Hub project will be used to frame several key considerations around the methodology and purpose of OER research (including 'impact' and 'open practices'). These will be compared with results from a 2016 OER Hub consultation with key stakeholders in the open education movement on research priorities for the sector. The presentation will conclude with thoughts on the potential for openness to act as a disruptive force in higher education.
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
This presentation was given as a public lecture at the Open University of Catalonia Edul@b, Barcelona Growth Centre
@UOCuniversitat @edulab
Research in international education can take many forms: whether you are trying to identify best practice in transnational collaboration, investigating strategic planning or measuring outcomes, you face the choice of how best to achieve the desired aims of the study. This session explores some of the mystery surrounding research by looking at some of the practical approaches to undertaking it and by providing insights into the challenges and benefits of the research methods available.
The Impact of Open Textbooks in the USA and South Africa: When? Why? How?OER Hub
These slides accompanied the OER Research Hub webinar "The Impact of Open Textbooks in the USA and South Africa: When? Why? How?" on 28 May 2014. Speakers: Megan Beckett (Siyavula), Beck Pitt (The Open University, OER Research Hub) and Daniel Williamson (OpenStax College). The session was chaired by Martin Weller (The Open University, OER Research Hub).
You can watch a recording of the webinar here: http://tinyurl.com/p926br2
MOOCs and Transitions: Pathways in and out of learning and workAndrew Deacon
Presented at the South African Society for Engineering Education (SASEE) Conference, Cape Town, 2017.
https://www.sasee.org.za/wp-content/uploads/Proceedings-of-the-4th-Biennial-SASEE-Conference-2017.pdf
http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work
I want to use our online presence as a way to help us think through one big idea: who we are when we are online as educators. What do professors do online? Is there anything special about faculty members who are online? Does their use of social media differ from the general population? Do they also post pictures of their children food, and cats? In this presentation, I will discuss how/why academics use social media and online networks, and explore aspects of online participation that is unique to scholars. I will discuss the opportunities and tensions that exist in online spaces, and share recent original research that shows how small data, as well as big data, can help us make sense of professors’ (and thereby students’) participation in online spaces.
Mapping & Curation in OER Impact Research #altcRobert Farrow
Presentation from ALT-C conference, 2014 on the value of mapping and curation as an approach to impact research. The presentation includes some discussion of results from OER Research Hub.
Educating for Social Participation: Open Data as Open Educational ResourcesJaviera Atenas
Presentation for #OEGlobal in Kraków, Poland
If one of our goals as educators is to develop these transversal skills in students, towards enabling them to function as citizens, to actively participate in the discourse and debates of society, then we propose that Open Data can play a key role. Open Data is produced and used at various levels in research, governance, policy making and civil society. In educational and academic contexts, Open Data can be understood and used as an Open Educational Resource (OER) to help support the engagement of students and researchers in analysing and collaborating towards finding solutions for contemporary real-world problems, chiefly by embedding Open Data and Open Science principles in research-based, scenario-led activities. In this way, students can experience working with the same raw materials scientists and policy-makers use.
What does educators' engagement with MOOC discussions look like?FutureLearn FLAN
Presented by Fereshte Goshtasbpour of the University of Leeds at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
What are the expectations of disabled learners when participating in MOOCs?FutureLearn FLAN
Presented by Francisco Iniesto, Patrick McAndrew, Shailey Minocha and Tim Coughlan of The Open University at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
Understanding Networked Scholars: Experiences and practices in online social ...George Veletsianos
Slides from an invited talk given to the The 4th International Conference on E-learning and Distance Education located in Riyadh, Kingdom of Saudi Arabia: Online journals, online forums, and social media such as Facebook, Twitter, and YouTube are an integral part of open and digital scholarship, which is often seen as a major breakthrough in radically rethinking the ways in which knowledge is created and shared. In this presentation I situate networked practices in open/digital scholarship and explain what scholars and professors do online, and, why they do the things that the do. I conclude by describing 3 themes pervasive in scholarly networks: identify networks, networks of conflict, and networks of disclosure.
Application of Significance Tests to Massive Open Online Courses (MOOCs)FutureLearn FLAN
Presented by Simon Coton and Steve Cayzer of the University of Bath at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
Slides for DMU Social Media for Researchers workshop on Thursday 11 November 2021. Notes available at: http://www.richard-hall.org/2017/03/31/notes-on-social-media-for-researchers-dtp/
Decolonising DMU and the PGR ExperienceRichard Hall
Slides for a presentation on decolonising and the PGR experience at the first Decolonising the Research degree, network event. The aim of the session was: to situate work on decolonising the PGR experience, inside an institutional programme of work (DDMU) that has not previously prioritised research.
Critical issues in contemporary open education researchRobert Farrow
This presentation outlines some key considerations for researchers working in the fields of open education, OER and MOOC. Key lines of debate in the open education movement will be described and critically assessed. A reflective overview of the award-winning OER Research Hub project will be used to frame several key considerations around the methodology and purpose of OER research (including 'impact' and 'open practices'). These will be compared with results from a 2016 OER Hub consultation with key stakeholders in the open education movement on research priorities for the sector. The presentation will conclude with thoughts on the potential for openness to act as a disruptive force in higher education.
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
This presentation was given as a public lecture at the Open University of Catalonia Edul@b, Barcelona Growth Centre
@UOCuniversitat @edulab
Research in international education can take many forms: whether you are trying to identify best practice in transnational collaboration, investigating strategic planning or measuring outcomes, you face the choice of how best to achieve the desired aims of the study. This session explores some of the mystery surrounding research by looking at some of the practical approaches to undertaking it and by providing insights into the challenges and benefits of the research methods available.
A Conversation about Twitter is a 5-part educational series that rolls through a dialogue between Twitter Tina (Twitter fan) and Tom (Twitter skeptic) in blurbs of 140 characters or less. The second part "Why should I join?" focuses on the benefits of a personal Twitter account. Feel free to contact us (Fresh Consulting) for your business use at team@freshconsulting.com
Authenticity: The ultimate currency for brands onlineali Bullock
Companies still struggle with authenticity on social media and why and how they should implement this.
From internal people to the CEO, examples are outlined of how to navigate the social media landscape and how important credibility is during a crisis.
Ways to stay connected: Harnessing, managing, and preventing context collapse...Stefanie Duguay
Social media sites, such as Facebook, present the potential for people to organise connections with acquaintances from all walks of life within a single site. This can lead to context collapse, a flattening of the boundaries that generally separate audiences for self-expression. Drawing on literature about young people’s social media use and my research with LGBTQ early adults, I will discuss how context collapse is experienced as an event through which individuals can intentionally redefine themselves across audiences or manage identity expressions received by unintended audiences. Possible strategies for reinstating contexts on social media will also be explored in this presentation.
This presentation is about my MSc research relating to the way that multiple groups of acquaintances on social networking sites, such as Facebook, can create environments ripe for context collapse - untailored identity performances to unintended audiences. More info here: http://stefanieduguay.com/?page_id=595
The Impact of Social Media on Women's Self-Image and Self-RepresentationPamela Rutledge
Presentation from APA National Convention in San Diego: the impact of social media on women's self-image and self-representation. Part of a symposium co-sponsored by Division 46 (Media Psychology) and Division 35 (Psychology of Women) by Dr. Pamela Rutledge
2021 - Communicating Astronomy with the Public TalkJohn C. Besley
An updated version of the 'strategic science communication' talk for astronomy communicators. Focuses more deeply on the goals that might make the most sense for basic science researchers.
Uses & Gratifications Theory, Leading Discussion, Fardin Ayar.pdfAfghanistan
The belief that the use of media depends on the satisfaction, need, desire or motivation of each audience is almost as old as media research. Audiences are often formed based on the similarity of individual needs, interests and tastes, which have a social or psychological origin.
This way of thinking is belonging to the school of research called (use and gratification or interest and satisfaction) (McQuoid).
This approach was first described in an article by Katz (1959), which Katz began with the question, "What do people do with the media?"
A presentation to the World Nutrition Summit 2021 (Cape Town, March 4-6) on how low-carb activists and insulin resistance scholars can make responsible contributions through their digital voices.
The talk is given as part of the 2019 Worldviews conference at the panel on "Digital technology’s impact on how media and higher education communicate".
Social networks and learning -- examples and highlights of studies on social networks and learning communities.
Haythornthwaite, C. (June 30, 2014). Network Madness: A node, a relation, a network. Invited presentation, Learning Analytics Summer Institute 2014 - Public Event, Harvard University, Boston MA (one of four invited speakers). Organizer Garron Hillaire. http://www.meetup.com/Learning-Analytics-Boston/events/187455892/
College students use their social media profiles to create and (normally) maintain a positive presentation of their self-identities in an expansive online social network. According to the social identity model of deindividuation effects (SIDE) model, when students identify strongly as a member of a group, they may craft posts that reflect this group identity, which may or may not be seen as acceptable to others in their social network. In a one-to-many form of communication like a social media website, a person may have many small groups of people in their social network, but their audience is their entire network as a whole. This study analyzes how group identity shapes the way people post updates. Students from a large Mid-Atlantic university were surveyed about their group identity and their own social media posts. By analyzing and comparing their actual Facebook posts to their survey responses, a direct relationship between strength of group identity and group-conforming Facebook posts was expected.
Slides from our tutorial titled 'Polarization on social media' presented at ICWSM 2017. Covers various aspects of polarization from a technical and sociology perspective.
If you have questions/comments, please contact Kiran Garimella (kiran.garimella@aalto.fi)
Media Literacy Programs and How They Work: Quantitative ApproachesRenee Hobbs
obbs reflects on her use of quantitative research methods for media literacy education research through the examination of program evaluation, hypothesis testing and scale construction.
Could social networking online help NEET young people gain employment?John Mowbray
This presentation is derived from work completed for a PhD research project, into the role of social networking, as supported by social media tools, on the job-search behaviours of those in the NEET (not in education, employment or training) category. It will be presented at the i3 conference hosted by Robert Gordon University in Aberdeen, in June 2015. The conference themes include information and its societal impact.
Strategies for Designing Online Courses that are Effective, Engaging, Efficie...George Veletsianos
A Lunch ‘n’ Learn-style event, this interactive session will explore strategies used in the School of Education and Technology to re-imagine our online learning courses. Together, we will explore the design of online learning experiences that are not just effective, engaging and efficient, but those that are also meaningful, empowering and caring. Come prepared to share, explore, discuss and have a bit of fun!
Coping with online harassment: women scholars' experiencesGeorge Veletsianos
Although scholars increasingly use online platforms for public, digital, and networked scholarship, the research examining their experiences of harassment and abuse online is scant. In
this study, we interviewed 14 women scholars who experienced online harassment in order to understand how they coped with this phenomenon. We found that scholars engaged in reactive,
anticipatory, preventive, and proactive coping strategies. In particular, scholars engaged in strategies aimed at self-protection and resistance, while often responding to harassment by
acceptance and self-blame. These findings have important implications for practice and research, including practical recommendations for personal, institutional, and platform responses to harassment, as well as scholarly recommendations for future research into scholars’ experiences of harassment.
I Get By With a Little Help From My Friends: An Ecological Model of Support...George Veletsianos
This presentation contributes to understanding the phenomenon of online abuse and harassment toward women scholars. We draw on data collected from 14 interviews with women scholars from the United States, Canada, and the United Kingdom, and report on the types of supports they sought during and after their experience with online abuse and harassment. We found that women scholars rely on three levels of support: the first level includes personal and social support (such as encouragement from friends and family and outsourcing comment reading to others); the second includes organizational (such as university or institutional policy), technological (such as reporting tools on Twitter or Facebook), and sectoral (such as law enforcement) support; and, the third includes larger cultural and social attitudes and discourses (such as attitudes around gendered harassment and perceptions of the online/offline divide). While participants relied on social and personal support most frequently, they commonly reported relying on multiple supports across all three levels. We use an ecological model as our framework to demonstrate how different types of support are interconnected, and suggest that support for targets of online abuse must integrate aspects of all three levels.
Presentation by the BC Open Education fellows presenting on OER adoption trends in BC (by institution and by discipline) from 2012-2017, including eight specific patterns of individual and group adoptions.
In this presentation, I explore online learning, knowledge mobilization via multimodal means, and social media data mining as emergent forms of scholarship.
Networked Scholarship: Potential, Tensions, Provocations of using Online Tool...George Veletsianos
Opening talk for a workshop on moving higher education online. Topic: Potential, Tensions, and Provocations of using Online Tools for Academic Practice
This presentation reports on the experiences of three faculty members designing and developing a Master’s degree in Learning and Technology when they adopted openness as a core value and key design principle. While the benefits of open textbooks and OER are compelling, little is known about programs that are designed with openness as a core value. What does it mean to embrace open practices and embody an open philosophy at the program and course level within a Master’s program? What are faculty experiences with such an approach? How can the student experience be optimized? In what ways does openness support a diverse student body? What tensions arise and what supports are required to facilitate the transition to an MA degree that not only uses open textbooks but is defined by openness?
Successful, sunny, and smiling: The ways that student life and faculty are ...George Veletsianos
Canadian institutions of higher education use Twitter nearly universally. Yet, little research examines the narratives around college life constructed in their tweets. In this research, we used data mining and thematic analysis methods to examine this issue. Findings suggest institutions construct overwhelmingly positive representations that are incomplete and potentially misleading.
A workshop aimed at assisting the the Faculty of Humanities and Social Sciences at Athabasca University investigate how to put in practice their new strategic plan which calls for student-centered and open digital learning. Translating theory to practice.
Networked Scholars, or, Why on earth do academics use social media and why ...George Veletsianos
This workshop is divided in 2 parts. In the first part, I will discuss how/why academics use social media and online networks for scholarship, and explore the opportunities and tensions that exist in these spaces. In the second part of the workshop, I will facilitate small group and large group conversations on this topic based on participant interests. Potential topics of exploration may include but are not limited to: social media participation strategies; self-disclosures on social media; capturing and analyzing social media data; ethics of social media research; social media use for networked learning.
Emerging Practices in Open Online Learning EnvironmentsGeorge Veletsianos
In this talk, I describe a number of emerging practices associated with online learning, networked scholarship, and MOOCs. I bring together results from 3 upcoming studies to describe how online learning is an emerging practice, how the field is becoming more interdisciplinary, how learning analytics are becoming more pervasive, and how various experiences and practices (e.g., notetaking and the scheduling of online learning to fit adult life's realities) evade learning analytics methods.
What makes technologies and practices emerging are not specific technologies or practices, but the environments in which a particular technology or practice operate. This definition recognizes that learning, teaching, and scholarship are sociocultural phenomena situated in specific contexts and cultures.
MOOCs, Automation, Artificial Intelligence and Pedagogical AgentsGeorge Veletsianos
Open courses are a sociocultural phenomenon. This phenomenon represents symptoms, responses, and failures facing Higher Education. In this talk, I examined open courses and MOOCs from a variety of angles and discussed the degree to which MOOCs have portrayed education as a product that can be packaged, automated, and delivered. Empirical research on the design and development of pedagogical and intelligent agents that may be used in MOOCs was also presented. More information here: http://www.veletsianos.com/2014/06/05/moocs-automation-artificial-intelligence-seminar/
The Design of Empowering and Inspirational Open Online Learning ExperiencesGeorge Veletsianos
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1. Social Media & Society Conference
July 2016, London, UK
Scholars' Imagined Audiences and their
Impact on Social Media Participation
George Veletsianos, PhD
Canada Research Chair & Associate Professor
Royal Roads University
Victoria, BC
Ash Shaw
Royal Roads University & University of British Columbia
Victoria, BC & Vancouver BC
2. Networked Scholarship, or
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)
• A non-deterministic perspective
A bit of theory:
Networked Scholarship
4. How do you imagine your social
media audience(s)?
5. Motivation
Imagined audiences: “mental conceptualization of
the people with whom we are communicating”
(Litt, 2012)
Imagined audiences shape social media practices
(Marwick & boyd, 2011).
This phenomenon is largely unexplored in relation to
scholars’ social media practices
6. Relevant Literature
How do imagined audiences affect social media
users?
• Marwick & boyd (2011): Some consciously tweet
to cultivate a persona. Others reported tweeting
“for themselves.”
• Brake (2012): most considered a specific
audience of friends and family when deciding
what to blog
• Litt (2015): ~1/2 had a specific audience in mind.
For the rest: audience = more indefinite/abstract.
8. Research Questions
We examined
• how do scholars conceptualize their audiences
when participating on social media?
• how does this conceptualization shape the ways
in which they participate and express themselves
online?
9. Methods
• Interviews
• Invited 5 bloggers, posted invitations on personal
blogs/FB/Twitter channels, snowball sampling
• 42 completed a consent form
• 16 interviewed
• Transcripts analyzed using the constant
comparative method (Glaser & Strauss, 1967)
• Limitations: 1-time interviews, sample
representativeness
10. Participants
Age: 29 - 57 (mean = 41.6; S.D = 8.1; median = 40.5).
12 self-identified as F, 3 as M, & 1 as transgender.
Education or educational technology (10),
humanities (3), social sciences exclusive of
education (2), and nursing (1).
Lived in the United States (8), Canada (3), the
United Kingdom (3), Australia (1), and Egypt (1).
11. Results: How do they conceptualize
their audiences?
Identified 4 specific (at times overlapping) groups:
• academics,
• family and friends,
• groups related to one’s profession,
• individuals who shared commonalities with them.
Incompatibility between certain groups
à When seen as problematic (context collapse).
Solution: attempt to keep audiences separate
à At times, seen as potentially beneficial
Solution: allow contexts to collapse
[“context collusion” – Davis & Jurgenson, 2014]
12. Results: How do they conceptualize
their audiences?
Known vs. Unknown
Known: Individuals known personally and well
(online & offline)
Unknown: Audiences that scholars understood but
knew little about.
Strategies used to gain understanding of audience:
• examining hashtags followers used
• identifying when followers followed them
• (limited use of) social network analysis
13. Results: How does audience
conceptualization impact participation?
Scholars used their understanding of their audience
to guide their decisions around whatto
share & whereto share such information.
14. Results: How does audience
conceptualization impact participation?
Filtering
Motivated by concerns around how posting would
reflect on themselves or others.
Filtering took a number of forms, most frequently:
• Avoiding posting something for fear of offending
or alienating others
• Posting to a particular platform (eg FB pereived
more personal than Twitter) or audience
• Conscious of tone, language, and emotion
• Controversial topics: political views, sexuality,
social justice, and religion.
15. Implications 1/2
Previous research: social media users are not
concerned about their audience’s reaction to posts
This study: all participants concerned & make
conscious decisions about restricting/amending
posts
16. Implications 2/2
Previous research: Identified misalignment between
actual and imagined audiences
This study: identifies misalignment between the
audiences scholars imagine and the audiences
institutions imagine their scholars encountering.
17. Conclusion
Recognizing that scholars participating online are
not merely disembodied personas aiming to amass
citations and followers can enable researchers to
make better sense of the negotiated relationship
between digital audiences and scholars.
18. Thank you!
Research available at:
http://www.veletsianos/
publications
This presentation:
www.slideshare.com/
veletsianos
Contact:
veletsianos@gmail.com
@veletsianos on Twitter
19. Audience https://flic.kr/p/5YxihJ
Audience @ LeWeb 11 Les Docks-9306 https://flic.kr/p/aUh4TP
Audience https://flic.kr/p/8HxA8E
Family https://flic.kr/p/oF8Hd2
Colleagues https://flic.kr/p/7xEgDw
Nightmare - 10 https://flic.kr/p/cLzoCj
146a Diplo and Skrillex at Burning Man 2014 Opulent Temple -
https://flic.kr/p/oZH672
CC-Licensed images