etug fall workshop 2013: beyond effectiveness &efficiency
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Presentation by ETUG fall workshop 2013 Keynote: George VeletsianosTRANSCRIPT
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ETUG Keynote, Victoria, BC, November 2013
Beyond effectiveness &efficiency
Learning that’s good for the soul
George Veletsianos, PhD Canada Research Chair
Associate Professor School of Education and Technology
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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
My research
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• 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)
Emerging Technologies
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“Strong pressures to produce
mediocre instructional products
based on templates and preexisting
content.”
Wilson, Parrish, & Veletsianos, 2008
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Two Dominant Narra-ves
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Narrative #1
The latest technology as a panacea
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Narratives #2
Online education = efficient mode
of delivery to
large numbers of students
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“Examples of
outstanding [online] instruction
are hard to find.”
Wilson, Parrish, & Veletsianos, 2008
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Courses can be effective and efficient…
But are they:
Transformational?
Socially just?
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Truly Open Practices
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• 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)
Open Practices
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What scholarly activities do individuals enact on social media?
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Announcements
Draft papers
Open textbooks
Syllabi + Activities
Live streaming Live-Blogging
Collaborative authoring
Debates + commentary
Open teaching
Public P&T materials
Crowdsourcing
What scholarly activities do individuals enact on social media?
Veletsianos (2013)
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These acts/activities question academic traditions & the status quo
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And circumvent systems…
PirateUniversity.org
ThePaperBay.com
Reddit.com/r/Scholar
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“Places of gathering” and “networks of care and bonding”
Veletsianos (2013)
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#PhDChat
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Project Engage!
http://www.nsf.gov/awardsearch/showAward?AWD_ID=1138506
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Sample project
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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”
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Contrast: The other “open” practices
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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).
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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)
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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).
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If the MOOC phenomenon is not a solution, what is it?
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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)
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Hence…
The MOOC phenomenon
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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)
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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
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Where do we go from here?
Design experiences, not products Sharing Storylines Vulnerability Design, develop, dream on.
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Thank you!
Download these open access books:
http://tinyurl.com/book321
http://learnerexperiences.hybridpedagogy.com
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Thank you!
www.veletsianos.com
www.veletsianos.com/publications
@veletsianos on Twitter