The Design of Empowering and Inspirational Open Online Learning Experiences

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George Veletsianos

While conversations in the academic world and the mass media continue to focus on the benefits, challenges, opportunities, and future of Massive Open Online Courses (MOOCs), emerging empirical evidence suggests that the realities of open online learning do not fully match the hopes of open online learning (Veletsianos, 2013). One reason that these hopes remain unrealized appears to be the belief that education is a product that can be packaged, automated, and delivered. This perspective allows for massiveness and efficient delivery, but fosters the development of digital learning environments that fail to engender empowering and inspirational learning experiences. In this presentation, I discussed what our research into open learning experiences reveals about inspiration and empowerment.

Educación Tecnología

The Design of Empowering and
Inspirational Open Online Learning
Experiences
George Veletsianos, PhD
Canada Research Chair, Associate Professor
School of Education and Technology
Royal Roads University

The fields associated with using technology in
education have been enamored with
effectiveness and efficiency

Certain aspects of MOOCs represent
a continuity of the status quo

Designers and researchers should focus on the
learner experience and strive to provide
opportunities for inspiration & empowerment

The MOOC elicits strong feelings

The MOOC as a sociocultural
phenomenon

Inspiration and Empowerment in open
learning environments

Drawing from 3 studies

“It was the most empowering and most
engaging learning experience I have
had as an adult”

The role of the faculty member

Flexibility in traversing content

Pause

“I met some really great people that
I am still in touch with now…we met
in that horrible MOOC!”

Detecting moments of inspiration?

4 closing remarks

Thank you!
www.veletsianos.com
www.veletsianos.com/publications
@veletsianos on Twitter
veletsianos at gmail.com

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MOOCs for Professional Development: Transformative Learning Environments and ...

MOOCs for Professional Development: Transformative Learning Environments and ...

MOOCs for Professional Development: Transformative Learning Environments and ...

Luminaria 2013: Rise of the MOOC

Luminaria 2013: Rise of the MOOC

Luminaria 2013: Rise of the MOOC

MOOCs and Transitions: Pathways in and out of learning and work

MOOCs and Transitions: Pathways in and out of learning and work

MOOCs and Transitions: Pathways in and out of learning and work

Open Education: Building the future of higher ed

Open Education: Building the future of higher ed

Open Education: Building the future of higher ed

OCW Consortium and Optimum Learning

OCW Consortium and Optimum Learning

OCW Consortium and Optimum Learning

Más de George Veletsianos

Panel Discussion: Technology Trends and the Future of Education

Panel Discussion: Technology Trends and the Future of Education

Panel Discussion: Technology Trends and the Future of Education

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!

Strategies for Designing Online Courses that are Effective, Engaging, Efficie...

Strategies for Designing Online Courses that are Effective, Engaging, Efficie...

Strategies for Designing Online Courses that are Effective, Engaging, Efficie...

George 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.

Coping with online harassment: women scholars' experiences

Coping with online harassment: women scholars' experiences

Coping with online harassment: women scholars' experiences

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.

I Get By With a Little Help From My Friends: An Ecological Model of Support...

I Get By With a Little Help From My Friends: An Ecological Model of Support...

I Get By With a Little Help From My Friends: An Ecological Model of Support...

George Veletsianos

An analysis of how the twitter discourse surrounding open education unfolded ...

An analysis of how the twitter discourse surrounding open education unfolded ...

An analysis of how the twitter discourse surrounding open education unfolded ...

George Veletsianos

How do open education practices spread

How do open education practices spread

How do open education practices spread

George Veletsianos

Open textbook adoption patterns in British Columbia

Open textbook adoption patterns in British Columbia

Open textbook adoption patterns in British Columbia

George Veletsianos

Exploring emergent forms of scholarship

Exploring emergent forms of scholarship

Exploring emergent forms of scholarship

George Veletsianos

Networked Scholarship: Potential, Tensions, Provocations of using Online Tool...

Networked Scholarship: Potential, Tensions, Provocations of using Online Tool...

Networked Scholarship: Potential, Tensions, Provocations of using Online Tool...

George Veletsianos

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?

Openness As a Core Value

Openness As a Core Value

Openness As a Core Value

George Veletsianos

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.

A scholarly life online

A scholarly life online

A scholarly life online

George Veletsianos

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.

Scholars imagined audiences

Scholars imagined audiences

Scholars imagined audiences

George Veletsianos

Successful, sunny, and smiling: The ways that student life and faculty are ...

Successful, sunny, and smiling: The ways that student life and faculty are ...

Successful, sunny, and smiling: The ways that student life and faculty are ...

George Veletsianos

Crafting a research agenda (in memes)

Crafting a research agenda (in memes)

Crafting a research agenda (in memes)

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.

How do learners in MOOCs attempt to resolve challenges they face?

How do learners in MOOCs attempt to resolve challenges they face?

How do learners in MOOCs attempt to resolve challenges they face?

George Veletsianos

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.

The tensions and conundrums of public scholarship

The tensions and conundrums of public scholarship

The tensions and conundrums of public scholarship

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.

A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...

A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...

A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...

George Veletsianos

Crafting a research agenda

Crafting a research agenda

Crafting a research agenda

George Veletsianos

Designing digital learning

Designing digital learning

Designing digital learning

George Veletsianos

Digital Learning, Emerging Technologies, Abundant Data, and Pedagogies of Care

Digital Learning, Emerging Technologies, Abundant Data, and Pedagogies of Care

Digital Learning, Emerging Technologies, Abundant Data, and Pedagogies of Care

George Veletsianos

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Panel Discussion: Technology Trends and the Future of Education

Panel Discussion: Technology Trends and the Future of Education

Panel Discussion: Technology Trends and the Future of Education

Strategies for Designing Online Courses that are Effective, Engaging, Efficie...

Strategies for Designing Online Courses that are Effective, Engaging, Efficie...

Strategies for Designing Online Courses that are Effective, Engaging, Efficie...

Coping with online harassment: women scholars' experiences

Coping with online harassment: women scholars' experiences

Coping with online harassment: women scholars' experiences

I Get By With a Little Help From My Friends: An Ecological Model of Support...

I Get By With a Little Help From My Friends: An Ecological Model of Support...

I Get By With a Little Help From My Friends: An Ecological Model of Support...

An analysis of how the twitter discourse surrounding open education unfolded ...

An analysis of how the twitter discourse surrounding open education unfolded ...

An analysis of how the twitter discourse surrounding open education unfolded ...

How do open education practices spread

How do open education practices spread

How do open education practices spread

Open textbook adoption patterns in British Columbia

Open textbook adoption patterns in British Columbia

Open textbook adoption patterns in British Columbia

Exploring emergent forms of scholarship

Exploring emergent forms of scholarship

Exploring emergent forms of scholarship

Networked Scholarship: Potential, Tensions, Provocations of using Online Tool...

Networked Scholarship: Potential, Tensions, Provocations of using Online Tool...

Networked Scholarship: Potential, Tensions, Provocations of using Online Tool...

Openness As a Core Value

Openness As a Core Value

Openness As a Core Value

A scholarly life online

A scholarly life online

A scholarly life online

Scholars imagined audiences

Scholars imagined audiences

Scholars imagined audiences

Successful, sunny, and smiling: The ways that student life and faculty are ...

Successful, sunny, and smiling: The ways that student life and faculty are ...

Successful, sunny, and smiling: The ways that student life and faculty are ...

Crafting a research agenda (in memes)

Crafting a research agenda (in memes)

Crafting a research agenda (in memes)

How do learners in MOOCs attempt to resolve challenges they face?

How do learners in MOOCs attempt to resolve challenges they face?

How do learners in MOOCs attempt to resolve challenges they face?

The tensions and conundrums of public scholarship

The tensions and conundrums of public scholarship

The tensions and conundrums of public scholarship

A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...

A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...

A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...

Crafting a research agenda

Crafting a research agenda

Crafting a research agenda

Designing digital learning

Designing digital learning

Designing digital learning

Digital Learning, Emerging Technologies, Abundant Data, and Pedagogies of Care

Digital Learning, Emerging Technologies, Abundant Data, and Pedagogies of Care

Digital Learning, Emerging Technologies, Abundant Data, and Pedagogies of Care

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RamjanShidvankar

Activity 01 - Artificial Culture (1).pdf

Activity 01 - Artificial Culture (1).pdf

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APM Welcome Tuesday 30 April 2024 APM North West Network Conference, Synergies Across Sectors Presented by: Professor Adam Boddison OBE, Chief Executive Officer, APM Conference overview: https://www.apm.org.uk/community/apm-north-west-branch-conference/ Content description: APM welcome from CEO The main conference objective was to promote the Project Management profession with interaction between project practitioners, APM Corporate members, current project management students, academia and all who have an interest in projects.

APM Welcome, APM North West Network Conference, Synergies Across Sectors

APM Welcome, APM North West Network Conference, Synergies Across Sectors

APM Welcome, APM North West Network Conference, Synergies Across Sectors

Association for Project Management

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RAM LAL ANAND COLLEGE, DELHI UNIVERSITY.

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TeacherCyreneCayanan

Introduction to Nonprofit Accounting: The Basics

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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Making and Justifying Mathematical Decisions.pdf

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The Design of Empowering and Inspirational Open Online Learning Experiences

1. The Design of Empowering and Inspirational Open Online Learning Experiences George Veletsianos, PhD Canada Research Chair, Associate Professor School of Education and Technology Royal Roads University

2. The fields associated with using technology in education have been enamored with effectiveness and efficiency

3. Certain aspects of MOOCs represent a continuity of the status quo

4. Designers and researchers should focus on the learner experience and strive to provide opportunities for inspiration & empowerment

5. The MOOC elicits strong feelings

6. The MOOC as a sociocultural phenomenon

7. Inspiration and Empowerment in open learning environments

8. Drawing from 3 studies

9. “It was the most empowering and most engaging learning experience I have had as an adult”

10. The role of the faculty member

11. Flexibility in traversing content

13. “I met some really great people that I am still in touch with now…we met in that horrible MOOC!”

14. Detecting moments of inspiration?

15. 4 closing remarks

16. Thank you! www.veletsianos.com www.veletsianos.com/publications @veletsianos on Twitter veletsianos at gmail.com

17. CC images appearing in this slideshow h"ps://flic.kr/p/95wiv3 h"ps://flic.kr/p/5ny9VT h"ps://flic.kr/p/9YUoEm h"ps://flic.kr/p/8xjtaf h"ps://flic.kr/p/9cdEB6 h"ps://flic.kr/p/2eFLX2 h"ps://flic.kr/p/8xjtaf h"ps://flic.kr/p/eVAP3K h"ps://flic.kr/p/8FavpK h"ps://flic.kr/p/4xYSqB h"ps://flic.kr/p/8JM3YV h"ps://flic.kr/p/7WQdpJ h"ps://flic.kr/p/KEKro h"ps://flic.kr/p/2x4Uk