The distinction between a systematic literature review and a literature review can often be confusing. This video distinguishes between the two and summarizes the process involved in conducting a systematic literature review in the context of a major research paper. This video features the song Little Candle by Stefan Kartenberg featuring Admiral Bob available under a Creative Commons license at http://dig.ccmixter.org/files/JeffSpeed68/55222. The music has been modified to fit the length of this video.
Views: 44738 Research Shorts
Students spend a lot of money on textbooks. Alternatives to the expensive textbooks that come from commercial publishers are open educational resources, or OER. But, are these free resources as effective or of the same quality as textbooks? The research says yes. This video summarizes the available research synthesized in Hilton, J. (2016) Open educational resources and college textbook choices: a review of research on efficacy and perceptions. Education Tech Research and Development, 64(4), 573 - 590. Download the original research from: http://link.springer.com/article/10.1007/s11423-016-9434-9 This video features the image open textbooks by Giulia Forsythe https://www.flickr.com/photos/gforsythe/9088794209/, and the song Take Care by David Szesztay: http://freemusicarchive.org/music/David_Szesztay/Commercial/Take_Care. Both are licensed under a Creative Commons license. The music has been modified to fit the length of this video. Additional resources used in the creation of the video include: Hill, P. (2015). How Much Do College Students Actually Pay For Textbooks? http://mfeldstein.com/how-much-do-college-students-actually-pay-for-textbooks/ Usher, A. (2015). Data on Textbook costs. http://higheredstrategy.com/data-on-textbook-costs/ Wiley, D. (2015). The practical cost of textbooks. http://opencontent.org/blog/archives/4040 The Open Education Group Review project: http://openedgroup.org/review
Views: 7634 Research Shorts
A number of researchers have examined different components and attributes of online learning communities. This research offers a potential model for conceptualizing, designing and researching collaborative online learning in higher education. This video summarizes the following research article: vanOostveen, R., DiGiuseppe, M., Barber, W., Blayone, T., & Childs, E. (2016). New conceptions for digital technology sandboxes: Developing a Fully Online Learning Communities (FOLC) model. Presented at the EdMedia 2016: World Conference on Educational Media and Technology, June 27-30, 2016, Vancouver, British Columbia, Canada. – Outstanding Paper Award For more information on Transforming Online Learning: The Fully Online Learning Community (FOLC) Model, please visit: http://eilab.ca/fully-online-learning-community-folc-model/
Views: 2322 Research Shorts
This is an animated version of an ignite talk I gave at the Canadian Society for the Study of Higher Education at Congress 2017. Recent years have seen an increasing realization that research should make meaningful and positive contributions to society. In this short video I explore why we should be sharing our research broadly, explain some reasons why academics don't currently do so, and share two lessons my research team and I learned by helping others create whiteboard animation videos.
Views: 1968 Research Shorts
This study employed data mining and quantitative methods to collect and analyze the available histories of primary Twitter accounts of institutions of higher education in the U.S. (n = 2411). The study comprises a sample of 5.7 million tweets, representing 62 % of all tweets created by these accounts and the entire population of U.S. colleges and universities. With this large, generalizable dataset, researchers were able to determine that the preponderance of institutional tweets are 1) monologic, 2) disseminate information (vs. eliciting action), 3) link to a relatively limited and insular ecosystem of web resources, and 4) express neutral or positive sentiment. While prior research suggests that social media can serve as a vehicle for institutions to extend their reach and further demonstrate their value to society, this article provides empirical and generalizable evidence to suggest that such innovation, in the context of institutional social media use, is limited. Download a the paper from the Innovation Higher Education here: https://link.springer.com/article/10.1007/s10755-016-9375-6 This video features the song Adventure, Darling by Gillicuddy (c) http://freemusicarchive.org/music/gillicuddy/Plays_Guitar_Again/01-adventure-darling available under a Creative Commons license.
Views: 437 Research Shorts
This video summarizes an approach to constructive conflict engagement developed by Dr. Eva Malisius, based on her own experience, conflict work, and research. Constructive conflict engagement informs her teaching at Royal Roads University, as well as her practitioner work in North America and Europe. The 5 golden rules showcased in this video generate the basis of a forthcoming publication by Dr. Malisius. If you want to learn more about conflict, including Dr. Malisius’ work, visit the Center for Constructive Conflict website https://centerforconstructiveconflict.wordpress.com/ and Royal Roads University’s programs: http://www.royalroads.ca/prospective-students/master-arts-conflict-analysis-and-management
Views: 1551 Research Shorts
This is a video summary of: Veletsianos, G. (2016). Digital Learning Environments. In Rushby, N. & Surry D. (Eds) Handbook of Learning Technologies (pp. 242-260). Wiley. Download the paper from: http://www.veletsianos.com/wp-content/uploads/2011/07/digital_learninig_environments.pdf Digital learning environments are everywhere. Learning Management Systems (LMS) are used almost universally. People learn how to play the ukulele by watching YouTube videos. They learn how to grow organic veggies by joining Facebook groups. And they join a vast array of specialist communities that help them improve their skills, from knitting, to drawing, to managing their finances. All these technologies, resources, and platforms that people use to learn online, is what I call digital learning environments. What are some important issues that researchers and designers need to know about digital learning environments? This video features the song Sunday by cdk (c) http://dig.ccmixter.org/files/cdk/53755 and the image Ukulele girl https://www.flickr.com/photos/signote/6014458106 both available under Creative Commons licenses.
Views: 1277 Research Shorts
Scholars are increasingly turning to social media platforms like Twitter to disseminate their research and connect to others in their academic community. To help us understand how scholars are using Twitter, we studied tweets from nearly 500 education professors and grad students. We found that most tweets from these scholars mentioned or replied to other users, and one third contained hashtags and links. Professors tended to have more followers than students, and used hashtags more frequently and in different ways. Further, rather than providing an egalitarian platform for sharing research, we found many factors influencing the scholarly reach a user has. We feel it is important to remember that online spaces can be manipulated, and that role differences and power dynamics found in real life are often replicated in these spaces. Veletsianos, G., & Kimmons, R. (2016). Scholars in an Increasingly Digital and Open World: How do Education Professors and Students use Twitter? The Internet and Higher Education, 30, 1-10. Download this article from IHE http://www.sciencedirect.com/science/article/pii/S1096751616300033 or download the pre-print version from here http://www.veletsianos.com/wp-content/uploads/2011/07/scholars_open_twitter_inPress.pdf This video features the song Adventure, Darling by Gillicuddy (c) http://freemusicarchive.org/music/gillicuddy/Plays_Guitar_Again/01-adventure-darling available under a Creative Commons license.
Views: 727 Research Shorts
More and more higher education faculty use social media for their teaching, research, and service. Even though lots of writers suggest ways for academics to use social media, there is little research reporting the practices that academics engage in online. What do professors write about on their blogs? What do they share on Twitter? What does this tell us about academic identity? This video summarizes a study aimed to answer the question: what activities and practices arise when researchers and educators use social media? Two emergent phenomena are revealed: scholarly practices enacted openly in digital spaces and the self that is disentangled from academic matters. These phenomena raise issues related to “sharing,” scholar identity, participation, and social media as a place of gathering. This is a video summary of: Veletsianos, G. (2013). Open Practices and Identity: Evidence from Researchers and Educators’ Social Media Participation. British Journal of Educational Technology, 44(3), 639-651. Download the paper from http://www.veletsianos.com/wp-content/uploads/2013/12/veletsianos_open_practices_and_identity.pdf This video features the song Sunday by cdk (c) http://dig.ccmixter.org/files/cdk/53755 available under a Creative Commons license.
Views: 466 Research Shorts
This is a video summary of: Veletsianos, G., Reich, J., & Pasquini, L. A. (2016). The life between big data log events: Learners’ strategies to overcome challenges in MOOCs. AERA Open, 2(3); 1–10. doi: 10.1177/2332858416657002 Download the paper from here: http://ero.sagepub.com/content/2/3/2332858416657002 Big data from massive open online courses (MOOCs) have enabled researchers to examine learning processes at almost infinite levels of granularity. Yet, such data sets do not track every important element in the learning process. Many strategies that MOOC learners use to overcome learning challenges are not captured in clickstream and log data. In this study, we interviewed 92 MOOC learners to better understand their worlds, investigate possible mechanisms of student attrition, and extend conversations about the use of big data in education. Findings reveal three important domains of the experience of MOOC students that are absent from MOOC tracking logs: the practices at learners’ workstations, learners’ activities online but off-platform, and the wider social context of their lives beyond the MOOC. These findings enrich our understanding of learner agency in MOOCs, clarify the spaces in-between recorded tracking log events, and challenge the view that MOOC learners are disembodied autodidacts. This video features the song Midnight Theme (cdk mix) by cdk (c) available under a Creative Commons Attribution license http://dig.ccmixter.org/files/cdk/14246
Views: 1179 Research Shorts
In Canada, approximately 8000 adolescents and young adults (AYAs) aged 15-39 are diagnosed with cancer each year. AYAs are distinctly different from paediatric and older cancer populations; however, AYAs are not necessarily targeted by the healthcare system. We also have limited understanding of the specific needs and lived experiences of AYAs living with cancer. This video shares the perspectives and insights of Cheryl Heykoop, a young adult living with cancer. It explores how young people’s experiences may differ from adult and paediatric patients, and encourages the viewer to consider how understanding the lived experiences of AYAs can better inform more patient centered research, leadership, education, and practice. To learn more about Cheryl’s story visit: www.fullofgrace.ca To learn more about the young adult cancer community visit: http://www.youngadultcancer.ca
Views: 414 Research Shorts
A number of researchers have examined different learner experiences in MOOCs, but rarely do these studies provide the complex picture of the student within these open, online learning environments. This collection of peer-reviewed learner essays offer further insight and reflection on the following questions: -What are learner experiences with open online courses, MOOCs, and other forms of open online learning? -What is it like to participate in open online learning? -What are learners’ perspectives of MOOCs? To answer these questions, ten graduate students immerse themselves in open online learning experiences two months and share their own experiences in this book. This video summarizes the introduction for the following book: Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Madison, WI: Hybrid Pedagogy Press. Download the full book from: https://hybrid-pedagogy.github.io/LearnerExperiencesInMOOCs/ This video features song Sunday by cdk (c): http://dig.ccmixter.org/files/cdk/53755 link under a Creative Commons license. The music has been modified to fit the length of this video.
Views: 274 Research Shorts
How do students and professors use social media in authentic contexts? And how does this change over time? As part of our attempt to better understand how social technologies and online networks integrate into scholars’ lives, we examined the tweets shared during the 2014 and 2015 American Educational Research Associations (AERA) annual conferences (#aera14 and #aera15). We found that backchannels are a venue for both scholarly and non-scholarly communications, with both academics and non-academics contributing to the conference hashtags. Rather than using the backchannel to simply promote their work, academics engaged in a variety of conversations, with professors more likely to post tweets related to topical current events, and students more likely to target their posts to educational groups and communities. This is a video summary of: Kimmons, R. & Veletsianos, G. (2016). Education Scholars’ Evolving Uses of Twitter as a Conference Backchannel and Social Commentary Platform. British Journal of Educational Technology, 47(3), 445—464. Download this article from BJET http://onlinelibrary.wiley.com/doi/10.1111/bjet.12428/abstract or download the pre-print version from here http://www.veletsianos.com/wp-content/uploads/2011/07/edu_scholars_twitter_evolving.pdf This video features the song Adventure, Darling by Gillicuddy (c) http://freemusicarchive.org/music/gillicuddy/Plays_Guitar_Again/01-adventure-darling available under a Creative Commons license.
Views: 311 Research Shorts
This video looks at charitable giving and donor behaviour in the context of international humanitarian aid. It introduces the concept of psychic distance and examines its role in the donor’s decision-making process. The video explores the questions of why donors choose to support some distant strangers more than others. This is a video summary of the following paper: Mittelman, R., & Dow, D. (2017, June). The role of psychic distance in international humanitarian aid: A macromarketing perspective. Paper presented at the 42nd Annual Conference of the Macromarketing Society, Queenstown, New Zealand. This video features the song Orion by Quarkstar available under a Creative Commons Attribution (3.0) license http://dig.ccmixter.org/files/Quarkstar/54973
Views: 225 Research Shorts
This is a video summary of: Veletsianos, G. (2016). Emergence and Innovation in Digital Learning: Foundations and Applications. Edmonton, AB: Athabasca University Press. Educational systems worldwide are facing enormous shifts. Emerging technologies (such as social media, serious games, adaptive software) and emerging practices, (such as openness and user modeling) provide opportunities to transform education. In the book Emergence and Innovation in Digital Learning we examine how emerging technologies and emerging practices are used in the service of teaching and learning. Download this book for free from: http://www.aupress.ca/index.php/books/120258 This video features the song Depart (cdk mix) by cdk (c) http://dig.ccmixter.org/files/cdk/50347 available under a Creative Commons license.
Views: 308 Research Shorts
This is a video summary of: Veletsianos, G. & Shepherdson, P. (2016). A systematic analysis and synthesis of the empirical MOOC literature published in 2013-2015. The International Review of Research in Open and Distributed Learning, 17(2). Download the paper from IRRODL here: http://www.irrodl.org/index.php/irrodl/article/view/2448/3655 Many research studies have been written about MOOCs between 2013 and 2015. In this study, we argued that the field stands to benefit greatly from understanding the research that was published in this time period. To help researchers understand the research on MOOCs better we used a systematic process to identify and then analyze 183 empirical papers on MOOCs. This video features the song Like Music (cdk mix) by cdk (c) available under a Creative Commons Attribution license http://dig.ccmixter.org/files/cdk/48915
Views: 228 Research Shorts
Universities should use technology in the service of teaching, learning, and research - not in the service of branding and marketing. This study examined 145,822 original tweets and 70,792 retweets from institutional Twitter profiles used by 77 Canadian public universities. Results from this analysis indicated these institutions mostly use this Twitter to broadcast information and construct overwhelmingly positive representations of campus life. Part of the information and images portrayed on Twitter show-cased an incomplete student experience and could mislead students, staff, and faculty, who use social media, to accurately anticipate campus life or to interact online in these spaces. This whiteboard animation video summarizes: Veletsianos, G., Kimmons, R., Shaw, A. G., Pasquini, L. A., & Woodward, S. (2017). Selective openness and promotional broadcasts: Twitter use in Canada's public universities. Educational Media International, 54(1), 1-19. Retrieved from http://dx.doi.org/10.1080/09523987.2017.1324363 Download the paper from the Education Media International here: http://www.tandfonline.com/doi/abs/10.1080/09523987.2017.1324363 Or find a pre-print version of the original paper here: http://www.veletsianos.com/wp-content/uploads/2011/07/twitterUse_CDN_universities-postp.pdf This video features the song I Dunno (Grapes of Wrath Mix) by spinningmerkaba available under a Creative Commons license http://dig.ccmixter.org/files/jlbrock44/56346
Views: 225 Research Shorts
Research into emergent forms of scholarship focuses on academics’ use of technology for learning, teaching, and research. Very little attention has been paid in the literature to scholars’ uses of social media to disclose challenging personal and professional issues. Results identify wide-ranging personal and professional disclosures. Participants disclosed not only about academia-related issues but also about challenges pertaining to family, mental health, physical health, identity, and relationships. Some scholars disclosed as a way to grapple with challenges they faced; others disclosed tactically, sharing information for political rather than personal reasons. Yet others disclosed as a way to welcome care in their lives. In all instances, though, disclosures were selective, intentional, and approached with foresight. This is a video summary of: Veletsianos, G., & Stewart, B. (2016). Discreet Openness: Scholars’ Selective and Intentional Self-Disclosures Online. Social Media+ Society, 2(3), 2056305116664222. Download this paper from http://sms.sagepub.com/content/2/3/2056305116664222 An op-ed accompanying this paper can be found here: https://www.insidehighered.com/blogs/university-venus/tactical-twitter This video features the song Callow by I Blue Dot Sessions http://freemusicarchive.org/music/Blue_Dot_Sessions/Nursury/The_Callow available under a Creative Commons license.
Views: 314 Research Shorts
This article 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 recommend that support for targets of online abuse must integrate aspects of all three levels. Journal article citation: Hodson, J., Gosse, C., Veletsianos, G., & Houlden, S. (2018). I Get By With a Little Help From My Friends: The Ecological Model and Support for Women Scholars Experiencing Online Harassment. First Monday, 23(8). Download and/or read the full paper: https://doi.org/10.5210/fm.v23i8.9136 http://journals.uic.edu/ojs/index.php/fm/article/view/9136
Views: 48 Research Shorts
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. Journal article citation: Veletsianos, G., Houlden, S., Hodson, J., & Gosse, C. (in press). Women Scholas’ Experiences with Online Harassment and Abuse: Self-protection, Resistance, Acceptance, and Self-Blame. New Media & Society. Download and/or read the full paper: https://www.veletsianos.com/wp-content/uploads/2011/07/harassment_coping_postPrint.pdf
Views: 37 Research Shorts
Who conducts research on MOOCs and how much interdisciplinarity is there in MOOC research? Results from a study looking into these questions shows that: • the authors of MOOC papers come from a wide variety of different disciplines, with over half being from education or computer science • compared to a 2014 study on MOOC research, this study found proportionately fewer authors from education and significantly more from computer science. • current research on MOOCs appears to be much more interdisciplinary than it was in the past. This is a video summary of: Veletsianos, G., & Shepherdson, P. (2015). Who studies MOOCs? Interdisciplinarity in MOOC research and its changes over time. The International Review of Research in Open and Distributed Learning, 16(3). Download this article from http://www.irrodl.org/index.php/irrodl/article/view/2202/3348 This video features the song Callow by I Blue Dot Sessions http://freemusicarchive.org/music/Blue_Dot_Sessions/Nursury/The_Callow available under a Creative Commons license.
Views: 73 Research Shorts
This is a video summary of: Ford, K., Veletsianos, G., & Resta, P. (2014). The structure and characteristics of #phdchat, an emergent online social network. Journal of Interactive Media in Education, 18(1). Download the paper from here: http://www-jime.open.ac.uk/jime/article/view/2014-08 In this exploratory paper, we investigated how an emergent online community, such as the #phdchat group, uses a hashtag. We wanted to know: What are the characteristics of the network that has formed around the #phdchat hashtag on Twitter? By examining more than 10,000 tweets tagged with the #phdchat hashtag over a 39-day period we learned a great deal about the hashtag and the online learning community. This video features the song Drops of H20 (The Filtered Water Treatment) by J. Lang available under a Creative Commons Attribution license http://dig.ccmixter.org/files/djlang59/37792
Views: 192 Research Shorts
Our understanding of learner activities in open courses is limited by researchers’ extensive dependence on log file analyses and clickstream data to make inferences about learner behaviors. Further, the field lacks an empirical understanding of how people experience MOOCs and why they engage in particular activities in the ways that they do. In this video we report on research describing learner interactions in social networks outside of MOOC platforms, notetaking, and the contexts that surround content consumption. The examination and analysis of these practices contribute to a greater understanding of the MOOC phenomenon and to the limitations of clickstream-based research methods. This is a video summary of: Veletsianos, G., Collier, A., & Schneider, E. (2015). Digging Deeper into Learners’ Experiences in MOOCs: Participation in social networks outside of MOOCs, Notetaking, and contexts surrounding content consumption. British Journal of Educational Technology 46(3), 570-587. Download this article from BJET http://onlinelibrary.wiley.com/doi/10.1111/bjet.12297/full or download the pre-print version from here http://veletsianos.com/digging_deeper.pdf This video features the song grapes by I dunno (c) http://dig.ccmixter.org/files/grapes/16626 available under a Creative Commons license.
Views: 108 Research Shorts
This is a video summary of: Veletsianos, G. (2015). A case study of scholars’ open and sharing practices. Open Praxis, 7(3), 199-209. Download the paper from here: http://openpraxis.org/index.php/OpenPraxis/article/view/206/168 Although the open scholarship movement has successfully captured the attention and interest of higher education stakeholders, researchers currently lack an understanding of the degree to which open practices are enacted in institutions that lack institutional support for openness. This video summarizes a research paper that helps fill this gap in the literature by examining the variety of open and sharing practices enacted by faculty members at a North American university. Open and sharing practices enacted at this institution revolve around publishing manuscripts in open ways, participating on social media, creating and using open educational resources, and engaging with open teaching. This examination finds that certain open practices are favored over others. Results also show that even though faculty members often share scholarly materials online for free, they frequently do so without associated open licenses (i.e. without engaging in open practices). These findings suggest that more research is needed into the drivers of openness, as environmental factors (e.g., institutional contexts) and technological elements (e.g., YouTube’s default settings) may also shape open practices in unanticipated ways. This video features the song grapes by I dunno (c) http://dig.ccmixter.org/files/grapes/16626 and open textbooks image by Giulia Forsythe https://www.flickr.com/photos/gforsythe/9088794209/, both of which are available under Creative Commons licenses.
Views: 271 Research Shorts
This whiteboard animation video summarizes Veletsianos, G. (in press). Toward a generalizable understanding of Twitter and social media use across MOOCs: who participates on MOOC hashtags and in what ways? Journal of Computing in Higher Education, 1-16. Some researchers have proposed that social media platforms (such as Twitter, Facebook, and YouTube) might help address some of the problematic features of Massive Open Online Courses (MOOCS). For example, social media might complement MOOC discussion boards in significant ways. The evidence to support this claim is limited. In this study, I analyze the tweets and users associated with 116 unique courses and provide evidence that shows that that learners make up only about 45% of users and contribute only about 35% of tweets. The majority of users contribute minimally, and an active minority of users contributes the preponderance of messages. These findings do not reveal substantive evidence of learners contributing to multiple hashtags, which may suggest that learners did not find Twitter to be a useful space that provided added value or responded to their needs. Ultimately, these results demonstrate the need for greater intentionality in integrating social media into MOOCs. Download a the paper from the Journal of Computing in Higher Education here: http://link.springer.com/article/10.1007/s12528-017-9131-7 Or a pre-print version of the original paper: http://www.veletsianos.com/wp-content/uploads/2011/07/veletsianos_twitter_in_MOOCs.pdf This video features the song Take Care by David Szesztay available under a Creative Commons license http://freemusicarchive.org/music/David_Szesztay/Commercial/Take_Care. The music has been modified to fit the length of this video.
Views: 141 Research Shorts
Hockey art is not simply limited to the art found on goalie masks. However, goalie masks can communicate important cultural knowledge. This communication process shares certain characteristics with how information is transmitted in oral cultures. Read the full paper: Remillard, C. (2016). Hockey Art as Visual Communication: Insight from Oral Culture (pp. 267-281). In D. Taras & C. Waddell (Eds.), How Canadians communicate V: Sports, Athabasca: Athabasca University Press. Download the paper here: http://www.aupress.ca/index.php/books/12024 This video features the song Sudden Retropia by Martijn de Boer (NiGiD) available under a Creative Commons license at http://dig.ccmixter.org/files/NiGiD/54935. The music has been modified to fit the length of this video.
Views: 59 Research Shorts