The Internet as Data

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Open Scholarship: Social Media, Participation, and Online Networks

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Thriving in Our Digital World is a year-long introductory computer science course designed cooperatively by computer science faculty and education researchers at the University of Texas at Austin. The course is designed around the NSF-funded Computer Science: Principles project, and organized into eight topical modules (Innovations, Representation, Computers, Programming, Big Data, Artificial Intelligence, Networks, and Security). The curricular resources include learning materials designed through research-based approaches to engage diverse student populations. Learning is supported with authentic uses of foundational computer science knowledge and skills in a real-world context. All course materials are online and freely accessible under a creative commons license. In this workshop, we introduced the pedagogical principles and materials that encompass the course and modeled their use.

Thriving in Our Digital World — A CS Principles Course

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A presentation to the Canadian Institute of Distance Education Research. In this talk I draw on empirical studies conducted by a number of researchers (including work by myself and Royce Kimmons) to examine academics’ and educators’ participation in networked spaces. These studies point to three significant findings: (a) increasingly open practices that question the traditions of academia, (b) personal-professional tensions in academic work, and (c) a framework of identity that contrasts sharply with our existing understanding of online identity. - See more at: http://www.veletsianos.com/#sthash.73brAcX2.dpuf

What Do Academics and Educators Do on Social Media and Networks? What Do Thei...

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?

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Enhancing University Curricula via Adventure Learning

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LESSONS IN VIRAL CONTENT FROM THE WORLD’S BIGGEST NEWS SITE #searchbootcamp

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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.

Understanding Networked Scholars: Experiences and practices in online social ...

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Emerging Technologies for Teaching and Learning

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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.

Emerging Practices in Open Online Learning Environments

George Veletsianos

Keynote at the 2013 Teaching & Learning to the Power of Technology Conference at Saskatchewan, Canada. Abstract: The last ten years have seen dramatic changes in the ways millions of individuals connect, communicate, and network via technology and through social media. Social media have also penetrated the higher education sector, and it has been posited that they have influenced not only the ways students connect with each other, but also the ways scholarship is organized, delivered, enacted, and experienced. In this keynote, I will share six research-based stories describing the integration and use of social media in higher education. These stories paint an intricate picture of the use of social media in education and juxtapose three perspectives: (a) social media use guided by techno-enthusiasm and techno-determinism, (b) social media as tools to question and circumvent traditional elements of scholarly practice, and (c) social media as transformative technology.

Social Media in Learning, Teaching, and Scholarship: 6 Tales of Practice

George Veletsianos

Today's institutions of higher learning bear little resemblance to the institutions that preceded them, as technological, economic, political, and socio-cultural factors transform societies and the institutions that exist within them. In this talk, I will explore the significant opportunities and challenges facing today's higher institutions of learning. I will discuss my research findings on social media, open online learning, and networked participation, and examine emerging models for learning, teaching, and scholarship. Through this discussion, we will reflect on the values and ideals of educational and knowledge systems and the congruency of these ideals with the systems that are currently being created.

The significant opportunities and challenges that learners, educators, resear...

George Veletsianos

Keynote at the 2013 FITSI Conference (University of New Hampshire). Summary: We live in opportune times. We live at a time when education features prominently in the national press and discussions focusing on improving the ways we design education are a daily occurrence. Stanford President John Hennessy notes that “a tsunami” is coming – and Pearson executives are calling the impending change an “avalanche.” We are told that “education is broken” and that technology provides appropriate solutions for the perils facing education. But, what do these solutions look like? Will these be the times that capture Dewey’s and Freire’s visions of education? Will these be times of empowered students, democratic educational systems, learning webs, and affordable access to education? Or, will these be the times where efficiency, venture capital, and market values dictate what education will look like? Is technology transforming education? If so, how? During this keynote presentation, I will highlight how learning and education are (and are not) changing with the emergence of certain technologies, social behaviors, and cultural expectations. Using empirical research and evidence I will discuss myths and truths pertaining to online education and present ways that faculty members and educators can make meaningful contributions to the future educational systems that we are creating today.

Online Learning Myths & Truths

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Active, Social, and Engaging Online Learning Strategies

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acebook’s recently unveiled Graph Search is currently being rolled out as a small private beta, but over time all billion-plus users will have access to it, so it’s something all online marketers should start thinking about. While it’s currently not a direct threat to Google, it’s very good at people search, local & vertical search and entertainment search. Come hear our panel discuss how graph search is unique, how it will change SEO, and the opportunities and challenges it’s likely to present for advertisers and marketers.

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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...

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

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...

George Veletsianos

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George Veletsianos

How do open education practices spread

George Veletsianos

Open textbook adoption patterns in British Columbia

George Veletsianos

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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

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

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

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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

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...

George Veletsianos

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George Veletsianos

Designing digital learning

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

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.

Networked Scholars, or, Why on earth do academics use social media and why ...

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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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The global implications of DORA and NIS 2 Directive are significant, extending beyond the European Union. Amongst others, the webinar covers: • DORA and its Implications • Nis 2 Directive and its Implications • How to leverage directive and regulation as a marketing tool and competitive advantage • How to use new compliance framework to request additional budget Presenters: Christophe Mazzola - Senior Cyber Governance Consultant Armed with endless Excel files, a meme catalog worthy of the best X'os (formerly twittos), and a risk register to make your favorite risk manager jealous, I swapped my computer scientist cape a few years ago for that of a (cyber) threat hunter with the honorary title of CISO. Ah, and I am also a quadruple senior certified ISO27001/2/5, Pas mal non ? C'est francais. Malcolm Xavier Malcolm Xavier has been working in the Digital Industry for over 18 Years now. He has worked with Global Clients in South Africa, United States and United Kingdom. He has achieved Many Professional Certifications Like CISSP, Google Cloud Practitioner, TOGAF, Azure Cloud, ITIL v3 etc. His core competencies include IT strategy, cybersecurity, IT infrastructure management, data center migration and consolidation, data protection and compliance, risk management and governance, and IS program development and management. Date: April 25, 2024 Tags: Information Security, Digital Operational Resilience Act (DORA) ------------------------------------------------------------------------------- Find out more about ISO training and certification services Training: Digital Operational Resilience Act (DORA) - EN | PECB NIS 2 Directive - EN | PECB Webinars: https://pecb.com/webinars Article: https://pecb.com/article Whitepaper: https://pecb.com/whitepaper ------------------------------------------------------------------------------- For more information about PECB: Website: https://pecb.com/ LinkedIn: https://www.linkedin.com/company/pecb/ Facebook: https://www.facebook.com/PECBInternational/ Slideshare: http://www.slideshare.net/PECBCERTIFICATION

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