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Dr. George Veletsianos
Assistant Professor of Learning Technologies
Curriculum & Instruction – College of Education
University of Texas at Austin
Keynote at the 2013 FITSI Conference – University of New Hampshire
Online Learning Myths & Truths
#unhfitsi
What do you want your students’ learning
experiences to be like?
Our challenge/imperative
To design [online] learning experiences
and opportunities that are effective,
fulfilling, inspiring, meaningful, caring,
empowering, and democratic.
Sense of urgency. And tension.
Online Learning Myths & Truths
“Online learning is a fad.”
Myth
“For-profits and diploma mills are the institutions doing
online learning.”
Myth
Yet, at times, it feels like déjà vu with a
dose of more of the same…
“Motion picture is destined to revolutionize our education
system …in a few years it will supplant largely, if not entirely,
the use of textbooks”
“Education over the Internet is going to be so big it is going
to make e-mail usage look like a rounding error”
“Strong pressures to produce mediocre
instructional products based on templates
and preexisting content.”
Wilson, Parrish, & Veletsianos, 2008
Courseware
=
“Shovelware” ?
Morrison, G., & Anglin, G. J. (2006). An instructional design approach for
effective shovelware: Modifying materials for distance education. Quarterly
Review of Distance Education, 7(1), 63–74.
To:
collect information and shovel it into an application such as…
a learning management system to create a ‘course’
(Morrison & Anglin, 2006)
“Examples of
outstanding [online] instruction
are hard to find.”
Wilson, Parrish, & Veletsianos, 2008
Do learning outcomes differ between
online and face-to-face education?
(media comparison study)
No
The research says
The mode of delivery does not
correlate with learning outcomes
Media comparison studies  “No
significant difference” phenomenon
In other words
Online education can be as good
as face-to-face education
OR
Online education can be as bad
as face-to-face education
Implication
Keeping everything else
constant, the mode of delivery is
not a significant factor as far as
learning outcomes are
concerned.
Implication
How we design (online)
education is what matters.
Pedagogy.
“Tennessee will run two
kinds of courses –
traditional and online –
side-by-side, and the
results will be
compared.”
“Tennessee will run two
kinds of courses –
traditional and online –
side-by-side, and the
results will be
compared.”
… but conversations surrounding pedagogy
and alternative ways to “do education” are
ongoing*
* most of the time
Experiential learning
Inquiry-driven learning
PBL
Open Courses
The web as a platform for learning
Participatory learning
Outdoor learning experiences
Online Learning Myths & Truths
YoTeach! is designed to introduce first-year sociology students to
the practices of sociologists. Promotes student inquiry, discussions
and analysis of real-world data, and the creation of multimodal
projects that demonstrate student findings.
YoTeach! is designed to introduce first-year sociology students to
the practices of sociologists. Promotes student inquiry, discussions
and analysis of real-world data, and the creation of multimodal
projects that demonstrate student findings.
Online Learning Myths & Truths
Technology molds pedagogy. Pedagogy molds
how we use the technology.
Doering & Veletsianos (2008); Veletsianos (2010, 2011)
Technology molds pedagogy. Pedagogy molds
how we use the technology.
Doering & Veletsianos (2008); Veletsianos (2010, 2011)
http://youtu.be/RO0-7YAxxDY
Competency-based models
Online Learning Myths & Truths
Disaggregation & Unbundling
“Whether the practice is called
outsourcing, contracting out, or
privatizing, the impact is the
same. Food services, health
care, the bookstore…endless
array of activities that
universities used to manage…”
Kirp, .L (2003). Shakespeare, Einstein, and the Bottom Line: The Marketing of Higher Education.
Cambridge, MA: Harvard University Press
“Online program management services”
But where does it stop? Are there institutional core
functions that should be safeguarded?
But where does it stop? Are there institutional core
functions that should be safeguarded?
The role of the faculty member
What roles do faculty members take on in the
online classroom?
“Online learning will render traditional colleges and
instructors obsolete”
Myth
That’s not to say that the
profession isn’t under attack…
Online Learning Myths & Truths
Efficiency. Automation. And robots.
Online Learning Myths & Truths
Online Learning Myths & Truths
Online Learning Myths & Truths
Online Learning Myths & Truths
Competition
But also, increased collaboration
Material Re-use and sharing
Collaboration at the classroom level
Online Learning Myths & Truths
Openness (OER)
“Open Educational Resources (OERs) are
any type of educational materials that are
in the public domain or introduced with an
open license. The nature of these open
materials means that anyone can legally
and freely copy, use, adapt and re-share
them.”
UNESCO
Source: GAO U.U Government Accountability Office, June 6 2013
http://gao.gov/products/GAO-13-368
Provider Cost
Netflix – 20,000 Movies and TV $7.99 / month
Hulu Plus – 45,000 Movies and TV $7.99 / month
Spotify – 15 million Songs $9.99 / month
CourseSmart – 1 Biology Textbook $20.25 / month
Source: David Wiley (2012).
http://www.slideshare.net/opencontent/wiley-15432979
Do learning outcomes differ between
traditional and open textbooks?
No
The research available says:
“substitution of open textbooks for traditional
textbooks does not appear to correlate with a
significant change in student outcomes”
Wiley, D., Hilton III, J., Ellington, S., & Hall, T. (2012). A preliminary examination of
the cost savings and learning impacts of using open textbooks in middle and
high school science classes. The International Review Of Research In Open And
Distance Learning, 13(3), 262-276.
Openness (Open Scholarship)
Veletsianos (in press); Veletsianos & Kimmons 2012, 2013
Veletsianos (in press); Veletsianos & Kimmons 2012, 2013
Announcements
Draft papers
Open textbooks
Syllabi + Activities
Live streaming
Live-Blogging
Collaborative authoring
Debates + commentary
Open teaching
Public P&T materials
The doctoral journey (e.g.,
#PhDChat)
Crowdsourcing
Announcements
Draft papers
Open textbooks
Syllabi + Activities
Live streaming
Live-Blogging
Collaborative authoring
Debates + commentary
Open teaching
Public P&T materials
Crowdsourcing
“The online space is anonymous and odd. It lacks
opportunities for meaningful interaction &
collaboration”
Myth
“The open web is a scary place.
Why should I put myself out there?”
Networks
Serendipity
Diverse audiences
What will I find if I search for you? Your latest
research? An out-of-date university webpage?
“The open web is a scary place.
Why should I put myself out there?”
“The open web is a scary place.
Why should I put myself out there?”
Scholarly Identity & Participation
“I made it [Facebook] this hybrid space ... and sometimes it's
really annoying. … I keep thinking I should be writing or
looking at data, and I'm doing this! … I created the
conundrum that I live in now.”
“My position [as a professor] is building a community of
teachers that I talk to ... where you can share, and so
[participation in these spaces] makes total sense.”
“All the [expletive] is not really worth it. … I think that it's okay
for students to not know everything about their professor. …
[These practices] add to the complexity of those who
struggle with the home-work balance and the ... technology
pull. … I don't have time for you. “
Veletsianos & Kimmons, 2013
What are our values?
Back to our challenge/imperative
To design [online] learning experiences
and opportunities that are effective,
fulfilling, inspiring, meaningful, caring,
empowering, and democratic.
What are some activities/practices that have
worked for you?
Some practical advice
Online Teaching Advice
• Ongoing video updates
Online Learning Myths & Truths
Online Teaching Advice
• Empower (and listen to) your students
Online Teaching Advice
• Keeping up-to-date and connecting
all the pieces
Online Teaching Advice
• Keeping up-to-date and connecting
all the pieces
Online Teaching Advice
• Keeping up-to-date and connecting
all the pieces
Online Teaching Advice
• Keep it interesting by using a diverse
array of activities
– Discussions
– Video narratives (e.g., elevator speeches)
– Debates
– Digital stories (e.g., comic strips)
Online Teaching Advice
Student artifact (digital story example):
Online Teaching Advice
• Introduce learners to professional
communities
– Twitter groups e.g., #phdchat
– Professional listservs e.g., Tomorrow’s Professor
– Blogging communities
– Social Networking Sites (e.g., LinkedIn
discussion groups, Facebook groups)
– Ask students to attend a virtual conference
and do X (reflect/summarize/etc)
Online Teaching Advice
• Draw connections to recent news, to
what’s happening outside of the
course
– Email link to a newspaper article and
draw connections to class or ask students
to reflect upon it
– Share a story from NPR relevant to the
class
Online Teaching Advice
• Create digital artifacts as a class (and
make available to others for free)
– E.g., E-books and online textbooks
Online Teaching Advice
• Be involved and organized
– Deadline calendar
– Check-ins (e.g., 1-1 phone/skype chat)
– Discussion flow (post by? Respond by?)
– Ongoing participation
– Clear expectations
Online Teaching Advice
Online Teaching Advice
Online Teaching Advice
• Use music, share music, create class playlists…
– For social presence
– For learning & assessment
Dunlap, J. C., & Lowenthal, P. R. (2010). Hot for teacher: Using digital
Thank you!
www.veletsianos.com
@veletsianos on Twitter
veletsianos@gmail.com
This presentation:
www.slideshare.com/veletsianos
Image attribution
• Open http://www.flickr.com/photos/matthileo/4826783509/
• Ben Stein in “Ferris Bueller's Day Off:” http://blog.teacherparlor.com/wp-
content/uploads/2012/08/bueller_stein.jpg
• Crowd http://www.flickr.com/photos/18378655@N00/613445810
• Before NOW then
http://www.flickr.com/photos/muffin9101985/3563796585/
• Unicorn
http://commons.wikimedia.org/wiki/File:Invisible_Pink_Unicorn_black.svg
• Teacher writing on
blackboardhttp://upload.wikimedia.org/wikipedia/commons/0/0f/Teacher-
writing-on-blackboard564.jpg
Unless otherwise noted by the original images, content is provided under a CC Attribution Non-
Commercial Share Alike license (http://creativecommons.org/licenses/by-nc-sa/3.0/).

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Online Learning Myths & Truths

  • 1. Dr. George Veletsianos Assistant Professor of Learning Technologies Curriculum & Instruction – College of Education University of Texas at Austin Keynote at the 2013 FITSI Conference – University of New Hampshire Online Learning Myths & Truths
  • 3. What do you want your students’ learning experiences to be like?
  • 4. Our challenge/imperative To design [online] learning experiences and opportunities that are effective, fulfilling, inspiring, meaningful, caring, empowering, and democratic.
  • 5. Sense of urgency. And tension.
  • 7. “Online learning is a fad.” Myth
  • 8. “For-profits and diploma mills are the institutions doing online learning.” Myth
  • 9. Yet, at times, it feels like déjà vu with a dose of more of the same…
  • 10. “Motion picture is destined to revolutionize our education system …in a few years it will supplant largely, if not entirely, the use of textbooks” “Education over the Internet is going to be so big it is going to make e-mail usage look like a rounding error”
  • 11. “Strong pressures to produce mediocre instructional products based on templates and preexisting content.” Wilson, Parrish, & Veletsianos, 2008
  • 12. Courseware = “Shovelware” ? Morrison, G., & Anglin, G. J. (2006). An instructional design approach for effective shovelware: Modifying materials for distance education. Quarterly Review of Distance Education, 7(1), 63–74. To: collect information and shovel it into an application such as… a learning management system to create a ‘course’ (Morrison & Anglin, 2006)
  • 13. “Examples of outstanding [online] instruction are hard to find.” Wilson, Parrish, & Veletsianos, 2008
  • 14. Do learning outcomes differ between online and face-to-face education? (media comparison study)
  • 15. No The research says The mode of delivery does not correlate with learning outcomes Media comparison studies  “No significant difference” phenomenon
  • 16. In other words Online education can be as good as face-to-face education
  • 17. OR Online education can be as bad as face-to-face education
  • 18. Implication Keeping everything else constant, the mode of delivery is not a significant factor as far as learning outcomes are concerned.
  • 19. Implication How we design (online) education is what matters. Pedagogy.
  • 20. “Tennessee will run two kinds of courses – traditional and online – side-by-side, and the results will be compared.” “Tennessee will run two kinds of courses – traditional and online – side-by-side, and the results will be compared.”
  • 21. … but conversations surrounding pedagogy and alternative ways to “do education” are ongoing* * most of the time
  • 22. Experiential learning Inquiry-driven learning PBL Open Courses The web as a platform for learning Participatory learning Outdoor learning experiences
  • 24. YoTeach! is designed to introduce first-year sociology students to the practices of sociologists. Promotes student inquiry, discussions and analysis of real-world data, and the creation of multimodal projects that demonstrate student findings.
  • 25. YoTeach! is designed to introduce first-year sociology students to the practices of sociologists. Promotes student inquiry, discussions and analysis of real-world data, and the creation of multimodal projects that demonstrate student findings.
  • 27. Technology molds pedagogy. Pedagogy molds how we use the technology. Doering & Veletsianos (2008); Veletsianos (2010, 2011)
  • 28. Technology molds pedagogy. Pedagogy molds how we use the technology. Doering & Veletsianos (2008); Veletsianos (2010, 2011)
  • 33. “Whether the practice is called outsourcing, contracting out, or privatizing, the impact is the same. Food services, health care, the bookstore…endless array of activities that universities used to manage…” Kirp, .L (2003). Shakespeare, Einstein, and the Bottom Line: The Marketing of Higher Education. Cambridge, MA: Harvard University Press
  • 35. But where does it stop? Are there institutional core functions that should be safeguarded?
  • 36. But where does it stop? Are there institutional core functions that should be safeguarded?
  • 37. The role of the faculty member
  • 38. What roles do faculty members take on in the online classroom?
  • 39. “Online learning will render traditional colleges and instructors obsolete” Myth That’s not to say that the profession isn’t under attack…
  • 47. But also, increased collaboration
  • 48. Material Re-use and sharing Collaboration at the classroom level
  • 50. Openness (OER) “Open Educational Resources (OERs) are any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them.” UNESCO
  • 51. Source: GAO U.U Government Accountability Office, June 6 2013 http://gao.gov/products/GAO-13-368
  • 52. Provider Cost Netflix – 20,000 Movies and TV $7.99 / month Hulu Plus – 45,000 Movies and TV $7.99 / month Spotify – 15 million Songs $9.99 / month CourseSmart – 1 Biology Textbook $20.25 / month Source: David Wiley (2012). http://www.slideshare.net/opencontent/wiley-15432979
  • 53. Do learning outcomes differ between traditional and open textbooks?
  • 54. No The research available says: “substitution of open textbooks for traditional textbooks does not appear to correlate with a significant change in student outcomes” Wiley, D., Hilton III, J., Ellington, S., & Hall, T. (2012). A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes. The International Review Of Research In Open And Distance Learning, 13(3), 262-276.
  • 56. Veletsianos (in press); Veletsianos & Kimmons 2012, 2013
  • 57. Veletsianos (in press); Veletsianos & Kimmons 2012, 2013 Announcements Draft papers Open textbooks Syllabi + Activities Live streaming Live-Blogging Collaborative authoring Debates + commentary Open teaching Public P&T materials The doctoral journey (e.g., #PhDChat) Crowdsourcing
  • 58. Announcements Draft papers Open textbooks Syllabi + Activities Live streaming Live-Blogging Collaborative authoring Debates + commentary Open teaching Public P&T materials Crowdsourcing
  • 59. “The online space is anonymous and odd. It lacks opportunities for meaningful interaction & collaboration” Myth
  • 60. “The open web is a scary place. Why should I put myself out there?” Networks Serendipity Diverse audiences What will I find if I search for you? Your latest research? An out-of-date university webpage?
  • 61. “The open web is a scary place. Why should I put myself out there?”
  • 62. “The open web is a scary place. Why should I put myself out there?”
  • 63. Scholarly Identity & Participation “I made it [Facebook] this hybrid space ... and sometimes it's really annoying. … I keep thinking I should be writing or looking at data, and I'm doing this! … I created the conundrum that I live in now.” “My position [as a professor] is building a community of teachers that I talk to ... where you can share, and so [participation in these spaces] makes total sense.” “All the [expletive] is not really worth it. … I think that it's okay for students to not know everything about their professor. … [These practices] add to the complexity of those who struggle with the home-work balance and the ... technology pull. … I don't have time for you. “ Veletsianos & Kimmons, 2013
  • 64. What are our values?
  • 65. Back to our challenge/imperative To design [online] learning experiences and opportunities that are effective, fulfilling, inspiring, meaningful, caring, empowering, and democratic.
  • 66. What are some activities/practices that have worked for you?
  • 68. Online Teaching Advice • Ongoing video updates
  • 70. Online Teaching Advice • Empower (and listen to) your students
  • 71. Online Teaching Advice • Keeping up-to-date and connecting all the pieces
  • 72. Online Teaching Advice • Keeping up-to-date and connecting all the pieces
  • 73. Online Teaching Advice • Keeping up-to-date and connecting all the pieces
  • 74. Online Teaching Advice • Keep it interesting by using a diverse array of activities – Discussions – Video narratives (e.g., elevator speeches) – Debates – Digital stories (e.g., comic strips)
  • 75. Online Teaching Advice Student artifact (digital story example):
  • 76. Online Teaching Advice • Introduce learners to professional communities – Twitter groups e.g., #phdchat – Professional listservs e.g., Tomorrow’s Professor – Blogging communities – Social Networking Sites (e.g., LinkedIn discussion groups, Facebook groups) – Ask students to attend a virtual conference and do X (reflect/summarize/etc)
  • 77. Online Teaching Advice • Draw connections to recent news, to what’s happening outside of the course – Email link to a newspaper article and draw connections to class or ask students to reflect upon it – Share a story from NPR relevant to the class
  • 78. Online Teaching Advice • Create digital artifacts as a class (and make available to others for free) – E.g., E-books and online textbooks
  • 79. Online Teaching Advice • Be involved and organized – Deadline calendar – Check-ins (e.g., 1-1 phone/skype chat) – Discussion flow (post by? Respond by?) – Ongoing participation – Clear expectations
  • 82. Online Teaching Advice • Use music, share music, create class playlists… – For social presence – For learning & assessment Dunlap, J. C., & Lowenthal, P. R. (2010). Hot for teacher: Using digital
  • 83. Thank you! www.veletsianos.com @veletsianos on Twitter veletsianos@gmail.com This presentation: www.slideshare.com/veletsianos
  • 84. Image attribution • Open http://www.flickr.com/photos/matthileo/4826783509/ • Ben Stein in “Ferris Bueller's Day Off:” http://blog.teacherparlor.com/wp- content/uploads/2012/08/bueller_stein.jpg • Crowd http://www.flickr.com/photos/18378655@N00/613445810 • Before NOW then http://www.flickr.com/photos/muffin9101985/3563796585/ • Unicorn http://commons.wikimedia.org/wiki/File:Invisible_Pink_Unicorn_black.svg • Teacher writing on blackboardhttp://upload.wikimedia.org/wikipedia/commons/0/0f/Teacher- writing-on-blackboard564.jpg Unless otherwise noted by the original images, content is provided under a CC Attribution Non- Commercial Share Alike license (http://creativecommons.org/licenses/by-nc-sa/3.0/).