George Veletsianos
Datos Biográficos
| ID | 275185 |
|---|---|
| NOMBRE | George Veletsianos |
| NOMBRES | George |
| APELLIDO | Veletsianos |
| FIRMA | VELETSIANOS G |
| AFILIACIONES | Royal Roads University |
| ORCID | 0000-0002-6579-9576 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 43 |
| TOTAL DE CITAS | 46 |
| TOTAL COMO AUTOR | 43 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2010 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Imagination as contested terrain
In this paper we examine imagination as a capacity as it pertains to education futures, and ask what the futures young people both imagine and fail to imagine can tell us about the structural and political forces that shape futures thinking. Informed by a speculative design approach, we used the story completion method to survey young people aged 18–30 in Canada and the U.S. to generate and understand their ideas and feelings about one possible s…
Postdigital Peer Review
While academic peer review is the cornerstone of scholarly publishing, it presents significant challenges for early-career researchers. This collective paper describes an authentic peer review experience within a doctoral seminar. In collaboration with Postdigital Science and Education , students acted as peer reviewers for manuscripts under consideration, wrote individual reflections on the process, and engaged in group discussions to analyze th…
Midwifing liberatory education futures with education fiction
This paper argues that for education fiction to be a valuable methodology for studying education technology and futures, it must be rooted in the context of our current era, marked by polycrisis, collapse, and the enduring influence of colonial modernity. We begin with a reflexive analysis of academic knowledge production and then explore how education fiction can inadvertently reproduce colonial logics of these contexts are ignored. Drawing on t…
The Accessibility of Published Research in Aera Journals, 2010–2022
Background: Sharing educational research publicly is a widely held professional value, intended to advance the societal use of research and honor public investment. However, many practitioners, policymakers, and researchers in under-resourced institutions lack access to paywalled journals, which limits the potential impact of educational scholarship. Although prior research indicates that only about 28% of all scholarly articles are openly access…
Simple Checklists to Verify the Accuracy of AI-Generated Research Summaries
Stop Being so Fkn Soft
Defining manhood is a critical concern in contemporary politics, especially due to its increasing role in shaping cultural narratives toward gender-based violence-and in particular, toward gender-based technology-facilitated violence and abuse (GBTFVA). In this context, this study investigates how political affiliation influences perceptions of GBTFVA among young Canadian men. To explore this, we draw on a survey of 1297 young Canadian men who al…
Postdigital Research
On the ‘university of the future
The educational technology industry includes numerous learning providers and platforms offering cohort-based courses. In this paper, we examine, analyze, and critique one such platform called Maven. We focus our analysis on Maven because this specific platform describes itself as building ‘the university of the future’ and has recently received significant attention and funding, making it a compelling case study to better understand the potential…
How do Canadian faculty members imagine future teaching and learning modalities
Radical imagination for a new social contract for education
Too rigid, too big, and too slow
Invisible, unmanageable, and inevitable
Online abuse is a growing problem in higher education. For postsecondary institutions, the increasing prevalence with which faculty members are targeted with online abuse raises important questions about what it means to provide a safe and equitable work environment that promotes equality for diverse workers in the digital age. This article draws from a series of 10 interviews with academic administrators to assess the capacity of higher educatio…
Is Artificial Intelligence in Education an Object or a Subject? Evidence from a Story Completion Exercise on Learner-AI Interactions
You Did It to Yourself”
Gender-based technology-facilitated violence and abuse (GBTFVA) is a common experience for those engaging with digital technologies in their everyday lives. To better understand why GBTFVA persists, it is necessary to understand the false beliefs and cultural narratives that enable and sustain them. Drawing on the literature on rape myths, this paper explores the prevalence of seven gender-based online violence myths among Canadian men. To achiev…
Canadian Gender-Based Violence Prevention Programs
Gender-based violence (GBV) prevention programs have long played an important part in both teaching the realities of GBV and training people in techniques to avert, mitigate, and respond to violence. This article examines the current state of GBV prevention training in Canada through an analysis of 81 GBV education programs provided by antiviolence organizations and universities. We identified notable gaps in topics relating to technology-facilit…
Impossible Dreaming
Heuristic responses to pandemic uncertainty
Scientific uncertainty during pandemic outbreaks poses a challenge for health communicators. Debates continue over the extent to which health officials should be transparent about uncertainty and the extent to which they should suppress uncertainty and risk losing the public’s trust when information changes. The middle ground, the concept of “reasoned transparency,” proposes that communicators focus on interpreting uncertainty to the public in wa…
Covid-19 health misinformation
Purpose Because health misinformation pertaining to COVID-19 is a serious threat to public health, the purpose of this study is to develop a framework to guide an online intervention into some of the drivers of health misinformation online. This framework can be iterated upon through the use of design-based research to continue to develop further interventions as needed. Design/methodology/approach Using design-based research methods, in this pap…
Design Principles for an Educational Intervention Into Online Vaccine Misinformation
My People Already Know That
This article examines how imagined audiences and impression management strategies shape COVID-19 health information sharing practices on social media and considers the implications of this for combatting the spread of misinformation online. In an interview study with 27 Canadian adults, participants were shown two infographics about masks and vaccines produced by the World Health Organization (WHO) and asked whether or not they would share these …
Not Far Enough
Over the last decade online spaces and digital tools have become a central part of scholarly work and research mobilization (Carrigan, 2016). However, the integration and reliance on these technologies into scholars’ work lives have heightened their online visibility, which has opened the door to new experiences of online abuse. Previous research shows that online abuse has negative impacts on scholars’ work, and that they are left to deal with t…
The hidden costs of connectivity
A growing body of research reveals that some scholars face online harassment and that such harassment leads to a wide variety of adverse impacts. Drawing on data collected from an online survey of 182 scholars, we report on the factors and triggers involved in scholars’ experiences of online harassment; the environments where said experiences take place, and; the consequences it has for personal and professional relationships. We find that online…
The problem with flexible learning
Through analysis of the relationship between neoliberalism, learner subjectivity, and flexible education, this paper examines the freedom said to be enabled by flexible education. It asks: What is the nature of such freedom, who does it make free, and in what ways? While flexible education is often framed to be liberatory in nature, especially when understood through the freedom to learn and study as one chooses or is able, the institutional assu…
An Analysis of Digital Education in Canada in 2017-2019
Digital education refers to in-person, blended, and fully online learning efforts, as well as attempts to capture a wide range of teaching and learning contexts which make use of digital technology. While digital education is pervasive in Canada, pan-Canadian data on digital education are relatively scarce. The Canadian Digital Learning Research Association/Association Canadienne de Recherche sur la Formation en Ligne conducted pan-Canadian surve…
Open educational resources
In this paper I argue that open educational resources (OER), such as open textbooks, are an appropriate and worthwhile response to consider as colleges and universities shift to digital modes of teaching and learning. However, without scrutiny, such efforts may reflect or reinforce structural inequities. Thus, OER can be a mixed blessing, expanding inclusion and equity in some areas, but furthering inequities in others
Women scholars’ experiences with online harassment and abuse
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…
A posthumanist critique of flexible online learning and its “anytime anyplace” claims
Flexible approaches to online learning are gaining renewed interest in some part due to their capacity to address emergent opportunities and concerns facing higher education. Importantly, flexible approaches to online learning are purported to be democratizing and liberatory, broadening access to higher education and enabling learners to participate in educational endeavours at “anytime” from “anyplace.” In this paper, we critique such narratives…
Support for scholars coping with online harassment
This article contributes to understanding the phenomenon of online harassment of scholars with a focus on examining the effectiveness of support for coping with online harassment. We collected data from 182 participants of an online survey examining scholars’ experiences with online harassment. Bronfenbrenner’s ecological model was used to examine the relationship between coping and support. We found that scholars used numerous engagement and dis…
Stop Being so Fkn Soft
Defining manhood is a critical concern in contemporary politics, especially due to its increasing role in shaping cultural narratives toward gender-based violence-and in particular, toward gender-based technology-facilitated violence and abuse (GBTFVA). In this context, this study investigates how political affiliation influences perceptions of GBTFVA among young Canadian men. To explore this, we draw on a survey of 1297 young Canadian men who al…
Canadian Gender-Based Violence Prevention Programs
Gender-based violence (GBV) prevention programs have long played an important part in both teaching the realities of GBV and training people in techniques to avert, mitigate, and respond to violence. This article examines the current state of GBV prevention training in Canada through an analysis of 81 GBV education programs provided by antiviolence organizations and universities. We identified notable gaps in topics relating to technology-facilit…
My People Already Know That
This article examines how imagined audiences and impression management strategies shape COVID-19 health information sharing practices on social media and considers the implications of this for combatting the spread of misinformation online. In an interview study with 27 Canadian adults, participants were shown two infographics about masks and vaccines produced by the World Health Organization (WHO) and asked whether or not they would share these …
Public Internet Data Mining Methods in Instructional Design, Educational Technology, and Online Learning Research
Invisible, unmanageable, and inevitable
Online abuse is a growing problem in higher education. For postsecondary institutions, the increasing prevalence with which faculty members are targeted with online abuse raises important questions about what it means to provide a safe and equitable work environment that promotes equality for diverse workers in the digital age. This article draws from a series of 10 interviews with academic administrators to assess the capacity of higher educatio…
Is Artificial Intelligence in Education an Object or a Subject? Evidence from a Story Completion Exercise on Learner-AI Interactions
You Did It to Yourself”
Gender-based technology-facilitated violence and abuse (GBTFVA) is a common experience for those engaging with digital technologies in their everyday lives. To better understand why GBTFVA persists, it is necessary to understand the false beliefs and cultural narratives that enable and sustain them. Drawing on the literature on rape myths, this paper explores the prevalence of seven gender-based online violence myths among Canadian men. To achiev…
Three Cases of Hashtags Used as Learning and Professional Development Environments
Discreet Openness
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. This article addresses the identified gap in the literature and presents a qualitative investigation into the types of disclosures that 16 scholars made online and their reasons for …
Long-term student experiences in a hybrid, open-ended and problem based Adventure Learning program
In this paper we investigate the experiences of elementary school children over a two-year period during which they engaged with a hybrid Adventure Learning program. In addition to delineating Adventure Learning experiences, we report on educational technology implementations in ecologically valid and complex environments, while drawing inferences on the design of sustainable and successful innovations. Our research indicates that the Adventure L…
Higher education scholars' participation and practices on Twitter
Scholars participate in online social networks for professional purposes. In such networks, learning takes the form of participation and identity formation through engagement in and contribution to networked practices. While current literature describes the possible benefits of online participation, empirical research on scholars' use of online social networks in the educational technology literature is negligible. The purpose of this paper is to…
Social Media in Academia
Social media and online social networks are expected to transform academia and the scholarly process. However, intense emotions permeate scholars’ online practices and an increasing number of academics are finding themselves in trouble in networked spaces. In reality, the evidence describing scholars’ experiences in online social networks and social media is fragmented. As a result, the ways that social media are used and experienced by scholars …
Three Cases of Hashtags Used as Learning and Professional Development Environments
Discreet Openness
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. This article addresses the identified gap in the literature and presents a qualitative investigation into the types of disclosures that 16 scholars made online and their reasons for …
Social media use by instructional design departments
The aim of this investigation was to gain an understanding of the use of institutional social media accounts by graduate departments. This study focused particularly on the social media accounts of instructional design (ID) graduate programs. Content and statistical analyses were conducted to examine 24,948 tweets posted by ID programs (n = 22) on Twitter. Results revealed that ID graduate programs primarily used Twitter to broadcast resources an…
I get by with a little help from my friends
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 so…
Scholars’ temporal participation on, temporary disengagement from, and return to Twitter
Even though the extant literature investigates how and why academics use social media, much less is known about academics’ temporal patterns of social media use. This mixed methods study provides a first-of-its-kind investigation into temporal social media use. In particular, we study how academics’ use of Twitter varies over time and examine the reasons why academics temporarily disengage and return to the social media platform. We employ data m…
Public Internet Data Mining Methods in Instructional Design, Educational Technology, and Online Learning Research
Women scholars’ experiences with online harassment and abuse
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…
A posthumanist critique of flexible online learning and its “anytime anyplace” claims
Flexible approaches to online learning are gaining renewed interest in some part due to their capacity to address emergent opportunities and concerns facing higher education. Importantly, flexible approaches to online learning are purported to be democratizing and liberatory, broadening access to higher education and enabling learners to participate in educational endeavours at “anytime” from “anyplace.” In this paper, we critique such narratives…
U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the Covid-19 Pandemic
The COVID-19 pandemic has had a profound and rapid impact on higher education institutions across the world. In this study, we report the findings of a survey investigating the rapid transition to emergency remote teaching in the early weeks of the pandemic at public and private post-secondary institutions in the United States. Participants consisted of 897 faculty and administrators at 672 U.S. institutions. Findings reveal that with few excepti…
Radical Flexibility and Relationality as Responses to Education in Times of Crisis
As educational institutions negotiate numerous challenges resulting from the current pandemic, many are beginning to wonder what the future of education may look like. We contribute to this conversation by arguing for flexible education and considering how it can support better—more equitable, just, accessible, empowering, imaginative—educational futures. At a time of historical disorder and uncertainty, we argue that what we need is a sort of ra…
Elements of Open Education
This paper explores elements of open education within the context of higher education. After an introduction to the origins of open education and its theoretical foundations, the topics of open and distance learning, international education issues in open education, open educational practices and scholarship, open educational resources, MOOCs, prior learning accreditation and recognition, and learner characteristics are considered, following the …
Not Far Enough
Over the last decade online spaces and digital tools have become a central part of scholarly work and research mobilization (Carrigan, 2016). However, the integration and reliance on these technologies into scholars’ work lives have heightened their online visibility, which has opened the door to new experiences of online abuse. Previous research shows that online abuse has negative impacts on scholars’ work, and that they are left to deal with t…
The hidden costs of connectivity
A growing body of research reveals that some scholars face online harassment and that such harassment leads to a wide variety of adverse impacts. Drawing on data collected from an online survey of 182 scholars, we report on the factors and triggers involved in scholars’ experiences of online harassment; the environments where said experiences take place, and; the consequences it has for personal and professional relationships. We find that online…
The problem with flexible learning
Through analysis of the relationship between neoliberalism, learner subjectivity, and flexible education, this paper examines the freedom said to be enabled by flexible education. It asks: What is the nature of such freedom, who does it make free, and in what ways? While flexible education is often framed to be liberatory in nature, especially when understood through the freedom to learn and study as one chooses or is able, the institutional assu…
An Analysis of Digital Education in Canada in 2017-2019
Digital education refers to in-person, blended, and fully online learning efforts, as well as attempts to capture a wide range of teaching and learning contexts which make use of digital technology. While digital education is pervasive in Canada, pan-Canadian data on digital education are relatively scarce. The Canadian Digital Learning Research Association/Association Canadienne de Recherche sur la Formation en Ligne conducted pan-Canadian surve…
Open educational resources
In this paper I argue that open educational resources (OER), such as open textbooks, are an appropriate and worthwhile response to consider as colleges and universities shift to digital modes of teaching and learning. However, without scrutiny, such efforts may reflect or reinforce structural inequities. Thus, OER can be a mixed blessing, expanding inclusion and equity in some areas, but furthering inequities in others
Never‐ending repetitiveness, sadness, loss, and “juggling with a blindfold on
We report on the lived experiences of faculty members during the early months of the COVID‐19 pandemic, exploring the broader experiences of faculty members as individuals living multifaceted lives whose homes became their offices, their students scattered geographically and their home lives upended. Using a phenomenological approach for data collection and analysis, we conducted 20 in‐depth interviews with faculty holding varied academic appoint…
Public responses to Covid-19 information from the public health office on Twitter and YouTube
We collected tweets directed at the official Twitter account of the Canadian Public Health Office as well as comments on a Canadian Public Health Office press conference posted to YouTube. We used a mixed method corpus-assisted discourse analysis approach to categorize and analyze these data. We found key differences between comments on each platform, namely differences in tone and sarcasm in YouTube comments, and more balance in Twitter mentions…
Support for scholars coping with online harassment
This article contributes to understanding the phenomenon of online harassment of scholars with a focus on examining the effectiveness of support for coping with online harassment. We collected data from 182 participants of an online survey examining scholars’ experiences with online harassment. Bronfenbrenner’s ecological model was used to examine the relationship between coping and support. We found that scholars used numerous engagement and dis…
Inoculating an Infodemic
As the global COVID-19 pandemic has been concurrently labelled an "infodemic," researchers have sought to improve how the general public engages with information that is relevant, timely, and accurate. In this study, we provide an overview of the reasons why people engage and disengage with COVID-19 information. We use context-rich semi-structured interviews which invited participants to discuss online COVID-19-related content they encountered. T…
Covid-19 health misinformation
Purpose Because health misinformation pertaining to COVID-19 is a serious threat to public health, the purpose of this study is to develop a framework to guide an online intervention into some of the drivers of health misinformation online. This framework can be iterated upon through the use of design-based research to continue to develop further interventions as needed. Design/methodology/approach Using design-based research methods, in this pap…
Design Principles for an Educational Intervention Into Online Vaccine Misinformation
Psychology (29 obras) · Political science (27 obras) · Sociology (25 obras) · Computer Science (23 obras) · Public relations (19 obras) · Pedagogy (14 obras) · World Wide Web (11 obras) · Social Psychology (10 obras) · Medicine (9 obras) · Social media (9 obras)