Shandell Houlden
Biographic Data
| ID | 275186 |
|---|---|
| NAME | Shandell Houlden |
| GIVEN NAMES | Shandell |
| FAMILY NAME | Houlden |
| SIGNATURE | HOULDEN S |
| AFFILIATIONS | Royal Roads University |
| ORCID | 0000-0003-1873-6609 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Imagination as contested terrain: Elite futurism, disimagination politics, and education futures
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…
Midwifing liberatory education futures with education fiction: On the need to cultivate decolonial imagination
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…
Bridging Local Concerns and Systemic Change: A Design-Based Approach to Transformative Climate Education
This article presents the initial research and development phases of a transformative climate education program for adults in a semi-rural community on southern Vancouver Island. Using design-based research (DBR), we developed a workshop series informed by adult and lifelong education (ALE), transformative learning, and the theoretical frameworks of the Gesturing Towards Decolonial Futures Collective and its members, including Vanessa Machado de …
On the ‘university of the future: A critical analysis of cohort-based course platform Maven
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
Is Artificial Intelligence in Education an Object or a Subject? Evidence from a Story Completion Exercise on Learner-AI Interactions
Impossible Dreaming: On Speculative Education Fiction and Hopeful Learning Futures
Songs for the Future
Heuristic responses to pandemic uncertainty: Practicable communication strategies of “reasoned transparency” to aid public reception of changing science
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: Using design-based research to develop a theoretical framework for intervention
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: The Imagined Audience and Covid-19 Health Information Sharing Practices on Social Media
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 …
The hidden costs of connectivity: Nature and effects of scholars’ online harassment
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: Neoliberalism, freedom, and learner subjectivities
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…
Public responses to Covid-19 information from the public health office on Twitter and YouTube: Implications for research practice
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: An ecological framework
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: An Ecological Approach to Understanding Engagement With Covid-19 Online Information
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…
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…
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…
I get by with a little help from my friends: The ecological model and support for women scholars experiencing online harassment
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…
Women scholars’ experiences with online harassment and abuse: Self-protection, resistance, acceptance, and self-blame
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…
Women scholars’ experiences with online harassment and abuse: Self-protection, resistance, acceptance, and self-blame
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: An ecological framework
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…
My People Already Know That: The Imagined Audience and Covid-19 Health Information Sharing Practices on Social Media
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 …
Is Artificial Intelligence in Education an Object or a Subject? Evidence from a Story Completion Exercise on Learner-AI Interactions
I get by with a little help from my friends: The ecological model and support for women scholars experiencing online harassment
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…
Women scholars’ experiences with online harassment and abuse: Self-protection, resistance, acceptance, and self-blame
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…
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…
The hidden costs of connectivity: Nature and effects of scholars’ online harassment
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: Neoliberalism, freedom, and learner subjectivities
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…
Public responses to Covid-19 information from the public health office on Twitter and YouTube: Implications for research practice
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: An ecological framework
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: An Ecological Approach to Understanding Engagement With Covid-19 Online Information
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: Using design-based research to develop a theoretical framework for intervention
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: The Imagined Audience and Covid-19 Health Information Sharing Practices on Social Media
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 …
Impossible Dreaming: On Speculative Education Fiction and Hopeful Learning Futures
Songs for the Future
Heuristic responses to pandemic uncertainty: Practicable communication strategies of “reasoned transparency” to aid public reception of changing science
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…
On the ‘university of the future: A critical analysis of cohort-based course platform Maven
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
Is Artificial Intelligence in Education an Object or a Subject? Evidence from a Story Completion Exercise on Learner-AI Interactions
Midwifing liberatory education futures with education fiction: On the need to cultivate decolonial imagination
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…
Bridging Local Concerns and Systemic Change: A Design-Based Approach to Transformative Climate Education
This article presents the initial research and development phases of a transformative climate education program for adults in a semi-rural community on southern Vancouver Island. Using design-based research (DBR), we developed a workshop series informed by adult and lifelong education (ALE), transformative learning, and the theoretical frameworks of the Gesturing Towards Decolonial Futures Collective and its members, including Vanessa Machado de …
Imagination as contested terrain: Elite futurism, disimagination politics, and education futures
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…
Political science (16 works) · Psychology (14 works) · Sociology (12 works) · Computer Science (11 works) · Public relations (10 works) · Hate Speech and Cyberbullying Detection (7 works) · Misinformation and Its Impacts (7 works) · Medicine (6 works) · Digital Education and Society (5 works) · Pedagogy (5 works)