For the past seven years the good folks from the National Institute of Digital Learning have been selecting 10 open access journal articles to share as their “good reads” of the year. It’s quite a feat to find, read, and reflect on more than 100 articles to come up with any list, let alone a list that goes beyond typical metrics like citation counts, and takes into account issues like diversity and representation. I am grateful to see one of our papers on the list, but I am more excited to see a few paper that I haven’t read yet! I am listing the papers below, but please read the original post as our colleagues’ reflection on the process is part of what makes this project great!

Fawns, T. (2022). An entangled pedagogy: Looking beyond the pedagogy—technology dichotomy. Postdigital Science and Education, https://doi.org/10.1007/s42438-022-00302-7

Johnson, N., Seaman, J., & Poulin, R. (2022). Defining different modes of learning: Resolving confusion and contention through consensus. Online Learning Journal, 26(3), 91-110. DOI: http://dx.doi.org/10.24059/olj.v26i3.3565

Passey, D. (2022). Theories, theoretical and conceptual frameworks, models and constructs: Limiting research outcomes through misconceptions and misunderstanding. Studies in Technology Enhanced Learning, 1(1), 95-114. https://doi.org/ 10.21428/8c225f6e.56810a1a

Atenas, J., Beetham, H., Bell, F., Cronin, C., Vu Henry, J., & Walji, S. (2022). Feminisms, technologies and learning: Continuities and contestations. Learning, Media and Technology, 47(1), 1-10, DOI: 10.1080/17439884.2022.2041830

Downes, S. (2022). Connectivism. Asian Journal of Distance Education, 17(1), 58-87.  http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/623

Saçak, B., Bozkurt, A., & Wagner, E. (2022). Learning design versus instructional design: A bibliometric study through data visualization approaches. Education Sciences, 12, 752, 1-14. https://doi.org/10.3390/educsci12110752

Houlden, S., & Veletsianos, G. (2022). Impossible dreaming: On speculative education fiction and hopeful learning futures. Postdigital Science and Education. https://doi.org/10.1007/s42438-022-00348-7

Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education, European Journal of Education, 57(4),542–570. https://doi.org/10.1111/ejed.12533

Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The promises and challenges of artificial intelligence for teachers: A systematic review of research. TechTrends, 66, 616–630. https://doi.org/10.1007/s11528-022-00715-y

Tlili, A., et al. (2022). Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis. Smart Learning Environments, 9(24), https://doi.org/10.1186/s40561-022-00205-x

Post-digital science and education has recently been publishing short education fiction focused on education futures. There’s a wide diversity of articles there, with plenty of topics to explore, and lots of food for thought. The collection includes an article from my colleague Shandell Houlden, focused on coming together and finding community.

And together, the human listeners and the flesh-tech wanderers, these were the people who became the teachers, after the collapse. And with prayers in their hearts, they went out together into the storms, so that we could all find each other and listen and sing together again.

Deploying the same survey at multiple institutions takes a lot of time and effort. It was therefore very valuable to see the resources that the folks at the Canadian Campus Wellbeing Survey share to support participation in their survey (source).

Johnson, N., Veletsianos, G., Reitzik, O., & VanLeeuwen, C. (2022). Faculty Perceptions of Online Education and Technology Use Over Time: A Secondary Analysis of the Annual Survey of Faculty Attitudes on Technology from 2013 to 2019. Online Learning, 26(3). https://olj.onlinelearningconsortium.org/index.php/olj/article/view/2824

*Research assistants, post docs, and students working within our research labs/groups/teams are colleagues, and I wish we would all normalize this language.

Call for chapter proposals: Women and Leadership in Distance Education in Canada

Edited by Cindy Ives, Pamela Walsh, and Rebecca E. Heiser (Athabasca University)

Introduction

This book invites chapter contributions from women who are or have been educators in Canadian universities and who have served as leaders (at any level) in distance or online education. Leadership roles may be formal or informal, independent of positional authority, and emerge from the experiences of students, administrators, instructors, and other professionals (e.g., learning designers, educational developers). As leaders in distance education ourselves, we are committed to a deep and broad representation of leadership experiences of Canadian women faculty, students, professionals, and administrators whose stories and research may inform more balanced leadership practices in higher education.

• In Canada and globally, participation in higher education has steadily increased in recent decades. World-wide enrolment in online learning has also increased, especially in response to the global pandemic. Women students continue to take advantage of the affordances of distance and online
• While women have played significant roles as leaders in the advancement and development of distance education around the world, they have historically been underrepresented in formal academic and administrative leadership
• Canadian universities have been among the earliest providers and leaders of distance education and online

Objective and Purpose

This book aims to incorporate narrative accounts of perspectives and insights of women relevant to their experiences with leadership in distance education in Canadian universities. Contributions that include documentation of women’s work, research reports, personal experiences and reflective accounts, or case studies of particular leadership contexts are welcome. Authors will offer their practical recommendations for current and future leaders in the field of distance education.

Areas of Focus

Chapter topics could include (but are not limited to):

• Executive leadership for distance education and online learning in the 21st century
• Enabling and supporting student leadership
• Leadership development in graduate programs
• Enabling and supporting instructor leadership
• Supporting leadership of professional staff
• Leadership development through reflective practice
• Leadership challenges and opportunities for women
• Leadership support for women and research in distance education
• Social mobility of women in distance education as a pathway to professional recognition and promotion

Target Audience

The target audience of this openly published book is expected to be global, including academics, executive and department leaders, managers, and others in influential positions such as students, instructional designers, educational developers, student support specialists, and emerging scholars in distance and higher education. Readers will learn from the personal and professional experiences and research findings elaborated in the book’s chapters.

Submission Procedure and Guidelines

The editors are exploring opportunities with open publishers in summer 2022. We invite submissions in multiple formats from a variety of perspectives. Chapters can be theory or practice-based, reflective, conceptual, or other, and can be authored by one or more women.

Interested authors who are or have been leaders, practitioners, students or scholars in distance education should email a chapter proposal (approximately 500 words) for review by the editorial team, c/o Dr. Cindy Ives (cindyi@athabascau.ca) before October 1, 2022.

The proposal must include a 250-word abstract that:

• Describes the context of the experience or research being described
• Provides an overview of the proposed chapter, highlighting how it relates to the themes and purpose of the

An accompanying 250-word author biography should include relevant publications and a few author details that situate the distance education context.

Full chapter drafts are not necessary in the first stage of the submission process. After the proposal review process, authors will be invited by October 31, 2022, to contribute full chapter manuscripts of up to 5000 words, with a planned submission deadline of January 10, 2023. Full manuscripts will be subject to a blinded peer review process to evaluate them for inclusion in the volume. Manuscript details will be provided to those whose proposals are accepted.

Tentative Schedule for Publication

Proposal and Abstract Submission: October 1, 2022

Notification of Invite to Submit Chapter: October 31, 2022

Submission of Book Chapter: January 10, 2023

Peer Review Evaluation Sent from Editors to Authors: January 31, 2023

Author Revisions due February 28, 2023

Final editing: March 31, 2023

Final Book Submitted to Publisher: April 1, 2023

Anticipated Publication: This will depend on the publisher’s schedule – to be determined

Inquiries can be forwarded to

Dr. Cindy Ives, cindyi@athabascau.ca

Details on this free (virtual and in-person) workshop below.

2022 Research Workshop on Studying Anti-Social Behaviour Online (in-person in Victoria, BC at Royal Roads University or online via Zoom) on Thursday, Aug 25, 2022.

Registration for this event is free, but space is limited. RSVP :

https://socialmedialab.ca/events/2022-research-workshop-on-studying-anti-social-behaviour-online/

The research workshop will (1) examine the factors influencing the manifestation and propagation of online anti-social behaviour, (2) synthesize a multidisciplinary approach to study this phenomenon, and (3) develop a road map and a research agenda for future work in combating this dangerous trend. The programme features presentations from the organizing team and guest talks by Drs. Caroline Haythornthwaite (Syracuse University), K. Hazel Kwon (Arizona State University) and George Veletsianos (Royal Roads University).

About the event

The rising tide of online anti-social behaviour has elevated public concern and skepticism over the perceived benefits and promise of social media in society. A dark side of social media has emerged and remains evident today, with various countries, governing bodies, and citizens grappling with the impending normalization of aggressive behaviour, hostility, and negative discourse in online spaces. At the individual level, anti-social behaviour on social media has real-life psychological and emotional consequences for everyday people that demand more precise attention and interventions from researchers, practitioners, social media platforms, and policymakers. At the community and organizational level, anti-social behaviour can impact work performance and relationships, community ties, and lead to stress and burnout. At the societal level, there is also a concern that some forms of anti-social behaviour, such as hate speech, may galvanize xenophobic behaviour offline.

Tentative Agenda

8:30 – 9:00 Morning Coffee Reception

9:00 – 9:15 Welcome Remarks (Jaigris Hodson and President Philip Steenkamp, Royal Roads University)

9:15 – 9:30 Workshop Overview (Philip Mai, Toronto Metropolitan University)

9:30-10:00 Data collection: observed data (Anatoliy Gruzd, Toronto Metropolitan University)

10:00-10:30 Data collection: self-reported data (Jenna Jacobson, Toronto Metropolitan University)

10:30-11:00 Break

11:00-11:30 Data analysis: quantitative techniques such as Toxicity Analysis & Social Network Analysis (Felipe Bonow Soares, Toronto Metropolitan University)

11:30-12:00 Data analysis: qualitative techniques (Jaigris Hodson, Royal Roads University)

12:00 – 1:30 Lunch Break (Lunch will be provided courtesy of Royal Roads University)

1:30-2:15 Moderator or Algorithm? (Caroline Haythornthwaite, Syracuse University)

2:15-3:00 Data reporting: (Re)telling the stories (George Veletsianos, Royal Roads University)

3:00-3:15 Break

3:15-4:00 Research Agenda Overview: Challenges & Opportunities (K. Hazel Kwon, Arizona State University) 

4:00-4:15 Concluding Remarks & Adjournment

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Organizing Committee

Jaigris Hodson

Philip Mai

Anatoliy Gruzd

Jenna Jacobson

Felipe Bonow Soares