Paskevicius, Michael

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Now showing 1 - 5 of 7
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    Content is king: An analysis of how the Twitter discourse surrounding open education unfolded from 2009 to 2016
    (Athabasca University Press, 2018-02) Paskevicius, Michael; Veletsianos, George; Kimmons, Royce
    Inspired by open educational resources, open pedagogy, and open source software, the openness movement in education has different meanings for different people. In this study, we use Twitter data to examine the discourses surrounding openness as well as the people who participate in discourse around openness. By targeting hashtags related to open education, we gathered the most extensive dataset of historical open education tweets to date (n = 178,304 tweets and 23,061 users) and conducted a mixed methods analysis of openness from 2009 to 2016. Findings show that the diversity of participants has varied somewhat over time and that the discourse has predominantly revolved around open resources, although there are signs that an increase in interest around pedagogy, teaching, and learning is emerging.
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    Conceptualizing open educational practices through the lens of constructive alignment
    (ICDE, 2017) Paskevicius, Michael
    The act of instruction may be conceptualized as consisting of four elements: learning outcomes, learning resources, teaching and learning activities, and assessments and evaluation. For instructors in higher education, the way they manage the relationships between these elements is what could be considered the core of their instructional practice. For each of the elements, this paper seeks to identify open educational practices, their affordances, and evidence of their utility in supporting the work of teachers in shifting from existing teaching and learning practices to more open educational practices. The literature reviewed and model proposed may provide educational developers or proponents of open education a lens with which to discuss open educational practices with faculty specifically related to their teaching and learning design practices.
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    [Post-print] Chemistry laboratory videos: Perspectives on design, production, and student usage
    (American Chemical Society, 2016-11-22) Canal, John P.; Hanlan, Lee; Key, Jessie; Lavieri, Sophie; Paskevicius, Michael; Sharma, Dev
    The effectiveness of instructional videos as a teaching tool in the chemistry laboratory curricula at both Simon Fraser University (SFU) and Vancouver Island University (VIU) is examined. Five categories of videos used in first, second and third year laboratory courses were developed, either in-house (by faculty) or with the assistance of visual media professionals. Short student feedback surveys from both institutions indicate that students find the videos to be an effective tool in their education. Most students felt they were better prepared and more confident about their experiments after watching the videos.
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    Blending our practice: Using online and face-to-face methods to sustain community among faculty in an extended length professional development program [post-print]
    (Taylor & Francis Group, 2016) Paskevicius, Michael; Bortolin, Kathleen
    This paper outlines the design and implementation of a nine-month faculty development program delivered using a combination of face-to-face and online methods. Participants from a range of disciplines met at regular intervals throughout the year. Between the face-to-face meetings, participants engaged in online activities such as discussions, collaborative writing and peer review activities. Using the theoretical framework of a community of inquiry (Garrison, 2011), data were analyzed both quantitatively and qualitatively. Participant feedback on the program offers some insight into how faculty developers can plan extended length professional development programs offered in a blended format.
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    Cloud is Calling – Or is it Zombies of Death?
    (BCNet, 2016-04-27) Blackburn, Jean; McFarland, Dana; Paskevicius, Michael; Schewe, Eric
    At Vancouver Island University, the Library and Centre for Innovation and Excellence in Learning (CIEL) increasingly rely on cloud-based services to build capacity and manage costs. Institutional repositories, integrated library systems, digital preservation, learning management systems, media servers and e-portfolio platforms are essential academic enterprise systems, critical to the emerging academic landscape. Yet, at VIU we see a de facto move away from locally-managed to cloud-based infrastructure for these mission-critical systems, where systems are selected, licensed and managed by academic service departments such as VIU’s Library and CIEL, but the connection to the cloud is dependent on IT. Katz et al. (2009) warn that “if the institution does not create a cloud strategy, it may inherit an ‘accidental strategy’ formed around consumer choice.” But when infrastructure needs outpace the capacity of local IT, how to collaborate on strategic, appropriate policy, risk management, and governance models? Informed by Bill Klug’s research, reported at BCNET 2015, we present cloud adoption cases from VIU, followed by discussion. What are the implications of shifting computing infrastructure needs from local IT services to the cloud? How does it change our relationship with IT? Are IT departments happy when we go to the cloud, or concerned about loss of local control? How do IT decision-makers see the promise of the cloud differently than “consumers”? How can we leverage cloud computing environments, such as EduCloud, that require local IT dependencies? And how can we develop institutional strategy where cloud-based solutions have been adopted ad hoc?