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Academic Web 2.0: Reflective and Critical Practices

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  • 1. Andy Coverdale Academic Web 2.0: Reflective and Critical Practices International Journal of Arts & Sciences (IJAS) Prague Conference 21 June 2011
  • 2.
    • Theme
    • How early career researchers are adopting and using social media (web 2.0)
    • Focus on core values of social media practice and scholarship rather than technologies
    • Highlighting reflective and critical practices
    • Informed by…
    • PhD thesis on how social media can facilitate doctoral practices and identity development
    • Workshops for PhD students and Post-doctoral researchers at the University of Nottingham
    Introduction
  • 3.
    • Blogging
    • Microblogging (Twitter)
    • Social Networking
    • Social Bookmarking and Referencing
    • Content Sharing
    • Collaborative texts / Wikis
    • Social annotation
    • Gaming / Virtual Worlds
    Social & Participative Media (Web 2.0) Range of Tools & Practices
  • 4.
    • Academic Inertia and Resistance
    • Deeply embedded discipline-specific and generic practices
    • ‘ Duopoly’ of formal academic discussion and dissemination:
    • Publishing: Journal articles, papers etc.
    • Conferences, Seminars etc.
    • Social media both challenges and augments established academic practices
    • Interdisciplinarity and Polycontextuality
    • Interdisciplinary and peripheral contexts
    • Academic Tribes and Territories (Becher and Trowler, 2001)
    • Communities of practice - multi-membership (Wenger)
    Academic and Research Practices
  • 5. Image: Rachel Walls | http://newresearchtrajectories.net Reflective Practices Reflective Learning Theories Experiential learning cycle (Kolb, 1984) Professional knowledge and practice (Schon, 1987) Transformative learning (Mezirow, 1990)
  • 6.
    • Critical Thinking
    • Range of core critical thinking skills and dispositions
    • A critical attitude or moral / ethical motivation
    • Critical Social Theory
    • Not only ‘critique’ but social and political transformation
    • Ways of thinking and acting
    • Multiple perspectives / points of view
    • Participatory, progressive and emancipatory forms of knowledge
    • Education - moral, ethical and political pedagogical practices
    • Technology - social, historical and political cultures
    Critical Practices
  • 7. Sharing Practices
    • Critical and Reflective Dialogue
    • Encourage reflective and critical thinking in groups
    • Reliance on openness, trust and shared values
    • Opportunities for discussion and sharing of experiences and skills:
    • In context (i.e. through social media)
    • Out of context (e.g. workshops)
    • Blended approaches
    Image: Board of Regents of the University of Wisconsin
  • 8.
    • Social Learning Models
    • Support communicative, participatory and collaborative practices
    • Complementary to social learning models and pedagogies
    • Situated Learning
    • Effectiveness of social media is situated in individual practices and (inter)disciplinary knowledge cultures
    • Digital Literacies
    • Relationship with media and information literacies
    • Contested meanings and interpretations
    • Policy and ownership
    Educational Contexts
  • 9.
    • Web 2.0 Myths
    • Myths emerge when ideological positions and arguments become integrated into common understanding and discourse (Friesen)
    • Democratisation, freedom of choice, empowerment, equity etc.
    • Drivers
    • Technological determinism
    • Commercial / proprietary software
    • Realities
    • Business metaphor
    • Existing power relations and hierarchies
    • Digital divides
    Challenging Dominant Discourses
  • 10.
    • The ‘Ed-tech Bubble’
    • ‘ Best practice’ exemplars?
    • Culturally introspective
    • Uniquely predisposed to be confident, competent and motivated adopters and users
    • Access to a critical mass of active users in research field
    Challenging Dominant Discourses Rhetoric vs. Authenticity Disparity between idealised concepts of socio-technical practice and ‘messy realities’ (Selwyn) Image: keko | http://www.flickr.com/photos/k3k0/
  • 11.
    • Identifying appropriate tools and platforms and evaluating their affordances
    • Developing self- and collaborative organisational and time-management skills
    • Identifying appropriate training needs and training opportunities
    • Transference to lifelong learning and professional development contexts
    • Engaging in opportunities for sharing practice
    • Developing potential for individual, participatory and collaborative design
    • Negotiating new socio-technical academic communities and networks
    • Boundary-crossing of disciplinary and interdisciplinary contexts
    • Recognising shifts in academic protocols; new modes and means of production, peer review and knowledge resources
    • Adapting to new practices in academic integrity and responsibility - referencing and attribution of digital sources and artefacts
    • Negotiating institutional, proprietary, freeware and open-source tools and platforms
    • Understanding emerging multimedia and multimodal literacies
    • Managing online identities and reputation
    Key Reflective and Critical Practices
  • 12.
    • Effectiveness of social media is situated in individual practices and disciplinary knowledge cultures
    • Should be embedded in to everyday academic practice
    • Researchers need to develop their own strategies and develop context specific solutions
    • Effective use of social media requires developing reflective and critical practices
    • These should be embedded in the processes of adopting and using social media
    • Create opportunities for sharing these practices
    Summary
  • 13. Thanks! Andy Coverdale http://phdblog.net [email_address] [email_address]