Lisa's Research 3rd Oct 2011


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Lisa's Research 3rd Oct 2011

  1. 1. Looking beyond the tyranny of the 3* journal<br />Lisa Harris<br />3rd October 2011<br />
  2. 2. Why?<br />The purpose of this slidedeck is to introduce myself and the projects I’m currently working on, to both new students and members of the Strategy and Innovation Research Group.<br />As the title suggests, I believe there is more to university life than propping up the creaking 20th century business model of academic publishing…as I hope these slides will indicate.<br />
  3. 3. About me…<br />10 years in banking industry and MBA @ Oxford Brookes makes me a “pracademic”<br />PhD @ Brunel, investigating case studies of technological change in banking industry<br />Teaching @ Brunel and Director of MBA programme<br />Teaching @ Soton and development of new MSc programme in Digital Marketing <br />Qualified tutor University of Liverpool e-MBA<br />
  4. 4. In a nutshell…<br />I’m interested in the innovative applications of technology on education, business and society<br />In particular, I’m currently involved in projects investigating:<br />Digital literacy<br />Social activism<br />Social CRM <br />Social shopping<br />Social learning<br />But first, a bit of background…<br />
  5. 5. “No more disruptive innovation, please”<br />
  6. 6. I like these quotes…<br /> “…alternatively, you can ignore this advice, close the blinds and gaze lovingly at your peer-reviewed papers. All I would say is: remember Betamax.” <br />(Dan Stern in Times Higher, warning of the need for innovation in universities)<br /> “If you don’t like change, you’re going to like irrelevance even less” <br /> (General Eric Shineski, US Army Chief of Staff)<br />
  7. 7. The times they are a changing…<br />Availability of free content (e.g. video of lectures) by global experts both in education and industry from the likes of MIT, Stanford, Harvard, Oxford <br />University reliance upon the ‘Russell Group’ arrogance – but this is a 20th century brand. <br />Expectation from students of flexible evening/weekend/online learning options, as they seek to maintain job and family commitments<br />Accessibility and breadth of information now available online alters the traditional role of the lecturer as gatekeeper to relevant knowledge <br />Difficult economic conditions and higher fees adjust the risk/reward calculation of attending university<br />Student profile increasingly international and with a wide range of ages and work experience<br />Princeton Uni now prohibits staff from signing away the copyright of their papers to academic publishers<br />Currently there are calls to boycott reviewing for non-open journals<br />
  8. 8. How many of these existed 10 years ago?<br />John<br />
  9. 9. First cohort of 300 students from 100 countries started in Sept 2009 <br />
  10. 10. Open Scholars (Anderson, 2009)<br />Archive their own work in a public space (egePrints repository)<br />Filter, curate and share content with others (via blogs, social networks etc)<br />Publish in open access journals <br />Write open textbooks or lead open courses<br />Lobby for copyright reform<br />Act as change agents in their institutions<br />
  11. 11.
  12. 12. My current work<br />Growth of social shopping (Facebook project, with Charles Dennis)<br />Challenges of social CRM for small businesses (with Paul Harrigan)<br />The role of social technologies in activism (with ThanassisTiropanis and Chris Peathean, ECS)<br />New course development: blended learning modules (with Jean Leahand Madeline Paterson) <br />Embedding digital literacy into the curriculum (Soton SIG)<br />Promoting multi-disciplinary work via Digital Economy USRG (with Graeme Earl) <br />
  13. 13. 1. Social shopping<br />Exploratory investigation of interactions between young consumers and consumer products/services on social networks. <br />Focus on social shopping behaviour; namely product/service recommendations and retail purchase activities. <br />A ‘nudge’ in the form of recommendations from friends appears to be influential in changing online shopping behaviour <br />Ahierarchy of trust scale ranging from ‘real’ friends at the top down to reviews on retailers’ websites may be positively associated with intention to purchase.<br />Example early adopters: Asos, Malaysian Airlines<br />
  14. 14. 2. Social CRM<br />CRM systems tend to over promise and under deliver<br />Success is more likely when focus is on culture change rather than the technology itself<br />We propose that 1) the participative, personal and real time approaches and 2) the access to customer data facilitated by social media are critical to effective CRM <br />Example: Dell Social Media Command Centre (video, 3 mins)<br />
  15. 15. 3. Online activism<br />Aimed to investigate what metrics are available for measuring success of marketing via social media, and how both charitable organisations and activist campaigns can use this style of marketing. <br />Higher awareness of a cause does not necessarily mean higher levels of engagement <br />Engagement metrics such as click through rates and content analysis are proposed to distinguish activism and ‘slactivism’<br />
  16. 16. 4. Social/blended Learning<br />The “constructivist” or “communities of practice” or “action-based learning” approaches focus on group discussion, debating and sharing contrasting points of view, both online and offline <br />Contrast to traditional approach which is based upon individual contributions where sharing is discouraged and students see no work other than their own<br />Example:<br />Blended learning modules for MSc top up programme<br />University of Liverpool online MBA<br />
  17. 17. 5. Digital Literacy<br /><ul><li>“Digital literacy is the ability to locate, organise, understand, evaluate, and analyse information using digital technology. It involves a working knowledge of current tools and an understanding of how they can be used”
  18. 18. “The active management of online activities such as collaboration, networking , reviewing, content creation and curation in order to ‘stand out from the crowd’ in today’s job market”
  19. 19. “An ability to respond positively to change”
  20. 20. Examples:
  21. 21. Digital Literacy Special Interest Group (workshops and conferences)
  22. 22. Input to Curriculum Innovation Programme (CIP)</li></li></ul><li>The “digitally literate” student<br />be proactive, confident and flexible adopters of a range of technologies for personal, academic and professional use<br />use appropriate technology effectively to search for and store high-quality information<br />curate, reflect and critically evaluate the information obtained<br />engage creatively and productively in relevant online communities<br />be familiar with the use of collaboration tools to facilitate groupwork and project management<br />be aware of the challenges inherent in ensuring online privacy and security<br />Have developed appropriate communication skills for peer and tutor interaction within an ‘always on’ environment<br />
  23. 23.
  24. 24. Educational opportunities of using online tools <br />Generically known as “social technologies” which are built around participation and collaboration – essential aspects of ‘action-based learning’<br />Communities such as Facebook or Ning for communication and collaboration<br />Blogs and micro blogs to generate content, access information on latest trends, or access global networks of expertise<br />Wikis for collaborative working and editing<br />Bookmarking sites such as Delicious or Digg to save, rate and organise material<br />
  25. 25. Classmates<br />Friends<br />Family<br />Teachers<br />Experts<br />Coworkers<br />Contacts<br />Video Conferencing<br />Evaluating Resources<br />Locating Experts<br />Microbloging<br />Scholarly Works<br />“Life-wide” and “life-long” learning<br />Synchronous Communication<br />Information Management<br />Library/Texts<br />Instant Messaging<br />Mobile Texting<br />Open CourseWare<br />Subscriptions readers<br />RSS<br />Social Networks<br />Blogs<br />Wikis<br />Social Bookmarking<br />Podcasts<br />Wendy Drexler (2008)<br />
  26. 26. Curtin University<br />“Triple-i Curriculum” is way ahead of the UK in the integration of online portfolios <br />Aims to produce highly-employable global citizens with expertise beyond their primary discipline<br />Emphasis on inter-disciplinary, intercultural and international awareness to foster global citizenship<br />“Life-wide” learning recognises that life experience and extracurricular activities can differentiate students from others with similar degrees<br />“Life-long”component fostered as community membership extends to alumni and prospective students<br />
  27. 27. Personal Development Portfolios (PDP)<br />An online diary (blog) for posting reflections on set tasks <br />Topics form the basis of discussion in tutor/tutee meetings <br />A record of progress and achievements throughout the course.<br />‘showcase’ work to tutors, prospective employers, business partners etc<br />Real time feedback to tutors on what students like/dislike about their programmes <br />
  28. 28. Blogging benefits for students<br />Easy to use<br />Personally configurable<br />Widgets to integrate content from elsewhere <br />Portable<br />Reflective spaces <br />Build online presence and social capital<br />
  29. 29. Useful links<br />The Networked Student (5 mins)<br />For examples of students from last year who really embraced the approach, see Natasha’s blog and Maria’s blog.<br />Student experiences through the whole programme: student course summary<br />
  30. 30. Digital Economy USRG<br />Encourages collaborative research on all aspects of the Digital Economy via networking meetings, conference papers, project bids<br />Monthly lunchtime meetings with guest speaker, all welcome<br />Champions innovation and change within the University (eg Create Your Campus, Digital Literacy SIG) <br />More information here<br />
  31. 31. Thank you!<br /> You are welcome to follow me on any of my social media sites:<br /><br /><br /><br /><br /><br /><br />