Academic credibility online

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Keynote given at the University of Bath Learning and Teaching conference By myself and Lawrie Phipps.

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  • Blunt but effective. Very efficient.
  • Does convenience or inconvenience make a text more credible?
  • Social Media- Twitter
  • Does convenience or inconvenience make a text more credible?
  • Mention the tension between this and ‘learning’
  • Whether it is or not people like to go to trusted credibility brands.
  • Mono vs Networked
  • Mono vs Networked
  • Mono vs Networked
  • Cultural tension around the physical book. Bibliographies. Convenience
  • Need to foster a discussion about this
  • Cultural tension around the physical book. Bibliographies.
  • Cultural tension around the physical book. Bibliographies.
  • Cultural tension around the physical book. Bibliographies.
  • Negative side of Residency if we don’t discuss the angles propery.
  • Negative side of Residency if we don’t discuss the angles propery.
  • Wrt Value
  • Workshop format
  • Workshop format
  • Lawrie’s bit. So from what Dave’s been articulating, we can look at how behaviours can be examined in the context of practice with digital (although it might also be said that you can use the framework for other elements of your life). The web is littered with advice for graduates, and what they should be doing and learning in addition to their course. And at Bath for example you will see elements of these in the idea of graduateness. And the skills that graduates have. Flipping the idea of the graduate attributes , this slide is derived from a post on mashable.com and suggests that there are things outside of your course that you can learn and exploit at University – flip slide.
  • So all of these are skills that if you, as an undergraduate, wanted to pick up and learn you could probably get help with at some level on campus. And the post is telling us that they are must have for graduates who want to succeed in their post university career. The 10 th one is interesting. Flip slide
  • The 10 th skill leapt of the webpage at me – Brand yourself. And they mean right now. Branding starts before you graduate (maybe before you get to Uni, debate for another day). The issue of branding is something we need to think about, across sectors, public and private, we see personal branding. But this is different to “cult of the celebrity”, I’ll come back to that. This idea of selling yourself as an individual is becoming prevalent. My own background is quite the reverse, and so in some ways this is alien. Working in the sector, in the LTSN and setting up TechDis my focus was on building a strong brand of the service and focusing on that, mainly because we were constrained with the routes to promotion and exposure. (anecdote about publishing 200 words in the times higher). Flip slide
  • SO everyone here is familiar with the changes that have been wrought by social media. How many people have their own blog? How many people have their own office? Social media is being used by a large cohort of academics and academic related staff. Some of you may even be regular readers of what they publish. Characterised: identified and recognised through the  online promotion and increased visibility of their work; and importantly interaction and collaboration with others. This is not about cult of the celebrity, not posting blogs and tweeting just to get profile, but having conversations to create understanding.
  • Talk about decisions – and given the pervasiveness of the technology what are you (as an individual) going to be as an institution. The tensions between personal and professional, and how people see you interacting. Lawrie v Dave Personal vs Professional Private vs Public Baggage
  • Everyone may be familiar with this phrase. If Einstein was at Bath, would his comms team require this statement on his Twitter account. This is an often cited phrase designed as a response to risk averse “social media policies”, which have the effect of further distancing the individual and individual thought from host institutions. The truth is, that if Einstein was a new member of staff, with no publishing record they probably would want to distance themselves.
  • Post-digital institutions may be characterised by their recognition that technology can be a vehicle to express motivation and practice. Understanding that individuals are chaotic, responding to small changes that may drive them in different directions and lead to new knowledge, learning and outcomes. Rather than setting strategic directions and objectives for technology practice (in either research or teaching) it is important to recognise that the practice is linked to behaviour, and that practices become the foci for investment of resource and energy. Where academic practice is now played out on an increasingly digital canvas, organisations need to recognise when individuals are becoming institutions and work to support them, providing an environment that allows them to thrive. Strategic plans, objectives and directions will only succeed if they are flexible enough to accommodate the emerging technology and practices that are being exploited by these individuals.
  • Where did Einstein go to University? (Swiss Federal Institute of Technology in Zurich) Which one did he retire from? Institute for Advanced Study at Princeton Institutions need to adapt to new realities, and where they can embrace them and support their staff through them.
  • Workshop format
  • Sunny or cash
  • Workshop format
  • Negative side of Residency if we don’t discuss the angles propery.
  • Needs updating
  • Academic credibility online

    1. 1. DEPARTMENT FOR CONTINUING EDUCATIONTECHNOLOGY-ASSISTED LIFELONG LEARNINGAcademic credibilityonline: what does itlook like and what doesit have to do withlearning?David White@daveowhiteLawrie Phipps@Lawrie
    2. 2. Academia - Learning
    3. 3. ‘I just don’t – I really don’tunderstand why Wikipedia is sotaboo because – I mean, I dounderstand that anyone can addinformation on there but thenagain anyone can make awebsite, anyone can make ajournal, it doesn’t make it likean educational source.’USU7
    4. 4. ‘…also there’s so many peoplethat can edit and modifyWikipedia pages so you canhave a less biased and morestandardized information.’USU14
    5. 5. Ephemeral
    6. 6. Validation
    7. 7. ‘While not originally perceivedas such, credibility is now seenas a relative attributedependant on perspective, andnot an attribute inherent to asource, person or informationobject.’Berkman Center for Internet and SocietyYouth and Digital Media:From Credibility to Information Quality
    8. 8. ProvenanceAuthorExpertiseFormatScholarly
    9. 9. Google rankingLikesFollowersCommentsViews
    10. 10. ProvenanceAuthorExpertiseFormatScholarlyGoogle rankingLikesFollowersCommentsViews
    11. 11. InfluencePeer reviewImpact
    12. 12. ‘I always stick with thefirst thing that comes upon Google because I thinkthat’s the most popularsite which means that’sthe most correct.’USS1
    13. 13. ‘Okay it’s just a text, it’s fine. Ithink it’s because maybe people ofolder generations are used to usingbooks more. And so like myparents will always go, “Well lookit up in a book, go to the library.”And I’ll go, “Well there’s theinternet just there.”’UKU5
    14. 14. The perfect library?“I designed the perfect library website for our users conceptual modelsof how libraries work” @mreidsma
    15. 15. DEPARTMENT FOR CONTINUING EDUCATIONTECHNOLOGY-ASSISTED LIFELONG LEARNINGDigital NativeDigital Immigrant
    16. 16. Visitor ResidentVideo - http://is.gd/vandrvideoProject - http://is.gd/vandrprojectPaper - http://is.gd/vandrpaper
    17. 17. Visitor
    18. 18. Resident
    19. 19. Dont Leave College WithoutThese 10 Digital Skills**http://mashable.com/2013/05/06/digital-skills-college/
    20. 20. 1. Setting Up a Wi-Fi Network2. Backing Up to the Cloud3. Basic Photo Editing4. Basic Video Editing5. Google Drive and Microsoft Office6. HTML and Basic Coding7. Setting Up a Website and Domain8. Converting File Formats9. Online Banking
    21. 21. 10. Branding YourselfProtoplasma Kid/WikimediaCommons
    22. 22. Individual as InstitutionCharacteristics Highly visible, perhaps persistent Readily engage in dialogue Collaborations and part of networks(connectivist in their approach?) Sometimes off topicCult of the celebrity
    23. 23. What it means for individualsVisitor vs Resident
    24. 24. Institutional responses?
    25. 25. [Post-digital] Institutional responses?Individuals are chaotic, this can lead tonew knowledge, learning and outcomes.Academic practice is now played out on anincreasingly digital canvas, recognise whenindividuals are becoming institutions,support them.
    26. 26. Institutional responses
    27. 27. ‘Teachers don’t just like itbecause it’s not the mostreliable source sinceanyone can post somethingon there even though thesite is monitored, it’sbecause it’s too easy.’USU3
    28. 28. ‘The problem withWikipedia is it’s tooeasy. You can go toWikipedia, you can get ananswer, you don’t actuallylearn anything, you justget an answer.’Tutor via USU6
    29. 29. “Think Less – Find More”
    30. 30. ‘I must value not answers butinstead questions that representthe continued renewal of thesearch. I must value uncertaintyand admit complexity in the studyof all things’Harouni, 2009
    31. 31. Visitors and Residents activityOnline course for tutors (JISC)Library ‘toolkit’ (JISC)Residency in the Disciplines (HEA)
    32. 32. ThanksDavid White - @daveowhitedavid.white@conted.ox.ac.ukLawrie Phipps - @Lawrie
    33. 33. Visitors and Residents project teamA partnership between:University of Oxford, OCLC, University of North Carolina CharlotteLynn Silipigni Connaway, Ph.D.Senior Research Scientist, OCLCDonna Lanclos, Ph. D.Associate Professor for Anthropological Research,University of North Carolina, CharlotteDavid WhiteCo-manager, Technology Assisted LifelongLearning, University of OxfordErin HoodResearch Support Specialist, OCLCAlison LeCornu, Ph. D.Academic Lead (Flexible Learning),The Higher Education Academy
    34. 34. Wikipedia TattooBy ProtoplasmaKid (Own work) [CC-BY-SA-3.0(http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia CommonsOk, No, No signwww.flickr.com/photos/iandavid/2276793222/Sandwww.flickr.com/photos/johnvonderlin/4302303534Baby with iPadwww.flickr.com/photos/umpcportal/4581962986Citywww.flickr.com/photos/stuckincustoms/3506557840/Toolboxwww.flickr.com/photos/terry/6156784804Graduation caps www.flickr.com/photos/whatcouldgowrong/4608963722/Picture credits

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