Open scholarship in the ageof digital competitionGráinne Conole,SeminarBrisbane, 21st February 2011
Key questions   How are new open, social    and participatory media    changing educational    practice?   What are the ...
Outline Today’s   digital landscape Examples    of using social media for research Tips   and hints The    OU’s approa...
New media Key   characteristics  Peer critiquing  Aggregation of resources  Collaboration  Personalisation  Networki...
Evidence•   Horizon report, 2011•   NSF Cyber-infrastructure    report, 2008•   IPTS e-learning 2.0    report, 2008•   Rev...
Horizon report 2011•   Abundance of resources challenging    traditional educational roles•   People expect to be able to ...
Technologies to watch•   E-books•   Mobiles•   Augmented learning•   Game-based learning•   Gesture-based learning•   Lear...
Conole and Alevizou, 2010   Effective use of new technologies requires aradical rethink of the core learning and teachingp...
Research processes             Conole and Alevizou, 2010   Effective use of new technologies requires aradical rethink of ...
Research processes             Conole and Alevizou, 2010   Effective use of new technologies requires aradical rethink of ...
Change                +ve impact              -ve impact                               Access,Free tools, resources       ...
A typology of new technologiesTechnology                                ExamplesMedia sharing                             ...
Digital identity Finding your digital voice   Working across tools   Degree of openness         Personal/professional
New digital literacies            Participatory culture shifts the             focus of literacy from one of              ...
New digital literacies              Play                               Collective intelligencePerformance                 ...
Using new media for research      14 Blogs facebook Twitter Working   across social media Courses   and conferences ...
So why use blogs? Of   the moment reflections Digital   archive The    power of peer review Record    of events and re...
Prominent bloggers in e-learning
Using facebook
Ideas for harnessing Web 2.0?
Working across social mediahttp://cloudworks.ac.uk/cloud/view/2266
Working across social media                      Matt Lindgard set up a                      quick survey to ask          ...
Working across social media                      Matt Lindgard set up a   49 comments                      quick survey t...
Working across social media                      Matt Lindgard set up a   49 comments                      quick survey t...
Working across social media                      Matt Lindgard set up a   49 comments                      quick survey t...
Working across social media                      Matt Lindgard set up a   49 comments                      quick survey t...
Working across social media                      Matt Lindgard set up a   49 comments                      quick survey t...
Twitter and facebook
Combine effect and impact Active   blog posting Use   of Twitter Participation   in online conferences Webinars Podca...
Open courses: CCK10 and discourse
Open courses: CCK10 and discourse
Open courses: CCK10 and discourse
Open courses: CCK10 and discourse
Open courses: CCK10 and discourse                    ltc.umanitoba.ca/blogs/futurecourse/
OU L&T conference Went   virtual in 2010 Useof Elluminate and Cloudworks Ca. 3500   unique views Significant          ...
OU L&T conference Went   virtual in 2010 Useof Elluminate and Cloudworks Ca. 3500   unique views Significant          ...
Open publishing as you go...
Tips and hints                                               25   Think about strategies to make the most of each of the ...
ConferencesPurpose: presentation and feedbackNetwork, network, network!Potential collaborators & bid partnersPut in sympos...
Conferences                              A personal examplePurpose: presentation and feedbackNetwork, network, network!Pot...
Networking   Built link with international    colleagues   Get on national level    committees   Invite key researchers...
Publishing Post   up drafts for comment Become    a editor for a special issue of a journal Write   a book! Edited or s...
Publishing   Be provocative – sometimes   Try to have a catchy title   Make a mark, be influential   Based on solid em...
Learning in an Open World               Open
Learning in an Open World     Design Courses design &  shared openly                    Open
Learning in an Open World     Design                     Delivery Courses design &           Use of free tools &  shared o...
Learning in an Open World     Design                      Delivery Courses design &            Use of free tools &  shared...
Learning in an Open World     Design                      Delivery Courses design &            Use of free tools &  shared...
Open Design
Open Design              Open Delivery
Open DesignOpen Research                Open Delivery
Open Design           Open Research                            Open Delivery                  X-DeliaOpen Evaluation
A focus on community New open, social and participatory  media enable new means of  communication, collaboration,  sharin...
The nature of community Complex, distributed, loose  communities are emerging Facilitated through different but  connect...
So what is a community?[Community does not] imply necessarily co-presence, a well-defined identifiable group, or socially vi...
Community as a process Constantly evolving and  changing Shifting groups and depths  of relationships Dynamic, evolving...
Community indicatorsParticipation                CohesionSustained over time          Support & toleranceCommitment from c...
Participation Three types of hierarchical  roles   Veterans: support and    encourage groups and    newbies   Trendsett...
Cohesion Through support,  tolerance, reciprocity and  trust Language and tone are  critical factors in the  development...
IdentityCentral to the notion ofcommunity are issues ofmembership and exclusion. Somepeople are in, others are out.Communi...
Creative capability Importance of conflict,  disagreement and  negotiation in the process  of collaborative  knowledge cre...
Framework for sociality System needs to accommodate both evolution of  practices and inclusion of newcomers Both individ...
Can Web 2.0 change academic discourse?
Can Web 2.0 change academic discourse?Rich multimedia representation of contentMultiple communication channelsAccessible a...
Can Web 2.0 change academic discourse?Rich multimedia representation of contentMultiple communication channelsAccessible a...
Recommendations   For learners       Provide support to development of new digital literacies       Facilitate more lea...
Recommendations   For institutions       Strategies/policies that reflect the changing context of learning       Resour...
Reflections   Open, participatory and social media enable new forms    of communication and collaboration   Communities ...
 How   has your use of technology for research purposes    changed in the last five years? What    are the pros and cons...
References Galley, R., Conole, G. and Alevizou, P. (submitted), Community Indicators: A    framework for building and eva...
Conole brisbane seminar
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  • Relevant theoretical angles for exploring Cloudworks as a public space\n
  • Relevant theoretical angles for exploring Cloudworks as a public space\n
  • Relevant theoretical angles for exploring Cloudworks as a public space\n
  • Relevant theoretical angles for exploring Cloudworks as a public space\n
  • Relevant theoretical angles for exploring Cloudworks as a public space\n
  • Relevant theoretical angles for exploring Cloudworks as a public space\n
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  • Conole brisbane seminar

    1. 1. Open scholarship in the ageof digital competitionGráinne Conole,SeminarBrisbane, 21st February 2011
    2. 2. Key questions How are new open, social and participatory media changing educational practice? What are the implications for research? How are researcher roles changing? What new digital literacies are needed? How can we effectively harness the power of these new media?
    3. 3. Outline Today’s digital landscape Examples of using social media for research Tips and hints The OU’s approach to openness The change nature of ‘community’ Recommendations Reflections Questions for personal reflections
    4. 4. New media Key characteristics  Peer critiquing  Aggregation of resources  Collaboration  Personalisation  Networking  Open practices Web 2.0 - the machine is Us/ing Us
    5. 5. Evidence• Horizon report, 2011• NSF Cyber-infrastructure report, 2008• IPTS e-learning 2.0 report, 2008• Review of Web 2.0 tools & practices, 2010
    6. 6. Horizon report 2011• Abundance of resources challenging traditional educational roles• People expect to be able to work & learn anywhere, anytime• World of work increasingly collaborative• Technologies increasingly cloud based• Importance of digital literacies• New evaluation metrics for new scholarship and publishing
    7. 7. Technologies to watch• E-books• Mobiles• Augmented learning• Game-based learning• Gesture-based learning• Learning analytics
    8. 8. Conole and Alevizou, 2010 Effective use of new technologies requires aradical rethink of the core learning and teachingprocesses; a shift from design as an internalised, implicit and individually crafted process to one that is externalised and shareable with others.Change in practice may indeed involve the use of revised materials, new teaching strategies andbeliefs - all in relation to educational innovation. Gill Clough Giota Alevizou
    9. 9. Research processes Conole and Alevizou, 2010 Effective use of new technologies requires aradical rethink of the core learning and teachingprocesses; a shift from design as an internalised, implicit and individually crafted process to one that is externalised and shareable with others.Change in practice may indeed involve the use of revised materials, new teaching strategies andbeliefs - all in relation to educational innovation. Gill Clough Giota Alevizou
    10. 10. Research processes Conole and Alevizou, 2010 Effective use of new technologies requires aradical rethink of the core learning and teachingprocesses; a shift from design as an internalised, implicit and individually crafted process to one that is externalised and shareable with others.Change in practice may indeed involve the use of revised materials, new teaching strategies andbeliefs - all in relation to educational innovation. Gill Clough Giota Alevizou Research strategies
    11. 11. Change +ve impact -ve impact Access,Free tools, resources Role of institutions, personalisation, & services lack of control supports the long tail Technology as core Narrower, but Ubiquitous access tool deeper digital divide Multiple Increased peer, tutor Fragmentation, no communication & and expert dialogue central repositorydistribution channels Rich media New forms of sense- Lack of new digital representation making literacies Increased variety of User-generated knowledge, learner Quality assurance content control
    12. 12. A typology of new technologiesTechnology ExamplesMedia sharing Flckr,YouTube, Slideshare, SketchfuMedia manipulation and mash ups Geotagged photos on maps,VoicethreadInstant messaging, chat, web 2.0 forums MSN, Paltalk, ArguementumOnline games and virtual worlds WorldofWarcraft, SecondLifeSocial networking Facebook, Myspace, Linkedin, Elgg, NingBlogging Wordpress, Edublog, TwitterSocial bookmarking Del.icio.us, Citeulike, ZoteroRecommender systems Digg, LastFm, StumbleuponWikis and collaborative editing tools Wikipedia, GoogleDocs, Bubbl.usSyndication/RSS feeds Bloglines, Podcast, GoogleReader(Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Educationhttp://www.heacademy.ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf
    13. 13. Digital identity Finding your digital voice Working across tools Degree of openness Personal/professional
    14. 14. New digital literacies Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The new literacies almost all involve social skills developed through collaboration and networking Jenkins et al., 2006
    15. 15. New digital literacies Play Collective intelligencePerformance Judgement Participatory culture shifts the focus of literacy from one of individual expression toSimulation community involvement. The Transmedia new literacies almost all navigation involve social skills developed through collaboration andAppropriation networking Networking Multitasking Negotiation Distributed cognition Jenkins et al., 2006
    16. 16. Using new media for research 14 Blogs facebook Twitter Working across social media Courses and conferences Publishing as you go
    17. 17. So why use blogs? Of the moment reflections Digital archive The power of peer review Record of events and reviews Wider audience reach and hence profile Link into fb and Twitter Complements traditional publication routes
    18. 18. Prominent bloggers in e-learning
    19. 19. Using facebook
    20. 20. Ideas for harnessing Web 2.0?
    21. 21. Working across social mediahttp://cloudworks.ac.uk/cloud/view/2266
    22. 22. Working across social media Matt Lindgard set up a quick survey to ask people how using twitter impacted on how much they bloghttp://cloudworks.ac.uk/cloud/view/2266
    23. 23. Working across social media Matt Lindgard set up a 49 comments quick survey to ask 1027 views people how using  summaries & additional co twitter impacted on 19 links how much they blog  6 referenceshttp://cloudworks.ac.uk/cloud/view/2266
    24. 24. Working across social media Matt Lindgard set up a 49 comments quick survey to ask 1027 views people how using  summaries & additional co twitter impacted on 19 links how much they blog  6 referenceshttp://cloudworks.ac.uk/cloud/view/2266
    25. 25. Working across social media Matt Lindgard set up a 49 comments quick survey to ask 1027 views people how using  summaries & additional co twitter impacted on 19 links how much they blog  6 referenceshttp://cloudworks.ac.uk/cloud/view/2266
    26. 26. Working across social media Matt Lindgard set up a 49 comments quick survey to ask 1027 views people how using  summaries & additional co twitter impacted on 19 links how much they blog  6 referenceshttp://cloudworks.ac.uk/cloud/view/2266
    27. 27. Working across social media Matt Lindgard set up a 49 comments quick survey to ask 1027 views people how using  summaries & additional co twitter impacted on 19 links how much they blog  6 referenceshttp://cloudworks.ac.uk/cloud/view/2266
    28. 28. Twitter and facebook
    29. 29. Combine effect and impact Active blog posting Use of Twitter Participation in online conferences Webinars Podcasts Use of social media sites like facebook Publishing online draft publications The role of institutional research repositories
    30. 30. Open courses: CCK10 and discourse
    31. 31. Open courses: CCK10 and discourse
    32. 32. Open courses: CCK10 and discourse
    33. 33. Open courses: CCK10 and discourse
    34. 34. Open courses: CCK10 and discourse ltc.umanitoba.ca/blogs/futurecourse/
    35. 35. OU L&T conference Went virtual in 2010 Useof Elluminate and Cloudworks Ca. 3500 unique views Significant discussions and resource aggregation International participation
    36. 36. OU L&T conference Went virtual in 2010 Useof Elluminate and Cloudworks Ca. 3500 unique views Significant discussions and resource aggregation International participation Works just as well for research events - virtual or blended
    37. 37. Open publishing as you go...
    38. 38. Tips and hints 25  Think about strategies to make the most of each of the following and then think about how you can do this both in a face-to-face and virtual context  Conferences  Networking  Publishing
    39. 39. ConferencesPurpose: presentation and feedbackNetwork, network, network!Potential collaborators & bid partnersPut in symposium of experts orsymposium with researchersExpert validation workshopsPut up paper & presentationFollow up links afterwardsWork up into a research paperWork the hashtagLive blog or follow conference-relatedblogs
    40. 40. Conferences A personal examplePurpose: presentation and feedbackNetwork, network, network!Potential collaborators & bid partnersPut in symposium of experts orsymposium with researchersExpert validation workshopsPut up paper & presentationFollow up links afterwardsWork up into a research paperWork the hashtagLive blog or follow conference-relatedblogs
    41. 41. Networking Built link with international colleagues Get on national level committees Invite key researchers in your field to be involved in a joint research activity Invite people to give seminars at your institution Build links online via Twitter, facebook, etc. Participate in online events Leave comments on blogs
    42. 42. Publishing Post up drafts for comment Become a editor for a special issue of a journal Write a book! Edited or single author Target high impact journals Keeppublication list up to date in your research repository Set up a writing group or workshop Co-write with lots of different people Tweet, fb etc when publications come out
    43. 43. Publishing Be provocative – sometimes Try to have a catchy title Make a mark, be influential Based on solid empirical evidence Something to generate discussions Reviews of the field and summaries of state of the art Draw on different theoretical frameworks A new set of ideas, changing the direction of the field Post drafts on a blog
    44. 44. Learning in an Open World Open
    45. 45. Learning in an Open World Design Courses design & shared openly Open
    46. 46. Learning in an Open World Design Delivery Courses design & Use of free tools & shared openly resources Open
    47. 47. Learning in an Open World Design Delivery Courses design & Use of free tools & shared openly resources Open ResearchSharing of research data
    48. 48. Learning in an Open World Design Delivery Courses design & Use of free tools & shared openly resources Open Research EvaluationSharing of research Critical reflection data
    49. 49. Open Design
    50. 50. Open Design Open Delivery
    51. 51. Open DesignOpen Research Open Delivery
    52. 52. Open Design Open Research Open Delivery X-DeliaOpen Evaluation
    53. 53. A focus on community New open, social and participatory media enable new means of communication, collaboration, sharing and co-construction of knowledge What does ‘community’ mean in these new online spaces? How can it be fostered, supported? A Community Indicators framework to guide the design and evaluation of communities
    54. 54. The nature of community Complex, distributed, loose communities are emerging Facilitated through different but connected social networking tools such as facebook, Twitter, Ning Users create their own Personal Digital Environment Mix of synchronous and asynchronous tools Boundary crossing via the power of retweeting
    55. 55. So what is a community?[Community does not] imply necessarily co-presence, a well-defined identifiable group, or socially visible boundaries. It doesimply participation in an activity system about whichparticipants share understandings concerning what they aredoing and what that means in their lives and for theircommunitiesLave and Wenger, 1991Virtual communities are social aggregations that emerge fromthe Net when enough people carry on those public discussionslong enough, with sufficient human feeling, to form webs ofpersonal relationships in cyberspace.Rheingold, 1993
    56. 56. Community as a process Constantly evolving and changing Shifting groups and depths of relationships Dynamic, evolving and potentially transformative Both directed and serendipitous interactions
    57. 57. Community indicatorsParticipation CohesionSustained over time Support & toleranceCommitment from core group Turn taking & responseEmerging roles & hierarchy Humour and playfulnessIdentity Creative capabilityGroup self-awareness Igniting sense of purposeShared language & vocab Multiple points of viewSense of community expressed, contradicted or challenged Creation of knowledge links & patterns Galley et al., 2010
    58. 58. Participation Three types of hierarchical roles  Veterans: support and encourage groups and newbies  Trendsetters: make a difference  Posters: need to be incentivised to turn from lurkers to active contributors
    59. 59. Cohesion Through support, tolerance, reciprocity and trust Language and tone are critical factors in the development of an online community Emotional and peer support
    60. 60. IdentityCentral to the notion ofcommunity are issues ofmembership and exclusion. Somepeople are in, others are out.Communities range from beingopen to anyone who sharesparticular ideas or interests tocommunities accessible only tothose who meet certain criteria ofgeography, ethnicity, gender, etcErickson (1997)
    61. 61. Creative capability Importance of conflict, disagreement and negotiation in the process of collaborative knowledge creation and developing understanding Social discord as a catalyst for knowledge construction and expansive learning
    62. 62. Framework for sociality System needs to accommodate both evolution of practices and inclusion of newcomers Both individual and group identity are important People more likely to use systems that resemble their daily routines, languages and practices Metaphors that mimic real life practices are likely to be more successful Bouman et al., 2007
    63. 63. Can Web 2.0 change academic discourse?
    64. 64. Can Web 2.0 change academic discourse?Rich multimedia representation of contentMultiple communication channelsAccessible anywhere, anytimeAbundance of free tools and resourcesHigher impact to wider audienceGreat peer critiquing
    65. 65. Can Web 2.0 change academic discourse?Rich multimedia representation of contentMultiple communication channelsAccessible anywhere, anytimeAbundance of free tools and resourcesHigher impact to wider audienceGreat peer critiquing Digital divide narrower but deeper Increasingly complex landscape New digital literacy skills needed Access issues Balanced portfolio from traditional publishing routes to more ‘open’ ones
    66. 66. Recommendations For learners  Provide support to development of new digital literacies  Facilitate more learner-centred approaches  Encourage communication and collaboration  Shift from a focus on content to activities For academic staff  New approaches to teaching and research  Adopting more explicit and reflexive practices  Technology immersion – learning through the technologies  Encourage a networked community of academic staff
    67. 67. Recommendations For institutions  Strategies/policies that reflect the changing context of learning  Resources and support to facilitate the shift in practice needed  Strong leadership with an understanding of the issues  Re-visioning structures and infrastructures  PD/incentives for teaching staff to implement Nationally  Free educational resources - Open Educational Resources  Promote case studies of good practice  Appropriate strategies and policies and funding  Professional networks and communities  Ongoing horizon scanning of technology trajectories
    68. 68. Reflections Open, participatory and social media enable new forms of communication and collaboration Communities in these spaces are complex and distributed We as researcher need to develop new digital literacy skills to harness their potential We need to rethink how we carry out and disseminate research Open, participatory and social media can provide mechanisms for us to share and discuss research ideas We are seeing a blurring of boundaries: teachers/ research, teaching/research, real/virtual spaces, formal/ informal modes of communication and publication
    69. 69.  How has your use of technology for research purposes changed in the last five years? What are the pros and cons of these changes Can you think of some good examples of effective use of technologies? Map out your digital environment How might you use technologies more effectively in carrying out your research, communicating with other researchers and disseminating results? How effective is your networking? How have you used technologies to network in recent years? What are your strategies for publishing? How are you using technologies to publish?
    70. 70. References Galley, R., Conole, G. and Alevizou, P. (submitted), Community Indicators: A framework for building and evaluating community activity on Cloudworks, Interactive Learning Environments. Conole, G, and Alevizou, P. (2010), A literature review of the use of Web 2.0 tools in Higher Education, HE Academy commissioned report, http://www.heacademy.ac.uk/assets/ EvidenceNet/Conole_Alevizou_2010.pdf Galley, R., Conole, G. and Alevizou, P. (2010), Case study: Using Cloudworks for an Open Literature Review, An HE Academy commissioned report. Alevizou, P., Conole, G. and Galley, R. (2010), Using Cloudworks to support OER activities, An HE Academy commissioned report. Conole, G., Galley, R. and Culver, J. (2010), Frameworks for understanding the nature of interactions, networking and community in a social networking site for academic practice, The International Review of Research in Open and Distance Learning. Conole, G. and Culver, J. (2010) The design of Cloudworks: applying social networking practice to foster the exchange of learning and teaching ideas and designs Computers and Education, 54(3): 679 - 692. Conole and Culver (2009), Cloudworks: social networking for learning design, Australian Journal of Educational Technology, 25(5), pp. 763–782, http://www.ascilite.org.au/ajet/ajet25/conole.html.

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