Academic Social Networks : Challenges and opportunities. 7th UNICA Scholarly ...pascal aventurier
7th UNICA Scholarly Communication Seminar. 27-28 th November 2014, Univ Sapienza Roma
Academic social Networks : presentation, main functionalities, interests and dangers
Usages des réseaux sociaux académiques : enjeux et opportunitéspascal aventurier
Urfist Bordeaux 28 mai 2018.
Doctoriales du CNAM, Paris, le 21 mai 2015.
Comment bien utiliser les réseaux sociaux académiques comme ResearchGate, Academia.edu, Google Scholar et Mendeley. ? Quels sont les avantages de ces outils et quels sont les risques qu'ils peuvent présenter pour le chercheur ou pour son institution.
Presentación donde se expone qué es la ciencia abierta, las diferentes interpretaciones que se hacen y los elementos de utilidad de la misma. La presentación es muy crítica con las propuestas de ciencia abierta moralistas. Espero que sea del interes de los colistas.
Presented at the Open Science Fair, Athens 6-8 September 2017, at the FOSTER Plus "Fostering the practical implementation of Open Science in Horizon 2020 and beyond" workshop http://www.opensciencefair.eu/training/parallel-day-2-2/fostering-the-practical-implementation-of-open-science-in-horizon-2020-and-beyond
Disseminating Scientific Research via Twitter: Research Evidence and Practica...Katja Reuter, PhD
About one-fifth of current scientific papers are being shared on Twitter. With nearly 69 million active U.S. Twitter users (24% of the U.S. adult population) and 328 million monthly active users worldwide, Twitter is one of the biggest social networks worldwide. Understandably, hopes are high that tweets mentioning scientific articles and research findings can reach peers and the general public. Studies show that most of the engagement with scientific papers on Twitter takes place among members of academia and thus reflects visibility within the scientific community rather than impact on society. However, there are ways to reach the broader public. This webinar will provide an overview of using Twitter to reach peers and non-specialist groups, the relationship between tweets and citations, and provide tips for building an academic Twitter presence.
Speaker: Katja Reuter, PhD, Assistant Professor of Clinical Preventive Medicine at the Institute for Health Promotion and Disease Prevention Research in the Department of Preventive Medicine at the Keck School of Medicine of USC; Director of Digital Innovation and Communication for the Southern California Clinical and Translational Research Institute (SC CTSI).
Learning objectives:
1. Describe the strengths and limitations of using Twitter for the dissemination of scientific research.
2. Describe practical approaches for building an academic presence on Twitter.
3. Describe approaches to identify and reach different audiences on Twitter.
Academic Social Networks : Challenges and opportunities. 7th UNICA Scholarly ...pascal aventurier
7th UNICA Scholarly Communication Seminar. 27-28 th November 2014, Univ Sapienza Roma
Academic social Networks : presentation, main functionalities, interests and dangers
Usages des réseaux sociaux académiques : enjeux et opportunitéspascal aventurier
Urfist Bordeaux 28 mai 2018.
Doctoriales du CNAM, Paris, le 21 mai 2015.
Comment bien utiliser les réseaux sociaux académiques comme ResearchGate, Academia.edu, Google Scholar et Mendeley. ? Quels sont les avantages de ces outils et quels sont les risques qu'ils peuvent présenter pour le chercheur ou pour son institution.
Presentación donde se expone qué es la ciencia abierta, las diferentes interpretaciones que se hacen y los elementos de utilidad de la misma. La presentación es muy crítica con las propuestas de ciencia abierta moralistas. Espero que sea del interes de los colistas.
Presented at the Open Science Fair, Athens 6-8 September 2017, at the FOSTER Plus "Fostering the practical implementation of Open Science in Horizon 2020 and beyond" workshop http://www.opensciencefair.eu/training/parallel-day-2-2/fostering-the-practical-implementation-of-open-science-in-horizon-2020-and-beyond
Disseminating Scientific Research via Twitter: Research Evidence and Practica...Katja Reuter, PhD
About one-fifth of current scientific papers are being shared on Twitter. With nearly 69 million active U.S. Twitter users (24% of the U.S. adult population) and 328 million monthly active users worldwide, Twitter is one of the biggest social networks worldwide. Understandably, hopes are high that tweets mentioning scientific articles and research findings can reach peers and the general public. Studies show that most of the engagement with scientific papers on Twitter takes place among members of academia and thus reflects visibility within the scientific community rather than impact on society. However, there are ways to reach the broader public. This webinar will provide an overview of using Twitter to reach peers and non-specialist groups, the relationship between tweets and citations, and provide tips for building an academic Twitter presence.
Speaker: Katja Reuter, PhD, Assistant Professor of Clinical Preventive Medicine at the Institute for Health Promotion and Disease Prevention Research in the Department of Preventive Medicine at the Keck School of Medicine of USC; Director of Digital Innovation and Communication for the Southern California Clinical and Translational Research Institute (SC CTSI).
Learning objectives:
1. Describe the strengths and limitations of using Twitter for the dissemination of scientific research.
2. Describe practical approaches for building an academic presence on Twitter.
3. Describe approaches to identify and reach different audiences on Twitter.
Open Access: What it is and why it is required for scholarly community?Sukhdev Singh
Introduction to Open Access to scholarly literature. Problems with traditional academic publishing and impact of Internet. Definition of Open Access and models. Why Open Access is required for the scientific and scholarly community? What can bloggers do to support Open Access. Open Access status in India.
Seminario de formación organizado por el Grupo Interdisciplinar de Políticas Educativas GIPE (http://gipe-igep.org/), celebrado el 8 de abril de 2015 en la Universidad Autónoma de Barcelona
The presentation provides reasons for using social media in research activities and communication. Various social media are linked to the Research Life Cycle.
The original presentation was held at a research group meeting at Utrecht University of Applied Sciences, June 2014.
This presentation in intended to introduce Open Access (OA); the OA movement; OA advantages for authors, institutions and society; OA business models and publishing in OA; important tools for research and publishing; and other ‘open’ initiatives.
This is presented at Seminar on "Strategies to Enhance Research & Academic Visibility and Research Ethics" organized by IQAC & Department of Library of Maharaja Srischandra College, Kolkata, West Bengal, India on 08th August, 2022
FAIRy stories: the FAIR Data principles in theory and in practiceCarole Goble
https://ucsb.zoom.us/meeting/register/tZYod-ippz4pHtaJ0d3ERPIFy2QIvKqjwpXR
FAIRy stories: the FAIR Data principles in theory and in practice
The ‘FAIR Guiding Principles for scientific data management and stewardship’ [1] launched a global dialogue within research and policy communities and started a journey to wider accessibility and reusability of data and preparedness for automation-readiness (I am one of the army of authors). Over the past 5 years FAIR has become a movement, a mantra and a methodology for scientific research and increasingly in the commercial and public sector. FAIR is now part of NIH, European Commission and OECD policy. But just figuring out what the FAIR principles really mean and how we implement them has proved more challenging than one might have guessed. To quote the novelist Rick Riordan “Fairness does not mean everyone gets the same. Fairness means everyone gets what they need”.
As a data infrastructure wrangler I lead and participate in projects implementing forms of FAIR in pan-national European biomedical Research Infrastructures. We apply web-based industry-lead approaches like Schema.org; work with big pharma on specialised FAIRification pipelines for legacy data; promote FAIR by Design methodologies and platforms into the researcher lab; and expand the principles of FAIR beyond data to computational workflows and digital objects. Many use Linked Data approaches.
In this talk I’ll use some of these projects to shine some light on the FAIR movement. Spoiler alert: although there are technical issues, the greatest challenges are social. FAIR is a team sport. Knowledge Graphs play a role – not just as consumers of FAIR data but as active contributors. To paraphrase another novelist, “It is a truth universally acknowledged that a Knowledge Graph must be in want of FAIR data.”
[1] Wilkinson, M., Dumontier, M., Aalbersberg, I. et al. The FAIR Guiding Principles for scientific data management and stewardship. Sci Data 3, 160018 (2016). https://doi.org/10.1038/sdata.2016.18
Going for Gold and Greener Pastures: Open Access Explained
Presentation by Lisa Kruesi, Helen Morgan and Andrew Heath from The University of Queensland Scholarly Publishing and Digititisation Service for Open Access Week, October 2012.
A workshop I ran on the idea of Guerrilla research - that is no (low) cost research that relies on free tools, open data, etc and doesn't require permission
Presentació de la conferència impartida en el Punt Científic de la Sala Polivalent de Montbau el 9 de gener de 2024 en el marc de les conferències d'Aules d’extensió universitària. Estructura de la conferència:
1- Definició de ciència i ètica i evolució històrica de la relació entre aquests dos conceptes al llarg del temps
2- Revisió de casos recents de males praxis sobre recerca i ètica, i paper dels comitès d’ètica per fer-hi front..
3- Impacte que la IA pot tenir en l’àmbit de l’ètica i la ciència i possibles perills de la utilització de la IA generativa per fer recerca.
4- Conclusions i referències d’articles i webs per aprofundir-hi.
Open Access: What it is and why it is required for scholarly community?Sukhdev Singh
Introduction to Open Access to scholarly literature. Problems with traditional academic publishing and impact of Internet. Definition of Open Access and models. Why Open Access is required for the scientific and scholarly community? What can bloggers do to support Open Access. Open Access status in India.
Seminario de formación organizado por el Grupo Interdisciplinar de Políticas Educativas GIPE (http://gipe-igep.org/), celebrado el 8 de abril de 2015 en la Universidad Autónoma de Barcelona
The presentation provides reasons for using social media in research activities and communication. Various social media are linked to the Research Life Cycle.
The original presentation was held at a research group meeting at Utrecht University of Applied Sciences, June 2014.
This presentation in intended to introduce Open Access (OA); the OA movement; OA advantages for authors, institutions and society; OA business models and publishing in OA; important tools for research and publishing; and other ‘open’ initiatives.
This is presented at Seminar on "Strategies to Enhance Research & Academic Visibility and Research Ethics" organized by IQAC & Department of Library of Maharaja Srischandra College, Kolkata, West Bengal, India on 08th August, 2022
FAIRy stories: the FAIR Data principles in theory and in practiceCarole Goble
https://ucsb.zoom.us/meeting/register/tZYod-ippz4pHtaJ0d3ERPIFy2QIvKqjwpXR
FAIRy stories: the FAIR Data principles in theory and in practice
The ‘FAIR Guiding Principles for scientific data management and stewardship’ [1] launched a global dialogue within research and policy communities and started a journey to wider accessibility and reusability of data and preparedness for automation-readiness (I am one of the army of authors). Over the past 5 years FAIR has become a movement, a mantra and a methodology for scientific research and increasingly in the commercial and public sector. FAIR is now part of NIH, European Commission and OECD policy. But just figuring out what the FAIR principles really mean and how we implement them has proved more challenging than one might have guessed. To quote the novelist Rick Riordan “Fairness does not mean everyone gets the same. Fairness means everyone gets what they need”.
As a data infrastructure wrangler I lead and participate in projects implementing forms of FAIR in pan-national European biomedical Research Infrastructures. We apply web-based industry-lead approaches like Schema.org; work with big pharma on specialised FAIRification pipelines for legacy data; promote FAIR by Design methodologies and platforms into the researcher lab; and expand the principles of FAIR beyond data to computational workflows and digital objects. Many use Linked Data approaches.
In this talk I’ll use some of these projects to shine some light on the FAIR movement. Spoiler alert: although there are technical issues, the greatest challenges are social. FAIR is a team sport. Knowledge Graphs play a role – not just as consumers of FAIR data but as active contributors. To paraphrase another novelist, “It is a truth universally acknowledged that a Knowledge Graph must be in want of FAIR data.”
[1] Wilkinson, M., Dumontier, M., Aalbersberg, I. et al. The FAIR Guiding Principles for scientific data management and stewardship. Sci Data 3, 160018 (2016). https://doi.org/10.1038/sdata.2016.18
Going for Gold and Greener Pastures: Open Access Explained
Presentation by Lisa Kruesi, Helen Morgan and Andrew Heath from The University of Queensland Scholarly Publishing and Digititisation Service for Open Access Week, October 2012.
A workshop I ran on the idea of Guerrilla research - that is no (low) cost research that relies on free tools, open data, etc and doesn't require permission
Presentació de la conferència impartida en el Punt Científic de la Sala Polivalent de Montbau el 9 de gener de 2024 en el marc de les conferències d'Aules d’extensió universitària. Estructura de la conferència:
1- Definició de ciència i ètica i evolució històrica de la relació entre aquests dos conceptes al llarg del temps
2- Revisió de casos recents de males praxis sobre recerca i ètica, i paper dels comitès d’ètica per fer-hi front..
3- Impacte que la IA pot tenir en l’àmbit de l’ètica i la ciència i possibles perills de la utilització de la IA generativa per fer recerca.
4- Conclusions i referències d’articles i webs per aprofundir-hi.
This poster provides an overview of my DPhil thesis.
Francis, R.J. (2007) The Predicament of the Learner in the New Media Age: an investigation into the implications of media change for learning. Available online from Oxford Research Archive (June 2008) <http: />
Reflections On Social Media Use Along The Academic Research Life CycleAnand Sheombar
This short paper presentation at 12th IADIS International Conference on Information Systems (IS 2019) argues for the need for discussion on the role social media could have in the research life cycle, particularly for Information Systems (IS) scholars. ICTs are pervasive, and their societal impact is profound. Various disciplines including those of social sciences are present in the online discourse and join the public debate on societal implications of ICTs and scholar are familiar with web tools for publishing. Information Systems scholars could not only further explore the possibilities for joining that online discourse, but also could explore the potential social media may have for activities related to the research life cycle. In this paper we do not focus solely on social media as a data collection source but regard their merits as a channel for scholarly communication throughout the whole research life cycle, from the start of getting inspired to conduct a research, finding collaboration partners or funding, through suggestions for literature, to the stage of research dissemination and creating impact beyond the own scientific community. This paper contributes an original approach to research communication by combining the research life cycle with practical insights of how social media can be applied throughout each phase of that lifecycle. We conclude with some questions debating the stance that (future) IS scholars are prepared to become the digital scholar that can manoeuvre well on social media for scholarly communication.
Relational constructionist concepts supported by the community of inquiry model promotes the development of student voices …
… based on their shared experiences and not on expectations from others
Initial plans for a dissertation on creating an assessment toolkit for the purposes of grading college and university students in networked learning settings
Open collaborative platforms, education and research: MOOCs, ILDEdavinia.hl
Open collaborative platforms, education and research: MOOCs, ILDE
Plenary session: Global partnership for development. The role of academia in empowering participatory and collaborative action
SIS2016, 1st Conference on Social Impact of Science, Barcelona, July 27, 2016
https://daviniahl.wordpress.com/
A Web 2.0-Based Collaborative Model for Multicultural EducationDr. Mokter Hossain
Web 2.0 is a collaborative web development platform that has had tremendous usage in building effective, interactive, and collaborative virtual societies at home and abroad. Multicultural study is another trend that has tremendous possibilities to help people in the fight against racism and enables them to become active members of a democratic society. Based on the advanced and interactive features, Web 2.0 technologies could be appropriate media to build many virtual collaborative societies among students in local and global classrooms. Students and teachers from any corner of the world would be able to participate in such virtual communities to practice effective multicultural skills with no or minimum cost. The purpose of this paper is to address these issues.
Citation: Md. Mokter Hossain, Hasan Aydin, (2011) "A Web 2.0-based collaborative model for multicultural education", Multicultural Education & Technology Journal, Vol. 5 Iss: 2, pp.116 - 128
Hybrid online learning: An introductionjessrushing
Online learning
Similar to Academic social networks site as networked socio-technical systems for scholarly communication:the case of ResearchGate and Academia.edu (20)
Social media as a tool for learning and teaching. Potential and current threatsStefania Manca
This invited talk was given at the NATO Strategic Communications Centre of Excellence's conference "Emerging Trends in Social Media 2022", Panel 1: Governance in the digital age: how to use social media to benefit society - Riga, 13 October 2022
Affrontare la distorsione della Shoah sui social media. Indicazioni per musei...Stefania Manca
Abusi, scuse, travisamenti e manipolazioni della storia della Shoah si possono riscontrare a tutti i livelli della società. Si tratta di un fenomeno tutt’altro che marginale: se ne possono trovare esempi nei governi che cercano di minimizzare la loro responsabilità storica, nei teorici della cospirazione che accusano gli ebrei di esagerare le loro sofferenze a scopo di lucro e negli utenti online che fanno uso di immagini e linguaggio associati alla Shoah per scopi politici, ideologici o commerciali che non hanno legami con la sua storia. Indipendentemente dalla sua forma, la distorsione della Shoah e i suoi potenziali effetti diretti o indiretti – antisemitismo, negazione della Shoah, miti cospirativi e nazionalismo estremo – hanno una dimensione e una rilevanza internazionale e pertanto richiedono una risposta internazionale. Per quanto riguarda i social media, se da un lato la loro ascesa ha permesso a individui e gruppi di connettersi a livello globale e di avere accesso istantaneo a informazioni e conoscenze, dall’altro hanno consentito l’esponenziale diffusione e la divulgazione di contenuti carichi d’odio, tra cui l’antisemitismo e la negazione e distorsione della Shoah.
A differenza della negazione della Shoah, cioè il tentativo di cancellare la Shoah dalla storia, la distorsione della Shoah giustifica, minimizza o travisa la Shoah in una varietà di modi utilizzando vari mezzi di comunicazione non sempre facilmente identificabili. Mentre vi è un ampio consenso sul fatto che la negazione della Shoah sia alimentata dall’antisemitismo, la distorsione della Shoah è considerata una forma di antisemitismo secondario o una manipolazione della storia della Shoah e della sua memoria per vari scopi. Sebbene la narrazione storica irresponsabile e abusiva possa riguardare qualsiasi evento storico, oggi il numero di mutazioni e distorsioni della storia della Shoah sta crescendo e sta progressivamente assumendo diverse forme dilaganti. Poiché non esistono misure uniche e generali contro tutte le forme di distorsione, dovranno essere attuate diverse azioni specifiche a seconda del contesto geografico o sociale.
Questo seminario si rivolge agli operatori dei musei, memoriali e archivi, ecc., impegnati in istituzioni culturali dedicati alla conoscenza e alla memoria della Shoah, con l’obiettivo di fornire indicazioni di medio e lungo periodo per combattere le forme di abuso e distorsione della Shoah sui social media.
Affrontare la distorsione della Shoah sui social media. Indicazioni per giorn...Stefania Manca
Abusi, scuse, travisamenti e manipolazioni della storia della Shoah si possono riscontrare a tutti i livelli della società. Si tratta di un fenomeno tutt’altro che marginale: se ne possono trovare esempi nei governi che cercano di minimizzare la loro responsabilità storica, nei teorici della cospirazione che accusano gli ebrei di esagerare le loro sofferenze a scopo di lucro e negli utenti online che fanno uso di immagini e linguaggio associati alla Shoah per scopi politici, ideologici o commerciali che non hanno legami con la sua storia. Indipendentemente dalla sua forma, la distorsione della Shoah e i suoi potenziali effetti diretti o indiretti – antisemitismo, negazione della Shoah, miti cospirativi e nazionalismo estremo – hanno una dimensione e una rilevanza internazionale e pertanto richiedono una risposta internazionale. Per quanto riguarda i social media, se da un lato la loro ascesa ha permesso a individui e gruppi di connettersi a livello globale e di avere accesso istantaneo a informazioni e conoscenze, dall’altro hanno consentito l’esponenziale diffusione e la divulgazione di contenuti carichi d’odio, tra cui l’antisemitismo e la negazione e distorsione della Shoah.
L’incontro permette un confronto sulle difficoltà e sui quesiti che queste tematiche pongono al mondo dell’informazione e della comunicazione.
Questo seminario si rivolge agli operatori dell’informazione e mira a diffondere le conoscenze più recenti sul tema della rappresentazione distorta della Shoah, con particolare riguardo per le forme distorsive e di abuso rintracciabili sui social media.
Affrontare la distorsione della Shoah sui social media. Indicazioni per gli i...Stefania Manca
Abusi, scuse, travisamenti e manipolazioni della storia della Shoah si possono riscontrare a tutti i livelli della società. Si tratta di un fenomeno tutt'altro che marginale: se ne possono trovare esempi nei governi che cercano di minimizzare la loro responsabilità storica, nei teorici della cospirazione che accusano gli ebrei di esagerare le loro sofferenze a scopo di lucro e negli utenti online che fanno uso di immagini e linguaggio associati alla Shoah per scopi politici, ideologici o commerciali che non hanno legami con la sua storia. Indipendentemente dalla sua forma, la distorsione della Shoah e i suoi potenziali effetti diretti o indiretti - antisemitismo, negazione della Shoah, miti cospirativi e nazionalismo estremo - hanno una dimensione e una rilevanza internazionale e pertanto richiedono una risposta internazionale. Per quanto riguarda i social media, se da un lato la loro ascesa ha permesso a individui e gruppi di connettersi a livello globale e di avere accesso istantaneo a informazioni e conoscenze, dall'altro hanno consentito l’esponenziale diffusione e la divulgazione di contenuti carichi d’odio, tra cui l'antisemitismo e la negazione e distorsione della Shoah.
A differenza della negazione della Shoah, cioè il tentativo di cancellare la Shoah dalla storia, la distorsione della Shoah giustifica, minimizza o travisa la Shoah in una varietà di modi utilizzando vari mezzi di comunicazione non sempre facilmente identificabili. Mentre vi è un ampio consenso sul fatto che la negazione della Shoah sia alimentata dall'antisemitismo, la distorsione della Shoah è considerata una forma di antisemitismo secondario o una manipolazione della storia della Shoah e della sua memoria per vari scopi. Sebbene la narrazione storica irresponsabile e abusiva possa riguardare qualsiasi evento storico, oggi il numero di mutazioni e distorsioni della storia della Shoah sta crescendo e sta progressivamente assumendo diverse forme dilaganti. Poiché non esistono misure uniche e generali contro tutte le forme di distorsione, dovranno essere attuate diverse azioni specifiche a seconda del contesto geografico o sociale.
Questo seminario si rivolge agli insegnanti di ogni ordine e grado e mira a diffondere le conoscenze più recenti sull’argomento, oltre a fornire indicazioni pratiche per supportare gli studenti nel loro percorso di apprendimento e riflessione critica sulla storia e memoria della Shoah.
Teachers’ professional development in online social networkingStefania Manca
Presentation held at EDMEDIA 2014 (Tampere, 23-26 June 2014) within the Symposium "Teachers’ Role in the SNS-Era: Different points of view from a global perspective"
Presentazione del libro "I social network nell'educazione" di Maria Ranieri e Stefania Manca (Erickson, 2013) - Webinar su Insegnalo.it, 2 Dicembre 2013
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Academic social networks site as networked socio-technical systems for scholarly communication:the case of ResearchGate and Academia.edu
1. Academic social networks site as
networked socio-technical systems
for scholarly communication:
the case of ResearchGate and
Academia.edu
Stefania Manca
Istituto per le Tecnologie Didattiche
Consiglio Nazionale delle Ricerche
Genova
Padova, 7 Giugno 2017
2. Aim of the seminar
To reflect on the two most popular academic social network sites,
Academia.edu and ResearchGate, as digital sites:
to build a professional profile
connect with colleagues
share publications
support scholarly communication among researchers of multiple
disciplines.
3. Contents of the seminar
1. Theories and concepts
2. A framework to analyse academic social network sites
3. The case of ResearchGate and Academia.edu
4. Practical activity
4. 1. Theories and concepts
Boyer’s model of scholarship
Digital scholarship
Boyer’s model updated
E-Research, Research 2.0, Science 2.0
Networked Participatory Scholarship, Social Scholarship
Social Media and scholarly communication
Social network sites and academic social network sites
5. Boyer’s model of scholarship (1990)
1.Discovery – The creation of new knowledge in a specific area or discipline. This is
often taken to be synonymous with research - basic research
2.Integration – Focused on interpretation and interdisciplinary work. It is ‘making
connections across the disciplines, placing the specialties in larger context,
illuminating data in a revealing way, often educating non-specialists’ –
interdisciplinary work
3.Application – Related to the concept of service, engagement with the wider world
outside academia, public engagement activities, input into policy and general
media discussions – applied research
4.Teaching – ‘The work of the professor becomes consequential only as it is
understood by others’ - informed and studied teaching practices
6. Digital scholarship
“Digital scholarship is the use of digital
evidence, methods of inquiry, research,
publication and preservation to achieve
scholarly and research goals. Digital
scholarship can encompass both scholarly
communication using digital media and
research on digital media” (Wikipedia,
2017).
“Digital scholarship is really shorthand for
the intersection of three technology related
developments, namely:
• digital content
• networked distribution
• open practices
The point at which the circles intersect is
labelled 'transformative‘” (Weller, 2011)
7. Boyer’s model updated (Nicholas et al., 2016)
1.The scholarship of research: the individual or collaborative creation of new knowledge.
This large category of scholarly activities is formed of four major sub-activities: 1)
producing research output; 2) communicating, sharing and networking; 3)
disseminating and publishing research findings; 4) evaluating research;
2.The scholarship of integration: the arraying of extant knowledge into larger intellectual
patterns, often within a wider, cross-disciplinary context;
3.The scholarship of application: the application of disciplinary knowledge and skill to
societal/practical problems;
4.The scholarship of teaching: the conveying of the human store of knowledge to new
generations;
5.The scholarship of co-creation: the participation of teachers, students and
practitioners in the increasingly converging processes of knowledge production and
transmission.
8. E-research, Research 2.0, Science 2.0
“The term E-research (alternately spelled eResearch) refers to the use of information
technology to support existing and new forms of research. E-research extends e-
Science and cyberinfrastructure to other disciplines, including the humanities and social
sciences” (Wikipedia, 2017)
“Research 2.0 (alternatively named Science 2.0) is said to describe ‘the ongoing evolution of
the modus operandi of doing research and organising science’ (European Commission, 2013),
where the availability of low cost Internet infrastructures constitutes a key enabling factor of
emerging research practices at individual and collective level” (Esposito, 2017)
“Science 2.0 is a suggested new approach to science that uses information-sharing and
collaboration made possible by network technologies. It is similar to the open
research and open science movements and is inspired by Web 2.0 technologies” (Wikipedia,
2017)
9. Networked Participatory Scholarship
Networked Participatory Scholarship is a new form of scholarship that
examines the relationship between scholarly practice and technology
and explores how online social networks invite emergence of a new
form of scholarship.
It is the emergent practice of scholars’ use of participatory
technologies and online social networks to share, reflect upon,
critique, improve, validate, and further their scholarship
(Veletsianos & Kimmons, 2012)
10. Social Scholarship 1/2
“Social scholarship seeks to leverage social media affordances (ie, promotion of
users, their interconnections and user-generated content) and potential values
(ie, knowledge as decentralized, co-constructed, accessible and connective) to
evolve the ways in which scholarship is accomplished in academia”
(Greenhow & Gleason, 2014)
11. Social Scholarship 2/2
1. Social Scholarship of Discovery: More transparency in the process of publication and research.
Disseminate Information: scholars use SM to change the way research and information are disseminated (e.g.,
blogs and Twitter)
Promote Publications and Ideas: SM allow faculty members to spread their work beyond just academic circles,
even potentially targeting specific audience segments.
Collaborate and Connect with Other Scholars: use of SM to enhance collaboration and build connections (e.g.,
ResearchGate and Academia.edu).
2. Social Scholarship of Integration: SM enable scholars to collaborate with interdisciplinary scholars on
large-scale research projects.
3. Social Scholarship of Teaching: Teaching can be transformative in providing more active and co-
created learning experiences by engaging students in the learning process.
4. Social Scholarship of Application: Scholars are enabled to support a bottom-up approach in
addressing community issues.
12. Scholarly communication
How scholars find information, create knowledge, and communicate among themselves,
with students, and beyond the academy with other audiences.
13. Social media in scholarly communication
The A to Z of social media for academia,
https://www.timeshighereducation.com/a-z-social-media
14. Digital scientific tools for scholarly
communication
http://blogs.lse.ac.uk/impactofsocialsciences/2016/03/04/academic-profile-
services-many-mirrors-and-faces-for-a-single-ego/
15. Social network sites
“A social network site is a networked communication platform in
which participants
1) have uniquely identifiable profiles that consist of user-supplied
content, content provided by other users, and/or system-level
data;
2) 2) can publicly articulate connections that can be viewed and
traversed by others; and
3) 3) can consume, produce, and/or interact with streams of user-
generated content provided by their connections on the site”
(Ellison & boyd, 2013)
16. Academic social network sites
Academic social network sites (ASNS) are digital platforms
for information sharing and systems for open dissemination
of scholarly practices that are increasingly transforming
scholarship communication and academic identity.
17. Concerns and tensions
Lack of time
Too many academic sites
Not perceived to be useful
Social aversion
Lack of digital
competence
Privacy and security concerns
Unreliable information
online
Blurring boundaries of
personal and
professional identities
Promote or perish!
Update or stagnate!
18. 2. A framework to analyse academic social
network sites
1. Academic social network sites as networked socio-technical
systems
2. Academic social network sites and social capital
19. Academic social network sites as networked
socio-technical systems
Technological systems are determined at the same time by social forces and by
technological features.
Design, implementation and use of information technologies are the result of
interactions and negotiations between technology, users and organizational
contexts (Huysman & Wulf, 2006).
Digital scholarship as a complex techno-cultural system that includes
technological innovations and dominant cultural values, along with differential
identity markers and norms of practice and prestige (Stewart, 2015).
Academic social network sites, being digital platforms and infrastructures that
support digital scholarship, can be considered socio-material phenomena.
21. Academic social network sites and social
capital 1/2
Social capital theory encompasses the capacity of social networks to
produce goods for mutual benefit through the aggregation of actual or
potential resources and more or less institutionalized relationships of
mutual acquaintance or recognition that can change over time
(Bourdieu, 1986).
These resources can take the form of useful information, personal
relationships or group networks (Putnam, 2000). Moreover, they may
be concerned with employment connections, civic benefits or indices
of psychological well-being, such as self-esteem and satisfaction with
life (Granovetter, 1973; Helliwell & Putnam, 2004).
22. Academic social network sites and social
capital 2/2
Scholarly practices are highly influenced by scholars’ online social
capital and that their online networks influence their thinking and
outlook on scholarly practices, including advocacy of openness and
transparency (Costa, 2016).
A focus on social capital not only highlights individual knowledge
sharing, but also frames scholarly communities as knowledge-sharing
entities that are formed by trust, a sense of mutuality and recognition
by peers (Fulk & Yuan, 2013; Huysman & Wulf, 2006).
23. Types of social capital
1. Structural opportunity addresses the network structure of people’s
interactions and their configuration and organization.
It relates to opportunities for members to connect with each other and encompasses
social needs like the creation of social relationships and their maintenance over time.
2. Cognitive ability addresses the ability to connect with each other from a
cognitive perspective and concerns shared meanings, codes, representations
and interpretations that are at stake in the development of communication
between actors
It satisfies social needs like meaning negotiation, nuanced social activity, and
transactive (distributed group) memory.
3. Relational motivation addresses motivations for knowledge sharing and
includes parameters that influence relationships like trust, norms and values,
obligations, expectation and identity.
It enables the satisfaction of social needs like generalised reciprocity, establishment
of trust and identity building.
24. Academic social network sites as networked socio-technical
systems that afford social capital among scholars
28. ResearchGate
1. Founded in 2008 by the physicists Ijad Madisch and Sören
Hofmayer along with computer scientist Horst Fickenscher.
2. More than 12 million members distributed worldwide in 193
countries.
3. The majority of the members (60%) belong to a wide range of
hard scientific disciplines such as medicine, biology, engineering,
chemistry, computer science and physics.
4. Stated mission: “To connect the world of science and make
research open to all”.
29. ResearchGate: The socio-economic layer
1. OWNERSHIP: a for-profit company headquartered in Berlin that counts
more than 260 employees.
2. GOVERNANCE: mostly managed through the Terms and Conditions that
regulate the provider-user relationship (e.g., the Statement on Privacy and
Data Protection operates in full compliance with German laws; email
addresses are processed solely to send information or notifications about
the Service; RG will definitely not store any personal data of former users
who have cancelled their subscription, not will they sell or otherwise share
personal data with third parties, etc.).
3. BUSINESS MODEL: largely based on a wide range of free-of-charge
services supplemented with subscription-based services like the Job
Openings section for posting job ads.
30. ResearchGate: The techno-cultural layer
1. TECHNOLOGY: RG signals automatically which other people one may be interested in
contacting and adding to his/her network; provides News Feeds that allow users to
monitor members’ activities; prompts endorsements of researchers for their skills and
expertise and suggests new researchers to follow; gives users the option to share
bibliographic references to their own work.
2. USAGE: Platform usage can be passive, i.e. limited to reading and acquiring information
about what others post, or can regard active participation, such as posting new content
or activating new connections. One way of engaging actively in the network is to
participate in the Questions discussion threads by posing research questions and/or
sharing expertise.
3. CONTENT: RG affords the publication of diverse types of scientific output: publications,
grey literature such as open datasets, drafts, results from failed experiments, and open
reviews of papers that users have read or worked with. A recently added feature allows
users to organise research outputs into Projects so that publications and other research
outputs are grouped according to research topics.
31. ResearchGate: The networked-scholar layer
1. NETWORKING: The possibility to build an individual network of contacts is mostly based
on the Follow feature, through which users are given access to new and updated
information and opportunities to locate relevant expertise. To strengthen ties in their
personal network, researchers can also use the Recommend resources function to
spotlight publications, projects, etc.
2. KNOWLDEGE SHARING: The knowledge sharing component chiefly regards the adding or
uploading of research products. It also includes Commenting on publications and
projects and asking and replying to questions via the Questions feature; use of the
Search function for retrieving useful information and maintaining distributed memory;
the possibility to browse the existing list of Q&As; in the personal profile a tab for
displaying Expertise and skills (users can browse this when seeking to locate
competences useful for their research).
3. IDENTITY: User identity is mostly conveyed through the Profile, the main feature for
constructing visibility and reputation. Information displayed in a researcher’s profile
includes: a short bio; visualization of research products and projects; list of Followers and
Following; engagement in Q&A sessions; and awards and achievements. Moreover, RG
provides three types of scores: RG Score, RG Reach and h-index.
32. Academia.edu
1. Founded in 2008 by Richard Price as a site for sharing research
papers after he finished his Ph.D at Oxford University.
2. Almost 50 million accounts and attracts over 36 million unique
visitors a month.
3. The platform is more popular in Arts and Humanities and to a
lesser extent in Social Sciences and Economics.
4. Stated mission: “Academia.edu is a platform for academics to
share research papers. The company’s mission is to accelerate the
world’s research”.
33. Acdemia.edu: The socio-economic layer
1. OWNERSHIP: a for-profit company headquartered in San Francisco with a
small team of 18 people.
2. GOVERNANCE: the site’s Terms of Use grant users the right to download,
view and print any Academia.edu content solely for personal and non-
commercial purposes. Members grant Academia.edu a worldwide,
revocable, non-exclusive, transferable license to exercise any and all rights
under copyright, in any medium.
3. BUSINESS MODEL: it is largely based on provision of a wide range of free-of-
charge services that are supplemented by premium accounts, mostly
organised around enhanced analytics, full text search of PDFs and a Job
Board for advertising academic vacancies.
34. Academia.edu: The techno-cultural layer
1. TECHNOLOGY: the Home provides a constant news feed that updates users on new
uploads, bookmarked publications, user actions like joining or commenting on a
discussion session and publications Recommended by one’s contacts. It also features
functions like Suggested Sessions and Suggested Academics for increasing one’s
connectivity on the basis of similar research interests. Moreover, Academia.edu members
can invite others to join Academia.edu using the platform’s automated invitation system.
2. USAGE: Academia.edu offers a unique feature called Sessions that allows users to create
a special page where peers and colleagues can leave general comments on papers or line-
specific annotations.
3. CONTENT: Academia.edu affords the publication of diverse types of scientific products,
including papers, books, book chapters, drafts, but also conference presentations and
teaching material.
35. Academia.edu: The networked-scholar layer
1. NETWORKING: Users build an individual network of contacts mostly using the Follow
feature, through which they subscribe to contacts’ updates without being automatically
reciprocated. The list of each user’s Followers, Following and Co-authors can be accessed
via their profile by clicking on separate links.
2. KNOWLDEGE SHARING: it regards the adding or uploading of research products such as
publications, drafts and teaching materials. It also includes contributing to Sessions
pages, where users can leave general comments on papers or line-specific annotations.
The Search function allows users to search for papers, people, research interests and
affiliations (full text search of PDFs is also available, but only for premium accounts).
3. IDENTITY: The Profile feature displays various information: a short bio; research
interests; contact details; number of Followers, Following and Co-authors; and lists of
research products. In terms of reputation, the profile also includes a Total Views tally, a
“top” percentile designation and an Author Rank which is a function of the PaperRanks
of the papers on the user’s profile. The service also provides an analytics dashboard,
which gives the user an overview of how others have interacted with their own
publications. However, detailed analysis is accessible only with a premium account.
36. Controversial issues and disadvantages
Spam (aggressive marketing policies and email bombing)
Commercial, not academic company. Although Academia.edu has a “.edu”
URL, it isn’t run by a higher education institution.
Copyright issues
‘Users’ not ‘Academics’
Harvesting of data available on the web to automatically generate
nominal profiles that are not actually owned by the people concerned
No automatic updates
Lack of transparency of indicators and scores (RG Score)
38. References
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Costa, C. (2016). Double gamers: academics between fields. British Journal of Sociology of Education, 37(7), 993-1013.
Esposito, A. (Ed.) (2017). Research 2.0 and the Impact of Digital Technologies on Scholarly Inquiry. Hershey, PA: IGI Global.
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