A presentation for academics at the University of Cape Town on issues of online presence and visibility, risks, and how to take control of one's digital footprint.
Academics' online presence: Assessing and shaping your online visibility_26oc...SarahG_SS
In our digital world, if you use the web, you have an online presence. And academics are no exception. Universities have webpages profiling their staff. Academic networks, like LinkedIn, Academia.edu and more, are used by researchers around the globe to keep in contact with colleagues and collaborators. And social media are everywhere you turn.
As an academic, you want your research outputs to be found and read. Making a difference and having an influence is almost a job requirement. Nowadays, the expectation is that you can be found online. So, what can you do to be aware of how you appear online? And, what can you do to increase your visibility? This presentation was part of a session for academics wanting to find out how they can review their existing digital footprints and shadows, make decisions about what kind of online presence they would like and plan how they can achieve it.
Several different possible ways of increasing their visibility as well as the visibility of their research and their outputs are discussed.
The role and importance of social media in science Jari Laru
The role and importance of social media in science presentation in the course: 920001J - Introduction to Doctoral Training (1 ECTS credit). UNIOGS, University of Oulu, Finland.
Social Media Summer Workshops.
Workshop 1: Social Networking and Collaboration . Jubilee Graduate Centre, University of Nottingham. 26 July 2012, 12.00-2.00pm.
Academics' online presence: Assessing and shaping your online visibility_26oc...SarahG_SS
In our digital world, if you use the web, you have an online presence. And academics are no exception. Universities have webpages profiling their staff. Academic networks, like LinkedIn, Academia.edu and more, are used by researchers around the globe to keep in contact with colleagues and collaborators. And social media are everywhere you turn.
As an academic, you want your research outputs to be found and read. Making a difference and having an influence is almost a job requirement. Nowadays, the expectation is that you can be found online. So, what can you do to be aware of how you appear online? And, what can you do to increase your visibility? This presentation was part of a session for academics wanting to find out how they can review their existing digital footprints and shadows, make decisions about what kind of online presence they would like and plan how they can achieve it.
Several different possible ways of increasing their visibility as well as the visibility of their research and their outputs are discussed.
The role and importance of social media in science Jari Laru
The role and importance of social media in science presentation in the course: 920001J - Introduction to Doctoral Training (1 ECTS credit). UNIOGS, University of Oulu, Finland.
Social Media Summer Workshops.
Workshop 1: Social Networking and Collaboration . Jubilee Graduate Centre, University of Nottingham. 26 July 2012, 12.00-2.00pm.
In an information rich world, librarians need to move beyond services and consider how they can design a library where they differentiate themselves and create experiences for people that they engage with.
Social Web 2.0 Class Week 1: Introduction, History, Web 2.0, CommunicationShelly D. Farnham, Ph.D.
Week 1 slides from the class "Social Web 2.0" I taught at the University of Washington's Masters in Communication program in 2007. Most of the content is still very relevant today. Topics: Introduction, History, Web 2.0, Communication
Social Media Summer Workshops. Workshop 2: Sharing and Managing Work Online. Jubilee Graduate Centre, University of Nottingham. 2 August 2012, 12.00-2.00pm.
Social Media For Researchers -- A personal accountcdessimoz
In this talk, I provide very pragmatic reasons for scientists—particularly early-career ones—to consider joining the social media bandwagon. I also provide a few examples of effective uses of social media.
I was invited by Greg Valou (Communications, Metro Vancouver) to speak to their social media group about what elements should they consider when designing a social media strategy and why they should do it.
I particularly emphasized the following elements:
(a) Going multi-platform
(b) Choosing a particular pilot project and go with it
(c) Use it as a form of citizen engagement
(d) Make use of all the tools they have in-house.
This is a basic overview of several social media platforms as well as specific guidance for creating or improving the visibility of your research profile. Created for the Institute of Biodiversity, Animal Health & Comparative Medicine at the University of Glasgow.
Social Media @ Jubilee Graduate Centre. Series of sessions on the use of social media in academic practice. Delivered to PhD students and Early Career Researchers (ECRs). Session Two: Blogging and Microblogging, Tagging, Syndication and Aggregation. 5 February 2008. Co-authored with LeRoy Hill.
Discussing bringing your digital identity online in higher ed for research and practice with ALS 6015: Teaching in Higher Education @profpatrice's class
In an information rich world, librarians need to move beyond services and consider how they can design a library where they differentiate themselves and create experiences for people that they engage with.
Social Web 2.0 Class Week 1: Introduction, History, Web 2.0, CommunicationShelly D. Farnham, Ph.D.
Week 1 slides from the class "Social Web 2.0" I taught at the University of Washington's Masters in Communication program in 2007. Most of the content is still very relevant today. Topics: Introduction, History, Web 2.0, Communication
Social Media Summer Workshops. Workshop 2: Sharing and Managing Work Online. Jubilee Graduate Centre, University of Nottingham. 2 August 2012, 12.00-2.00pm.
Social Media For Researchers -- A personal accountcdessimoz
In this talk, I provide very pragmatic reasons for scientists—particularly early-career ones—to consider joining the social media bandwagon. I also provide a few examples of effective uses of social media.
I was invited by Greg Valou (Communications, Metro Vancouver) to speak to their social media group about what elements should they consider when designing a social media strategy and why they should do it.
I particularly emphasized the following elements:
(a) Going multi-platform
(b) Choosing a particular pilot project and go with it
(c) Use it as a form of citizen engagement
(d) Make use of all the tools they have in-house.
This is a basic overview of several social media platforms as well as specific guidance for creating or improving the visibility of your research profile. Created for the Institute of Biodiversity, Animal Health & Comparative Medicine at the University of Glasgow.
Social Media @ Jubilee Graduate Centre. Series of sessions on the use of social media in academic practice. Delivered to PhD students and Early Career Researchers (ECRs). Session Two: Blogging and Microblogging, Tagging, Syndication and Aggregation. 5 February 2008. Co-authored with LeRoy Hill.
Discussing bringing your digital identity online in higher ed for research and practice with ALS 6015: Teaching in Higher Education @profpatrice's class
פריוריטי (Priority) הינה תוכנת ERP המספקת פתרון כולל לניהול העסק והארגון. Priority כוללת בתוכה יכולות מתקדמות לניהול כספים, CRM, WMS, ניהול מסמכים, פלטפורמת ניהול בענן ועוד
User Onboarding Deep Dive: LessAccountingSamuel Hulick
I recently signed up for LessAccounting, and documented my experience with screenshots and annotated recommendations!
If you like this kind of stuff, check out http://samuelhulick.com/user-onboarding
Higher Logic Learning Series - Supercharge Member Loyalty & Power Community E...Higher Logic
April 12-18 2015 was National Volunteer Appreciation Week! We’re celebrating in a number of ways, including hosting our second Higher Logic Learning Series webinar on Thursday, April 16, at 2pm Eastern, with two of the leading topic innovators. Hear Peggy Hoffman, CAE, of Mariner Management, and Elizabeth Weaver Engel, M.A., CAE, of Spark Consulting, for a dynamic discussion called Supercharge Member Loyalty & Power Community Engagement. Peggy and Elizabeth will share how mission-driven volunteering can be a game-changer for your organization. They covered association case studies demonstrating the real-world impact of employing new concepts in volunteerism like adhocracy, micro-volunteering, and virtual volunteering. Additionally, you’ll learn the critical importance of effective volunteer management and orientation. If you’re looking for ways to involve new members or users in their first year, this session will provide ideas and answer your questions about how to get started.
This presentation will help you understand, how a web application can automate operations for a wholesaler / distributor, reduce his effort, and enhance productivity.
Constructing A Professional Presence - HEA Professional Presences For Academi...Thomas Lancaster
This presentation formed part of the HEA workshop on Professional Presences For Academics and looked at the different social sites on which academics should develop an online presence in order to promote themselves, engage students and employers and publicise their research.
This is a presentation I gave at the annual meeting of the Society for Experimental Biology 2013 (http://www.sebiology.org/meetings/Valencia/Valencia.html). It contains lots of tips for scientists to use social media appropriately and efficiently. It also highlights examples of social media in academia and types of possible content.
Why should scientists care about social media and communications? Don Stanley of 3Rhino Media and the University of Wisconsin-Madison Department of Life Sciences Communication answers this question in this presentation.
He also addresses how to get started with LinkedIn as a first social media platform
You are a scientist. You are busy. You want to be on social media but don't know where to start. Then this presentation is for you. Three easy ways to start within 10 minutes.
Enhancing your online presence with social mediaAnne Osterrieder
How can scientists use social media to enhance their online profile? Becoming pro-active and increasing your visibility is essential for your career development. Social media is a very useful tool to help you to get your name out there and to extend your professional network.
This is a talk which I gave on 2nd July in the "Advanced Communications" session at the SEB (Society for Experimental Biology) Annual Meeting, Salzburg 2012.
More information: http://www.sebiology.org/meetings/Salzburg2012/education.html
Developing a digital literacy framework in your schoolEduwebinar
Presented by June Wall and hosted by KB Enterprises (Aust) Pty Ltd. Provides information literacy, ICT literacy and critical literacy models and processes for a whole school approach to digital literacy.
TED Fuller event | digital user-generated content - My tales from the fieldDr Mariann Hardey
Workshop presentation for TEDfuller event at University Lincoln on user-generated content and digital technology. Pitfalls and opportunities for social researchers.
A talk I gave for the SOLAR research group. It covers issues in open scholarship, alt metrics & online identity. It was a bit of a catch-all talk, which I'll probably refine over the next few months.
Do Libraries Meet Research 2.0 : collaborative tools and relevance for Resear...Guus van den Brekel
Presentation June 30th 2009 Toulouse at LIBER Conference 2009
http://liber2009.biu-toulouse.fr/
Research Libraries & Web 2.0. Scientists engage in science & research 2.0, libraries should follow, outreach, engage, explore and facilitate etc
Keynote presentation at the Lita Forum, Albuquerque. Research and learning practices are enacted in technology rich environments. New tools support digital workflows and the volume and variety of research and learning outputs are growing. Libraries are working to support these new environments and to connect their services to them.
Digital Connectedness: Taking Ownership of Your Professional Online Presence Sue Beckingham
Developing pathways to connectedness essentially commences with family and friends, but over time new connections outside of these circles begin to form ever increasing and interlinking circles. These informal and formal networks have the potential to help you unlock new doors to new opportunities. Social media can without doubt provide excellent communication channels and a space to develop your network of connections. Nonetheless as your online presence expands it leaves behind both digital footprints and digital shadows; and this needs to be given due consideration. This keynote will look at the value of developing a professional online presence and why as future graduates you need to take ownership of this.
http://www.yorksj.ac.uk/ltd/ltd/student-engagement/undergraduate-research-confere.aspx
Smart Cities - The IntelCities Project - The Community of Practice as a virtu...Smart Cities Project
This report outlines the IntelCities Community of Practice (CoP) in terms of the capacity-building, co-design, monitoring and evaluation exercises underpinning the (virtual) organization’s eGovernment (eGov) service developments. It describes the CoP in terms of both the defining features and characteristics of the e-learning platform and knowledge management system developed under the IntelCities project.
PARC: Apr 1, 2011
Contested Collective Intelligence: Resilience, Complexity & Sensemaking
Simon Buckingham Shum & Anna De Liddo
Knowledge Media Institute, Open Learning Network Project
Open University UK
http://people.kmi.open.ac.uk/sbs
http://people.kmi.open.ac.uk/anna
ABSTRACT
To thrive, organizational entities (learning communities; teams of analysts; formal companies) must make sense of a complex, changing environment. Our interest is in how sociotechnical “collective intelligence” infrastructures may augment this capacity. We are seeking conceptual lenses that illuminate this challenge, and draw ideas from resilience thinking, sensemaking, and complexity science. We propose that these motivate the concept of Contested Collective Intelligence (CCI), and give examples of how the Cohere platform is being designed in response to these requirements. This is a social/semantic web annotation and knowledge mapping environment, with tools for monitoring networks of ideas and generating novel analytics. We also report experimental integration with the Xerox Incremental Parser, in order to evaluate human+machine annotation of knowledge-level claims expressed through rhetorical moves in documents.
Simon Buckingham Shum is a Senior Lecturer and Associate Director (Technology) at the UK Open University’s Knowledge Media Institute (KMi), where he leads the Hypermedia Discourse Group. Following a PhD at U. York in HCI/Hypertext/Design Rationale (sponsored by Xerox EuroPARC) he has developed a human-centered computing perspective to the challenge of computer-supported sensemaking, reflected in the books Visualizing Argumentation and Knowledge Cartography. He co-founded the Compendium Institute and LearningEmergence.net. http://people.kmi.open.ac.uk/sbs
Anna De Liddo is a Research Associate in KMi, where she works with Simon on the Open Learning Network project (olnet.org), focusing on the design and development of a Collective Intelligence infrastructure for the Open Education Resources movement. She gained her PhD at Polytechnic of Bari, investigating ICT for Participatory Planning and Deliberation, after which she held a postdoctoral position in KMi evaluating human-centred argument mapping for Climate Change. http://people.kmi.open.ac.uk/anna
Organizations focus on infrastructure, engagement and innovation. Libraries have emphasised infrastructure (collections, buildings to house those collections, systems, ...). In recent years they have been switching attention into engagement - better integration with their users' workflow, more direct support for research and learning, ...
This is a presentation from the OCLC EMEARC Regional Council meeting, February 2012.
Using Web 2.0 Teaching Tools for Motivating Students and Engaging Them in Cre...ilkyen
Using Web 2.0 Teaching Tools for Motivating Students and Engaging Them in Creative Thinking @
The 20th International Conference on Computers in Education
(ICCE 2012)
keynote for University is Sussex Partner Network day, 21 June 2012. How Oxford Brookes has made use of learner experience research in developing students digital literacies. Also mapping of SLiDA case stuidies to the developmental framework created with Helen Beetham.
Czerniewicz MOOCs OER Networked Learning Conference 2016Laura Czerniewicz
Paper and presentation at Networked Learning Conference 9 - 11 May May Lancaster, 2016. Paper at http://www.networkedlearningconference.org.uk/abstracts/pdf/P26.pdf
Inequality in educational technology policy networked learning 2016Laura Czerniewicz
Presentation as part of Symposium at Networked Learning
Challenges to social justice and collective well being in a globalised education system
https://networkedlearningconference2016.sched.org/event/6pls/symposium-2-introduction-challenges-to-social-justice-and-collective-wellbeing-in-a-globalised-education-system#
Blind Monks and the Elephant - ICTs and Higher Education FuturesLaura Czerniewicz
A presentation at the Council for Higher Education's Colloquium on Moving the Teaching and Learning System in South African Higher Education into the Digitally Mediated Era, 15 October 2014
A framework for analysing research types and practicesLaura Czerniewicz
A presentation at Networked Learning Conference Edinburgh 2014
Full paper Czerniewicz, L; Kell, C; Willmers, M; King, T (2014), “Changing Research Communication Practices and Open Scholarship: A Framework for Analysis”, available http://openuct.uct.ac.za/article/scap-outputs-changing-research-communication-practices
Czerniewicz disaggregation in teaching and learning explanations & implicationsLaura Czerniewicz
Presentation of keynote at 8th International E-learning Conference, June 2013, about the changing nature of teaching and learning in higher education, and its implications
Paper and presentation on research of students' habitus and technology practices, a case study of a rural student. Paper included as notes under each slide.Presented at HELTASA November 2012.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Academic visibility online presentation 13 october 2011
1. Academics’ online visibility
Laura Czerniewicz
OpenUCT Initiative (OUI)
Shihaam Donnelly, Travis Noakes, Eve Gray
2. Still true?
• On the Internet, nobody knows
you're a dog
• Peter Steiner, New Yorker 1993
• http://www.flickr.com/photos/be
n_lawson/155595430/
• Insert licence Some rights
reserved
3. IDC Report: The 2011 Digital Universe Study: Extracting Value from Chaos, June 2011
http://www.emc.com/collateral/demos/microsites/emc-digital-universe-2011/index.htm
8. Take control
• Digital footprint- the content you create
• Digital shadow- content created about you
– The amount of information that individuals create
themselves (digital footprint) is far less than the
amount being generated about them (digital
shadow)
• Separate your personal and your professional
profiles online
9. Keep track
• Regular searches
• Ongoing Google alerts of your name
• Spezify
• Measure your digital footprint
11. Keep track
• To calculate the size of your own
digital footprint, download a copy
of the Personal Digital Footprint
Calculator at
http://www.emc.com/digital_universe/do
wnloads/web/personal-ticker.htm
13. Building Blocks
PRESENCE
Extent to which
of the
you as the
scholar are
Networked
SHARING
visible to others
online CONNECTIONS Scholar
Extent to which The relevance • The honeycomb of building
you allow users blocks can be used to assess
and appeal of
your level of online
to exchange and your work to connectivity as a scholar.
distribute your IDENTITY others
information • They are not exclusive and
The extent to neither need all be present.
which others can
identify you • They are constructs that allow
online as a us to make sense of different
CONVERSATIONS REPUTATION aspects of a networked
scholar scholar.
Extent to which Your online
others engage standing and the ADAPTED FROM
with you and extent to which
you with others GROUPS you influence Social media? Get serious!
others Understanding the functional
The extent of building blocks of social media
your Jan H. Kietzmann, Kristopher
engagement Hermkens, Ian P. McCarthy,
Bruno S. Silvestre
with
Business Horizons (2011) 54,
communities 241—251
*Read the article here*
14. Scholarly primitives & the open
researcher
• “…basic functions
common to scholarly
Discovering Annotating Comparing activity across disciplines,
over time, and
independent of
theoretical orientation.”
Referring Sampling Illustrating • John Unsworth. "Scholarly Primitives: What
Methods Do Humanities Researchers Have
in Common and How Might Our Tools
Reflect This?" "Humanities Computing,
Formal Methods, Experimental Practice"
Symposium, Kings College, London, May
Representing
13, 2000.
http://jefferson.village.virginia.edu/~jmu2m/K
ings.5-00/primitives.html
15. Brainstorm/
Edit images
generate ideas
Find Research Take Notes/
Compare
Materials Annotate
Resources
Resources
Discovering Annotating Comparing
Referring Sampling Illustrating
Manage Make a dynamic
bibliographic map
information
Representing
Blogging Twitter
16. Clusters of tools & activities: the C’s
• Creation: create a mashup; compare resources; edit images; find
research materials; make a dynamic map; make a screencast; take
notes/annotate resources and transcribe handwritten or spoken
texts.
• Curation: manage digital content; build and share collections;
manage bibliographic information; organize research materials.
• Collaboration: collaborate and communicate with colleagues
formally and informally; write collaboratively; network with other
researchers; share bookmarks
• Communication: blog; present data visually, present multimedia
and interactive presentations, use social software for
communication of scholarly activities including disseminating
research results.
18. Sharing – the defining concept
• Opening scholarship through sharing
• Sharing as multiplying, not dividing
• Sharing used to mean exchange, now means
exchange AND distribution
• Forms of sharing (Latour)
– Intermediaries transport messages (content, code,
meaning) with-out transforming them.
– Mediators transform, translate, distort, and
modify the meaning or the elements they carry
Wittel, A (2011) Qualities of Sharing and their Transformations in the Digital Age in
International Review of Information Ethics Vol. 15 (09/2011)
19. What to do -
minimum time & effort
Collect & share what you find useful
Use Twitter for work!
20. Social bookmarking
Store your bookmarks on the web & share
• Delicious
• CiteUlike
• Diigo
• 2collab
• Connate
• Mendeley
24. Some Twitter guidelines
• Get into a routine
• It is legit to retweet your tweets especially if
rephrased
• Provide updates from special events
• Use hashtags
• Follow others / reciprocate
• Promote your Twitter profile through your email
signature, business card, blog posts etc.
• Being careful with Twitter
• Tweet about each new publication, website update or new
blog that the project completes.
• Ask for feedback
• Link to a URL of publication, presentation, podcast etc
• Tweet about new developments of interest
• Retweet interesting material
• Use Twitter for ‘crowd sourcing’ research activities
Mollet, A; Moran, D and Dunleavy, P (2011) Using Twitter in university research, teaching and impact activities, LSE Research Online
25. What to do -
more time and effort
Develop a voice – blog
Get your stuff online
Maximise discoverability
26. Blogging as a scholarly activity
• Create a blog
– Wordpress, Livejournal, Blogger, Typepad
• Find a blog
– Google Blog Search, Blogcatalogue, technorati
• Blog aggregators
– Research blogging
30. Go as open as you can
• Put everything you can online
– Check out Sherpa Romeo for publisher archiving
policies
• Archive
– in repositories
– In subject portals and aggregators
• Publish in open access journals
37. Open access & increased citations
• Open access publishing increases visibility,
the opportunity for use and the possibility of
impact.
• Majority of studies have shown an increase in
citations arising from open access.
• Of the 35 studies surveyed, 27 have shown a
citations advantage (the % increase ranges
from 45% increase to as high as 600%), with
only 4 showing no advantage
Swan A (2010) The Open Access Citation Advantage: Studies and Results to Date. Available at http://eprints.ecs.soton.ac.uk/18516/
38. Maximise discoverability
Take metadata seriously
“Well said! "metadata is a
love note to the future"
from @textfiles talk
via @nypl_labs & @kissa
ne http://t.co/FjvCLVUZ
39. Improving searchability
• Blogs and websites can be submitted to
these top search engine directories for free
– Dmoz at http://www.dmoz.org/;
– Hit Web Directory at
http://www.hitwebdirectory.com/;
– Search Site at
– http://www.the-search-site.com/ and
– Jayde at http://www.jayde.com/submit.html.
Peter Steiner published by The New Yorker on July 5, 1993.[1][2] The cartoon features two dogs: one sitting on a chair in front of a computer, speaking the caption to a second dog sitting on the floor.[2][3] As of 2000[update], the panel was the most reproduced cartoon from The New Yorker, and Steiner has earned over US$50,000 from its reprinting.[1][4]http://en.wikipedia.org/wiki/On_the_Internet,_nobody_knows_you%27re_a_dog
IDC Report: The 2011 Digital Universe Study: Extracting Value from Chaos, June 2011 http://www.emc.com/collateral/demos/microsites/emc-digital-universe-2011/index.htm
Some of the academics present at the seminar at UCT 13 October.Several sensitive documents/ emails were found and not shown in the presentation but mentioned to individuals privately.
URL Personal Digital Footprint Calculator: http://www.emc.com/digital_universe/downloads/web/personal-ticker.htm IDC Report: The 2011 Digital Universe Study: Extracting Value from Chaos, June 2011. http://www.emc.com/collateral/demos/microsites/emc-digital-universe-2011/index.htm
Adatpted from Alfred HermidaThe Networked Scholar University of British Columbia, Worldviews Conference, Toronto, June 16 2011
From Chan, Leslie Global Perspective on Open Research (Slide 28)http://www.slideshare.net/lesliechan/globlal-perspective-on-open-research-a-birds-eye-viewInternational Development StudiesBioline InternationalUniversity of Toronto ScarboroughPresentation at the Scholarly Communication in Africa Programme and OpenUCT,University of Cape TownAugust 5, 2011Leslie Chan
Notes on tools described in slide:Bubbl.us: “a simple and free web application that lets you brainstorm online” (Free, web-based)FreeMind: ”Java-based mindmapping software” (Free, cross-platform)BASE: ”multi-disciplinary search engine for academically relevant web resources.” OAI service provider (Free, web-based)Google Scholar: “can search across many disciplines and sources: peer-reviewed papers, theses, books, abstracts and articles, from academic publishers, professional societies, preprint repositories, universities and other scholarly organizations” (Free, web-based)GIMP: ”GNU Image Manipulation Program. It is a freely distributed piece of software for such tasks as photo retouching, image composition and image authoring” (Free, cross-platform)Picnik: browser-based tool for editing images; provides "one-click fixes, including auto- fix, exposure, colors, and red-eye. And the others, like rotate, crop, resize, and sharpening" (Web-based, free; via ProfHacker)EverNote: an application that allows you to capture information of any kind anywhere and synchronize it across all of your devices: "Take snapshots, read to-do lists, record audio whenever and wherever you like." (Free, with premium service available; cross-platform)Google Notebook: Take notes. Clip text and images from Google Books and other sources. Share your notebooks. [NB: Google announced that it is no longer actively developing Google Notebook but will continue to maintain service.] (Free, web-based)Virtual Lightbox: "a software tool for comparing images online...All users participating in a common Lightbox session see the same images in the same on-screen configuration at the same time." (Free, cross-platform)EndNote: "Web-based tool for managing and citing references in papers and creating bibliographies...integrates the following tasks into one program: Search bibliographic databases on the Internet; organize references, images, PDFs and other files; construct your paper with built-in manuscript templates; watch the bibliography and figure list appear as you write" (Commercial, web-based)Mendeley: "Free social software for managing and sharing research papers. It is also a Web 2.0 site for discovering research trends and connecting to like-minded academics." (Free, Windows/Mac/Linux)Google Maps: allows you to view maps and directions, with practical applications for transportation and diverse viewing options to further specify location (Free, web-based)Open Street Map: "a free, editable map of the whole world...allows you to view, edit and use geographical data in a collaborative way from anywhere on Earth" (Free, web-based)WordPress : free hosted blogging solution that uses excellent open source blogging software.Tumblr: a blog that "lets you effortlessly share anything. Post text, photos, quotes, links, music, and videos, from your browser, phone, desktop, email, or wherever you happen to be. You can customize everything, from colors, to your theme's HTML. Even use your own domain name." (Free, web-based)Twitter: a "microblogging" service that allows you to write short messages about your thoughts and experiences and find out what your friends and colleagues are up to (Free, web-based)List of tools sourced from: Digital Research Tools (DiRT) by Lisa Spiro - https://digitalresearchtools.pbworks.com/w/page/17801672/FrontPage
https://digitalresearchtools.pbworks.com
Wittel, A (2011) Qualities of Sharing and their Transformations in the Digital Age in International Review of Information Ethics Vol. 15 (09/2011) Special Issue on the Ethics of Sharing September 2011
http://pubs.acs.org/cen/science/87/8733sci3.htmlExamples of Web 2.0 in scholarly communicationBlogsBlogging began during the mid-1990 4but did not really take off until the arrival of free,easy-to-use web-based software in 1999. Initially associated with the personal journal andwith self-referential commentary on the web itself, the blog in fact can be thought of as aweb platform suitable for almost any kind of content. The key features of this platform are: asimple content management system allowing users to create and post content (including richmedia such as images, audio and video) to the web without technical knowledge; persistentdeep links to individual articles; the ability of readers to leave comments on posted articles;the trackback, which automatically appends to the article a link to (and typically a briefextract from) other articles that reference it 5. Although a few influential blogs do not allowcomments (typically because of the costs of removing unwanted comments such as spam orabusive content) it is the last two features that give blogs their social power, convertingthem from one-way publishing platforms to a web of interlinked conversations.There are generally thought to be about 100-1500 scientific blogs. For instance, theaggregator site Postgenomic covers 750-800 blogs. Its statistics page shows that about 300of these blogs are active in any given week and the total number of posts averages about2000 per week6. Neither of these figures shows current signs of growth (if anything, the trendmay be slightly downwards). Within chemistry, the site Chemical Blogspace performs asimilar function to Postgenomic. It reports about 60 blogs active per week and an averagetotal of 150-160 new posts per week.http://mrkwr.files.wordpress.com/2009/05/ware-web-2-0-and-scholarly-communication-preprint.pdf
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The Directory of Open Access Repositories (DOAR) now lists 2,085 repositories globally, of which 51 repositories are found in 15 African countries.Insert image of DOAR
Wkipedia - Vimeo/ˈvɪmiːoʊ/[2] is a video-sharingwebsite on which users can upload, share, and view videos. It was founded by Zach Klein and Jake Lodwick in November 2004. The name Vimeo was created by co-founder Jake Lodwick and is a play on the word video, inserting the word "me" as a reference to the site's exclusive dedication to user-made video, and is also an anagram of "movie."[3]Vimeo does not allow gaming videos,[4] pornography, or anything not created by the user to be hosted on the site.[5][edit] PopularityAs of March 2010[update], Vimeo has over 3 million members and an average of more than 16,000 new videos uploaded daily.[6] Roughly 10% of uploads are in HD.[7]
Jason Priem, University of North Carolina-Chapel Hill (@jasonpriem)Dario Taraborelli, Wikimedia Foundation (@readermeter)Paul Groth, VU University Amsterdam (@pgroth)Cameron Neylon, Science and Technology Facilities Council (@cameronneylon)http://altmetrics.org/manifesto/26 October 2010
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