Becoming a Scholarly Academic in a Digital Age

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Seeking Identify as scholars in the digital age has become blurred . How does one stay relevant when the road is paved with digital contortions, artefacts , tools ? Are we scholars? academics ? academic scholars or digital scholars?

Education

POST
GRADUATE
SUPERVISION
Rita Kizito (PhD)
28 July 2020
PAGE 1
BECOMING A SCHOLARLY ACADEMIC IN A DIGITAL AGE

PAGE 2
The first idea of a title was…
“becoming a digital scholar “
Choosing the title of the presentation …

PAGE 3
Trying to keep
heads above
water
Staying relevant when
the road is paved with
digital contortions,
artefacts , tools ?

PAGE 4
As Per Olof Armäs (PhD) states….
We are under a ‘ two-front assault”
Doing things
right
Doing the right
things

PAGE 5
SCHOLARSHIP OF
TEACHING AND
LEARNING

PAGE 6
Overview of this session …
• Briefly exploring “scholarship”
and the Scholarship of
teaching and learning
• Introducing the Digital
Scholarship concept

PAGE 7
Activity 1: How do you identify yourself and
why?
researcher
scholar
Practitioner/educator
/university teacher
/academic

PAGE 8
What is the difference between a scholar
and a researcher?
Paul Prinsloo
https://www.slidesh
are.net/prinsp/the-
changing-nature-
of-the-scholarship-
of-teaching-and-
learning

PAGE 10
Boyer’s model of scholarship
Greg Baker ( 2013); https://sites.google.com/site/gregphx5791/home/boyer-s-model-for-
scholarship

PAGE 12
SoTL related to Educational Research
"... aims to bring a scholarly lens—
the curiosity, the inquiry, the
rigor, the disciplinary variety-to
what happens in the classroom...
[It] begins with intellectual
curiosity, is conducted
deliberately and systematically, is
grounded in an analysis of some
evidence, and results in findings
shared with peers to be reviewed
and to expand a knowledge base."
(Nancy Chick, Vanderbilt Center
for Teaching).
Reasons for pursuing educational
research:
• Examine your classroom practice
through a systematic process of inquiry.
• Record successes and failures with the
goal of improving student learning and
teaching practice.
• Reflect on findings in relation to
existing educational research literature.
• Validate your teaching practice and
build theory relating to educational
approaches.
• Share and disseminate experiences to
build upon what we know about teaching
and learning processes

PAGE 13
https://www.vitae.ac
.uk/doing-
research/supervising
-a-doctorate
Shaping your practice

PAGE 14PAGE 14
Conceptual threshold
crossings largely
concern stages in
research learning
when doctoral
candidates make
breakthroughs in
their thinking,
understanding,
researching and
writing.
(Wisker, 2018)
• Developing an
identity as a
scholar
• Belonging to a
scholarly
community of
practice
• Encouraging
support networks
Becoming a scholar - CONCEPTUAL THRESHOLD crossings

PAGE 15
Becoming a digital scholar
Still a scholar but shifting the space and
embracing new objectives:
• Make informed decisions about how to use
the new networked technologies
• Ability to communicate your research to a
wider and diverse audience
• Increase the impact of your work
• Develop a digital footprint.

PAGE 16
Your digital footprint
Scholarly
communication
Increase your
impact
Conduct
research &
organize
yourself
Digital scholarly
practices: Digital-
networked –open
Examples : Digital Research
Tools
Todoist
Zotero
Endnote
Google Scholar
RefWorks
https://www.slideshare.n
et/rjsharpe/becoming-a-
digital-scholar
Rhona
Sharpe

PAGE 19
Email:
rita.kizito@wits.ac.za
kizitorita@gmail.com

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Becoming a Scholarly Academic in a Digital Age

1. POST GRADUATE SUPERVISION Rita Kizito (PhD) 28 July 2020 PAGE 1 BECOMING A SCHOLARLY ACADEMIC IN A DIGITAL AGE

2. PAGE 2 The first idea of a title was… “becoming a digital scholar “ Choosing the title of the presentation …

3. PAGE 3 Trying to keep heads above water Staying relevant when the road is paved with digital contortions, artefacts , tools ?

4. PAGE 4 As Per Olof Armäs (PhD) states…. We are under a ‘ two-front assault” Doing things right Doing the right things

5. PAGE 5 SCHOLARSHIP OF TEACHING AND LEARNING

6. PAGE 6 Overview of this session … • Briefly exploring “scholarship” and the Scholarship of teaching and learning • Introducing the Digital Scholarship concept

7. PAGE 7 Activity 1: How do you identify yourself and why? researcher scholar Practitioner/educator /university teacher /academic

8. PAGE 8 What is the difference between a scholar and a researcher? Paul Prinsloo https://www.slidesh are.net/prinsp/the- changing-nature- of-the-scholarship- of-teaching-and- learning

9. PAGE 9 Ernest L Boyer ( 1990)

10. PAGE 10 Boyer’s model of scholarship Greg Baker ( 2013); https://sites.google.com/site/gregphx5791/home/boyer-s-model-for- scholarship

11. PAGE 11 Activity 2: Where do you fall ?

12. PAGE 12 SoTL related to Educational Research "... aims to bring a scholarly lens— the curiosity, the inquiry, the rigor, the disciplinary variety-to what happens in the classroom... [It] begins with intellectual curiosity, is conducted deliberately and systematically, is grounded in an analysis of some evidence, and results in findings shared with peers to be reviewed and to expand a knowledge base." (Nancy Chick, Vanderbilt Center for Teaching). Reasons for pursuing educational research: • Examine your classroom practice through a systematic process of inquiry. • Record successes and failures with the goal of improving student learning and teaching practice. • Reflect on findings in relation to existing educational research literature. • Validate your teaching practice and build theory relating to educational approaches. • Share and disseminate experiences to build upon what we know about teaching and learning processes

13. PAGE 13 https://www.vitae.ac .uk/doing- research/supervising -a-doctorate Shaping your practice

14. PAGE 14PAGE 14 Conceptual threshold crossings largely concern stages in research learning when doctoral candidates make breakthroughs in their thinking, understanding, researching and writing. (Wisker, 2018) • Developing an identity as a scholar • Belonging to a scholarly community of practice • Encouraging support networks Becoming a scholar - CONCEPTUAL THRESHOLD crossings

15. PAGE 15 Becoming a digital scholar Still a scholar but shifting the space and embracing new objectives: • Make informed decisions about how to use the new networked technologies • Ability to communicate your research to a wider and diverse audience • Increase the impact of your work • Develop a digital footprint.

16. PAGE 16 Your digital footprint Scholarly communication Increase your impact Conduct research & organize yourself Digital scholarly practices: Digital- networked –open Examples : Digital Research Tools Todoist Zotero Endnote Google Scholar RefWorks https://www.slideshare.n et/rjsharpe/becoming-a- digital-scholar Rhona Sharpe

17. PAGE 17 A useful reference

18. PAGE 18 Unknown terrain

19. PAGE 19 Email: rita.kizito@wits.ac.za kizitorita@gmail.com

Editor's Notes

In this article, South Africans Bitzer and Albertyn briefly discuss various approaches to supervision beyond the traditional one-on-one method. They then provide a planning tool which allows for the negotiation of who would be responsible for supporting the student through which aspects of the research journey: the supervisor, the research group, the expert or the administrator. McKenna, S. (2017) Crossing Conceptual Thresholds in Doctoral Communities. Innovations in Education and Teaching International. In this article McKenna looks at a Doctoral community that she coordinates to ask how such communities might deepen postgraduate learning by offering collaborative and supportive spaces. She draws on the idea that doctoral learning needs to include crossing over conceptual thresholds and acquiring new ways of understanding the world.

Becoming a Scholarly Academic in a Digital Age

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Editor's Notes