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Being a digital open networked scholar for learning, research and teaching
This document discusses the changing role of scholars in the digital age. It notes that digital networks now enable new forms of academic writing, collaboration, and metrics of scholarly impact. Scholars are exposed to a culture of open sharing beyond traditional academic constraints. The knowledge creation and dissemination process is also changing, with elements like social relations, audiences, and forms of communication evolving at each research stage. Scholarship is becoming more open, interactive, and networked in the digital era.
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Being a digital open networked scholar for learning, research and teaching
- 1. BEING A DIGITALOPEN NETWORKED SCHOLAR FOR LEARNING, RESEARCH & TEACHING By Carina van Rooyen Presentation to UJ Anthro and DEV on 28 October 2015
- 2. –Helen Beetham, JISC “Thedigital is beginning to permeate our academic life, as print did in the Renaissance ...digital literacy is about being aware of the vast array of resources available and being able to choose the most useful tool”
- 3. –Pearce, Weller, Scanlonet al 2010 “digital networks play a role in enabling the construction of unprecedented forms of academic writing, scholarly reputation, peer review, research collaboration and even alternative metrics of scholarly production. The individual researchers experiencing networked activities in the open Web are also exposed to an extended culture of sharing, beyond the discipline- and institution-bounded conventions and constraints.”
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- 5. OPEN EDUCATION Open scholarship Openaccess Open licensing Open education practices Open education resources Open source Open data Open research Open science Open web Open knowledge Source: Czerniewicz 2012a http://www.flickr.com/photos/opensourceway/5535034664/sizes/o/in/photostream/
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- 7. Source: Johnson etal 2015:2
- 8. Emerging roles &skills sets Changing research dissemination strategies Changing research itself (e.g., digital humanities, data mining, etc.) Changing libraries Enabling a ‘culture of contribution’ Online content can be changed annotated commented on updated interacted with New technical areas (aggregration, analytics, etc.) Academic ‘reputation management’ Source: Czerniewicz 2012a
- 9. Source: Cormier &Stewart 2015
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- 14. “Connecting beyond content” –DaveCormier & Bonnie Stewart Source: http://bonstewart.com/
- 15. Source: Cormier &Stewart 2015
- 16. Skill is king/queen! X Source: http://www.webdesignsingapore.org/blog/wp-content/uploads/2011/06/seo-content-is- king.jpg
- 17. Digital fluencies &literacies Source: http://www.socialens.com/blog/wp-content/uploads/2011/02/20110205_socialens_literacy_fluency.png
- 18. Source: Cormier &Stewart 2015
- 19. Source: Cormier &Stewart 2015
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- 21. Use of Facebookby scholars taking part in Nature survey Source:VanNoorden2014
- 22. Use of ResearchGateby scholars taking part in Nature survey Source:VanNoorden2014
- 23. Use of Twitterby scholars taking part in Nature survey Source:VanNoorden2014
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- 25. HEMALI ON USING TWITTERIN TEACHING
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- 27. Scholarship! The knowledge creation& dissemination cycle Conceptualisation Data collection Data analysis Findings Engagement Translation Source:Czerniewicz2012a
- 28. Elements at eachstage of research cycle ! Social relations ! Audiences/users ! Scholar-scholar; Scholar-student; Scholar-community (industry, government, community) ! Forms of communication Source:Czerniewicz2012a
- 29. Traditional scholarship: ! theway we have been Conceptualisati on Data Collection Data Analysis Findings Engagement Translation Conceptual frameworks Literature reviews Bibliographies Proposals Data sets Conference papers Audio records Images Recorded interviews Books Reports Journal articles Technical papers Notes Presentations Lectures Interviews Student Community Scholar Source:Czerniewicz2012a
- 30. Traditional scholarship: ! theway we have been Conceptualisati on Data Collection Data Analysis Findings Engagement Translation Conceptual frameworks Literature reviews Bibliographies Proposals Data sets Conference papers Audio records Images Recorded interviews Books Reports Journal articles Technical papers Notes Presentations Lectures Interviews Student Community Scholar Source:Czerniewicz2012a Individual Private
- 31. Traditional scholarship: ! theway we have been Conceptualisati on Data Collection Data Analysis Findings Engagement Translation Conceptual frameworks Literature reviews Bibliographies Proposals Data sets Conference papers Audio records Images Recorded interviews Books Reports Journal articles Technical papers Notes Presentations Lectures Interviews Student Community Scholar Source:Czerniewicz2012a Not in a shareable form Possibly not digitised
- 32. Traditional scholarship: ! theway we have been Conceptualisati on Data Collection Data Analysis Findings Engagement Translation Conceptual frameworks Literature reviews Bibliographies Proposals Data sets Conference papers Audio records Images Recorded interviews Books Reports Journal articles Technical papers Notes Presentations Lectures Interviews Student Community Scholar Source:Czerniewicz2012a Stable authoritative text-based versions
- 33. Traditional scholarship: ! theway we have been Conceptualisati on Data Collection Data Analysis Findings Engagement Translation Conceptual frameworks Literature reviews Bibliographies Proposals Data sets Conference papers Audio records Images Recorded interviews Books Reports Journal articles Technical papers Notes Presentations Lectures Interviews Student Community Scholar Source:Czerniewicz2012a Clearly defined audiences
- 34. Traditional scholarship: ! theway we have been Conceptualisati on Data Collection Data Analysis Findings Engagement Translation Conceptual frameworks Literature reviews Bibliographies Proposals Data sets Conference papers Audio records Images Recorded interviews Books Reports Journal articles Technical papers Notes Presentations Lectures Interviews Student Community Scholar Source:Czerniewicz2012a Expensive textbooks Online resources access limited to course students only
- 35. Changes in communication: communicationoccurs throughout the research cycle, not at the end
- 36. Traditional scholarship: ! theway we have been Conceptualisati on Data Collection Data Analysis Findings Engagement Translation Conceptual frameworks Literature reviews Bibliographies Proposals Data sets Conference papers Audio records Images Recorded interviews Books Reports Journal articles Technical papers Notes Presentations Lectures Interviews Student Community Scholar Source:Czerniewicz2012a Individual Private Shared and shareable E.g., social bookmarking
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- 40. Traditional scholarship: ! theway we have been Conceptualisation Data Collection Data Analysis Findings Engagement Translation Conceptual frameworks Literature reviews Bibliographies Proposals Data sets Conference papers Audio records Images Recorded interviews Books Reports Journal articles Technical papers Notes Presentations Lectures Interviews Source:Czerniewicz2012a Not in a shareable form Possibly not digitised Data not curated Scholars collect data Linked data Curated data Shareable data Text mining Big data Digital humanities Crowd sourcing data collection & analysis
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- 42. Traditional scholarship: ! theway we have been Conceptualisati on Data Collection Data Analysis Findings Engagement Translation Conceptual frameworks Literature reviews Bibliographies Proposals Data sets Conference papers Audio records Images Recorded interviews Books Reports Journal articles Technical papers Notes Presentations Lectures Interviews Source:Czerniewicz2012a findings Dynamic multimodal versions, the rise of rich media New types of journals:“enhanced publication” Rise of open access Journal publishing changing E.g. PLOS One model Stable authoritative text-based versions
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- 45. audiences & dissemination Conceptuali sation Data Collection Data Analysis Findings Engagemen t Translation ConceptualFrameworks Literature Reviews Bibliographies Proposals Data sets Conference papers Audio records Images Recorded interviews Books Reports Journal articles Technical papers Notes Presentations Lectures Interviews Student Community Scholar Clearly demarcated audiences Online content available to all Digital scholarship: " what is happening now Source:Czerniewicz2012a
- 46. Conceptuali sation Data Collection Data Analysis Findings Engagemen t Translation Conceptual Frameworks LiteratureReviews Bibliographies Proposals Data sets Conference papers Audio records Images Recorded interviews Books Reports Journal articles Technical papers Notes Presentations Lectures Interviews Digital scholarship: " what is happening Rise of open education resources, open etextbooks Clearly defined audiences Changing audiences (e.g., life long learners, global reach) Access to all types of resources Source:Czerniewicz2012a
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- 48. Conceptuali sation Data Collection Data Analysis Findings Engagemen t Translation Conceptual Frameworks LiteratureReviews Bibliographies Proposals Data sets Conference papers Audio records Images Recorded interviews Books Reports Journal articles Technical papers Notes Presentations Lectures Interviews Digital scholarship: " what is happening now Expensive textbooks Online resources limited to course students only Rise of open education resources, open etextbooks, open lectures, etc. Dynamic content One to many Many to many engagement Engagement & translation Emergence of ALT metrics (use, downloads, citations, etc.) Source:Czerniewicz2012a
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- 54. Attitudes to opennessonline (Czerniewicz & Kell 2014) • Culturally informed sense of personal modesty (not wanting to call attention to themselves) • Ambivalence about the quality of their research (“being exposed”) • Anxiety about having no control over how they might be represented on the internet • Worry that others may steal their ideas/data (especially if still in gestational form) • Fear of offending their research subjects, many of whom they might continue to encounter • Concern for damaging one’s own reputation and can influence your future prospects • Minimalist communications strategy • Teaching- rather than research-oriented approach to scholarship (which speaks to one’s sense of academic identity, as a ‘teacher’ rather than a ‘researcher’)
- 55. Issue of self-promotion Blurringof personal & professional (privacy issues) Implications of careless use of social media • Cautious about content Time pressure Target of attack Speed of social media both its draw card, and a challenge (Source: Lupton 2014) Using social media
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- 57. • Accessible -free, equitable • Digital etiquette - cyberbullying, flaming • Privacy and confidentiality issues • Intellectual property rights, licences, plagiarism • Archiving online work • Useful guide at http://www.edudemic.com/the- students-guide-to-proper-social-media-etiquette/ When using SM with students
- 58. Take control • Digitalfootprint: content you create • Digital shadow: content created about you • Amount of information that individuals create themselves (digital footprint) is far less than the amount being generated about them (digital shadow) Source:Czerniewicz2012b
- 59. What is yourdigital shadow? Source:Czerniewicz2012b
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- 61. 1. Assess yourself ! Regular Google searches ! On-going Google alerts of your name ! Measure your digital footprint ! Altmetric ! Impactstory ! Also services such as Web of Knowledge or Scopus for scholarly publications & citations
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- 65. Analyse the results ! How many of the results are relevant? ! What types of results come up? ! Are all of them from your institutions? ! Publications? ! Online profiles? ! If the results are obviously nothing to do with you, would that be obvious to someone else looking for you? ! Consider what you would like to appear Source: Czerniewicz 2012b
- 66. 2. Your profile/s ! Profiles: Personal and/or institutional ! Decide on a main profile ! Improve and maintain it ! Link the others Adapted from Czerniewicz 2012b
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- 74. 3. Improve outputavailability Source: Czerniewicz 2012b
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- 76. Go as openas you can ! Put journal articles you can online ! Check out Sherpa Romeo for publisher archiving policies ! Archive ! in repositories ! in subject portals and aggregators ! Publish in open access journals ! 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%), 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/) ! Open everything – all scholarly output possible (teaching, popular, etc.) Source: Czerniewicz 2012b
- 77. Check the self-archivingagreement of existing journal articles Source: Czerniewicz 2012b
- 78. Archive in openaccess repositories Source: Czerniewicz 2012b
- 79. Publish in openaccess journals Source: Czerniewicz 2012b
- 80. Upload videos &podcasts Source: Czerniewicz 2012b
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- 83. Keywords & tags ! Take metadata seriously ! Metadata refers to information that describes, explains, locates and otherwise makes it easier to retrieve, use or manage digital information ! Add tags, keywords or descriptions to a file you upload Source: Czerniewicz 2012b
- 84. 4. Communicate & connect ! Curate ! Twitter as hub of PLN ! Blog ! Single-authored or multiple-author blog (e.g., LSE blogs)? ! What blog about: updates on research, interesting links, commentary on current events, reports from conferences / seminars / book launch, repost from other blogs, thematic post with other bloggers ! Who are you blogging for? Source: Czerniewicz 2012b
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- 88. Some sources • Academics’online presence: A four step guide to taking control of your visibility. http://openuct.uct.ac.za/sites/ default/files/Online%20Visibility%20Guidelines.pdf • How to curate your digital identity as an academic. http:// chronicle.com/article/How-to-Curate-Your-Digital/ 151001/?cid=at&utm_source=at&utm_medium=en • Open content licensing: A three step guide for academics. By OpenUCT. http://open.uct.ac.za/bitstream/handle/ 11427/12937/WillmersOpenLicensing2015.pdf? sequence=3
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- 90. • Using Twitterin university research, teaching, and impact activities: A guide for academics and researchers. http://blogs.lse.ac.uk/ impactofsocialsciences/2011/09/29/twitter-guide/ • List of academic tweeters by subject area. http:// blogs.lse.ac.uk/impactofsocialsciences/ 2011/09/02/academic-tweeters-your-suggestions- in-full/
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- 92. • Cormier D& Stewart B 2014 Connecting beyond content: Education in abundance. Presentation to #mootca15. http://www.slideshare.net/bonstewart/connecting-beyond-content-education-in- abundance?from_action=save • Czerniewicz L 2012a The changing scholarly communication and content landscape. Presentation to CHEC Board on 3 May • Czerniewicz L 2012b Academics’ online presence: Assessing & sharing your visibility. Presentation in September • Czerniewicz L & Kell C 2014 A framework for analysing research types and practices. Presentation to the 9th International conference on networked learning • Davis V 2014 Innovate like-a-turtle: The mindset, tools and teaching tips to make this the best year ever. http://www.slideshare.net/coolcatteacher/innovate-likeaturtle-phms-mega-awesome-school-opener • Johnson L, Adams Becker S, Estrada V & Freeman A 2015 NMC Horizon Report: 2015 Higher education edition. Austin, Texas: The New Media Consortium • Lupton D 2014 ‘Feeling better connected’: Academics’ use of social media. http:// www.canberra.edu.au/faculties/arts-design/attachements/pdf/n-and-mrc/Feeling-Better-Connected- report-final.pdf • Stewart B 2014 Networked scholars & …authentic influence? Presentation at #elearninged at the University of Edinburgh • Van Noorden R 2014 Online collaboration: Scientists and the social network. Nature http:// www.nature.com/news/online-collaboration-scientists-and-the-social-network-1.15711? WT.mc_id=TWT_NatureNews References