Ernesto Priego and Sarah-Louise Quinnell present Networked Reseshearcher, a multi-author blogging platform for researchers, at the AHRC Digital Transformations Moot, London, 19 November 2012.
The document discusses Erasmus+ Virtual Exchange, a pilot project established by the European Commission in 2018. The project aims to expand the traditional Erasmus+ mobility program through virtual exchanges, engaging at least 17,000 youth by the end of 2019. Virtual exchange involves technology-enabled intercultural dialogues between people to foster deep social learning. The target audience is young people aged 18-30 in Europe and Southern Mediterranean countries. The project offers different models of virtual exchange, including courses where students from different countries collaborate online as part of their studies. It also provides training to help educators develop and implement virtual exchange programs.
A presentation of the activities around Virtual Exchange under Erasmus+ virtual exchange initiative prepared for the teaching conference in Israel, 13th March 2018.
The BYOD4L Project aims to revitalize interest in learning and teaching through open cross-institutional professional development. It brings educators and students together in a distributed online community to share experiences and learn using their own smart devices. The project extends engagement in meaningful professional development that is useful for practice and creates opportunities for collaboration across institutions. It shares resources and expertise through an inquiry-based approach using social media in a framework of 5Cs (Connect, Converse, Construct, Contribute, and Confirm). Participation has grown from individuals in 2014 to include 9 higher education institutions and 2 partners by 2015. Feedback from participants indicates the power of collaborative development and an extended sense of community.
The document discusses examples of assessment methods in open education that seek to bring together community engagement, research, publication, and peer assessment in an open and networked way. Three examples are provided: 1) A psychology student-authored open textbook where an essay assignment was changed to writing a textbook chapter. 2) A sport studies course where assignments were published papers in a student journal, presentations were screen-based, and exams were open-book. 3) A journalism course where an assignment was to get a story published on Wikinews to pass. The document concludes with principles of practice for this type of assessment and suggestions for further applications.
BYOD4L is a 5-day open online course for teachers and students that explores using personal devices for learning. It is organized by Chrissi Nerantzi and Sue Beckingham and involves facilitators from different institutions. The course aims to create an open learning community where participants can learn from each other using authentic pedagogical models. Over the 5 days, participation grew across social media platforms and facilitator groups. The organizers aim to continue developing BYOD4L and researching its impact on flexible and social learning.
Open online courses and massively untold storiesLeigh Blackall
This paper accounts for a small range of open online courses that helped to inform the early development of Massive Open Online Courses (MOOCs). It laments the loss of meaning in the word open and its historic alignment to free and open source principles. It calls for more academic work to better represent the histories and range of critical perspectives on open online courses, and outlines how Wikipedia can be used as a central organising platform for such work.
https://en.wikiversity.org/wiki/User:Leighblackall/Open_Online_Courses_and_Massively_untold_stories
This document discusses OOO Canada's approach to helping Canadians become leaders in open research. OOO Canada aims to (1) connect advocates to increase the impact of advocacy, (2) support anyone interested in bringing open practices to organizations, and (3) add value to existing open initiatives by sharing best practices and resources. It provides information on open access, open data, and open education policies and initiatives in Canada. OOO Canada functions as a network of open researchers who meet monthly, share resources and ideas, organize events, and work to promote inclusivity.
Archiving The Social Media Presence of The River-sideElaine Harrington
The document discusses archiving the social media presence of 'The Riverside' at University College Cork. It outlines challenges in preserving social media content like different platforms, copyright and privacy issues. It provides examples of other institutions archiving tweets, blogs and websites. The document advocates developing sustainable approaches to the evolving area of digital preservation and avoiding duplication of efforts.
The document discusses Erasmus+ Virtual Exchange, a pilot project established by the European Commission in 2018. The project aims to expand the traditional Erasmus+ mobility program through virtual exchanges, engaging at least 17,000 youth by the end of 2019. Virtual exchange involves technology-enabled intercultural dialogues between people to foster deep social learning. The target audience is young people aged 18-30 in Europe and Southern Mediterranean countries. The project offers different models of virtual exchange, including courses where students from different countries collaborate online as part of their studies. It also provides training to help educators develop and implement virtual exchange programs.
A presentation of the activities around Virtual Exchange under Erasmus+ virtual exchange initiative prepared for the teaching conference in Israel, 13th March 2018.
The BYOD4L Project aims to revitalize interest in learning and teaching through open cross-institutional professional development. It brings educators and students together in a distributed online community to share experiences and learn using their own smart devices. The project extends engagement in meaningful professional development that is useful for practice and creates opportunities for collaboration across institutions. It shares resources and expertise through an inquiry-based approach using social media in a framework of 5Cs (Connect, Converse, Construct, Contribute, and Confirm). Participation has grown from individuals in 2014 to include 9 higher education institutions and 2 partners by 2015. Feedback from participants indicates the power of collaborative development and an extended sense of community.
The document discusses examples of assessment methods in open education that seek to bring together community engagement, research, publication, and peer assessment in an open and networked way. Three examples are provided: 1) A psychology student-authored open textbook where an essay assignment was changed to writing a textbook chapter. 2) A sport studies course where assignments were published papers in a student journal, presentations were screen-based, and exams were open-book. 3) A journalism course where an assignment was to get a story published on Wikinews to pass. The document concludes with principles of practice for this type of assessment and suggestions for further applications.
BYOD4L is a 5-day open online course for teachers and students that explores using personal devices for learning. It is organized by Chrissi Nerantzi and Sue Beckingham and involves facilitators from different institutions. The course aims to create an open learning community where participants can learn from each other using authentic pedagogical models. Over the 5 days, participation grew across social media platforms and facilitator groups. The organizers aim to continue developing BYOD4L and researching its impact on flexible and social learning.
Open online courses and massively untold storiesLeigh Blackall
This paper accounts for a small range of open online courses that helped to inform the early development of Massive Open Online Courses (MOOCs). It laments the loss of meaning in the word open and its historic alignment to free and open source principles. It calls for more academic work to better represent the histories and range of critical perspectives on open online courses, and outlines how Wikipedia can be used as a central organising platform for such work.
https://en.wikiversity.org/wiki/User:Leighblackall/Open_Online_Courses_and_Massively_untold_stories
This document discusses OOO Canada's approach to helping Canadians become leaders in open research. OOO Canada aims to (1) connect advocates to increase the impact of advocacy, (2) support anyone interested in bringing open practices to organizations, and (3) add value to existing open initiatives by sharing best practices and resources. It provides information on open access, open data, and open education policies and initiatives in Canada. OOO Canada functions as a network of open researchers who meet monthly, share resources and ideas, organize events, and work to promote inclusivity.
Archiving The Social Media Presence of The River-sideElaine Harrington
The document discusses archiving the social media presence of 'The Riverside' at University College Cork. It outlines challenges in preserving social media content like different platforms, copyright and privacy issues. It provides examples of other institutions archiving tweets, blogs and websites. The document advocates developing sustainable approaches to the evolving area of digital preservation and avoiding duplication of efforts.
This document discusses digital projects created by students in Facing History and Ourselves classrooms. It provides an overview of the organization Facing History and Ourselves and its use of digital media and multimedia projects to engage students. Several specific projects are described, including videos, voicethread, online learning modules, and student journalism/radio projects. Links and resources for further information are also included.
The BYOD4L team is a distributed team of 12 learning technologists, developers, lecturers, researchers and an artist from 9 institutions across the UK and Australia. They have over 100 combined years of experience in technology enhanced learning. Their goal is to create open learning opportunities using social media and mobile devices. In 2013/14, they ran the first iteration of an open online course called BYOD4L that allowed educators and students to learn and develop skills around using smart devices for learning in a self-regulated manner. The course was facilitated using a problem-based learning approach on social media without any dedicated funding. The team discovered the benefits of open collaboration, modeling innovative teaching practices, and influencing institutional changes through showcasing
http://en.wikiversity.org/wiki/User:Leighblackall/An_ethical_framework_for_ubiquitous_learning
Ubiquitous learning, through its association to the phrase ‘ubiquitous computing’, is often taken to mean learning mediated through portable computing devices that are coupled with digital media and data. This paper argues for a consideration that is less determined by technology, positioning instead that it be used to describe a broad and deliberate approach to learning generally, with or without the aid of computing devices or digital media.
Based on a feed-back structure of ethics, principles, methods and outcomes used by David Holgrem to popularise Permaculture Design, an ethical framework for ubiquitous learning is put forward to guide considerations. It draws on the theories, critiques and proposals of Ivan Illich, Neil Postman, Jean Lave and Etienne Wenger, Christopher Alexander, Richard Stallman and others to form three primary ethics: That learning happens everywhere; that it be relevant and; that it is shared. These ethics are substantiated through a number of principles that guide methods and hold outcomes accountable. And finally, to illustrate methods through this framework a range of projects and initiatives are presented. They include a situationist theatre production, The School of Everything and other convivial learning networks, and Open Educational Practices
The university as a hackerspace - Joss Winn - Jisc Digital Festival 2014Jisc
1. The document proposes the idea of a university operating as a hackerspace through a cross-university Masters by Research degree program.
2. This program would treat the entire campus as a hackerspace, involving staff and facilities across schools in an anti-disciplinary manner.
3. Students and teachers would both learn through experiments and challenges adopting a hacker ethic, in line with the concept of the student as producer where research forms the basis of learning and the institution learns from its teacher-student scholars.
David Röthler is a university lecturer, adult educator, and consultant who specializes in social media, European projects, webinars, and online conferences. He helps raise awareness and build international communities through interactive online content and believes virtual classrooms and meetings can promote open learning, accessibility, and networking across borders. His website provides information on complementary tools for online meetings and taking minutes as well as contact details.
The Open Journal Project aims to make research freely accessible worldwide by removing barriers like cost, language, bandwidth, and disability access. It publishes the Journal of Humanitarian Engineering with no-cost access for authors or readers. Research is available in plain language summaries, multiple languages, low bandwidth formats, large print and Braille. Distribution methods ensure access even under censorship through peer-to-peer sharing. The project seeks partnerships to promote open access and support developing country academics and libraries.
SIX is a global network of organizations working in social innovation. It aims to connect diverse sectors and spread great ideas. Over 250 associates from various fields and sectors are part of the flexible network. SIX organizes conferences, workshops and other events to help develop the field and bring social innovators together from around the world. The network includes partners from Europe, North America, Asia, Australia and other regions.
Open cross-institutional academic CPD, expectations and value: a recent examp...Chrissi Nerantzi
This document summarizes an open cross-institutional professional development course called BYOD4L (Bring Your Own Device for Learning) run by two UK universities. The course was offered online in January and July 2014 using social media and was open to educators from various institutions. Participants engaged in collaborative learning activities and discussions. Evaluation found that the open online format supported the sharing of ideas and creation of an international learning community among the 76 participants. The organizers aim to continue scaling the open cross-institutional model to provide affordable professional development opportunities for educators.
1) The digital archive complicates notions of materiality and the relationship between the physical and digital. Digitization disrupts traditional hierarchies of archives by making materials more accessible and mutable.
2) Media archaeology approaches the digital archive through studying the histories of different media and technologies. It examines how digital archives operate as dynamic networks and social platforms rather than static stores of history.
3) As physical archives become digitized, concepts of the archive are shifting from places that freeze time and regulate access/use, to archives that are in constant motion and allow for remixing. The boundaries between archive and database are also blurring.
This document summarizes an Australian example of using an open online course to connect Box'Tag coaches. It discusses a small open online course held in February 2013 that used an OpenLearning platform. The summary outlines how the course progressed from conceptualization to post-evaluation, and how open learning approaches can connect coaches through both synchronous and asynchronous opportunities. It also addresses how such open learning opportunities can transform coaches' personal learning and continuing professional development.
Boosting ICT Training in Public LibrariesÅke Nygren
The document discusses boosting digital literacy training in public libraries by taking a more holistic approach. It argues that libraries should embed digital literacy training in all aspects of their services and events, rather than offering standalone ICT courses. Digital literacy is important for helping people engage with online learning that is already happening through peer and interest groups. The document calls on different digital literacy groups within libraries to unite behind a single, connected strategy and emphasizes tools like digital badges that can recognize skills people gain through informal online learning.
Digital scholarship encompasses changes in scholarly practice resulting from digital technologies, including more open and collaborative practices. While some researchers are cautiously adopting new tools, cultural and incentive structures still favor traditional methods of peer-reviewed publishing and face-to-face collaboration. For digital scholarship to be fully recognized, guidelines and metrics may need to adapt, but forcing change could undermine current peer review and tenure systems. Overall digital technologies offer opportunities to radically change practices, but determining their impact will depend on how researchers and institutions steer their development and adoption.
Future Libraries: considering 'publishing', City University, London, 10 April...James Baker
Slides for a lecture I gave as part of the 'Libraries and Publishing in an Information Society' Masters module at City University, London, on 10 April 2015
Notes at https://gist.github.com/drjwbaker/9fbd71e4e4e232052265
Digital Humanities and Undergraduate EducationRebecca Davis
How does digital humanities fit into the undergraduate curriculum? This workshop will look at digital humanities from an institutional perspective, considering how it advances the learning outcomes of undergraduate education and sharing models of high impact practices from the digital humanities classroom.
This document provides information and resources for good practices in science communication. It lists several websites related to communicating research through social media, blogging, videos, and engagement activities. It emphasizes that science communication is an important task that requires mobilizing researchers to share their work with the public in positive ways. Changing incentives and establishing rewards could help promote more outreach and dissemination activities.
Open Access and Wikipedia : Taking accessible research to the global public"Nick Sheppard
This document discusses how Wikipedia and the Wikimedia projects can help make research more openly accessible on a global scale. It notes that Wikipedia is a permanent, evolving source of verified information created through transparent collaboration. The document also provides statistics on the number of citations to a university's research outputs on Wikipedia and links from Wikipedia to their open access institutional repository. It promotes the benefits of universities partnering with Wikimedia through activities like hosting a Wikimedian in Residence to help manage and share resources globally through projects like Wikimedia Commons.
1) The document discusses open systems solutions for addressing key UN challenge areas like climate change, education, and gender empowerment.
2) Open source models enable opportunities through free tools, licenses, and global communities. They create space for collaboration and accountability.
3) Open systems incorporate open source software, hardware, data, platforms, education resources, and more. Comprehensive open approaches can help mitigate climate change and empower citizens.
The document summarizes the British Cartoon Archive Online, a digital archive of over 140,000 British editorial cartoons housed at the University of Kent. It describes the Archive's collection, digitization process funded by JISC, and features like advanced search capabilities. The summary highlights how the Archive serves as an open educational resource that encourages remote research on cartoon and comics studies through open access of its digitized word and image content.
Research notes in the form of a deck of slides assembled by Ernesto Priego for the Open Access debate organised by Roger Sabin at Central Saint Martins, University of the Arts, London, Monday 18 March 2013. Also available via Figshare as Open Access Now! Research notes in the form of a deck of slides assembled by Ernesto Priego for the Open Access debate organised by Roger Sabin at Central Saint Martins, University of the Arts, London, Monday 18 March 2013. . Ernesto Priego. figshare.
http://dx.doi.org/10.6084/m9.figshare.654622
This document discusses digital projects created by students in Facing History and Ourselves classrooms. It provides an overview of the organization Facing History and Ourselves and its use of digital media and multimedia projects to engage students. Several specific projects are described, including videos, voicethread, online learning modules, and student journalism/radio projects. Links and resources for further information are also included.
The BYOD4L team is a distributed team of 12 learning technologists, developers, lecturers, researchers and an artist from 9 institutions across the UK and Australia. They have over 100 combined years of experience in technology enhanced learning. Their goal is to create open learning opportunities using social media and mobile devices. In 2013/14, they ran the first iteration of an open online course called BYOD4L that allowed educators and students to learn and develop skills around using smart devices for learning in a self-regulated manner. The course was facilitated using a problem-based learning approach on social media without any dedicated funding. The team discovered the benefits of open collaboration, modeling innovative teaching practices, and influencing institutional changes through showcasing
http://en.wikiversity.org/wiki/User:Leighblackall/An_ethical_framework_for_ubiquitous_learning
Ubiquitous learning, through its association to the phrase ‘ubiquitous computing’, is often taken to mean learning mediated through portable computing devices that are coupled with digital media and data. This paper argues for a consideration that is less determined by technology, positioning instead that it be used to describe a broad and deliberate approach to learning generally, with or without the aid of computing devices or digital media.
Based on a feed-back structure of ethics, principles, methods and outcomes used by David Holgrem to popularise Permaculture Design, an ethical framework for ubiquitous learning is put forward to guide considerations. It draws on the theories, critiques and proposals of Ivan Illich, Neil Postman, Jean Lave and Etienne Wenger, Christopher Alexander, Richard Stallman and others to form three primary ethics: That learning happens everywhere; that it be relevant and; that it is shared. These ethics are substantiated through a number of principles that guide methods and hold outcomes accountable. And finally, to illustrate methods through this framework a range of projects and initiatives are presented. They include a situationist theatre production, The School of Everything and other convivial learning networks, and Open Educational Practices
The university as a hackerspace - Joss Winn - Jisc Digital Festival 2014Jisc
1. The document proposes the idea of a university operating as a hackerspace through a cross-university Masters by Research degree program.
2. This program would treat the entire campus as a hackerspace, involving staff and facilities across schools in an anti-disciplinary manner.
3. Students and teachers would both learn through experiments and challenges adopting a hacker ethic, in line with the concept of the student as producer where research forms the basis of learning and the institution learns from its teacher-student scholars.
David Röthler is a university lecturer, adult educator, and consultant who specializes in social media, European projects, webinars, and online conferences. He helps raise awareness and build international communities through interactive online content and believes virtual classrooms and meetings can promote open learning, accessibility, and networking across borders. His website provides information on complementary tools for online meetings and taking minutes as well as contact details.
The Open Journal Project aims to make research freely accessible worldwide by removing barriers like cost, language, bandwidth, and disability access. It publishes the Journal of Humanitarian Engineering with no-cost access for authors or readers. Research is available in plain language summaries, multiple languages, low bandwidth formats, large print and Braille. Distribution methods ensure access even under censorship through peer-to-peer sharing. The project seeks partnerships to promote open access and support developing country academics and libraries.
SIX is a global network of organizations working in social innovation. It aims to connect diverse sectors and spread great ideas. Over 250 associates from various fields and sectors are part of the flexible network. SIX organizes conferences, workshops and other events to help develop the field and bring social innovators together from around the world. The network includes partners from Europe, North America, Asia, Australia and other regions.
Open cross-institutional academic CPD, expectations and value: a recent examp...Chrissi Nerantzi
This document summarizes an open cross-institutional professional development course called BYOD4L (Bring Your Own Device for Learning) run by two UK universities. The course was offered online in January and July 2014 using social media and was open to educators from various institutions. Participants engaged in collaborative learning activities and discussions. Evaluation found that the open online format supported the sharing of ideas and creation of an international learning community among the 76 participants. The organizers aim to continue scaling the open cross-institutional model to provide affordable professional development opportunities for educators.
1) The digital archive complicates notions of materiality and the relationship between the physical and digital. Digitization disrupts traditional hierarchies of archives by making materials more accessible and mutable.
2) Media archaeology approaches the digital archive through studying the histories of different media and technologies. It examines how digital archives operate as dynamic networks and social platforms rather than static stores of history.
3) As physical archives become digitized, concepts of the archive are shifting from places that freeze time and regulate access/use, to archives that are in constant motion and allow for remixing. The boundaries between archive and database are also blurring.
This document summarizes an Australian example of using an open online course to connect Box'Tag coaches. It discusses a small open online course held in February 2013 that used an OpenLearning platform. The summary outlines how the course progressed from conceptualization to post-evaluation, and how open learning approaches can connect coaches through both synchronous and asynchronous opportunities. It also addresses how such open learning opportunities can transform coaches' personal learning and continuing professional development.
Boosting ICT Training in Public LibrariesÅke Nygren
The document discusses boosting digital literacy training in public libraries by taking a more holistic approach. It argues that libraries should embed digital literacy training in all aspects of their services and events, rather than offering standalone ICT courses. Digital literacy is important for helping people engage with online learning that is already happening through peer and interest groups. The document calls on different digital literacy groups within libraries to unite behind a single, connected strategy and emphasizes tools like digital badges that can recognize skills people gain through informal online learning.
Digital scholarship encompasses changes in scholarly practice resulting from digital technologies, including more open and collaborative practices. While some researchers are cautiously adopting new tools, cultural and incentive structures still favor traditional methods of peer-reviewed publishing and face-to-face collaboration. For digital scholarship to be fully recognized, guidelines and metrics may need to adapt, but forcing change could undermine current peer review and tenure systems. Overall digital technologies offer opportunities to radically change practices, but determining their impact will depend on how researchers and institutions steer their development and adoption.
Future Libraries: considering 'publishing', City University, London, 10 April...James Baker
Slides for a lecture I gave as part of the 'Libraries and Publishing in an Information Society' Masters module at City University, London, on 10 April 2015
Notes at https://gist.github.com/drjwbaker/9fbd71e4e4e232052265
Digital Humanities and Undergraduate EducationRebecca Davis
How does digital humanities fit into the undergraduate curriculum? This workshop will look at digital humanities from an institutional perspective, considering how it advances the learning outcomes of undergraduate education and sharing models of high impact practices from the digital humanities classroom.
This document provides information and resources for good practices in science communication. It lists several websites related to communicating research through social media, blogging, videos, and engagement activities. It emphasizes that science communication is an important task that requires mobilizing researchers to share their work with the public in positive ways. Changing incentives and establishing rewards could help promote more outreach and dissemination activities.
Open Access and Wikipedia : Taking accessible research to the global public"Nick Sheppard
This document discusses how Wikipedia and the Wikimedia projects can help make research more openly accessible on a global scale. It notes that Wikipedia is a permanent, evolving source of verified information created through transparent collaboration. The document also provides statistics on the number of citations to a university's research outputs on Wikipedia and links from Wikipedia to their open access institutional repository. It promotes the benefits of universities partnering with Wikimedia through activities like hosting a Wikimedian in Residence to help manage and share resources globally through projects like Wikimedia Commons.
1) The document discusses open systems solutions for addressing key UN challenge areas like climate change, education, and gender empowerment.
2) Open source models enable opportunities through free tools, licenses, and global communities. They create space for collaboration and accountability.
3) Open systems incorporate open source software, hardware, data, platforms, education resources, and more. Comprehensive open approaches can help mitigate climate change and empower citizens.
The document summarizes the British Cartoon Archive Online, a digital archive of over 140,000 British editorial cartoons housed at the University of Kent. It describes the Archive's collection, digitization process funded by JISC, and features like advanced search capabilities. The summary highlights how the Archive serves as an open educational resource that encourages remote research on cartoon and comics studies through open access of its digitized word and image content.
Research notes in the form of a deck of slides assembled by Ernesto Priego for the Open Access debate organised by Roger Sabin at Central Saint Martins, University of the Arts, London, Monday 18 March 2013. Also available via Figshare as Open Access Now! Research notes in the form of a deck of slides assembled by Ernesto Priego for the Open Access debate organised by Roger Sabin at Central Saint Martins, University of the Arts, London, Monday 18 March 2013. . Ernesto Priego. figshare.
http://dx.doi.org/10.6084/m9.figshare.654622
Project Management in Libraries for UCLA IS 410Karen S Calhoun
A 3-hour class introducing project management in libraries, prepared and presented at the invitation of Dr. Beverly Lynch for her 3-credit graduate course "Management Theory and Practice for Information Professional," IS 410 in the UCLA Department of Information Studies.
Butterfly Hunt: On Collecting #mla14 Tweets (#mla15 #s398)Dr Ernesto Priego
Presentation for the panel "The MLA and its Data: Remix, Reuse and Research, 5:15 - 6:30pm, Modern Language Association Convention 2015, Vancouver Conference Center, 121, VCC West.
The Walking Dead Media (Graphixia13, Douglas College, New Westminster, BC 15 ...Dr Ernesto Priego
Slides I showed at the "Comics, Digital Platforms and Multimodality" paper session on Saturday 15 June 2013 at the Comics and the Multimodal World International Conference. Panel was chaired by David Wright and papers were presented by Paddy Johnston, Aaron Kashtan and Ernesto Priego.
Forms of Innovation: Collaboration, Attribution, AccessDr Ernesto Priego
I presented this content at the Forms of Innovation: Humanities, Copyright and New Technologies workshop at the University of Durham on Saturday 27 April 2013.
To download this file, please go to http://figshare.com/articles/Forms_of_Innovation_Collaboration_Attribution_Access/693048
This deck of slides is a slightly modified version of the original file I showed that day.
This deck of slides is licensed by Ernesto Priego under a Creative Commons Attribution 3.0 Unported License.
Forms of Innovation: Collaboration, Attribution, Access. Ernesto Priego. figshare.
http://dx.doi.org/10.6084/m9.figshare.693048
Retrieved 13:25, Apr 29, 2013 (GMT)
El académico digital: acceso abierto, licencias y derechos de autor (Conferen...Dr Ernesto Priego
Este documento discute el acceso abierto en investigaciones académicas financiadas con fondos públicos en el Reino Unido. Recomienda la publicación con licencia CC-BY para que los resultados de la investigación sean accesibles al público contribuyente. También describe las ventajas del acceso abierto como mayor impacto a través de citaciones e incremento en la difusión del conocimiento. Finalmente, explica las dos principales vías para lograr el acceso abierto, a través de revistas de acceso abierto o mediante el depósito en repositorios instituc
If you’ve ever wondered or asked “Is upgrading worth it?” take a peek and you can see for yourself. Learn more: http://blog.linkedin.com/2015/03/11/free-versus-premium/
This document provides an overview of Lisa Harris' background and interests which include 10 years of experience in banking, an MBA from Oxford Brookes, a PhD from Brunel investigating technological change in banking, and teaching roles at various universities. She is interested in innovative applications of technology in education, business, and society, and is currently involved in projects investigating social learning and social activism.
Virtual research communities allow researchers to communicate, collaborate, and conduct studies remotely through virtual platforms. Some key virtual research communities discussed include iLRN, an international nonprofit focused on immersive learning research; Educators in VR, which provides VR events and training; and XRDRN, an online platform where researchers can find study participants. Virtual research communities provide advantages like simulating real-world scenarios safely, collecting more meaningful data through tools like eye-tracking, and allowing research to continue despite restrictions from the pandemic.
A participatory and cross-media approach to civic engagement: the experience ...Esteban Romero Frías
Medialab UGR is a laboratory created in 2015 at the University of Granada to analyze and disseminate the possibilities of digital technologies in culture and society. It develops cross-media projects and takes a participatory approach to civic engagement. Some of its key projects include Facultad Cero, which facilitates the sharing of teaching innovations during COVID-19, and RadioLab UGR, which produces a programming grid for digital radio. Medialab UGR communicates through multiple online and offline channels and has engaged thousands of users on platforms like its website, YouTube, and Slack.
This document outlines the CoPILOT project which aimed to develop a strategy for promoting international sharing of information literacy (IL) teaching materials as open educational resources (OERs). It provides background on previous related projects, describes the outcomes of CoPILOT which included establishing an online community and committee, and invites librarians to get involved in sharing IL resources through suggested avenues and further reading.
The Active Citizens program by the British Council aims to develop global citizenship and intercultural dialogue. It brings diverse community groups together for local workshops on global issues, followed by social action projects and international exchanges to foster understanding of local and global issues. The Global Innovation Lab project seeks to address global challenges through international research collaboration between early career researchers across disciplines. It includes a virtual forum, challenge labs, conferences, and seed funding to support project development.
This document summarizes Lisa Harris's research from 2012-2013. It discusses her background in banking and education. She is interested in innovative applications of technology in education, business, and society. Her current projects investigate digital literacy, social activism, social customer relationship management, social shopping, and social learning. The document also provides information on her teaching roles and a conference on digital literacies that she helped organize, where student digital champions played a key role.
Presentation on the #iCollab project (international collaborations through social/mobile media technologies). Presented at the Association for Internet Research Annual Conference #ir13.
The Global OER Graduate Network (GO-GN): Engaging Doctoral Research with Open...Robert Farrow
This workshop was led by the Global OER Graduate Network (GO-GN) team (http://go-gn.net/). GO-GN is a network of PhD candidates around the world whose research projects include a focus on open education. These doctoral researchers are at the core of the network while around them, experts, supervisors, mentors and interested parties connect to form a community of practice. Considering the growth of open research and the commitment of research funders to follow this approach, there is a need to understand what open research practices imply. This involves understanding the benefits and challenges of making research more visible to increase impact and opportunities for collaboration with other researchers when doing a PhD and when pursuing a career in academia.
The workshop will focus on introducing the network possibilities for PhD students, including worldwide support to those researching in the different areas of open education. We will expose the values of the network promoting equity and inclusion in the field of open education research and introduce the different types of events we host such as an annual face-to-face workshop and online events. As well, we will discuss the support for alumni and members with a funded fellowship scheme and the acknowledgement of our members’ achievements through our annual awards. At the second part of the workshop, we will have a practical exercise with the audience to promote the co-authoring of research publications with our members. Two examples of those which will be disclosed are the research methods handbook, awarded with the 2020 Open Education Award for Excellence Winner, and the Research Review Summer 2020.
Notes from attending FORCE2019 conference in Edinburgh (October 15-18), covering a range of topics around Research Communications, e-Scholarship, Open Science and Open Access. Links on last slide for full conference programme and presented materials available online.
Lightning Talk Session 1: Establishing a Culture of Open Research
Agape – Building an Open Science Practising Community
presented by Cassandra Murphy, Agape Open Science/Maynooth University;
Open Research Practices for Research Integrity
presented by Lai Ma, University College Dublin;
Research Assessment and Incentivising Open Research Practices
presented by David O’Connell, University College Cork
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Supporting Teaching and Learning Strand by Dr Joanna Newman from the British Library: Supporting researchers at the British Library.
Lightning Talk Session 2: Achieving 100% Open Access to Research Publications
Students as Scholars – Participation in Open Research and Publishing Practices: The Case of the Communications Undergraduate Journal at Dublin City University
presented by Ronan Cox, Dublin City University;
5 Years of HRB Open Research in 5 Minutes
presented by Hannah Wilson, F1000;
National Open Access Repositories: Strengthen and Align Ireland’s Network of Open Access Repositories
presented by Christopher Loughnane, University of Galway;
The National Open Access Monitor Project
presented by Catherine Ferris, IReL.
This document discusses how Web 2.0 technologies can facilitate scientific and intellectual movements (SIMs). It defines SIMs as contentious challenges to received wisdom that involve breaks from past practices and coordinated collective action. The document examines how open notebook science, science blogging, and information sharing on FriendFeed can enable SIMs by allowing scientists to openly share data and ideas. The author is conducting ongoing research on how online tools impact scientific roles, collaboration, openness, and communication in the life sciences.
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http://www.ierek.com/about-us/
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* To encourage you as researchers to recognise opportunities where you can be more open
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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Networked Researcher at the AHRC Digital Transformations Moot
1. Dr Ernesto Priego & Dr Sarah-Louise Quinnell
UCLDH
@networkedres
http://www.networkedresearcher.co.uk/
2. Mission
• Develop a collaborative research networking and learning
platform based on blogging (WordPress) and
microblogging (Twitter).
• Promote best practices in online publishing and social
media for networking and research.
3. Mission
• Encourage the critical practice and discussion of
social media and digital educational technologies for
research.
• P romote a culture of online collaboration,
reciprocity and collegiality amongst researchers.
4. Origins
• Starting officially in May 2011, the project originally
grew out of the doctoral research which Sarah
undertook in the Geography Department at King’s
College London.
• The project is now coordinated by Sarah and
Ernesto, both currently affiliated with the UCL Centre
for Digital Humanities.
5. Experience & Expansion
• We offer a collaborative multi-author blogging platform,
encouraging researchers of different ages and disciplines
to blog about their areas of expertise, current research
and experiences and to practice other forms of online
engagement.
• Networker Researcher also offers tailored social media,
online publishing and e-learning training to Higher
Education and GLAM sector organisations.
6. OA Blogging Unconference
• Open Access Week 2012 took place 22-28 October,
all over the world.
• We participated with a “Blogging Unconference”
• We posted a call for participants on September 2012
Those interested in participating were required to
contact us telling us a little bit about themselves and
their online work.
7. OA Blogging Unconference
• Papers in our were presented as blog posts, and any
discussion carried out through comments and other
posts.
• Contributors got author accounts (bylines) and posted
without intermediation.
• 19 registered participants; 11 authors from 11 different
institutions and 5 different countries participated with
11 posts.
• We anthologised and published the proceedings as
a free PDF.
8. The Future
• Development of the platform to look at how
researchers build their research identities &
communities of practice online
• Secure funding for present and future sustainability
• Examine the transformative potential of digital
technology on the process of Doctoral education
• NR Digital Research Conference in 2014
9. Contact Us
Dr Sarah-Louise Quinnell Dr Ernesto Priego
sarah@sarahlouq.co.uk efpriego@gmail.com
@sarahthesheepu @ernestopriego
10. These slides are shared by
Ernesto Priego and Sarah-Louise Quinnell under a
Creative Commons Attribution-NonCommercial 2.0
UK: England & Wales License.