This document discusses webinars for MOOCs and provides information on what a webinar is, the advantages of webinars, the technology used in webinars, using guest presenters, and systems available for hosting webinars. A webinar is an interactive live online presentation that is less than an hour, involves a one-to-many presentation with slides and audio at a minimum, and allows for backchannel text chat. Webinars offer ease of creation, access to guest presenters, interactivity, reusability through recordings, and potentially low cost. Popular systems for hosting webinars include YouTube Live, Big Blue Button, Zoom, and commercial options like Adobe Connect or Black
To maximize registration for a course, instructors should find an engaging subject, have expertise in the course content, consider the target audience, and promote the course through attractive video clips and presentations. During the course, minimizing dropouts involves conducting surveys, asking provocative discussion questions, mixing evaluation types and considering their timing, and using gamification techniques or rewards to encourage continued participation.
The document discusses methods for creating audio transcripts, including manual transcription which involves typing while listening to audio and can be done with specialized software or crowdsourcing. It also covers automatic speech recognition which uses AI but results still require checking and may be missing punctuation or contain errors depending on the software used. Better accuracy can be achieved with restricted dictionaries or programs like EMMA and Dragon Naturally Speaking.
This document provides an overview of graphic design principles for presentations. It discusses general principles like keeping designs clear and simple without distractions. It recommends using empty space instead of lines and frames, one font with few sizes and very few colors. Presentation techniques discussed include using slides as lecture notes and keeping fewer items per slide. Layout principles cover using a grid, alignment and distribution. Typography tips include choosing a readable font and avoiding all caps or underlining. Graphics should be inspiring but not overload the audience.
This document discusses hardware, software, facilities, and support services for lecture capture and video production. It identifies key issues like expenses, sharing resources, and maintenance. It provides recommendations on tools like microphones, cameras, and software for screen recording. It also discusses setting up facilities in offices, classrooms, or dedicated studios. Finally, it outlines support services like operating hours for assistance, training videos, a ticketing system, and locating support staff near shared resources.
Integrated solutions for MOOC platforms discusses different types of MOOC platforms. Some platforms are hosted in the cloud and require contracts or fees, like Coursera and edX. Others are multi-institutional and may require projects to be approved, like Canvas Network and iversity. Still other platforms can be signed up for freely, like Udemy and iTunes U. The document also discusses platforms that can be hosted on your own server or web space, such as Open edX, Moodle, and WordPress with plugins.
This document discusses different video styles that can be used for online educational content. It outlines several styles including the Khan style of narrated slides with a talking head, the Ken Burns effect, and styles that imitate movies, shows or musicians. It also discusses considerations for the visual aspects of styles, production and learning, and how style can act as a signal for the overall quality of the content. The objective of the style should match the role of the video in the course. A variety of styles, shots, and locations can make the content more creative and engaging for students.
This document discusses using web mashups and distributed solutions for MOOCs rather than a single centralized platform. It explores options for embedding or linking different tools like blogs, wikis, forums, and video platforms. Examples of current MOOCs that use various free web resources are provided. The document also lists potential benefits like low costs but also challenges like unifying discussions across different login accounts and issuing certificates.
This document discusses webinars for MOOCs and provides information on what a webinar is, the advantages of webinars, the technology used in webinars, using guest presenters, and systems available for hosting webinars. A webinar is an interactive live online presentation that is less than an hour, involves a one-to-many presentation with slides and audio at a minimum, and allows for backchannel text chat. Webinars offer ease of creation, access to guest presenters, interactivity, reusability through recordings, and potentially low cost. Popular systems for hosting webinars include YouTube Live, Big Blue Button, Zoom, and commercial options like Adobe Connect or Black
To maximize registration for a course, instructors should find an engaging subject, have expertise in the course content, consider the target audience, and promote the course through attractive video clips and presentations. During the course, minimizing dropouts involves conducting surveys, asking provocative discussion questions, mixing evaluation types and considering their timing, and using gamification techniques or rewards to encourage continued participation.
The document discusses methods for creating audio transcripts, including manual transcription which involves typing while listening to audio and can be done with specialized software or crowdsourcing. It also covers automatic speech recognition which uses AI but results still require checking and may be missing punctuation or contain errors depending on the software used. Better accuracy can be achieved with restricted dictionaries or programs like EMMA and Dragon Naturally Speaking.
This document provides an overview of graphic design principles for presentations. It discusses general principles like keeping designs clear and simple without distractions. It recommends using empty space instead of lines and frames, one font with few sizes and very few colors. Presentation techniques discussed include using slides as lecture notes and keeping fewer items per slide. Layout principles cover using a grid, alignment and distribution. Typography tips include choosing a readable font and avoiding all caps or underlining. Graphics should be inspiring but not overload the audience.
This document discusses hardware, software, facilities, and support services for lecture capture and video production. It identifies key issues like expenses, sharing resources, and maintenance. It provides recommendations on tools like microphones, cameras, and software for screen recording. It also discusses setting up facilities in offices, classrooms, or dedicated studios. Finally, it outlines support services like operating hours for assistance, training videos, a ticketing system, and locating support staff near shared resources.
Integrated solutions for MOOC platforms discusses different types of MOOC platforms. Some platforms are hosted in the cloud and require contracts or fees, like Coursera and edX. Others are multi-institutional and may require projects to be approved, like Canvas Network and iversity. Still other platforms can be signed up for freely, like Udemy and iTunes U. The document also discusses platforms that can be hosted on your own server or web space, such as Open edX, Moodle, and WordPress with plugins.
This document discusses different video styles that can be used for online educational content. It outlines several styles including the Khan style of narrated slides with a talking head, the Ken Burns effect, and styles that imitate movies, shows or musicians. It also discusses considerations for the visual aspects of styles, production and learning, and how style can act as a signal for the overall quality of the content. The objective of the style should match the role of the video in the course. A variety of styles, shots, and locations can make the content more creative and engaging for students.
This document discusses using web mashups and distributed solutions for MOOCs rather than a single centralized platform. It explores options for embedding or linking different tools like blogs, wikis, forums, and video platforms. Examples of current MOOCs that use various free web resources are provided. The document also lists potential benefits like low costs but also challenges like unifying discussions across different login accounts and issuing certificates.
This document discusses software options for presenting, recording, and combining presenting and recording. It identifies Prezi, Adobe Reader DC, Windows Journal, and GIMP as software for presenting. TheRec and Microsoft Expression Encoder are highlighted as options to record several Windows devices in parallel. Audacity and TechSmith Camtasia Studio are presented as software that can be used for both recording and editing. PowerPoint, Keynote, and SMART Notebook are mentioned as options for combining presenting and recording functions. ManyCam, big cursor, and highlight pen are listed as auxiliary software.
This document discusses strategies for developing low-cost MOOCs. It compares xMOOCs and cMOOCs, noting that xMOOCs require higher upfront costs for preparation while cMOOCs have higher costs during the course. Several recommendations are provided to maximize registration, minimize dropouts, optimize teams and schedules, and enhance sustainable and open communication and knowledge sharing in a low-cost manner through strategies like leveraging open resources and cloud services. The document poses questions about whether xMOOCs should be favored over cMOOCs for low-cost approaches and ideas for enhancing openness while maintaining low costs.
Having a clear understanding of when, who, and how communication and pedagogy will take place is key to a sustainable approach to MOOCs. MOOCs differ from traditional online courses in that they have massive participation, high dropout rates early on, and no registration costs. However, they also have limited community building beyond the end of the course. An effective low-cost approach optimizes time, money, and personal energy spent through short video clips as the main tool and assessing what elements can transfer from traditional online courses.
The document discusses strategies for creating MOOCs on a budget and compares xMOOCs and cMOOCs. It finds that xMOOCs require more upfront time and cost in preparation, while cMOOCs have higher costs during the course run. However, proper planning can save time and resources for both. For low-cost approaches, cMOOCs may be better as they score higher on authentic learning activities, measurable objectives, collaboration and applying knowledge, though xMOOCs can better organize materials. The key is planning the MOOC as a research project with a simple spreadsheet to track tasks and save on project management costs. Communication tools can also reduce time spent on cMOOCs.
This document discusses how to efficiently divide labor for the low-cost development of MOOCs. It suggests removing certain tasks from subject matter experts (SMEs) and assigning them to central services, such as instructional design, content development, editing, and quality assurance. Specific recommendations include using templates to simplify instructional design for SMEs, minimizing SME training by focusing on simple tools and practices, and building quality assurance checks into the workflow to control costs. The overall aim is to reduce costs by offloading non-essential work from SMEs.
This document provides an overview and outline of a course on producing low-cost MOOCs. The course will cover reasons for creating low-cost MOOCs, including lack of resources and targeting smaller audiences. Over six weeks, participants will learn about defining learning outcomes, selecting tools for content creation and video, sourcing open educational resources, project management, and building their MOOC on a platform. The style of the MOOC will either be a transmissive xMOOC or connectivist cMOOC, and participants are asked to contribute to discussions to help shape the course.
3.6 Sustainable Interpersonal CommunicationMiquel Duran
This document discusses sustainable interpersonal communication strategies for MOOCs on a budget. It recommends using email for notifications and task management while also utilizing social networks like Twitter, Facebook, and Instagram. Specific suggestions include using Twitter for a backchannel during livestreams, enabling student questions and responses on forums, and using searchable archives like Twitter and Instagram. To manage multiple social accounts cost effectively, it recommends free tools like TweetDeck and the paid tool HootSuite. The document ends by asking for opinions on whether MOOCs need to limit tools to only those provided by the hosting platform.
Low-cost MOOC Technology What do you need a platform for?LoCoMoTion Project
This document discusses the key components needed for a low-cost MOOC technology platform, including a central communication tool to present course structure and find an audience, registration to give students access and build a community, storing student data to track progress, enabling student activities and peer interaction through forums and assignments, collecting feedback for teachers, allowing materials to be downloaded, implementing access rights, offering certificates, and overall visibility/findability of the course.
This document discusses ways to create low-cost MOOCs while maximizing open knowledge and reuse of resources. It recommends aggregating and contextualizing open educational resources rather than creating new content. Short videos and editable file formats like PDFs and PowerPoints allow for easy replacement and editing. Maximizing future reuse of resources, learning structures, and community forums keeps costs low. Open licensing, Wikipedia, and translation services further reduce expenses.
This document discusses hardware considerations for lean video production. It recommends using a tablet as a presentation surface instead of an analog whiteboard, and using a webcam, camcorder, or digital camera mounted on a tripod for video recording. It stresses the importance of high-quality audio and recommends using a professional headset or earset instead of built-in microphones. It also discusses using a teleprompter to read text flipped upside down and considering lighting, background, and acoustic treatment for the studio environment.
Studio and Recording Equipment outlines the key considerations for video and audio equipment for creating online educational content, including:
- Choosing a recording location with controllable lighting and low noise
- Using a video camera like a camcorder, webcam, or phone to record faces and presentations
- Setting up proper lighting for faces and materials being recorded
- Using a USB microphone or professional headset for high-quality audio capture
- Having presentation tools like a whiteboard, visualizer, or tablet for on-screen content.
This document discusses sustainable interpersonal communication strategies for MOOCs on a budget. It recommends using email for notifications and task management while also utilizing social networks like Twitter, Facebook, and Instagram. Specific suggestions include using Twitter for a backchannel during livestreams, enabling student questions and responses on forums, and using searchable archives like Twitter and Instagram. To manage multiple social accounts, it recommends free tools like TweetDeck and the paid tool HootSuite. It concludes by asking for opinions on whether MOOCs need to use only the hosting platform's tools.
Objective tests like multiple choice quizzes assess factual knowledge through questions with unambiguous, agreed upon answers. They are easy to automate and can measure concepts through question types like multiple choice, multiple response, short answer, hot spot and matching. To be effective, objective tests must validly measure intended concepts, reliably produce consistent scores that discriminate between levels of knowledge through well-written question stems and alternatives, including distractors to foil incorrect answers.
This document discusses ways to create low-cost MOOCs while maximizing open knowledge and reuse of resources. It recommends aggregating and contextualizing open educational resources rather than creating new content. Short videos and editable file formats like PDFs and PowerPoints allow for easy replacement and editing. Maximizing future reuse of resources, learning structures, and community forums keeps costs low. Open licensing, Wikipedia, free translation services, and simple editing tools also help create low-budget MOOCs.
Institutional Support for low-cs development of MOOCs by SMEsLoCoMoTion Project
The document provides ideas for supporting low-cost MOOC development through quality assurance, including avoiding perfection by tolerating flaws, designing quality processes into the workflow, and focusing on continuous improvement over quality checking. It suggests tolerating imperfection, training and certifying staff, using templates and approvals for design, ensuring accuracy with a second subject matter expert, and using editors and technologists to improve output quality as part of the designed workflow. Continuous improvement processes should identify problems through user surveys, discussions, and analytics to efficiently propose and implement improvements.
Is digital communication an actual, clever way to disseminate science? Miquel Duran
This document discusses ways that researchers at Universitat de Girona are communicating science to the public through various digital and in-person activities. It describes events like Researchers' Night, participation in science fairs, and talks given to school and public audiences. It also outlines efforts to build relationships with secondary schools through experiments, educational fairs, and student talks. Additional initiatives discussed include blogging, social media, and amplifying research institute communications to help researchers engage broader audiences. The document reflects on expanding student involvement in science communication through social networks and implementing more collaborative digital approaches.
Sóc Investigadora: Set Idees Claus de com Comunicar la RecercaSílvia Simon
This document outlines seven key ideas for communicating research presented by Sílvia Simon. The seven ideas are: 1) using one's CV and social media to promote professional and research activities, 2) creating and sharing videos to engage various audiences, 3) developing Massive Open Online Courses (MOOCs) to disseminate research, 4) leveraging Web 2.0 tools to involve the public, 5) participating in singular public events like TED talks, 6) hosting public science events and festivals, and 7) collaborating on international projects to expand the reach of research communication. The document provides examples for each idea to illustrate strategies for researchers to effectively communicate their work.
Communicating Science 2.0.1 7 keys to communicate researchMiquel Duran
The document outlines 7 keys to communicating research presented by Sílvia Simon, Pep Anton Vieta, Josep DURAN, Laia GUILLAUMES, Fernando BLASCO, Joan MIRÓ, and Miquel DURAN. The 7 keys are: 1) using your CV to showcase your expertise, 2) creating videos to easily produce and share research, 3) developing MOOCs to promote online learning, 4) utilizing social media and open science for collaboration, 5) participating in singular public events to engage audiences, 6) making science fun through hands-on activities, and 7) gaining international recognition for research projection. The group advocates using these digital tools to better communicate the work of scientists
Communication of Science 2.0.1: from the MOOC to DIYMiquel Duran
This document discusses communicating science through digital means like MOOCs and social media. It describes the Cathedra for Science Culture and Digital Communication at Universitat de Girona, which works on digital science communication, science culture, and new ways of science learning. Examples of their projects are MOOCs on the history of science and magic, a virtual chemistry tour of Girona, and collaborations on open educational resources and Wikipedia. The group emphasizes telling compelling stories and engaging the public through attractive websites and events like European Researchers' Night.
Faria servir en Charles Darwin la Viquipèdia?Miquel Duran
The document discusses communicating science openly on the internet. It suggests Charles Darwin may have used blogs, Twitter, Facebook, Wikipedia and its sister projects to communicate his discoveries. It argues that digital skills are important for science communication in the modern internet age, and lists some popular tools scientists can use to engage digitally, such as social networks, microblogging, blogs, and video.
This document summarizes a presentation by Miquel Duran about research communication. It introduces Duran, his background and interests. It then outlines the topics that will be covered in the presentation, including open science, AI and science communication, and communicating research during the COVID-19 pandemic. It discusses how digital tools and videoconferencing have become important for communication and highlights the need for responsible science communication to the public.
This document discusses software options for presenting, recording, and combining presenting and recording. It identifies Prezi, Adobe Reader DC, Windows Journal, and GIMP as software for presenting. TheRec and Microsoft Expression Encoder are highlighted as options to record several Windows devices in parallel. Audacity and TechSmith Camtasia Studio are presented as software that can be used for both recording and editing. PowerPoint, Keynote, and SMART Notebook are mentioned as options for combining presenting and recording functions. ManyCam, big cursor, and highlight pen are listed as auxiliary software.
This document discusses strategies for developing low-cost MOOCs. It compares xMOOCs and cMOOCs, noting that xMOOCs require higher upfront costs for preparation while cMOOCs have higher costs during the course. Several recommendations are provided to maximize registration, minimize dropouts, optimize teams and schedules, and enhance sustainable and open communication and knowledge sharing in a low-cost manner through strategies like leveraging open resources and cloud services. The document poses questions about whether xMOOCs should be favored over cMOOCs for low-cost approaches and ideas for enhancing openness while maintaining low costs.
Having a clear understanding of when, who, and how communication and pedagogy will take place is key to a sustainable approach to MOOCs. MOOCs differ from traditional online courses in that they have massive participation, high dropout rates early on, and no registration costs. However, they also have limited community building beyond the end of the course. An effective low-cost approach optimizes time, money, and personal energy spent through short video clips as the main tool and assessing what elements can transfer from traditional online courses.
The document discusses strategies for creating MOOCs on a budget and compares xMOOCs and cMOOCs. It finds that xMOOCs require more upfront time and cost in preparation, while cMOOCs have higher costs during the course run. However, proper planning can save time and resources for both. For low-cost approaches, cMOOCs may be better as they score higher on authentic learning activities, measurable objectives, collaboration and applying knowledge, though xMOOCs can better organize materials. The key is planning the MOOC as a research project with a simple spreadsheet to track tasks and save on project management costs. Communication tools can also reduce time spent on cMOOCs.
This document discusses how to efficiently divide labor for the low-cost development of MOOCs. It suggests removing certain tasks from subject matter experts (SMEs) and assigning them to central services, such as instructional design, content development, editing, and quality assurance. Specific recommendations include using templates to simplify instructional design for SMEs, minimizing SME training by focusing on simple tools and practices, and building quality assurance checks into the workflow to control costs. The overall aim is to reduce costs by offloading non-essential work from SMEs.
This document provides an overview and outline of a course on producing low-cost MOOCs. The course will cover reasons for creating low-cost MOOCs, including lack of resources and targeting smaller audiences. Over six weeks, participants will learn about defining learning outcomes, selecting tools for content creation and video, sourcing open educational resources, project management, and building their MOOC on a platform. The style of the MOOC will either be a transmissive xMOOC or connectivist cMOOC, and participants are asked to contribute to discussions to help shape the course.
3.6 Sustainable Interpersonal CommunicationMiquel Duran
This document discusses sustainable interpersonal communication strategies for MOOCs on a budget. It recommends using email for notifications and task management while also utilizing social networks like Twitter, Facebook, and Instagram. Specific suggestions include using Twitter for a backchannel during livestreams, enabling student questions and responses on forums, and using searchable archives like Twitter and Instagram. To manage multiple social accounts cost effectively, it recommends free tools like TweetDeck and the paid tool HootSuite. The document ends by asking for opinions on whether MOOCs need to limit tools to only those provided by the hosting platform.
Low-cost MOOC Technology What do you need a platform for?LoCoMoTion Project
This document discusses the key components needed for a low-cost MOOC technology platform, including a central communication tool to present course structure and find an audience, registration to give students access and build a community, storing student data to track progress, enabling student activities and peer interaction through forums and assignments, collecting feedback for teachers, allowing materials to be downloaded, implementing access rights, offering certificates, and overall visibility/findability of the course.
This document discusses ways to create low-cost MOOCs while maximizing open knowledge and reuse of resources. It recommends aggregating and contextualizing open educational resources rather than creating new content. Short videos and editable file formats like PDFs and PowerPoints allow for easy replacement and editing. Maximizing future reuse of resources, learning structures, and community forums keeps costs low. Open licensing, Wikipedia, and translation services further reduce expenses.
This document discusses hardware considerations for lean video production. It recommends using a tablet as a presentation surface instead of an analog whiteboard, and using a webcam, camcorder, or digital camera mounted on a tripod for video recording. It stresses the importance of high-quality audio and recommends using a professional headset or earset instead of built-in microphones. It also discusses using a teleprompter to read text flipped upside down and considering lighting, background, and acoustic treatment for the studio environment.
Studio and Recording Equipment outlines the key considerations for video and audio equipment for creating online educational content, including:
- Choosing a recording location with controllable lighting and low noise
- Using a video camera like a camcorder, webcam, or phone to record faces and presentations
- Setting up proper lighting for faces and materials being recorded
- Using a USB microphone or professional headset for high-quality audio capture
- Having presentation tools like a whiteboard, visualizer, or tablet for on-screen content.
This document discusses sustainable interpersonal communication strategies for MOOCs on a budget. It recommends using email for notifications and task management while also utilizing social networks like Twitter, Facebook, and Instagram. Specific suggestions include using Twitter for a backchannel during livestreams, enabling student questions and responses on forums, and using searchable archives like Twitter and Instagram. To manage multiple social accounts, it recommends free tools like TweetDeck and the paid tool HootSuite. It concludes by asking for opinions on whether MOOCs need to use only the hosting platform's tools.
Objective tests like multiple choice quizzes assess factual knowledge through questions with unambiguous, agreed upon answers. They are easy to automate and can measure concepts through question types like multiple choice, multiple response, short answer, hot spot and matching. To be effective, objective tests must validly measure intended concepts, reliably produce consistent scores that discriminate between levels of knowledge through well-written question stems and alternatives, including distractors to foil incorrect answers.
This document discusses ways to create low-cost MOOCs while maximizing open knowledge and reuse of resources. It recommends aggregating and contextualizing open educational resources rather than creating new content. Short videos and editable file formats like PDFs and PowerPoints allow for easy replacement and editing. Maximizing future reuse of resources, learning structures, and community forums keeps costs low. Open licensing, Wikipedia, free translation services, and simple editing tools also help create low-budget MOOCs.
Institutional Support for low-cs development of MOOCs by SMEsLoCoMoTion Project
The document provides ideas for supporting low-cost MOOC development through quality assurance, including avoiding perfection by tolerating flaws, designing quality processes into the workflow, and focusing on continuous improvement over quality checking. It suggests tolerating imperfection, training and certifying staff, using templates and approvals for design, ensuring accuracy with a second subject matter expert, and using editors and technologists to improve output quality as part of the designed workflow. Continuous improvement processes should identify problems through user surveys, discussions, and analytics to efficiently propose and implement improvements.
Is digital communication an actual, clever way to disseminate science? Miquel Duran
This document discusses ways that researchers at Universitat de Girona are communicating science to the public through various digital and in-person activities. It describes events like Researchers' Night, participation in science fairs, and talks given to school and public audiences. It also outlines efforts to build relationships with secondary schools through experiments, educational fairs, and student talks. Additional initiatives discussed include blogging, social media, and amplifying research institute communications to help researchers engage broader audiences. The document reflects on expanding student involvement in science communication through social networks and implementing more collaborative digital approaches.
Sóc Investigadora: Set Idees Claus de com Comunicar la RecercaSílvia Simon
This document outlines seven key ideas for communicating research presented by Sílvia Simon. The seven ideas are: 1) using one's CV and social media to promote professional and research activities, 2) creating and sharing videos to engage various audiences, 3) developing Massive Open Online Courses (MOOCs) to disseminate research, 4) leveraging Web 2.0 tools to involve the public, 5) participating in singular public events like TED talks, 6) hosting public science events and festivals, and 7) collaborating on international projects to expand the reach of research communication. The document provides examples for each idea to illustrate strategies for researchers to effectively communicate their work.
Communicating Science 2.0.1 7 keys to communicate researchMiquel Duran
The document outlines 7 keys to communicating research presented by Sílvia Simon, Pep Anton Vieta, Josep DURAN, Laia GUILLAUMES, Fernando BLASCO, Joan MIRÓ, and Miquel DURAN. The 7 keys are: 1) using your CV to showcase your expertise, 2) creating videos to easily produce and share research, 3) developing MOOCs to promote online learning, 4) utilizing social media and open science for collaboration, 5) participating in singular public events to engage audiences, 6) making science fun through hands-on activities, and 7) gaining international recognition for research projection. The group advocates using these digital tools to better communicate the work of scientists
Communication of Science 2.0.1: from the MOOC to DIYMiquel Duran
This document discusses communicating science through digital means like MOOCs and social media. It describes the Cathedra for Science Culture and Digital Communication at Universitat de Girona, which works on digital science communication, science culture, and new ways of science learning. Examples of their projects are MOOCs on the history of science and magic, a virtual chemistry tour of Girona, and collaborations on open educational resources and Wikipedia. The group emphasizes telling compelling stories and engaging the public through attractive websites and events like European Researchers' Night.
Faria servir en Charles Darwin la Viquipèdia?Miquel Duran
The document discusses communicating science openly on the internet. It suggests Charles Darwin may have used blogs, Twitter, Facebook, Wikipedia and its sister projects to communicate his discoveries. It argues that digital skills are important for science communication in the modern internet age, and lists some popular tools scientists can use to engage digitally, such as social networks, microblogging, blogs, and video.
This document summarizes a presentation by Miquel Duran about research communication. It introduces Duran, his background and interests. It then outlines the topics that will be covered in the presentation, including open science, AI and science communication, and communicating research during the COVID-19 pandemic. It discusses how digital tools and videoconferencing have become important for communication and highlights the need for responsible science communication to the public.
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.
The C4DUdG group at the University of Girona creates MOOCs to promote science communication, open learning, and public outreach. They have produced four MOOCs so far covering topics in chemistry and science communication. Their current project, MOOCs4ALL, aims to develop low-cost MOOCs through collaboration between five partner institutions. The group sees MOOCs as a way to foster open knowledge and hopes to apply lessons from initiatives like Wikipedia to improve MOOC design and delivery across languages.
Social Innovation Labs at Universities: the Case of Medialab UGREsteban Romero Frías
Presentación realizada en el Encuentro Internacional “The Age of Digital Technologies: Documents, Archives and Society”, celebrado en la Facultad de Geografía e Historia de la Universidad Complutense el 24 de octubre de 2017.
Más información en: http://estebanromero.com/2017/10/presentacion-de-medialab-ugr-en-el-encuentro-the-age-of-technology-madrid-2017/
Esteban R. Frías
Social Innovation Labs at Universities: The Case of Medialab UGR – a Research Laboratory for Digital Culture and Society
ICARUS-Meeting #20 | The Age of Digital Technology: Documents, Archives and Society
23–25 October 2017, Complutense University Madrid, Calle del Prof. Aranguren, 28040 Madrid, Spain
MOOCs: Another way of Science Communication Miquel Duran
This document discusses MOOCs (Massive Open Online Courses) presented by Miquel Duran and Silvia Simon from the University of Girona. It provides an overview of their team and research focusing on computational chemistry and science communication. It outlines some of their MOOC projects including courses on science communication and the history of chemistry. It also discusses their experiences developing and teaching MOOCs and their approach to online learning at the University of Girona.
This document outlines Miquel Duran's presentation on communicating science digitally. It discusses how scientists are often perceived, the importance of digital skills for science communication, and popular tools for sharing research online like blogs, social media and videos. While there are reasons not to communicate science, Duran argues that doing so provides opportunities for funding, teaching, networking and engaging the public in scientific issues. He encourages scientists to start participating online through blogs, Twitter or Instagram.
Citizen science involves members of the public participating in scientific research projects in various ways. It can involve unpaid volunteers simply contributing data to projects, but may also allow for more extensive co-creation, where public groups participate in designing studies, methods, and analysis. Crowdsourcing utilizes the collective intelligence of large groups online to analyze large datasets or solve complex problems. Examples discussed include projects in neuroscience that use crowdsourcing to analyze brain images. The document outlines opportunities, challenges and definitions around different models of citizen science. It provides resources for those interested in learning more or getting involved in related projects and discussions.
My University has got a twitter account - Now what? Miquel Duran
The document discusses how universities can leverage social networks. It notes that universities consist of diverse communities with different backgrounds. It suggests universities should encourage researchers to communicate their work on social media to benefit their careers and society. It also discusses how information is now accessed across multiple screens and devices, and how this impacts education. Blended learning combining online and in-person teaching may be the future model.
Virtualization of Teaching in Higher EducationMiquel Duran
The document discusses a study on the divergence between students' and teachers' views on virtualization of teaching in higher education. The study found that while instructors and students do not fully agree on some points regarding teaching methods and materials, there are no major issues of disagreement. Both groups still prefer more traditional classroom-based teaching and activities. However, the document notes the university environment is slow to change and virtualization is increasing. It concludes AI could enhance education by better identifying student needs but interpersonal communication will remain important.
Digital Civic Engagement: Helping Students Find Their VoicePaul Brown
Keynote address originally presented at the 2016 Association of College Unions International (ACUI) Region IV Conference in Boulder, Colorado. Discusses student civic engagement online, activism, and issues of identity and reputation.
Young generations aged 15-30 are highly connected through mobile devices and social media. 92% of 18-24 year olds own mobile phones and 45% of online time is spent on social networks. The French association Un Soir, un Musée, un Verre organizes cultural visits and events at museums to make them more engaging for younger audiences. Social networks are important communication platforms, with over 1 billion users on Facebook, 200 million on Twitter, and 150 million on Instagram, but users should learn how to safely interact and have conversations online.
Similar to Com es difon la recerca des de la C4D? (20)
Social networks and internet usages by the young generations
Com es difon la recerca des de la C4D?
1. Cultura
Cien<fica
I
Comunicació
Digital.
S.
Simon
Càtedra
de
Cultura
Cien<fica
i
Comunicació
Digital
Universitat
de
Girona
Sílvia
Simon
@silviasimonr
h/p://c4d.udg.edu
2. Sílvia
Simon
Inves&gadora
(@iqcudg
#iqccudg),
professora
(@univgirona
@quimicaudg),
divulgadora
(@c4dudg)
Sílvia
Simon
@silviasimonr
h/p://c4d.udg.edu
4. Increasing
Science
awareness
in
Society
Building
up
new
bridges
with
secondary
School
Helping
Researchers
to
Communicate
MOOC’s
–
EducaMon
and
Open
Knownledge
Sílvia
Simon
@silviasimonr
h/p://c4d.udg.edu
5. Increasing
Science
awareness
in
Society
Researchers’
Night
(FP7-‐PEOPLE-‐NIGHT)
ParMcipaMon
in
Science
Fair
Parc
de
la
Ciutadella,
Barcelona
Fornells,
Girona
Talks
about
Science
to
all-‐public
Sílvia
Simon
@silviasimonr
h/p://c4d.udg.edu
14. Researchers’
Night
Centro
nacional
para
la
InvesMgación
en
la
Evolución
Humana
(CENIEH)
Researchers’
Night
2010
:
Researchers
in
the
Kitchen!
Sílvia
Simon
@silviasimonr
h/p://c4d.udg.edu
15. Sílvia
Simon
@silviasimonr
h>p://c4d.udg.edu
Sílvia
Simon
@silviasimonr
h/p://c4d.udg.edu
23. IMnerari
Químic
per
Girona:
Un
passeig
per
l’invisible
Sílvia
Simon
@silviasimonr
h/p://c4d.udg.edu
24. Helping
Researchers
to
Communicate
InsMtute
of
ComputaMonal
Chemistry
Blog
CatQuímica.cat
Amplifying
Events:
Girona
Seminar
Science
and
Research
Talks
to
High
School
Students
Sílvia
Simon
@silviasimonr
h/p://c4d.udg.edu
25. IQC
Blog
Iqc.udg.edu
Improving
Research
InsMtute
to
Research
CommunicaMon
Sílvia
Simon
@silviasimonr
h/p://c4d.udg.edu
26. IQC
Blog
Iqc.udg.edu
Improving
Research
InsMtute
to
Research
CommunicaMon
Sílvia
Simon
@silviasimonr
h/p://c4d.udg.edu
29. Science
Blogging,
tweeMng,
Social
Networking:
aherthoughts
Increase
the
number
of
students
with
twi/er
-‐
Science
with
Twi/er?
-‐
CommunicaMng
Science
with
Twi/er?
-‐
Or
rather
facebook,
youtube,
instagram…
?
-‐
What
about
contests?
Sílvia
Simon
@silviasimonr
h/p://c4d.udg.edu
36. Science
Blogging,
tweeMng,
Social
Networking:
aherthoughts
Social
Networking
-‐
Science
as
a
CooperaMve
Work?
CommunicaMng,
CollaboraMng,
-‐
ConversaMng
Research
2.0
-‐
Is
it
possible?
Or
just
Research
CommunicaMon?
Sílvia
Simon
@silviasimonr
h/p://c4d.udg.edu
37. Is
digital
communicaMon
an
actual,
clever
way
to
disseminate
science?
Depends
on
which
Science
–
Digital
or
not,
an
emoMonal
component
is
needed
Fast
evoluMon
of
2.0
Tools,
faster
than
what
we
can
analyze
Sílvia
Simon
@silviasimonr
h/p://c4d.udg.edu