This work explores four main spaces where researchers publish about educational technology: academic-commercial, open-access, open-source, and self-publishing.
Academic Social Networks and Researcher RankingAmanyalsayed
Open science and web scholarly communication
Using Web 2.0 to increase researcher’s ranking
Academic Social Networks (types, services)
Question & Answer service
Sharing your research output through ASN
Researcher measurement (h-index, RG score)
ASN and researchers’ concerns
Presentation by the ROER4D Curation and Dissemination Manager, Michelle Willmers, on Science Communication to the “Middleware for Collaborative Applications and Global Virtual Communities” (Magic) project.
Currently, investments in research and development in Africa are about 0.6% of the global total of R&D investment, significantly lower than other regions. One of the foremost strategies to address this knowledge imbalance would be the packaging of African knowledge products in such a way that they are available and accessible on the internet. There is no doubt that Africans are producing lots of knowledge in their informal conversation as in formal engagements of varying types. This knowledge is being produced daily in villages and urban spaces, by African government officials and businesses, by students and researchers. Traditional healers are also applying indigenous knowledge to offer cures for COVID-19. Thus, the problem from an African perspective is less that of knowledge production and more one of the gathering, packaging and dissemination of the knowledge.
This training present practical tools, platforms and strategies to effectively disseminate your research results to various stakeholders. It would help you make your research visible beyond academia and create more impact in society.
Publishing tips for Virtual Heritage articles and related issues (3D models), Cities Cultural Heritage and Digital Humanities, Turin Summer School 17 September 2018
Academic Social Networks and Researcher RankingAmanyalsayed
Open science and web scholarly communication
Using Web 2.0 to increase researcher’s ranking
Academic Social Networks (types, services)
Question & Answer service
Sharing your research output through ASN
Researcher measurement (h-index, RG score)
ASN and researchers’ concerns
Presentation by the ROER4D Curation and Dissemination Manager, Michelle Willmers, on Science Communication to the “Middleware for Collaborative Applications and Global Virtual Communities” (Magic) project.
Currently, investments in research and development in Africa are about 0.6% of the global total of R&D investment, significantly lower than other regions. One of the foremost strategies to address this knowledge imbalance would be the packaging of African knowledge products in such a way that they are available and accessible on the internet. There is no doubt that Africans are producing lots of knowledge in their informal conversation as in formal engagements of varying types. This knowledge is being produced daily in villages and urban spaces, by African government officials and businesses, by students and researchers. Traditional healers are also applying indigenous knowledge to offer cures for COVID-19. Thus, the problem from an African perspective is less that of knowledge production and more one of the gathering, packaging and dissemination of the knowledge.
This training present practical tools, platforms and strategies to effectively disseminate your research results to various stakeholders. It would help you make your research visible beyond academia and create more impact in society.
Publishing tips for Virtual Heritage articles and related issues (3D models), Cities Cultural Heritage and Digital Humanities, Turin Summer School 17 September 2018
Slides accompanying Nicola Osborne's(EDINA Digital Education Manager) session on "Social media and blogging to develop and communicate research in the arts and humanities" at the "Academic Publishing: Routes to Success" event held at the University of Stirling on 23rd January 2017.
Curating an Effective Digital Research Presence - Nicola Osborne, EDINANicola Osborne
Slides from "Curating an Effective Digital Research Presence", Nicola Osborne's opening keynote for the Making Research Visible event at the University of Edinburgh Moray House School of Education on 6th June 2018. More on the event can be found at: https://www.eventbrite.co.uk/e/making-research-visible-tickets-45238206694
The open academic: Why and how business academics should use social media to ...Ian McCarthy
Abstract: The mission of many business schools and their researchers is to produce research that that impacts how business leaders, entrepreneurs, managers, and innovators, think and act. However, this mission remains an elusive ideal for many business school academics because they struggle to design and produce research capable of overcoming the "research-practice gap." To help those scholars address this gap, we explain why and how they should use social media to be more 'open' to connecting with, learning from, and working with academics and other stakeholders outside of their field. We describe how social media can be used as a boundary-spanning technology to help bridge the research-practice gap. To do this, we present a process model of five research activities: networking, framing, investigating, dissemination, and assessment. Using recently published research as an illustrative example, we describe how social media was used to make each activity more open. We conclude with a framework of different social media-enabled open academic approaches (connector, observer, promoter, and influencer) and some dos and don'ts for engaging in each approach. This paper aims to help business academics rethink and change their practices so that our profession is more widely regarded for how its research positively impacts practice and societal well-being more generally.
Demystifying Digital Scholarship Slides: Big Project, Small Project: Steps in...Paige Morgan
Slides from the Demystifying Digital Scholarship workshop on project ideation and development at the Sherman Centre for Digital Scholarship, McMaster University, April 9, 2015.
Feb.2016 Demystifying Digital Humanities - Workshop 1Paige Morgan
Slides from Demystifying Digital Humanities Workshop 1: What are the digital humanities, and why should I care? -- taught at the University of Miami Libraries in February, 2016
At the Center of Academic Innovation: Two Examples from UCLAAnnelie Rugg
A presentation to the 2017 Computing Services Conference (UCCSC) at UCSD on August 9, 2017. I propose the importance for technologists in higher education to be in the important discussions of academic innovation in teaching and research BEFORE decisions are made, to ensure that the innovation is better. I provide two examples of ways to create communities where technologists and academics work as partners on innovation and gradually change the culture of innovation to be more inclusive of IT sooner in the discussion.
Long nonfiction chapters are not in-style and may never have been. Where average chapter lengths of nonfiction book chapters are about 4,000 – 7,000 words in length, some may be several times that max range number. The explanation is that there is some irreducible complexity that that chapter addresses that cannot be addressed in shorter form. This slideshow explores some methods for writing longer chapters while still maintaining coherence, focus, and reader interest…and while using some technological tools to write and edit more efficiently.
Overcoming Reluctance to Pursuing Grant Funds in AcademiaShalin Hai-Jew
Starting as an organization’s new grant writer can be a challenge, especially in a case where there has been a time lapse since the last one left. People get out of the habit of pursuing grant funds. This slideshow addresses some of the reasons for such reluctance and proposes some ways to mitigate these.
More Related Content
Similar to Publishing about Educational Technology
Slides accompanying Nicola Osborne's(EDINA Digital Education Manager) session on "Social media and blogging to develop and communicate research in the arts and humanities" at the "Academic Publishing: Routes to Success" event held at the University of Stirling on 23rd January 2017.
Curating an Effective Digital Research Presence - Nicola Osborne, EDINANicola Osborne
Slides from "Curating an Effective Digital Research Presence", Nicola Osborne's opening keynote for the Making Research Visible event at the University of Edinburgh Moray House School of Education on 6th June 2018. More on the event can be found at: https://www.eventbrite.co.uk/e/making-research-visible-tickets-45238206694
The open academic: Why and how business academics should use social media to ...Ian McCarthy
Abstract: The mission of many business schools and their researchers is to produce research that that impacts how business leaders, entrepreneurs, managers, and innovators, think and act. However, this mission remains an elusive ideal for many business school academics because they struggle to design and produce research capable of overcoming the "research-practice gap." To help those scholars address this gap, we explain why and how they should use social media to be more 'open' to connecting with, learning from, and working with academics and other stakeholders outside of their field. We describe how social media can be used as a boundary-spanning technology to help bridge the research-practice gap. To do this, we present a process model of five research activities: networking, framing, investigating, dissemination, and assessment. Using recently published research as an illustrative example, we describe how social media was used to make each activity more open. We conclude with a framework of different social media-enabled open academic approaches (connector, observer, promoter, and influencer) and some dos and don'ts for engaging in each approach. This paper aims to help business academics rethink and change their practices so that our profession is more widely regarded for how its research positively impacts practice and societal well-being more generally.
Demystifying Digital Scholarship Slides: Big Project, Small Project: Steps in...Paige Morgan
Slides from the Demystifying Digital Scholarship workshop on project ideation and development at the Sherman Centre for Digital Scholarship, McMaster University, April 9, 2015.
Feb.2016 Demystifying Digital Humanities - Workshop 1Paige Morgan
Slides from Demystifying Digital Humanities Workshop 1: What are the digital humanities, and why should I care? -- taught at the University of Miami Libraries in February, 2016
At the Center of Academic Innovation: Two Examples from UCLAAnnelie Rugg
A presentation to the 2017 Computing Services Conference (UCCSC) at UCSD on August 9, 2017. I propose the importance for technologists in higher education to be in the important discussions of academic innovation in teaching and research BEFORE decisions are made, to ensure that the innovation is better. I provide two examples of ways to create communities where technologists and academics work as partners on innovation and gradually change the culture of innovation to be more inclusive of IT sooner in the discussion.
Long nonfiction chapters are not in-style and may never have been. Where average chapter lengths of nonfiction book chapters are about 4,000 – 7,000 words in length, some may be several times that max range number. The explanation is that there is some irreducible complexity that that chapter addresses that cannot be addressed in shorter form. This slideshow explores some methods for writing longer chapters while still maintaining coherence, focus, and reader interest…and while using some technological tools to write and edit more efficiently.
Overcoming Reluctance to Pursuing Grant Funds in AcademiaShalin Hai-Jew
Starting as an organization’s new grant writer can be a challenge, especially in a case where there has been a time lapse since the last one left. People get out of the habit of pursuing grant funds. This slideshow addresses some of the reasons for such reluctance and proposes some ways to mitigate these.
Writing grants is one common way that those in institutions of higher education may acquire some funds—small and big, one-off and continuing—to conduct research, hire faculty and researchers and learners and others, update equipment, update or build up new buildings, and achieve other work. This slideshow explores some aspects of the work of grant writing in the present moment in higher education.
Contrasting My Beginner Folk Art vs. Machine Co-Created Folk Art with an Art-...Shalin Hai-Jew
The SARS-CoV-2 pandemic inspired several years of experimentation with common or folk art, involving mixed media, alcohol ink painting, and other explorations. Then, with the emergence of art-making generative AIs, there were further experiments, particularly with one that enables generation of visuals from scanned art and photos, text prompts, style overlays, and text-based visual modifiers. While both types of artmaking are emotionally satisfying and helpful for stress management, there are some contrasting differences. This exploratory slideshow explores some of these differences in order to partially shed light on the informal usage of an art-making generative AI (artificial intelligence).
Creating Seeding Visuals to Prompt Art-Making Generative AIsShalin Hai-Jew
Art-making generative AIs have come to the fore. A basic work pipeline typically involves starting with text prompts -> generated images. That image may be used to seed further iterations. Deep Dream Generator (DDG) enables the application of “modifiers” of various types (artist styles, visual adjectives, others) to be applied in addition to the text prompt.
Another approach involves beginning with a “seeding image,” a born-digital or digitized (born-analog) visual on which AI-generated art may be based for a multi-channel and multi-modal prompt. This slideshow provides some observations of how to think about seeding images, particularly in terms of how the DDG handles them, with its “algorithmic pareidolia” (“Deep Dream,” Wikipedia, July 3, 2023).
Human art-making is often about throwing mass-scale conversations. Artists are thought to help bridge humanity into the future. Whether generative AI art enables this or not is still not clear.
Common Neophyte Academic Book Manuscript Reviewer MistakesShalin Hai-Jew
The work of academic book reviewing, as a volunteer (most often), is a common academic practice. The presenter has served as a neophyte one for some years before settling into this invited volunteer work for several decades. There have been lessons learned over time about avoidable mistakes…from both experience and observation.
Fashioning Text (and Image) Prompts for the CrAIyon Art-Making Generative AIShalin Hai-Jew
CrAIyon (formerly DALL-E after Salvador “Dali”) is a web-facing art-making generative AI tool online (https://www.craiyon.com/) that enables the uses of text (and image) prompts for the creation of watermarked, lightweight visuals. Counterintuitively, the rough visuals are much more usable for recombinations and remixes and recreations into usable digital visuals for various digital learning objects. The textual prompts are not particularly intuitive because of how the generative AI program was trained on mass-scale visuals). There is an art and occasional indirection to working prompts after each try, with the resulting nine-image proof sheets that CrAIyon outputs. The tool can be used iteratively for different outputs.
The tool sometimes turns out serendipitous surprises, including an occasional work so refined that it can be used / shared almost unedited. One challenge in using CrAIyon comes from their request for credit (for all non-subscribers to their service). Another comes from the visual watermarking (orange crayon at the bottom right of the image). However, this tool is quite useful for practical applications if one is willing to engage deep digital image editing (Adobe Photoshop, Adobe Illustrator).
Augmented Reality in Multi-Dimensionality: Design for Space, Motion, Multiple...Shalin Hai-Jew
Augmented reality (AR)—the use of digital overlays over physical space—manifests in a wide range of spaces (indoor, outdoor; virtual) and ways (in real space (with unaided human vision); in head gear; in smart glasses; on mobile devices, and others). There are various authoring technologies that enable the making of AR experiences for various users. This work uses a particular tool (Adobe Aero®) to explore ways to build AR for multiple dimensions, including the fourth dimension (motion, changes over time).
Based on the respective purposes of the AR experience, some basic heuristics are captured for
space design (1),
motion design (2),
multiple perception design (sight, smell, taste, sound, touch) (3),
and virtual- and tangible- interactivity (4).
Some Ways to Conduct SoTL Research in Augmented Reality (AR) for Teaching and...Shalin Hai-Jew
One of the extant questions about augmented reality (AR) is how (in)effective it is for the teaching and learning in various formal, nonformal, and informal contexts. The research literature shows mixed findings, which are often highly context-based (and not generalizable). There are some non-trivial costs to the design/development/deployment of AR for teaching and learning. For the users, there is cognitive load on the working memory [(1) extraneous/poor design, (2) intrinsic/inherent difficulty in topic, and (3) germane/forming schemas]. For teachers, there are additional knowledge, skills, and abilities / attitudes (KSAs) that need to be brought to bear.
Exploring the Deep Dream Generator (an Art-Making Generative AI) Shalin Hai-Jew
The Deep Dream Generator was created by Google engineer Alexander Mordvintsev in 2014. It has a public facing instance at https://deepdreamgenerator.com/, which enables people to use text prompts and image prompts (individually or in combination) to inspire the art-generating generative AI to output images. This work highlights some process-based walk-throughs of the tool, some practical uses, some lightweight art learning, some aspects of the online social community on this platform, and other insights. Some works by the AI prompted by the presenter may be seen here: https://deepdreamgenerator.com/u/sjjalinn.
(This is the first draft of a slideshow that will be used in a conference later in the year.)
Augmented Reality for Learning and AccessibilityShalin Hai-Jew
Recently, the presenter conducted a systematic review of the academic literature and an environmental scan to learn how to set up an augmented reality (AR) shop at an institution of higher education. The ambition was to not only set up AR in an accessible and legal way but also be able to test for potential +/- effects of AR on teaching and learning. The research did not go past the review stage, because of a lack of funding, but some insights about accessibility in AR were acquired.
(The visuals are from Deep Dream Generator and CrAIyon.)
Engaging Pixabay as an open-source contributor to hone digital image editing,...Shalin Hai-Jew
This slideshow describes the author's early experiences with creating two accounts on Pixabay in order to advance digital editing skills in multimedia. The two accounts are located at https://pixabay.com/users/sjjalinn-28605710/ and https://pixabay.com/users/wavegenerics-29440244/ ...
Human-Machine Collaboration: Using art-making AI (CrAIyon) as cited work, o...Shalin Hai-Jew
It is early days for generative art AIs. What are some ways to use these to complement one's work while staying legal (legal-ish)?
Correction: .webp is a raster format
Getting Started with Augmented Reality (AR) in Online Teaching and Learning i...Shalin Hai-Jew
University creative shops are exploring whether they can get into the game of producing AR-enhanced experiences: campus tours, interactive gaming, virtual laboratories, exploratory art spaces, simulations, design labs, online / offline / blended teaching and learning modules, and other AR applications.
This work offers a basic environmental scan of the AR space for online teaching and learning, and it includes pedagogical design leads from the current research, technological knowhow, hands-on design / development / deployment of learning objects, and online teaching and learning methods.
Co-Creating Common Art with the CrAIyon AIShalin Hai-Jew
This slideshow contains a variety of images created using the CrAIyon AI...based on seeding terms. This work asks questions about common art in an age of AI.
Le nuove frontiere dell'AI nell'RPA con UiPath Autopilot™UiPathCommunity
In questo evento online gratuito, organizzato dalla Community Italiana di UiPath, potrai esplorare le nuove funzionalità di Autopilot, il tool che integra l'Intelligenza Artificiale nei processi di sviluppo e utilizzo delle Automazioni.
📕 Vedremo insieme alcuni esempi dell'utilizzo di Autopilot in diversi tool della Suite UiPath:
Autopilot per Studio Web
Autopilot per Studio
Autopilot per Apps
Clipboard AI
GenAI applicata alla Document Understanding
👨🏫👨💻 Speakers:
Stefano Negro, UiPath MVPx3, RPA Tech Lead @ BSP Consultant
Flavio Martinelli, UiPath MVP 2023, Technical Account Manager @UiPath
Andrei Tasca, RPA Solutions Team Lead @NTT Data
The Metaverse and AI: how can decision-makers harness the Metaverse for their...Jen Stirrup
The Metaverse is popularized in science fiction, and now it is becoming closer to being a part of our daily lives through the use of social media and shopping companies. How can businesses survive in a world where Artificial Intelligence is becoming the present as well as the future of technology, and how does the Metaverse fit into business strategy when futurist ideas are developing into reality at accelerated rates? How do we do this when our data isn't up to scratch? How can we move towards success with our data so we are set up for the Metaverse when it arrives?
How can you help your company evolve, adapt, and succeed using Artificial Intelligence and the Metaverse to stay ahead of the competition? What are the potential issues, complications, and benefits that these technologies could bring to us and our organizations? In this session, Jen Stirrup will explain how to start thinking about these technologies as an organisation.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
Climate Impact of Software Testing at Nordic Testing DaysKari Kakkonen
My slides at Nordic Testing Days 6.6.2024
Climate impact / sustainability of software testing discussed on the talk. ICT and testing must carry their part of global responsibility to help with the climat warming. We can minimize the carbon footprint but we can also have a carbon handprint, a positive impact on the climate. Quality characteristics can be added with sustainability, and then measured continuously. Test environments can be used less, and in smaller scale and on demand. Test techniques can be used in optimizing or minimizing number of tests. Test automation can be used to speed up testing.
Enhancing Performance with Globus and the Science DMZGlobus
ESnet has led the way in helping national facilities—and many other institutions in the research community—configure Science DMZs and troubleshoot network issues to maximize data transfer performance. In this talk we will present a summary of approaches and tips for getting the most out of your network infrastructure using Globus Connect Server.
The Art of the Pitch: WordPress Relationships and SalesLaura Byrne
Clients don’t know what they don’t know. What web solutions are right for them? How does WordPress come into the picture? How do you make sure you understand scope and timeline? What do you do if sometime changes?
All these questions and more will be explored as we talk about matching clients’ needs with what your agency offers without pulling teeth or pulling your hair out. Practical tips, and strategies for successful relationship building that leads to closing the deal.
Pushing the limits of ePRTC: 100ns holdover for 100 daysAdtran
At WSTS 2024, Alon Stern explored the topic of parametric holdover and explained how recent research findings can be implemented in real-world PNT networks to achieve 100 nanoseconds of accuracy for up to 100 days.
Encryption in Microsoft 365 - ExpertsLive Netherlands 2024Albert Hoitingh
In this session I delve into the encryption technology used in Microsoft 365 and Microsoft Purview. Including the concepts of Customer Key and Double Key Encryption.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
PHP Frameworks: I want to break free (IPC Berlin 2024)Ralf Eggert
In this presentation, we examine the challenges and limitations of relying too heavily on PHP frameworks in web development. We discuss the history of PHP and its frameworks to understand how this dependence has evolved. The focus will be on providing concrete tips and strategies to reduce reliance on these frameworks, based on real-world examples and practical considerations. The goal is to equip developers with the skills and knowledge to create more flexible and future-proof web applications. We'll explore the importance of maintaining autonomy in a rapidly changing tech landscape and how to make informed decisions in PHP development.
This talk is aimed at encouraging a more independent approach to using PHP frameworks, moving towards a more flexible and future-proof approach to PHP development.
2. Presentation Overview
• Books, for better and for worse, are treated as a special category of
knowledge sharing in modern society. It is held up as something that
brings together culminating expertise, and it is something that
academics focus on as markers of professional advancement and for
which they will spend their sabbaticals and their own out-of-pocket
resources. Some publish in the mainline commercial press, and
others go off into alternate presses and even self-publishing (vanity).
Most texts are versioned as print and electronic texts. This
presentation introduces academic publishing in the commercial
space. It explores questions such as the following:
2
3. Presentation Overview(cont.)
1. What is the state of publishing in ITS in higher education? In higher
education in Kansas?
2. What does the reader market look like, and what is the average
amount of sales?
3. What do royalties look like, and how long do books pay out?
4. How do you know if you have something original about which to
write?
5. How do you conduct an environmental scan for a book prospectus?
6. What can you legally publish about on shared professional projects?
7. When does it make sense to go commercial vs. open-source?
3
4. Presentation Overview(cont.)
• The presenter has published for many years in both the commercial
academic publishing space and open-source publishing. The
presenter has served as an evaluator of many hundreds of
manuscripts submitted to the mainline press. The presenter has
participated as an evaluator in open textbook initiatives at K-State for
a number of years.
4
9. Research in the Ed Tech Space…
• Is sometimes pure about educational technologies but rarely
• Most of the educational technology research focuses on the
educational space with applied pedagogical approaches and
particular technologies
• Many works involve cases studies
9
11. Formal Credentialing
• Formal education, degrees, certifications
• Formal training
• Informal learning
• Hands-on professional experiences
• Hands-on informal experiences
• Professional affiliation, sponsoring organization
• Professional reputation and sense of history
11
12. Commitment
• Personal and professional interest in the topic
• Investment of learning about the topic (usually for years)
• An understanding of knowledge mapping of the topic and peripheral
related topics (such as through an “environmental scan”)
• An understanding of what extant questions still exist in the academic
research
• A vision of where the field may go to (from its present state)
12
13. Mindset
• An ability to risk-take
• An ability to compete and engage in the academic research space
• An ability to stake out a defensible research methodology, sufficient
data, logical analysis, and to communicate these in the formats
required for academic publishing
• A willingness to engage globally (instead of ingrown local approaches)
• A constant search for insights, especially the relevant and the novel
• Confidence in honed professional skills, judgment, and standards
13
14. Mindset(cont.)
• Creative approaches
• Mental flexibility, such as not staking out a position and defending
that position to the end
• An ability to be humble (and egoless) in learning
• An ability to avoid being self-important and full of puffery
14
15. Access to Resources
• Headspace, time, and energy to invest (often in the off-hours from
work)
• Access to secondary (reviewed and published) research
• Access to gray literature and gray data
• Access to proprietary resources and protected (but legally released)
data
• Access to social media and other big data
15
16. Access to Resources (cont.)
• Ability to create and / or access new data (especially primary data,
such as through research, such as through interviews, and others)
• Access to informants
• Access to research participants
• Access to labs, equipment, software, and other resources
• Access to travel
• Access to multiple languages
• And others…
16
17. Transparent Researcher Motivations, Trust
• Researchers should benefit from the research with actual learning.
• Ideally, there would be benefits to the job.
• Ideally, there would be actual advancements to the field.
• There has to be substance, not just style.
• There should be something new, not just regurgitations.
• There should be clear and continuing professional oversight of human
subjects research and other forms of research.
• The research work should be the best that can be achieved at that
moment in time.
17
18. Researcher Profiling
• A researcher has to be comfortable revealing more about the self
when publishing.
• For example, in every discipline, works fall into a power law frequency curve.
Does the researcher engage with the popular topics where others are
producing works, or does the individual work in the long tail, in niche spaces?
• How a researcher writes is also revelatory of the individual and the person’s
education, background, personality, and other aspects.
• There are computational ways to profile researchers and to
understand where they exist in the academic research space (and
other contexts).
• There is broad indexing of work, based on bibliometrics, altmetrics,
and other measures.
18
20. Knowledge
• Contemporary and historical knowledge of a discipline or domain
(and peripheral linked domains…and unrelated domains altogether)
• Standards for research in the field
• Research methodologies
• Research tools
• Research ethics, professional standards
• Ability to deploy various technologies
• Ability to team and collaborate
20
21. Knowledge(cont.)
• Data analytics approach
• Professional visualizations
• Professional writing
• Professional presentations
• Ability to pursue grant funds, ability to report to grant-funded
agencies
• Documentation
• And others
21
22. Skills
• Secondary research (including persistence, critical thinking,
thoroughness, documentation, and others)
• High levels of communications skills in multimodal ways (textually,
visually, data-wise, socially, technically, and others)
• Emotional strength, ability to handle rejection (with equanimity and
proportion)
• Ability to entertain different points-of-view
• Listening, observing, notetaking
22
23. Skills (cont.)
• Open-mindedness, exploratory-ness
• A lifelong learner keeps exploring a topic even after publishing a work in the
space (even though the work cannot be updated anymore, the thinking and
other work continues)
• Truth-telling
• Graciousness
• Giving credit where it is due
23
24. Abilities / Attitudes
• Follow-through, persistence
• Adherence to standards
• Exploration
• Innovative thinking
• Being prosocial, considering social implications of the research
24
26. Commercial Publishing
• Commercial publishing has the power of history, incumbency, and
formality.
• Many have peer editing platforms.
• In the past, there was double-blind peer review. Currently, much
more is becoming transparent, with single-blind and full transparency.
• Researchers still bear the brunt of costs.
• Commercial publishers still charge high subscription costs for
databases. There are high costs for books.
• Many institutions of higher education are going to instructor-published texts
in open-source publishing…but quality still lags for many.
26
27. Open-Access Publishing
• Essentially, open-access publishing enables copyrighted works to exist
on the open Web and Internet, without having users pass through a
paywall.
• In many cases, the researcher or research team has to be fairly
substantial amounts to have their work reachable and viewable by a
wider non-paying readership.
• Standards may vary for open-access publishing.
27
28. Open-Source Publishing
• There are various publishers of open-source works, which involve the
release of rights to the public domain…or the release of certain rights
(such as using the Creative Commons licensure release, GNU release,
and others).
• Most open-source publishers are hosted as part of broader
organizations…or as commercial entities or as nonprofit entities.
28
29. Self- (Vanity) Publishing
• With the advent of the electronic press, self-publishing has emerged
as a fairly frictionless way for people to share their writing and visuals
with an audience.
• Often, self-publishing is done without editorial oversight.
• Self-publishing is still also known as “vanity” publishing, an endeavor
that may be ego-driven and done by individuals who have not fully
trained into the standards for more formal publishing.
29
31. Selecting a Publisher
• It helps to trust a publisher because they will be managing the
publication process, and their names will be on the book.
• Some suggest going with known publishers who publish the works
that researchers like to read.
• Others suggest the benefit of starting with the most elite and best
publisher, and move down as works are rejected.
• Over time, as researchers work and build to quality, they will find a
publisher.
31
32. Selecting a Publisher(cont.)
• Because of how much work goes into research, writing, and
publishing, it helps to work with a publisher that does not leave the
author(s) feeling used. After all, there are already high structural
challenges with publishing for the researchers.
32
34. Some General Steps
• Grant-writing
• Secondary research, pilot testing
• Brainstorm
• Research design
• Research proposal
• Approval of research
• Research setup
• Seating of research participants
• Research
• Data collection
• Data analysis
• Writeup
• Revision
• Presentation
• Publication
34
35. The Time Element
• Time is always pressured, based on the grant(s) funding the project,
and based on the rush to publish
• If others have gotten to the topic prior, many researchers will stop their own
work and not push to publish
• Use up everything you can from the collected data before publishing
and sharing the dataset
• Others will bring their expertise to the data, but since data are so hard to
collect, it makes sense to use everything possible out of it
• Make sure that the data holds up (so put the collected data through
its paces)
35
36. Pre-Publication
• Conduct an environmental scan to see which publication might be a
good “home” for the unpublished work
• Solid editorial leadership
• Strong reputation
• Journal Impact Factor (JIF), journal eigenfactor, and other indices of quality
• Review the publication standards for the target publications
36
37. Pre-Publication (cont.)
• Select one and submit the work in the way the publisher / publication
requested:
• Use templates (Word, LaTeX, others) if these are required
• Share (cleaned, de-identified) datasets as required
• Ensure that visuals are at sufficient spatial resolution, properly color-
balanced, not stretched (correct aspect ratio), right-sized, and in the proper
digital image format
• Follow the correct conventions for data tables
• Follow the correct conventions for data visualizations
• Share software program or scripting as required
37
38. Pre-Publication (cont.)
• Write in the third-person point-of-view (POV), except for a few types
of writing (such as essays, auto-ethnographies, and some others)
• Use the proper source citation method, in-text, in the bibliography /
references list, and use proper captioning methods and capitalization
and such based on the latest source citation method guidelines (or
the more custom rules of the target publication)
38
39. Pre-Publication (cont.)
• Do not over-claim beyond where the data go.
• Use solid logic when relating research data with managerial
implications and Discussions.
39
40. Pre-Publication (cont.)
• There are “fatal errors” possible in a research work. A fatal error
means that a submitted manuscript is irrecoverably broken.
Remember that all it takes is one fatal error that can make it
impossible to accept the mss. Fatal errors come most often from the
following:
• Poor research design
• Poor research methodologies
• Insufficient data (for the assertions)
• Poor data analysis
• Researcher biases
40
41. Pre-Publication (cont.)
• Inapplicable reasoning or logics
• Core misunderstanding of methods or technologies
• Mislabeling
• Insufficient review of the literature (with large swaths missing)
• And others…
41
42. Pre-Publication (cont.)
• Do not submit the manuscript (mss) to multiple publications (multiple
publishers do not want to waste time reviewing a manuscript that
they may theoretically accept but then be scooped by a competing
organization).
42
43. Publication
• The publication process is rigorous. It requires multiple iterations of
review usually.
• Stay polite throughout.
• A work is never guaranteed to make.
• If a work is accepted, and it goes into the proofing stage, proof
carefully line-by-line. That is the last-best chance to catch typos and
errors.
43
44. Publication (cont.)
• Make sure that the sequence of authors is correct: first author (lead),
second author, third author, and so on. If additional notes need to be
made about each person’s contribution, that should be included.
There are sometimes several first authors who are equals, but who
have to be listed with one name first, for example.
• Credits affect reputation, grant funding, “biosketches,” professional
collaborations, and other professional outcomes.
44
45. Post-Publication
• For new authors, it may seem like attracting attention from readers is
somewhat challenging.
• To garner citations, some will post early article proofs of their work to
research-sharing sites. These may result in inaccurate quotes from
the earlier version or other challenges. However, publishers will
currently allow this under “fair use.” This practice does enable
broader access, for those who do not have access to the subscription
databases, interlibrary loan, or other methods to acquire a copy.
• Do not share a copyrighted version of a work no matter how much
strangers ask. These often get leaked into the public.
45
46. Post-Publication (cont.)
• Some researchers share topline findings of their work via slideshows,
videos, and other modalities, without compromising their own
copyright. Some may share datasets.
• This way, they can benefit the general public with free and open information.
• Some create profiles on e-marketing sites. They encourage reviews of
their work on social book reviewing sites. They create landing pages
for their name. They create social media personalities, and they
engage socially.
46
47. Post-Publication (cont.)
• There are limited markets for academic publications. Few will ever
make much money in such endeavors.
• It takes time for citations to materialize oftentimes.
• A research instrument I created took a dozen years before it was used
by another researcher (or at least one that reached out to me).
47
48. Post-Publication (cont.)
• Some rack up publications. From one study or one thesis / report /
dissertation, they may version out different works.
• If the works are truly orthogonal and stand-alone, they may be
justified as separate works.
• However, if they repeat too much shared information, there is a sense of
dilution.
• Some researchers engage in self-citation. This approach is considered
in some altmetrics, so they are not skewed by an individual or group
regularly citing themselves and each other.
• People watch each other, and they are aware when others are trying
to rig the system.
48
50. Why Publish?
• A researcher or research team may engage with the larger world by
sharing their research.
• They may contribute to the permanent research record.
• They may leave something of a legacy. [The developed world receive
technologies earlier than the developing one. Works published today
may find additional audiences as other populations come on line and
adopt new practices.]
50
51. Why Publish? (cont.)
• Publishing makes works available for “distributed cognition,” so that a
collective memory can form outside of current practitioners.
• Published works can reach not only human readers but also machine
ones.
51
52. Why Embargo? Why Refrain from Publishing?
• There are many occasions when it may not be wise to publish.
• This depends on the research, the information, the context, and other
factors.
• For most of the work-based projects, they cannot be published
without signoffs around the principal investigators (PIs) and co-PIs.
52
53. Why Count Costs?
• Putting together a research work is expensive.
• Research work requires expertise, time; resources; equipment;
software; access to subscription databases, and others.
• The larger work environment has to enable the work in most cases, or
it cannot be done.
• It helps if there is support from administrators, but that is rare.
• The competition around publishing means that some administrators are not
particularly happy when a staffer publishes.
53
55. Engaging Long-Term
• To make it as a practicing researcher over the decades, it is important
to…
• Keep up the learning and professional passions
• Avoid burnout
• “Forget” how hard the work is
• Appreciate the affordances of the professional space
• It helps to occasionally revisit published works for encouragement
(even as one may come across a gaffe or two).
• I’ve given away my published books but have some digitized scans and digital
versions.
55
56. Conclusion and Contact
• Dr. Shalin Hai-Jew
• Instructional Design
• ITS
• Kansas State University
• 785-532-5262
• shalin@ksu.edu
56