This document outlines 10 lessons about digital scholarship based on 10 short videos. The lessons include: 1) digital scholarship is not just for "geeks" but involves knowledge sharing, creation, and networking; 2) researchers are caught between traditional publishing norms and the potential of digital tools; 3) interdisciplinarity is facilitated by digital networks; 4) everyone can now broadcast as a public scholar; 5) teaching must adapt to the attention economy; 6) digital tools allow rethinking research methods; 7) new skills are required to use digital tools; 8) digital changes will impact fields even if ignored; 9) digital tools enable alternatives to traditional practices; and 10) the benefits of open digital systems should not be overlooked due to
With apologies to the great twentieth century philosopher, Don Henley, this talk looks back to the reasons we did learn and looks forward to some of the ways technology might help us to learn for the future.
Emerging Practices in Open Online Learning EnvironmentsGeorge Veletsianos
In this talk, I describe a number of emerging practices associated with online learning, networked scholarship, and MOOCs. I bring together results from 3 upcoming studies to describe how online learning is an emerging practice, how the field is becoming more interdisciplinary, how learning analytics are becoming more pervasive, and how various experiences and practices (e.g., notetaking and the scheduling of online learning to fit adult life's realities) evade learning analytics methods.
With apologies to the great twentieth century philosopher, Don Henley, this talk looks back to the reasons we did learn and looks forward to some of the ways technology might help us to learn for the future.
Emerging Practices in Open Online Learning EnvironmentsGeorge Veletsianos
In this talk, I describe a number of emerging practices associated with online learning, networked scholarship, and MOOCs. I bring together results from 3 upcoming studies to describe how online learning is an emerging practice, how the field is becoming more interdisciplinary, how learning analytics are becoming more pervasive, and how various experiences and practices (e.g., notetaking and the scheduling of online learning to fit adult life's realities) evade learning analytics methods.
A workshop I ran on the idea of Guerrilla research - that is no (low) cost research that relies on free tools, open data, etc and doesn't require permission
Open and online: connections, community and reality Catherine Cronin
Slides for Open Education Week webinar by Catherine Cronin & Sheila McNeill, hosted by the University of Sussex.
Webinar recording available here: https://connectpro.sussex.ac.uk/p96542464/
Keynote address at Innovation in Tertiary Education Services 2014 conference, Auckland, New Zealand, 5th May 2014.
Discusses how MOOCs are stimulating a climate of innovation and change in education online, shows case studies of innovative teaching formats in a range of Universities and Community Colleges.
Argues that MOOCs are performing at plateau of stable expectations, and that their greatest impact is a set of invigorated conversations around cost, access, quality and delivery of education.
Compares two interdisciplinary courses, one a blended/hybrid course at Harrisburg Community Colleges, and one offered later as a MOOC at UC Irvine, both using topic of Zombies as a vehicle.
Concludes that MOOCs have unleashed an innovative set of approaches across HE (rather than being in them selves innovative). Schools focussed on classroom delivery have an opportunity to re-invent what they do. Elite institutions can use the MOOC as an intermediary format for delivering their content across multiple formats
Finding and Sharing Educational Resources using Twitter, Hashtags and Storify...Mark McGuire
This presentation reports on the use of Twitter, hashtags and Storify to connect with individuals inside and outside the university who have a shared interest in the future of libraries. The objective was to discover and share educational resources that were applicable to a class project, by engaging with experts through social media, rather than by searching for the resources directly. A related aim was to discover how even limited social contact with others could result in a more collaborative, networked approach to problem solving, in keeping with contemporary design practice. Over the 13-week course, 250 Twitter messages were collected, narrated and archived by the course Lecturer (and author), using Storify. During class discussions, students reported that the resources were useful, and they commented on the effectiveness of reaching out beyond the classroom in this way. This trial also provided insights into how such collaborations could be taken further.
Keynotes presentation by Phil Richards, Jisc Chief Innovation Officer at Cetis Conference 2014: Building the Digital Institution on the 17th June 2014 at the University of Bolton
BS 8878 and the Holistic Approaches to Web Accessibilitylisbk
Slides from talk on "BS 8878 and the Holistic Approaches to Web Accessibility" given by Brian Kelly, UKOLN at a CETIS Accessibility SIG meeting held at the BSI Headquarters, 389 Chiswick High Road, Chiswick, London on 28 February 2011
See http://www.ukoln.ac.uk/web-focus/events/meetings/cetis-accessibility-sig-2011-02/
This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
OER: It’s not the artifact, it’s the process (Mark McGuire, U of Otago)Mark McGuire
See the version with audio and slides: http://goo.gl/gkZR8.
These are the slides from a seminar presentation that I presented on 28 June at the University of Otago. You can hear (and download) the audio (MP3) on UniTube (http://goo.gl/3F7IR). Even better, you can see (and download) the slides and hear the audio together on my blog (http://goo.gl/gkZR8).
Feel free to contact me at mark.mcguire@otago.ac.nz.
"Open Educational Resources: It’s not the artifact, it’s the process". Presented at the Open Educational Resources Seminar, University of Otago, 28 June 2012
Abstract
If we think of OERs as we think of physical artifacts, we might focus on their design, production, storage and distribution. We could quantify their number, calculate their popularity, and track their use. However, in open, distributed, networked learning environments, the emphasis is not be on the resources but on the engagement between participants who create, use, modify, and share experiences. Resources can be used to prompt and fuel conversations, and the results of one conversation can be saved and used as fuel for another, but it is the way in which they are created and used that determines their effectiveness in learning contexts. In this talk, I will use examples from several open courses to explore the nature of digital resources and discuss how they are used to enable constructive engagements between networked learners. I suggest that, although appropriate resources are an important part of the learning process, we need to pay more attention to the design of the structures and networks in which they are generated and circulated.
F1: Summary: Future Technologies and Their Applicationslisbk
Slides for a 1-day workshop on "Future Technologies and Their Applications" facilitated by Brian Kelly and Tony Hirst at the ILI 2013 conference on Monday 14 October 2013.
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
This presentation was given as a public lecture at the Open University of Catalonia Edul@b, Barcelona Growth Centre
@UOCuniversitat @edulab
Presentation given at the Open CourseWare Consortium global conference on May 10, 2013.
Short URL: http://openmi.ch/ocwcg2013.
Abstract available at: http://conference.ocwconsortium.org/index.php/2013/2013/paper/view/460.
Download slides (PPT, PDF) and speaker notes (RTF) at: http://open.umich.edu/node/7273/.
A summary of the thoughts and directions for the work on researching Open Educational Resources after one year of the Hewlett Foundation supported work on OLnet - The Open Learning network.
Original content CC-BY. Some images CC-BY-NC
The university as a hackerspace - Joss Winn - Jisc Digital Festival 2014Jisc
The University of Lincoln has explored opportunities as diverse as the potential of open data, developed a research data infrastructure, nurtured student developers and developed a research-led approach to teaching known as the student as producer, to name a few. However, these projects and initiatives have not been throw away experiments. Rather, they have helped inform the University’s new Digital Education Strategy aimed at meeting the needs and improving the experience of its students and researchers at a time when the idea and purpose of the university is being challenged.
This provides an overview of some of the innovative projects and initiatives the University of Lincoln has undertaken in the past few years and how universities can explore approaches to teaching and research support, while helping inform the institutional mission and strategy. It will also provide an opportunity for managers, learning technologists and teachers to discuss the potential for such an approach at their institution and to share relevant experiences and ideas.
A workshop I ran on the idea of Guerrilla research - that is no (low) cost research that relies on free tools, open data, etc and doesn't require permission
Open and online: connections, community and reality Catherine Cronin
Slides for Open Education Week webinar by Catherine Cronin & Sheila McNeill, hosted by the University of Sussex.
Webinar recording available here: https://connectpro.sussex.ac.uk/p96542464/
Keynote address at Innovation in Tertiary Education Services 2014 conference, Auckland, New Zealand, 5th May 2014.
Discusses how MOOCs are stimulating a climate of innovation and change in education online, shows case studies of innovative teaching formats in a range of Universities and Community Colleges.
Argues that MOOCs are performing at plateau of stable expectations, and that their greatest impact is a set of invigorated conversations around cost, access, quality and delivery of education.
Compares two interdisciplinary courses, one a blended/hybrid course at Harrisburg Community Colleges, and one offered later as a MOOC at UC Irvine, both using topic of Zombies as a vehicle.
Concludes that MOOCs have unleashed an innovative set of approaches across HE (rather than being in them selves innovative). Schools focussed on classroom delivery have an opportunity to re-invent what they do. Elite institutions can use the MOOC as an intermediary format for delivering their content across multiple formats
Finding and Sharing Educational Resources using Twitter, Hashtags and Storify...Mark McGuire
This presentation reports on the use of Twitter, hashtags and Storify to connect with individuals inside and outside the university who have a shared interest in the future of libraries. The objective was to discover and share educational resources that were applicable to a class project, by engaging with experts through social media, rather than by searching for the resources directly. A related aim was to discover how even limited social contact with others could result in a more collaborative, networked approach to problem solving, in keeping with contemporary design practice. Over the 13-week course, 250 Twitter messages were collected, narrated and archived by the course Lecturer (and author), using Storify. During class discussions, students reported that the resources were useful, and they commented on the effectiveness of reaching out beyond the classroom in this way. This trial also provided insights into how such collaborations could be taken further.
Keynotes presentation by Phil Richards, Jisc Chief Innovation Officer at Cetis Conference 2014: Building the Digital Institution on the 17th June 2014 at the University of Bolton
BS 8878 and the Holistic Approaches to Web Accessibilitylisbk
Slides from talk on "BS 8878 and the Holistic Approaches to Web Accessibility" given by Brian Kelly, UKOLN at a CETIS Accessibility SIG meeting held at the BSI Headquarters, 389 Chiswick High Road, Chiswick, London on 28 February 2011
See http://www.ukoln.ac.uk/web-focus/events/meetings/cetis-accessibility-sig-2011-02/
This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
OER: It’s not the artifact, it’s the process (Mark McGuire, U of Otago)Mark McGuire
See the version with audio and slides: http://goo.gl/gkZR8.
These are the slides from a seminar presentation that I presented on 28 June at the University of Otago. You can hear (and download) the audio (MP3) on UniTube (http://goo.gl/3F7IR). Even better, you can see (and download) the slides and hear the audio together on my blog (http://goo.gl/gkZR8).
Feel free to contact me at mark.mcguire@otago.ac.nz.
"Open Educational Resources: It’s not the artifact, it’s the process". Presented at the Open Educational Resources Seminar, University of Otago, 28 June 2012
Abstract
If we think of OERs as we think of physical artifacts, we might focus on their design, production, storage and distribution. We could quantify their number, calculate their popularity, and track their use. However, in open, distributed, networked learning environments, the emphasis is not be on the resources but on the engagement between participants who create, use, modify, and share experiences. Resources can be used to prompt and fuel conversations, and the results of one conversation can be saved and used as fuel for another, but it is the way in which they are created and used that determines their effectiveness in learning contexts. In this talk, I will use examples from several open courses to explore the nature of digital resources and discuss how they are used to enable constructive engagements between networked learners. I suggest that, although appropriate resources are an important part of the learning process, we need to pay more attention to the design of the structures and networks in which they are generated and circulated.
F1: Summary: Future Technologies and Their Applicationslisbk
Slides for a 1-day workshop on "Future Technologies and Their Applications" facilitated by Brian Kelly and Tony Hirst at the ILI 2013 conference on Monday 14 October 2013.
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
This presentation was given as a public lecture at the Open University of Catalonia Edul@b, Barcelona Growth Centre
@UOCuniversitat @edulab
Presentation given at the Open CourseWare Consortium global conference on May 10, 2013.
Short URL: http://openmi.ch/ocwcg2013.
Abstract available at: http://conference.ocwconsortium.org/index.php/2013/2013/paper/view/460.
Download slides (PPT, PDF) and speaker notes (RTF) at: http://open.umich.edu/node/7273/.
A summary of the thoughts and directions for the work on researching Open Educational Resources after one year of the Hewlett Foundation supported work on OLnet - The Open Learning network.
Original content CC-BY. Some images CC-BY-NC
The university as a hackerspace - Joss Winn - Jisc Digital Festival 2014Jisc
The University of Lincoln has explored opportunities as diverse as the potential of open data, developed a research data infrastructure, nurtured student developers and developed a research-led approach to teaching known as the student as producer, to name a few. However, these projects and initiatives have not been throw away experiments. Rather, they have helped inform the University’s new Digital Education Strategy aimed at meeting the needs and improving the experience of its students and researchers at a time when the idea and purpose of the university is being challenged.
This provides an overview of some of the innovative projects and initiatives the University of Lincoln has undertaken in the past few years and how universities can explore approaches to teaching and research support, while helping inform the institutional mission and strategy. It will also provide an opportunity for managers, learning technologists and teachers to discuss the potential for such an approach at their institution and to share relevant experiences and ideas.
#ACPA15 SNEAK PREVIEW of What Happens on Campus Stays On YouTube By @equalmanLaura Pasquini
What Happens on Campus Stays On YouTube By @equalman
SNEAK PREVIEW of book for #ACPA15, Tampa, FL
#SAreads: Students, Ethics, and Online Engagement @ #ACPA15 the #ACPATrendingNow Session TODAY!
Kaleidoscope conference slides - Academic networkingKaty Jordan
Jordan, K. (2013) Reshaping the Higher Education network? Analysis of academic social networking sites. Presentation given at the Kaleidoscope Conference, Faculty of Education, University of Cambridge, 31st May 2013.
These slides accompanied the workshop delivered on #FOAMed at the AMEE conference in Prague 27 AUgust 2013 by Natalie Lafferty, Annalisa Manca, Dr Ellie Hothersall and Dr Laura Jane Smith.
The workshop provided an introduction to Free Open Access Medical Education and some examples of how this approach can be used in Medical Education.
Keynote at the 2013 FITSI Conference (University of New Hampshire).
Summary: We live in opportune times. We live at a time when education features prominently in the national press and discussions focusing on improving the ways we design education are a daily occurrence. Stanford President John Hennessy notes that “a tsunami” is coming – and Pearson executives are calling the impending change an “avalanche.” We are told that “education is broken” and that technology provides appropriate solutions for the perils facing education. But, what do these solutions look like? Will these be the times that capture Dewey’s and Freire’s visions of education? Will these be times of empowered students, democratic educational systems, learning webs, and affordable access to education? Or, will these be the times where efficiency, venture capital, and market values dictate what education will look like? Is technology transforming education? If so, how? During this keynote presentation, I will highlight how learning and education are (and are not) changing with the emergence of certain technologies, social behaviors, and cultural expectations. Using empirical research and evidence I will discuss myths and truths pertaining to online education and present ways that faculty members and educators can make meaningful contributions to the future educational systems that we are creating today.
Slides for the plenary feedback session at #cetis14 the Cetis Conference; Building the Digital Institution held at The University of Bolton on the 17th and 18th June 2014.
Your Hybrid Classroom: Will You Change Your Paradigm? social media, 21st cent...Michelle Pacansky-Brock
Teaching a hybrid class has the potential to be a paradigm altering experience. The choice is yours. Will you take the leap and rethink your students' learning? Will hybrid teaching infuse your students' experiences with participatory, global, relevant learning?
Similar to Ten lessons in digital scholarship (20)
For an online Gasta session - the internet was designed to be robust in a crisis, and the pandemic crisis has revealed frailties in the education system. Distance education has many of the design features of the internet and offers a more resilient structure possibly
Using the work of the OER Research Hub at the Open University, different types of OER users are identified. The different strategies for reaching these audiences are considered
Explores the idea that the openness approach has broken through to mainstream practice, but that the battle around the direction open education will take is just beginning.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
5. <Alternative title>
10 things I’ve come to believe after
thinking about the impact of technology
for a few years, accompanied by 10
tenuously connected, and sometimes
amusing, videos
6. Lesson 1: It‟s not just for geeks
• YouTube clip - http://youtu.be/fKXk1VhAuvE
7. But it‟s also about:
• Knowledge sharing
• Knowledge creation
• Networking
• Generating ideas
• Communicating
• Democratisation of learning
9. Sir Martin Rees:
“arXiv.org archive transformed the literature of
physics, establishing a new model for
communication over the whole of science. Far
fewer people today read traditional journals.
These have so far survived as guarantors of
quality. But even this role may soon be trumped
by a more informal system of quality control,
signaled by the approbation of discerning
readers”
11. The Boyer view of scholarship
• Discovery
• Integration
• Application
• Teaching
12. Lesson 2: Researchers are caught
in a dilemma
• YouTube clip http://youtu.be/LnQcCgS7aPQ
13. But researchers aren’t keen
“frequent or intensive use is
rare, and some researchers
regard blogs, wikis and other
novel forms of
communication as a waste of
time or even dangerous” Harley et al (2010)
“We found no evidence to suggest
(Proctor, Williams and Stewart (2010) that “tech-savvy” young graduate
students, postdoctoral scholars, or
assistant professors are bucking
traditional publishing practices”
Carpenter et al describe researchers as
„risk averse‟ and „behind the curve in using
digital technology‟
14. Is it tenure?
“The advice given to pre-tenure scholars
was consistent across all fields: focus on
publishing in the right venues and avoid
spending too much time on public
engagement, committee work, writing op-
ed pieces, developing websites, blogging,
and other non-traditional forms of
electronic dissemination”
15. Is it caution?
Waldrop 2008 (on blogging)
““It's so antithetical to the way scientists are trained," Duke
University geneticist Huntington F. Willard said... The
whole point of blogging is spontaneity--getting your ideas
out there quickly, even at the risk of being wrong or
incomplete. “But to a scientist, that's a tough jump to
make,” says Willard. “When we publish things, by and
large, we've gone through a very long process of drafting
a paper and getting it peer reviewed.”
16. Is it habit?
Kroll & Forsman
“Almost all researchers have created a strong network of
friends and colleagues and they draw together the same
team repeatedly for new projects…
Everyone emphasizes the paramount importance of
interpersonal contact as the vital basis for agreeing to
enter into joint work. Personal introductions,
conversations at meetings or hearing someone present a
paper were cited as key in choosing collaborators.”
20. New cultural norms
What are the cultural norms of blogging?
• a willingness to share thoughts and experiences with others at an
early stage;
• the importance of getting input from others on an idea or opinion;
• launching collaborative projects that would be very difficult or
impossible to achieve alone;
• gathering information from a high number of sources every day;
• control over the sources and aggregation of their news;
• the existence of a „common code‟: a vocabulary, a way to write
posts and behaviour codes such as quoting other sources when
you use them, linking into them, commenting on other posts and
so on;
• a culture of speed and currency, with a preference to post or
react instantaneously; and
• a need for recognition – bloggers want to express themselves
and get credit for it.
(Le Muir 2005)
29. • Content is free
• Content is abundant
• Content is varied
• Sharing is easy
• Social based
• Connections are „lite‟
• Organisation is „cheap‟
• Crowdsourcing
• Network is valuable
30. Do we need different skills to compete in an
attention economy?
31. Lesson 6: Rethink research
• YouTube clip - http://youtu.be/7KLnXjqKL5g
35. Heppell (2001)
“we continually make the error of
subjugating technology to our present
practice rather than allowing it to free us
from the tyranny of past mistakes”
36. Lesson 7: New skills will be required
• YouTube clip - http://youtu.be/7KLnXjqKL5g
37. • Video
• Networks
• Data visualisation
• Analytics
• Writing for online
• Managing online
identity
http://www.flickr.com/photos/stevendepolo/5749192621/
44. Alternatives
• Communication
• Publishing models
• Research methods
• Networking
45. The following are not dead:
• VLEs
• Peer review
• Universities
• Teaching
• Books
46. But they are operating in a different
ecosystem
http://www.flickr.com/photos/luc/393887467/
47. Lesson 10: Don’t focus just on risk
• YouTube clip - http://youtu.be/w7RIgs3eygo
48. • Doomed - we're all destined to become
stupid, dysfunctional & lessened by the
technology eg Carr
• Marooned - we are placing technology in
too powerful a position and dehumanising
ourselves in the process eg Lanier
• Entombed - the more we communicate,
the more alone and isolated we are
becoming eg Turkle
49. Tversky and Kahneman: We give risk/loss more
weight
http://www.flickr.com/photos/markusram/1361719776/
50. James Boyle:
“We are very good at seeing the downsides
and the dangers of open systems, open
production systems, networks of openness.
.. Those dangers are real… we are not so
good at seeing the benefits and the
converse holds true for the closed system.”
51. To recap
1. It‟s not just for geeks
2. Resolve the researcher‟s dilemma
3. Interdisciplinarity is in the network
4. We‟re all broadcasters now
5. Teaching in an attention economy
6. Opportunity to rethink research
7. New skills will be required
8. It‟ll impact even if you ignore it
9. It‟s about alternatives
10. Don‟t focus just on risk
Written a book recently, so more detail in that if you’re interested.Book was example – published by BloomsburyAcademic – buy hardcopy of read free online under a CC licence
People get hung up on definitions – when I use digital scholarship it’s really a shorthand for these 3 factors:Digital content, distributed via global and social network, and mediated through open technologies and practices
As John Naughton notes we are in the middle of a revolution and it’s difficult to know what the outcome will beTherefore you should always be suspicious of people who pretend to know the answers as they’re usually selling somethingSo, I used the term ‘lessons’ just because it made a better title, a more accurate one would have been:
But I think we all agree that’s not as snappy.So onto the lessons
I spend a lot of time wit geeks and developers. And they’re great, but it sometimes feels like another language and divorced from what you do.
When the astronomer royal says this, you know it isn’t a hobbyist thing.
It’s dangerous to dismiss it as being about a particular technology or for more techy people. It’s about very fundamental scholarly activity and practice
Discovery = ResearchIntegration = Working between disciplinesApplication = taking research and applying it, eg in industry, or public engagementTeachingAll four have equal weighting, and I’ll take an example of each one for my next four lessons
So, is there an equivalent happening in research? Could we speed up the innovation cycle?
Lots of studies recently have reported a rather conservative approachWhy might this be so?
Don’t waste time on all this non-traditional output stuffIs this what happens in other industries?
It goes against our training and instincts
Successful networks have been developed and researchers return to these, thus not valuing online ones as much
The online network forms a new route into interdisciplinary work
Consider creating an interdisciplinary print journal with setting up your own blog now
Are there consistent cultural norms across these new tools? Same could be said of twitter.Do people who use these tools successfully adopt these cultural norms?
How do these new norms then sit with existing disciplinary ones? Are they ‘more sticky’? Have two bloggers in different disciplines got more in common than a blogger and non-blogger in the same discipline?
At the OU we used to do TV programmes for our courses, and here’s a parody of them
We still make TV but are also developing web native content.But more interesting I think is the material produced by individual academics, which wasn’t possible before
As part of their normal function, scholars produce the following:It doesn’t take much effort to turn all of these into shareable digital outputs.
These outputs have different characteristics to the type of public engagement we used to do
I’m talking about teaching here, but the same applies to disseminating research.Many of you will have seen this clip, but I think it makes a good point
We can think of many existing practices as embodying these principles of scarcity
If we have abundant content as our assumption, would our approach change?
Here are some assumptions which might underlie such a pedagogy.Maybe our existing pedagogies can be adapted, but I think few of them start with these assumptions
Competing in an attention economy, you want stuff to be noticed.Development of a slideshare style
Talking about business here, but I think the same applies to research. We have become enculturated into a certain approach to research
We’ve been trained to think of research as funded, and published, but it needn’t be.
Trailer for a course, but could also do trailers or promotions for research projects, publications, etc
We’re only at the beginning of this – all of these might be skills the new researcher will need, and which funders will increasingly want evidence for
I am suspicious of digital literacy programmes as they tend to end up as tick boxes, and are out of date by the time they’re formalised. It seems to me more about an approach and a mindset
This conference is being amplified so others can join inRan the OU conference as all onlineThe backchannel can affect the mood.So even if you’re not involved in any of these media, it will impact upon the conference, which is at the heart of scholarly practice
Network weather
Books and libraries are a good example of things we hold dear. And what better location.
It’s simplistic to think of it as either/or – previously we often only had one approach open to us, eg publish a journal article. Now we have a much richer toolbox to choose from.
Simplistically people like to declare that certain things are dead. But they rarely are.This misses the more interesting picture of how those functions or artefacts are changed subtly by the new technology