Talk together with Anna Jobin at a workshop of the DFG Network “Grand Challenges & New Forms of Organizing”, September 20, 2021, Humboldt Institut for Internet and Society, Berlin
The document discusses essential questions and their importance in education. It defines essential questions as open-ended inquiries that stimulate thought and promote inquiry. Examples are provided to distinguish essential questions from non-essential questions. The document also provides strategies for developing essential questions, such as unpacking standards to identify key concepts or crafting questions based on desired student understandings. Finally, tips are offered for implementing essential questions in the classroom to encourage discussion and exploration of new perspectives.
This document describes a knowledge sharing method called "Open Space Peer Assist" that draws on the experiences of colleagues. It involves volunteers presenting topics they need help with, and participants joining groups to share experiences related to the topics without giving opinions or advice. The process involves the presenter describing their challenge, others asking clarifying questions and sharing relevant personal experiences, the presenter considering the experiences, and reporting back findings. The goal is to capture proven critical knowledge and lessons learned from successful professionals to help others facing similar problems.
Using selfies in the Classroom by Mathilde Verillaud (English Language Fellow in Salta, Argentina). The video is uploaded here: https://youtu.be/Tcb6_4TvVN8
A good research question should be:
1) Limited in scope and use correct terminology;
2) Doable with the appropriate research methodology and practical considerations; and
3) Avoid hidden assumptions, normative bias, or being a tautology.
The document outlines the key activities over 5 days of a self-mastery training program. Day 1 includes lectures and assessments on understanding thinking styles, personality profiling, and emotional intelligence. Day 2 focuses on communication skills with lectures on receiving and transmitting messages. Day 3 covers learning techniques with lectures on learning before, during, and after doing tasks. Day 4 includes lectures on leadership and personal values. The final day discusses higher-level concepts like wonderment, world view, and wisdom, and includes worksheets to create life maps and plans.
Essential questions represent big ideas at the heart of a discipline. They require uncovering deeper meanings and are potentially engaging for students. Effective essential questions are open-ended and thought-provoking rather than having simple right/wrong answers. Unit questions are more specific than essential questions and focus on topics within a discipline. Research questions have an even narrower focus suitable for student research projects.
This document summarizes a discussion among teachers about the Progressive Inquiry model of learning. The teachers were presented with the Progressive Inquiry model and discussed how it aligned with their own group work process. They also explored other cyclical learning models like Kolb's Experiential Learning Cycle and the 5E Learning Cycle. The teachers found similarities between the Progressive Inquiry model and how they prepared their own teaching sessions through collaboration and iteration. They believe these inquiry-based models could be applied to their own teaching approach.
The document discusses essential questions and their importance in education. It defines essential questions as open-ended inquiries that stimulate thought and promote inquiry. Examples are provided to distinguish essential questions from non-essential questions. The document also provides strategies for developing essential questions, such as unpacking standards to identify key concepts or crafting questions based on desired student understandings. Finally, tips are offered for implementing essential questions in the classroom to encourage discussion and exploration of new perspectives.
This document describes a knowledge sharing method called "Open Space Peer Assist" that draws on the experiences of colleagues. It involves volunteers presenting topics they need help with, and participants joining groups to share experiences related to the topics without giving opinions or advice. The process involves the presenter describing their challenge, others asking clarifying questions and sharing relevant personal experiences, the presenter considering the experiences, and reporting back findings. The goal is to capture proven critical knowledge and lessons learned from successful professionals to help others facing similar problems.
Using selfies in the Classroom by Mathilde Verillaud (English Language Fellow in Salta, Argentina). The video is uploaded here: https://youtu.be/Tcb6_4TvVN8
A good research question should be:
1) Limited in scope and use correct terminology;
2) Doable with the appropriate research methodology and practical considerations; and
3) Avoid hidden assumptions, normative bias, or being a tautology.
The document outlines the key activities over 5 days of a self-mastery training program. Day 1 includes lectures and assessments on understanding thinking styles, personality profiling, and emotional intelligence. Day 2 focuses on communication skills with lectures on receiving and transmitting messages. Day 3 covers learning techniques with lectures on learning before, during, and after doing tasks. Day 4 includes lectures on leadership and personal values. The final day discusses higher-level concepts like wonderment, world view, and wisdom, and includes worksheets to create life maps and plans.
Essential questions represent big ideas at the heart of a discipline. They require uncovering deeper meanings and are potentially engaging for students. Effective essential questions are open-ended and thought-provoking rather than having simple right/wrong answers. Unit questions are more specific than essential questions and focus on topics within a discipline. Research questions have an even narrower focus suitable for student research projects.
This document summarizes a discussion among teachers about the Progressive Inquiry model of learning. The teachers were presented with the Progressive Inquiry model and discussed how it aligned with their own group work process. They also explored other cyclical learning models like Kolb's Experiential Learning Cycle and the 5E Learning Cycle. The teachers found similarities between the Progressive Inquiry model and how they prepared their own teaching sessions through collaboration and iteration. They believe these inquiry-based models could be applied to their own teaching approach.
Career planning 3 building relationships 2013Steve Lee
This document provides guidance on conducting informational interviews. It defines an informational interview as a brief (30 minutes or less) meeting with someone working in a field or company of interest, with the goal of gathering information rather than seeking employment. Key tips include preparing questions in advance, treating it as an "interview" where you are in charge rather than a casual conversation, and not bringing up seeking a job unless asked. The document encourages reaching out to contacts through email, phone or networking sites, and emphasizes that the goal is illuminating your career path through others' experiences rather than finding openings.
Equality and equity - navigating the gender imbalance in informaticsBirgit Penzenstadler
Equity refers to fairness or justice in the way people are treated, and especially freedom from bias or favoritism, as in “governed according to the principle of equity.” Equality refers to the quality or state of having the same rights and opportunities, as in “women’s struggle for equality.” Women are underrepresented in Informatics at all levels, from undergraduate and graduate studies to participation and leadership in academia and industry. The main aim and objective of EUGAIN is to improve gender balance in Informatics at all levels through the creation of a European network of colleagues working on the forefront of the efforts for gender balance in Informatics in their countries and research communities.
Gender is most talked about in Sweden.
There are other dimensions, so I open it up a bit because the most vulnerable population is in the intersectionality.
We talk about recruitment and retention as well as various tools and practices to support this, and the big challenges on the way.
I'm still learning on this path, and here I share what I have learned so far.
MAST Workshop: Design Thinking in the ClassroomJessica Artiles
Slides for our Design Thinking Presentation at the Massachusetts Association of Science Teachers, co-presented with Rachel Shuler of The Meadowbrook School of Weston.
The slides walk through a basic design thinking introduction, introduce examples of design thinking projects from our K-8 classrooms, and walk through a curriculum design exercise with teachers.
Citizen Science Training Day: Working with Citizen ScientistsAlice Sheppard
This document summarizes a training day on citizen science. It discusses building community among volunteers by providing a job to do, data to analyze, and a discussion forum. It emphasizes moderating the forum to resolve conflicts and keep discussions civil. The document also addresses vulnerabilities volunteers may have and provides tips on improving inclusiveness through accommodations, praise, and addressing problems sensitively. Case studies demonstrate how to handle arguments in forums or lack of communication between volunteers and scientists. The key message is that volunteers should feel appreciated and have a place to discuss their work.
Succeed through your failures ABRCMS 2013Steve Lee
Succeed through your failures: Learning to fail productively
Workshop at the national ABRCMS (Annual Biomedical Research Conference for Minority Students) conference in 2013
Make clickers work for you: Faciltiation and question writingStephanie Chasteen
Clickers can make teaching more effective and fun, but how does a teacher best use clickers in the class? In this interactive workshop, we’ll explore research-based ideas for questioning to achieve student engagement and deep learning. We will focus on the use of “peer instruction” in which students discuss challenging questions. We’ll compare example questions, practice writing questions, discuss common challenges, and share tips on getting students to productively reason through them. No software needed.
This response applies theories of audience to a coursework production, discussing the targeted audience, how the product was received, and reflections on targeting audiences in new media.
Paragraph 1:
Introduce the media product and discuss who was targeted as the audience. Explain how demographic or psychographic factors were considered to appeal to this audience.
Paragraph 2:
Discuss how the product was actually received or might be received by audiences. Consider both intended and alternative readings using concepts like negotiated or oppositional readings. Reference examples from the product.
Paragraph 3:
Reflect on the challenges
Six surprisingly simple strategies to engage students in complex learningTansy Jessop
This document outlines strategies for engaging students in complex learning. It discusses six strategies: 1) connecting to prior knowledge, 2) using writing as thinking, 3) having high expectations, 4) crossing boundaries, 5) using dialogue, and 6) surprising students. Some example activities are provided for each strategy, such as having students write journal article abstracts, participate in directed independent tasks, and provide mid-module feedback through critical incident questionnaires. The overall goal is to make learning more interactive, challenging, and relevant to better engage students.
Slides for a short presentation on open leadership for OCLMOOC, an open, online course for educators in Alberta, Canada. Archive of this session on Blackboard Collaborate can be found here: http://oclmooc.wordpress.com/archives-of-oclmooc-sessions/
This presentation has been used to guide workshops on research and academic writing conventions for upperclassman and first-year graduate students. However, it could be adapted for a first and second year student audience. The content is rich, emphasizing reflection, research/inquiry, as well as grammar. This material also demonstrates how to use new media as part of an overall research strategy. The presentation is designed to be presented interactively with writers across the disciplines, multilingual writers, and any writer unfamiliar with the academic writing process. The content is not linear, as many slides could be clipped and customized for integration into a first-year writing course, or even a session or workshop for graduate student writers of any classification.
Jez Cope Connecting Researchers: supporting social media use at the Universit...ARLGSW
This document provides an introduction to social media and its value for researchers. It discusses how the University of Bath supports social media use among researchers through external expert speakers, panel discussions, and hands-on workshops. These events aim to demonstrate the benefits of social media for attracting collaborators, funding, students, and engaging the public, as well as addressing researchers' concerns about the tools. The approach focuses on why and when to use social media rather than just how to use different tools.
Connecting Researchers: Supporting social media use at the University of BathJez Cope
This document provides an introduction to social media and its value for researchers. It discusses how the University of Bath supports social media use among researchers through external expert speakers, panel discussions, and hands-on workshops. These events aim to demonstrate the benefits of social media for attracting collaborators, funding, students, and engaging the public, as well as addressing researchers' concerns about the tools. The approach focuses on why and when to use social media rather than just how to use different tools.
The document provides an overview of a lesson on creative thinking, brainstorming, and peer review. It discusses stages of the creative process including searching for challenges, expressing problems, investigating issues, and producing ideas. It describes techniques for stimulating creativity like being observant, noting dissatisfactions, and recognizing opportunities in controversy. Brainstorming and group work are presented as ways to generate ideas, and constructive peer feedback is emphasized as important for improving work. Characteristics of creative people like being dynamic, daring, resourceful, and independent are outlined. The document assigns homework on applying critical thinking to solve societal challenges and forming an informed citizenry through creative and critical thinking.
This professional development workshop aimed to help health educators critically reflect on their assumptions and practice when working with refugees. Participants engaged in two main activities: 1) examining their personal experiences as learners and assumptions through an autobiography activity and origami bird metaphor; 2) considering different viewpoints and cultural backgrounds through a group case study activity. The workshop emphasized how critical reflection, including considering discrimination and power dynamics, can make educators more aware of how their own biases may influence their work with refugees. Participants evaluated how their assumptions had changed and learned that critical reflection requires examining not just "what" they do but "why" and "how", as well as overcoming resistance to change.
This document discusses advice for academics and researchers. It begins by listing tips for being a "bad grad student", such as focusing only on grades and delaying research. Next, it provides suggestions for having a "bad research career", like refusing collaboration and never defining milestones. The document then references notable researchers and gives life advice from experts in the field. Overall, the document humorously outlines improper approaches to an academic career and research.
Entering Mentoring 2015 UCD GradPathways_slides & handoutSteve Lee
This presentation was on "Entering Mentoring" and delivered at UC Davis for the GradPathways program, for grad students and postdocs in the STEM disciplines. This set includes the slides and handout for the 2-hour workshop.
Adult Learners with Confidence: Engagement for Academic Self-efficacyLynn Lease, PhD
How can facilitators of adult college learners enhance academic self-efficacy in their students? Academic self-efficacy refers to confidence in one’s ability to carry out academic-related tasks and has been the focus of attention by researchers over the past three decades. This session will report the findings of a qualitative study on the academic self-efficacy development of adult learners and suggest strategies of engagement that are likely to enhance efficacy in adult learners that differ from their traditional-aged peers.
This document provides guidance on developing critical reading skills. It explains that critical reading involves standing back and analyzing a topic from multiple perspectives rather than taking information at face value. The document encourages asking questions about the context, purpose, assumptions and evidence used in a source. It also discusses considering how information compares across sources and to one's own knowledge. Readers are prompted to critically discuss articles on promoting British values in schools using questions about the source's context, content and usefulness. The document stresses that critical reading lays the foundation for academic writing by allowing engagement with different views and forming independent interpretations.
Science (Communication) and Wikipedia - Potentials and PitfallsDobusch Leonhard
Opening keynote at the conference "Enhancing the voice of science on Wikipedia: How universities can collaborate with the online encyclopedia in science communication," 9–11 April 2024, University of Innsbruck, Austria
Career planning 3 building relationships 2013Steve Lee
This document provides guidance on conducting informational interviews. It defines an informational interview as a brief (30 minutes or less) meeting with someone working in a field or company of interest, with the goal of gathering information rather than seeking employment. Key tips include preparing questions in advance, treating it as an "interview" where you are in charge rather than a casual conversation, and not bringing up seeking a job unless asked. The document encourages reaching out to contacts through email, phone or networking sites, and emphasizes that the goal is illuminating your career path through others' experiences rather than finding openings.
Equality and equity - navigating the gender imbalance in informaticsBirgit Penzenstadler
Equity refers to fairness or justice in the way people are treated, and especially freedom from bias or favoritism, as in “governed according to the principle of equity.” Equality refers to the quality or state of having the same rights and opportunities, as in “women’s struggle for equality.” Women are underrepresented in Informatics at all levels, from undergraduate and graduate studies to participation and leadership in academia and industry. The main aim and objective of EUGAIN is to improve gender balance in Informatics at all levels through the creation of a European network of colleagues working on the forefront of the efforts for gender balance in Informatics in their countries and research communities.
Gender is most talked about in Sweden.
There are other dimensions, so I open it up a bit because the most vulnerable population is in the intersectionality.
We talk about recruitment and retention as well as various tools and practices to support this, and the big challenges on the way.
I'm still learning on this path, and here I share what I have learned so far.
MAST Workshop: Design Thinking in the ClassroomJessica Artiles
Slides for our Design Thinking Presentation at the Massachusetts Association of Science Teachers, co-presented with Rachel Shuler of The Meadowbrook School of Weston.
The slides walk through a basic design thinking introduction, introduce examples of design thinking projects from our K-8 classrooms, and walk through a curriculum design exercise with teachers.
Citizen Science Training Day: Working with Citizen ScientistsAlice Sheppard
This document summarizes a training day on citizen science. It discusses building community among volunteers by providing a job to do, data to analyze, and a discussion forum. It emphasizes moderating the forum to resolve conflicts and keep discussions civil. The document also addresses vulnerabilities volunteers may have and provides tips on improving inclusiveness through accommodations, praise, and addressing problems sensitively. Case studies demonstrate how to handle arguments in forums or lack of communication between volunteers and scientists. The key message is that volunteers should feel appreciated and have a place to discuss their work.
Succeed through your failures ABRCMS 2013Steve Lee
Succeed through your failures: Learning to fail productively
Workshop at the national ABRCMS (Annual Biomedical Research Conference for Minority Students) conference in 2013
Make clickers work for you: Faciltiation and question writingStephanie Chasteen
Clickers can make teaching more effective and fun, but how does a teacher best use clickers in the class? In this interactive workshop, we’ll explore research-based ideas for questioning to achieve student engagement and deep learning. We will focus on the use of “peer instruction” in which students discuss challenging questions. We’ll compare example questions, practice writing questions, discuss common challenges, and share tips on getting students to productively reason through them. No software needed.
This response applies theories of audience to a coursework production, discussing the targeted audience, how the product was received, and reflections on targeting audiences in new media.
Paragraph 1:
Introduce the media product and discuss who was targeted as the audience. Explain how demographic or psychographic factors were considered to appeal to this audience.
Paragraph 2:
Discuss how the product was actually received or might be received by audiences. Consider both intended and alternative readings using concepts like negotiated or oppositional readings. Reference examples from the product.
Paragraph 3:
Reflect on the challenges
Six surprisingly simple strategies to engage students in complex learningTansy Jessop
This document outlines strategies for engaging students in complex learning. It discusses six strategies: 1) connecting to prior knowledge, 2) using writing as thinking, 3) having high expectations, 4) crossing boundaries, 5) using dialogue, and 6) surprising students. Some example activities are provided for each strategy, such as having students write journal article abstracts, participate in directed independent tasks, and provide mid-module feedback through critical incident questionnaires. The overall goal is to make learning more interactive, challenging, and relevant to better engage students.
Slides for a short presentation on open leadership for OCLMOOC, an open, online course for educators in Alberta, Canada. Archive of this session on Blackboard Collaborate can be found here: http://oclmooc.wordpress.com/archives-of-oclmooc-sessions/
This presentation has been used to guide workshops on research and academic writing conventions for upperclassman and first-year graduate students. However, it could be adapted for a first and second year student audience. The content is rich, emphasizing reflection, research/inquiry, as well as grammar. This material also demonstrates how to use new media as part of an overall research strategy. The presentation is designed to be presented interactively with writers across the disciplines, multilingual writers, and any writer unfamiliar with the academic writing process. The content is not linear, as many slides could be clipped and customized for integration into a first-year writing course, or even a session or workshop for graduate student writers of any classification.
Jez Cope Connecting Researchers: supporting social media use at the Universit...ARLGSW
This document provides an introduction to social media and its value for researchers. It discusses how the University of Bath supports social media use among researchers through external expert speakers, panel discussions, and hands-on workshops. These events aim to demonstrate the benefits of social media for attracting collaborators, funding, students, and engaging the public, as well as addressing researchers' concerns about the tools. The approach focuses on why and when to use social media rather than just how to use different tools.
Connecting Researchers: Supporting social media use at the University of BathJez Cope
This document provides an introduction to social media and its value for researchers. It discusses how the University of Bath supports social media use among researchers through external expert speakers, panel discussions, and hands-on workshops. These events aim to demonstrate the benefits of social media for attracting collaborators, funding, students, and engaging the public, as well as addressing researchers' concerns about the tools. The approach focuses on why and when to use social media rather than just how to use different tools.
The document provides an overview of a lesson on creative thinking, brainstorming, and peer review. It discusses stages of the creative process including searching for challenges, expressing problems, investigating issues, and producing ideas. It describes techniques for stimulating creativity like being observant, noting dissatisfactions, and recognizing opportunities in controversy. Brainstorming and group work are presented as ways to generate ideas, and constructive peer feedback is emphasized as important for improving work. Characteristics of creative people like being dynamic, daring, resourceful, and independent are outlined. The document assigns homework on applying critical thinking to solve societal challenges and forming an informed citizenry through creative and critical thinking.
This professional development workshop aimed to help health educators critically reflect on their assumptions and practice when working with refugees. Participants engaged in two main activities: 1) examining their personal experiences as learners and assumptions through an autobiography activity and origami bird metaphor; 2) considering different viewpoints and cultural backgrounds through a group case study activity. The workshop emphasized how critical reflection, including considering discrimination and power dynamics, can make educators more aware of how their own biases may influence their work with refugees. Participants evaluated how their assumptions had changed and learned that critical reflection requires examining not just "what" they do but "why" and "how", as well as overcoming resistance to change.
This document discusses advice for academics and researchers. It begins by listing tips for being a "bad grad student", such as focusing only on grades and delaying research. Next, it provides suggestions for having a "bad research career", like refusing collaboration and never defining milestones. The document then references notable researchers and gives life advice from experts in the field. Overall, the document humorously outlines improper approaches to an academic career and research.
Entering Mentoring 2015 UCD GradPathways_slides & handoutSteve Lee
This presentation was on "Entering Mentoring" and delivered at UC Davis for the GradPathways program, for grad students and postdocs in the STEM disciplines. This set includes the slides and handout for the 2-hour workshop.
Adult Learners with Confidence: Engagement for Academic Self-efficacyLynn Lease, PhD
How can facilitators of adult college learners enhance academic self-efficacy in their students? Academic self-efficacy refers to confidence in one’s ability to carry out academic-related tasks and has been the focus of attention by researchers over the past three decades. This session will report the findings of a qualitative study on the academic self-efficacy development of adult learners and suggest strategies of engagement that are likely to enhance efficacy in adult learners that differ from their traditional-aged peers.
This document provides guidance on developing critical reading skills. It explains that critical reading involves standing back and analyzing a topic from multiple perspectives rather than taking information at face value. The document encourages asking questions about the context, purpose, assumptions and evidence used in a source. It also discusses considering how information compares across sources and to one's own knowledge. Readers are prompted to critically discuss articles on promoting British values in schools using questions about the source's context, content and usefulness. The document stresses that critical reading lays the foundation for academic writing by allowing engagement with different views and forming independent interpretations.
Similar to Twitter Firestorms, Media Attention and Workload: Challenges of Impact Scholarship Revisited (20)
Science (Communication) and Wikipedia - Potentials and PitfallsDobusch Leonhard
Opening keynote at the conference "Enhancing the voice of science on Wikipedia: How universities can collaborate with the online encyclopedia in science communication," 9–11 April 2024, University of Innsbruck, Austria
The document discusses openness as an organizing principle and examines its dual nature as both inclusionary and exclusionary. It explores how openness is defined in terms of transparency and inclusion, but notes tensions arise from practices that can exclude certain actors. Two explanations for the lack of diversity in open organizations are proposed - imported exclusion from broader societal inequalities, and created exclusion through behaviors within the community. The document questions how to resolve the paradoxical nature of openness and proposes analyzing it together with closure as interdependent and both necessary for strategic organization. It concludes by asking how researchers can best investigate the dual character of openness.
This document discusses navigating activism and academia as an early career researcher. It addresses five common concerns researchers may have: not having enough time, needing to focus on activities that count, findings being too incremental, findings not being actionable, and fear of saying something wrong. It advocates that activism charges are ad hominem arguments, and that violating scholarly standards is the real issue. It discusses how activism could be seen as a feature rather than a bug. It calls for more activism, openness and constructive debate around sources, data, results and political stances. The document provides contact information for Leonhard Dobusch to continue the discussion.
Offen. Divers. Inklusiv. Thinking the Future of OrganizationsDobusch Leonhard
The document discusses diversity and inclusion in organizations like Wikipedia. It notes that while Wikipedia promotes openness and participation, in practice its user base remains predominantly white, male, and from developed countries. This could be due to usability issues, a lack of gender diversity in tech fields, and path dependencies that make change difficult. Bots and algorithms now account for a large share of edits, possibly enforcing governance rules in an automated way. Overall, Wikipedia may reflect broader societal inequalities despite its open model.
Nichtkommerziell. Dezentral. Offen. Zur Realutopie demokratisch-digitaler Me...Dobusch Leonhard
Vortrag im Rahmen der Tagung "Im Auge der Infodemie: Internationalen Konferenz zur Zukunft des nichtkommerziellen Fernsehens ", DorfTV, Kunstuniversität Linz, 31.03.2023, https://www.dorftv.at/infodemie
Vortrag "Welchen Fakten kann man noch trauen? Zur Glaubwürdigkeitskrise von Wissenschaft und Journalismus im Zeitalter digitaler (Des-)Information" im Rahmen des Philosophischen Café Innsbruck, 07.12.2022
Openness as an Organizing Principle: Routines of Open ScholarshipDobusch Leonhard
Talk given at the Routines.Research.Community Workshop, hosted by the Institute of Strategic Management Johannes Kepler University Linz (JKU) September 28-30, 2022
Openness as an Organizing Principle: Open Organizing RoutinesDobusch Leonhard
Talk given at the Routines.Research.Community Workshop, hosted by the Institute of Strategic Management Johannes Kepler University Linz (JKU) September 28-30, 2022
This document discusses challenges facing public service media in the digital era and opportunities for public service media to create an open ecosystem. It argues that public service media should open itself up by cooperating with other public media organizations, making content available to audiences on third-party platforms, and licensing content under free and open licenses to partner with non-profit organizations like Wikipedia. Examples are given of how public broadcasters in Germany are beginning to adopt more open strategies, like making historical videos available on Wikipedia. The document advocates for public service media to act as platform operators and curators within a shared "public open space," cooperating with other organizations for common good, innovation, and public value.
Mehr Offenheit für ein Öffentlich-Rechtliches ÖkosystemDobusch Leonhard
"Science meets Practice"-Panel im Rahmen der DACH 21 "Nur hinterher oder vorneweg? Plattformstrategien öffentlicher Medien im Spannungsfeld von Adaption und Innovation"
09. April 2021, Zürich/Internet
Freie Medien und Freie Lizenzen in digitalen PlattformöffentlichkeitenDobusch Leonhard
Vortrag im Rahmen des Workshops "ZUKUNFT FREIER MEDIEN: Was hat Digitales Publizieren mit Urheberrecht, Qualität und Reichweite zu tun?", 28. Oktober 2020, Internet
Digital Strategy between Communicating Strategy and Strategic CommunicationDobusch Leonhard
Leonhard Dobusch presented on digital strategy as a practice of communication. Various studies were discussed that used different digital tools for strategy communication, including blogging, crowdsourcing, multiplayer games, wikis and videos. These tools allow for inherent identity communication that is participatory, transparent and responsive to internal and external audiences. Communicating strategy digitally can change organizational identity by opening up the process.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Twitter Firestorms, Media Attention and Workload: Challenges of Impact Scholarship Revisited
1. Twitter Firestorms, Media Attention and Workload:
Challenges of Impact Scholarship Revisited
Leonhard Dobusch & Anna Jobin
2. Challenge: Context Collapse
They say “context is king” but public scholars communicate simultaneously with
peers, other disciplines, the public at large.
Experience with the challenge
● State banalities at an industry
conference
● Make implicit disciplinary
conventions explicit
Confronting the challenge
● Clarify roles
● The sociology of expertise
● Demand more coherence from
institutions (I know!)
3. Challenge: Non-Policy Research in Policy Circles
Policy-makers love to reference science, data, and evidence. They see value in
“translatable” research. How to defend other projects and disciplines?
Experience with the challenge
● Present qualitative research and
why it matters
● Justify the existence of critical
theory
Confronting the challenge
● Narratives are compelling. Share
anecdotes about usefulness.
● Advocate for independent
research.
4. Challenge: Surprise Questions by Journalists
You may be prepared for a particular topic or set of questions but are asked
something provocatively, or about a different topic. During a live broadcast.
Experience with the challenge
● Receiving an interview guide that
was completely ignored
● Questioned on different expertise
● Asked to introduce the topic
● Your talking points are brought up
by the interviewer
Confronting the challenge
● No more discussions
beforehands
● Be a politician: set the agenda
and answer the question that
should have been asked
5. Challenge: Balancing Instant and Delayed Gratification
Publishing on social media and blogs produces instant gratification due to
immediate publishing and audience response. Research is the polar opposite.
Experience with the challenge
● Instant feedback on social media
can be very motivating..
● ..but also become addictive.
Confronting the challenge
● Secure writing/reading time-slots
● Prioritize outreach if your core
area of expertise is in the news
6. Challenge: Your Own Wikipedia Article
Some are unhappy because they don’t have a Wikipedia article. Others are
unhappy because they have one - defining the first thing others learn about you.
Experience with the challenge
● Very lucky to know the author
of my Wikipedia article
● Odd decisions on relevance
(books beat journal articles)
Confronting the challenge
● Find or become a Wikipedian
● Wikipedia needs new rules for
articles on living people
7. Challenge: Accidental Social Media Firestorm
Sometimes social media frenzy finds you unprepared and you end up in the eye of
a firestorm.
Experience with the challenge
● It will soon be over, research
finds little lasting effects..
● ..solidarity and attention may be
an unintended consequence of a
firestorm
Confronting the challenge
● Blocking and muting features are
your friends
● Remember: responses are for the
gallery of observers only
● Keep calm and carry on
8. Challenge: How Do Journalists Recognize Your Brilliance?
Journalists don’t read research papers. Becoming an expert in news media
requires extra efforts so that journalists can find you.
Experience with the challenge
● Journalists love researchers they
know from Twitter
● It’s all about the news cycle
● If you do a good job, journalists
will come back to you.
Confronting the challenge
● Use Twitter to comment on the
news-cycle
● Offer op-eds
9. Challenge: Speaking Beyond Your Own Research
Journalists’ questions are driven by the news cycle, not your core areas of
research.
Experience with the challenge
● What you teach is also where you
are an expert
● The problem is not the lack of
knowledge, but how to present it
Confronting the challenge
● Ask for questions/topics upfront
● Prepare talking points
● Reference the expertise of other
disciplines
10. Challenge: How to Deal with Radicals & Trolls?
Some topics attract organized trolls and radicals, which have experience in online
harassment.
Experience with the challenge
● Don’t mess with the Bitcoin
people.
● The chilling effect.
Confronting the challenge
● Blocking and muting is
mandatory
● It’s okay to ask friends for help
11. Challenge: Give a Damn about Your Reputation?
Taking a stance on controversial issues makes a difference and you interesting
from a media perspective. But what about your (academic) reputation?
Experience with the challenge
● Benefits of prominence outweigh
the downsides (as long as you
are not notorious.. ;-)
● Positivists will never get it.
Haters gonna hate.
Confronting the challenge
● Make sure you put your feet in
the right place. Then stand firm.