Week13 ppt
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This document discusses various aspects of digital research including: 1) Different types of digital research such as online surveys, research using social media, and research focusing on mobile technology. 2) Potential issues with digital research like superficial "hit and run" studies, anonymity of participants, and bias in participant demographics. 3) Challenges in digital research like applying traditional research designs, defining the scope of online contexts, and studying new online practices.
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Week13 ppt
This document discusses various aspects of digital research. It describes how digital tools can be used for data collection, analysis, and presentation in research. It also addresses potential issues with digital research such as anonymity, convenience driving studies, and transferring traditional research designs. Finally, it provides examples of digital tools that can be used and resources for conducting qualitative research using digital methods.
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Week13 ppt
This document discusses various aspects of digital research. It describes how digital tools can be used for data collection, analysis, and presentation in research. It also addresses potential issues with digital research such as anonymity, convenience driving studies, and transferring traditional research designs. Finally, it provides examples of digital tools that can be used and resources for conducting qualitative research using digital methods.
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1. The document discusses the design of a postgraduate course called "Transforming Technologies: Teaching and Learning in the Digital Age" which covers various topics related to technology, curriculum design, and digital identity over 10 weeks.
2. It provides an overview of the course content and structure, which includes exploring technology trends, assistive technology, social media, and collaborative online approaches through a combination of face-to-face and blended learning.
3. The document also discusses strategies for making the curriculum design explicit to students, modeling thinking, promoting student engagement and agency, understanding digital literacies and identities, and working with or outside of students' existing digital practices.
Intro to Digital Humanities Workshop
This document provides an overview of an introductory workshop on digital humanities held at Villanova University. The workshop agenda includes introductions to digital tools like Omeka and mapping as well as discussions around integrating digital humanities in the classroom. The document also summarizes the history and key areas of digital humanities including text analysis, visualization, and online publishing. Guidelines are provided for teaching with digital tools and resources for further learning are listed.
Institute online inquiry 7 12
This document discusses designing a digital literacy curriculum focused on inquiry, dialogue, collaboration, and action. It defines digital literacy and explores how inquiry can drive learning. Examples are provided of how technology can spark dialogue, collaboration and action as part of learning from kindergarten through high school. These include internet inquiry baskets, wondering notebooks, and project-based learning. The importance of modeling, scaffolding and supporting student practice is emphasized. Overall, the document argues for fostering digital literacy through an instructional framework centered on inquiry, dialogue, collaboration and action.
Digital Futures in Teacher Education workshop
This workshop was delivered by Anna Gruszczynska and Richard Pountney as part of the HEA-funded workshop "Promoting Digital Literacy through OER: the release, use and reuse of open educational resources" which took place at Oxford University on 5 July 2012.
Digital Humanities Research
The document summarizes efforts to support digital humanities research through collaboration at various institutions. It describes projects at Wheaton College involving students encoding a text using TEI XML under faculty supervision. It also discusses initiatives at the University of Vermont and Brown University to provide infrastructure and expertise for digital scholarship through partnerships between libraries, academic technology groups, and faculty researchers.
Plagiarism and AI tools: an example of linking information- and digital liter...
Plagiarism and AI tools: an example of linking information- and digital liter...IL Group (CILIP Information Literacy Group)
The document summarizes a presentation on linking information literacy and digital literacy in teaching. It discusses using AI tools like ChatGPT in a plagiarism workshop to make digital literacy aspects more explicit. The presentation defines information literacy and digital literacy, examines frameworks that link the two literacies, and provides an example workshop exploring how AI tools fit within definitions of plagiarism and scientific integrity. It encourages viewing the literacies as complementary and making digital aspects explicit as an initial step in education. The document concludes by inviting audience feedback on experimenting with AI tools.Understanding and supporting students' digital literacies
This session will introduce the work being undertaken by a JISC- funded study based at the Institute, which is exploring what digital literacies our students are using or need to develop. This work has followed a phased approach, starting with general data from the iGraduate survey, using this to inform a series of focus groups (with PGCE, Masters, Doctoral and Online MRes students), and to lay the groundwork for a longitudinal study with a dozen students. The findings to date have identified practical challenges facing students' use of technology in their studies, pointed to conceptual issues such as their developing sense of professional and scholarly identity, and allowed us to map the spaces and places that students use or create as they pursue their studies. The presentation will identify early implications and provide an overview of the remainder of the project's work. Participants will be invited to relate the project's work to their students' activities and inform the implementation phase that will conclude the project.
Dh presentation helig 2014
This document provides an overview of digital humanities (DH), including brief definitions and history, examples of DH projects and tools, and the role of libraries in supporting DH. Some key points include:
- DH uses computational methods to study the humanities and involves activities like digitization of collections, text analysis, and data visualization.
- It has roots in earlier humanities computing projects from the 1940s-1970s and grew with text encoding standards, digital libraries and DH centers in the 1990s-2000s.
- Example projects include Mapping the Republic of Letters, digital archives of WWI poetry, and datasets on the transatlantic slave trade.
- Libraries support DH through digitization, technical skills, project
Creating and Processing Digital Humanities Data
This document discusses issues related to creating and processing digital humanities data. It notes that the author's background includes studies in cognitive science, communication, information science, and computer science. It also lists some of the author's sample projects, such as tracking jobs by discipline, visualizing social presence in museums, and analyzing communication patterns on a listserv. Finally, it outlines some common issues with humanities data, including that humanities data may not initially be in digital form, conversion can require difficult choices, preservation may be challenging, and tools are often limited and not designed for humanities questions.
Accessing and Using Big Data to Advance Social Science Knowledge
This document summarizes a project investigating the use of big data to advance social science knowledge. It introduces the project leaders and discusses data sources and scope. It then focuses on defining big data, discussing how digital data represents real-world objects and phenomena, and the opportunities and limits this presents. Challenges of using big data to gauge public opinion are also examined, such as issues of representativeness, reliability, and replicability. The document concludes by listing project papers on this topic.
Literacy, Technology, and Society
Talks delivered at Hanoi National University Of Education (Vietnam), The Coffee Inn (Hanoi, Vietnam), and Universitas Negeri Surabaya (Indonesia)
Interrogating the Politics and Performativity of Web Archiving
Presentation on my PhD research given at the Joint Conference on Digital Libraries 2016 Doctoral Consortium, Rutgers University, June 19, 2016.
Introduction to online ethnography
This presentation gives you a short introduction to online ethnography, the history of the methodology and a few tips and tricks about ethics and everyday practises.
Momentum or freefall? Digital literacies and the dangerous metaphor of progress
Invited keynote presentation, "Losing Momentum? Current challenges in Learning and Technology", 2012, Oxford. http://www.losingmomentum.org/
Dl frameworks HERGS presentation
This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/
Researching Digital Literacy From The Ground Up
This document discusses researching digital literacy from a social practice approach. It emphasizes examining people's subjective experiences with digital technology through ethnographic methods like interviews and screen recordings. A key method is the "technobiography" interview, which explores an individual's personal history and evolution of digital practices over time. Understanding digital literacy requires exploring how it is embedded within social contexts like networks, institutions, and historical trends. The goal is to use what we learn about people's existing digital funds of knowledge to better inform pedagogies and understandings of learners.
QQML Panel 2014: Pratt Institute SILS
This document summarizes research from a study that investigated how college students use e-books and other reading technologies for academic and leisure reading. The study used focus groups, a Twitter-based diary study, and interviews. Key findings include:
- Students' reading choices depend on needs, environment, ability to annotate and share.
- Digital formats are preferred for quick tasks while print is preferred for annotating.
- Reading is nonlinear, using multiple strategies like deep reading digitally and surface reading with print.
- Use of formats varies by academic task, with digital preferred overall, especially for early research stages.
Using Web Science for Educational Research
This guest lecture discusses using web science approaches for educational research. It introduces four topics: (1) modeling software to analyze children's drawings, (2) educational data mining of log files and textbooks, (3) social network analysis of classrooms and organizations, and (4) tools for data analysis. Specific challenges mentioned include automatically analyzing drawings, using data mining to understand student learning behaviors, and applying social network analysis metrics to study educational effectiveness. The talk aims to illustrate how these topics transcend education and how ongoing projects apply web science methods to improve educational technologies and research.
Library Science Students and Digital Libraries
The document summarizes a study on how Pratt School of Information Science and Library students use digital libraries. A survey of 57 students found that they typically use digital libraries less than twice a week, mainly for academic purposes. About half found digital libraries very useful and satisfied with results. Students view advantages as convenient remote access and currency of information, while disadvantages include lack of help from librarians and shallow or inaccurate information. Definitions of digital libraries varied, showing a lack of consensus on what a digital library encompasses.
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More from Michele Knobel
Literacy as Social Practice
Invited presentation to the Doctoral Students' Colloquium Series, Teachers College, Columbia University, NYC. April 16.
Consumers seminar1 summer1_2013
This document outlines the tasks and resources for students in the GLIT 6756 Literacy & Inquiry course. It instructs students to form work groups, become familiar with an evaluation template for critiquing literacy research articles, and provides guidance on using Google Drive for collaboration. Students are also directed on how to use Scholar Google to locate a peer-reviewed literacy research article that all group members can analyze over the course of the semester.
Teachers as Consumers of Educational Research
The document outlines the tasks and objectives for a course on teachers as informed consumers of educational research. It discusses forming work groups, becoming familiar with an evaluative template for critiquing research articles, and provides guidance on using tools like Google Docs and Scholar Google to collaborate and find appropriate research articles to critique. The goal is for student groups to practice evaluating a sample research article and then locate their own article to critically analyze and write a final paper on.
Teachers as Consumers of Literacy Research
This document outlines the tasks and goals for a literacy research course, including forming work groups, learning to use an evaluation template to critique research articles, and choosing an article for a final paper. Students are instructed to use Google Docs for collaboration and Scholar Google to find peer-reviewed research articles within the past 5 years on topics relevant to literacy studies. Guidelines are provided for selecting an appropriate article for the final paper assignment.
GLIT 6757 (PEI) Winter 2012: Seminar 2
This document provides guidance for teachers on producing research by examining their experiences learning a new literacy practice. It outlines approaches to analyzing collected data, including emergent and theory-guided analysis. Coding data and relating findings back to literature on key concepts are discussed. Tips are provided on writing up results, including structuring the report, using quotes, and maintaining an academic style.
GLIT mississauga, Seminar 2
This document provides guidance for students on analyzing data and writing an academic report on producing a digital media artifact related to new literacy concepts. It discusses emergent and theory-guided approaches to data analysis, coding data, relating findings to literature, and structuring the report. Writing tips are provided, such as integrating quotes, using academic language, and focusing the presentation on interesting dimensions rather than retelling the whole study.
Glit6757 producersofresearch sem1
This document outlines the focus and requirements of a course on literacy and inquiry for teachers. The course aims to help teachers learn qualitative research methods by:
1. Having students work in groups to produce a digital media artifact and collect detailed data on the process.
2. Writing an academic research report analyzing patterns in their data and relating it to relevant literature.
Students will document their project process through field notes, photos/videos, and recordings to capture spoken and written data from their collaboration.
GLIT6756 seminar 2 (29/10/11)
This document provides guidance to students on completing their final assignment for a course on becoming informed consumers of literacy research. It outlines expectations for their group critique paper and presentation, including structuring the paper with sub-headings, avoiding simply re-describing studies and focusing on analysis and evaluation, and properly citing sources. Presentation tips are provided, emphasizing generating discussion questions and focusing on the research design rather than just recounting the study. Students are reminded to submit their final paper and PowerPoint by the due date.
GLIT 6756: Teachers as Consumers of Research
This document provides guidance for students taking the GLIT 6756 course on becoming informed consumers of literacy research. It outlines the tasks for the class session, which include forming work groups, reviewing key resources for the semester using a research evaluation template, and locating a literacy research article to critique. Students are instructed to form groups of 4-6 members and to use Google Docs for collaborative writing. Tips are provided on using Google Scholar to find a suitable research article to focus on for the critique. Guidelines are given for what makes an appropriate focus article, such as being relevant to literacy studies, peer-reviewed, published within the last 5 years, and engaging with a substantive area of prior research.
Research report writing
This document provides guidance and resources for writing a research report on learning a new literacy through producing a digital media artifact. It recommends using Google Docs for collaborative writing and sharing the document with instructors for feedback. It discusses analyzing data through theory-guided, emergent, or mixed approaches. Suggestions are provided for structuring the report, including introducing the topic, reviewing literature, discussing findings in relation to concepts, and concluding with reflections. Writing tips emphasize integrating references, using academic language, and structuring discussions around quotes. Examples of previous student reports are also shared.
Glit6756 ppt 1
This document outlines the focus and structure of a course on literacy and inquiry. The course aims to teach students to conduct qualitative research through a DIY media project. Students will work in groups to (1) produce a digital media artifact and collect data on the process, and (2) write a research report analyzing the process through relevant literacy theory. Typical media projects include blogs, wikis, podcasts, and video editing. Students must document their project through field notes, photos/videos, and verbatim recordings to collect spoken, written and observed data for analysis.
GCRD 6353: Seminar 2
This document provides guidance for students analyzing data and writing an academic report on learning a new literacy through producing a digital media artifact. It discusses options for emergent or theory-guided data analysis and coding. It also offers tips for structuring the report, discussing findings, and integrating literature. Students are asked to examine how patterns in their data relate to concepts like affinity spaces, participatory culture, and distributed expertise.
DIE presentacion (18 mayo)
Este documento discute las prácticas de literacidad digital de los jóvenes como miembros de comunidades en línea ("Discursos") donde generan, comparten y negocian significados a través de textos digitales. Se mencionan ejemplos como fanfiction y videos musicales de anime creados por jóvenes que desarrollan habilidades mediante estas prácticas y forman parte de una identidad en estas comunidades en línea. Se enfatiza la importancia de comprender estas prácticas desde la perspectiva de los estudiantes.
Research Interests
Brief overview of my research interests associated with new literacies, adolescents and DIY media practices.
Gcrd6353 Seminar 1
This document outlines the focus and requirements of a research seminar course on literacy and new technologies.
The course aims to teach students qualitative research methods and how to systematically analyze and report findings. Students will work in groups to create a digital media project, collect data on the process, and write an academic research report analyzing the experience through relevant literacy theory.
Acceptable digital media projects include blogs, wikis, podcasts, videos and more. Students must document their project by collecting field notes, recordings, screenshots and other written materials to analyze. The document provides guidance on writing field notes, using collaboration tools like Google Docs, and deadlines for the project.
Day2: Conceptualización, teorización e investigación en nuevas alfabetizaciones
The document discusses various methods for collecting and analyzing data for research on online communities and fan fiction writing. It describes collecting observational notes, videos, photos, artifacts, transcripts of spoken word, and written texts. It also discusses analyzing data for patterns, coding themes, and categorizing data from spoken words, written words, and "reader reviews." Lastly, it provides some ethical considerations and recommendations for interviews.
Presentacion: Nuevas alfabetizaciones: Prácticas y aprendizajes en la Web 2.0
Este documento describe un enfoque de aprendizaje a distancia para maestrías en educación que combina el aprendizaje sobre nuevas literacidades y medios con la práctica de ser consumidores y productores de investigación. Los participantes trabajan en equipos para crear artefactos digitales, recopilar datos y escribir informes de investigación colaborativamente usando plataformas en línea como Google Docs. El objetivo es que adquieran competencia en prácticas sociales como la investigación educativa y la producción de medios digitales.
Day1: Conceptualización, teorización e investigación en nuevas alfabetizaciones
Este documento presenta una introducción a las nuevas alfabetizaciones desde la perspectiva de la teoría sociocultural. Explica que las nuevas alfabetizaciones implican prácticas sociales que involucran el uso coordinado de tecnología, conocimientos y destrezas para completar tareas. También discute conceptos como discurso, colaboración y cultura participativa, los cuales son importantes para entender las nuevas alfabetizaciones.
Glit6756 ppt 1_v2
This document outlines an academic course that involves students working in groups to create a digital media project and document their process. They will collect data on their collaboration through notes, recordings, and screenshots. Students will then write a paper discussing their experience in relation to literacy theory. Some example projects are podcasting, video editing, and animation. Students will use blogs, Google Docs, and other online tools to collaborate and share their work.
Digital literacies and_learning
La conferencia describe un enfoque de aprendizaje para maestrías en educación que combina el aprendizaje de nuevas alfabetizaciones digitales y la investigación educativa. Los participantes aprenden a producir artefactos digitales y a investigar su propio proceso de aprendizaje a través de la recolección y análisis de datos en equipos, usando plataformas en línea como Google Docs. El objetivo es que adquieran competencias para investigar y producir medios digitales de forma colaborativa.
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Day2: Conceptualización, teorización e investigación en nuevas alfabetizaciones
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In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
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The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
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Week13 ppt
- 2. Bit of a blurry concept • Digital tools for helping with data collection, analysis, and presentation (e.g., surveymonkey, AtlasTI, infographics) • Research conducted entirely online • Research partially conducted online • Research focusing on mobile communications and network access etc. • Research that is “technology” driven (e.g., tablet use, Smartboard use) • Old research in digital disguise (especially in education)
- 3. Potential issues • • • • • “Hit & Run” research Anonymity Demographics Ethics Learning assumed to occur simply because digital tech is present • Problem of needing-to-research-something studies • Problem of convenience driving the study
- 4. Everything has meaning Segment D (from Tanaka Nanako’s author notes) L13 Thank you all who reviewed this story, L14 and this chapter is dedicated to Sakura Blossomz01, wild-gurl, Sweet^-^Rose, DZ pals, Fire Light and Lily-Chan. L15 Thank you for adding me to your favorite author list! ^//.//^ L16 THANKS FOR THE GREAT SUPPORT YOU ARE GIVING ME! ^________^ L17 *Hugs her reviewers* Segment E L18 By the way, please pay close attentions to the e-mails in this chapter, L19 because they are some really important clues. Source: Black (2008). Adolescents and Online Fiction. New York: Peter Lang.
- 7. Digital Research & Research Design • Established research designs and approaches don’t necessarily transfer well • Drawing boundaries around cases can be tricky • New social practices that haven’t been studied before (e.g., “friending,” “tagging”) • Multiple terms for fairly similar things but still tricky to talk across fields
- 8. An example
- 9. I’m an average student, Cs, Bs and a couple of Ds in Statistics and Economics (tricky stuff
- 11. More things to consider • Anonymity and traceability (and the desire for visibility) • Privacy issues • Timing of data collection • How to present multimedia and hyperlinked practices in the flat plane of academic writing • What your study contributes (to); i.e., larger ideological positions
- 12. Let’s take a look…. http://bloggingprojectrunway.blogspot.com What’s going on here if we’re interested in exploring claims about participation, collaboration and affinities/passions?
- 13. Practical Resources • Hahn (2008). Doing qualitative research using your computer: A pratical guide. Sage. • Boellstorf et al. (2012). Ethnography and virtual worlds: A handbook of method. Princeton Uni. Press. • Markham & Baym (2008). Internet inquiry: Conversations about method. Sage.