being a digital open networked scholar for learning, research and teaching

BEING A DIGITAL OPEN NETWORKED SCHOLAR FOR

LEARNING, RESEARCH & TEACHING

By Carina van RooyenPresentation to UJ Anthro and DEV on 28 October 2015

–Helen Beetham, JISC

“The digital is beginning to permeate our academic life, as print did in the

Renaissance ...digital literacy is about being aware of the vast array of resources available and being able to choose the most useful tool”

–Pearce, Weller, Scanlon et al 2010

“digital networks play a role in enabling the construction of unprecedented forms of

academic writing, scholarly reputation, peer review, research collaboration and even

alternative metrics of scholarly production. The individual researchers experiencing networked

activities in the open Web are also exposed to an extended culture of sharing, beyond the

discipline- and institution-bounded conventions and constraints.”

Source: Stewart 2015

OPEN EDUCATION Open scholarship

Open access Open licensing

Open education practices Open education resources

Open source Open data

Open research Open science

Open web Open knowledge

Source: Czerniewicz 2012a

http://www.flickr.com/photos/opensourceway/5535034664/sizes/o/in/photostream/

Source: http://media.coindesk.com/2015/08/Screen-Shot-2015-08-20-at-12.12.46.png

Source: Johnson et al 2015:2

Emerging roles & skills sets

Changing research dissemination strategies Changing research itself (e.g., digital humanities, data mining, etc.) Changing libraries Enabling a ‘culture of contribution’ Online content can be

changed annotated commented on updated interacted with

New technical areas (aggregration, analytics, etc.) Academic ‘reputation management’

Source: Cormier & Stewart 2015

OWN LEARNING & TEACHING

“Connecting beyond content”

–Dave Cormier & Bonnie Stewart

Source: http://bonstewart.com/

Skill is king/ queen!

XSource: http://www.webdesignsingapore.org/blog/wp-content/uploads/2011/06/seo-content-is-

king.jpg

Digital fluencies & literacies

Source: http://www.socialens.com/blog/wp-content/uploads/2011/02/20110205_socialens_literacy_fluency.png

Source: http://www.sloveniatimes.com/modules/uploader/uploads/Aktualno/Podobe1/socialmedia.jpg

Use of Facebook by scholars taking part in Nature surveySource: Van N

oorden 2014

Use of ResearchGate by scholars taking part in Nature surveySource: Van N

oorden 2014

Use of Twitter by scholars taking part in Nature surveySource: Van N

oorden 2014

Source: http://ww

w.phdcomics.com

/comics/archive.php?com

icid=1737

HEMALI ON USING TWITTER IN TEACHING

RESEARCH

Scholarship!The knowledge creation & dissemination cycle

Conceptualisation

Data collection

Data analysis

Findings

Engagement

Translation

Source: C

zerniewicz 2012a

Elements at each stage of research cycle !   Social relations !   Audiences/users

!   Scholar-scholar; Scholar-student; Scholar-community (industry, government, community)

!   Forms of communication

Source: C

zerniewicz 2012a

Traditional scholarship: !the way we have been

Conceptualisation

Data Collection

Data Analysis

Findings

Engagement

Translation

Conceptual frameworks Literature reviews

Bibliographies

Proposals

Data sets

Conference papers

Audio records

Images

Recorded interviews

Reports

Journal articles Technical papers

Presentations Lectures

Interviews

Student

Community

Scholar

Source: C

zerniewicz 2012a

Conceptualisation

Data Collection

Data Analysis

Findings

Engagement

Translation

Bibliographies

Proposals

Data sets

Conference papers

Audio records

Images

Recorded interviews

Reports

Interviews

Student

Community

Scholar

Source: C

zerniewicz 2012a

Individual Private

Conceptualisation

Data Collection

Data Analysis

Findings

Engagement

Translation

Bibliographies

Proposals

Data sets

Conference papers

Audio records

Images

Recorded interviews

Reports

Interviews

Student

Community

Scholar

Source: C

zerniewicz 2012a

Not in a shareable form Possibly not digitised

Conceptualisation

Data Collection

Data Analysis

Findings

Engagement

Translation

Bibliographies

Proposals

Data sets

Conference papers

Audio records

Images

Recorded interviews

Reports

Interviews

Student

Community

Scholar

Source: C

zerniewicz 2012a

Stable authoritative text-based versions

Conceptualisation

Data Collection

Data Analysis

Findings

Engagement

Translation

Bibliographies

Proposals

Data sets

Conference papers

Audio records

Images

Recorded interviews

Reports

Interviews

Student

Community

Scholar

Source: C

zerniewicz 2012a

Clearly defined audiences

Conceptualisation

Data Collection

Data Analysis

Findings

Engagement

Translation

Bibliographies

Proposals

Data sets

Conference papers

Audio records

Images

Recorded interviews

Reports

Interviews

Student

Community

Scholar

Expensive textbooks Online resources access limited to

course students only

Changes in communication: communication occurs throughout the research cycle, not at the end

Conceptualisation

Data Collection

Data Analysis

Findings

Engagement

Translation

Bibliographies

Proposals

Data sets

Conference papers

Audio records

Images

Recorded interviews

Reports

Interviews

Student

Community

Scholar

Source: C

zerniewicz 2012a

Individual Private

Shared and shareable E.g., social

bookmarking

Social bookmarking

Youtube

Conceptualisation

Data Collection

Data Analysis

Findings

Engagement

Translation

Bibliographies

Proposals

Data sets

Conference papers

Audio records

Images

Recorded interviews

Reports

Interviews

Source: C

zerniewicz 2012a

Not in a shareable form

Possibly not digitised Data not curated

Scholars collect data

Linked data Curated data

Shareable data Text mining

Big data Digital humanities

Crowd sourcing

data collection & analysis

Open%sharing%of%data%&%shared%analysis%

Conceptualisation

Data Collection

Data Analysis

Findings

Engagement

Translation

Bibliographies

Proposals

Data sets

Conference papers

Audio records

Images

Recorded interviews

Reports

Interviews

Source: C

zerniewicz 2012a

findings

Dynamic multimodal versions, the rise of

rich media

New types of journals:“enhanced publication”

Rise of open access Journal publishing changing

E.g. PLOS One model

Stable authoritative text-based versions

Upload presentations S

ource: Czerniew

icz 2012b

audiences & dissemination

Conceptualisation

Data Collection

Data Analysis

Findings

Engagement

Translation

Conceptual Frameworks

Literature Reviews Bibliographies

Proposals

Data sets

Conference papers

Audio records

Images

Recorded interviews

Reports

Interviews

Student Community Scholar Clearly demarcated

audiences

Online content available to all

Digital scholarship: "what is happening now

Source: C

zerniewicz 2012a

Conceptualisation

Data Collection

Data Analysis

Findings

Engagement

Translation

Proposals

Data sets

Conference papers

Audio records

Images

Recorded interviews

Reports

Interviews

Digital scholarship: "what is happening

Rise of open education

resources, open etextbooks

Clearly defined audiences

Changing audiences (e.g.,

life long learners, global

reach) Access to all

types of resources

Source: C

zerniewicz 2012a

Google Scholar

Conceptualisation

Data Collection

Data Analysis

Findings

Engagement

Translation

Proposals

Data sets

Conference papers

Audio records

Images

Recorded interviews

Reports

Interviews

Digital scholarship: "what is happening now

Expensive textbooks Online resources limited to course

students only

Rise of open education resources,

open etextbooks, open lectures, etc. Dynamic content

One to many Many to many engagement

Engagement & translation

Emergence of ALT metrics

(use, downloads, citations, etc.)

Source: C

zerniewicz 2012a

Slideshare

Traditional research communication cycle

Changing research communication cycle

CHALLENGES

Attitudes to openness online (Czerniewicz & Kell 2014)

• Culturally informed sense of personal modesty (not wanting to call attention to themselves)

• Ambivalence about the quality of their research (“being exposed”)

• Anxiety about having no control over how they might be represented on the internet

• Worry that others may steal their ideas/data (especially if still in gestational form)

• Fear of offending their research subjects, many of whom they might continue to encounter

• Concern for damaging one’s own reputation and can influence your future prospects

• Minimalist communications strategy

• Teaching- rather than research-oriented approach to scholarship (which speaks to one’s sense of academic identity, as a ‘teacher’ rather than a ‘researcher’)

Issue of self-promotion

Blurring of personal & professional (privacy issues)

Implications of careless use of social media

• Cautious about content

Time pressure

Target of attack

Speed of social media both its draw card, and a challenge

(Source: Lupton 2014)

Using social media

Source: http://msrayspsychicepisodes.files.wordpress.com/2013/06/i-need-an-expert-advice-600x420.jpg

• Accessible - free, equitable

• Digital etiquette - cyberbullying, flaming

• Privacy and confidentiality issues

• Intellectual property rights, licences, plagiarism

• Archiving online work

• Useful guide at http://www.edudemic.com/the-students-guide-to-proper-social-media-etiquette/

When using SM with students

Take control

• Digital footprint: content you create

• Digital shadow: content created about you

• Amount of information that individuals create themselves (digital footprint) is far less than the amount being generated about them (digital shadow)

Source: Czerniew

icz 2012b

What is your digital shadow?

Source: C

zerniewicz 2012b

LET’S DO!

1. Assess yourself

!   Regular Google searches !   On-going Google alerts of your name

!   Measure your digital footprint !   Altmetric !   Impactstory

!   Also services such as Web of Knowledge or Scopus for scholarly publications & citations

Source: Czerniewicz 2012b

Social media analytics

Analyse the results

!   How many of the results are relevant? !   What types of results come up?

!   Are all of them from your institutions? !   Publications? !   Online profiles?

!   If the results are obviously nothing to do with you, would that be obvious to someone else looking for you?

!   Consider what you would like to appear

2. Your profile/s

!   Profiles: Personal and/or institutional

!   Decide on a main profile !   Improve and maintain it !   Link the others

Adapted from Czerniewicz 2012b

Academia.edu

Facebook

Google circles

Twitter

3. Improve output availability

Go as open as you can !   Put journal articles you can online

!   Check out Sherpa Romeo for publisher archiving policies !   Archive

!   in repositories !   in subject portals and aggregators

!   Publish in open access journals !   Majority of studies have shown an increase in citations arising

from open access !   Of the 35 studies surveyed, 27 have shown a citations advantage (the %

increase ranges from 45% increase to as high as 600%), 4 showing no advantage (Swan A (2010) The Open Access Citation Advantage: Studies and Results to Date. Available at http://eprints.ecs.soton.ac.uk/18516/)

!   Open everything – all scholarly output possible (teaching, popular, etc.)

Check the self-archiving agreement of existing journal articles

Archive in open access repositories

Publish in open access journals

Upload videos & podcasts

Slideshare

Keywords & tags

!   Take metadata seriously

!   Metadata refers to information that describes, explains, locates and otherwise makes it easier to retrieve, use or manage digital information

!   Add tags, keywords or descriptions to a file you upload

4. Communicate & connect

!   Curate !   Twitter as hub of PLN !   Blog

!   Single-authored or multiple-author blog (e.g., LSE blogs)?

!   What blog about: updates on research, interesting links, commentary on current events, reports from conferences / seminars / book launch, repost from other blogs, thematic post with other bloggers

!   Who are you blogging for?

http://blogs.lse.ac.uk/impactofsocialsciences/2011/09/26/blogging-to-print/

Some sources

• Academics’ online presence: A four step guide to taking control of your visibility. http://openuct.uct.ac.za/sites/default/files/Online%20Visibility%20Guidelines.pdf

• How to curate your digital identity as an academic. http://chronicle.com/article/How-to-Curate-Your-Digital/151001/?cid=at&utm_source=at&utm_medium=en

• Open content licensing: A three step guide for academics. By OpenUCT. http://open.uct.ac.za/bitstream/handle/11427/12937/WillmersOpenLicensing2015.pdf ?sequence=3

TWITTER

• Using Twitter in university research, teaching, and impact activities: A guide for academics and researchers. http://blogs.lse.ac.uk/impactofsocialsciences/2011/09/29/twitter-guide/

• List of academic tweeters by subject area. http://blogs.lse.ac.uk/impactofsocialsciences/2011/09/02/academic-tweeters-your-suggestions-in-full/

Source: Davis 2014

• Cormier D & Stewart B 2014 Connecting beyond content: Education in abundance. Presentation to #mootca15. http://www.slideshare.net/bonstewart/connecting-beyond-content-education-in-abundance?from_action=save

• Czerniewicz L 2012a The changing scholarly communication and content landscape. Presentation to CHEC Board on 3 May

• Czerniewicz L 2012b Academics’ online presence: Assessing & sharing your visibility. Presentation in September

• Czerniewicz L & Kell C 2014 A framework for analysing research types and practices. Presentation to the 9th International conference on networked learning

• Davis V 2014 Innovate like-a-turtle: The mindset, tools and teaching tips to make this the best year ever. http://www.slideshare.net/coolcatteacher/innovate-likeaturtle-phms-mega-awesome-school-opener

• Johnson L, Adams Becker S, Estrada V & Freeman A 2015 NMC Horizon Report: 2015 Higher education edition. Austin, Texas: The New Media Consortium

• Lupton D 2014 ‘Feeling better connected’: Academics’ use of social media. http://www.canberra.edu.au/faculties/arts-design/attachements/pdf/n-and-mrc/Feeling-Better-Connected-report-final.pdf

• Stewart B 2014 Networked scholars & …authentic influence? Presentation at #elearninged at the University of Edinburgh

• Van Noorden R 2014 Online collaboration: Scientists and the social network. Nature http://www.nature.com/news/online-collaboration-scientists-and-the-social-network-1.15711?WT.mc_id=TWT_NatureNews

References

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