#MOSOMELT 2019 Week6: Developing Open Scholarship

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This week we explore updating the concept of the Scholarship Of Teaching and Learning (SOTL) for the post web 2.0 age: You are encouraged to establish Researchgate, Mendeley, Google Scholar, and ORCID profiles, becoming active participants within online reflective practice research communities. Sharing your innovations in teaching and learning for peer review and feedback is a great way to reflect upon your teaching practice in a much deeper level and also learn from others.

  • “Mendeley is a free reference manager and academic social network. Make your own fully-searchable library in seconds, cite as you write, and read and annotate your PDFs on any device.” (https://www.mendeley.com)
  • Researchgate is fast becoming the ‘LinkedIn’ of academic researchers: http://researchgate.net
  • ORCID is the Open Researcher and Contributor ID – a way of consolidating your research profiles such as SCOPUSID (Elsevier) and ResearcherID (Web Of Science). For example, my ORCID profile is http://orcid.org/0000-0002-0192-6118. While ORCID is relatively new, many open journal systems now provide an author profile field for their ORCID.
  • Download the Mendeley App (iOS and Android), create a bookmark for Researchgate.com, link your Researchgate and Mendeley profiles on your WordPress blog or embed their widgets. Start building a research community by following one another on these online communities.

Combining Open Scholarship with sharing of your research via Social Media provides an alternative way of measuring the impact of your research (via ALTMETRICs) while also enhancingtraditional research impact measures (increasing downloads/reads/citation counts). Most institutional research database systems now provide links to research article impact factors via both traditional databases (e.g. SCOPUS & Web Of Science) and Altmetrics. Therefore there is a compelling case for researchers to engage with social media to share their research via Twitter, Google+, LinkedIn, etc…

For example:

Reflect on this process on your WordPress blog.

 

Suggested readings:

Brembs, Björn, Button, Katherine, & Munafò, Marcus. (2013). Deep impact: Unintended consequences of journal rank. Frontiers in Human Neuroscience, 7(Article 291), 1-12. doi: 10.3389/fnhum.2013.00291 http://journal.frontiersin.org/article/10.3389/fnhum.2013.00291/full#impact

Buckland, Amy, & Bass, Michelle. (2015, 8 December 2015). Author and research identifiers. Retrieved 27 January, 2016, from http://guides.lib.uchicago.edu/ORCID

Cochrane, Thomas, Redmond, Petrea, & Corrin, Linda. (2018). Technology enhanced learning, research impact and open scholarship. Australasian Journal of Educational Technology, 34(3), i-viii. doi: https://doi.org/10.14742/ajet.4640

Costa, Cristina. (2014). The habitus of digital scholars. Research in Learning Technology, 21. http://www.researchinlearningtechnology.net/index.php/rlt/article/view/21274

Cronin, Catherine. (2016). Open, networked and connected learning: Bridging the formal/informal learning divide in higher education. Paper presented at the 10th International Conference on Networked Learning 2016, Lancaster. https://www.researchgate.net/publication/302975462

Garnett, Fred, & Ecclesfield, Nigel. (2011). Towards a framework for co-creating open scholarship. In D. Hawkridge, K. Ng & S. Verjans (Eds.), Proceedings of alt-c 2011 – thriving in a colder and more challenging climate: The 18th international conference of the association for learning technology(pp. 199-216). University of Leeds, UK: ALT Association for Learning Technology. http://repository.alt.ac.uk/2177/

Greenhow, Christine, & Gleason, Benjamin. (2014). Social scholarship: Reconsidering scholarly practices in the age of social media. British Journal of Educational Technology, 45(3), 392-402. doi: 10.1111/bjet.12150  http://dx.doi.org/10.1111/bjet.12150

Haigh, Neil. (2010). the scholarship of teaching & learning: A practical introduction and critique. Ako Aotearoa, National Office, Wellington, New Zealand: Ako Aotearoa. https://akoaotearoa.ac.nz/download/ng/file/group-4/the-scholarship-of-teaching–learning—a-practical-introduction-and-critique.pdf

Orr, Philip, & Blinstrub, Ashley. (2015). Impact measures and published scholarship.  Retrieved from http://usi.libguides.com/impactmeasures

Priem, J, Taraborelli, D, Goth, P, & Neylon, C. (2010, 26 October). Altmetrics: A manifesto.   Retrieved 19 June, 2015, from http://altmetrics.org/manifesto/

Terras, Melissa. (2012). The impact of social media on the dissemination of research: Results of an experiment. Journal of Digital Humanities, 1(3), np. http://journalofdigitalhumanities.org/1-3/the-impact-of-social-media-on-the-dissemination-of-research-by-melissa-terras/

UC Library. (2015, 26 November 2015). Researcher profile. Retrieved 27 January, 2016, from http://canberra.libguides.com/content.php?pid=157360&sid=4381638

Weaver, Debbi, Robbie, Diane, Kokonis, Sue, & Miceli, Lucia. (2012). Collaborative scholarship as a means of improving both university teaching practice and research capability. International Journal for Academic Development, 18(3), 237-250. doi: 10.1080/1360144x.2012.718993 http://dx.doi.org/10.1080/1360144X.2012.718993

Weller, Martin. (2014). The battle for open: How openness won and why it doesn’t feel like victory. London: Ubiquity Press. http://www.ubiquitypress.com/site/books/detail/11/battle-for-open/

Williams, Catherine, & Padula, Danielle. (2015). The evolution of impact factors: From bibliometrics to altmetrics (pp. 31).  Retrieved from http://docs.scholastica.s3.amazonaws.com/altmetrics/evolution-of-impact-indicators.pdf

#MOSOMELT 2019 Week5: Post Powerpoint Pedagogy

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This week participants explore online alternatives to classroom interaction beyond Powerpoint, for example: Evernote, Mobile Apps and Airplay mirroring from mobile devices. Some suggested activities to stimulate thinking & discussion:

 

  1. Here’s a link to a short survey to explore what presentation and classroom interaction tools that #mosomelt participants use:

https://www.surveymonkey.com/r/V53B7Z8

Please complete the survey and we will share the anonymous results later this week.

2. A recorded webinar with Laurent Antonczak (@ATZ119) provides a discussion of some ideas exploring practical startegies for enhancing classroom interaction using mobile social media.

 

Eric Mazur (2012) argues that effective teaching is not about knowledge transfer, but assimilation of information that is stimulated by teacher-learner interaction. Therefore the role of lecturer is one of creating interactive & collaborative learning environments. Some argue that higher education is plagued by a disconnect between theory and practice, extending beyond the content of the curriculum into teaching practice (Herrington and Herrington, 2006), where our understanding of teaching and learning often does not line up with our teaching practice. While espousing new pedagogies and the affordances of new technologies for learning, educators often default to content delivery via PowerPoint presentations consisting of static screen captures of the subject (Savoy et al., 2009). This week we explore practical strategies for moving away from reliance upon PowerPoint in our teaching practice driven by a reconception of teaching and learning around heutagogy or student-directed learning (Hase and Kenyon, 2007). Based upon our experiences of facilitating curriculum redesign founded upon the integration of mobile social media we argue that teachers must begin by effectively modelling the pedagogical use of new technologies to their students (Cochrane and Antonczak, 2014; Cochrane & Narayan, 2014).

 

  1. Examples of Interactive Mobile Social Media Tools

 

  1. Suggested questions for reflection on your blogs
  1. How could you use these tools in your context?
  2. What other mobile social media tools would you suggest?
  3. How does mobile social media enable new pedagogical strategies?

 

References

Cochrane, T. & Antonczak, L. 2014. Implementing a Mobile Social Media Framework for Designing Creative Pedagogies. Social Sciences, 3, 359-377.

 

Cochrane, Thomas, & Narayan, Vickel. (2014). Presenting without powerpoint. Paper presented at the Rhetoric and Reality, proceedings of the 31st Ascilite Conference, Otago Polytechnic, Dunedin. http://ascilite2014.otago.ac.nz/sharing-practice/ – 292

 

Hase, S. & Kenyon, C. 2007. Heutagogy: a child of complexity theory. Complicity: an International Journal of Complexity and Education, 4, 111-118.

 

Herrington, A. & Herrington, J. 2006. What is an Authentic Learning Environment? In: Herrington, A. & Herrington, J. (eds.) Authentic learning environments in higher education. Hershy: Information Science Publishing.

 

Mazur, Eric. (2012). The scientific approach to teaching: Research as a basis for course design. Paper presented at the Proceedings of ALT-C 2012 – a confrontation with reality: The 19th international conference of the Association for Learning Technology, University of Manchester, UK. Keynote retrieved from http://mazur.harvard.edu/email/download.php?type=t&r=1815

 

Savoy, A., Proctor, R. W. & Salvendy, G. 2009. Information retention from PowerPoint™ and traditional lectures. Computers & Education, 52, 858-867.

 

#Mosomelt 2019 Week 4: Building your eportfolio

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This week we invite you to turn your WordPress Blog into an eportfolio: making it into a hub for your mobile social media platforms of choice.

To do this you customise your WordPress site in the ‘dashboard’ or “My Sites” section when logged into WordPress. For example use the WordPress Links section to add links then display them via the Wordpress Links Widget for linking your online activity https://wordpress.com/customize/:

Some articles re educational blogging and eportfolios that you may find interesting for further reading:

Traxler, John, & Wishart, Jocelyn (Eds.). (2011). Making mobile learning work: Case studies of practice. Bristol: ESCalate, University of Bristol, Graduate School of Education. http://escalate.ac.uk/downloads/8250.pdf

Buchem, Ilona. (2011). Serendipitous learning: Recognizing and fostering the potential of microblogging. Form@re, 2011(74 February/March), 3. http://formare.erickson.it/wordpress/it/2011/serendipitous-learning-recognizing-and-fostering-the-potential-of-microblogging/

Farmer, James, & Bartlett-Bragg, Anne. (2005). Blogs @ anywhere: High fidelity online communication. In H. Goss (Ed.), 22nd ascilite conference: Balance, fidelity, mobility. Maintaining the momentum? (pp. 197 – 203). Brisbane: Queensland University of Technology. http://www.ascilite.org.au/conferences/brisbane05/blogs/proceedings/22_Farmer.pdf

Downes, Stephen. (2004). Educational blogging. Educause Review, September/October, 14-26. https://net.educause.edu/ir/library/pdf/erm0450.pdf

#MOSOMELT 2019 Week3: Exploring geolocation & SOTEL

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This week we will explore mobile video production and augmentation via geolocation, and invite participants to answer a short survey on their experiences of the Scholarship Of Technology Enhanced Learning (SOTEL). You will be invited via your #mosomelt signup email address to collaboratively edit an interactive Google Map, and add a point of interest (POI) with a link to an embedded mobile video or other online mobile content you have created (YouTube, Vimeo, Instagram …). To add a POI you can either search for a location and then add that location to the map then edit it, or drag and drop a ‘PIN’ to create and add a new POI to edit. To date the Map has been viewed over 1000 times (since the first #MOSOMELT cMOOC in 2015) – let’s see how many views we can get via the 2019 participants Tweeting the view only link once you’ve added your POIs!

You can view a link to the collaborative Map through the #mosomelt G+ Community and via the following publicly viewable link (Only invited participants can edit the map): https://www.google.com/maps/d/edit?mid=zQakCH28-qxU.ks_HQmVOzuKo&usp=sharing

Tips:

This exercise explores the affordance of smart mobile devices to use their built in GPS and content creation tools (camera, audio and text) to geotag user generated content and create user-generated contexts. User-generated contexts add a contextual layer of information that locates events and experiences within their specific geographic location. How can this add value and context to learning activities and experiences within your own context?

Suggested Reading:

Bruns, Axel. (2007, March 21-23). Beyond difference: Reconfiguring education for the user-led age.Paper presented at the ICE3: Ideas in cyberspace education: digital difference, Ross Priory, Loch Lomond, Scotland. http://snurb.info/files/Beyond%20Difference%20(ICE%203%202007).pdf

Cook, John. (2007). Generating new learning contexts: Novel forms of reuse and learning on the move. Paper presented at the ED-MEDIA 2007 – World Conference on Educational Multimedia, Hypermedia & Telecommunications, Vancouver, Canada. http://www.editlib.org/p/25762/

Herrington, Jan, Reeves, Thomas, & Oliver, Ron. (2009). A guide to authentic e-learning. London and New York: Routledge.

Cochrane, T., Narayan, V., Antonczak, L., & Burcio-Martin, V. (2016, 19-20 April). Modelling Open Practices in Professional Development: Creating a culture of open social scholarship. Paper presented at the The 7th Open Educational Resources Conference, OER16: Open Culture, University of Edinburgh, UK. https://oer16.oerconf.org/sessions/modelling-open-practices-in-professional-development-creating-a-culture-of-open-social-scholarship-1057/

Frielick, S. (2016). Researching teaching: The importance of SOTL. Education Review, (October). Retrieved from http://www.educationreview.co.nz/magazine/october-2016/researching-teaching-the-importance-of-sotl/#.WMWw8hhh0UF

Haynes, D. (2016). Introducing SOTEL. International Journal for the Scholarship of Technology Enhanced Learning, 1(1), 1-2. http://ejournals.library.gatech.edu/ijsotel/index.php/ijsotel/article/view/17/14

Wickens, R. (2006). SoTEL: Toward a Scholarship of Technology Enhanced Learning. Canadian Journal of University Continuing Education, 32(2), 21-41. http://ejournals.library.ualberta.ca/index.php/cjuce-rcepu/article/view/19975/15485

 

#MOSOMELT 2019 Week2: Exploring short form mobile video

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This weeks focus is exploring the start of building an online profile using short form mobile video – for example Instagram or a Twitter Video (uses your smartphone camera within the Twitter App). Both of these video Apps are ‘mobile first’ – so best used by downloading the mobile App to your device. Previously we used ‘Vine’ – but this has now been discontinued and incorporated into the Twitter App – this is an example of part of the life-cycle of change when using social media platforms!

Use Twitter or Instagram video to introduce yourself to the MOSOMELT community by creating and sharing either a Twitter video or an Instagram video. Include the #mosomelt hashtag in the video title, post the link to your video in the #MOSOMELT community at https://community.sotel.nz, Tweet the link to the video with the #mosomelt hashtag in your Tweet, and comment on other participant videos.

You could also try creating and sharing an MSQRD selfie video – as demoed here by @atz119 and @amanda_lees https://community.sotel.nz/mod/forum/discuss.php?d=34#p99

Reflect on this process in your WordPress blog.

You can see the start of a collection of shared video introductions at: Introductions