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…
- Enhancing a subscription based journal article: https://www.altmetric.com/details/1130223#score
- Combining open journal and altmetrics: https://www.altmetric.com/details/1734305#score
Reflect on this process on your WordPress blog.
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