1. Open scholarship in the age
of digital competition
Gráinne Conole,
Seminar
Brisbane, 21st February 2011
2. Key questions
How are new open, social
and participatory media
changing educational
practice?
What are the implications
for research?
How are researcher roles
changing?
What new digital literacies
are needed?
How can we effectively
harness the power of these
new media?
3. Outline
Today’s digital landscape
Examples of using social media for research
Tips and hints
The OU’s approach to openness
The change nature of ‘community’
Recommendations
Reflections
Questions for personal reflections
4. New media
Key characteristics
Peer critiquing
Aggregation of resources
Collaboration
Personalisation
Networking
Open practices
Web 2.0 - the machine is Us/ing Us
6. Horizon report 2011
• Abundance of resources challenging
traditional educational roles
• People expect to be able to work &
learn anywhere, anytime
• World of work increasingly
collaborative
• Technologies increasingly cloud based
• Importance of digital literacies
• New evaluation metrics for new
scholarship and publishing
8. Conole and Alevizou, 2010
Effective use of new technologies requires a
radical rethink of the core learning and teaching
processes; a shift from design as an internalised,
implicit and individually crafted process to one
that is externalised and shareable with others.
Change in practice may indeed involve the use of
revised materials, new teaching strategies and
beliefs - all in relation to educational innovation.
Gill Clough
Giota Alevizou
9. Research processes
Conole and Alevizou, 2010
Effective use of new technologies requires a
radical rethink of the core learning and teaching
processes; a shift from design as an internalised,
implicit and individually crafted process to one
that is externalised and shareable with others.
Change in practice may indeed involve the use of
revised materials, new teaching strategies and
beliefs - all in relation to educational innovation.
Gill Clough
Giota Alevizou
10. Research processes
Conole and Alevizou, 2010
Effective use of new technologies requires a
radical rethink of the core learning and teaching
processes; a shift from design as an internalised,
implicit and individually crafted process to one
that is externalised and shareable with others.
Change in practice may indeed involve the use of
revised materials, new teaching strategies and
beliefs - all in relation to educational innovation.
Gill Clough
Giota Alevizou
Research strategies
11. Change +ve impact -ve impact
Access,
Free tools, resources Role of institutions,
personalisation,
& services lack of control
supports the long tail
Technology as core Narrower, but
Ubiquitous access
tool deeper digital divide
Multiple
Increased peer, tutor Fragmentation, no
communication &
and expert dialogue central repository
distribution channels
Rich media New forms of sense- Lack of new digital
representation making literacies
Increased variety of
User-generated
knowledge, learner Quality assurance
content
control
12.
13. A typology of new technologies
Technology Examples
Media sharing Flckr,YouTube, Slideshare, Sketchfu
Media manipulation and mash ups Geotagged photos on maps,Voicethread
Instant messaging, chat, web 2.0 forums MSN, Paltalk, Arguementum
Online games and virtual worlds WorldofWarcraft, SecondLife
Social networking Facebook, Myspace, Linkedin, Elgg, Ning
Blogging Wordpress, Edublog, Twitter
Social bookmarking Del.icio.us, Citeulike, Zotero
Recommender systems Digg, LastFm, Stumbleupon
Wikis and collaborative editing tools Wikipedia, GoogleDocs, Bubbl.us
Syndication/RSS feeds Bloglines, Podcast, GoogleReader
(Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education
http://www.heacademy.ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf
14. Digital identity
Finding your digital voice Working across tools
Degree of openness Personal/professional
15. New digital literacies
Participatory culture shifts the
focus of literacy from one of
individual expression to
community involvement. The
new literacies almost all
involve social skills developed
through collaboration and
networking
Jenkins et al., 2006
16. New digital literacies
Play Collective intelligence
Performance Judgement
Participatory culture shifts the
focus of literacy from one of
individual expression to
Simulation community involvement. The Transmedia
new literacies almost all navigation
involve social skills developed
through collaboration and
Appropriation networking Networking
Multitasking Negotiation
Distributed cognition
Jenkins et al., 2006
17. Using new media for research 14
Blogs
facebook
Twitter
Working across social media
Courses and conferences
Publishing as you go
18. So why use blogs?
Of the moment reflections
Digital archive
The power of peer review
Record of events and reviews
Wider audience reach and hence profile
Link into fb and Twitter
Complements traditional publication routes
23. Working across social media
Matt Lindgard set up a
quick survey to ask
people how using
twitter impacted on
how much they blog
http://cloudworks.ac.uk/cloud/view/2266
24. Working across social media
Matt Lindgard set up a 49 comments
quick survey to ask 1027 views
people how using summaries & additional co
twitter impacted on 19 links
how much they blog 6 references
http://cloudworks.ac.uk/cloud/view/2266
25. Working across social media
Matt Lindgard set up a 49 comments
quick survey to ask 1027 views
people how using summaries & additional co
twitter impacted on 19 links
how much they blog 6 references
http://cloudworks.ac.uk/cloud/view/2266
26. Working across social media
Matt Lindgard set up a 49 comments
quick survey to ask 1027 views
people how using summaries & additional co
twitter impacted on 19 links
how much they blog 6 references
http://cloudworks.ac.uk/cloud/view/2266
27. Working across social media
Matt Lindgard set up a 49 comments
quick survey to ask 1027 views
people how using summaries & additional co
twitter impacted on 19 links
how much they blog 6 references
http://cloudworks.ac.uk/cloud/view/2266
28. Working across social media
Matt Lindgard set up a 49 comments
quick survey to ask 1027 views
people how using summaries & additional co
twitter impacted on 19 links
how much they blog 6 references
http://cloudworks.ac.uk/cloud/view/2266
30. Combine effect and impact
Active blog posting
Use of Twitter
Participation in online conferences
Webinars
Podcasts
Use of social media sites like facebook
Publishing online draft publications
The role of institutional research repositories
36. OU L&T conference
Went virtual in 2010
Useof Elluminate and
Cloudworks
Ca. 3500 unique views
Significant
discussions
and resource
aggregation
International
participation
37. OU L&T conference
Went virtual in 2010
Useof Elluminate and
Cloudworks
Ca. 3500 unique views
Significant
discussions
and resource
aggregation
International
participation
Works just as well for research events - virtual
or blended
39. Tips and hints 25
Think about strategies to make the most of each of the
following and then think about how you can do this both
in a face-to-face and virtual context
Conferences
Networking
Publishing
40. Conferences
Purpose: presentation and feedback
Network, network, network!
Potential collaborators & bid partners
Put in symposium of experts or
symposium with researchers
Expert validation workshops
Put up paper & presentation
Follow up links afterwards
Work up into a research paper
Work the hashtag
Live blog or follow conference-related
blogs
41. Conferences A personal example
Purpose: presentation and feedback
Network, network, network!
Potential collaborators & bid partners
Put in symposium of experts or
symposium with researchers
Expert validation workshops
Put up paper & presentation
Follow up links afterwards
Work up into a research paper
Work the hashtag
Live blog or follow conference-related
blogs
42. Networking
Built link with international
colleagues
Get on national level
committees
Invite key researchers in your
field to be involved in a joint
research activity
Invite people to give seminars
at your institution
Build links online via Twitter,
facebook, etc.
Participate in online events
Leave comments on blogs
43. Publishing
Post up drafts for comment
Become a editor for a special issue of a journal
Write a book! Edited or single author
Target high impact journals
Keeppublication list up to date in your research
repository
Set up a writing group or workshop
Co-write with lots of different people
Tweet, fb etc when publications come out
44. Publishing
Be provocative – sometimes
Try to have a catchy title
Make a mark, be influential
Based on solid empirical evidence
Something to generate discussions
Reviews of the field and summaries of state of the art
Draw on different theoretical frameworks
A new set of ideas, changing the direction of the field
Post drafts on a blog
46. Learning in an Open World
Design
Courses design &
shared openly
Open
47. Learning in an Open World
Design Delivery
Courses design & Use of free tools &
shared openly resources
Open
48. Learning in an Open World
Design Delivery
Courses design & Use of free tools &
shared openly resources
Open
Research
Sharing of research
data
49. Learning in an Open World
Design Delivery
Courses design & Use of free tools &
shared openly resources
Open
Research Evaluation
Sharing of research
Critical reflection
data
54. Open Design
Open Research
Open Delivery
X-Delia
Open Evaluation
55. A focus on community
New open, social and participatory
media enable new means of
communication, collaboration,
sharing and co-construction of
knowledge
What does ‘community’ mean in
these new online spaces?
How can it be fostered, supported?
A Community Indicators framework
to guide the design and evaluation
of communities
56. The nature of community
Complex, distributed, loose
communities are emerging
Facilitated through different but
connected social networking tools
such as facebook, Twitter, Ning
Users create their own Personal Digital
Environment
Mix of synchronous and asynchronous
tools
Boundary crossing via the power of
retweeting
57. So what is a community?
[Community does not] imply necessarily co-presence, a well-
defined identifiable group, or socially visible boundaries. It does
imply participation in an activity system about which
participants share understandings concerning what they are
doing and what that means in their lives and for their
communities
Lave and Wenger, 1991
Virtual communities are social aggregations that emerge from
the Net when enough people carry on those public discussions
long enough, with sufficient human feeling, to form webs of
personal relationships in cyberspace.
Rheingold, 1993
58. Community as a process
Constantly evolving and
changing
Shifting groups and depths
of relationships
Dynamic, evolving and
potentially transformative
Both directed and
serendipitous interactions
59. Community indicators
Participation Cohesion
Sustained over time Support & tolerance
Commitment from core group Turn taking & response
Emerging roles & hierarchy Humour and playfulness
Identity Creative capability
Group self-awareness Igniting sense of purpose
Shared language & vocab Multiple points of view
Sense of community expressed, contradicted or
challenged
Creation of knowledge links
& patterns
Galley et al., 2010
60. Participation
Three types of hierarchical
roles
Veterans: support and
encourage groups and
newbies
Trendsetters: make a
difference
Posters: need to be
incentivised to turn from
lurkers to active
contributors
61. Cohesion
Through support,
tolerance, reciprocity and
trust
Language and tone are
critical factors in the
development of an online
community
Emotional and peer
support
62. Identity
Central to the notion of
community are issues of
membership and exclusion. Some
people are in, others are out.
Communities range from being
open to anyone who shares
particular ideas or interests to
communities accessible only to
those who meet certain criteria of
geography, ethnicity, gender, etc
Erickson (1997)
63. Creative capability
Importance of conflict,
disagreement and
negotiation in the process
of collaborative
knowledge creation and
developing understanding
Social discord as a
catalyst for knowledge
construction and
expansive learning
64. Framework for sociality
System needs to accommodate both evolution of
practices and inclusion of newcomers
Both individual and group identity are important
People more likely to use systems that resemble their
daily routines, languages and practices
Metaphors that mimic real life practices are likely to be
more successful
Bouman et al., 2007
66. Can Web 2.0 change academic discourse?
Rich multimedia representation of content
Multiple communication channels
Accessible anywhere, anytime
Abundance of free tools and resources
Higher impact to wider audience
Great peer critiquing
67. Can Web 2.0 change academic discourse?
Rich multimedia representation of content
Multiple communication channels
Accessible anywhere, anytime
Abundance of free tools and resources
Higher impact to wider audience
Great peer critiquing
Digital divide narrower but deeper
Increasingly complex landscape
New digital literacy skills needed
Access issues
Balanced portfolio from traditional publishing routes to more
‘open’ ones
68. Recommendations
For learners
Provide support to development of new digital literacies
Facilitate more learner-centred approaches
Encourage communication and collaboration
Shift from a focus on content to activities
For academic staff
New approaches to teaching and research
Adopting more explicit and reflexive practices
Technology immersion – learning through the technologies
Encourage a networked community of academic staff
69. Recommendations
For institutions
Strategies/policies that reflect the changing context of learning
Resources and support to facilitate the shift in practice needed
Strong leadership with an understanding of the issues
Re-visioning structures and infrastructures
PD/incentives for teaching staff to implement
Nationally
Free educational resources - Open Educational Resources
Promote case studies of good practice
Appropriate strategies and policies and funding
Professional networks and communities
Ongoing horizon scanning of technology trajectories
70. Reflections
Open, participatory and social media enable new forms
of communication and collaboration
Communities in these spaces are complex and
distributed
We as researcher need to develop new digital literacy
skills to harness their potential
We need to rethink how we carry out and disseminate
research
Open, participatory and social media can provide
mechanisms for us to share and discuss research ideas
We are seeing a blurring of boundaries: teachers/
research, teaching/research, real/virtual spaces, formal/
informal modes of communication and publication
71. How has your use of technology for research purposes
changed in the last five years?
What are the pros and cons of these changes
Can you think of some good examples of effective use of
technologies?
Map out your digital environment
How might you use technologies more effectively in carrying
out your research, communicating with other researchers and
disseminating results?
How effective is your networking?
How have you used technologies to network in recent years?
What are your strategies for publishing?
How are you using technologies to publish?
72. References
Galley, R., Conole, G. and Alevizou, P. (submitted), Community Indicators: A
framework for building and evaluating community activity on Cloudworks,
Interactive Learning Environments. Conole, G, and Alevizou, P. (2010), A
literature review of the use of Web 2.0 tools in Higher Education, HE
Academy commissioned report, http://www.heacademy.ac.uk/assets/
EvidenceNet/Conole_Alevizou_2010.pdf
Galley, R., Conole, G. and Alevizou, P. (2010), Case study: Using Cloudworks
for an Open Literature Review, An HE Academy commissioned report.
Alevizou, P., Conole, G. and Galley, R. (2010), Using Cloudworks to support
OER activities, An HE Academy commissioned report.
Conole, G., Galley, R. and Culver, J. (2010), Frameworks for understanding
the nature of interactions, networking and community in a social
networking site for academic practice, The International Review of Research
in Open and Distance Learning.
Conole, G. and Culver, J. (2010) 'The design of Cloudworks: applying social
networking practice to foster the exchange of learning and teaching ideas
and designs' Computers and Education, 54(3): 679 - 692.
Conole and Culver (2009), Cloudworks: social networking for learning
design, Australian Journal of Educational Technology, 25(5), pp. 763–782,
http://www.ascilite.org.au/ajet/ajet25/conole.html.
Notas do Editor
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Relevant theoretical angles for exploring Cloudworks as a public space\n
Relevant theoretical angles for exploring Cloudworks as a public space\n
Relevant theoretical angles for exploring Cloudworks as a public space\n
Relevant theoretical angles for exploring Cloudworks as a public space\n
Relevant theoretical angles for exploring Cloudworks as a public space\n
Relevant theoretical angles for exploring Cloudworks as a public space\n