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Edited by Jonathan Vernon, Saturday, 17 Sep 2011, 21:50
'Amateurs' often create content which addresses subjects that academics may not and also in a manner which differs from traditional teaching', Weller (2011)
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The Digial Scholar - Martin Weller - Creative Commons

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Edited by Jonathan Vernon, Monday, 5 May 2014, 06:25

Weller, M (2011) The Digital Scholar. How technology is transforming scholarly practice. Bloomsbury

This OU profs new book 'The Digital Scholar' deliberately had a Creative Commons licence allowing all kinds of things to be done to it.

All I've done is read it cover to cover, type up notes and my thoughts along e way and then posted up ALL of this. See Below or use the 'search this blog facility.'

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The Digital Scholar (2011) QUOTES

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Edited by Jonathan Vernon, Monday, 18 Nov 2013, 12:36

CAMELOT

'The Camelot comparison - accentuating the positives of the entrenched practice'.

ASSESSMENT

'Assessing quality in a reliable and transparent manner is a significant problem in the recognition of digital scholarship, and its intangibility and complexity are enough to make many give up and fall back on the practices they know and trust'. Weller (2011)

'The Trucker's Deal' Wiley 2009b

'A digital scholar is likely to have a distributed online identity, all of which can be seen to represent factors such as reputation, impact, influence and productivity'. Weller (2011)

BLOGGING

'Many if the characteristics which would be frowned upon in scholarly articles, such as subjectivity, humour, and personal opinion, are vital elements in developing a dialogue in blogs'. Weller (2011)

KNOWLEDGE ACQUISITION

'Knowledge is acquired through research, synthesis, practice and teaching'. Boyer (1990)

'The fact that there is hype doesn't mean the overall direction isn't correct. A technology may not completely change the world in the next 18 months, but it may significantly change practice in the next decade'. Weller (2001)

Publication associated with promotion and tenure.

Shaohui and Lihua (2008)

· Blogs as thought sharing.

· Non-linearity

· Criticalness and multivariate collision

Where Academics get stuck - identity and status.

Zittrain (2008) 'generatively'

'A system's capacity to produce unanticipated change through unfiltered contributions from broad and varied audiences'.

Low product OERs encourages further participation.

The implicit message in these OERs is that the consumer can become a producer - they are an invitation to participate precisely because of their low quality.

KEY

'In educational terms it may be that both (big OERs and little OERs) have a role to play within a learning context or course. Learners may want to feel the reassurance of the quality brand material for core content, but they may also want a mixture of the more social, participatory media that encourages them to contribute'. Weller (2011)

Joshua Bell playing on the underground story.

Top violinist using an instrument worth 3.5 million dollars.

Context of big OER compared to little.

Naive to think putting stuff onto YouTube will get it noticed.

REFERENCE

Boyer, E. (1990), Scholarship Reconsidered: Priorities of the Professoriate, San Fancisco: Jossey-Bass.

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Digital Scholar (Part 3) Chapters 10 to 14

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Edited by Jonathan Vernon, Thursday, 31 May 2012, 10:22

The Digital Scholar Martin Weller

Chapter 10

Network Weather

Adam Greenfield (2010) Networked Weather

He talks of Foursquare and a night out, Weller talks of the academic conference.

· Knowledge sharing

· Validation

· Networking

· Recognition

· Socialising

· Remote participation

· Twitter backchannel

· Amplified events

· Socialisation

Twitter hashtags

Blogging

Live blogging

Video

Flickr

Cloudworks and Friendfeed

50% networking

75% content

In 25% of the time

75% greener

Participants not an audience

Backchannel adds another layer, but can be a negative experience for the speaker (Boyd, 2009)

Amplification of the conference

Archive of multimedia, range of tone.

Preservation and curation of such a record

Brian Kelly (2008)

Amplification of:

· Audience's voice

· Speaker's talk

· Across time

· Of slides

· Of feedback

· Collective memory of the event

· Of the learning

· Of the long term conference outputs

Experimentation with:

· Micro-presentations

· Nan-presentations

· Random selection of speakers

· Backchannel

Used to be a choice of attending or not, now there are many alternatives (JV least attending more than one conference at the same time).

2010 Martin Weller ran Openness in Education over two days using Elluminate and Cloudworks.

Four sessions all recorded and made available through Cloudworks.

Sessions chinned and released as podcasts

Also used:

· Twitter

· SurveyMonkey

· Blogs

· YouTube

· slideShare

· Animoto

· Xtranormal

· Pre conference

· And video before and during

Speakers, including Jimmy Wales of Wikipedia.

287 attended synchronous Elluminate sessions

3,500 viewed in CloudWorks

From 14 countries

48% would not have attended in person

Cost 2,500 rather than 30,000

They have a legitimacy deficit to some.

· Attendees not given time from the workplace to attend virtually and readily interrupted.

· Doesn't command as much attention

· Don't plan ahead, so may drop out.

· Technical problems on the day are too late to resolve.

'The Camelot comparison - accentuating the positives of the entrenched practice'.

Hard to compare as they do things differently (and can be blended)

Chapter 11 Reward and Tenure

If it isn't recognised then it isn't recognised when it comes to getting promotion.

Research (more equal than the others)

Teaching

Service or management

Contribution to society

Academic esteem

A conservative value and reward system

'Assessing quality in a reliable and transparent manner is a significant problem in the recognition of digital scholarship, and its intangibility and complexity are enough to make many give up and fall back on the practices they know and trust.

· Recreating the existing model

· Finding digital equivalents

· Generating guidelines that include digital scholarship

· Using metrics (500 views, 4 embeds and a keynote too simplistic)

· Peer review

· Micro-credit

· Developing alternative methods

Keynote speech and reputation

Metrics can be cheated (Hirsh 2005) and gamed (Ealagas and Alexiou 2008)

REF Research Excellence Framework

'A digital scholar is likely to have a distributed online identity, all of which can be seen to represent factors such as reputation, impact, influence and productivity'.

'We continually make the error of subjugating technology to our present practice rather than allowing it to free us from the tyranny of past mistakes'. Stephen Heppell (2001)

'Many if the characteristics which would be frowned upon in scholarly articles, such as subjectivity, humour, and personal opinion, are vital elements in developing a dialogue in blogs'.

· Towards the portfolio approach:

· A range of digital outputs demonstrating impact

· Commendations from the community

· Recognised experts

· Overarching narrative making the case for the work as a whole.

· Peer review = reliability and authority.

· Which could also strangle innovation. (Fitzpatrick 2009)

Chapter 12 Publishing

· Research

· Authoring

· Submission

· Rejection/modification

· Publication

· Dissemination

WHY?

· Accepted practice

· Academic respectability

· Reward and tenure

· Dissemination

· Curation

NB Bellow's Law

'Once the journal has been liberated from the printed format, a number of related assumptions begin to unravel and lead to more fundamental questions.'

22,000 peer reviewed journals from 9,900 publishers.

Questioning the scholarly communication process ... Often the current model does not stand up to scrutiny.

The trucker's deal Wiley 2009b

McGuigan and Russell (2008) Deutsche Bank on how 7,000 people in academic publishing add value to justify 40% margins - they don't.

Advantages of open access publishing Harnad (2005)

· Early advantage

· Arxiv advantage

· Quality bias

· Quality advantage

· Competitive advantage

· Usage advantage

Weller's POV

· Citation advantage

· Time lag to publication

· Copyright

· Alternative publishing methods

Desire for greatest impact and widest dissemination (without compromising its quality or findings).

VS. Time to publication due to peer review and a print mentality that restricts number of items in a journal and how often it is published.

Creative commons keeps rights with the author.

Alternative methods for communication, publishing and debate which are more rewarding.

The traditional article begins to seem remote and dry in comparison.

Google knol web-based authoring.

PLoS hubs

New forms of representation and communication.

Shift from filtering on the way into filtering on the way out. Weinberger (2007)

As they are the product of public funding they should be out there.

We're at a transition state, and Weller gives in ten years for the change to occur. I see it differently as one of the early aeronauts looking out across at English Channel wanting to cross as soon as the weather permits knowing that I may just make it, wait ten years and others will be looking to cross the Atlantic.

Ware (2008) reasons to peer review (for free)

· To play your part as a member of the academic community

· To enjoy being able to improve the paper

· To enjoy seeing Newquay work ahead of publication

· To reciprocate the benefit when others review your postings.

Towards the 'approbation of discerning readers'. Martin Rees (2010)

Chapter 13

Skimming and skipping about instead of deep reading. Easily distracted, or persuasively detracted. But the overall tenure will be rearing to you hear the narrative.

· British Library Google Generation study (Rowlands et al. 2008)

· Has the need to learn by rote diminished?

· Outsourcing mundane memory to Google.

· Skittish bouncing behaviour Wijekumar et al. (2006)

· Web 2.0 and the 'mass democratisation of expression'.

NB 'low quality individual items because of their obvious ease of production, can be seen as an invitation to participate'. Weller

'If the intention is to encourage engagement then low-quality routes may be more fruitful than seeking to produce professional broadcast material'. Weller

'Amateurs' often create content which addresses subjects that academics may nit and also in a manner which differs from traditional teaching', Weller

A facial truism.. Any time you learn anything your brain is 'rewired' at a synaptic level. VS. The pronouncements of the likes of Carr and Greenfield.

Vague and ill-founded arguments.

Plasticity is as true of playing a computer game, or from my experience, coaching swimmers. Adaptation is desirable, ditto for touch-typing, drawing, sight reading when playing a musical instrument even driving a car.

... Based on supposition and anecdote.

'The Internet hasn't changed the way we think any more than the microwave oven has changed the way we digest food'. Joshua Greene.

Also see Gerschenfeld (2010)

... VS pseudo-scientific explanations to back up prejudices will not help us address the issues. Weller

CF Delete: The Virtue of Forgetting in the Digital Age. Mayer-Schonberger (2009)

Idea of giving internet content a shelf-life. I disagree. Once rain water flows from a river into the ocean it is there, for potentially consigned to the depths, for ever.

Bug successes, something going viral, is not the norm.

For success, choice of tools and their perceived relevance to the main area of study are crucial elements. See Cann and Badge (2010).

VS. Creepy tree house syndrome (Stein 2008)

VS an LMS that is 'organisationally controlled, bland and singular in focus'.

NB how to do it? 'By making mistakes' with each iteration generating an improvement (Hilbert space et al. 2000/2001)

Experience is required to understand what approaches are suitable.

It also requires a reasonable mass of contributions to work, a motivation for those contributions and an easy means to contribute.

Just as with the initial dot.com. Hubble, the fact that there is hype doesn't mean the overall direction isn't correct. A technology may not completely change the world in the next 18 months, but it may significantly change practice in the next decade'. Weller (2001)

Roy Amara: we tend to overestimate the effect of a technology in the short run and underestimate the effect in the long run. In Weller (2011)

It will never go back to the way it was.

The people best placed to understand it and adapt to it will be those who have immersed themselves in the current technological climate.

A willingness to experiment with new approaches and to explore the tensions between new possibilities and established practice is essential. Weller 2011

Chapter 14 Digital Resilience

Current scholars - anxieties, scepticism and resistance should be replaced with engagement and reflection.

Just as Clay Shirky looks at 20 years ahead.

QWERTY has been too entrenched to over through.

When distribution becomes abundant, rather than scare, open and shared rather than rivalrous, 'whole industries begin to look weak'.

We are learning what role those new tools play in our lives, and there will inevitably be mistakes, misapplication, overuse and correction'. Weller (2011)

CF Kahneman and Tversky's prospect theory (1979) and our feelings about loss and gain.

The world my daughter will inhabit ...

Rather grand-parents and great-grandparents with cars, planes, cinema, radio and TV and for someone born in 1896 who died in 1993 two world wars, the atomic bomb, men on the moon, the Pill, higher education for all, loss of Empire and a video player that allowed him to see his favourite films from Charlie Chaplin to 'All Quiet on the Western Front'.

'This is a period of transition for scholarship, as significant as any other in its history, from the founding of universities to the establishment of peer review and the scientific method. It is also a period that holds tension and even some paradoxes: it is both business as usual and yet a time for considerable change; individual scholars are being highly innovative and yet the overall picture is one of reluctance; technology is creating new opportunities while simultaneously generating new concerns and problems'. Weller (2011)

Research, Application, Integration and Teaching to Engagement, Experimentation, Reflection and Sharing

If Boyer's four main scholarly functions were research, application, integration and teaching, then I would propose that those of the digital scholar are engagement, experimentation, reflection and sharing'. Weller (2011).

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The Digital Scholar (20011) Part 2 (Chapters 4 to 9)

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Edited by Jonathan Vernon, Friday, 16 Sep 2011, 15:26

The Digital Scholar (notes 2)

Revolution not imminent, significant trends are as far as it goes.

(More than a Model T Ford getting a lick of green paint, more akin to flight making the shift to jet propulsion?)

Something of a revolution in other sectors, from external agencies or bottom up.

Digitisation of content. Perfectly distribution.

Social networks and the easy distribution of content.

  • Newspapers
  • Music Industry

WPP near 20% drop in traditional advertising in papers.

Craig's list has double the traffic of the New York Times

Unbundling if newspaper advertising

Don't confuse function with form, we don't need newspapers, we need journalism. Shirky.

John Naughton

Think Ecologically

Think long term

JV Abandon voice in favour of large text, three to four words per line, like a TV autocue, the Kindle in my right hand typing with my left and skim reading rather faster.

See my scrapbook of images in Picasa Web, or put in Tumblr, or image favouring Wordpress layout.

VS industries based in ownership.

So music returns to the live concert,

Blurring of boundaries between sectors.

What Apple has over Microsoft and many others, is a passion sand vigour when it comes to design both of hardware and software.

So what's the equivalent for universities?

If they are the record company then they are redundant, let’s go for the author as artiste, even their free books to promote the live lecture?

Atoms, molecules and filters.

Google and an eBay for education?

  • A community of learners
  • Approved mentors
  • Credits based on learning they can demonstrate

University Functions:

1. Teaching

2. Research

3. Dissemination

4. Outreach

5. Curation

· Change can be quick

· No assumptions are unassailable

· Form and function are different

· Boundaries are blurred.

· We can't wrap libraries and such like in cotton wool if their time is over.

· Global networks, unpredictable environments, rapid response.

The life experience of the university campus and college.

Resistance

Chapter 4

The Nature of Scholarship

Unsworth (2000)

Scholarly promotes:

· Discovering knowledge

· Adding layers

· Comparing

· Referencing and acknowledging

· Sampling

· Illustrating

· Representing

Palmer, Teffeau and Pirmann (2009)

  • Searching (browsing)
  • Collecting
  • Reading
  • Writing
  • Collaborating

 

Boyer (1990)

Need to recruit to teach, not research.

'Knowledge is acquired through research, synthesis, practice and teaching'. Boyer (1990)

· Discovery

· Application

· Teaching

Favours humanities, lone scholars and a culture of 'possessive individualism'(Rosenzweig, 2007)

Isn't the term digital harking back to the 1990s? Should we not be talking about E-scholarship?

· Build

· Create tools to build and analyse

· New intellectual products

Borgman (2007)

'The Internet lies at the core of an advanced scholarly information infrastructure to facilitate distributed, data and information-intensive collaborative research'.

N.B. The sharing of data and data itself constitute knowledge capital, comparable with published articles

Changes in how scholars communicate, outputs and the networks they operate in.

Discovery or 'genesis research'

Datasets being more readily shared.

Data visualisation and information is beautiful.

New forms of journal publishing see the journal of Visualized Experiments. Jove.com

Academics as brand

Outreach and viral appeal ...when the right person tweets you.

Through openness of two kinds, sharing and being.

Chapter 5

TED Rapid innovation being driven by sharing. Anderson (2010)

Crowd accelerated innovation

X3

· Crowd

· Light

· Desire

Driven by observation, competition and being seen.

Research?

Using SlideShare?

n.b. Clarity & engagement

VS. Caution and hostility of the research community.

Inherent values and attitudes

Chapter 6

· Integration

· Cross-fertilisation of knowledge

· Wissenschaft

· Interdisciplinary

Publication associated with promotion and tenure.

Shaohui and Lihua (2008)

· Blogs as thought sharing.

· Non-linearity

· Criticalness and multivariate collision

(JV but only if people become alerted to it or familiar with its content)

Loic Le Meur (2005)

· Early sharing

· Input from others

· Launching collaborative projects impossible to do alone

· Gathering content continually from many sources

· Code of blogging practice? DISAGREE

· Speed LESS IMPORTANT THAN FREQUENCY, RESPONSIVENESS.

Recognition DISAGREE WHY ELSE SO MANY ANONYMOUS?

Tricks can mean that blogs get traffic and readership because of SEO actions: key words, tags, links, subscriptions, PPC.

The personal mix renders blogs interesting. MW

No, it is apposite disclosure or exposure, wit and pertinence.

E.g. John Cooke Rock and Business

REF: Shaohui, W. & Lihua, M. (2008), The Application of Blog in Modern Education'. Proceedings of CSSE 08,4:1083-1085

· Conferences

· Trending

· Retweets

To amplify, entertain, comment, visibility, validation, loyalty, friendship,

LL tail models when there is sufficient content for the tail.

Wasted time:

· Meetings

· Lectures

Or share. Blog posts


Generating content as a by-product of what is done anyway:

  • Keeping notes
  • Working up ideas

Chapter 9

Openness in education

A set of characteristics of the open scholar.

Sharing

· Frictionless

· Quick

· Content sharing

Higher citation impact of open articles of 36% to 172%

Networking = crowd sourcing

Lazy web = access to experts

Reciprocity is key

The relationship between a blogger and a reader is maintained if the blogger provides interesting and regular updates.

An economy of reciprocity

The more you give online that is of value to those in your network then the more 'credit' you establish.

Sarah Horrigan (2009) lists Twitter etiquette that could be ... Advice on establishing reciprocity.

· Fill in your profile

· Picture please

· Not a private club

· Participate

· Update

· Learn the importance of @ and 'd'.

· Retweet selectively

Nowak and Roche (2007)


Upstream reciprocity

A recipient of an act of kindness is more likely to help others.

Openness the sine qua non

· Sharing

· Reciprocity

GSA. Centralise LMSs:

David Wiley

Michael Wesch

Larry Lessor

Where Academics get stuck - identity and status.

Zittrain (2008) 'generatively' 'a system's capacity to produce unanticipated change through unfiltered contributions from broad and varied audiences'.

Low product OERs encourages further participation. The implicit message in these OERs is that the consumer can become a producer - they are an invitation to participate precisely because of their low quality.

KEY

In educational terms it may be that both (big OERs and little OERs) have a role to play within a learning context or course. Learners may want to feel the reassurance of the quality brand material for core content, but they may also want a mixture of the more social, participatory media that encourages them to contribute'.

Joshua Bell playing on the underground story.


Top violinist using an instrument worth 3.5 million dollars.

Context of big OER compared to little.

Naive to think putting stuff onto YouTube will get it noticed.

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Hedging your bets or studying what might have happened three years ago?

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Edited by Jonathan Vernon, Saturday, 10 Sep 2011, 17:40

There's no reason why information and knowledge cannot be shared in a way that is attractive, memorable, comprehensible and fun.

Some academic papers, taking years to come to publication due to a protracted process are not only stultifying dull, but they are out of date (6 months ago is history if you are talking about e-learning, let alone anything Web related, what is more, the review process of these papers is akin to colleagues around the world patting each-other on the back).

No wonder they wouldn't gain much credence in the commercial world where decisions have to be made based on the bests facts TODAY about what may happen TOMORROW.

Dion Hinchcliffe Social Business Ecosystem Chart

http://www.flickr.com/photos/dionh/5653961068/in/photostream/

I find thinkers/authors straddle the worlds of commerce and academia reasonably well. The experts of course are advising hedge fund managers who have an uncanny ability to know what is about to happen.

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The Digital Scholar (2011) Martin Weller NOTES

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Edited by Jonathan Vernon, Thursday, 31 May 2012, 10:26

Martin Weller (2011)

INTRODUCTION

Introduced to the power of blogging by John Naughton

(Worth following in the Guardian. Surely a demonstration of how academics blur the line between academic and journalistic writing styles successfully, just as Weller intimates that students will have to learn to differentiate between social networking writing styles and the academic style of an assignment, paper or thesis?)

· Explain things in depth

· Give all sides to the argument

· Why academics can't do the elevator pitch

The Digital Scholar was written through a blog to explore the advent of new technologies.

Wrote his last book on VLEs in 2004.

(By coincidence I am using it to prop up the iPad)

  • Online databases
  • Searching
  • Bookmarks from Delicious
  • Google Reader
  • cited posts from blogs, but not only text, also video.

Blogging for around five years

Also keeps a scrapbook like blog in Tumblr.

(I’ve used Flickr, and Tumblr, even Kodak Gallery in its time. Now I put everything into Picasa Web. The 250 grabs, charts and images are open to share. Dion Hinchcliffe offers his social media diagrams free as separate assets in Flickr River).

  • A way to offer drafts to ask for feedback
  • Sharing resources
  • Working in an intellectually vibrant environment
  • Google alerts providing updates on key words
  • Keeping abreast of the field
  • Declining attendance of conferences

‘With special thanks to’

By sharing content online I believe I may finally find my own way to publication.

Many of these services did not exist or were in their infancy in 2004.

Blogs in particular

A book

There significant changes:

1) The quantity of information available - all digital compared

2) 3000 on Twitter, 2000 subscribe to his blog

Appeals

Distributed, global resource to contemporary issues, puss of new technologies,

contributions by video and audio

3) The richness and range of contributions to include blogs, comments and

debate, video and conferences.

 

A shift I attitude to the legitimacy of these contributions.

 

Both a physical object and complementary material.

Grainne Conole using cloudworks.

Another posting a weekly video to encourage debate.

 

Concept of scholarship

 

Suffiently broad term, not only teaching and research,

not just engaged in research and employed by universities.

 

In a digital

Someone who employs digital and open technologies in a particular field.

Bloggers link to each other, democratic and easy to set up.

Epitomy of the kind

of technlogy that results in innovation.

Read or unread, daily or months,

specialist or generalist.

 

How do we recognise talent?


Should people separate out that academic and informal lives?


· Quantity

· Role of social networks

· Range of resources

 

Transformation of practice


All scholars are digital if they use a word processor and PowerPoint. But this

is 'business as usual'.

 

1) Digital

All digital files and shared by the same method.

 

2) Networked, nor longer isolated.

Easy distribution VS restriction of

scholarship to libraries, conferences, lectures and seminars. Once digitised the

barriers come down.

Dunbar. Friends 150. Reinforce with interaction. Online with a wide group of

peers.

 

3) Openness

Tim O'Reilly 2004 the architecture of participation.

Finely worked material of the journal, compared to seeing where things will lead

by sharing.

 

Digital, Networked, Open.


E.g collaboration between two people (Frank & Sally)

 

The value of a person's individual network for distribution.

The collaboration of two academics sharing their outputs they go along ... Just

a shift?

Collective impact changes everything.

 

Fast, cheap and out of control.


Brian Lamb. 1970 documentary. intersection of

all three is significant to education.

Fast to write and set up, no need for central services.

Cheap tools that have a premium, no need to turn to a budget holder.

Out of control. Outside normal institutional controls.

Money/payment and the need to persist with a certain system.

Student record systems need to be robust.

 

The good enough revolution. Wired (2009)


E.g. Flip video ... Cheap, fast and everywhere.

Dinky, lower power technology that is just good enough.

VS. Dystopian and Utopian points of view.

VS. Technological determination - humans controlled by the kit, rather than the

kit controlling the people.

 

Unpredictable

 

Taking something and using it in a way never imagined

E.g. Flickr started as a game that used photo sharing.

Social construction of technology

Complex process of co-construction

Adoption of new technology is changing scholarship. Boyer 1990

1) Context

2) Evidence

3) Other industry changes in music and newspapers

4) Boyer 1990 scholarship discovery, integration, practice, application,

teaching

*

*

*

*

9) How digital scholarship may change teaching

10) Analogy of networked weather - you can't help but be touched by it.

Digital

Networked

Open

New publishing and conferencing

13) adoption

14) anxieties

Education

1

2

3) Irrelevant

 

Not peripheral, or an issue to resolve, but rather changes to society ... As

John Seely Brown.


VS. Suggestions that our students have changed and cites Marc Prensky.

 

Separating myths from the hype.

What are the solid foundations.

A truism regarding exposure to computers. Prensky 5,000 books, 10,000 digital,

20,000 TV US

75% of 9-19 have access to a computer at home UK

72% South Africa

To get information

To research say on personal health

Oblinger and oblinger

Livingstone

 

Net Gen disappointed


Gen X against pointless interaction in class and kind of connection online.

Cannot correlate truancy to educational irrelevance.

net Gens more likely to be disappointed by how tech is used.

Net gens differentiate between writing to socialise compared to writing for

school.

Those who like writing and have an aptitude are more likely to blog so no point

in getting those with poor writing skills to blog.

 

A good deal of variance.

 

Brown 2009.

 

Teens poor performance, low patience, poor

reading and poor research skills.

 

· Express themselves in personal language

· Just print off

· Visiting a narrow range of sites

· Don't question its reliability

· 21% blogs

 

The net Gen literature sees difference where none exists.

 

  • Older gens did homework in front of TV
  • Did a previous gen have an ambiguous view.
  • Similar angst amongst students in 1908, 1960s and now. Unable to show causality.
  • Differences between net gen students and general public. Differences are not
  • significant.
  • General decline in literature reading.

Bennett et al (2008) not net Gen difference.

 

18-22 students outnumbered by mature students in the US.

 

Google, Dec 2009.

87 billion of 131 billion searches.

55.6 million in 2007 to Wikipedia

Facebook, 500m, 130 friends, once a day

YouTube, in June 2008, content 91 viewers in 2008

 

Significant activity online across a range of society.

 

Future liberation of topics.

 

Griffiths (2008) graffiti artists share and behave in a way that educationalists

would design into a programme of learning, and so it is with many other topics,

on or off the curriculum, formal or informal, from knitting to physics.

Learn as the key motivational desire.

 

Physics 100,000

FLOSS communities

Demonstrates many of the characteristics:

Mentoring

Communities of practice

Learning by doing

Self directed learning

 

Communities can form that would have previously been unable to do so due to

geographical and other barriers.

 

Openness in education - shift driven by technology.

Make academic papers open.

 

Broader trend and philosophy of the Internet.

 

Web 2.0

Top 10

Public or semi-public sharing of personal information

MIT Open 2002

1 million visitors

132 million tertiary students worldwide in 2004

OU 3 million within 2 years and helped recruit students to courses 7,000.

Slideshare

More traffic than MIT

Several hundred years to create the lecture Based models

Using third party content in their lectures.

 

How do universities remain relevant to society?


Apple to iTunes

Guardian to Podcasts

Stephen Downes 10,000 hits per day (video)

Boundaries between sectors less clear-cut

Some perfect storm ... Convenient for some to see. The Net Gen literature is

exaggerated, overblown, HE is not about to face a tectonic shift.

Firm evidence of benefits and that it is necessary.

 

Critical mass

 

Ubiquity

Invisibility

Brown

2007 those using social networks in the minority, now in the majority.

Give students relevant skills.

Asses which of these technologies will be significant.

 

Why do Students choose a university?


Not because of the technology used.

Core suitability

Academic reputation

Jobs

Teaching qualities

 

Non-academic reasons:


Proximity to homes

Scholarships

Non academic services

Cost of living in the uni area

Job prospects (while studying)

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The Digtal Scholar (2011) Martin Weller

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Edited by Jonathan Vernon, Monday, 18 Mar 2013, 06:38

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Alerted by a Tweat, I bought the book in minutes.

There's never a better time than 'Now'.

Purchase your copy here.

Unwell, so having it read to me on the Kindle, while taking notes on an iPad.

When I wander off I pick up the thread on the iPhone.

It's surprising how much can be read while the kettle boils.

In due course and I'll have my very own 3,000 word interpretation of this 50,000+ worder, far more once I've added my notes, thoughts additional references and illustrations.

My web 2.0 sensibilities are for the online equivalent of the Illustrated, hardback coffee-table book, with video and podcasts, interactivity and links.

I'd have Dion Hinchcliffe's graphic designer do some colour diagrams, Steven Appleby provide some cartoons, while I would interview the author for YouTube and set it all to something suitably camp like Mike Oldfield with a Roger Dean poster decorating the set.

When do we get the webinar?

And I pre-emptivelly wrote a review in Amazon on the basis of the first two chapters, hearing the author debate and speak the subject and reading his blog (as well as his earlier book that he brings up as a way of looking at how things have changed since 2006).

P.S. Buy you e-book version now then return here to discuss, or find you in Linked in or Google+ ...

Or for some blended learning if you live near Lewes, East Sussex, over at the Needlemakers for a coffee.

My 'take-aways' so far:

  • Digital, Networked, Open.
  • Fast, cheap and out of control.
  • Why students choose one university over another.
  • The 'good enough' revolution. Wired (2009)
  • The unpredicatable use of technology.
  • (and Martin Weller's daughter, he writes on page one, didn't think, based on his 'ellevator pitch' that the book would do very well. This, with a bit of 'airplay' on the blogosphere, need not be the case. Get to work tweeting, noting, sharing, putting into Linkedin, Twitter, Facebook, Xing and Viadeo. I can't see a movie in it though).

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H800 WK25 Sage on the stage or guide on the side

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Edited by Jonathan Vernon, Thursday, 1 Nov 2012, 12:42

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Sage on the Stage or Guide on the side?

I don't like the idea that somehow technology is diminishing the value of the educator by implying that they have gone from, and may be demoted to a 'sage on the stage'.

The best teacher never did pontificate, their position on the stage may have been as a result of their expertise, surely in Higher Education, if not early.

But for the transference of knowledge to the 'unknowing' student to occur they'd have to be all kinds of things to all kinds of people; sometimes a sage on the stage, often a guide on the side. Bill Furniss who coaches Rebecca Adlington and other swimmers is literally the 'guide on the side;' this doesn' t means he doesn't know hus subject.

Is a conductor a guide or sage?

What ICT allows is for individuals in the learning process to identify themselves by their role, so that the sage this morning csn be your guide in the evening.

In any case, who says the role of guide is any less sacrosanct?

I find increasingly, the more that I use them, that Stumbleupon and Zite are my guide on the side.

What I crave therefore is a conversation with the sages on the stages.

Come forth Martin Weller, Grainne Conole snd Agnes Kukulska-Hulme, ket's be hearing from you Chris Pegler and Mary Thorpe, you too Denise Kirkpatrick.

(see comments in Linkedin forum)

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Social Media Analytics from the I.E.T.

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Edited by Jonathan Vernon, Saturday, 26 Dec 2020, 09:27

Settling down to some H800 reading at the end of an extraowrdinary week.

Monday 'attended, livestream conference from the Institue of Educational Technology.

Tweated through-out and got one question in either to Martin Weller or Andrew Laws.

Screen grabs and bllog notes all the way through.

Yet to digest but gripped by Weller's growing view that page views, links and friends for a stream of online writing may be gathered in time as evidence of scholarqship.

Also informed by Tony Hirst and the meaning behind Goodhart's Law in relation to analytics that cease to be a measure as we become skilled at warping/twisting the means by which the stats are generated.

Informed too by the notion of Open Learn content, understandably, as having a commercial as well as a public remit, to inform, but also translate into people signing up for courses.

If there was a Coast course I'd do it. All I've ever had is a fancy booklet.

That was Monday.

This is turnng into one of those weblog things. Now why am I not into all that reverse chronology posting thing? Its having something to say and the desire to say it.

Four entries one day, none for a while.

That's fine too.

P.S. Now that all this stuff is public facing and broadcast should there not be a dress code.

I find myself watching an event taking place in 2011 and being reminded of an OU Physics Lecture of the 1970s. (I often watched this stuff as a boy in the middle of the night. Hippy, beard, denim jacket, flaired-trousers and sandals.)

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When your iPad turns flat it should turn into paper.

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Edited by Jonathan Vernon, Wednesday, 22 Jun 2011, 01:01
The battery was flat. Need I say more? Attending a debate hosted by The IET and attended by many of our favourite academics I could have tweeted and voted along with some of them, instead like Gill Kirkup I took notes on a pad of A4. Simply because the battery had gone on the iPad. I did at least record the entire 'debate' on a digital recorder. What chance e-learning if the electricity runs out? Out of 13 there were 3 on iPads, including Martin Weller stabbing at his keyboard as if he had socks on his hands. There were two lap tops and a smartphone. Of the remaining, three took no notes at all. Does it matter how people voted? Not with this sample.
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Practice-based learning

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Edited by Jonathan Vernon, Friday, 25 Nov 2011, 14:16

Learners’ experiences of blended learning environments in a practice-based context (PB-LXP)

see http://kn.open.ac.uk/public/workspace.cfm?wpid=7174 ,

and

Student attitudes towards and use of ICT in course study, work and social activity: a technology acceptance model approach

http://oro.open.ac.uk/26467/

For anyone this you can ask subject specific question to your OU community on 'OU Platform'

For MAODERs sign up through the 'Your Subject' link and then Education - OU Community Online

Picking up on the 2007 presentation by Grainne Conole of research carried out by the Institute of Educational Technology (OU) I was keen to learn of outcomes from the follow up research they promised on practice-based learning.

Like anyone with an insatiable curiosity the desire to chase several references or to pursue a topic to the Nth degree doing so online can be overwhelming; it is too easy to find references, even more so when they have a URL.

Time was as an undergraduate such searches meant a walk or bike road across town, the nature of Geography (in the first year at least) touching on both human and physical topics, ranging from zoology, politics and history on the one hand to geology and climatology on the other keep me on my feet and toes.

Studying online the only part of your body that is exercised are your fingers and you’re always a click away from a maelstrom of information.

Increasingly I find I want to stick to a brand I know and a name I know.

The brand might be an institution or publisher (often the same thing): Oxford, Cambridge, Harvard, Open University presses … and the authors whose writing I can trust, both for the quality of the content and how it is expressed:

Gráinne Conole – uber e-learning

Martin Weller - e-learning professor

Gilly Salmon - all things 'e'

Denise Kirkpatrick - OU Pro-Vice Chancellor

Chris Pegler - In open resources

Agnes Kukulska-Hulme - Master of the M-Learning Universe

For example …

Do add MAODE names I ought to add here (this is just a starting list from the top of my head).

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Some more blogs to feast on

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Edited by Jonathan Vernon, Saturday, 27 Aug 2011, 12:28

Insightful Sites

Heavy Metal Umlaut

Media Hub

Social Simulations

MyShowcase

Innovation Development in Brighton

Myers Briggs

Omaha EFX

JFV Google Profile

Top Web 2.0 Websites

Top 10 Social Networking Sites

Ning

orkut

Alexa - traffic metrix

 

More Interesting People

Digital Chalkie

YouTube Charlie

Tamara

John Nauhgton

Ian S

 

(58626)

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A visit to the OU Library

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Edited by Jonathan Vernon, Thursday, 1 Nov 2012, 12:20

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Fig. 1. The Open University Library

It would be an exaggeration to say that were I a practising Christian (Catholic) I feel as if I had just visited St. Peter's, Rome but there was a sense that 14 months into an MA course with the OU that by going to the OU Library, Milton Keynes, I had just done this. The OU library represents the hub, the knowledge; from here it branches out through people into departments, up stairwells, through offices and meetings rooms, forming itself into online and distance learning courses.

I haven't met Conole, Kirkpatrick, Weller or Pegler, but I saw their books on the shelf, which is a step further than reading extracts online, or chapters in an e-book.

Is not taking a laptop into a library an early form of mobile E-learning despite the situation?

 

 

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H800 SuppActs. Unit 3.3: 2nd -15th Oct 2011

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Edited by Jonathan Vernon, Sunday, 4 May 2014, 09:11

SuppActs. Unit 3.3: 2nd -15th Oct

Hi all!

This is a really great activity as Open Source has passionate advocates for and against, and a driving market reality which seems unstoppable.

I wonder, in addition to the course questions, what we have between us in the way of experience on this. It would dbe good to bring that in too. What is 'our' expereince for and against of working with Open source in education?

Discuss here, and  build resource and summaries in Wiki?

Helen

H808 Course Guide: Supplementary activity 3.3: Understanding open source

This is a collaborative activity [..]You may be able to present the output from this activity as evidence of exceptional proactivity.

Download Martin Weller’s paper on eportfolio products from the resources below, which was presented to the OU VLE project as part of its discussion on developing an eportfolio system in 2005, and do a ‘Find’ search through it for the keywords ‘open source’.

How well do you think Martin justifies his recommendation to the OU to consider an open source solution for its eportfolio system?

Do you agree with him? Join a discussion in (the H808 SA Forum &wiki ) with (others) who are interested in this topic and find out what the general opinion of open source software development initiatives is.

Resources

EduTools (2007) Product Listinghttp://eportfolio.edutools.info/item_list.jsp?pj=16 (accessed 25 May 2010).

Dr Helen Barrett’s Bookmarks (2007) Commercial E-portfolio Vendorshttp://electronicportfolios.com/portfolios/bookmarks.html#vendors(accessed 25 May 2010).

Himpsl, K., Baumgartner, P.(2009) ‘Evaluation of e-portfolio software’, International Journal: Emerging Technologies in Learning, vol. 4, no. 1, pp. 16–22: http://online-journals.org/i-jet/issue/view/51 (accessed 25 May 2010).

Martin Weller eportfolio report

Martin Weller's 2005 report for the OU on eportfolio products and strategic options for a university-wide system.
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Quote yourself happy

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Edited by Jonathan Vernon, Monday, 29 Aug 2011, 16:07

I was judgmental on Martin Weller quoting himself in H807 ... but I have just bought the book and buy into.

So why do I feel so uncomfortable about Weller or any other 'academic' quoting themselves.

Surely there are standards and expectations?

Who are we to quote ourselves, just because we got into print or had our words used in a piece of academic study to then cite ourselves and in so doing award ourselves additional recognition?

Imagine Simon Cowell deciding to get up and sing ... and then judging his own performance and deciding to award himself credibility?

Is there some etiquette regarding this kind of thing?

(Must be, academia has rules for everything, no wonder it's so dull)

Academically stimulating, but hardly a Caravagio.

At what point do you become 'self-quotable?

Did Churchill quote himself?

As Churchill said ... (he says) ...

(Or by writing your own speeches you are quoting yourself? Ditto lectures)

Can I quote myself as if this has some value ... things I posted online in 1999? Or put in a dairy in 1985? Or even wrote in a History essay on the Reformation in 1977? (Files saved, in a trunk, in an attic, in a room, in a building ... and could just as well be scanned and banged up online

Or is this lacks credibility then short films broadcast on mainstream TV?

Or things I said to important people ?

Look up the correct use of disinterested Mr Weller – (do you have an editor or proof reader?) It does NOT mean ‘no interested it means ‘not committed to one or other point of view, rather as a judge should be in a trial i.e. interested, but not taking sides.’

Odd how the pinnacle of my irritation is indicative of my reaching a tipping point

This is a watershed, where my opinions are expressed in increasingly frustrated ways until I find myself screwing up my face, then edging down the other side, won over to the opposing view, having convinced myself that black is now white. That ‘they’ are right and I am wrong ... I become evangelical on their behalf, whether they want it or not, before coming to some grey compromise.

I’ve just about read enough on learning theory to be able to categorise my approach to learning.


It is ?

This comes from reading ‘Contemporary Perspectives in E-Learning Research. 2007. Edited by Grainne Conole and Martin Oliver.

The turning point, the ‘flip’ came with looking up a reference for Martin Oliver ... and deciding that I needed to see fourteen points of reference. His book, his privilege. He’d wrong-foot himself did he not refer back to previously published papers.

I've got Martin Weller in box too, bought the book.

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