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Todd Suomela

The State of Open Data Report 2017 - 0 views

figshare.com/5481187

open-data research-data scholarly-communication publishing report

shared by Todd Suomela on 15 Nov 17 - No Cached
  • Todd Suomela on 15 Nov 17
     
    "Figshare's annual report, The State of Open Data 2017, looks at global attitudes towards open data. It includes survey results of 2,300 respondents and a collection of articles from industry experts, as well as a foreword from Jean-Claude Burgelman, Head of Unit Open Data Policies and Science Cloud at the European Commission. Its key finding is that open data has become more embedded in the research community - 82% of survey respondents are aware of open data sets and more researchers are curating their data for sharing."
jatolbert

Digital Scholarship Considered: How New Technologies Could Transform Academic Work | Pe... - 1 views

ineducation.couros.ca/...508

digital scholarship

shared by jatolbert on 11 Apr 17 - No Cached
    • jatolbert
      jatolbert on 11 Apr 17
       
      The existence of an office like DP&S mitigates this.
  • The variable pace of technological adoption and change within higher education can be seen as the result of several factors: education has more components than a pure content industry, such as assessment and accreditation; that higher education qualifications such as the undergraduate degree have a social capital that is not easily changed; that there is a fundamental conservatism in and around higher education.
  • These studies demonstrate some evidence for the existence of disciplinary differences in technology adoption, which suggests that there is not a homogeneous form of “scholarship” within academia.
  • ...5 more annotations...
    • jatolbert
      jatolbert on 11 Apr 17
       
      Digital tools facilitate collaboration
  • These kinds of figures far exceed the sales of scholarly books and journal article access; so we can see that new technologies are facilitating access to a new audience that is disintermediating many of the conventional channels. Key to realizing a personal brand online is an attitude of openness. This involves sharing aspects of personal life on social network sites, blogging ideas rather than completed articles, and engaging in experiments with new media.
  • From the individual scholar’s point of view using open educational resources allows access to high quality materials although this might require a new skill set in re-appropriating these tools to meet local and course specific contexts. There is also the question of recognising and valuing the creation and recreation of these learning resources as academic outputs, in a way that is analogous to the value of producing physical textbooks previously.
  • It is clear from the foregoing discussion that new technologies hold out very real possibilities for change across all facets of scholarship. In each case these afford the possibility for new more open ways of working. Academic work has always contained a significant element of collaboration within academia but now it is increasingly easy to collaborate with more colleagues within but also beyond the academy and for the varied products of these collaborations to be available to the widest possible audience.
  • These new web based technologies are then a necessary, but not sufficient, condition for a radical opening up of scholarly practice. In this sense digital scholarship is more than just using information and communication technologies to research, teach and collaborate, but it is embracing the open values, ideology and potential of technologies born of peer-to-peer networking and wiki ways of working in order to benefit both the academy and society. Digital scholarship can only have meaning if it marks a radical break in scholarship practices brought about through the possibilities enabled in new technologies. This break would encompass a more open form of scholarship.
  • jatolbert on 11 Apr 17
     
    Makes the important argument that "digital scholarship" as a term is only meaningful if it denotes something radically different from other types of scholarship. Their argument is that what should distinguish DS is its openness, as digital tools enable open processes, collaboration, etc.
Todd Suomela

Open Pedagogy Notebook | Sharing Practices, Building Community - 0 views

openpedagogy.org

pedagogy open-education

shared by Todd Suomela on 23 Apr 18 - No Cached
  • Todd Suomela on 23 Apr 18
     
    "This website is designed to serve as a resource for educators interested in learning more about Open Pedagogy. We invite you to browse through the examples, which include both classroom-tested practices and budding ideas, and to consider contributing examples of your own experiments with open pedagog"
Todd Suomela

Author Carpentry - 0 views

authorcarpentry.github.io

scholarly-communication authoring authorship publishing text

shared by Todd Suomela on 04 May 17 - No Cached
  • Todd Suomela on 04 May 17
     
    "Welcome to the master repository for Author Carpentry , a researcher-to-researcher training and outreach program in open authoring and publishing. AuthorCarpentry was initiated at the Caltech Library to enhance scientific authorship and publishing in the digital age. Its aim is to promote and support best practices in open science and research communication. AuthorCarpentry lessons cover tools, workflows, practices, and skills that help researchers prepare, submit, and publish contributions that add value to an open scholarly record and invite others to adapt and build upon their work."
Leslie Harris

Is It Time To Ban Computers From Classrooms? : 13.7: Cosmos And Culture : NPR - 0 views

www.npr.org/...-ban-computers-from-classrooms

computer classroom learning multi-tasking notes

shared by Leslie Harris on 13 Jul 16 - No Cached
  • Leslie Harris on 13 Jul 16
     
    A new paper delivers a clear verdict on computers in the classroom - but a variety of important questions remain open, like how they interfere with student learning, says psychologist Tania Lombrozo.
Todd Suomela

Fluent in Social Media, Failing in Fake News: Generation Z, Online - Pacific Standard - 0 views

psmag.com/...-better-kind-of-media-literacy

information-literacy education digital digital-pedagogy

shared by Todd Suomela on 24 Apr 19 - No Cached
  • Instead of burrowing into a silo or vertical on a single webpage, as our Gen Z digital natives do, fact checkers tended to read laterally, a strategy that sent them zipping off a site to open new tabs across the horizontal axis of their screens. And their first stop was often the site we tell kids they should avoid: Wikipedia. But checkers used Wikipedia differently than the rest of us often do, skipping the main article to dive straight into the references, where more established sources can be found. They knew that the more controversial the topic, the more likely the entry was to be "protected," through the various locks Wikipedia applies to prevent changes by anyone except high-ranking editors. Further, the fact checkers knew how to use a Wikipedia article's "Talk" page, the tab hiding in plain sight right next to the article—a feature few students even know about, still less consult. It's the "Talk" page where an article's claims are established, disputed, and, when the evidence merits it, altered.
  • In the short term, we can do a few useful things. First, let's make sure that kids (and their teachers) possess some basic skills for evaluating digital claims. Some quick advice: When you land on an unfamiliar website, don't get taken in by official-looking logos or snazzy graphics. Open a new tab (better yet, several) and Google the group that's trying to persuade you. Second, don't click on the first result. Take a tip from fact checkers and practice click restraint: Scan the snippets (the brief sentence accompanying each search result) and make a smart first choice.
  • What if the answer isn't more media literacy, but a different kind of media literacy?
  • ...1 more annotation...
  • We call them "digital natives." Digitally naive might be more accurate.Between January of 2015 and June of 2016, my colleagues and I at the Stanford History Education Group surveyed 7,804 students across 12 states. Our goal was to take the pulse of civic online reasoning: students' ability to judge the information that affects them as citizens. What we found was a stunning and dismaying consistency. Young people's ability to navigate the Internet can be summed up in one word: bleak.
Todd Suomela

Manifoldapp - Home - 0 views

manifoldapp.org

scholarly-communication publishing

shared by Todd Suomela on 24 Apr 19 - No Cached
  • Todd Suomela on 24 Apr 19
     
    "The intuitive, collaborative, open-source platform for scholarly publishing you've been waiting for. "
Todd Suomela

Home - OpenMinTeD - 0 views

openminted.eu

science research data-mining online scholarly-communication text-analysis european

shared by Todd Suomela on 30 Oct 17 - No Cached
  • Todd Suomela on 30 Oct 17
     
    "OpenMinted sets out to create an open, service-oriented ep-Infrastructure for Text and Data Mining (TDM) of scientific and scholarly content. Researchers can collaboratively create, discover, share and re-use Knowledge from a wide range of text-based scientific related sources in a seamless way."
jatolbert

Scholarly, digital, open: an impossible triangle? | Goodfellow | Research in Learning T... - 1 views

journals.co-action.net/...21366

shared by jatolbert on 05 Jul 17 - No Cached
  • Scholarship is discussed below from both institutional and individual perspectives. The view I am starting from is that ‘scholarship’ refers to a set of epistemological and ethical practices that underpin the social construction of an enduring record of objectively validated knowledge. By this definition teaching and learning is not scholarship, although it may draw on scholarship and be done by scholars.
    • jatolbert
      jatolbert on 05 Jul 17
       
      Hugely disagree. The first part may be reasonable enough, although I disagree with the notion of "objectively validated knowledge" as a necessary component of scholarship (how is it "objective"? how can it be "validated"?). But to claim that teaching is separate from scholarship is problematic.
  • Research in this area always runs the risk of collapsing into reflexivity, as digital scholars turn the lens of enquiry onto themselves, but grounded and critical research into situated practice in areas of research, teaching and public engagement where both scholarship in all its forms and digitality in all its manifestations are prominent is possible and should be pursued.
    • jatolbert
      jatolbert on 05 Jul 17
       
      Is reflexivity a bad thing? In the social sciences it's a sine qua non.
  • There is an inherent tension between practices that aim to open up the social construction of knowledge to universal participation, and those which aim to deepen the understanding of specialist communities and establish a stable and enduring record. Nevertheless, it is the role of many scholars to be involved in both. To bring scholarship, teaching and public engagement closer together must surely be the aim, but first we need to understand the ways in which practice makes them different.
    • jatolbert
      jatolbert on 05 Jul 17
       
      I mostly agree with this bit, although I prefer the proper reading of Boyer's model, i.e., that research, teaching, and "public engagement" (which falls into Boyer's category of Application) are -all- forms of scholarship.
jatolbert

Trends in Digital Scholarship Centers | EDUCAUSE - 2 views

er.educause.edu/...in-digital-scholarship-centers

shared by jatolbert on 11 May 17 - No Cached
  • Although sometimes confused with digital scholarship centers, digital humanities centers are often specialized research centers led by a group of faculty and serving only select disciplines rather than a broad campus community. Also, libraries often play only a peripheral role in digital humanities centers.1 In contrast, libraries or IT organizations have a key role in digital scholarship centers.
    • jatolbert
      jatolbert on 11 May 17
       
      This is important.
  • Digital scholarship centers can build institutional capacity to address emerging and future scholarship needs.
  • Considering options for presenting or publishing completed projects
  • ...11 more annotations...
  • A key attribute that distinguishes digital scholarship centers from more traditional research institutes (such as digital humanities centers) is that they are service organizations, staffed by individuals with specialized skills, who support work in the digital environment.
  • Whether a digital scholarship center needs a dedicated facility or can be a distributed set of physical spaces and services — or even a virtual service — are open questions. A physical center that brings together specialized equipment and services in one convenient place has the advantage of visibility and provides a venue for an array of programming, including workshops, guest lectures, and displays of completed projects. In other cases, an office or set of offices might serve as the hub for center staff, while equipment and services are dispersed in physically separate media production areas, GIS facilities, data visualization labs, and makerspaces.
  • The case studies also illustrate the importance of tailoring a digital scholarship program to the needs of the institution; there is no "one size fits all."
  • The Sherman Centre has taken a "design-build" approach: Spaces were rendered with maximum flexibility in mind — with minimal enclosed spaces and with a strong focus on moveable furniture and adaptable technology. Design work has continued long after the center was officially opened: Key service and space components have been added as the needs of the campus community have become more clear.
  • Thus, the Sherman Centre was not serving an established collection of self-identified digital scholars — it was growing its own.
  • First, we have learned the critical importance of clearly defining the Sherman Centre's scope and purpose for the campus community.
  • We often find ourselves having to turn people away when their work is not advancing the digital scholarship agenda. Saying no is not easy, but it must be done to protect the center's integrity.
  • Digital scholarship centers represent a model of engagement for libraries and information technology units. They both support and encourage new directions in research, teaching, and learning and provide the infrastructure (technical and human) to encourage experimentation in new areas of scholarship.
  • Experiences gained from existing digital scholarship centers can help uninitiated institutions better launch their own efforts and thereby increase support for the research, teaching, and learning needs of their campus communities.
  • Digital scholarship centers focus on relationships, extending the ways in which librarians and academic computing professionals relate to and work with faculty (and often students) and their scholarly practices.
  • Here, we examine centers that go by a variety of names — including digital scholarship center, digital scholarship lab, and scholars' lab — but that nonetheless share common features. These centers are generally administered by a central unit, such as the library or IT organization; serve the entire campus community (including undergraduates, graduate students, and faculty); and address the needs of a range of academic departments and programs.
jatolbert

Open Stacks: Making DH Labor Visible ← dh+lib - 1 views

acrl.ala.org/...stacks-making-dh-labor-visible

shared by jatolbert on 07 Jun 17 - No Cached
  • When infrastructure is understood as an irrational social formation, emotional labor tends to compensate for a perceived lack of resources. Scholars who are used to the invisibility of traditional library services, for instance, find that digital projects expose hierarchies and bureaucracies that they don’t want to negotiate or even think about, and the DH librarian or one of her colleagues steps in to run interference. Why can’t the dean of libraries just tell that department to create the metadata for my project? After all, they already create metadata for the library’s systems. Why can’t web programming be a service you provide to me like interlibrary loan? I thought the library was here to support my scholarship. Why can’t you maintain my website after I retire–exactly the way it looks and feels today, plus update it as technology changes? In some conversations, these questions may be rhetorical; it may take emotional labor to answer them, but doing so exposes the workings of the library’s infrastructure–its social stack.
    • jatolbert
      jatolbert on 08 Jun 17
       
      More conflation of DH with all digital scholarship
  • How does DH fit within this megastructure? According to some critics, DH is part of the problem of the neoliberal university because it privileges networked, collaborative scholarship over individual production. If creating a tool (hacking) or using computational methods has the same scholarly significance as writing a monograph, then individualized knowledge pursued for its own sake, the struggle at the heart of humanistic inquiry, is devalued. Yet writing a book always depended on invisible (gendered) labor in the academy. Word processing, library automation, and widespread digitization are just three examples of the support labor for traditional scholarly work that Bratton’s globalized technology Stack has absorbed. (And we know that the fruits of that labor are in no way distributed equitably.) What has changed in the neoliberal university is that the humanities scholar becomes one more node in a knowledge-producing system. Does it matter, then, whether DH work produces ideas or things, critics say, if all are absorbed into a totalizing system that elides the individual scholar’s privileged position? This is of course a vision of scholarship that is traditionally specific to the humanities; lab science and the performing arts, for example, have always been deeply collaborative (but with their own systems of privilege and credit).
  • DH librarians, whose highly collaborative work is dedicated to social justice and public engagement, may be one particularly vital community of practice for exposing the changing conditions that create knowledge.
  • ...7 more annotations...
  • like the fish who asks “what is water?”–most scholars are unaware of the extent to which their work, professional interactions, and finances are imbricated with the global technology Stack.
    • jatolbert
      jatolbert on 08 Jun 17
       
      Also not sure that this is true.
  • Many DH programs, initiatives, and teams have arisen organically out of social connections rather than centralized planning.
  • the myth of scarcity
  • Scholars often presume that because libraries acquire, shelve, and preserve the print books that they write, that the same libraries will acquire, shelve (or host), and preserve digital projects.
    • jatolbert
      jatolbert on 08 Jun 17
       
      This is a natural assumption, and in fact is true in many cases.
  • digital scholarship
  • DH
  • digital scholarship
Todd Suomela

From Good Intentions to Real Outcomes - Connected Learning Alliance - 0 views

clalliance.org/...y-design-learning-technologies

digital-pedagogy teaching technology diversity access equity

shared by Todd Suomela on 08 Nov 17 - No Cached
  • Todd Suomela on 08 Nov 17
     
    "The growth of online communication, media, and gaming is driving dramatic changes in how we learn. Responding to these shifts, new forms of technology-enhanced learning and instruction, such as personalized learning, open online courses, educational games and apps, and tools for learning analytics, are garnering significant public attention and private investment. These technologies hold tremendous promise for improving learning experiences and outcomes. Despite this promise, however, evidence is mounting that these new technologies tend to be used and accessed in unequal ways, and they may even exacerbate inequity. In February and May 2017, leading researchers, educators, and technologists convened for in-depth working sessions to share challenges and solutions for how learning technologies can provide the greatest benefits for our most vulnerable learners.The aim was to develop guiding principles and a shared agenda for how educational platforms and funders can best serve diverse and disadvantaged learners. These principles include inclusive design processes, ways of addressing barriers, and meth- ods to effectively measure impact. This report synthesizes the research, learnings, and recommendations that participants offered at the two workshops. After framing the nature of the challenge, the report then describes promising strategies and examples, and it ends with recommendations for next steps in research and coalition building."
jatolbert

Boyer- Enlarging the Perspective.pdf - 2 views

education pedagogy scholarship

shared by jatolbert on 24 Mar 17 - No Cached
  • jatolbert on 24 Mar 17
     
    Boyer outlines four types of scholarship, with implications for DP&S' work. Boyer notes that scholarship is often equated with research, and argues here for a more flexible, open-minded approach to definitions of scholarship, reminding us that "scholarship in earlier times referred to a variety of creative work carried on in a variety of places, and its integrity was measured by the ability to think, communicate, and learn." The crux of his argument is what he sees as the relationship between theory and practice, which enable and reinforce one another. Outlining four types of scholarship-discovery, integration, application, and teaching-Boyer makes it clear that scholarship is more than siloed, disciplinary research. It also includes those activities which make the findings of scholarship comprehensible to others, and the application of those findings to specific problems beyond the Ivory Tower. In Boyer's four-part model, discovery is essentially research, i.e., the creation of new knowledge. Integration involves drawing connections between existing knowledges, and making those knowledges intelligible to audiences outside the academy. Application is the use of scholarly understanding to answer questions and solve problems. It overlaps to some extent with the notion of service, though not all service is scholarship: "To be considered scholarship, service activities must be tied directly to one's special field of knowledge and relate to, and flow directly out of, this professional activity. Such service is serious, demanding work, requiting the rigor-and the accountability-traditionally associated with research activities." Teaching, the final component of Boyer's model, is self-evident, and for him "teaching, at its best, means not only transmitting knowledge, but transforming and extending it as well."
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