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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.
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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"
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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."
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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?
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  • 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.
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Boyer- Enlarging the Perspective.pdf - 2 views

diigo.com/09iku5 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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Rescuing Student Participation Through Digital Platforms - DML Central - 0 views

dmlcentral.net/articipation-digital-platforms education digital-pedagogy pedagogy effectiveness satisfaction social-media community-of-practice
shared by Todd Suomela on 27 Apr 17 - No Cached
  • One problem is that participation is largely taken for granted and under theorized in many classrooms. The way we make use of a term like participation is in need of rescuing: moving away from a limited view of participation as it is often linked to motivation, engagement, or hand-raising and toward the view that participation as a concept is more generative when connected to the idea of membership in communities of practice (Wenger, 1998). Our limited view of participation is evident by simply turning to the language included in most syllabi: often, syllabi list “participation points” as part of the grade of the course. I find this to be an odd way to think about participation. What we often mean is that we will give students some points for “talking in class” and “raising their hands.” But demonstrating engagement by hand-raising and talk are fairly limited views of participation, and in fact, these ways of being are more connected to performance — acting like a student — than participation. We certainly want students to participate more than 10 percent, or even half, of the time. Are they participating when they are listening and pondering the ideas of their peers? Of course they are, but how do they demonstrate that? In thinking about course design, we should consider how students become members of our classroom community and our disciplines. Social media sites can open up other avenues for participation, and further, connect students to communities of practice outside our classrooms that they hope to enter.
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