#HEdigID

#HEdigID Chat No. 1: Being A Higher Ed Professional Online

Friday, February 9, 2018 — is the FIRST of a series of conversations on Twitter I hope to instigate, support, and contribute to this year: Higher Education Digital Identity (a.k.a. #HEdigID) Chat.  As I’ve previously blogged, I think it’s about time to properly discuss the impacts and ramifications of being a higher education professional (e.g. staff, faculty, graduate students, etc.) online. Over the last decade, I’ve seen my postsecondary peers  “grow up” digitally, e.g. on social networks, linked platforms, and media spaces. There are a number of connected communities and brilliant friends who I’ve met online first that I’ve had the opportunity to chat, collaborate, conspire, and create with over the years. That being said, being digitally engaged does not come without challenges, issues, or considerations for being on social/digital platforms (I’m looking directly at YOU, data, privacy, and surveillance monsters).

I’ll be the moderator (MOD) for today’s (Feb. 9th) #HEdigID Chat to initiate this conversation and identify SPECIFIC TOPICS and ISSUES we might want to dig into further over the next few months. I’ll pose a few prompts and questions using the hashtag #HEdigID (with the images) to stir the chat pot, but I welcome any and all campus colleagues to add their own to the discussion.

If you can’t be on Twitter TODAY (2/9), no need to fear. We will connect on the SECOND FRIDAY of EACH month this year to have an open conversation about being a higher ed professional who is connected, networked and/or digitally engaged. Here’s the #HEdigID schedule, if you would like to #SaveTheDates:

March 9, 2018 August 10, 2018
April 13, 2018 September 14, 2018
May 11, 2018 October 9, 2018
June 8, 2018 November 9, 2018
July 13, 2018 December 14, 2018

Any and all post-secondary faculty, staff, professionals, scholars, practitioners, administrators, graduate students, and leaders (really anyone in higher ed) are encouraged to JOIN and CONTRIBUTE to the Twitter conversation. There will be a TOPIC, THEME, and PROMPTS to guide the Twitter Chat over the course of the day. This “SLOW” Twitter Chat (all day) is designed to encourage and allow our colleagues from across the pond, time zones, and busy work schedules to join in the dialogue.

I will moderate (MOD) the first one or two #HEdigID chats; however, I am also quite open to others who want to MOD and/or contribute an IDEA or TOPIC we should dig into online. I plan to tap a few shoulders of other colleagues who are involved in teaching, research, and service scholarship in the area of networked scholarship/practice and online digital identity and presence to lead a future #HEdigID Chat TOPIC.Are you interested in being a MOD? Let me know — DM me on the Twitters, comment below, or find my email on the “about” page. Chat with y’all soon via #HEdigID!

UPDATED — here is the TRANSCRIPT Archive of the conversation and sharing from the first discussion via the hashtag #HEdigID in an open Google spreadsheet:

#HEdigID Chat Transcript, No. 1: On Being Online in Higher Ed (February 9, 2018)

Thank you

 

#AcWri, Reflections

On Slow Writing #AcWri

Louise DeSalvo (2014) offers writers a number of tidbits about the art of writer’s craft in her book, The Art of Slow Writing: Reflections on Time, Craft, and Creativity. I’m grateful for hearing about this book on a recent episode of You’ve Got This podcast (Thanks, Katie!), as it has helped me think about how to best set up my own writing this year. I have quite a bit of data and projects on the go, so this book helped me frame how I’ll be both “Labor and Management,” identify the need to keep a “Ship’s Log” for my writing accountability, and to maintain the critical check ins I have set with my “Writing Partners” for support. Although this text offers bits and pieces of advice for and from fictional writers, I think this advice can be applied for those of us writing scholarly papers and publications as well.

One section of the book, DeSalvo shares how her son picks up skills in a way that is like a self-created, self-directed apprenticeships. I think I do a bit of this as well to “self-improve” or learn more about the HOW TO do a task in academia. As you can see, I am reading this book to support my own craft of writing and discipline to produce publications. This snippet of Savlo’s book gave me pause for reflection and reminded me to persist onward for the long, slow work ahead — so I thought I share for others who are grinding out their own writing projects:

“Expect to fail for a long time. Be patient. Read widely in your field and learn about antecedents and contemporaries so you’re not working in a vacuum Seek out the finest examples and learn from them. Find out how other people in other fields create and make a habit of learning something you can apply to your work or your process from each encounter. Seek out and talk to writers. Learn how books are made – learn about publishing and self-publishing. Learn how long it takes to become proficient, how long it takes to write a book and get it published, so you don’t have false expectations. If you choose to, and can afford to, find the best teachers and listen when they critique your work, though this isn’t essential – many successful writers never had formal training in their craft. Join a community of practitioners and give back – pass on what you know. And finally, echoing Ira Glass, don’t give up too soon” (Salvo, 2014, pp. 79-80).

Writing IS A PROCESS. This process IS SLOW, and it continues to push on in a steady pace.  Great pieces of work don’t always get accomplished overnight, and it does require some dedication and determination to get to that writing finish line (+revisions, of course). Hang in there fellow, #AcWri friends. Now, let’s get back to work and #ShutUpAndWrite. #GoScholarsGo

Reference:

DeSalvo, L. (2014). The Art of Slow Writing: Reflections on Time, Craft, and Creativity. New York, NY: St. Martin’s Griffin.

#AcWri, #LTEC6040, #phdchat, Research, Research Methods

Search and Organize: The Literature Review #acwri #LTEC6040

 

As you launch into a new research project, it is critical to think about how you will SEARCH and STORE an empirical literature search. Much of this organization starts with identifying a well-defined topic of study, and then identifying literature and scholarship around the previous work in this area. This process should support how you define your research topic scope/focus (e.g. inclusions/exclusions), established research methods (e.g.data collection/analysis), existing results/findings, and potential research suggestions for further investigations.

Step 1. Identify and Select a Research Topic to Study

For my #LTEC6040 early career scholars, the focus of study is geared towards digital learning/teaching. To prepare for a literature search, I suggest a few preliminary steps to SELECT and IDENTIFY a specific TOPIC for their research projects:

  • Interest: Find something you want to know more about so you remain interested and engaged in the project investigation. This might be related to your research agenda, either for your thesis/dissertation or general interests of study.
  • Ideas: Browse current periodicals (e.g. The Atlantic, Education: NPRNew York Times, Time), and online news resources for trends in the field you are looking at for digital teaching/learning (e.g. Inside Higher Ed, The Chronicle, Ed Surge, etc.).
  • Scope: Is your topic manageable? Avoid choosing a research topic that is too broad (too much information) or too narrow (too specialized/new/limited in appeal to find enough information). Consider limiting the time span, identifying a specific digital learning setting, or limiting this to a particular sample population/course/instructional method/lens.
  • Time: Choose a research topic you can work on for a set period of time. For example, this semester (3-4 months) is the length of time to set up a small-scale study, complete the ethics review, recruit a sample population, and start on a draft of a journal article. Always plan enough time to go through the empirical literature as you prepare the investigation and draft the paper.
  • Approach: There are different approaches possible for each research topic. Scholarly papers can analyze or explain a concept, narrate events, design, or developments in the field, or even argue for or against theory or idea. Additionally, you might choose to focus on a philosophical, historical, sociological, psychological, scientific, etc. approach.
  • Perspective:  Research topics can be examined through a variety of scholarly perspectives. Each research perspective or lens requires different sources of information so it is important to establish what aspect of the topic interests you most from the start.
  • Clarity: Be clear about the topic you are researching. Your research topic might need some adjustment as you gather information; however, you should always have a well-defined focus for your topic of search to ensure you stay on track and avoid wasting time with your literature search.

Step 2. Find Scholarly and Peer-Reviewed Evidence

Once this RESEARCH TOPIC is identified, next step is the literature review. This is critical part of research helps you to identify scholarly publications with evidence and investigation processes for your topic. Hart (1998) believes the literature review is an evaluative process is to determine how this empirical publications to answer the  following QUESTIONS for your scholarly search:

  • What are the key sources?
  • What are the major issues and debates around the topic?
  • What are the key theories, concepts, and ideas?
  • What are the epistemological and ontological grounds fro the discipline?
  • What are the political standpoints?
  • What are the origins of this topic?
  • What are the definitions involved with this topic?
  • How is knowledge on the topic structured and organized?
  • How have approaches to these questions increase our understanding and knowledge?

Step 3. Limit and Refine the Empirical Search

To help you keep your focus and direction for the literature search, it is critical to have a definitive argument/focus for your study. To best evaluate the scholarly works, Belcher (2009) offers suggestions to refine your literature review by reading materials that contribute to the central argument of your manuscript and limiting the following items for your search:

  • Set a time limit:  i.e. read nothing written over 10 years ago, five, or two (depending on your topic of research)
  • Language: limit to articles in English (or designated languages/preferences)
  • Questionable publishing outlets e.g. trade journals, non-peer reviewed, some conference proceedings not always suitable
  • Different geographical areas (by author country of origin)
  • Different time periods (related to your genre — this might apply to humanities more)
  • Different kinds of experiments (by your methods of study/research)
  • Different kinds of participants (by research sample type, size, etc)
  • Different variables (e.g. gender, age, etc.)
  • Without your keywords in the title or abstract – focus your search for these items
  • Non-electronic formats – if you can’t access the research from home/library resources

Step 4. Establish a System to Organize the Research Collection

Be sure to keep track of papers collected into a system of review. This might involve storing files, taking notes/annotations, and organizing articles into a citation system. I suggest setting this up early in your research life and I would definitely encourage you to use citation management software to track, store, and annotate articles you find for your literature search. Here are two platforms I use to tame the citations and literature collections [Learn more about citation management via the Research in Action podcast, episode no. 36]:

  1. Mendeley is a combination of a desktop application and a website which helps you manage, share and discover both content and contacts in research. You can store, save, annotate, and share documents with scholarly collaborators, plus manage and sync your references with a team in a group, or for yourself. You can easily drop in PDFs into the system to tag, cite, highlight, and organize your literature review. This is an excellent tool for team research and writing projects working from a distance.
  2. Zotero is utilized by a number of scholars as it is “an easy use tool easy-to-use tool to help you collect, organize, cite, and share your research sources.” Zotero hosts research groups and individuals who want to connect and collaborate with other scholars OR discover the works of others. It contains several disciplines through which a user can keep updated on and search for people to connect with. It is free to sign up and you download it to your computer.

Step 5. Search, Track, and Locate Relevant Papers

Find a way to organize and keep track of what you are searching (terms, keywords, filters, search strings, etc.) and where you might be finding these resources. Depending on your institution or access, you might not have a way to find ALL THE LITERATURE. Here are a few ways to expand your literature expedition and get access to empirical papers beyond your reach:

  • Search, Track and Set Alerts: Record the different search strings to recall what you find and perhaps to set up an alert (e.g. in Scopus, Summons, Google Scholar, etc.) that is relevant for this research topic or methodology. Here’s a screenshot of a Google spreadsheet for search for one of my projects: Screen Shot 2016-06-19 at 1.15.32 PM
  • Google Scholar search the “Cited by ###” section of the site: this is to identify other relevant paper on topic or learn more about this research thread, i.e. a discovery search for missing literature. This will also bring about the “grey” research that is not indexed or part of a database search.
  •  Use Backward & forward referencing search method: for collecting and reviewing publications to be inclusive of empirical literature. This might bring about relevant publications to be included in your own review and give insights to your topic OR the research methodology.
  • Search for Publications Beyond Reach: Articles that you are not able to access at your institutional library or databases I have access to, I will tweet #iCanHazPDF [in action #icanhazpdf] to ask my professional network on Twitter OR even connect to the author (by email, social network, etc.) to ask for a pre-print copy. Beyond this you can find articles via other academic search engines with access, such as Sci-Hub, Semantic Scholar, and many more research databases.

Step 6. Process and Understand the Literature Gathered

Beyond these methods for storing papers, think about how you will process and organize your literature collection. You might have notes drafted as you review to identify themes, issues, and concepts you want to include for your own paper. Here are few tips/tricks I’ve honed as I search for literature:

  • Take Fewer Notes: Tag articles in the software,  group articles into specific folders, skim abstracts to code/organize, and identify literature for easy recall and use later. Have a system for your own tags or references to recall/use later when writing. Make meaningful labels that connect to your specific research focus/scope.
  • Create an Annotated Bibliography: For smaller literature searches (or team support efforts) start a reference list of your citations in APA 6th Edition format with a brief line or two making about the study, methods, findings + personal thoughts on articles/methods you read for each citation. Create annotations on this reference list, these are notes, on why this paper is relevant and could be helpful for your own research.
  • Concept Mapping the Literature: It might help you to create a visual or graphic organizer to map out these ideas and piece items together for your own manuscript. This might be digital or even analog — break out the markers, crayons, post-its and more! Check out the great suggestions Pat Thomson offers on “spaces between the literature” for reviewing research; a.k.a. bushwhacking
  • Don’t Wait to Write: From the annotations and notes you have made on the collected papers, start organizing how and where they might fit into your article draft. These preliminary notes might be rough; however, if you pop some of your literature into an outline of a paper this will help you write a draft of an article when you have your data collected and analyzed.

What other advice do you have for getting started on a new research project? What suggestions do you have for searching and organizing a literature review? Let me know — I’m always keen to get a few new ideas for scholarship and practice. Thanks!

References:

Belcher, W. L. (2009). Writing your journal article in 12 weeks: A guide to academic publishing success. Thousand Oaks, CA: Sage Publications Inc.

Hart, C. (1998). Doing a literature review: Releasing the social science research imagination. Sage.

 

#LTEC6040, Online Learning, Research, SoTL

#LTEC6040 Asks, “Why Online?”

This academic semester I am fully immersed in online/digital scholarship of teaching and learning. This should not be a surprise, as I teach online and I’m often trying to figure out how distance/technology impacts learning. This year I am exploring HOW TO research digital teaching/learning practices in the courses I instruct and for the scholarship I’m drafting. According to Storify (soon to R.I.P. in May 2018), we’ve been talking about how to best define/label distributed learning for a while => here’s a Twitter thread captured from 3 years ago:  “State of ______ [insert: digital, online, etc.] Learning.” Under the umbrella term, distance education, comes a variety of ways to teach and learn. Additionally, the technological landscape in education has offered a number of ways to discuss, research, and design distributed learning. It’s complicated and challenging as the titles/labels for this type of teaching/learning hold many monikers in the empirical research: educational/learning technologies, networked learning, online education, blended learning environments, hybrid models, flipped learning, e-Learning, virtual environments, and more! Some technologies have the ability to design a flow of distributed learning that is seamless; whereas other digital facets create barriers and challenges.

Our learning spaces have a number of ways to infuse technology into distance education. With this comes even more ways to research and study these pedagogical practices for digital learning.  Regardless of the app, platform, or tool, we seem to have some aspect of “digital” infused into how we both teach and learn. As the options and variety of this online teaching/learning scholarship is broad, I am looking forward to supporting doctoral researchers who will identify one aspect of digital learning in our LTEC 6040: Theory and Practice of Distributed Learning (#LTEC6040 ) course. If you read this blog or connect with me on Twitter, you might see a few posts/shares using this hashtag to signal ideas and offer resources for these early career scholars as they work on investigating one piece of this distance/distributed learning pie.

The central focus of the #LTEC6040 course is to encourage doctoral researchers to define their own theory of online learning/teaching in context to:

  • Outlining empirical literature that supports (or refutes) their personal online learning/teaching theory
  • Identifying appropriate research methods to collect and analyze data connected to this personal online learning/teaching theory (small scale study)
  • Describing the ethical considerations and practices for this research study (e.g. IRB, recruitment, sample population, etc.)
  • Drafting an academic article manuscript for an appropriate publication outlet related to their field of inquiry in online teaching/learning

If you are so inclined, I would encourage you to join in the conversation and offer advice, resources,ideas, and readings for these scholars — as a number of you hold some invaluable expertise in a variety of areas we’ll be exploring for distributed learning this term [To see potential topics, see page 6 of the LTEC 6040 Course Syllabus]:

#LTEC6040 Blogs
https://jennie6040.blog/
https://nitiesite.wordpress.com/
https://jackimberly.wordpress.com/
https://crossingboundariesmedia.wordpress.com
https://osbornemarks.wordpress.com/
https://notlostnotyet.wordpress.com/
https://rickwoods2018.wordpress.com/
https://ltiwithme.wordpress.com/

We are just beginning to define what it means to examine online instruction/learning and unpacking distributed educational environments. In the initial conversations and class blog posts, most are still working on how they DEFINE and OUTLINE what it means to learn/teach online from their own experiences and expectations from the theories they are learning about in our program. Distance education research in higher education is fairly “young” (in comparison to other disciplines) and I am grateful I am surrounded by some fantastic colleagues and their respective departments/units/centers/teams who continue to find value in sharing digital teaching/learning scholarship resources. Here are a just a few (of many) examples:

Beyond these databases, reports, and resources, I am curating other digital learning materials and discourse to prompt discussion, debate and inquiry. Please feel free to share articles, blog posts, media, and more that might be suitable for diving into online teaching/learning research. Please feel free to leave suggestions in the comments below, if you have any. If you tweet, share what you think is critical for investigations in the digital age of learning using the course hashtag: #LTEC6040

#AcDigID, #EdDigID, #HEdigID

#HEdigID Twitter Chat: Let’s Talk About Our Networked, Digital Life, Higher Ed.

For the last couple of  years, I have been talking, researching and engaging with colleagues to figure out what it means to be a networked practitioner and/or scholar in higher ed. Based on a recent workshop and Twitter conversation (#acdigid chat), it is clear that being online feels different in 2018 than it did back in 2008 when I first started to really connect to other professionals in digital, social networks.  In an editorial I wrote for Inside Higher Ed last year, I ask questions about what it means to have a digital persona in academia, specifically these ones (slightly modified):

  • How does being part of a digital learning network support learning and development for higher ed professionals?
  • How are faculty and staff shaping their online identity and presence to share professional values, work, etc.?
  • How can does a networked community expand knowledge to enhance our roles on campus and the work we do?
  • Why might others higher ed professionals want to network with peers to scaffold their own career goals?

As these digital networks have scaled past the “social-media-is-just-a-fad” stage and they now influence more of our society in our daily lives. That being said, I think educators are considering how to be more thoughtful and consider HOW, WHERE, and IF, they should “be” in these public and open spaces. A number of college/university practitioners, scholars, and administrators have seen benefits to “working out loud” and being public intellectual in postsecondary. That being said, the repurposing of social media and digital platforms, has come with minimal institutional guidance and limited sociotechnical support (Pasquini & Evangelopoulos, 2017) and does appear to have ramifications for our personal/professional lives. A number of interviews with higher ed colleagues have just begun to identify the benefits, challenges, and future considerations for higher ed networked practices. And, of course, in talking to researchers, student affairs educators, early career researchers, academic advisors, senior administration, instructional designers, and other colleagues — it seems that we have even more questions and the need to continue these conversations among ourselves.

In a recent Twitter poll I put out this month, I tossed out the idea to host a SLOW (all day) Twitter chat ONE DAY per month for 2018. It seems like a few of you (at least 15) in higher ed, are interested in discussing your digital identity and “being online” or connected as a professional:

https://platform.twitter.com/widgets.js

So, let me introduce to you the…

Higher Ed Digital Identity Chat (#HEdigID)

We will connect on the SECOND FRIDAY of each month this year to have an open, honest conversation about being a higher ed professional who is connected and digitally engaged. Here’s the schedule, if you would like to #SaveTheDate:

February 9, 2018

August 10, 2018

March 9, 2018

September 14, 2018

April 13, 2018

October 9, 2018

May 11, 2018

November 9, 2018

June 8, 2018

December 14, 2018

July 13, 2018

Any and all post-secondary faculty, staff, professionals, scholars, practitioners, administrators, graduate students, and leaders (really anyone in higher ed) are encouraged to JOIN and CONTRIBUTE to the Twitter conversation. There will be a TOPIC, THEME, and PROMPTS to guide the Twitter Chat over the course of the day. This “SLOW” Twitter Chat (all day) is designed to encourage and allow our colleagues from across the pond, time zones, and busy work schedules to join in the dialogue. I am happy to moderate (MOD) the first few #HEdigID chats; however, I am also quite open to others who want to MOD and/or contribute an IDEA or TOPIC we should dig into online. Let me know!

#AcDigID, #diglit, #EdDigID

Being a Networked Scholar in 2018: Join #AcDigID Twitter Chat this Friday, January 12th

Being an open, networked academic might mean sharing research, teaching, and scholarly practice online. Social networks and online tools are increasingly offering higher ed faculty a digital place for collaboration, learning, and work. In the information age, being able to share instructional practices, disseminate research, and engage in scholarly conversations is becoming the norm in and it is even more critical academia contributes to accurate public knowledge. There are a number of benefits for being open and online; however, being a networked scholar does not come without questions or challenges in 2018 [See: My last post on the topic.] If you’re interested in joining a conversation about “Being a Networked Scholar in 2018” and sharing your perspective on the topic, I would love if you could save the day to join this LIVE Twitter Chat on Friday, January 12, 2018 from 11 am-12 pm CDT (time zone converter, I’m in Dallas, TX, USA). What does it mean to be a connected academic? How has being a faculty in a networked world impacted your teaching, learning and service scholarship? Come chat with us to share your thoughts, ideas, and questions you are pondering this year. All #highered colleagues and academic peers are welcome for some FREE Twitter PD!

HOW TO: Participate in the #AcDigID Chat

Here’s a quick overview of how to participate in #AcDigID Twitter Chat:

  1. Set up your Twitter Account (HOW TO: Set Up The Twitters).
  2. Follow the #AcDigID hashtag on Twitter for the latest tweets.
  3. Follow @LauraPasquini who will moderate the Q & A for the Twitter Chat, a.k.a. “MOD”
  4. Get ready and excited for Friday’s (1/12) chat by checking out what’s being shared and discussed on the #AcDigID hashtag NOW! BONUS: You might learn what’s happening and what we’re talking about in the workshop. 🙂
  5. JOIN US Friday, January 12th from 11 am- 12 noon CDT  for the following TOPIC: Being Online as a #HigherEd Professional in 2018

Contribute to the #AcDigID Twitter Chat by:

  • Logging into your Twitter account as the #AcDigID chat will happen ON TWITTER.
  • Follow along in real time during the #AcDigID Twitter chat by following along on the Twitter hashtag: #AcDigID  or this Tweet Chat Room: http://tweetchat.com/room/AcDigID
  • The MOD (moderator) @LauraPasquini will ask 3-4 questions during the 60-minute chat; please respond with the Q# in your update, e.g. “Q1: Your Answer” or “A1: Your response”
  • Invite your higher education faculty/staff peers to join the conversation – all are welcome to join!
  • Include the #AcDigID hashtag in your tweets and responses (“@”) to others.

Being a Networked Scholar in 2018: To help you prepare, here are a few of the #AcDigID chat questions we might chat about for you to think about IN ADVANCE of our conversation:

  1. What questions should we discuss, with regards to being a networked scholar or digital academic in 2018?
  2. What are your preferred digital spaces to learn or connect with academics online? Please share.
  3. Where can we find traces of your work in #highered or scholarly self online (besides Twitter)?
  4. What are some of the benefits of developing a digital identity or being part of an online community?
  5. What are the possible challenges/issues for being online, on social media or having a professional a digital presence in 2018?
  6. What advice do you have for #highered colleagues & academics about their digital identity or being in an online professional network?

UPDATED #acdigID POST CHAT (1.12.18):

TRANSCRIPTS: #acdigID Storify Archive  and a PDF for download and review: #acdigID Chat_ TOPIC_ Being a Networked Academic in 2018 (01.12.18)

 

#AcDigID, Digital Literacy, Reflections

Academic Digital Identity (#AcDigID): Fitter, Happier, More Productive

The start of a new year often brings new resolutions. Updated goals. Ideas for life plans. The start of the new year reminds me of Radiohead’s Fitter Happier [Lyrics] song. Was it just me, or did the semester break and holidays go by too fast for you as well? I’m not completely ready to say hello to 2018 or set my own objectives for work/play. I personally need some more time to for deep reflection on the topic of my digital self (per my end of 2017 year “merry & bright” blog post).

During a holiday road trip, I kept the mood “light” by listening to Bored and Brilliant, reading Under Surveillance [which I promise to write about both books soon] and replaying the OK Computer album. In making a few analog notes and drawings offline, I know I have more work to do on my digital identity and online data. Fortunately, I’ll be able to reflect more about my questions and concerns with participants joining me for the upcoming workshop I’m facilitating next week:  Developing Your Social Media and Digital Presence for Faculty, Researchers, and Scholars (#AcDigID)

A growing number of scholars collaborate and disseminate research, writing, ideas and works via non-traditional spaces online. Many participate in peer learning and sharing networks, and often see support within a number of communities. This workshop was originally created to help faculty and academics craft their online presence and develop a digital identity; however, I hope we dig deeper into what it is to BE online as a networked scholar in 2018. Academics might need an academic persona … and perhaps some do not. This is the reality as our online social networks scale.  All is not as simple and easy in the digital and networked land of academe. So let’s talk about it… together.

#AcDigID Workshop Learning Objectives

  • Evaluate social media and digital platforms for faculty development, connected scholarship, and to enhance research impact.
  • Establish effective strategies for developing an online digital identity within the open, networked community online.
  • Outline the benefits and challenges of open and digital scholarship, specifically with regards to social media and other networked platforms.

This is an asynchronous, week-long online workshop which will begin on a Monday (Jan. 8th) and end on the following Sunday (Jan. 14th).  If you want a look at the #AcDigID workshop agenda, here is the outline for short-course:

  • Why Does Social & Digital Identity Matter in Academia?
    • Getting started, digital identity development, and state of scholars online
  • The Tools of the Digital Academic Trade: Social Media
    • Twitter, hashtags, blogging, podcasting, LinkedIn, and more!
  • Being a Connected and Digital Scholar
    • Digital research impact and influence: ORCID iD, Academia.edu, ResearchGate, etc.
  • Openness in Academia: Benefits & Challenges
    • Working “in the open”  and the tension between benefits & challenges of online.
  • Building Your Social and Digital Presence Online
    • Creating your own space and place for scholarship
  • Developing Your Digital Academic Identity
    • Bonus: Ways to aggregate and showcase your digital academic self

Dates Offered: January 8-14, 2018; Registration Page (to sign up); [Note: The September 2018 version of this OLC  workshop is targeted for professionals, practitioners, & administrators in higher ed.]

As I set up the workshop, I am have been busy reading and reviewing resources. If you are an academic/scholar/researcher/faculty who engages online, consider sharing articles, suggestions, and thoughts with the workshop hashtag:  #AcDigID

Other ways you can connect/contribute to #AcDigID by:

  • ADD TO THE TWITTER LIST: Are you on the“Academics Who Tweet” Twitter list? I would like to get a variety of scholars from all disciplines and areas in higher education. Let me know (comments or directly on Twitter) if YOU or someone else should be added.
  • USE the #AcDigID Workshop HASHTAG this week to introduce yourself, say hello, share resources, or offer advice. I am encouraging learners to follow, read, and use this same hashtag during the week of January 8-14, 2018.
  • TELL YOUR #AcDigID STORY: Interested in coming to talk about your #AcDigID development? How did you become a networked academic? Why do you participate in networked, online communities higher ed? Let me know – happy to have you join during our #AcDigID Online, Synchronous Meeting on Wednesday, January 10, 2018 from 12-1 pm CST. [Drop me a DM on Twitter: @laurapasquini or a comment]
  • PARTICIPATE & TWEET during the #AcDigID Twitter Chat: Join us for the LIVE Twitter chat on Friday, January 12, 2018  from 11 am-12 pm CST.  Using the workshop hashtag, #AcDigID, I will moderate a Q&A 60-minute chat digging into the questions, challenges, and ideas/suggestions for being a networked scholar.

This workshop will help me [and those who join] to reflect on my own digital self-evaluation. I hope to share what I am learning via my research and reading of working/living in a connected society. Being online looks much different in higher ed than it was a decade ago. I think we need to be more critical about our privacy and who has access to our data, plus how often do we consider a balance of life/deep work with the influence of our screens? Join the conversation to reflect and discuss a few ideas for how to best support your work and “live” online as an academic in 2018.

 

Recommended Reads:

Lewis, R. (2017). Under Surveillance: Being Watched in Modern America. Austin, TX: University of Texas Press.
Zomorodi, M. (2017). Bored and Brilliant: Rediscovering the Lost Art of Spacing OutNew York, NY: St. Martin’s Press.