#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)

 

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#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.

 

#AcWri, #AcWriMo, #AcWriSummer

#AcWriSummer: Week 2 – Abstract Writing & Selecting a Journal

Last week, I shared how we were setting up an #AcWriSummer accountability group. Well, it happened. Thanks to Patrice, Catherine, & Caroline who are joining me on this 8-week #AcWri adventure as we go through the workbook created by Wendy Laura Belcher: Writing Your Journal Article in 12 Weeks. Also, much thanks to Wendy, who shared her syllabi, as we work through our “short course” this summer. Here’s what our #AcWriSummer 2016 Plan looks like for the next few weeks:

  • 6th June WEEK 1: Chapter 1: Designing your plan for writing => Ideas for article; barriers; planning this short course
  • 13th June WEEK 2: Chapter 2 & 4: Abstract writing & Selecting a Journal
  • 20th June WEEK 3: Chapter 5: Reviewing the literature => (Reflections on) Lit review
  • 27th June WEEK 4: Chapter 3 & 6: Advancing argument & Strengthen structure => Article outline
  • 4th July WEEK 5: Chapter 7 & 8:Presenting evidence & Opening/Concluding => Draft article
  • 11th July WEEK 6: Chapter 9 & 10: Give/get/use feedback & Edit sentences => Give feedback on manuscripts
  • 18th July WEEK 7: Chap 11 & 12 (Wrapping up & Sending article!) => Final article
  • 25th July WEEK 8: X & Other (wrap up)

journal-1428424_1280

Items we’ll be working on this week are from Chapter (or Week) 2 and 4, which includes creating an abstract and reviewing potential journal publication outlets. We will be discussing these items on Friday (6/17) morning from 9-10 am CT (see more details about our online, synchronous meetings at the end of this post).

Week 2: Starting Your Article: The Abstract

“One of the best ways to get started on a revision of your journal article is to write and abstract – something that describes your article’s topics and argument” (Belcher, 2009, p. 54).

Why is writing an abstract so important?

  • Solving problems – can you clarify your own writing for what your manuscript is about? If not you might need more focus.
  • Connecting with editors (potential journal outlets) – are you able to explain your manuscript to a potential editor to determine fit with a journal?
  • Getting found – Can you explain and outline your research so it is easily found by other scholars? Think beyond title – abstract, keywords, etc.
  • Getting read – Can you introduce your article well enough that scholars will download and read your full article?
  • Getting cited – Would scholars be able to cite you on reading only your abstract? Do you share what the research is about in a succinct way?

The ‘Ingredients of a Good Abstract: Social Science” as suggested by Belcher (2009, p. 55) would answer the following questions:

  • Why did you start this research/project? (gap in literature, debate, or social issue?)
  • What is the project/research about? (topic of the article)
  • How did you conduct the research? (methodology)
  • What are your findings?  
  • What conclusions are formed from the study? (your argument)
  • What are your recommendations? (optional)

 

Chapter 4: Selecting a Journal: Searching & Evaluating

We bumped up Chapter (Week) 4 to this week, as we think it is important to also have an idea of how to formulate your manuscript based on the publication outlet you are aiming for. In this section of the workbook, Belcher offers a number of questions and resources to consider when searching and evaluating journal outlets.

If you have not already spoken to your advisor, colleagues, or peers about potential journal outlets in your discipline or for your research — you should! NOW! We will be discussing our target journals we have searched and evaluated during this week’s #AcWriSummer meeting. Other suggestions from Belcher (2009) include an old-fashioned shelf/online search, reviewing your citations to see where this research was published, identifying where your discipline publishes through your professional/academic associations and searching journal/electronic databases.

Here are a few search resources for finding journal outlets for publishing:

Let us know if you have other suggestions for searching for journals that you like or use – thanks!

Evaluating Academic Journals

Belcher (2009) offers questions to ask as you review these journal options for your own manuscript. I might suggest keeping the above journal and/or database information available AND be sure to DOWNLOAD the Scopus List [in Excel format] as it will also answer these questions when reviewing potential journals:

    • Is the journal peer reviewed?
    • Is the journal in the recommend publishing outlet category?
    • Does the journal have a solid reputation?
    • Does the journal have a reputable publisher?
    • Has the journal been around for a while?
    • Is the journal carefully produced?
    • Does the journal come out on time?
    • Are the authors published in its pages diverse?
    • Does the journal publish more than 5 or 6 articles a year?
    • Is the journal online or indexed electronically and where?
    • Does it take a long time to get published once you submit your manuscript?
    • Is the journal going through a transition?
    • Who reads the journal?
    • Does the journal have an upcoming theme or special issue on your topic?
    • Does the journal have word or page length limits you can meet?
    • Does the style of your article match the journal’s style?
    • Do you know any of the journal’s editors?
    • How does the journal require articles be submitted?

It was great to learn that Wendy is currently updating her book to include the importance of READING relevant journal articles. In listening to the 1st Episode of Research in Action, Wendy shared how more writers should be reading relevant journals. This is true. If you are not reading at least one article a week (or more), then you are not supporting your academic writing craft. Reading relevant journal articles, specifically those in a journal where you would like to target your manuscript allow you to target your paper by:

  • Citing related articles from the journal you select
  • Finding a model article to outline your manuscript to follow preferred style/format
  • Reading and knowing the direction, focus, scope, etc. of the journal
  • Determining articles published in the journal relevant to your topic, methods, etc.
  • Identifying the length of the articles and the number of references
  • Outlining key components in accepted articles published in that journal outlet 

This is not ALL there is in these workbook chapters for Week’s 2 and 4; however I thought a few of these resources might be helpful if you need to prepare your own abstract and you invested in locating the appropriate academic journal outlet for your manuscript.

Interested in Joining Us for our #AcWriSummer 2016 short course? Here are a few things to get involved in our academic writing group:

  1.  COMMIT to the #acwri process EVERY WEEK. This means following the workbook curriculum, check in during our weekly meetings, and following through with goals and objectives set each week for your writing process.
  2. SHARE YOUR PROGRESS via the #AcWriSummer 2016 Accountability Spreadsheet
  3. MEET EACH FRIDAY  (in June and July) from 9-10 am CT via the GoToMeeting link to “check in” and work through the chapter(s) each week:
  • #AcWri Summer Accountability Group 2016
  • Join the meeting from your computer, tablet or smartphone: https://global.gotomeeting.com/join/648338213
  • You can also dial in using your phone: United States +1 (408) 650-3123; Access Code: 648-338-213

Reference:

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

#AcDigID, #AcWri, #phdchat, Academia, Higher Education, networkedscholar

#AcDigID: Academic Digital Identity Matters

Over the last few weeks, you might have noticed the #AcDigID hanging off a few of my social posts. In between #OLCInnovate conference wrap-up work and the end-of-semester fun, I was designing a new workshop I’ll be facilitating via the Online Learning Consortium. This 7-day, asynchronous, online workshop is designed to support digital identity development for faculty and staff in higher education.

#AcDigID_hashtag

Developing Your Social Media and Digital Presence

Workshop Description: What does your online identity look like today? Have you Googled yourself lately? In academia, it is becoming increasingly vital to publish and share your teaching, service, and research knowledge. Besides developing an online presence and utilizing social media for professional development, faculty and staff are actively utilizing open and digital channels to support, learn, and contribute a thriving network of connected scholars. In this workshop, you will explore meaningful ways to craft an active, online persona, learn about strategies to effectively include social media and digital resources for your professional development, and understand how an online community of practice can enhance the work you do.

Learning Objectives:

  • Evaluate social media and digital platforms for faculty professional development, connected learning, and research impact.
  • Establish effective strategies for developing an online digital identity for open, networked scholarship.
  • Outline the benefits and challenges of open and digital scholarship while using social

Dates Offered: May 16-22, 2016 and September 26-October 2, 2016; Registration Page (if interested in signing up)

Initially, I was asked to create a workshop around social media; however I thought this could be more. There’s actually a lot more than just social media needed when becoming a networked scholar and in crafting your digital persona. Academic social networks are on the rise and there are a number of reasons why scholars use social media and digital resources (Van Noorden, 2014). This is an important topic we to talk about with our peers in higher ed, as we are all public intellectuals now – at least in some shape or form.

If you have ever attended a webinar and/or concurrent session with me on the topic, there’s way too much to share in just 45-60 minutes – so I was thrilled to think about these issues in an extended format and to figure out how to best support academics interested in building their digital presence. It’s been fun planning this workshop, as it has made me return back to my blog archive, review the articles I have curated, visit texts I’ve read, and also pick up a couple of new ones to learn more (future blog posts to review these books soon!).

Here’s the outline for the #AcDigID workshop this coming week:

  • 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, academic social networks designed for scholars, and measuring impact.
  • Openness in Academia: Benefits & Challenges
    • Being open in higher education, the tension between challenges and affordances of online, and experiences from networked scholars.
  • Building Your Social and Digital Presence Online
    • Creating your own space and place for scholarship (at least 3 platforms)
  • Developing Your Digital Academic Identity
    • Bonus: ways to aggregate and showcase your digital/social profiles

I am looking forward to sharing ideas and strategies for digital scholarship and identity online this week in the #AcDigID workshop. I don’t claim to know all, and I continue to learn – however I will say I am grateful for those networked scholars who have supported my digital developing along the way. That being said, I know some of you might have suggestions, experiences, stories, and more when it comes to academic digital identity development. I welcome this. If you are or have been a higher education faculty/staff who is/was on social media, academic networking sites, or just online – please consider giving some advice to my #AcDigID workshop participants.

#AcDigID ADVICE and RESOURCES WANTED for how you share your teaching, service, and research scholarship online:

  • ADD TO THE LIST: to my “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 if YOU or someone else should be added.
  • SUGGEST A HASHTAG: Do you follow a particular academic hashtag that my #AcDigID community should know about?

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  • TELL YOUR #AcDigID STORY: Interested in coming to talk about your #AcDigID development? How did you become a networked scholar? Want to share your issues, challenges or affordances for your academic online self? Let me know – happy to have you during a synchronous, online meeting.
  • JOIN THE #AcDigID TWITTER CHAT: Join us for the live Twitter chat this coming Friday, May 20 from 1-2 pm EST – We will, of course, use the #AcDigID to ask questions and discuss the issues, challenges, and affordances of being a scholar online.

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  • USE the #AcDigID HASHTAG this week to introduce yourself, say hello, share resources, or offer advice.

Reference:

Van Noorden, R. (2014). Online collaboration: Scientists and the social network. Nature, 512(7513), 126-129.

#AcWri, #AcWriMo

Accountability for Writing with #AcWriMo

Academic Writing Month (#AcWriMo) is a month-long academic write-a-thon that happens every November. Are you in it, to win it? I am!

acwrimo-unsw

Thanks to @CharlotteFrost for setting up the 1st #AcWriMo in 2011 (she’s also the founder and director of @PhD2Published) to coordinate a collaborative peer effort around accountability for academic writing.  After the first #AcWriMo ended, many embraced the #AcWri hashtag to continue a the discussion & discourse around academic writing (Follow: @AcWri). The PhD2Published blog shares ideas and inspiration for #AcWriMo – to follow these tips via the blog, follow the Twitter account, or “like” the Facebook page.

I’ve done #acwrimo in the past during my dissertating phase, so I know it works. This is a great peer community to help keep writing in check and supports my #acwri progress. This year I’ve set my #AcWriMo goals for November to wrap up a few writing and research projects. My priority is the green list, as these are active manuscripts in progress and need to be submitted before the month’s end. Then I’ll move right to publications in development, and future research ideas to tease out. Ask me how it goes this month – PLEASE!

22742710956_3dd118705a_o

Good news. As of day 3, I am already finished with green list #1 – first draft of this manuscript is being edited and sent to the editors before the week is done. I have also made some progress on the Research I.P. for the IRB application and Research design on mentoring thanks to a meeting with collaborators this evening.

It might be day 3, but it’s NOT TOO LATE TO JOIN IN the #AcWriMo 2015 challenge => here are the 6 basic rules from the @PhD2Published blog:

  1. Set your writing goal(s) & plan. This can be in words, hours, or end products. You decide. (Check out the PhDometer app or 750 Words site to help you measure!)
  2. Make it public. Make it known. SIGN UP and let your goals & plan be known on the AcWriMo 2015 Sign-Up Form and then return to edit daily your progress. Peer pressure can do wonders! Check out WHO is participating from around the world on the #AcWriMo Map.
  3. Draft a writing strategy. Plan how to accomplish your goals. Organize your schedule for your uninterrupted #ShutUpAndWrite time. PLAN TO WRITE IN ADVANCE!
  4. Share your writing progress. Post it publically. Twiter, blog, Facebook, Instagram — share with the hashtag #AcWriMo how things are going AND track your daily progress on the community #AcWriMo PUBLIC Accountability spreadsheet.
  5. Keep the #AcWriMo-tivation going. Don’t slack off. Write like it matters. Push yourself to reach your goals — chunk out projects, writing sections, and manuscripts to GIT ‘R DUN!  December will be here sooner than you think…
  6. Declare your results. Update the spreadsheet or whatever space you are keeping track of your writing progress — then let the #AcWriMo community know about your writing results at the end of the month. It helps to share and be accountable in the open — it is also a chance to get support, cheers, and feedback along the way.

So what are you waiting for? It’s time to get your academic writing ON! See you out there, #AcWriMo!

 

Higher Education, Professional Development, Reflections, Uncategorized

Digesting #dLRN15: Making Sense of Higher Ed

In the midst of the death of higher ed headlines,the  disruption of HE,  and all the higher ed is broken rhetoric tossed out, a few of us took a pause last week to discuss how to deal with the issues and challenges facing the post-secondary education sector at #dLRN15. I felt fortunate to be able to connect with a number of colleagues to talk behind the buzzwords, and dig into a the real issues challenges our colleges and universities face. It’s time and there is a need to take time for making change in higher education (thanks for the prompt post, @KateMfD). I am not sure that “change” was made, but I am proud to be part of the discussion and momentum that will move some of it forward.

pre-con Qa

Many thanks to the conference organizers for bringing a few smart kids around the table to discuss the following issues:

  • Ethics of collaboration
  • Individualized learning
  • Systemic impacts
  • Innovation and work
  • Sociocultural implications

The panels, sessions, and keynotes left me with more questions than answers – and that is a good thing. Beyond the formal program, the sidebar chats over coffee/snacks/pints were not to be dismissed As Mike Caufield said, I will need to process discussions had at #dLRN15 for weeks. There were some deep discussions into complex issues that could not be dealt with in just two days.

In our pre-conference meeting, each group picked a question/issue based on the themes the conference was focused on (see above). One the groups developed a question that resonated with me the most:

keyquestion

We always want to push forward with big change and innovative ideas in higher ed, but really do we sometimes forget to recognize the incremental changes occurring within our institutions? How do we acknowledge the slow movements and progress we make in HE or that it is an on-going process of change? There are many micro-movements occurring within our learning spaces to help us evolve. I know there are a number of amazing things happening within our colleges and universities — sometimes it’s these slow contributions that make the difference and we often fail to recognize this gradual progress. Slow and steady does win the race.

FinalPanel

Ethics of Collaboration & Closing Remarks: Random Dude, Mike, Barbara & George

Fast-forward to the end of the conference, after a number of thoughtful conversations, this final panel reminded all of us of the call to action => to provide evidence for higher ed to shift. George Siemens asked us to utilize research to fuel the fight around the issues raised. Beyond collaboration, what are we really going to do with what we’ve talked about now? It’s great to hear that we are not alone in our discussions however we need empirical evidence to support the change ahead in higher education. I appreciated how this panel spoke about getting beyond the dichotomies and encouraged us to think about research in collaboration with our students and work. We really need to listen to our students and amplify their story/voice in the research we do. It’s easier to move and change when there is already momentum for systemic change, and perhaps #dLRN15 titled the scale for a few. There are a number of challenges and questions from #dLRN15 to consider with our research in higher education, including:

  • What were the foundational assumptions and purpose we thought about at the #dlrn15 ?
  • How do the threads of the conference fit together in a framework to support advancing higher ed? 
  • What does it mean to have a US-centric focus in higher education? How does it impact HE on a global scale? Does it?
  • Was there enough systems-level research or research on systems change at #dLRN15?
  • Is there a need for systematic-change at all levels to advert change in higher ed?
  • How can higher ed research impact practitioner-based work?
  • Is research is the lever for change for us? And does empirical evidence have the potential to change the higher ed system?
  • How can we create a true design jam process — where research is reviewed and reflected?
  • Why should we trust the researchers?
  • We are able to get learners to the institution, but just not to get them through
  • economics of higher education — and the future of higher ed
  • Do we have enough divergent thoughts or ideas shared? Is this an echo chamber or do we need to invite others into the room/discussion for HE? 

This conversation (thankfully) is not over. Here’s a snapshot of my #dLRN15 Reading List with reflections and then some. Let’s keep this conversation and momentum going.

networkedscholar, Research

Being A Networked Scholar

Using social media and being a networked scholar allows provides you with an online, research presence and connects you to academics inside and outside your field. The power of open, social networks, allows academic to connect to research and researchers across disciplines. Consider all the ways you can collaborate and share in social media. A growing number of scholars have adopted and joined these online scholarly communities to meet other like-minded scholars, solicit for research support, share project progress, and disseminate findings beyond a conference publication or journal article. A core value of open, online networked scholarship is it is “a place where scholars can congregate to share their work, ideas and experiences” (Veletsianos, 2013, p. 648).  There are a number of researcher identification and citation tools connected to social media sites and scholarly metrics. Teaching and research information are being distributed and shared across platforms and communities.

elearn14-digital-scholarship-21-638

“It is a critical time to rethink how research is produced, distributed, and acknowledged.”

(Pasquini, Wakefield, Reed & Allen, 2014, p. 1567).

As I investigate workplace learning and performance, it has been helpful to blog and bounce ideas off on others on Twitter. I have used Mendeley to work on literature reviews, Google+ hangouts for research team meetings, Google documents for collaborative writing/research, searched Academia.edu or ResearchGate to access publications, and posted academic results to SlideShare. These are just a few ways I like to “show my work” and work in the open as a scholar. Being social and online allows me to reflect on my academic teaching and research scholarship experiences, and it has connected me to a great number of academics who I learn and research among.

If you or another academic colleague are thinking about how social media and networks can impact your teaching, research, and service scholarship, then here are a few insights George & I shared via Royal Roads University post on networked scholarship.

Network with colleagues

Higher education faculty and academics are adopting social media in growing numbers. A 2011 survey, for example, found that 45 % of higher education respondents use Facebook for professional, non-classroom purposes. Joining social media networks allows scholars to connect with colleagues, offer resources and discuss issues of professional interest.

Solicit feedback and reflect on your research and teaching

Academics increasingly share their work online, often engaging in activities that impact practice. Academic-focused social networking sites, such as Academia.edu and Mendeley, and general interest sites such as Twitter and SlideShare provide scholars with places to distribute, discuss and expand on their research and teaching.

Reach multiple audiences

In sharing in open social networks, scholars enter into an interdisciplinary territory and often break down barriers between academic disciplines. Not only are the traditional walls of the academy thinner online, but academic work could reach broader audiences, such as practitioners and journalists.

Cultivate your identity as a scholar

Social media and online networks allow scholars to manage their online identity, track their citations, identify their spheres of influence and connect with colleagues. These tools support different ways in which knowledge can be produced, shared, negotiated and acknowledged. Learn more about a few of these tools here and here.

Become more open

Using social media and online social networks means being a tad more open, and that’s good for all of us. Openness is the practice of sharing resources and materials (e.g., syllabi, lectures, research papers) in a way that allows others to retain, reuse, revise, remix and redistribute them. Social media and online social networks often support an ethos of openness, enabling academics to share their work more frequently. A more open approach to scholarship allows knowledge and education to flow more freely and to be used more widely.

What advice do you give early career researchers and academics who are just getting started with social media?

I am not naive to say that being a networked, social scholars does not have any issues. What challenges do you see in being part of the “open” and involved in networked scholarship? Let me know. A follow-up blog post on this particular question and issue to come…

References:

Pasquini, L., Wakefield, J., Reed, A. & Allen, J. (2014). Digital Scholarship and Impact Factors: Methods and Tools to Connect Your Research. In Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (pp. 1564-1569). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved June 1, 2015 from http://www.editlib.org/p/148918.

Veletsianos, G. (2013). Open Practices and Identity: Evidence from Researchers and Educators’ Social Media Participation. British Journal of Educational Technology, 44(3), 639-651.

A version of this blog post is cross-posted on the Royal Roads University website.