#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.
Consulting

Research Shorts In Plain English: Time, Tone, and Value

I have always been a fan of the Common Craft “In Plain English” series of videos that explain concepts like Social Media (circa 2008) or Wikis. Often these videos demonstrate, outline, or explain a complex/novel idea. The concept of explaining ideas or video “how to’s” is not a novel idea, and these are perpetuated today as we see explainer videos on Personalized Learning and Augmented Reality for education.

In thinking about the research and scholarship we do, how often do we share our ideas openly and “in plain English” for others to digest? I have always been a fan of the lol my thesis; however, I am more impressed by those who can meet the Three Minute Thesis challenge or have contributed to the Research in Plain English blog posts in the #phdchat community. One reason I am a fan of all of the above is pure and simple – knowledge sharing. These acts/events require scholars to summarize the “so what” of their research and it requires scholars to engage with an unfamiliar audience, who might not read it in an academic publication. The sharing of research goes beyond the SPARC and open access rights (self/ paid publications) and open dissertations from our early career scholars (Thanks for the post, Bon). We also need to think about others beyond our discipline, research area, and ask — what are the practical applications of our research we need to outline from our journal articles or conference proceedings?

A couple of months ago George Veletsianos shared a Profhacker blog post about how we are Using Video and Audio to Share Our Scholarship with The Social Media and Digital Research Group. I think we are trying to provide access, share information, and put the word out about our findings and implications. How else can some of these evidence-based ideas get put into practice? Right? The issue is — some of this “beyond the academic publication” does take a bit of work.

videoscribeAs I have been tasked with developing a these “Research Shorts” on our YouTube channel, I thought I would share my experiences in what I have learned from scripting and visualizing publications. Also, I promised Ian a response to his comment [so sorry for the delay — it’s been a busy semester for me]:

Awesome post. Really a lot to think about! I have nothing to add in terms of interesting ideas on how to share the research – yours are really interesting and inspiring! However, I did start to wonder about time and tone.
In terms of time – how much does all this take you? And is it valued by your institution? For those of us more junior and precarious than yourself, it’s really hard to strike the balance between getting our research heard, and getting permanent jobs.
In terms of tone – your research fits animation wonderfully. I wonder how different type of research might manage to use video or audio styles, e.g. sociology that deals with sensitive issues. Then you’d need to be a master animator – or be able to pay someone who was – not to come across as crass.

Time: It does take some time. I am the dedicated person to put together most of the scripts for the videos you see on the YouTube Channel. This has been my task since June 2016.  Forget the time put in for data collection, coding/analysis, and academic writing for the journal publication, showcasing your work in this way does take a bit of effort. I do have a full-time faculty appointment and projects of my own beyond this task, so I did my best to fit in these 8 videos and another 4 “in editing” where I could. There are other things to consider — review of the script and edits, visualizations to collect (images, edits, and then some), waiting for audio narration by an author, and the final edits and uploads. Once in the groove of developing the scripts, getting the audio narration, and visualizing in the Audioscribe tool we use, the average time equation goes like this for one single video:

  • 1-2 hour for scripting (key points and findings for the article) +
  • 30-60 minutes for narration and setting up CC licensed music +
  • 5-6 hours putting the animations/drawings to the narration (this may vary) +
  • 1-2hour reviewing/editing +
  • 1-2hour rendering to YouTube & adding the closed captions from the script
  • = 12-15 hours total per article [May vary per article, i.e. if I helped to research/author]

Tone: Thanks for the compliments for the animation to audio — I appreciate it! (This is why this part takes the most time). This step varies by article topic. I used to draw storyboards at the beginning of this process, but once I became familiar with the VideoScribe platform functionality and repository of visuals — I just designed animations via the script. There are animations and images for different disciplines, including business, political science, journalism, natural sciences, etc. That being said, the free images are limited and you might have to search for other Creative Commons resources to add to the video. There are a number of drawings or animations available for free — no hiring of artist needed! It will require some solid search skills and a dash of creativity for “HOW” you want your audio narrative to be visualized.

Value: You asked about institutional value. Good question. The above does take some additional time and effort. I believe this dissemination of visualized research was actually written into a grant and/or our research project (George can verify). This premise is to widely share these research findings and evidence-based strategies to the scholarly community and practitioners in education. Sharing on YouTube offers additional optimization for reach, SEO, and tracking for views/shares + embedding into websites and blog posts. Also, the visual and narrated audio contextualizes the research, outlines the research questions, shares the study findings, and provides implications in a rich, multi-media format beyond the traditional text.

In drafting a short narrative for each academic journal article, I have put some thought into what goes into my script writing. Condensing a long-form publication into a 2-4 minute script is a fun and challenging task. It has forced me to think about my own research questions, identifying specific goals for implications, and to consider how I present “academic speak” or work to a broader audience. I want to make sure my research is understood, accessible and applied. This video/audio/scripting practice has made me think about my how I disseminate research while I’m in the thick of data collection, drafting articles, and sharing final products/findings.  I have used this summary format within my own research teams and I continue to support other early career scholars (in class or on a dissertation committee) about finding “the point” for empirical literature.

What would it take for you to offer a “research short” video, image, or snapshot of your scholarly work? If you are interested in animating your research, your project, or highlighting your work, please feel free to reach out to me to inquire. I have continued to support clients for the Research Shorts YouTube Channel (https://www.youtube.com/c/researchshorts) and other colleagues. Thanks!

#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.

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_oGood 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 publicly. 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!