Veletsianos, G., & Shaw, A. (2018). Scholars in an increasingly open and digital world: Imagined audiences and their impact on scholars’ online participation. Learning, Media and Technology, 43(1), 17–30. http://ezproxy.library.uvic.ca/login?url=https://doi.org/10.1080/17439884.2017.1305966
- More and more scholars are using social media for a variety of teaching, learning, and professional activities (e.g. share and disseminate research finding through their own blogs or on dedicated sites like ResearchGate, LinkedIn for professional branding, or use of Twitter to cultivate networks to connect, support, and share resources)
- only a few post secondary institutions have clear and accessible social media policies in regards to engagement and sharing online
- Being acutely aware of ones audience is an essential aspect of communicating effectively online
- rely on limited cues
- When engaging on social media for professional purposes, recognition of blurred personal and professional boundaries
- ALL academics engaging online reflected on these: SHARING, FILTERING, and PROJECTING
- Study adds to increasing evidence that scholars online participation is intentional and thoughtful
Atenas, J., Havemann, L., & Priego, E. (2015). Open Data as Open Educational Resources: Towards Transversal Skills and Global Citizenship. Open Praxis, 7(4). https://doi.org/10.5944/openpraxis.7.4.233
- Open Data is the name given to datasets which have been generated by international oganizations, governments, NGO’s and academic researchers, and made freely available online and openly-licensed
- These datasets can be used by educators as OER to support different teaching and learning activities
- good for developing critical analysis of data sets
MASSIVE OPEN ONLINE COURSES (MOOCS)
Rohs, M., & Ganz, M. (2015). MOOCs and the Claim of Education for All: A Disillusion by Empirical Data. The International Review of Research in Open and Distributed Learning, 16(6). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2033/3527
OPEN ACCESS RESEARCH
Couture, M. (2017, July 12). Academic Publishing at a Crossroads. University Affairs. Retrieved from http://www.universityaffairs.ca/opinion/in-my-opinion/academic-publishing-crossroads/
- There are 5 publishing giants that now publish the majority of academic papers – in excess of US$10billion
- Librarians are hard pressed by finding cuts and subscriptions cost increases well above the inflation rate – but still need to meet demands of researchers
- Teaching students about developing their online portfolio
- How does the imagined audience impact what and how you interact online?
- Developing of academic capital by engaging with a variety of people and providing insight on a topic over a period of time (George Curous talked about this in our summer course) – how to create a presence online
- OpenData makes learning more relevant to students (information is real and not ‘made up’ for the purpose of doing the work)
- Why would publishers move to open access when it is a profitable business right now? Pressure from users?
- Librarians are big supporters of open access
- If we had not had the opportunity to see each other and connect over the summer, would our interactions in this course be different? Would there be as much discussion and conversation synchronously and asynchronously?
- How can we use Open Data in the elementary context? Is there relevant, accessible, and easily understandable data out there for kids? How do we know it is valid and reliable?
- Using OpenData to develop global citizenship – compare and contrast data from different areas and have conversations about the reason