networkedscholar, Open Education, Research, Social Media

#CFP Due April 15th: Digital Learning and Social Media Research Funding 2017

Are you an early career scholar or an advanced doctoral student researching networked scholarship, social media in education, open learning, emerging technologies, etc.? Then this might just be the grant funding for you!

Dr. George Veletsianos (Canada Research Chair in Innovative Learning and Technology at Royal Roads University) and Dr. Royce Kimmons (Assistant Professor, Brigham Young University) invites applications from advanced doctoral students (i.e. those who completed their graduate coursework) and post-doctoral associates to conduct research with The Digital Learning and Social Media Research Group. This research funding opportunity aims to scaffold and mentor advanced doctoral researchers and early career scholars to co-plan, execute, and submit for publication a research study.

There are five (5) $2000 CAD grants available for research that focuses on one or more of the following areas: networked scholarship, social media use in education, digital/online learning, open learning, emerging technologies, learning analytics, social network analysis, or educational data mining.

Requirements

  • Advanced doctoral student status (usually in the 3rd or 4th year of their studies) OR postdoctoral status having completed a graduate degree (Ph.D./EdD) within the last 3 years.
  • Enrolment in or having attained a graduate degree (Ph.D./EdD) in education, educational technology, learning technologies, learning sciences, curriculum and instruction, cognitive science, or other related fields.
  • Individuals must be Canadian citizens or permanent residents of Canada or must hold a valid employment visa or work permit issued by the Government of Canada.
  • To be well-suited for this opportunity, individuals must have excellent organizational abilities, analytic skills, and be familiar with methodologies involving the analysis of quantitative or qualitative data.
  • MORE information about this grant application process can be found on George’s blog.

Questions?

Please feel free to reach out to me, or for further inquiries regarding this opportunity please send an email to: CRCILT.Research@RoyalRoads.ca

#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.

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, searchedAcademia.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 for a 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 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.

networkedscholar, Reflections

Vulnerability Comes With Scholars Who Care #scholar14

I feel fortunate to be in a “caring” online  spaces, when it comes to my research and writing development.

turtle-dont-be-afraid-to-be-vulnerable

Over the course of the last few years I have met a number of doctoral researchers, early career scholars, and seasoned academics who actively participate and encourage open dialogues online (within Twitter hashtags, blogging communities, podcasts, and more). I know this is not always the case. In the world of academic contribution and competition, there are a number of hurdles along the tenure track and moving forward in post-secondary education leadership positions. By sharing what you do, in the network, you expose your own process, development and self. This includes the good, the bad, and the ugly of the experience:

“Sharing a story about yourself makes you vulnerable. Since stories are about transformation, telling a personal story requires you reveal a flaw, error, or a roadblock that was a difficult to overcome. Professionals are nervous to reveal their struggles at their place of work for fear it will open them up to judgment or criticism” (Duarte, 2014).

Last week, the Networked Scholar course (#scholar14) was fortunate to have Bonnie Stewart (a.k.a. @bonstewart) share her thoughts on the delicate nature of being exposed and real in academic spheres.  If you want to get caught up, watch the video recording, her SlideShare presentation, or review the Twitter notes. It was a pleasure to hear this talk, knowing Bonnie professionally and personally (she may have gone to high school with my cousin – PEI is small), but also because Bonnie brings her scholarship to the network and actively engages in this dialogue beyond the academic sphere:

Although I am not alone, it is through these real and authentic examples in higher education (both faculty and staff), that I am inspired to continue to tell my tale, share, and grow in this networked experience. Not everything will be great, but discussing the process, challenges, joys, and then some has help my own journey. That being said, it is important to be cognizant of the issues within the “networked” space of academia:

This talk left me thinking more about my purpose and intentionality with the “tools” and mediums I use. I share real photos, videos, blogs, tweets, and more about  my authentic self, which include my successes and struggles. This has left me thinking about questions I have in my “networked academic future”:

  • What does this mean for my representation of academic self?
  • How do I challenge assumptions of working in these online spaces?
  • What about potential issues that might happening being as open and honest with research?
  • How can I continue to share my story in an honest way that will contribute to my peers, institutional culture, and discipline?
  • How will I support graduate students and early career researchers who will continue to participate in these online spaces, moving forward?

I think about the challenges academics face (e.g. trolls, research thieves, tenure track requirements, discipline silos, and institutional cultures); however I am inspired to still be in these spaces with researchers, like Bonnie, who have modeled, interacted, supported, and engaged in real interactions related to their research threads. I want to support my peers and the next generation of networked scholars – so the best way I know how to do is to be there.

References:

Duarte, N. (2014, October 29). Are you brace enough to be vulnerable? Retrieved from https://medium.com/@nancyduarte/are-you-brave-enough-to-be-vulnerable-5a09bd99c4c4

Stewart, B. (2014, November 3). Networks of care & vulnerability. SlideShare. [Lecture slides]. Retrieved from http://www.slideshare.net/bonstewart/networks-of-care-vulnerability

Academia, networkedscholar, Open Education, OpenAccess

Being #Open Comes with a Number of Assumptions, Challenges and Tensions #scholar14

Being an open educator is critical. From my personal experience, I have engaged and interacted with research, teaching, and service scholarship based on the examples I have seen around me.  A large number of collaborative research and learning opportunities could not have been possible without using open and social platforms. To be a truly effective educator and researcher, I believe it is critical to share our research-to-practice work. It is through transparency and openness, scholars are able to contribute to their discipline, connect to other related fields, and, most importantly, contribute to public knowledge.

open
Photo c/o Flickr member OpenSource.com 

As I think about digital scholarship and “openness” as an early career researcher, there are a number of questions unanswered and need to be discussed further as academia is challenged by the digital (Pasquini, Wakefield, & Roman, 2014, p. 13) :

  • What type of research exchange will scholars participate in during the 21st century?
  • Is scholarship just about publication and citation index?
  • Should research require a social aspect to connect and exchange discourse and/or debate?
  • What social media and altmetrics are best suited for interaction and engagement within each discipline?
  • How do individual research impact factors influence academia career development?
  • What suggestions do seasoned researchers have for the digital scholar generation?

Challenges and tensions should be considered when openly giving back to the resource pool of learning and research. A number of researchers have expressed their concern for being open and sharing methods, research findings, and other aspects of the “process” of learning and research. To balance these concerns, also comes the tensions of network influence, identity, and impact that continue to pour over from #scholar14 Week 1 conversations:

“Uncovering differences in network structure according to discipline and position points to a relationship with academic career trajectory and identity. This finding contradicts the perception that the online environment acts as a democratising space, suggesting instead a preservation of ‘off-line’ hierarchy” (Jordan, 2014).

Within this past week, I was fortunate to hear how a few members of my personal learning network grapple and manage these dueling tensions in academia – here are a few notes, tweets, and ideas gathered from these talks:

  1. Martin Weller‘s #UTAlink talk  Battle for the Open
  2. Royce Kimmons (@roycekimmonsAssumptions, Challenges & Tensions #scholar14 Chat
  3. Dave Cormier‘s #aln14 Keynote on Rhizomatic Learning – The Community is the Curriculum

“Tearing down the traditional walls” is becoming more common in online, social academic communities. This breaking down of the traditional norms in academia, is designed to remove barriers placed between the faculty member and their learners. To be part of this sharing community, you need to really embody core values of openness, equity, access, and sharing. The challenge often emerges when your own philosophy of being “open” is not inline with your post-secondary education institution. I strongly believe that open needs to be a key  attribute for PSE institutions to take the lead on, specifically in terms of policy or manifesto that includes (e.g. Open Access @ UNT), OER resources, open scholarship, open data resources (e.g. UNT Data Spot),  and more.

How does the culture of your academic community, discipline, or institution influence you? Are there considerations and tensions challenging you “to be or not be” in these open spaces? Please share. My ears and eyes are open. Always.

References:

Jordan, K. (2014). Academics and their online networks: Exploring the role of academic social networking sites. First Monday, 19 (11 – 3). Retrieved from http://firstmonday.org/ojs/index.php/fm/article/view/4937/4159 doi: http://dx.doi.org/10.5210/fm.v19i11.

Pasquini, L. A., Wakefield, J. S. , & Roman, T. (2014). Impact factor: Early career research & digital scholarship. TechTrends, 58(6), 12-13. DOI 10.1007/s11528-014-0797-7

networkedscholar

Presence & Visibility With Scholarship #scholar14

Are you “present” online? Do you share your scholarship? Are you blogging about your research in the field? Can I find a slide deck of your last academic presentation on SlideShare? Have you tweeted about your academic writing lately (#acwri)?

Based on last week’s conversation in The Networked Scholars (#scholar14) MOOC – you probably should. Week 1 focused on Visibility, Presence & Branding – Check out the LIVE chat video and tweets. During the live chat discussion, Laura Czerniewicz reminded us that:

The challenge with online “presence” is that scholarship and research distribution is not shared equally – or at least not well represented online (based on the Web of Science documents):

This image and article left me with a number of questions for visibility and presence for scholars:

  • Why is the representation of scholarship skewed geographically?
  • What impact does this geographic distribution of knowledge have on our research disciplines?
  • How can we work to have more “market share” of knowledge in underrepresented areas of the globe?
  • Do the location of networking sharing services impact the voice of disciplines? Can this be neutralized/balanced?

Although the web has the potential to create a level playing field for scholarship participation, there still seems to be infrastructures and institutions in academia that prevent researchers from uploading content and sharing knowledge across geographic boundaries.

With the growth of digital scholarship and online knowledge sharing, it is critical that scholars engage in distribution of their research impact to their field. Through research identity management and citation tracking, scholars are able to specifically identify influence, share findings, access publications, and connect with academic peers for collaboration and further scholarly work:

Academics should utilize these emerging platforms to increase their influence and reach beyond traditional publishing forums. These researcher identification and citation tools are not “just for geeks,” but rather a growing expectation for scholarship development and publication notation. It is a critical time to rethink how research is produced, distributed, and acknowledged. Researcher impact tools, such as ORCID, Researcher ID, Scopus, and Google Scholar Citations, will help to identify citation influence and impact of knowledge for the field with respect to publication use. Social academic tools, such as Academia.edu and Mendeley, provide scholars a place to share their professional profile, links to research, and areas of research interest (Pasquini, Wakefield, Reed, & Allen, 2014).

It is important to consider where you will share your progress, publications, and work for your discipline. It also helps to organize your scholarly citations and publications. Where will you leave your digital scholarly footprint? How will you track your research impact? What do you want to be found online about your research?

Reference:

Pasquini, L. A., Wakefield, J. S., Reed, A., & Allen, J. M. (2014). Digital scholarship and impact factors: Methods and tools to connect your research. Proceedings of the 2014 AACE World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) in New Orleans, LA.

networkedscholar

Once A Networked Scholar… Always One? #scholar14

 

Social media is my thing (so I’ve heard). Really, the THING about social media is the SOCIAL. Throughout my personal, professional and academic career, I have touted the value of my personal learning network on Twitter. I give credit to this 140-character medium as it daily contributes to my literature review, data collection, and connected engage in my discipline.

I am not alone in the love of Twitter and scholarship. Other academics have identified value in Twitters’s role for scientific publication and power of dissemination when shared among the network of scholars. In contrast, there is a dark side to being in this particular space (“they” say). I shared this article earlier in the stream today, “To tweet or not to tweet: academic freedom and social media” – if you have not read it,  you should. This article is one of MANY that calls into question the use and impact of social media networks in academia. As an early career researcher, I am interested in learning more about the impacts to the field and the influence digital scholarship has for teaching, learning, service and research scholarship. {More on this research and work… to come.}

csfzzj3z-1412558503

 

I have a number of questions that need answers on the networked/digital scholar topic:

  • How will social networks shape tenure and promotion?
  • What issues do academics face, when being active in social media spaces?
  • What challenges will emerge with the use of transmedia for research and learning in post-secondary education?
  • Will digital scholarship impact and shift how tenure and promotion?
  • What other influences should be considered for impact factors and scholarly contributions?
  • How does the digital influence our own doctoral programs & preparation?
  • How digital influence truly effect impact factors for research? Should it?
  • What information do we know about “the networked scholar”?

These are just a few of my questions. I have more. I signed up for George’s (@veletsianos) Networked Scholar (#scholar14) MOOC to continue this dialogue and bat around a few ideas with other interested scholars. I am looking forward to continuing my meanderings on my blog and, of course, on the Twitters => #scholar14 Won’t you join in the discussion and banter as well? http://networkedscholars.net/