The Digital Scholar Revisited

The book The Digital Scholar was published in 2011, and used Boyer’s framework of scholarship to examine the possible impact of digital, networked technology on scholarly practice. In 2011 the general attitude towards digital scholarship was cautious, although areas of innovative practice were emerging. Using this book as a basis, the author considers changes in digital scholarship since its publication. Five key themes are identified: mainstreaming of digital scholarship, so that it is a widely accepted and encouraged practice; the shift to open, with the emphasis on the benefits that open practice brings rather than the digital or networked aspects; policy implementation, particularly in areas of educational technology platforms, open access policies and open educational resources; network identity, emphasising the development of academic identity through social media and other tools; criticality of digital scholarship, which examines the negative issues associated with online abuse, privacy and data usage. Each of these themes is explored, and their impact in terms of Boyer’s original framing of scholarly activity considered. Boyer’s four scholarly activities of discovery, integration, application and teaching can be viewed from the perspective of these five themes. In conclusion what has been realised does not constitute a revolution in academic practice, but rather a gradual acceptance and utilisation of digital scholarship techniques, practices and values. It is simultaneously true that both radical change has taken place, and nothing has fundamentally altered. Much of the increased adoption in academia mirrors the wider penetration of social media tools amongst society in general, so academics are more likely to have an identity in such places that mixes professional and personal

Using pattern languages to mediate theory–praxis conversations in design for networked learning

Educational design for networked learning is becoming more complex but also more inclusive, with teachers and learners playing more active roles in the design of tasks and of the learning environment. This paper connects emerging research on the use of design patterns and pattern languages with a conception of educational design as a conversation between theory and praxis. We illustrate the argument by drawing on recent empirical research and literature reviews from the field of networked learning

‘Living’ theory: a pedagogical framework for process support in networked learning

This paper focuses on the broad outcome of an action research project in which practical theory was developed in the field of networked learning through case‐study analysis of learners’ experiences and critical evaluation of educational practice. It begins by briefly discussing the pedagogical approach adopted for the case‐study course and the action research methodology. It then identifies key dimensions of four interconnected developmental processes—orientation, communication, socialisation and organisation—that were associated with ‘learning to learn’ in the course’s networked environment, and offers a flavour of participants’ experiences in relation to these processes. A number of key evaluation issues that arose are highlighted. Finally, the paper presents the broad conceptual framework for the design and facilitation of process support in networked learning that was derived from this research. The framework proposes a strong, explicit focus on support for process as well as domain learning, and progression from tighter to looser design and facilitation structures for process‐focused (as well as domain‐focused) learning tasks

Developing the scales on evaluation beliefs of student teachers

The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches

Why tracing a locality's networked governance is worthwhile

The transition from government to governance brings about a shift in performance evaluation. The focus can no longer be on an individual entity, but must extend into considering how a collective of government and non-government institutions achieves the outcomes sought. How can this evaluation task proceed? While applying the formal methods of social network analysis (SNA) to measuring, analysing and managing networked governance may seem obvious to some, such a solution seems to have been avoided over many decades. SNA tools that non-experts can use have been released in recent past, providing opportunities in learning-by-doing among practitioners and scholars with responsibilities or interests in public sector management. The overarching aim in this paper is to promote adoption of an open-source software tool - NodeXL - as one pathway toward understanding and improving networked governance situations, and toward communicating results to others. It begins by establishing three areas of information needs held by Australia's local governments, where undertaking a pilot study could be useful. They are, local government's real positioning with other decision-makers in the networked governance that is Australian federalism; world better practice in risk governance, given the significant exposure of Australian councils to natural disaster events; and measuring change over time in governance capital, as a component in the capitals approach to measuring sustainable development. Establishing functional and spatial boundaries was a key step in design, with the choice being environment protection and natural resources management in the 350km2 catchment area of the Wonboyn Lake estuary on the far south coast of New South Wales. A Web search of documents containing the terms 'Wonboyn Lake' or 'Wonboyn River' then followed. One hundred and twenty nine documents were retrieved. Analysing their contents led to identifying over two hundred institutional actors either transmitting or receiving knowledge relevant to the locality. Some 420 communications taking place between 1967 and 2011 were identified, and tagged according to year of transmission. The decision-making level within which each institutional actor operated; and whether industry, regulator, external researcher or stakeholder were other characteristics recorded. A 421 x 2 matrix of Wonboyn data was then pasted into the NodeXL template operating on MS Excel 2007/2010. Resource materials downloaded from the Web supported the learning-by-doing element of the pilot study. Four visualisations on networked environmental governance are provided. The first shows unmodified data as a graph in random layout. Its purpose is to provide a benchmark against which some of the SNA procedures available for analysing data can be compared. Then follow three graph layouts, each designed to meet the areas of information need established at the study's beginning. Results suggest, in the author's opinion, any time invested in learning-by-doing with NodeXL will reward those wishing to understand, manage and communicate the complexity that is networked governance. Suggestions on how the Australian Centre for Excellence in Local Government, and practitioners in local councils, could be early adopters of this innovation by using data already available to them are offered, so that they may undertake similar pilot studies

Networked learning environments

This chapter introduces the idea of networked learning environments and argues that these environments provide the totality of surrounding conditions for learning in digital networks. It provides illustrative vignettes of the ways that students appropriate networked environments for learning. The chapter then examines the notion of networked learning environments in relation to the idea of infrastructure and infrastructures for learning and sets out some issues arising from this perspective. The chapter suggests that students and teachers selectively constitute their own contexts and that design can only have an indirect effect on learning. The chapter goes on to argue that design needs to be located at the meso level of the institution and that a solution to the problem of indirect design lies in refocusing design at the meso level and on the design of infrastructures for learning

Community Dimensions of Learning Object Repositories

This paper outlines some enablers and barriers in the use of learning object repositories (LORs) to support learning within a range of communities. Key dimensions of use of LORs as well as relationships between LORs and the learning communities that they aim to support are discussed. The LORs and communities analysed in the paper are SIESWE Learning Exchange (formerly Stor Curam), JORUM, IVIMEDS, and DIDET. Guided by the Activity Theory perspective, the LORs and the communities are analysed as sociocultural activity systems. Based on this analysis, some initial barriers and enablers for the use of LORs to support learning are outlined and implications for the future use of LORs are discussed

NETCU: analising e-Learning neworked curricula in Europe: the importance of legal and quality assurance aspects

Conferência realizada no Porto de 6-9 de junho de 2012info:eu-repo/semantics/publishedVersio