Scholarly collaboration across time zones

The barriers to global collaboration of yesteryear were, for example, country boundaries and time zones. Today however, in a world where communication is thriving on new technologies, these barriers have been overcome, not only by the technology itself, but also by the collaborators in a desire (and need) to extend knowledge, seize opportunities and build partnerships. This chapter reports on one such collaboration: a case study where the focus is the writing of a scholarly article between authors from Australia, England and South Africa. The challenges of different time zones, academic calendars, and managing the collaboration are outlined in this chapter. Findings from the case study suggests that the key elements of success are related to the individuals and project management techniques, and not the technology per se. The constructivist learning theory as well as the e-Moderation model are supported by this work and thus extend their application to the academic writing process

You Tube if you want to – a Web 2.0 approach to staff development in web conferencing

How can we identify and make best use of potential resources in a staff development programme promoting web conferencing? What are the resources we should use? This paper regards web conferencing as a potentially powerful tool at the disposal of an institution intent on exploring new models of blended and online learning appropriate to the changing needs of 21st-century learners. It presents web conferencing in the user-centric context of Web 2.0 – the social web technologies whose educational impact is to empower online communication, collaboration, participation and sharing of resources. Based on findings from an 18-month period of evaluation and initial implementation at Leeds Met, it outlines practical staff development approaches in the related areas of user-created content and community involvement that could promote a more efficient and focused dissemination of the insights and experiences of a local, national and world-wide user group

Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions

This is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from an additional literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers

Twenty Years of Edtech

An opinion often cited among educational technology (edtech) professionals is that theirs is a fast-changing field. This statement is sometimes used as a motivation (or veiled threat) to senior managers to embrace edtech because if they miss out now, it’ll be too late to catch up. However, amid this breathless attempt to keep abreast of new developments, the edtech field is remarkably poor at recording its own history or reflecting critically on its development. When Audrey Watters recently put out a request for recommended books on the history of educational technology, I couldn’t come up with any beyond the handful she already had listed. There are edtech books that often start with a historical chapter to set the current work in context, and there are edtech books that are now part of history, but there are very few edtech books dealing specifically with the field’s history. Maybe this reflects a lack of interest, as there has always been something of a year-zero mentality in the field. Edtech is also an area to which people come from other disciplines, so there is no shared set of concepts or history. This can be liberating but also infuriating. I’m sure I was not alone in emitting the occasional sigh when during the MOOC rush of 2012, so many “new” discoveries about online learning were reported—discoveries that were already tired concepts in the edtech field

Adapting the 23Things programme for health librarian professional education

In the UK, as elsewhere, continuing professional development is seen to be a necessary professional activity. However resourcing is problematic and funding varies between employing agencies. The 23Things programme has evolved to address these constraints. In particular it reduces the time for staff to be absent from core functions and makes maximum use of peer support. Within a common structure the programme delivers development to personnel at all professional levels. Activities are learner defined and relevant to their personal context. The pace of progress is learner determined. Cambridge University Medical Library (CUML) has designed its own 23Things programme. While conforming to the general model of 23Things, CUML adapted the programme in three ways. 1. to meet the specific learning needs of the library staff 2. to select topics and tasks related to the subject focus of the library 3. to include a new strand of professional development called Follow That.. Follow That... was designed to foster better understanding of each team members role in delivering core services in the library, and to improve the integration and awareness of expertise within a relatively large team This paper will describe the way in which the programme was set up, the selection of tasks and activities, and the pitfalls encountered. Also included will be an overall evaluation of the programme from the perspective of the participants and the programme designers

Arlis/ANZ 2.0

We've all been hearing about Web 2.0 and Library 2.0 lately. But just what are they all about, and is there anything there that Arlis/ANZ can take advantage of in order to better go about its business? Can there, should there, be an Arlis/ANZ 2.0? Arlis/ANZ, the Arts Libraries Society of Australia and New Zealand, is preparing to review it's online prescence. The Arlis/ANZ website is now three years old, and has been well maintained during that time. However it has not yet been systematically reviewed in terms of content, functionality, and strategic direction. The Arlis/ANZ Website version 'One' will be redeveloped into Arlis/ANZ Website version 'Two'. Although much of that review will concentrate on the structure, look and feel of the site, the review process offers an opportunity to incorporate Web 2.0 developments. By incorporating that 'best' of Web 2.0 in a strategic manner, Arlis/ANZ 2.0 - the website - has powerful potential to contribute toward the strength, cohesion and ongoing development of Arlis/ANZ 2.0 - the Society

MORMED: towards a multilingual social networking platform facilitating medicine 2.0

The broad adoption of Web 2.0 tools has signalled a new era of "Medicine 2.0" in the field of medical informatics. The support for collaboration within online communities and the sharing of information in social networks offers the opportunity for new communication channels among patients, medical experts, and researchers. This paper introduces MORMED, a novel multilingual social networking and content management platform that exemplifies the Medicine 2.0 paradigm, and aims to achieve knowledge commonality by promoting sociality, while also transcending language barriers through automated translation. The MORMED platform will be piloted in a community interested in the treatment of rare diseases (Lupus or Antiphospholipid Syndrome)