This Book was ranked at 8 by Google Books for keyword Internet. Borgman- Full Text Archive Amazon. Posting Komentar. Postingan populer dari blog ini Financial Management, 2E. Baca selengkapnya. November 21, In Ruby's world anything is possible if you put your mind to it. When her dad asks her to find five hidden gems Ruby is determined to solve the puzzle with the help of her new friends, including the Wise Snow Leopard, the Friendly Foxes, and the Messy Robots.
As Ruby stomps around her world kids will be introduced to the basic concepts behind coding and programming through storytelling. Since the release of the paper, it has been downloaded times and shared times using social sharing tools. Social media allows Add Tags faculty members to spread their work beyond just academic circles. By promoting across different platforms, scholars can increase the audience for their work, even potentially targeting specific audience segments.
Wagner School of Public Policy used social media to promote their academic works. Traditionally, a research paper or journal article is buried in university libraries or websites. However, scholars can easily increase the audience for their studies by using various social media tools to publicize and promote their academic work. Moreover, social media allows faculty to pivot from promoting their own work, to promoting their school or program, providing a window into the soul of the academy.
It is quite common to find scholars who are building their online profiles and networks through popular social networking sites like ResearchGate and Academia. A community of scholars is built with the assumption that these social networks can facilitate informal learning and knowledge sharing. Moreover, social scholars have adopted social media in conference contexts to engage and connect with other participants. In a study, Greenhow, Li, and Mai investigated how members of the educational research community are using social media to advance professional connections and scholarship dissemination in online social networks associated with a national research conference.
Specifically, they examined whether and how participating in the microblogging service, Twitter, as a conference backchannel, facilitated professional learning and participation in the annual meeting of the American Educational Research Association AERA. The study also looked at the nature of that participation.
These included quantitative examination of Tweet structure using Tweetreach, a social media analytic tool, and qualitative categorization of Tweet content through a partially grounded coding process. They found that tweeting in the conference backchannel enabled expanded conference participation for some members of the AERA community, although these practices were not widespread. Despite the fact that Twitter was promoted by the professional organization as the conference backchannel, only a small group of members actually used it.
Approximately 1, people, compared to the estimated 25, registered AERA members, participated in the conference backchannel. They also used the backchannel to share resources related to the time, date, and location of sessions, creating the possibility, at least, that participants in the Twitter stream could learn about or attend sessions they might not have known about otherwise.
Faculty members are using various social media tools in their classrooms with promising results. Specifically, the authors aimed at using exploratory design to investigate the relationship between methodology and outcomes and explore how social media intersect and impact classroom dynamics. In addition, the authors explored the potential of social media contributions for developing more effective pedagogical strategies and outcomes. By asking students enrolled in a graduate course on media and democracy to create and use Twitter accounts during the course, a total of tweets were collected at the end of the semester.
Using a descriptive statistical analysis and qualitative coding of the tweets, many interesting characteristics about how the students used Twitter in relation to the class were found. The average number of tweets per person across the semester was Only two tweets, however, were explicitly directed via the Twitter ID to the instructor during class time.
Using the tweets as an aggregate dataset, each tweet was independently coded by two coders according to 11 categories: ID use of real name or pseudonym , date week of class , time in or out of class , URL in tweet , type of tweet, i.
The authors suggested that as the students became more comfortable with Twitter and its format in relation to class applications, their related skills and acumen increased, positioning Twitter as a stronger supplemental asset in developing the course discourse in novel ways that extended beyond traditional limitations. Moreover, an anonymous survey was also conducted at the end of the semester. The authors reported that the students, while only somewhat familiar with Twitter itself The majority of students agreed that Twitter improved: 1.
The experience of the class The impression of the class size i. Increased their engagement with the course Made them feel that they had gotten more out of the class Most Massive Open Online Courses MOOCs offer another example of how teaching with social media may disrupt traditional practices and generate new knowledge of pedagogical practices, especially in higher education. They can open up access to instruction, enabling anyone with Internet access to take classes offered by instructors from across disciplines for free or at a low cost.
For instance, MOOC enrollment size can range from hundreds to thousands of students. Proponents argue that MOOCs offer several benefits, such as opening access to educational opportunities, personalizing curricula, producing insights from research on learning at scale, cost benefits and productive partnerships Kolowich, On the other hand, critics caution that MOOCs may do more harm than good.
In the following section, major issues such as transparency, privacy, and copyright are discussed. Activist groups such as US Right to Know Ruskin, and others across the political spectrum have been using state and federal Freedom of Information Acts to probe the preliminary musings of scientists suspected of ideological bias.
Much of this information used to be spoken and, therefore, much more private. Now, this information is exchanged via a variety of electronic methods that leave a digital trail. And curious members of the public are following these electronic trails. In many countries with democratic governments and a history of strong academic research, this process is supported by Freedom of Information laws.
This level of transparency has existed in theory in the United States for decades, but in recent years the use of Freedom of Information laws to make public scholarly practices has increased steeply.
Many states passed Freedom of Information laws in the early decades of the s, while the federal Freedom of Information Act took effect in The intent of these laws is to allow the public to monitor government officials. In the past year, a spate of news stories on this topic have been published by a range of news outlets, including The New York Times Gillis et al. Three former presidents of the American Association for the Advancement of Science entered the debate with an opinion piece for The Guardian decrying the use of Freedom of Information laws to target scientists whose work is interpreted as supportive of Monsanto Fedoroff et al.
Panelist Katharine Hayhoe, associate professor and director of the Climate Science Center at Texas Tech University, described how her professional life has changed since her emails were revealed under a Freedom of Information Act request. Because of that experience, Hayhoe said that she is much more circumspect about everything she writes, even in the most seemingly casual contexts. The Union of Concerned Scientists also has issued guidelines aimed at helping researchers manage concerns about transparency and public criticism Halpern et al.
Like it or not, any researcher who uses electronic communication in any form to interact with other people is open to examination and evaluation as a social scholar. While much of this Freedom of Information activity so far has focused on scholars in the hard sciences, some in the social sciences have been targeted as well. Given the political and policy debates that swirl around educational research, and the increasing controversy over privatization of public education through charter schools, it is not difficult to imagine circumstances under which the work of education scholars might be similarly challenged.
The first reaction of scholars Page Saved may be to decry the new uses of Freedom of Information Act. Many journalists and others argue that Add Tags scholars, especially those whose salaries are paid with public tax dollars, should get used to the same possibility of public scrutiny that government officials have expected for years. As scholarly communication and publishing step into digital arenas, scholars must decide how to respond to these challenges to personal privacy and authorial ownership.
On one hand, social scholars hope to adopt open access to maximize the possibility of sharing their research broadly, beyond specialist audiences, to build their reputation, and to produce usable research.
On the other hand, privacy concerns exist due to online profile creation and public information gathering through various social media and commercial companies.
It is also important to note that social scholars must be cautious in selecting open access publishing outlets. Scholars should research the reputation and integrity of any journal carefully before submission. Copyright Admittedly, social media and other technology tools encourage users to be content generators and publishers. However, understanding copyright issues becomes more important as social media transforms our means of communication by providing an instant way to publish and publicize almost anything.
In the digital era, posts e. The motivations for interacting with scholarly posts are numerous and complex. The act of sharing substitutes for a new kind of citation in this circumstance. Yet, formally citing a digital post in a research article can be problematic. Citation conventions are rapidly evolving to accommodate a range of platforms where scholarly conversation now occurs.
Still, consensus on citation style has not been reached for citations in media that are just emerging, such as social media platforms that can only be viewed within a certain geographic area e. In addition, despite the courteous custom in the academic community of crediting the creators of digital material, many scholars may not realize that by using digital tools owned by a large corporation, they are giving up ownership of their work.
Most social media platforms have Terms of Service agreements that take ownership of posts. Furthermore, Facebook and other social media companies employ researchers of their own to analyze the activities of all users, including scholars.
Even a platform as commonplace as email is completely open for analysis by the host, even without a Freedom of Information Act request. In early , for example, a group of University of California, Berkeley students and recent alumni sued Google, alleging that the search company illegally scanned emails posted to university accounts with the intent of targeting advertisements to specific users Brown, To protect ownership and copyright, social scholars need to be careful in selecting the platforms they use for research sharing and collaboration.
Some platforms established specifically for scholars allow the retention of copyright for posted materials. Digital Preservation Page Saved The ephemeral nature of digital posts is another consideration for the social scholar. A scholar may expend a lot of effort building a presence on a particular platform, only to see the whole platform disappear as its popularity wanes.
Borgman Published on by Mit Press. Borgman describes the roles that information technology plays at every stage in the life cycle of a research project and contrasts these new capabilities with the relatively stable system of scholarly communication, which remains based on publishing in journals, books, and conference proceedings.
Analyzing scholarly practices in the sciences, social sciences, and humanities, Borgman compares each discipline's approach to infrastructure issues.
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