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Dr Fiona Handley, CLT Jason Bailey, IS STUDENTS AS RESEARCHERS IN A DIGITAL AGE.

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Presentation on theme: "Dr Fiona Handley, CLT Jason Bailey, IS STUDENTS AS RESEARCHERS IN A DIGITAL AGE."— Presentation transcript:

1 Dr Fiona Handley, CLT Jason Bailey, IS STUDENTS AS RESEARCHERS IN A DIGITAL AGE

2  To introduce the ‘students as scholars’ model  To think about what a ‘student as digital scholar’ model could be  To encourage staff to think about how this could be used in their teaching, learning and assessment practice PURPOSE OF THE SESSION

3  Developed from Mick Healey and Alan Jenkin’s work on Research-informed teaching in the mid-2000s  Focussed on involving students in the academic community by giving them opportunities to practice the behaviour and language of academia, as well as contribute new knowledge  Led to a wave of new initiatives such as student journals, and apprentice/student researcher/student ambassador schemes ‘STUDENTS AS SCHOLARS’ OVERVIEW

4 Key texts  Jenkins & Healey 2005 Institutional strategies to link teaching and research York: HEA  Jenkins, Healey & Zetter 2007 Linking teaching and research in departments and disciplines York: HEA  Healey & Jenkins 2009 Developing undergraduate research and inquiry. York: HEA  Healey, Flint & Harrington 2014 Engagement through partnership: Students as partners in learning and teaching in higher education. York: HEA ALAN JENKINS MICK HEALEY

5 ENGAGING STUDENTS WITH RESEARCH AND ENQUIRY Jenkins and Healey 2005

6  Challenge ‘internal and external firewalls’ between teaching and research  Define what you mean by undergraduate research for each discipline  Offer UG research as a pervasive and early – not localised and late  Link UG research to student employability  Ensure assessment practices and policies support students as researchers  Structure it through the curriculum and the department and institution  Create communities of staff and students involved in research KEY IDEAS

7  Student journals e.g. ALFRED  Students working as researchers on lecturer’s projects e.g. WRAP UNIVERSITY OF WINCHESTER

8  A key part of the university experience is a sense of academic community  The model (students researching or doing activities based on research) stimulates deep and retained learning  Research not just a final year activity  Teaching can be research informed in various ways – from students publishing to creating learning environments that mirror research process STUDENTS AS SCHOLARS: KEY POINTS

9  How can the ‘student as scholar’ model evolve?  Firstly, what does digital scholarship entail?  Then how can this be translated into student activities? WHAT DOES THIS MEAN IN A DIGITAL AGE?

10  The concept of digital scholarship has drawn on earlier writings on scholarship by e.g. Boyer 1990 Scholarship Reconsidered: Priorities of the Professoriate San Francisco: Jossey: Bass  The application of this to academic practice and the skills involved – Digital Literacies has drawn on earlier work on information literacy e.g. SCONUL 7 Pillars of Information LiteracySCONUL 7 Pillars of Information Literacy DIGITAL SCHOLARS AND DIGITAL LITERACIES

11  James Weller 2011 The Digital Scholar: How technology is transforming scholarly practice London: Bloomsbury  Uses Boyer’s definition of scholarship based on discovery, integration, application, teaching  A digital scholar is someone who “employs digital, networked and open approaches to demonstrate specialism in a field” p.4  Shift from research being bound by institutions and contacts at conferences, to being boundless. Issue now judging quality, gate keeping ‘scholarly publications’, dissemination THE DIGITAL SCHOLAR

12 WELLER’S THE DIGITAL SCHOLAR Digital Networked Open Transformative

13 WELLER’S THE DIGITAL SCHOLAR Digital Networked Open Transformative Common format: the file Removal of constrictions of space and time

14 WELLER’S THE DIGITAL SCHOLAR Digital Networked Open Transformative Common format: the file Removal of constrictions of space and time Distribution of content globally Social networks

15 WELLER’S THE DIGITAL SCHOLAR Digital Networked Open Transformative Common format: the file Removal of constrictions of space and time Distribution of content globally Social networks Open-ness to sharing of source software/ resources/ standards Open-ness as a ‘state of mind’

16 JISC’S 7 ELEMENTS OF DIGITAL LITERACIES des/developing-students- digital-literacy

17 Digital Literacies Framework 4 categories of Digital Literacy  Administration  Learning and Teaching  Research  Communication and Collaboration UNIVERSITY OF BRIGHTON

18 Research  Keeping up to date  Managing information  Evaluating information  Collecting and analysing data  Referencing  Keeping legal  Understanding copyright  Open access publishing  Publishing your work Communication and Collaboration  Managing digital identity  Blogging  Using social networks  Tweeting DIGITAL LITERACIES FOR DIGITAL SCHOLARS

19 Research  Keeping up to date  Managing information  Evaluating information  Collecting and analysing data  Referencing  Keeping legal  Understanding copyright  Open access publishing  Publishing your work Communication and Collaboration  Managing digital identity  Using social networks  Blogging  Tweeting DIGITAL LITERACIES FOR DIGITAL SCHOLARS

20  1. Students as change agents  2. Managing digital identity  3. Finding and managing online information  4. Keeping informed  5. Copyright and legal issues  6. Digital publishing KEY POINTS OF DIGITAL SCHOLARSHIP

21  Students as change agents / Digi-champs / Academic Partners  Students are recruited to become champions on lots of digital projects, involving wide varieties of different research including subject-based, pedagogic, or quality-enhancement  They may or may not be paid  Students have the time to get to know technology, and share ideas about it with staff and other students  Emphasis on staff and students working in partnership  Low stakes environment for students to become involved in research 1 STUDENTS AS CHANGE AGENTS

22 University of Winchester - Fastech Birmingham City – Student Academic Partners FASTECH

23  Using social networks such as Facebook / ResearchGate / LinkedIn / Twitter / Wordpress  Monitoring online presence  Separating professional and personal identities  Digital footprints  Netiquette (http://blogs.brighton.ac.uk/elearning/digital- identity/#netiquette) 2 MANAGING DIGITAL IDENTITY

24  Search for (Google) your name  Search for your subject area and name  Search for usernames/twitter accounts  Check images as well as text  Compare to others in your subject area “… is the data that is left behind by users on digital services …” YOUR DIGITAL FOOTPRINT

25  Use Facebook, Twitter, Linkedin, YouTube  Link to a central/single site e.g. your work based blog  Use a consistent name –particularly where your name is not unusual  Consider a separate twitter account for work and personal use  Use a hashtag (#) to encourage discussion SOCIAL MEDIA

26  Use the tools available at Brighton e.g. Edublogs, Studentfolio  Use a single/central site on social media profiles  Consider setting up a personal web site that contains regular posts about your work  Link to personal sites from university pages  Be consistent IMPROVING SEARCH RANKING

27  Google webmaster tools  Google analytics  Check use of your #hashtags  Consider use of tools like MONITORING

28 SEARCHES TO SITE EXAMPLE

29 GOOGLE ANALYTICS PAGE VISITS EXAMPLE

30  Assume what you say is public for a long time  Be forgiving as people make mistakes identity/#netiquette NETIQUETTE

31  Encourage creation of a personal website (edublogs)  Encourage use of the e-portfolio tool for reflection and career development STARTING

32  Evaluating online sources  Bookmarking tools such as Delicious  Online curation tools e.g. ScoopIt, Pinterest  Reference management software such as Endnote 3 FINDING AND MANAGING ONLINE INFORMATION

33  alerts and RSS feeds  Use social media in a targeted way  Mailing lists 4 KEEPING INFORMED

34  Copying, modifying and publishing audio, video and image files.  Publication of theses in the University of Brighton repository means that copyright needs to be sought.  Plagiarism of digital materials  plagiarism/ 5 COPYRIGHT AND LEGAL ISSUES

35  Students are now publishers via blogs, twitter, Facebook, studentfolio 6 DIGITAL PUBLISHING

36 1. Students as change agents 2. Managing digital identity 3. Finding and managing online information 4. Keeping informed 5. Copyright and legal issues 6. Digital publishing STUDENTS BECOMING PART OF THE DIGITAL COMMUNITY Which two do you feel the most confident about incorporating into your teaching? Tweet the two numbers to #uobbl1

37 1. Students as change agents 2. Managing digital identity 3. Finding and managing online information 4. Keeping informed 5. Copyright and legal issues 6. Digital publishing STUDENTS BECOMING PART OF THE DIGITAL COMMUNITY Which two do you feel least confident about incorporating into your teaching? Tweet the two numbers to #uobbl2

38 1. Students as change agents 2. Managing digital identity 3. Finding and managing online information 4. Keeping informed 5. Copyright and legal issues 6. Digital publishing STUDENTS BECOMING PART OF THE DIGITAL COMMUNITY Which one would be most appropriate to incorporate into UG teaching? Tweet the number to #uobbl3

39 Think of two ways to incorporate activities to support digital scholarship into teaching  1. As part of an assessment  2. Where the student and staff member work together in a digital scholarship activity  Discuss in pairs, then report back 2 examples CREATE A PLAN

40 This session has covered Digital Literacies on:  Managing Digital Identity  Evaluating Information See https://studentfolio.brig hton.ac.uk/diglits/ for more information https://studentfolio.brig hton.ac.uk/diglits/ DIGITAL LITERACIES


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