ai 2009 nmc
TRANSCRIPT
11
Using Multi-Media for Scholarly Communication
Flora McMartin, Broad-based Knowledge
Alan Wolf, Univ. of Wisconsin - Madison
John Ittelson, CSU Monterey Bay
Carl Berger, University of Michigan
Tuesday, June 16, 2009
22
An Introduction toAcademic Intersections
Flora McMartin, Editor in Chief
Tuesday, June 16, 2009
3
Agenda
9:00 – 9:10 AM – Introductions 9:10 – 9:40 AM – Overview of Models 9:40 – 10:25 AM – Introduction to AI10:25 – 10:40 AM – User Evaluation10:40 – 10:50 AM – Break10:50 – 11:40 AM – Practice Authoring11:40 – 12:00 PM – Wrap Up
3
Tuesday, June 16, 2009
4
Participants will
* Explore sites that are moving in the direction of integrated multi-media as a way of communicating scholarship
* Discuss the goals and vision of the AI and how they can participate in it
* Start a submission for AI
* Discuss working in the AI (and other multi-media environments)
* Discuss how to work with others to develop submissions
* Explore assessment techniques for introducing multimedia publishing
* Introduced our vision for the future and some of the challenges we face in accomplishing that vision
Tuesday, June 16, 2009
Introductions
55
Tuesday, June 16, 2009
6
Scholarly Multimedia
Tuesday, June 16, 2009
7
Questions for you
What is the dominant form of media for presenting scholarship in your discipline?
Have you seen changes in how scholarship is presented?
Are there elements of your work that might be equally or better suited by means other than written word?
Tuesday, June 16, 2009
From the MLA Digital Work Wiki
8
digital works
Online peer reviewed publications
Scholarly electronic editions
Specifications
Research tools
Hypermedia
Instructional technology
Research blogs
Tuesday, June 16, 2009
9
Using multiMedia in Peer reviewed publications
Progression from auxiliary web sites to online journals with embedded media
Replacement of some traditional sections of publications with media
What are the next steps?
Tuesday, June 16, 2009
Rich media contributions representing key research
findings, contexts, a
udiences, or environments in
learning and media are appropriate. Contributors are
encouraged to work with existing platforms such as
Flickr, Diver, or YouTube or to develop written
contributions supplemented by the inclusion of data
sets, video clips, sim
ulations, or other interactive
elements. Video, graphic, o
r photo essays are also
acceptable formats.
-The International Journal of Learning and Media
Research progress and the translation of findings from the
bench to clinical therapies relies on the rapid transfer of
knowledge both within the research community and the
general public. Written word and static picture-based
traditional print journals are no longer sufficient to accurately
transmit the intricacies of modern research.
- Journal of Visualized Experiments
Vectors doesn't se
ek to replace text; instead,
we encourage a fusion of old and new media in
order to foster w
ays of knowing and seeing
that expand the rigid text-based paradigms of
traditional sc
holarship. Simply put, w
e publish
only works that need, fo
r whatever re
ason, to
exist in multim
edia.
- Vectors
As illustrated by published articles, JIME authors can bring alive their submissions
through the provision of examples which more compellingly convey human-human
or human-computer interaction, e.g.
•If the description of new interactive media forms a substantive part of the
submission, the article must be integrated with illustrative extracts of the media
which convey to readers its interactivity.
•Theoretical articles or literature reviews can now illustrate their analyses with
particular examples of interactive media .
•Authors can provide readers with better access to qualitative data, such as dialogue
exchanges between students, extracts of video observation data, etc.
-Journal of Interactive Media in Education
10
Submissions
Tuesday, June 16, 2009
PLOS One
Nature
3D view
Multimedia
SciVee
11
Auxiliary Media
Tuesday, June 16, 2009
International Journal of Learning and Media
12
Embedded Media
Tuesday, June 16, 2009
Journal of Visualized Experiments
13
Media and Text
Tuesday, June 16, 2009
Vectors
14
MultiMedia as publication
Tuesday, June 16, 2009
by Sidereal Used under a Creative Commons license 15
What do you think?
Tuesday, June 16, 2009
16
AI’s Vision:
Re-thinking Re-seeing Re-doing
the Scholarly Journal
Tuesday, June 16, 2009
4
The Vision• Online & peer-reviewed • Accounts of research or creative works within or
across academic disciplines, courses and curricula or programs
• Multiple media as a fundamental aspect of higher education in the 21st century.
• Provide a media rich venue for exploring the new knowledge emerging from the integration of technology, scholarly and creative works, and the scholarship of teaching and learning in higher education
Tuesday, June 16, 2009
185
www.academicintersections.com
Tuesday, June 16, 2009
• Assessment, Evaluation– Science Laptop Study
4.Future Directions or Conclusion – Developing the Listening Mind
5.Acknowledgements 6.Bibliography7.Author's Statement
– Think globally, act globally
6
Components of a Published Work
1. Abstract 2. Introduction
– Evidence Based Design: The Open Learning Initiative
3. The body of the article, 3-4 sections
– Bringing Life to Greek Architecture
– Podcasting Lectures: Lessons Learned from Formative and Summative Evaluations
Tuesday, June 16, 2009
7
Peer Review CriteriaThe Submission:
•Addresses academic intersections related to the journal's purpose.•Presents a media-rich academic/creative work.•Is grounded in the literature in a manner that is relevant and accurate with respect to the expectations of the home discipline or disciplines. •Provides adequate documentation or description so that others might implement.
Tuesday, June 16, 2009
8
Required for Publication• Author's Statement.
• Work has NOT been published elsewhere in its present form.
• Presents new perspectives, new technologies, new pedagogies or new ways of intersecting the key domains targeted by AI.
• Broadens readers' understanding and thinking; moves the authors' field(s) forward in terms of either pedagogy or scholarship (or both).
• Is relevant to higher education.
• Presents research, scholarship or creative works; it is NOT a piece of advocacy or a 'puff' piece promoting a commercial product.
Tuesday, June 16, 2009
229
Authoring for AI
Tuesday, June 16, 2009
Creating Your Work for Publication
23
Tuesday, June 16, 2009
Authoring Process1.Join Apple Learning Interchange
–( http://edcommunity.apple.com/ali/index.php)
2.Join the group: Academic Intersections Community
• Log in to ALI and from your home page select: Submissions
• Then select: Create a Story or Exhibit• Begin authoring!
download guide 24
Tuesday, June 16, 2009
2525
Assessment and Evaluation
Why, What, When, Where and How
Carl BergerProfessor and Dean Emeritus
University of Michigan
Tuesday, June 16, 2009
26
Why assessment?
•Information is better than shooting blind
•Data wins out in the end•Where do you get those great stories that sell
•Documenting change•Looking back (and forward)
Tuesday, June 16, 2009
27
What?
•Looking at themes•Measuring more than content•Slicing it thin enough
Tuesday, June 16, 2009
28
When?
•Before to get ready•During to find what's needed to change
•After to find out what worked•Follow up to find if you've made a difference
Tuesday, June 16, 2009
29
Where
•In situ•In workshops•In conferences•In deans and directors meeting•And in regents/trustees meetings
Tuesday, June 16, 2009
30
How
• Keep it simple• Three things about each• About five questions about each concept
• Space for stories
Tuesday, June 16, 2009
3131
Sample
Tuesday, June 16, 2009
3232
Multiple questions same theme
Tuesday, June 16, 2009
3333
Finish with open comments
Tuesday, June 16, 2009
34
What you can learn
Tuesday, June 16, 2009
37
Producing online publications using rich media and interactivityHow people learn
Knowlege Confidence Experience
Tuesday, June 16, 2009
Before During After
37
Producing online publications using rich media and interactivityHow people learn
Knowlege Confidence Experience
Tuesday, June 16, 2009
Before During After
37
Producing online publications using rich media and interactivityHow people learn
Knowlege Confidence Experience
Tuesday, June 16, 2009
Before During After
37
Producing online publications using rich media and interactivityHow people learn
Knowlege Confidence Experience
Tuesday, June 16, 2009
Before During After
37
Producing online publications using rich media and interactivityHow people learn
Knowlege Confidence Experience
Tuesday, June 16, 2009
38
Summary
• Simple• As many times a possible • Multi-Dimensional• Several on the same theme• Analyze• Present to as many as possible• Tell Stories• Use data to support or refute
Tuesday, June 16, 2009
http://sciencecommons.org/projects/publishing/
40
Tuesday, June 16, 2009
41
Tuesday, June 16, 2009
42
Tuesday, June 16, 2009
MIT Faculty Open-Access PolicyPassed by Unanimous of the Faculty, March 18, 2009The Faculty of the Massachusetts Institute of Technology is committed to disseminating the fruits of its research and scholarship as widely as possible. In keeping with that commitment, the Faculty adopts the following policy: Each Faculty member grants to the Massachusetts Institute of Technology nonexclusive permission to make available his or her scholarly articles and to exercise the copyright in those articles for the purpose of open dissemination. In legal terms, each Faculty member grants to MIT a nonexclusive, irrevocable, paid-up, worldwide license to exercise any and all rights under copyright relating to each of his or her scholarly articles, in any medium, provided that the articles are not sold for a profit, and to authorize others to do the same. The policy will apply to all scholarly articles written while the person is a member of the Faculty except for any articles completed before the adoption of this policy and any articles for which the Faculty member entered into an incompatible licensing or assignment agreement before the adoption of this policy. The Provost or Provost's designate will waive application of the policy for a particular article upon written notification by the author, who informs MIT of the reason.
43
Tuesday, June 16, 2009
Open Access OverviewFocusing on open access to peer-reviewed research articles and their preprintsThis is an introduction to open access (OA) for those who are new to the concept. I hope it's short enough to read, long enough to be useful, and organized to let you
skip around and dive into detail only where you want detail. It doesn't cover every nuance or answer every objection. But for
those who read it, it should cover enough territory to prevent the misunderstandings that delayed progress in our early days. I
welcome your comments and suggestions.If this overview is still too long, then see my very brief introduction to OA. It's available in a dozen languages and should print out on just one page, depending on your font size.Once you're acquainted with the general idea of OA, follow new developments through my blog and newsletter, and
see what you can do to help the cause. Peter Suber Last revised June 19, 2007.
44
Tuesday, June 16, 2009
45
Tuesday, June 16, 2009
46
Artworks used in this presentation • David Hockney, (Feb. 19, 1983) Sitting in the Zen Garden
at the Ryoanji Temple, Kyoto.http://www.cs.waikato.ac.nz/~cbeardon/dcollage/collage3/semantics/spacetime2.html
• Walyou, (accessed, May 26, 2009) http://www.walyou.com/blog/2008/10/30/how-to-build-star-treks-starship-enterprise-at-the-office/
• Nam June Pai, V Buddha (1974). Closed Circuit video i bronze sculpture, http://www.paikstudios.com/index.html
Tuesday, June 16, 2009
47
Thank You
Flora – [email protected] – [email protected] – [email protected] – [email protected]
Tuesday, June 16, 2009
Electronic version of handout
• http://bit.ly/zJY7o --- planning sheet
• http://bit.ly/3wMSlz --- presentation
• http://tinyurl.com/nmc2009-2 - survey
45
Tuesday, June 16, 2009