What role can digital tools play in academic writing?
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What role can digital tools play in academic writing?
- 1. Photo by Luiza Bissolli - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/81600465@N08 Created with Haiku DeckRamona BRAN and Gabriela GROSSECK – UVT Timisoara
- 2. Photo by lonesome:cycler - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/89446022@N00 Created with Haiku Deck
- 4. HOW IS THE DIGITAL ERA CHANGING READING AND WRITING? •Will handwriting survive in the digital era? •Is digital literacy a new skill to survive in the digital era?
- 5. Students have to: •have basic knowledge about academic writing •know the content specific to the subject they are studying •express themselves in English •know the digital tools
- 7. > 1500 students 2006-present: wikis, blogs, microblogs, Google Apps, Moodle, LMS, SNS, web 2.0 / social media
- 10. 2008: Blogging
- 14. Photo by [ Ed ] - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/37927641@N00 Created with Haiku Deck
- 15. Writing Writing
- 16. Writing Online vs Online Writing WO= created digital content and uploading it OW = writing for online media (blogging, journal/forums, Wikipedia page etc.)
- 18. EVALUATION 2.0 EVALUATING PEER WORK: Peer learning, Peer mentoring Peer review , Peer assessment
- 19. •creating content: written text, audio/video/other digital artefacts like infographics, mindmaps, maps, webdocumentaries etc.) •sharing - where? how (copyright, CC) •feedback (the student has a voice)
- 21. PROBLEMS • plagiarism • quality of content (relevant, language issues) • quoting (in)correctly • assessment (writing in collaboration - who wrote the paper?)
- 22. • instant access as you write to a world of specialized info • correct quoting / citing • grammar + content check (Grammarly tool) • instant feedback: media feedback, interactive, chat (SPECIALISTS! EXPERTS) • list of best articles in the field • students become knowledge creators
- 23. STUDENTS: stimulating online AW writing by informal (less ) exercises TEACHERS: each teacher should pursue AW courses (LLL), co-teaching UNIVERSITY: software antiplagiarism (university), academic social publishing (research gate, academia.edu)
- 24. Thank you for your attention
Hinweis der Redaktion
- Within every minute, something transpires in social media. Whether that is a new like, a new connection, a tweet, or social networks gaining unique visitors, we are spending a lot of our minutes socializing in various forms on an array of social sites. The year of 2013 showed us that we prefer to share images and our location, and that Facebook and Twitter both still remain leaders in the social media world. Statistically, there are specific sites in which we favor. For example, within every minute a SNS acquired new members, thousands of images were being filtered and uploaded to Instagram or Flickr, or hundreds of new friend interactions were being forming.
- To analyse the role which Web 2.0 tools /social media play in academic writing, as well as the changes that have been generated following the emergence of such tools. More over, how digital interactive technologies might enable a rethinking of the forms and functions of scholarly writing. What we try to do is to argue that the inherent potential of digital technology enable us and our students to write scholarly and educational texts more effectively.
- Writing in collaboration with Google Docs (Research, Cite this according with APA, EasyBib, Access to Scholar & Books) Peer review is the evaluation of work by one or more people of similar competence to the producers of the work (peers). In academia peer review is often used to determine an academic paper's suitability for publication. Peer assessment, or self-assessment, is a process whereby students or their peers grade assignments or tests based on a teacher’s benchmarks.The practice is employed to save teachers time and improve students' understanding of course materials as well as improve their metacognitive skills. EVALUATING PEER WORK Evaluating collaborative work can be problematic—particularly if this work constitutes a considerable part of the course grade. Teachers might simply grade the project and give the same grade to all students. Or they might ask the students to submit a paper that documents their contributions to the presentation. Or they might ask each member of the group to evaluate the work of their group mates. Any strategy is equally good, as long as the standards and processes of evaluation are made clear to students long before collaboration begins. In terms of peer critique: teachers who require peer critiques want some way of insuring that students are giving these exercises their best efforts. One way to evaluate peer critiques is to ask students to do their critiques in writing. Teachers can collect these critiques in class or online and evaluate them. Another idea is to ask students to write a brief summary of how the peer review process did (or did not) help them to rethink and rewrite their papers. Whatever the method, the teachers should make sure that students understand that their work in the peer groups is an important element of the course, and in what way it will count towards their final grades.