This document summarizes an academic paper on knowledge sharing through academic social networks. It discusses how academic social networks have grown in popularity in recent years as a way for researchers and academics to share knowledge. It outlines some key academic social networks like Academia.edu and ResearchGate and compares their features. The document also notes some issues with knowledge sharing on academic social networks, such as plagiarism and inaccurate metrics of research impact. Overall, the document examines how academic social networks are becoming important platforms for knowledge dissemination among scholarly communities but also have some challenges regarding information quality and evaluation.
Leaders and partners: strategic positioning for transformative services - Wen...CONUL Conference
Librarians are well-positioned to take on leadership roles and partner with other university departments due to their expertise in areas like data management, curation, and ensuring inclusive and ethical use of information. As technologies like artificial intelligence advance, librarians can help address privacy concerns and make sure AI systems are optimized for both human and machine use of information. Their skills in organizing and providing access to information also make libraries important partners in developing the data capabilities needed for institutions to successfully implement AI.
Emerging technologies and Changing Teaching and Learning PracticesDaniela Gachago
This document discusses emerging technologies and changing teaching and learning practices in higher education. It notes challenges in higher education including teaching outdated skills and lack of teacher involvement in innovation. Emerging technologies promise benefits but are seldom used transformatively. The document outlines a South African project studying innovative pedagogical practices using emerging technologies and lessons learned. Case studies showed technologies can enable authentic learning when used to engage students in meaningful, collaborative tasks. Themes included the importance of passionate educators over institutional support and focusing on meaningful learning in authentic contexts.
Constructivism and Educational TechnologyRandy Rodgers
The document discusses constructivism and how educational technologies can support a constructivist approach to learning. It analyzes the educational philosophies of Jerome Bruner, John Dewey, and Lev Vygotsky in terms of their principles regarding constructivism. The document proposes a professional development program for educators that blends constructivism with technology integration based on the theories of these educators. It suggests workshops could demonstrate how technologies like weblogs can be instructional tools when incorporated through a constructivist framework.
La relevancia y el uso de las Redes Sociales (RRSS) en la vida cotidiana de las personas
las convierte en elementos destacados como recursos en línea válidos y de apoyo para los procesos
educativos y formativos. dentro de estas RRSS, el caso de las de microblogging, (en concreto
Twitter) se erigen como un potencial aliado para favorecer la comunicación, el debate y el acceso a
información y documentación tanto para el alumnado como para los docentes. En este trabajo se
lleva a cabo una profunda revisión de la literatura relacionada donde son analizados los trabajos
científicos que han abordados el uso del Microblogging de manera conectada con actividades
educativas y de formación. de los resultados obtenidos se evidencia que, junto a una serie de
bondades sobre el uso integrado de este recurso en el ámbito educativo, se desprenden además
otros posibles beneficios en el ámbito del desarrollo de metahabilidades, la mejora de la motivación
de los participantes junto con una mayor participación y espíritu reflexivo y crítico.
Metaliteracy provides a framework for teaching information literacy that emphasizes collaboration, participation, and critical thinking in digital environments. It can be taught by having students evaluate user-generated content, understand privacy and ethics, and create original work in multiple formats. Assignments like blogs, digital stories, and online projects help develop metaliteracy skills. A future MOOC called #L4LLL will teach metaliteracies for lifelong learning.
This document provides an overview and introduction to the concepts and challenges of e-research. It begins by examining competing terms used to describe the transformation in research due to widespread digital technologies and networks. Key terms discussed include e-science, cyberinfrastructure, and e-research. The document then outlines the conceptual framework of the book, which is divided into sections on conceptualization, development, collaboration, visualization, data preservation and reuse, access and intellectual property, and case studies. Each chapter is briefly introduced. The concluding section notes areas for further research around chronicling transformations in scholarship and contextualizing changes within disciplinary cultures.
The document discusses the use of social media and peer-to-peer learning. It covers topics like personal learning networks, social learning environments, and how students are using social media sites like Facebook for both social and academic purposes. It also examines challenges around privacy, ethics and the "participation gap" in digital learning environments.
Leaders and partners: strategic positioning for transformative services - Wen...CONUL Conference
Librarians are well-positioned to take on leadership roles and partner with other university departments due to their expertise in areas like data management, curation, and ensuring inclusive and ethical use of information. As technologies like artificial intelligence advance, librarians can help address privacy concerns and make sure AI systems are optimized for both human and machine use of information. Their skills in organizing and providing access to information also make libraries important partners in developing the data capabilities needed for institutions to successfully implement AI.
Emerging technologies and Changing Teaching and Learning PracticesDaniela Gachago
This document discusses emerging technologies and changing teaching and learning practices in higher education. It notes challenges in higher education including teaching outdated skills and lack of teacher involvement in innovation. Emerging technologies promise benefits but are seldom used transformatively. The document outlines a South African project studying innovative pedagogical practices using emerging technologies and lessons learned. Case studies showed technologies can enable authentic learning when used to engage students in meaningful, collaborative tasks. Themes included the importance of passionate educators over institutional support and focusing on meaningful learning in authentic contexts.
Constructivism and Educational TechnologyRandy Rodgers
The document discusses constructivism and how educational technologies can support a constructivist approach to learning. It analyzes the educational philosophies of Jerome Bruner, John Dewey, and Lev Vygotsky in terms of their principles regarding constructivism. The document proposes a professional development program for educators that blends constructivism with technology integration based on the theories of these educators. It suggests workshops could demonstrate how technologies like weblogs can be instructional tools when incorporated through a constructivist framework.
La relevancia y el uso de las Redes Sociales (RRSS) en la vida cotidiana de las personas
las convierte en elementos destacados como recursos en línea válidos y de apoyo para los procesos
educativos y formativos. dentro de estas RRSS, el caso de las de microblogging, (en concreto
Twitter) se erigen como un potencial aliado para favorecer la comunicación, el debate y el acceso a
información y documentación tanto para el alumnado como para los docentes. En este trabajo se
lleva a cabo una profunda revisión de la literatura relacionada donde son analizados los trabajos
científicos que han abordados el uso del Microblogging de manera conectada con actividades
educativas y de formación. de los resultados obtenidos se evidencia que, junto a una serie de
bondades sobre el uso integrado de este recurso en el ámbito educativo, se desprenden además
otros posibles beneficios en el ámbito del desarrollo de metahabilidades, la mejora de la motivación
de los participantes junto con una mayor participación y espíritu reflexivo y crítico.
Metaliteracy provides a framework for teaching information literacy that emphasizes collaboration, participation, and critical thinking in digital environments. It can be taught by having students evaluate user-generated content, understand privacy and ethics, and create original work in multiple formats. Assignments like blogs, digital stories, and online projects help develop metaliteracy skills. A future MOOC called #L4LLL will teach metaliteracies for lifelong learning.
This document provides an overview and introduction to the concepts and challenges of e-research. It begins by examining competing terms used to describe the transformation in research due to widespread digital technologies and networks. Key terms discussed include e-science, cyberinfrastructure, and e-research. The document then outlines the conceptual framework of the book, which is divided into sections on conceptualization, development, collaboration, visualization, data preservation and reuse, access and intellectual property, and case studies. Each chapter is briefly introduced. The concluding section notes areas for further research around chronicling transformations in scholarship and contextualizing changes within disciplinary cultures.
The document discusses the use of social media and peer-to-peer learning. It covers topics like personal learning networks, social learning environments, and how students are using social media sites like Facebook for both social and academic purposes. It also examines challenges around privacy, ethics and the "participation gap" in digital learning environments.
Wikimedia UK Education Summit 2017 - Opening TalksWikimedia UK
This document discusses the value of Wikimedians, or Wikipedia contributors, to universities. It notes that universities must invest in digital skills and addresses the real problem of gender inequality in science and technology fields. The document describes how assigning Wikipedia contributions in courses at Middlesex University has enhanced students' digital literacy skills, helped overcome writing blocks, led to published work, and provided an experience in encyclopedism. Student presentations are highlighted that involved Wikipedia projects on literary festivals, republishing historic articles, and fighting fake news. In conclusion, the document advocates for universities to recognize the benefits Wikipedia assignments can provide students.
Faculty attitudes towards integrating technology and innovationIJITE
Technological innovation is an important aspect of teaching and learning in the 21st century. This article
examines faculty attitudes toward technology use in the classroom at one regional public university in the
United States. Building on a faculty-led initiative to develop a Community of Practice for improving
education, this study used a mixed-method approach of a faculty-developed, electronic survey to assess this
topic. Findings from 72 faculty members revealed an overall positive stance toward technology in the
classroom and the average faculty member utilized about six technology tools in their courses. The
opportunities, barriers and future uses for technologies in the higher education classroom emerged from
the open-ended questions on the survey. One finding of particular concern is that faculty are fearful that
technology causes a loss of the humanistic perspective in education. The university is redesigning ten of its
most popular courses to increase flexibility, accessibility and student success.
Introduktion till forskningsprojektet - del 1Niklas Karlsson
This document introduces a research project about students' learning of scientific concepts through organizing information and communicating in digital environments and extended classrooms. It discusses how learning activities designed with a knowledge-building approach and collaboratively by teachers can influence student communication in blended learning. The theoretical framework is socio-cultural perspectives and design-based research. The introduction of new technologies provides opportunities for new forms of collaboration and learning activities between teachers, students, and researchers. However, meaningful change requires innovations, not just new technologies.
This document provides an overview of Russell Francis's doctoral thesis investigating the implications of media change for learning. The thesis explored how learners are appropriating new media to support learning through two design experiments and an ethnographic study of advanced learners. The ethnographic study identified six genres of practice used by learners and attempted to develop conceptual tools to understand new media literacies. The thesis argues that media convergence has decentralized formal education and learners now need new media literacies to design personal learning environments leveraging online resources.
The document is a research proposal examining the impact of social networking sites on the academic performance of adolescents. It includes an introduction outlining the research problem, literature review on relevant topics, research design using questionnaires and interviews of a sample of local adolescents, and a proposed presentation of findings and data analysis. The research aims to evaluate the negative impact of social media usage on academics, determine influencing factors for student participation, and identify measures to reduce time spent on social networking sites.
This chapter introduces the concept of learning design and argues that explicitly representing and sharing the design of learning activities can help teachers create more effective learning environments. It discusses the changing context of education and needs of modern learners. A new learning design methodology is needed to help teachers design pedagogically sound learning that leverages new technologies. The chapter lays out an argument for shifting to a more systematic, explicit approach to design using tools and methods grounded in research.
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Talk of Richard Andrews @ ticEDUCA2010 - I International Conference on ICT and Education, Institute of Education of the Univerity of Lisbon
Richard Andrews
Professor in English
Department of Learning, Curriculum and Communication Institute of Education University of London
In early days the main emphases were on the cognitive aspects of learning and traditional instructions of teaching in the classroom using outdated and conventional techniques. But today in this world of constant innovations and discoveries, scientists and gadget-experts are continuously searching for one or the two technological devices a day. Nodoubt technology has made our life much easier and better in many aspects. In developed countries, technology facilitates and helps students and teacher to learn things in more effective ways. But in the country like India, the development in technology is not upto that mark. We still are moving towards the path of progress. Thus, this paper will best describes about the conceptual framework regarding futuristic studies related to future technologies such as M-Learning, E-Learning, , iPod, I-Pad self-efficacy learning, Virtual Learning Environment (VLE ) etc. In this paper investigator highlighted some of the studies related to trends in futurology and innovations that could prove an important aspect of education technology.
Lisa Mulka, a composition teacher at Jackson Community College, outlines her personal technology plan. She aims to incorporate more technology like instant messaging, blogs, and advanced features in Moodle to prepare students for digital citizenship. Over the past few years, she has successfully used wikis for student research projects and class discussions. Going forward, she will research new tools and refine existing uses of technology to support constructivist pedagogy and address educational needs.
Metaliteracy Presentation at Dartmouth CollegeTom Mackey
Keynote presentation by Trudi Jacobson and Tom Mackey for the New England Library Instruction Group (NELIG) Annual Program at Dartmouth College, Hanover, NH.
The document discusses how digital media and technology are impacting education in the information age. It notes that the amount of available information has exploded due to technology, requiring new cognitive skills from students. Technologies are allowing education to become more customized, individualized, and accessible from anywhere. The future of education will be increasingly digital. It explores how technologies are altering learning theories and requiring new media literacies from students. Non-linear media in particular allows for multidimensional, interactive learning compared to traditional linear formats. Overall, technologies are transforming education by making it more accessible, adaptive, and customized to individual students.
This document discusses enhancing students' participation in scientific debates through initiatives like Ethics and Polemics and Junior Science Cafés. It describes how these programs bring experts into schools to debate complex scientific issues with students. Students first study documentation on the topics in groups, preparing questions. They then participate in moderated debates with experts. Surveys assess any changes in students' perceptions of science. The goal is to expose students to science as an ongoing, uncertain process and develop their scientific literacy and citizenship skills.
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This document discusses the concepts of metaliteracy and transliteracy as frameworks for understanding information literacy. It defines metaliteracy as the ability to critically evaluate one's own knowledge and skills and recognize the need for new literacies in today's digital environment. Metaliteracy emphasizes collaboration, communities, and social aspects of information. The document provides examples of metaliteracy competencies and learning objectives that focus on creation and evaluation of user-generated content across multiple formats. It also describes efforts to develop a MOOC on lifelong learning literacies based on the metaliteracy framework.
How to improve multiliteracies in the classroom using new literaciesTiffany Kelly
The document discusses how to improve multiple literacy in the classroom using new literacies. It begins with an introduction on how digital technology has become integrated into many aspects of life and the importance of teachers incorporating these new technologies into literacy instruction. It then reviews relevant literature on multiliteracies and using technology in the classroom. The document outlines a study conducted by graduate students to research how to best use technology to promote multiple literacies across subjects. It presents questions analyzed from the study and goals for teachers to implement new literacies and digital writing. The summary concludes the document explores improving literacy instruction through the integration of new digital tools and multimedia.
This document discusses responsible research and innovation through partnerships between researchers, citizens, and students. It promotes using co-inquiry tools and strategies to equip students with science literacy skills. Examples mentioned include using mobile data collection and discussion apps to engage students in scientific investigations around urban issues. The benefits identified are collaboration in authentic scenarios and co-authorship of publications. Challenges include coordinating different perspectives between students, researchers, and technologists. Recommendations are made around using technologies like weSPOT for questioning, analytics and data collection to support student-centered teaching and learning.
The document outlines 5 steps for requesting and receiving writing assistance from HelpWriting.net, including creating an account, submitting a request form, reviewing bids from writers, authorizing payment after receiving a satisfactory paper, and having the option to request revisions. The process aims to match clients with qualified writers and ensure high quality original content through revisions and refunds for plagiarized work.
How To Write Your Essays In Less Minutes Using This Website Doy NewsNathan Mathis
This document summarizes steps for writing essays quickly using the website HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, and deadline. Attach sample work to imitate writing style.
3. The website uses a bidding system. Choose a writer based on qualifications, history, and feedback, then pay a deposit to start.
4. Check the paper and authorize full payment if pleased, or request revisions for free using the site's revision policy.
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Wikimedia UK Education Summit 2017 - Opening TalksWikimedia UK
This document discusses the value of Wikimedians, or Wikipedia contributors, to universities. It notes that universities must invest in digital skills and addresses the real problem of gender inequality in science and technology fields. The document describes how assigning Wikipedia contributions in courses at Middlesex University has enhanced students' digital literacy skills, helped overcome writing blocks, led to published work, and provided an experience in encyclopedism. Student presentations are highlighted that involved Wikipedia projects on literary festivals, republishing historic articles, and fighting fake news. In conclusion, the document advocates for universities to recognize the benefits Wikipedia assignments can provide students.
Faculty attitudes towards integrating technology and innovationIJITE
Technological innovation is an important aspect of teaching and learning in the 21st century. This article
examines faculty attitudes toward technology use in the classroom at one regional public university in the
United States. Building on a faculty-led initiative to develop a Community of Practice for improving
education, this study used a mixed-method approach of a faculty-developed, electronic survey to assess this
topic. Findings from 72 faculty members revealed an overall positive stance toward technology in the
classroom and the average faculty member utilized about six technology tools in their courses. The
opportunities, barriers and future uses for technologies in the higher education classroom emerged from
the open-ended questions on the survey. One finding of particular concern is that faculty are fearful that
technology causes a loss of the humanistic perspective in education. The university is redesigning ten of its
most popular courses to increase flexibility, accessibility and student success.
Introduktion till forskningsprojektet - del 1Niklas Karlsson
This document introduces a research project about students' learning of scientific concepts through organizing information and communicating in digital environments and extended classrooms. It discusses how learning activities designed with a knowledge-building approach and collaboratively by teachers can influence student communication in blended learning. The theoretical framework is socio-cultural perspectives and design-based research. The introduction of new technologies provides opportunities for new forms of collaboration and learning activities between teachers, students, and researchers. However, meaningful change requires innovations, not just new technologies.
This document provides an overview of Russell Francis's doctoral thesis investigating the implications of media change for learning. The thesis explored how learners are appropriating new media to support learning through two design experiments and an ethnographic study of advanced learners. The ethnographic study identified six genres of practice used by learners and attempted to develop conceptual tools to understand new media literacies. The thesis argues that media convergence has decentralized formal education and learners now need new media literacies to design personal learning environments leveraging online resources.
The document is a research proposal examining the impact of social networking sites on the academic performance of adolescents. It includes an introduction outlining the research problem, literature review on relevant topics, research design using questionnaires and interviews of a sample of local adolescents, and a proposed presentation of findings and data analysis. The research aims to evaluate the negative impact of social media usage on academics, determine influencing factors for student participation, and identify measures to reduce time spent on social networking sites.
This chapter introduces the concept of learning design and argues that explicitly representing and sharing the design of learning activities can help teachers create more effective learning environments. It discusses the changing context of education and needs of modern learners. A new learning design methodology is needed to help teachers design pedagogically sound learning that leverages new technologies. The chapter lays out an argument for shifting to a more systematic, explicit approach to design using tools and methods grounded in research.
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Talk of Richard Andrews @ ticEDUCA2010 - I International Conference on ICT and Education, Institute of Education of the Univerity of Lisbon
Richard Andrews
Professor in English
Department of Learning, Curriculum and Communication Institute of Education University of London
In early days the main emphases were on the cognitive aspects of learning and traditional instructions of teaching in the classroom using outdated and conventional techniques. But today in this world of constant innovations and discoveries, scientists and gadget-experts are continuously searching for one or the two technological devices a day. Nodoubt technology has made our life much easier and better in many aspects. In developed countries, technology facilitates and helps students and teacher to learn things in more effective ways. But in the country like India, the development in technology is not upto that mark. We still are moving towards the path of progress. Thus, this paper will best describes about the conceptual framework regarding futuristic studies related to future technologies such as M-Learning, E-Learning, , iPod, I-Pad self-efficacy learning, Virtual Learning Environment (VLE ) etc. In this paper investigator highlighted some of the studies related to trends in futurology and innovations that could prove an important aspect of education technology.
Lisa Mulka, a composition teacher at Jackson Community College, outlines her personal technology plan. She aims to incorporate more technology like instant messaging, blogs, and advanced features in Moodle to prepare students for digital citizenship. Over the past few years, she has successfully used wikis for student research projects and class discussions. Going forward, she will research new tools and refine existing uses of technology to support constructivist pedagogy and address educational needs.
Metaliteracy Presentation at Dartmouth CollegeTom Mackey
Keynote presentation by Trudi Jacobson and Tom Mackey for the New England Library Instruction Group (NELIG) Annual Program at Dartmouth College, Hanover, NH.
The document discusses how digital media and technology are impacting education in the information age. It notes that the amount of available information has exploded due to technology, requiring new cognitive skills from students. Technologies are allowing education to become more customized, individualized, and accessible from anywhere. The future of education will be increasingly digital. It explores how technologies are altering learning theories and requiring new media literacies from students. Non-linear media in particular allows for multidimensional, interactive learning compared to traditional linear formats. Overall, technologies are transforming education by making it more accessible, adaptive, and customized to individual students.
This document discusses enhancing students' participation in scientific debates through initiatives like Ethics and Polemics and Junior Science Cafés. It describes how these programs bring experts into schools to debate complex scientific issues with students. Students first study documentation on the topics in groups, preparing questions. They then participate in moderated debates with experts. Surveys assess any changes in students' perceptions of science. The goal is to expose students to science as an ongoing, uncertain process and develop their scientific literacy and citizenship skills.
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This document discusses the concepts of metaliteracy and transliteracy as frameworks for understanding information literacy. It defines metaliteracy as the ability to critically evaluate one's own knowledge and skills and recognize the need for new literacies in today's digital environment. Metaliteracy emphasizes collaboration, communities, and social aspects of information. The document provides examples of metaliteracy competencies and learning objectives that focus on creation and evaluation of user-generated content across multiple formats. It also describes efforts to develop a MOOC on lifelong learning literacies based on the metaliteracy framework.
How to improve multiliteracies in the classroom using new literaciesTiffany Kelly
The document discusses how to improve multiple literacy in the classroom using new literacies. It begins with an introduction on how digital technology has become integrated into many aspects of life and the importance of teachers incorporating these new technologies into literacy instruction. It then reviews relevant literature on multiliteracies and using technology in the classroom. The document outlines a study conducted by graduate students to research how to best use technology to promote multiple literacies across subjects. It presents questions analyzed from the study and goals for teachers to implement new literacies and digital writing. The summary concludes the document explores improving literacy instruction through the integration of new digital tools and multimedia.
This document discusses responsible research and innovation through partnerships between researchers, citizens, and students. It promotes using co-inquiry tools and strategies to equip students with science literacy skills. Examples mentioned include using mobile data collection and discussion apps to engage students in scientific investigations around urban issues. The benefits identified are collaboration in authentic scenarios and co-authorship of publications. Challenges include coordinating different perspectives between students, researchers, and technologists. Recommendations are made around using technologies like weSPOT for questioning, analytics and data collection to support student-centered teaching and learning.
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The document outlines 5 steps for requesting and receiving writing assistance from HelpWriting.net, including creating an account, submitting a request form, reviewing bids from writers, authorizing payment after receiving a satisfactory paper, and having the option to request revisions. The process aims to match clients with qualified writers and ensure high quality original content through revisions and refunds for plagiarized work.
How To Write Your Essays In Less Minutes Using This Website Doy NewsNathan Mathis
This document summarizes steps for writing essays quickly using the website HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, and deadline. Attach sample work to imitate writing style.
3. The website uses a bidding system. Choose a writer based on qualifications, history, and feedback, then pay a deposit to start.
4. Check the paper and authorize full payment if pleased, or request revisions for free using the site's revision policy.
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Paragraph 2: Provides more details on the second step, where the customer completes a 10 minute order form providing instructions, sources, writing style sample if applicable, and deadline for the custom paper to be written.
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Please Comment, Like, Or Re-Pin For Later BibliograNathan Mathis
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Academic Social Networks For Knowledge Sharing An Explanatory Study
1. '
l
i
jFestschrift in Honour of Dr. Sujin Butdisuwan
~
Organized by Faculty of Informatics, Mahasarakham University
2. International Conference on
CONVERGENCE: CONTENT, MEDIA AND
TECHNOLOGY
Organized by
Faculty of Informatics, Mahasarakham University
Vanue: Faculty of Informatics,
Mahasarakham University
Thailand
November 22-23, 2018
Editors:
Dr. E. Rama Reddy, et al.
ISBN 978-974-19-6035-4
3. TABLE Of CONTENTS
~ lessage from President
~ fessage from Dean
.-sst.Prof.Dr.Sujin Butdisuwan Biography
.-bout MSU
.-bout Faculty oflnformatics
Dr. E. Rama Reddy Biography
Dr. H. S. Siddamallaiah Biography
Editorial
r from Keynotes
·. Convergence ofTechnology: Implications for Library and Infonnation
Science and Services.
By Prof. Christopher S.G. Khoo
... Content Technologies and Libraries.
By Assoc.Prof.Dr. Namthip Wipawin
_ Media Convergence and Multimedia Content.
By Mr. N.V. Sathyanarayana
Content convergence in the context of libraries
By Dr.E. Rama Reddy
Convent Convergence : Indispensable need Keynote
By Dr.H.S. Siddamallaiah
The Academic Reading Literacy of Freshmen
: From the perspectives of Faculty.
By Prof. Joyce Chao-chen Chen
. 'etwork and Digital Convergence.
By Assoc.Prof.Dr. Wanida Kanarkard
..__,... from Delegates
Big Data in Academic Libraries: Convergence of Content & Technology.
By Dr. Radhika Rani and Prof. S Sudarshan Rao
- Technology Convergence in Learning: an Introduction to
WAYAM program in India. By Dr. MR Murali Prasad
and Nagabhushanam, Chintha
: . Open Source Solutions in Education and Library
Case Study of BPCL, NIT Rourkela, India. By Dr. DP Tripathi
- . Role of Big data in Academic Libraries.
By Dr. B Ravi
: . Guiding Application Development for Finding
Information Resources in the Academic Resources Center,
fahasarakham University, Thailand.
By Mr. Phutithat Monphonsri
and Asst.Prof.Dr. Ratanachote Thienmongkol
- Utilization of Digital Technology by Occupational Groups, Ku Santarat
ub-District, Na Doon District, Mahasarakham Province. By Asst.Prof.Dr.
Chanthana Wech-O-Sotsakda and Asst.Prof.Pungchompu
Chaiala Sangrungruengroj
- Ranking of National Institute ofTechnology (N[Ts)
: A Sceintometrics Analysis (2005-2015). By Dr. Iranna M Shettar and
Dr. Mallika1jun Angadi
2
4
5
6
7
8
9
25
33
34
39
42
60
61
67
82
88
96
105
4. 24
8. Future Libraries with Future Technologies: A review. 112
By Dr. Dattatry Narayan Phadke
9. Self sustainable E-resources Consortium Model for the 121
Technical Universities: A case study ofVTU. By Prof. PV Konnur, Dr. BS
Shivaram, and Dr. KR Mulla
10. Academic Social Networking for Knowledge Sharing: An Explanatory 128
Study. By Dr. Sanjay Kataria, Dr. Priyanka Bhatt, and Dr. Nidhi Sinha
11. Knowledge and Info1mation Diffusion in the 21st Century Library 136
and Information Centers: A Conspicuous Convergence of Content,
Technologies and Media. By Prof. S Sudarshan Rao
12. Using Hashtags on Social media. By Dr. Napassakorn Kruaysawat 142
13. Libraries: Continual Convergence and Re-convergence. 148
By Dr. H.S. Siddamallaiah
14. Analysis on the complaints ofAcademic Library Users : A case study of 153
Khon Kaen University Library, Thailand. By Prof. Dong-Gem1 Oh,
Asst.Prof.Dr. Kanyarat Kwiecien, Ms. Akarima Soommart,
and Ms. Nitiya Chumapai
15. Developing Thai Decimal Classification (TDC) for Knowledge 167
Organization : A proposal with some suggestions. By Prof. Dong-Geun Oh
and Assoc.Prof.Dr. Malee Kabmala
16. Scholarly Output ofAcademic Member Works of HUSO Lecturers. 176
By Ms. Pairin Muangsanam and Asst.Prof.Dr. Kanyarat Kwiecien
17. Cooperation to Convergence: Library Services in the 21st
century. 182
By Dr. E. Rama Reddy
18. Digital Convergence and Libraries of the Future: A new paradigm shift 188
in the world of Metadata Standards. By Dr. J Vivekavardhan,
Dr. MR Murali Prasad, and Dr. S Yadagiri
19. Challenges in Growth and Development of Institutional Repositories in 198
India. By Prof. CR. Karisiddappa and Dr. Surinder Kumar
20. Perspectives on lnterdisciplinarity of LIS Education in 207
the Context of CBCS Reforms in India. By Dr. G. Saroja
21. Towards the Convergence of Manuscript Libraries in Tamil Nadu (India) 216
with Digital Technologies: Focus on preservation issues, challenges and
suggestions. By Prof. B Ramesh Babu
22. Digital Convergence in Libraries : From past to present. 230
By Dr. Ganesan, CA Ambika, and HK Nagajyothi
23. Information Literacy of Information Science Major Students, Mahasara 234
kham University By Ms.Juntakan Punleow and Asst.Prof.Dr.Ruethai Nimnoi
24. Accessibility Condition of Digital libraries in Universities of Thailand 243
according Thai Web Content Accessibility Guidelines 2010 (TWCAG 2010):
A Study By Choon Tiemtinakrit
5. Academic Social Networks for Knowledge Sharing: An Explanatory Study
Dr.Sanjay Kataria1
Librarian
Bennett University
sanjay.kataria@bennett.edu.in
Priyanka Bhatt2
Research Scholar
DLIS, University of Delhi
bhattpriyanka88@gmail.com
ABSTRACT
Dr. Nidhi Sinha3
Assistant Professor
Bennett University
nidhi.sinha@bennett.edu.in
Social media has gathered enough attention in recent years. Every other person now
owns an individual account on various social media networks. The social media may
be casual like Facebook, Twitter, etc., as well as specific academic social networks
(ASNs) focused on the needs of the academic community, like Academia.edu,
ResearchGate, etc. Purpose of this research is to highlight the growth of social
networks over the past few years, the need and importance of knowledge sharing over
academic social networks. This study also examines various similar as well as
comparative features of these academic social networks. Given the exponential rise
over the documents as well as information shared over these networks, it is essential
to highlight the issues and challenges concerning the use of academic social networks
regarding information dissemination. This study gives a detailed study of importance,
features as well as issues related to the knowledge sharing using various academic
social networks.
Keywords: Academic Social Networks, Social Media, Knowledge Sharing, Social
Media Convergence
1. Introduction
Knowledge sharing in academic social networks may be understood regarding this famous verb by
Confucius, "Tell me and I will forget, show me and I may remember, involve me, and I will
understand'. The pedagogy of learning has evolved, and the classroom set up mode seems to be
insufficient, inefficient and incapable of breaking the norms of knowledge. Knowledge sharing
followed the very mundane approach of publishing and contriving data in physical libraries till
recently (late 90s). Technological upsurge brought about a massive revolution in which knowledge is
organized, created, shared and retrieved making the best utilization of the vi11ual tools. Knowledge
sharing paves the way to new knowledge creation and at the same time intends to narrow the
limitations of existing studies and open avenues/scope for further research. Digital information is
created effo1ilessly, accessed quickly and disseminated cost effectively. Tacit knowledge embedded
within a cognitive zone (attained through personal experience, wisdom, context specific based on
personal experience) does not serve to fulfil the set criterion/mission of knowledge unless it doesn't
reach the mass. To keep pace with the new digital revolution and the changing technology, libraries
are also changing and expanding roles as the concept of library without walls has already been
mooted. Libraries are playing a deliberative role in creating awareness through academic social
networks and digital repositories.
Figure 1: Knowledge Sharing in Social Media
6. Mere presence/recognition in social media or citation count is no longer reason enough to estimate the
research impact of authors (Vasquez & Bastidas, 2015). Knowledge transfer not only includes simple
sharing or transferring of information but also implicate increased interaction among the academic
fraternity (Ahmed et al., 2018). However, amidst this hullabaloo of information and existence of
innumerable channels, decision making at times is paralysed, especially due to the prevalence of
duplicity/plagiarism/forging virtual space (Jenkins & Deuze, 2008)
1.1. Objectives of theStudy
The main objective of the study is to highlight the importance of academic social networks for sharing
knowledge among scholar community. The other objectives of the study are:
• To emphasise the importance of various academic social networks for researchers or academic
community,
• To compare various features of dominant academic social networks based on their different
characteristics, and
• To raise the awareness regarding various issues and challenges related to the increasing use of
academic social networks.
2. Social Media and its Growth
Social networking, launched in the late 90s, has now become an integral pai1 of our daily
practices.Social network penetration shows a shooting rise from 0.97 billion users in 2010 to 2.62
billion in 2018, which is estimated to reach 2.77 billion in 2019 (Statista, 2018).Global usage of social
media has grown by 13 percent within 1 year (2017-2018). Regarding growth in social media users,
Saudi Arabia has shown the speediest country with growth rate at 32 percent, and India barely behind
at 31 percent annual. (Global Digital Report, 2018).
Many authors define social media in different ways (Ahmed et al., 2018).(Papadopoulos et al.2013)
refer social media as activities people use to share knowledge in a collaborative environment. (Zeng
and Gerritsen, 2014) define social media as "the means of interaction between people in which they
create, share and exchange knowledge and ideas within virtual communities and networks". (Filo et
al., 2015) describe social media as "technologies facilitating interactivity and co-creation", which
allows the dissemination of user-generated content among various organizations as well as
individuals. These are a few definitions given by researchers, and the list is endless. However, social
media can be defined as a tool that deploys mobile technology as well as Web 2.0, enhancing the
communication process and bridging the geographical gap in sharing user-generated content.
3. Academic Social Networks
Intrigued by the massive popularity, affordability and reach of social networking sites including
Facebook, Linkedfn, etc., many scholars worldwide were encouraged to share knowledge through a
common platform that gave birth to academic social networking sites. ASNs including Academia.edu,
ResearchGate, Mendeley and Zotero act as drivers for researchers in promoting, communicating,
managing analytics (Ali & Richardson, 2017) several such progressive advantages are discussed
further in this research study. ASNs can also be viewed as creating an impact inexpensively, thus
enabling segmentation, real-time measurement and affinity with the target audiences.
Bhardwaj (20 l7)has identified five broad services as provided by ASNs including (1) collaboration,
(2) online persona management, (3) research dissemination, (4) documents management, and (5)
impact measurement.
Factors that mobilise knowledge sharing among researchers include (Aventurier, 2014):
• Need to increase visibility/readability and influence in the academic community
• Need to combat the gap between tacit and theoretical knowledge
• Facilitate the existing knowledge,, ith new findings
• Mediate different levels of knowledge within the academic community
Find fellow researchers or experts and create a network (followings and followers)
• Find, evaluate or discuss on documen -: Open peer-review
7. • Disseminate individual's publication
• Exchange with communities of same interest (topics, skills, expe1tise)
• Managing and sharing bibliography
• Promote participation structure that nurtures learning skills resulting in enhanced knowledge,
and
• Last but not the least, finding job opportunities and stay tuned with the academic fraternity
ASNs allow certain responsiveness and informality which is not much promoted in case of formal
ublishin rocess. (Ovadia, 2014).
Figure 2: Advantages of Academic Social Networking Sites (adapted from (Rocio, et al., 2018)
Three main characteristics of ASNs are:
• Content creation and sharing (Kietzmann et al., 2011)
• Building and maintaining relationships (Muscat, 2012)
• Openness of the resources (Muscat, 2012)
3.1. Academic Social Networks and Knowledge Sharing
Besides ASNs, social media also plays an important role in academic communication. To enumerate a
few, Facebook encourages academic knowledge sharing through dedicated pages, groups or posts.
There is a plethora of pages and groups for each academic community. A user can become a member
or follow a group or a page and keep themselves up-to-date with the academic community or even
share their part of knowledge. Whereas Facebook pages are an open community, groups may be open
or closed for the private members only.
Similarly, Linkedin is a social networking platform focused for professional growth of a user.
Knowledge dissemination is done using individual posts and group posts. Users can follow a group of
their interest, share and obtain information. Linkedln also encourages sharing profiles and ski 11
endorsements for effective professional projection.
Other conventional social media platforms for academic knowledge sharing include Biogs, where
professionals, academicians, institutions, etc. can shareacademic knowledge through informative
postsand expectreview in form of user comments or feedback. Digital repositories are another
medium for knowledge sharing in academia which is mainly focussed on disseminating research
output of their respective university/institution.
8. -n individual's social media profile can be effectively utilized for enhanced and effective projection
: academic and related professional activities; ASNs in a way are becoming stronger tool for self-
_randing.
Figure 3), below describes the academic knowledge sharing features of conventional social media
_ atforms in general.
Posts (Articles)
·,Endorsement
.: Highlights &
"::l
~ ..CY upd~te
--·-
.:;,A'
Ope6/Closed,
Figure 3:Social Media Websites Used in Academic Knowledge Sharing
.part from these popular social media platforms there also exists dedicated and dominating social
edia networks for academic knowledge dissemination which at present include Academia.edu,
esearchGate and Mendeley. (Table 1), below gives a general information on these academic
-etworking platforms.
T bl 1 G
a e : eneraIOverv1ew ofM. ASN
awr s
Academia.edu ResearchGate Mendeley
Year of 2008 2008 2007
establishment
Founder Richard Price (University of Dr IjadMadisch Elsevier
Oxford)
Present 36+ million users 15+ million users 2.5+ million
number of
Users
Discipline A1ts & Humanities Science & Engineering, Multidisciplinary
Social Sciences
becomes quite an easy task to share unpublished manuscripts, conference papers, etc. over ASNs.
.cademia.edu, ResearchGate and Mendeley provide sufficient number of tools for researchers
ranging from file upload follow and be followed in the community and linking social media to their
~rofile. Mendeley has proved to be more beneficial in maintaining and uploading a library of
jocuments besides allowing citation management. ResearchGate has its "RG Score" which shows the
research impact of an author on publication downloads, citation and number of views of their
ublication(Vasquez & Bastidas, 2015).
Table 2. Features of Academic Social Networks
S.No. Features Academia.edu ResearchGate Mendeley
Common Features
l Adding research paper Yes Yes Yes
2
Publish bibliographical data
Yes Yes Yes
without need of full text file
3
Restricted access to data from
Yes Yes Yes
registered members
4
Link bibliographic data to
Yes Yes Yes
other websites or repositories
5
Follow members with similar e- (Research
Yes Yes (Groups)
interest intere:.-rs)
9. 132
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
fnlt •nal'om,I Cc•nlcn:ncs: ,,r, L1m, .:rgtnc.: l. ontcnl, led ~ ancJ f t,;mult, .y '018
Fa,~lly c•I Jpt,,rr·:tl'L>, 1
-1ah;:.,:m1kham l niu:-1,,,:)
Publish CV Yes Yes
Social Media Sharing Yes Yes
Comparative Features
Download the full text Yes Yes
Remove doc from timeline Yes Yes
Request to author for full text Yes Yes
Show & hide the abstract Yes Yes
Posting Q&A No Yes
Profile can be exported as CV No Yes
Can invite colleague Yes Yes
Can submit feedback about a
Yes Yes
research
Open review No Yes
Endorse skills & expertise No Yes
Can see who endorsed No Yes
Separate forum for discussion No No
Keyword database I
Yes No
hyperlinking
Data Analytics
No of
Yes Yes
ReadsNiews/Downloads
Graphical Presentation Yes Yes
Number of citations Yes Yes
Recommended papers Yes Yes
Periodical statistics Yes Yes
References of the paper Yes Yes
Visibility
Google visibility Yes Yes
Yes
Yes
No
Yes
No
No
No
No
No
No
No
No
No
Yes
Yes
No
No
No
Yes
No
Yes
No
(comparatively
much less)
(Table 2), above provides a summary of similarity and comparison of features of major academic
social networks. It can be identified that on Knowledge sharing continuum on one side, social media
networks like Academia and ResearchGate are worthy for sharing published as well as unpublished
research output, the other end of continuum putsMendeley is suitable for maintaining and sharing
bibliographic data and discussions. Possibility of discussion over Academia and ResearchGate forum
is quite limited. A member can simply follow another user and keep up-to-date with their updates over
Academia and ResearchGate, whereas in Mendeley acceptance of following others is required.
Mendeley is more than just a social network its primary function is that of reference management with
a built-in PDF reader.
4. Issues and Challenges
Cloud space is overtly loaded with zillion sites for teaching and learning that ultimately makes
evaluation very challenging. In the recent past Facebook generated controversy about issues including
privacy, the dichotomous structure of reality or even the superficial presentation of controversial
content(Jalal & Zaidieh, 2012) has been much highlighted. Self-regulation or motivation plays the key
role while generating knowledge through virtual space, as research reveals that there is a greater
inclination to socialize, share and interact. As a result, increased awareness or the dimension and
potential of social sites, assumable more is the intrinsic motivation(Gewerc et al., 2016) .
10. 133
Nevertheless in the age of information and overwhelming rise of digitalization it is of utmost
importance to know the pros and cons of what is consumed or used. Not much research is conducted
highlighting the issues rising over increasing use of social media. Some of these major issues and
challenges are enumerated as follows:
a) Privacy
Being oblivious of the dangers of privacy infringement, users generally make their personal
information open not being aware of its effect on their privacy (Ajami, Ramadan, & Mohamed, 2011 ).
Though most of the social networking sites provide privacy settings but these are often not sufficient
for user protection. Moreover, these sites do not highlight the risks associated and the settings and
privacy options are not user friendly or flexible for customization. A very recent example is of
Facebook data privacy breach which has affected millions of the platform users leading to trust and
major privacy setting issues with such social media platforms.
b) Copyright
The most critical and much debatable issue regarding use of social networking sites, and more
importantly, academic social networking sites, is that of the copyright. There are two kinds of content
categories distributed over social media- one is user-found content, and another is user-generated
content(Alm, 2014). The question arises over where the content is generated. Also, by posting content
online the broad rights are transferred over to the social media companies which leave questionable
rights in the user's favour. Unclear legal standards have encouraged the issues to rise more over the
internet. In the light of academic social networks when a research paper is shared over these platform
by an author the issue of ownership/ copyright arises.
Recently publishers have escalated legal battle against ResearchGate in an attempt to stop it from
distributing copyrighted research papers. Many authors do not understand that they transfer their
ownership of an article to the publisher in the process of manuscript submission and oblivious of this
fact, upload there final published versions over the academic social networks such as ResearchGate or
Academia.edu etc.
c) Plagiarism
With the resources available online at just one click, it often becomes inevitable to copy without
acknowledging the original resource giving rise to plagiarism practices as well as duplicity of the
shared content.
d) Authenticity of the source
Sharing resources on academic social networks raises questions of the originality as well as
authenticity of both source shared as well as user that shared the resource.
e) Information Overload
A plethora of resources isavailable over internet today with the use of these research networks and it
is often difficult for a person to differentiate between useful and redundant information which
ultimately leads to information overload.
f) Other issues
Some other limitations of using academic social networks include- lack of trust in the peer review
process, lack of enthusiasm among senior academicians, discouragement of face to face
communication, trusting the user profile etc.
• Distraction: Users often start using these websites with some purpose of obtaining
information in mind and then get involved in the big sea of the redundant information
provided by social media sites. This leads to distraction from the primary purpose of attaining
the knowledge / information and instead getting stuck in the large pool of information not
able to distinguish between the useful and redundant information.
• Lack offace to face communication: The current generation focussing more on social media
where the whole existence depends upon it users find it easy to communicate behind the walls
of this gigantic space of social media and lack confidence when it comes to real
communication practice.
• Trusting the profile: Fake news and fake media has also dominated with the extensive use of
social media hence a lack of trust over a user profile is quite understandable, which
sometimes makes it difficult for users to ensure which knowledge is legitimate and which is
not.
11. 134
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5. Conclusion and Further Scope
The present research establishes that various social networks exist having varied purposes. Hence, it is
strongly suggested that each scholar should have at least one academic social network account for
knowledge sharing. Certainly, each social network has its own special features as well as drawbacks,
it is up to the user to decide based on the features and characteristics to use the ASN of their need. For
instance, ResearchGate, Academia.edu and Mendeley outline varied functionalities and enable
members with the ability to upload their papers taking into consideration the copyright considerations
as well.Here new role of the library professionals arises to create awareness about academic social
network among scholarly community based on their needs and expectations.
However, knowledge sharing alone does not suffice till one is able to distinguish between relevant
and irrelevant information. Knowledge sharing is worth only if it allows aspects for discussion furnish
new relevant information and provide the oppo1tunity to annotate. The last but not the least, if it can
devise new approaches and be collaborated online, does the idea of Academic Social Network gets
fulfilled.
Further, scope of this research can be expanded by studying user's profiles over various ASNs with
their impact. Many lawsuits being filed against dominant ASNs, it would be of utmost importance to
understand the rules and regulations while using these networks. Therefore, issues like copyright and
privacy can be explored concerned with the use of ASNs.
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