Social media for researchers - maximizing your personal impactAlan Cann
This document provides an overview of how researchers can use social media to maximize their personal impact. It discusses how continual publishing across blogs, journals, and social media can increase one's "academic footprint" and impact. The document also outlines potential benefits of social media for different stages of the academic research cycle, from collaboration and gathering feedback to disseminating findings. However, it also notes some potential criticisms and challenges of using social media.
This document summarizes 5 conclusions, 1 unfounded claim, and 2 predictions from a presentation on research in the 2.0 era. The conclusions are that weak ties are strong, crowds can be very wise, more eyeballs means more shallow bugs are found, there are diamonds to be found in social data, and being social benefits individuals. The unfounded claim is that being social benefits enterprises. The two predictions are that there will be a digital boost and digital spread.
The first half of this presentation is about academic use of social media and the second half is about recent findings from my current HEA-funded audio feedback project: http://lebioscience.blogspot.co.uk/2013/03/audio-feedback-evidence-is-mounting.html
Sorry, now audio for these yet, but the first half is rather similar to this: http://www.youtube.com/watch?v=sgU5Gx5bh3o and I'll try to put up a commentary for the feedback section soon.
The document discusses using social media in microbiology education. It notes that social media refers to user-generated internet content and conversations rather than just tools. While traditional education tools have value, students want guidance navigating various media and see education as adding value. The document advocates that educators understand how new media works, manage expectations that education is active not passive, and provide clear goals to engage lifelong learners through peer networks for professional development.
Learning and Teaching Maths in BiosciencesAlan Cann
Presentation at the Leicester Biological Sciences Pedagogical Research Group on Tuesday 17th September 2013, by Jenny Koenig (Cambridge) on Learning and Teaching Maths in the Biosciences. http://lebioscience.blogspot.co.uk/2013/09/learning-and-teaching-maths-in.html
Skills Development Through Authentic AssessmentAlan Cann
"Authentic assessment" is relevant to real world outcomes and engaging for students. Much of the treadmill activity of conventional assessment (essays and exams) has little to do with what goes on in the workplace. Faced with the task of developing a "research skills" module for 300 biological sciences students, I attempted to apply the principles of authentic assessment. The practical problems in achieving this with a large number of students involve the staffing demands of this approach, and there are problems with applying performance-based outcomes to large groups of students. Team-based learning enhances student engagement and represents a shift from a teacher-based strategy to a student-centred approach.
Social media for researchers - maximizing your personal impactAlan Cann
This document provides an overview of how researchers can use social media to maximize their personal impact. It discusses how social media can enhance the academic research cycle by enabling more effective collaboration, opportunities to forge new connections, receiving feedback, and more rapidly disseminating work. While social media presents some criticisms like privacy issues and a loss of authority, the document encourages researchers to participate and build good networks as a way to make an impact beyond traditional citations.
Social media for researchers - maximizing your personal impactAlan Cann
This document provides an overview of how researchers can use social media to maximize their personal impact. It discusses how continual publishing across blogs, journals, and social media can increase one's "academic footprint" and impact. The document also outlines potential benefits of social media for different stages of the academic research cycle, from collaboration and gathering feedback to disseminating findings. However, it also notes some potential criticisms and challenges of using social media.
This document summarizes 5 conclusions, 1 unfounded claim, and 2 predictions from a presentation on research in the 2.0 era. The conclusions are that weak ties are strong, crowds can be very wise, more eyeballs means more shallow bugs are found, there are diamonds to be found in social data, and being social benefits individuals. The unfounded claim is that being social benefits enterprises. The two predictions are that there will be a digital boost and digital spread.
The first half of this presentation is about academic use of social media and the second half is about recent findings from my current HEA-funded audio feedback project: http://lebioscience.blogspot.co.uk/2013/03/audio-feedback-evidence-is-mounting.html
Sorry, now audio for these yet, but the first half is rather similar to this: http://www.youtube.com/watch?v=sgU5Gx5bh3o and I'll try to put up a commentary for the feedback section soon.
The document discusses using social media in microbiology education. It notes that social media refers to user-generated internet content and conversations rather than just tools. While traditional education tools have value, students want guidance navigating various media and see education as adding value. The document advocates that educators understand how new media works, manage expectations that education is active not passive, and provide clear goals to engage lifelong learners through peer networks for professional development.
Learning and Teaching Maths in BiosciencesAlan Cann
Presentation at the Leicester Biological Sciences Pedagogical Research Group on Tuesday 17th September 2013, by Jenny Koenig (Cambridge) on Learning and Teaching Maths in the Biosciences. http://lebioscience.blogspot.co.uk/2013/09/learning-and-teaching-maths-in.html
Skills Development Through Authentic AssessmentAlan Cann
"Authentic assessment" is relevant to real world outcomes and engaging for students. Much of the treadmill activity of conventional assessment (essays and exams) has little to do with what goes on in the workplace. Faced with the task of developing a "research skills" module for 300 biological sciences students, I attempted to apply the principles of authentic assessment. The practical problems in achieving this with a large number of students involve the staffing demands of this approach, and there are problems with applying performance-based outcomes to large groups of students. Team-based learning enhances student engagement and represents a shift from a teacher-based strategy to a student-centred approach.
Social media for researchers - maximizing your personal impactAlan Cann
This document provides an overview of how researchers can use social media to maximize their personal impact. It discusses how social media can enhance the academic research cycle by enabling more effective collaboration, opportunities to forge new connections, receiving feedback, and more rapidly disseminating work. While social media presents some criticisms like privacy issues and a loss of authority, the document encourages researchers to participate and build good networks as a way to make an impact beyond traditional citations.
Introduction to a workshop on:
Social Media For Researchers
Maximizing your personal impact
Alan Cann
School of Biological Sciences
University of Leicester
Alan responds to a question about archiving Google+ posts and comments. He says that as far as he knows, Google+ posts are available indefinitely. There are currently no tools like Storify for extracting and organizing Google+ threads. He suggests selecting a thread, saving it as a PDF, and embedding it on Slideshare.net as a way to archive the content.
The document discusses Google+ and its current features and limitations. It notes that Google+ allows chatting and video calls with up to 10 people, and sharing photos and videos, but that audio sharing and mobile access are still lacking. Circles allow separating contacts into different groups but don't prevent public posting. Additional features like search, groups, tagging and APIs are still works in progress. The document also discusses using Google+ to search for information on Spinal Muscular Atrophy and analyzing student engagement via social networks.
This document discusses using social media and online tools to enhance student learning and engagement. It proposes using online assessment via Blackboard for all topics. It also suggests using video feedback from instructors rather than just written feedback. Peer networks using Friendfeed are recommended to allow for reflection, feedback and discussion between students. Data on a trial of Friendfeed showed high student engagement and word counts in discussions. The document concludes that online tools can increase student engagement and learning outcomes without decreasing quality.
Presentation for HUBS Spring Meeting, May 11th 2011: "The Future of Bioscience Teaching: Doing More With Less"
http://www.biochemistry.org/PublicAffairs/Events/HUBSSpringMeeting2011.aspx
Friendfolios - Harnessing social scaffolding for reflectionAlan Cann
The document discusses using social media platforms like Friendfeed to scaffold student reflection in ePortfolios. An analysis of 134 students using Friendfeed for 10 weeks found they generated over 5,000 entries, 8,000 comments, and 5,000 likes, totaling nearly 200,000 words of reflection. Approximately 15% of students continued using Friendfeed after the assessment period, showing it increased student engagement with reflective practice more than traditional ePortfolios alone. The document suggests repeating ePortfolio modules with social media platforms like blogs and Friendfeed to further scaffold student reflection.
Students in the sandbox - developing professionals?Alan Cann
The document discusses several pedagogical approaches to online education. It outlines Martin Weller's view that complexity arises from how people collaborate online. It also discusses Vygotsky's zone of proximal development and how online learning allows interaction with more capable peers. Finally, it proposes that connectivism sees learning as connecting information sources and that maintaining connections is important for learning.
Using social media like FriendFeed, students at the University of Leicester were able to develop personal learning networks for peer support, arrange both social and academic meetings, and provide data for measuring the student experience. Students produced thousands of posts, comments, and likes on the platform, using it for everything from sharing links and updates to deeply personal reflections. While traditional e-portfolios were disliked, the social media platform engaged students through status updates and rewards, providing sufficient scaffolding to encourage reflection on learning in a more popular way.
Presentation on intellectual property and social networks for The Digital Researcher: Managing your networks and building your profile
15 March 2010
http://www.vitae.ac.uk/researchers/56271-205821/Workshops/Digital-researcher-Managing-your-networks-and-building-your-profile.html
The Digital Researcher: Managing your networks and building your profile
15 March 2010
http://www.vitae.ac.uk/researchers/56271-205821/Workshops/Digital-researcher-Managing-your-networks-and-building-your-profile.html
The document discusses personal learning environments (PLEs) and how they can enhance students' ownership of their own knowledge and learning. It suggests facilitating PLEs through systems that help students set their own learning goals, manage their learning process, and communicate with others. The document also discusses ePortfolios and how they can be used to showcase students' evidence of learning, depth and breadth of knowledge, and reflections on their academic and professional development through short and long-term goals. It notes challenges in assessing student reflection and maintaining ePortfolios after a course ends.
Hepatitis E virus is a positive-sense RNA virus that causes acute hepatitis in humans. It has a spherical virion structure that is about 32-34 nanometers in diameter and contains three open reading frames that encode the viral proteins. The virus particle consists of an icosahedral capsid enclosing the viral genome RNA.
Personal learning environments, personal development planning and lifelong learning.
Alan J. Cann, Department of Biology,
Adrian Building, University of Leicester,
University Road, Leicester LE1 7RH, UK.
Using Twitter to communicate science can help scientists build personal learning networks and have real-time conversations with other scientists through hashtags to supplement traditional outreach, though some see it as just a celebrity platform. To convince bosses of its benefits, the document recommends actively using Twitter oneself as a good example and citing its ability to amplify events through social sharing.
Using Twitter to communicate science can help scientists connect with a global network of colleagues, have real-time discussions around conferences or events using hashtags, and amplify their research. While Twitter may seem unconventional, finding other scientists already on the platform and using it to supplement traditional outreach can help convince bosses of its benefits through leading by example rather than just explaining its potential.
Retroviruses are viruses that contain RNA and replicate through a DNA intermediate. They have been studied extensively as causes of disease like paralysis, wasting, ataxia, arthritis, dementia and neuropathy. Retroviruses can also induce immunodeficiency and cause cellular transformation.
Adenoviruses are DNA viruses that have been studied extensively as models of virus-cell interactions and more recently as gene vectors. They contain particles and genomes that replicate through gene expression, genome replication, late transcription, and interactions that can lead to pathogenesis. Therapies and prevention strategies also exist.
The document discusses using Web 2.0 tools to cultivate information literacy in students through personal learning environments. It describes projects using tools like Google Custom Search, Pageflakes, and a library blog to provide resources to medical ethics and law students. While students found some tools useful, they did not significantly change work habits or build an online community. Moving forward, the library aims to better integrate resources and promote a culture change to develop information literacy as a core skill.
Introduction to a workshop on:
Social Media For Researchers
Maximizing your personal impact
Alan Cann
School of Biological Sciences
University of Leicester
Alan responds to a question about archiving Google+ posts and comments. He says that as far as he knows, Google+ posts are available indefinitely. There are currently no tools like Storify for extracting and organizing Google+ threads. He suggests selecting a thread, saving it as a PDF, and embedding it on Slideshare.net as a way to archive the content.
The document discusses Google+ and its current features and limitations. It notes that Google+ allows chatting and video calls with up to 10 people, and sharing photos and videos, but that audio sharing and mobile access are still lacking. Circles allow separating contacts into different groups but don't prevent public posting. Additional features like search, groups, tagging and APIs are still works in progress. The document also discusses using Google+ to search for information on Spinal Muscular Atrophy and analyzing student engagement via social networks.
This document discusses using social media and online tools to enhance student learning and engagement. It proposes using online assessment via Blackboard for all topics. It also suggests using video feedback from instructors rather than just written feedback. Peer networks using Friendfeed are recommended to allow for reflection, feedback and discussion between students. Data on a trial of Friendfeed showed high student engagement and word counts in discussions. The document concludes that online tools can increase student engagement and learning outcomes without decreasing quality.
Presentation for HUBS Spring Meeting, May 11th 2011: "The Future of Bioscience Teaching: Doing More With Less"
http://www.biochemistry.org/PublicAffairs/Events/HUBSSpringMeeting2011.aspx
Friendfolios - Harnessing social scaffolding for reflectionAlan Cann
The document discusses using social media platforms like Friendfeed to scaffold student reflection in ePortfolios. An analysis of 134 students using Friendfeed for 10 weeks found they generated over 5,000 entries, 8,000 comments, and 5,000 likes, totaling nearly 200,000 words of reflection. Approximately 15% of students continued using Friendfeed after the assessment period, showing it increased student engagement with reflective practice more than traditional ePortfolios alone. The document suggests repeating ePortfolio modules with social media platforms like blogs and Friendfeed to further scaffold student reflection.
Students in the sandbox - developing professionals?Alan Cann
The document discusses several pedagogical approaches to online education. It outlines Martin Weller's view that complexity arises from how people collaborate online. It also discusses Vygotsky's zone of proximal development and how online learning allows interaction with more capable peers. Finally, it proposes that connectivism sees learning as connecting information sources and that maintaining connections is important for learning.
Using social media like FriendFeed, students at the University of Leicester were able to develop personal learning networks for peer support, arrange both social and academic meetings, and provide data for measuring the student experience. Students produced thousands of posts, comments, and likes on the platform, using it for everything from sharing links and updates to deeply personal reflections. While traditional e-portfolios were disliked, the social media platform engaged students through status updates and rewards, providing sufficient scaffolding to encourage reflection on learning in a more popular way.
Presentation on intellectual property and social networks for The Digital Researcher: Managing your networks and building your profile
15 March 2010
http://www.vitae.ac.uk/researchers/56271-205821/Workshops/Digital-researcher-Managing-your-networks-and-building-your-profile.html
The Digital Researcher: Managing your networks and building your profile
15 March 2010
http://www.vitae.ac.uk/researchers/56271-205821/Workshops/Digital-researcher-Managing-your-networks-and-building-your-profile.html
The document discusses personal learning environments (PLEs) and how they can enhance students' ownership of their own knowledge and learning. It suggests facilitating PLEs through systems that help students set their own learning goals, manage their learning process, and communicate with others. The document also discusses ePortfolios and how they can be used to showcase students' evidence of learning, depth and breadth of knowledge, and reflections on their academic and professional development through short and long-term goals. It notes challenges in assessing student reflection and maintaining ePortfolios after a course ends.
Hepatitis E virus is a positive-sense RNA virus that causes acute hepatitis in humans. It has a spherical virion structure that is about 32-34 nanometers in diameter and contains three open reading frames that encode the viral proteins. The virus particle consists of an icosahedral capsid enclosing the viral genome RNA.
Personal learning environments, personal development planning and lifelong learning.
Alan J. Cann, Department of Biology,
Adrian Building, University of Leicester,
University Road, Leicester LE1 7RH, UK.
Using Twitter to communicate science can help scientists build personal learning networks and have real-time conversations with other scientists through hashtags to supplement traditional outreach, though some see it as just a celebrity platform. To convince bosses of its benefits, the document recommends actively using Twitter oneself as a good example and citing its ability to amplify events through social sharing.
Using Twitter to communicate science can help scientists connect with a global network of colleagues, have real-time discussions around conferences or events using hashtags, and amplify their research. While Twitter may seem unconventional, finding other scientists already on the platform and using it to supplement traditional outreach can help convince bosses of its benefits through leading by example rather than just explaining its potential.
Retroviruses are viruses that contain RNA and replicate through a DNA intermediate. They have been studied extensively as causes of disease like paralysis, wasting, ataxia, arthritis, dementia and neuropathy. Retroviruses can also induce immunodeficiency and cause cellular transformation.
Adenoviruses are DNA viruses that have been studied extensively as models of virus-cell interactions and more recently as gene vectors. They contain particles and genomes that replicate through gene expression, genome replication, late transcription, and interactions that can lead to pathogenesis. Therapies and prevention strategies also exist.
The document discusses using Web 2.0 tools to cultivate information literacy in students through personal learning environments. It describes projects using tools like Google Custom Search, Pageflakes, and a library blog to provide resources to medical ethics and law students. While students found some tools useful, they did not significantly change work habits or build an online community. Moving forward, the library aims to better integrate resources and promote a culture change to develop information literacy as a core skill.