Managing the Presence and Digital Identity of the Researchers in a Distance Learning Community

2019 ◽  
pp. 175-193 ◽  
Author(s):  
Nuno Ricardo Oliveira ◽  
Lina Morgado
Keyword(s):  
Data Analysis ◽  
Distance Learning ◽  
Learning Community ◽  
Scientific Community ◽  
Social Web ◽  
Digital Identity ◽  
Online Presence ◽  
The Social ◽  
Digital Skills ◽  
Young Researchers

This chapter is intended to understand the importance of the presence of junior researchers on the social web in establishing contacts with other researchers or specialists. Being present on the social web allows young researchers to create and manage their own digital identity. This study focused on a community of junior researchers from a Portuguese University where the members of the community were asked to answer a questionnaire with the data they used when they registered as researchers. During data analysis, it was observed that this group of researchers coincide with what most of the literature proposes, though deviating in some points from the generality. Yet, researchers give great importance to the development of their digital skills to strengthen their online presence and which gives them credibility and recognition in the scientific community and as open researchers.

Digital Identity of Researchers 2.0

2018 ◽  
pp. 2063-2082
Author(s):  
Nuno Ricardo Oliveira ◽  
Lina Morgado
Keyword(s):  
Academic Research ◽  
Social Web ◽  
Digital Identity ◽  
Learning Networks ◽  
Personal Network ◽  
Personal Learning ◽  
The Social ◽  
Digital Environments ◽  
Group Members ◽  
Context Of Learning

This chapter results from an investigation into the digital identity of a community of researchers, part of a PhD study on Education focused on Personal Learning Networks (PLN). Today the social web is a massive reality in academic research, which leads to question the importance of the digital presence of researchers in these informal contexts and how they relate to each other. With the evolution of the internet, new challenges are posed to researchers, both socially (social web) and academically. Immersion in these digital environments promotes the development of open research practices, with evidence of interactions between group members, stressing the collaborative way we interact in the context of learning throughout life. Thus, the social web allows the researcher 2.0 to access the work of other researchers quickly and effectively, sharing content and collaborating with others through a PLN. This personal network requires a range of skills related to the digital identity of researchers, considering the environment in which they are operating.

Wikipedaktik: Kollaborative Sachlexikografie als Lehr- und Lerngegenstand im Deutschunterricht

2019 ◽  
Vol 34 (2018) ◽  
pp. 37-66
Author(s):  
Eva Gredel
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Research Field ◽  
Central Issue ◽  
Digital Tools ◽  
Lecture Hall ◽  
Social Web ◽  
Digital Platforms ◽  
The Social ◽  
Digital Skills

AbstractThis paper introduces the research field of Wikipedactics with a focus on the relevance of Wikipedia’s lexicographic aspects for German lessons in higher education: The central issue is to describe one of the most successful digital platforms of the Social Web as a worthwhile teaching and learning subject. It explains Wikipedia’s hypertextual nature, its micro- and macro-structure and details scenarios of use in the classroom and the lecture hall. The paper demonstrates how pupils and students can develop digital skills and information competences when using Wikipedia. Furthermore, the didactic potential of digital tools such as Wikibu and WikiWatchdog enabling the reflected access of Wikipedia users to the online-encyclopaedic content is evaluated.

Digital Identity of Researchers 2.0

2017 ◽  
pp. 270-289 ◽  
Author(s):  
Nuno Ricardo Oliveira ◽  
Lina Morgado
Keyword(s):  
Academic Research ◽  
Social Web ◽  
Digital Identity ◽  
Learning Networks ◽  
Personal Network ◽  
Personal Learning ◽  
The Social ◽  
Digital Environments ◽  
Group Members ◽  
Context Of Learning

This chapter results from an investigation into the digital identity of a community of researchers, part of a PhD study on Education focused on Personal Learning Networks (PLN). Today the social web is a massive reality in academic research, which leads to question the importance of the digital presence of researchers in these informal contexts and how they relate to each other. With the evolution of the internet, new challenges are posed to researchers, both socially (social web) and academically. Immersion in these digital environments promotes the development of open research practices, with evidence of interactions between group members, stressing the collaborative way we interact in the context of learning throughout life. Thus, the social web allows the researcher 2.0 to access the work of other researchers quickly and effectively, sharing content and collaborating with others through a PLN. This personal network requires a range of skills related to the digital identity of researchers, considering the environment in which they are operating.

CRITERIA FOR EVALUATING THE SOCIAL CAPITAL OF THE NWU DISTANCE LEARNING COMMUNITY

2015 ◽  
Vol 37 (2) ◽  
pp. 21-32
Author(s):  
C Du Toit-Brits
Keyword(s):  
Social Capital ◽  
Distance Learning ◽  
Learning Community ◽  
North West ◽  
Educational Dialogue ◽  
The North ◽  
The Social

Discussions of dialogue have been at the heart of Distance Learning (well known in the theories of Borge, Holmberg and Moore). This theoretical article focuses on formulating criteria for evaluating the social capital of a particular Distance Learning community, at the North-West University, Potchefstroom Campus (NWU), and attempts to put forward specific thoughts regarding the importance of dialogue as a key pedagogical method within the Distance Learning setting at NWU through which social capital is being shaped. A number of educationalists recently re-examined the position that dialogue occupies in the Distance Learning setting. Distance Learning is to facilitate through a distance; these students and lecturers are divided physically in occasion and space. Consequently, Distance Learning students and lecturers lack the communal physical attendance that is imperative for communication. In Distance Learning, many communication pathways are imprecise. This article specifically deals with the essentially dialogic nature of the educational dialogue in Distance Learning, and the need to establish criteria for evaluating the social capital of a particular Distance Learning community. 

Wikipedaktik: Kollaborative Sachlexikografie als Lehr- und Lerngegenstand im Deutschunterricht

2018 ◽  
Vol 34 (1) ◽  
pp. 37-66
Author(s):  
Eva Gredel
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Research Field ◽  
Central Issue ◽  
Digital Tools ◽  
Lecture Hall ◽  
Social Web ◽  
Digital Platforms ◽  
The Social ◽  
Digital Skills

AbstractThis paper introduces the research field of Wikipedactics with a focus on the relevance of Wikipedia’s lexicographic aspects for German lessons in higher education: The central issue is to describe one of the most successful digital platforms of the Social Web as a worthwhile teaching and learning subject. It explains Wikipedia’s hypertextual nature, its micro- and macro-structure and details scenarios of use in the classroom and the lecture hall. The paper demonstrates how pupils and students can develop digital skills and information competences when using Wikipedia. Furthermore, the didactic potential of digital tools such as Wikibu and WikiWatchdog enabling the reflected access of Wikipedia users to the onlineencyclopaedic content is evaluated.

scholarly journals Social Web Content Enhancement in a Distance Learning Environment: Intelligent Metadata Generation for Resources

2017 ◽  
Vol 18 (1) ◽  
Author(s):  
Andrés García-Floriano ◽  
Ángel Ferreira-Santiago ◽  
Cornelio Yáñez-Márquez ◽  
Oscar Camacho-Nieto ◽  
Mario Aldape-Pérez ◽  
...  
Keyword(s):  
Distance Learning ◽  
Learning Experience ◽  
Automatic Generation ◽  
Social Web ◽  
Web Content ◽  
Web Resources ◽  
The Social ◽  
Distance Learning Environment ◽  
Text Content ◽  
Metadata Generation

<p class="3">Social networking potentially offers improved distance learning environments by enabling the exchange of resources between learners. The existence of properly classified content results in an enhanced distance learning experience in which appropriate materials can be retrieved efficiently; however, for this to happen, metadata needs to be present. As manual metadata generation is time-costly and often eschewed by the authors of the social web resources, automatic generation is a fertile area for research as several kinds of metadata, such as author or topic, can be generated or extracted from the contents of a document. In this paper we propose a novel metadata generation system aimed at automatically tagging distance learning resources. This system is based on a recently-created intelligent pattern classifier; specifically, it trains on a corpus of example documents and then predicts the topic of a new document based on its text content. Metadata is generated in order to achieve a better integration of the web resources with the social networks. Experimental results for a two-class problem are promising and encourage research geared towards applying this method to multiple topics.</p>

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