Engaging with the public (#dscholar)

Week 4 was all about the Application stage of Boyer’s Scholarship framework: how you put your newly acquired knowledge into good use. We specifically looked into Public Engagement and how we can use the digital, open and networked world to share our findings.

Traditionally staff are encouraged to go down the journal/book/conference paths when it comes to disseminating their findings. This is great, if you are able to do it, however the same can be achieved using other means such as blogs, podcasts and videos. If you are going to go down the digital and open route you must check your institution’s policies. Can your resources/content/data be shared with:

  • Your department?
  • Your school?
  • Your Univeristy
  • The world wide web?

Thinking about the nature of our courses (and the cost – oh the cost), not many academics would be allowed to openly share their resources or research outputs freely online. However, they can share their methods and processes – just like I can 🙂

Academic staff generate a lot of content too – much of it wouldn’t be of any use to the majority of the public, AND THAT’S OK! As this content is a by-product anyway, it doesn’t cost anything to produce as it’s already been produced, it can be shared without any edits. Those with a niche interest in your subject would still like access to it. Subjects that staff are creating work on often include common lessons: study skills, psychology, maths, scientific principals etc. Could these be place in an OER repository? It could, at least, for internal staff to re-use.

Engaging the public isn’t just something you do at the end; they can help with designing the question, offer themselves as participants and provide feedback on findings so far.

What do we need?

Time and space.
It’s what we always need.
Time to learn new skills, space to trial and experiment with these new skills.

I’m very fortunate that my boss supports us in identifying new skills that we’d like to learn, and our regular one-to-ones are used to update her on what we are learning. One thing I’d like to propose to her is something similar to what I took part in as a team building day in a previous job. We were split into two teams, given a camcorder, and told to produce a video based on a theme… Christmas is Cancelled. Together we worked on a story board, wrote a script, went round interviewing random people on camera, then edited the video clips together into what looked like a news report. Not only was this fun, but we learned so many new skills and experiences along the way.

At the moment I’m interested in creating learning resources in H5P. Perhaps as a department we could pair up and each generate a learning resource in H5P that can then be shared among the group? Hmm needs work – but it could be a great way of learning a new skill 🙂

The end of week 4 marks the midway point in the course, and the quiz that counted towards the completion badge was very difficult. I don’t do well at multiple choice quizzes where they ask for one or more answers as I never trust that one answer will be enough. Oh well, I still passed – YAY!!!

Image source: https://pixabay.com/en/new-york-skyline-laptop-monitor-1071162/

via: https://pixabay.com/en/laptop-apple-macbook-computer-2562211/

My name is Sam, and I am a ‘Guerrilla Researcher’ (#dscholar)

Since getting involved with the work of TEL I’ve never really considered myself a ‘researcher’. If I wanted information on a specific topic I googled it or asked my PLN via Twitter or Facebook. I would ask for examples and suggestions of links to follow up on. I read personal accounts via blogs and newsletters in the area that I’m interested in. None of this felt like ‘proper’ researching. So imagine my surprise when I came to week two of the marvelous Digital Scholar course on OpenLearn. In it Martin Weller pretty much describes the way in which I seek out information as ‘Guerrilla Research’. How cool! I now have another thing to go in my Twitter bio 😉

Guerrilla: Referring to actions or activities performed in an impromptu way, often without authorisation.

Oxford English Dictionary


For one of the reflective activities we have been asked to:

Consider an area that you are interested in, either relating to your professional practice, or personal interest. Think about how you could adopt a ‘guerrilla research’ approach to investigating one aspect of it. Make sure it accords to the characteristics set out in the previous extract. It can use open data, invite contributions from others, or perform analysis of other content, but it should not require permission or funding to realise, and should be something you can do largely on your own.

Please see the following as my response to this:

What to research: Tech-enhanced group work approaches

How I’ll collect my ‘data’:

  • Ustilise Twitter/LinkedIn/JISCMAIL/Yammer to ask for case studies of how group work is being facilitated. Hopefully this could lead to forming relationships that could lead to larger research projects such as a focus on designing tool kits.
  • Online Library search for journal articles and conference papers containing case studies and evaluations on when and where TEL has been implemented.
  • Conference websites that have VLE/ePortfolio/TEL interests.
  • Google search for blog posts.

This activity has been great as legitimises what have been doing in the past regarding my research methods. You don’t need a big multi-team project in order to get the groundwork done. From data collected from the above methods I should have some good ideas of how students are using tech to support their group work, and could choose a handful of them to implement at my current university as a project.

I wonder if I’ll be asked to carry out this activity during the next weeks 😉

Image source: via: https://pixabay.com/en/laptop-apple-macbook-computer-2562211/

Digital Scholar – week 1 notes (#dscholar)

As with many UK universities, we are having to tighten our belts when it comes to CPD and networking opportunities, and therefore have had to turn to other types of opportunities to learn new skills. This week I came across a tweet by Fiona Harvey who shared her joy at completing the Digital Scholar course via OpenLearn and just had to take a look. Throughout the first week you are encouraged to keep a blog and share it (how digitally scholarly eh?), and being as I’m cooped up in bed with a throat infection I thought I’d have a go.

My notes are just for me to record what goes through my mind with reference to the various concepts that are presented and do not in any way represent the course as a whole. If you are in the business of educating and/or researching, I urge you to take part in this course 🙂

Week 1 notes:

According to Martin Weller, Digital Scholarship is the intersection of the following 3:

  • Digital content
  • Networked distribution
  • Open practices

Thinking about my own approach, I feel that I could call myself a digital scholar; I create digital content (screen grabs, examples of activities, presentation slides), I share them via various communication channels (twitter, LinkedIn, newsletters etc) and allow them to be used for whatever purpose. All I ask is that feedback is provided when any of my activities are being used so that I can evaluate and further develop them.

Digital tools can be used to bookmark, share or filter resources (eg I use Pinterest, Twitter, Facebook, LinkedIn, Yammer, WordPress etc). These I use for many purposes: work, hobbies, personal interests and to keep family and friends updated. The way in which I use them are different though; I’d never post about my archery success on LinkedIn and Yammer, but would on Facebook, Twitter and my archery blog. This post is being publicly shared on my blog, distributed via Twitter, LinkedIn and Yammer, so that others may also be inspired to take part (just like I was when reading Fiona’s tweet).

The creation of Web 2.0 forced a shift from consuming digital content, to contributing content. YouTube, SlideShare, Flickr – all these sites rely on users sharing their creations, with areas for discussion underneath. By embracing open values this content can then be used by others for many different purposes. This can support others in their quest for knowledge.

The final part of week one looked at Ernest Boyer’s model of scholarship:

  • Discovery: creation of new knowledge
  • Integration: making connections across disciplines
  • Application: service – engage with audience, peer reviews, panels, committee memberships etc
  • Teaching: passing knowledge on in a way that it can be applied


Image found via: http://teachingcenter.wustl.edu/scholarship/


I’m pleased that my current approach to working in academia can be deemed as digitally scholarly. It has encouraged me to think more about what I put out there and how I can encourage other colleagues to do so too. Week 1 has been a great eye opener and I am already thinking about how I can use this course to develop my skills and inform peers.

I am currently working on a number of online activities to support staff and students with developing their digital skills – perhaps this could be its own unit of study?

I look forward to week 2!


Wordcloud of The Digital Scholar

via www.wordle.net/