The changing nature of publishing

This is another one of those mini posts related to the changing nature of the work that academics do; specifically, publishing. I wrote this after  being directed to the Public Library of Science site from Tony Hirst‘s tweet:

plos_tweet

If you visit the website mentioned (here) you will see that the Public Library of Science will be making available a number of metrics intenting to evaluate the reach of published articles (I played with a similar concept here). These metrics (which will accompany each article) include reader notes and comments, ratings, social bookmakrs, citations in the academic literature, and so on. Not only is this a step toward transparently assessing the value of a publication, it provides another impetus for academics to seriously consider engaging with and participating in social media spheres. In an age where ongoing debate, collaboration, interaction, participation, and engagement are daily buzz words when envisioning improved education, shouldn’t the same ideas apply to our publications? If you are interested in these issues you may like to look at this cloudwork (and especially the comments made by Giota on the credibility, resistance, legitimacy, and power structures). It’s an interesting conversation.

Your thoughts?

Open and Free and Changing

During the month of September,

Can you see a trend?

Geothentic

My colleagues and I just published a paper on the design and evaluation of an online learning environment titled Geothentic:

Doering, A., Scharber, C., Miller, C., & Veletsianos, G. (2009). GeoThentic: Designing and assessing with technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education [Online serial], 9(3). http://www.citejournal.org/vol9/iss3/socialstudies/article1.cfm

geothentic

In short, Geothentic is an online environment that provides problem-based learning modules for the teaching and learning of geography. The student side of the environment is based on the idea of scaffolding. The teacher side of the environment is based on the idea of Technological Pedagogical And Content Knowledge (or TPCK or TPACK). The paper discusses the evolution of the environment through a design-based research lens and highlights three technology-based ways to visually assess teachers’ TPACK.If you have any questions about the paper, feel free to get in touch.

The CITE journal is an open access publication and focuses on technology and teacher education.

P2PU and guess who’s a student!

Peer to Peer UniversityFor those of you that missed the announcement, the first courses at the Peer to Peer University started on September 9, 2009. The Peer to Peer University is an “online community of open study groups for short university-level courses”and it’s an exciting development for the changing nature of the educational landscape. While there’s lots of issues to resolve before such initiatives become widespread (accreditation being an important one), it’s great to see this come to life. To celebrate the launch, I have enrolled in the Introduction to Cyberpunk Literature course :). I am interested in the topic from lots of angles, and since I am interested in improving universities and their role in society I can also act as a participant-observer.

ALT-C 2009 Presentations (#altc2009)

Seems like ALT-C 2009 conversations are sprouting here and there. I’m looking forward to this conference, partly because it’s happening at my host institution, and partly because I can’t wait to give my presentations, watch the keynotes, and spend time talking with smart people. Join me when I’ll be talking about the following:

(In the first presentation I try to define emerging technologies with a view to developing a research agenda for enhancing educational practice. In the second presentation, Aaron Doering and I, apply the Adventure Learning approach to higher education and present one example of how traditional curricula can be transformed to experiential, social, collaborative, and authentic learning experiences).

See you there!

p.s. i dislike labels such as “authentic” as much as the next person, but sometimes it’s easier to describe something in a sentence using these convoluted terms.

Dear student…

My sister is about two weeks shy from attending university. This letter is for her, and for all young people her age. If you have any further advice, please feel free to contribute in the comments section.

2118947819_23cf5e5a79(image credit: Kuyman on flickr)

Dear Nicole,

Isn’t it great that you are finally able to go to university?! Meeting new people, living away from home, learning how to manage friendships, relationships, groceries… a budget. I’m sure you’ll do great. There’s a few education-related items that most people don’t talk about though. You may find them useful:

  • Your teachers don’t know everything and don’t hold knowledge wrapped up in a box to give it to you. Don’t wait for them. Take charge and search for it yourself.
  • Trust yourself, your instincts, and your sense of what’s right and what’s wrong. If you disagree with your instructor, say it. And be prepared to learn if you are mistaken.
  • Collect and cherish your experiences. Try new things, join organizations, visit museums, raves (are they still happening?), operas, theaters, sporting events, and so on.
  • Don’t rely on the facts and the material that you are given in class. Understand it, but question it. Question its relevance and its significance. And question these publicly.
  • Travel. Visit new places and new countries. But don’t go to the next tourist attraction and don’t waste your time in organized group tours. Go to places that aren’t advertised in mass media. And talk to the locals, learn about their way of living and share your way of living with them. One of my best memories of traveling was a night I spend in Diamond City, Arkansas. Kelly and I slept on a retired couples’ couch for the night. We didn’t know the couple. We met them through a site called couchsurfing.com. They had a hootenanny and invited all of their friends to have a good time with us. We learned about their way of life, about their kids, and their aspirations. We also learned that Diamond City is a “dry” county, which means that people living there drive to the closest county to get their alcohol (go figure). This is what you call a “learning experience.”  Compare this to the lectures that you will be subjected to and you’ll see the difference. I also learned a lot from spending a few hours in a disco at Aguas Calientes, Peru and at a fish tavern in Portugal. Travel provides powerful learning experiences.
  • Meet lots of people. With the help of technology you can even meet (and chat with) people that you will probably never have the chance to see face-to-face. Try things like omegle for example.
  • Be good to people and collaborate/work with as many as you can. It doesn’t matter if they disagree with you or if their outer visible characteristics are different from yours. Learn from them and let them learn from you.
  • Take the time to explore your passions and figure out how you can turn your passions into a career.
  • And don’t forget to play – play with your gadgets and have fun with your friends.

… I have lots more to add, but i’ll stop because I’ll digress to advice beyond education and learning. Enjoy!

xoxoxo

George

On the Popularity of Open Access Journals

[This posting is divided into 2 parts. This is part 2 and it provides an exercise in popularity metrics for online open access journals. The first part of this posting, providing an editable spreadsheet of online open access journals,  is available here.]

In this post I demonstrate several points that I have been playing with over the years. On the one hand, the post takes a simple concept (the popularity of academic journals) and attempts to rethink it in the context of the digital, interconnected space. On the other hand, it demonstrates the power of the “cloud” and the opportunities provided by posting information in online spaces that are accessible via standardized formats (such as XML). The posting also serves as an example of what kinds of opportunities mashups can provide to universities/education. And finally, I just wanted to learn how to remix data via online services :)

yahoopipe

As you may have seen in my previous posting, we collected a list of all the open access online journals that we could find that are focused on publishing educational technology research. While having the list online in an open spreadsheet format allows anyone interested to update it, it also allows us to manipulate and remix the data. As a simple example, consider the issue of journal rankings. I’ve seen it debated on ITForum, on twitter, at the University of Minnesota where I did my PhD, and at the University of Manchester where I currently work. The issue is that “top tier” journals are good for tenure, but there are debates on what constitutes “top tier.” Is it readership? Rejection rates? Quality? Citations? All the above? I could link to a few different resources here, but the only one I will refer interested readers to is the European Science Foundation ERIH listings that I personally use as a guide.

My intention in this post is to rank the online open access journals according to “popularity.” As I see the rolling eyes through the tubes of the internet, let me say that popularity in this case refers to the number of sites that link to a particular page. Higher numbers denote more inbound links (= higher popularity). If you want to see the popularity metrics without reading the details of how this was done, the end result (that is generated every time you click on the link) is available on this page. At the time of writing, the least linked-to journal had 0 inbound links and the most linked-to journal had 31,534 links.

To be fair (or, “a word of caution”): The popularity index is not without it’s faults. Popularity doesn’t mean quality or even readership. The number of inbound links can be easily manipulated. The measure leaves our RSS subscriptions and number of individuals receiving TOC alerts. Also, inbound links carry equal weight regardless of where they come from. Another issue relates to journals changing URLs. For example, the Journal of Computer-Mediated Communication used to be hosted an Indiana University but is now part of the Wiley InterScience group (and is still open access). Also, the URL we used to link to a journal might not be the most appropriate one. To fully understand and see the problems with this method, one has to dive under the hood of the whole process, and that’s what I am doing next.

The implementation in detail

The journal URLs are posted in a google spreadsheet that allows data to exist online in a variety of formats (e.g. csv and html files). Those files can then be read into Yahoo Pipes (essentially, a drag-and-drop mashup tool). Once Yahoo pipes has a list of journal URLs, those URLs are send through the Yahoo Site Explorer API which generates “information about the pages linking to a particular page or pages within a domain.” That information includes the magic numbers used in this exercise (i.e. the number of pages linking to a particular journal via its url). Once the numbers are generated, Yahoo Pipes exports them as an RSS feed. That feed can then be imported back to a Google Spreadsheet. And that’s it. Whenever a journal url is added to the spreadsheet, the pipe generates a popularity number for it without anyone needing to do anything. A new journal appears? No problem, just add the url and its inbound links will be counted automatically. If you want the full details, feel free to grab the actual yahoo pipe that does all the work and clone it (at this point I should thank Mat Morisson and Tony Hirst, whose postings on yahoo pipes and online data manipulation helped me rethink how I was doing this). If you don’t have a yahoo account and are interested in how the implementation looks, the image at the top of this post is the actual pipe created.

A final word of caution :)

This is not a valid method to decide where to send your next paper :). Yet, as I see more and more conversations online about  open access (e.g., BJET published an editorial on the topic on Aug 12, 2009) and alternative ways to evaluate ones contribution to his/her chosen field, this simple example may ignite ideas for evaluating journal contributions (in the UK at least the issue of journal impact is currently being debated as we await the transformation of the Research Assessment Exercise). Also, the ranking is less interesting to me than the implications behind our ability to remix available data to think about journal “impact”. Finally, if you are managing an online open access journal and you feel that the URL used is not representative of where users link to, please feel free to correct the url by visiting the original listing. If we used an erroneous link, we apologize and we thank you for helping us correct it.

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