How do you teach students to keep up to date with scholarly communications, and the role of specialisation and collaboration?<\/p>\n\n\n\n
I had a stab at it last study period with two separate assessments. In the first, students monitored CAUL<\/a>, plus two other sources different to their classmates. One organisation and one individual from a provided list. Students wrote a review of each source and its outputs, plus identified three Wicked Problems. <\/p>\n\n\n\n Then, in the second assessment, they shared their research with other team members. The team then presented collaboratively live to “CAUL” (me wearing a nice woollen suit top in Zoom) about a single Wicked Problem. They built two possible future scenarios and suggested strategies.<\/p>\n\n\n\n My first class of students absolutely aced the assessment, which was a big relief. I was so proud of the way they stepped up and intelligently discussed the more interesting and contentious side of scholarly communications while showing really solid grasp of the basic concepts. <\/p>\n\n\n\n The Twitter lists they chose from are below, along with embedded widgets of a combined feed in the live blog post. Sources were initially found via Twitter request, and this blog post will probably be discovered via Twitter.<\/p>\n\n\n\n For the first two lists, candidates needed to be:<\/p>\n\n\n\n That left me with a lot of really useful other sources. Some too similar to others on the list, or hadn’t posted for a while. Hence the third list.<\/p>\n\n\n\n Are there any obvious extra accounts or people you would add for students this study period?<\/p>\n\n\n\n <\/p>\n\n\n\n <\/p>\n
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Schol Com Orgs for Au<\/a>
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<\/p>\nA Twitter List by Infoventurer
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Schol Com people for Au<\/a>
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