Veletsianos, G., & Shaw, A. (2018). Scholars in an increasingly open and digital world: Imagined audiences and their impact on scholars’ online participation. Learning, Media and Technology, 43(1), 17–30. http://ezproxy.library.uvic.ca/login?url=https://doi.org/10.1080/17439884.2017.1305966
Straight out of the gate I’m intrigued by Veletsianos and Shaw’s abstract. They acknowledging the fact that who our audience is will have a significant influence on design and presentation, and yet when researchers publish online they have to imagine who their audience is. It would follow that who they imagine their audience to be will guide what they research, how they represent themselves, and how they present their findings, however their is often misalignment between the imagined audience and actual audiences. Especially intriguing is that research can never tell us who the imagined audiences actually are, only what the effect of imagining an audience has on the author. The research did not reveal any surprises or new information in the findings, but raised questions around intentions and actual audiences. I am curious about when blogging or posting becomes less about oneself and more about educating and motivating. It reminds me of when I started teaching and I was very aware that when I could stop thinking about myself and my actions I would truly be able to respond and interact efficiently with my learners.
Atenas, J., Havemann, L., & Priego, E. (2015). Open Data as Open Educational Resources: Towards Transversal Skills and Global Citizenship. Open Praxis, 7(4). https://doi.org/10.5944/openpraxis.7.4.233
Love this article for its rubrics and information that are contributing to the development of a unit for data analysis and research skills.
Rohs, M., & Ganz, M. (2015). MOOCs and the Claim of Education for All: A Disillusion by Empirical Data. The International Review of Research in Open and Distributed Learning, 16(6). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2033/3527
I am frustrated by this article as it goes against my nature focusing on what the limitaions are rather than what the potential is. Making more information available online is nothing but a positive for students looking to overcome obstacles.
Couture, M. (2017, July 12). Academic Publishing at a Crossroads. University Affairs. Retrieved from http://www.universityaffairs.ca/opinion/in-my-opinion/academic-publishing-crossroads/
It is difficult for me to become passionate about the driving forces behind the open movement. I am restricted (as are my influences) to my experience as a high school teacher. Right now, searching multiple spaces for information is tedious, whereas the reputable information that is included in journals is a one-stop shop for me and my students. How is the concept of ‘open’ relevant and important for the high school educator? This article begins to answer many of the questions I have posed in this course regarding economics and alternate solutions to journal publications.
