AI 2009 NMC

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Using Multi-Media for Scholarly Communication

Flora McMartin, Broad-based Knowledge

Alan Wolf, Univ. of Wisconsin - Madison

John Ittelson, CSU Monterey Bay

Carl Berger, University of Michigan

Tuesday, June 16, 2009

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An Introduction toAcademic Intersections

Flora McMartin, Editor in Chief


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Agenda

9:00 – 9:10 AM – Introductions 9:10 – 9:40 AM – Overview of Models 9:40 – 10:25 AM – Introduction to AI10:25 – 10:40 AM – User Evaluation10:40 – 10:50 AM – Break10:50 – 11:40 AM – Practice Authoring11:40 – 12:00 PM – Wrap Up

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Participants will

* Explore sites that are moving in the direction of integrated multi-media as a way of communicating scholarship

* Discuss the goals and vision of the AI and how they can participate in it

* Start a submission for AI

* Discuss working in the AI (and other multi-media environments)

* Discuss how to work with others to develop submissions

* Explore assessment techniques for introducing multimedia publishing

* Introduced our vision for the future and some of the challenges we face in accomplishing that vision


Introductions

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Scholarly Multimedia


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Questions for you

What is the dominant form of media for presenting scholarship in your discipline?

Have you seen changes in how scholarship is presented?

Are there elements of your work that might be equally or better suited by means other than written word?


From the MLA Digital Work Wiki

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digital works

Online peer reviewed publications

Scholarly electronic editions

Specifications

Research tools

Hypermedia

Instructional technology

Research blogs


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Using multiMedia in Peer reviewed publications

Progression from auxiliary web sites to online journals with embedded media

Replacement of some traditional sections of publications with media

What are the next steps?


Rich media contributions representing key research

findings, contexts, a

udiences, or environments in

learning and media are appropriate. Contributors are

encouraged to work with existing platforms such as

Flickr, Diver, or YouTube or to develop written

contributions supplemented by the inclusion of data

sets, video clips, sim

ulations, or other interactive

elements. Video, graphic, o

r photo essays are also

acceptable formats.

-The International Journal of Learning and Media

Research progress and the translation of findings from the

bench to clinical therapies relies on the rapid transfer of

knowledge both within the research community and the

general public. Written word and static picture-based

traditional print journals are no longer sufficient to accurately

transmit the intricacies of modern research.

- Journal of Visualized Experiments

Vectors doesn't se

ek to replace text; instead,

we encourage a fusion of old and new media in

order to foster w

ays of knowing and seeing

that expand the rigid text-based paradigms of

traditional sc

holarship. Simply put, w

e publish

only works that need, fo

r whatever re

ason, to

exist in multim

edia.

- Vectors

As illustrated by published articles, JIME authors can bring alive their submissions

through the provision of examples which more compellingly convey human-human

or human-computer interaction, e.g.

•If the description of new interactive media forms a substantive part of the

submission, the article must be integrated with illustrative extracts of the media

which convey to readers its interactivity.

•Theoretical articles or literature reviews can now illustrate their analyses with

particular examples of interactive media .

•Authors can provide readers with better access to qualitative data, such as dialogue

exchanges between students, extracts of video observation data, etc.

-Journal of Interactive Media in Education

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Submissions


http://www.jove.com/index/Main.stp?



























PLOS One

Nature

3D view

Multimedia

SciVee

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Auxiliary Media


http://www.plosone.org/article/info%25253Adoi%25252F10.1371%25252Fjournal.pone.0001119

http://www.plosone.org/article/info%25253Adoi%25252F10.1371%25252Fjournal.pone.0001119

http://www.nature.com/nature/journal/v459/n7245/full/nature08143.html

http://www.nature.com/nature/journal/v459/n7245/full/nature08143.html

http://molvis.sdsc.edu/fgij/fg.htm?mol=2A65

http://molvis.sdsc.edu/fgij/fg.htm?mol=2A65

http://www.nature.com/nature/multimedia/

http://www.nature.com/nature/multimedia/

http://www.scivee.tv/

http://www.scivee.tv/

International Journal of Learning and Media

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Embedded Media


http://ijlm.net/

http://ijlm.net/

Journal of Visualized Experiments

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Media and Text


http://www.jove.com/




Vectors

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MultiMedia as publication


http://vectors.usc.edu

http://vectors.usc.edu

by Sidereal Used under a Creative Commons license 15

What do you think?


http://www.flickr.com/photos/sidereal/349496270/

http://www.flickr.com/photos/sidereal/349496270/

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AI’s Vision:

Re-thinking Re-seeing Re-doing

the Scholarly Journal


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The Vision• Online & peer-reviewed • Accounts of research or creative works within or

across academic disciplines, courses and curricula or programs

• Multiple media as a fundamental aspect of higher education in the 21st century.

• Provide a media rich venue for exploring the new knowledge emerging from the integration of technology, scholarly and creative works, and the scholarship of teaching and learning in higher education


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www.academicintersections.com


http://www.academicintersections.com/Academic_Intersections/Welcome.html



http://www.academicintersections.com

http://www.academicintersections.com

• Assessment, Evaluation– Science Laptop Study

4.Future Directions or Conclusion – Developing the Listening Mind

5.Acknowledgements 6.Bibliography7.Author's Statement

– Think globally, act globally

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Components of a Published Work

1. Abstract 2. Introduction

– Evidence Based Design: The Open Learning Initiative

3. The body of the article, 3-4 sections

– Bringing Life to Greek Architecture

– Podcasting Lectures: Lessons Learned from Formative and Summative Evaluations


http://edcommunity.apple.com/ali/story.php?itemID=19075&version=7119&pageID=17275
























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Peer Review CriteriaThe Submission:

•Addresses academic intersections related to the journal's purpose.•Presents a media-rich academic/creative work.•Is grounded in the literature in a manner that is relevant and accurate with respect to the expectations of the home discipline or disciplines. •Provides adequate documentation or description so that others might implement.


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Required for Publication• Author's Statement.

• Work has NOT been published elsewhere in its present form.

• Presents new perspectives, new technologies, new pedagogies or new ways of intersecting the key domains targeted by AI.

• Broadens readers' understanding and thinking; moves the authors' field(s) forward in terms of either pedagogy or scholarship (or both).

• Is relevant to higher education.

• Presents research, scholarship or creative works; it is NOT a piece of advocacy or a 'puff' piece promoting a commercial product.


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Authoring for AI


http://edcommunity.apple.com/ali/submissions.php












Creating Your Work for Publication

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Authoring Process1.Join Apple Learning Interchange

–( http://edcommunity.apple.com/ali/index.php)

2.Join the group: Academic Intersections Community

• Log in to ALI and from your home page select: Submissions

• Then select: Create a Story or Exhibit• Begin authoring!

download guide 24


http://edcommunity.apple.com/ali/index.php




http://www.academicintersections.com/Academic_Intersections/FAQ_files/AI_Submissions_Guide_1.pdf

http://www.academicintersections.com/Academic_Intersections/FAQ_files/AI_Submissions_Guide_1.pdf

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Assessment and Evaluation

Why, What, When, Where and How

Carl BergerProfessor and Dean Emeritus

University of Michigan


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Why assessment?

•Information is better than shooting blind

•Data wins out in the end•Where do you get those great stories that sell

•Documenting change•Looking back (and forward)


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What?

•Looking at themes•Measuring more than content•Slicing it thin enough


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When?

•Before to get ready•During to find what's needed to change

•After to find out what worked•Follow up to find if you've made a difference


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Where

•In situ•In workshops•In conferences•In deans and directors meeting•And in regents/trustees meetings


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How

• Keep it simple• Three things about each• About five questions about each concept

• Space for stories


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Sample


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Multiple questions same theme


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Finish with open comments


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What you can learn


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Producing online publications using rich media and interactivityHow people learn

Knowlege Confidence Experience


Before During After

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Before During After

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Before During After

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Before During After

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Summary

• Simple• As many times a possible • Multi-Dimensional• Several on the same theme• Analyze• Present to as many as possible• Tell Stories• Use data to support or refute


http://sciencecommons.org/projects/publishing/

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MIT Faculty Open-Access PolicyPassed by Unanimous of the Faculty, March 18, 2009The Faculty of the Massachusetts Institute of Technology is committed to disseminating the fruits of its research and scholarship as widely as possible. In keeping with that commitment, the Faculty adopts the following policy: Each Faculty member grants to the Massachusetts Institute of Technology nonexclusive permission to make available his or her scholarly articles and to exercise the copyright in those articles for the purpose of open dissemination. In legal terms, each Faculty member grants to MIT a nonexclusive, irrevocable, paid-up, worldwide license to exercise any and all rights under copyright relating to each of his or her scholarly articles, in any medium, provided that the articles are not sold for a profit, and to authorize others to do the same. The policy will apply to all scholarly articles written while the person is a member of the Faculty except for any articles completed before the adoption of this policy and any articles for which the Faculty member entered into an incompatible licensing or assignment agreement before the adoption of this policy. The Provost or Provost's designate will waive application of the policy for a particular article upon written notification by the author, who informs MIT of the reason.

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Open Access OverviewFocusing on open access to peer-reviewed research articles and their preprintsThis is an introduction to open access (OA) for those who are new to the concept. I hope it's short enough to read, long enough to be useful, and organized to let you

skip around and dive into detail only where you want detail. It doesn't cover every nuance or answer every objection. But for

those who read it, it should cover enough territory to prevent the misunderstandings that delayed progress in our early days. I

welcome your comments and suggestions.If this overview is still too long, then see my very brief introduction to OA. It's available in a dozen languages and should print out on just one page, depending on your font size.Once you're acquainted with the general idea of OA, follow new developments through my blog and newsletter, and

see what you can do to help the cause. Peter Suber Last revised June 19, 2007.

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Artworks used in this presentation • David Hockney, (Feb. 19, 1983) Sitting in the Zen Garden

at the Ryoanji Temple, Kyoto.http://www.cs.waikato.ac.nz/~cbeardon/dcollage/collage3/semantics/spacetime2.html

• Walyou, (accessed, May 26, 2009) http://www.walyou.com/blog/2008/10/30/how-to-build-star-treks-starship-enterprise-at-the-office/

• Nam June Pai, V Buddha (1974). Closed Circuit video i bronze sculpture, http://www.paikstudios.com/index.html


http://www.cs.waikato.ac.nz/~cbeardon/dcollage/collage3/semantics/spacetime2.html






http://www.walyou.com/blog/2008/10/30/how-to-build-star-treks-starship-enterprise-at-the-office/






http://www.paikstudios.com/index.html

http://www.paikstudios.com/index.html

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Thank You

Flora – [email protected] – [email protected] – [email protected] – [email protected]


mailto:[email protected]








Electronic version of handout

• http://bit.ly/zJY7o --- planning sheet

• http://bit.ly/3wMSlz --- presentation

• http://tinyurl.com/nmc2009-2 - survey

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http://bit.ly/zJY7o

http://bit.ly/zJY7o

http://bit.ly/3wMSlz

http://bit.ly/3wMSlz

http://tinyurl.com/nmc2009-2

http://tinyurl.com/nmc2009-2