Evolving as a Digital Scholar
Teaching and Researching in a Digital World
Wim Van Petegem, JP Bosman, Miné De Klerk, and Sonja Strydom
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How to become digitally proficient as a teacher and researcher
What does it take to become a digitally agile scholar? This manual explains how academics can comfortably navigate the digital world of today and tomorrow. It foregrounds three key domains of digital agility: getting involved in research, education and (community) service, mobilising (digital) skills on various levels, and acting in multiple roles, both individually and interlinked with others.
After an introduction that outlines the foundations of the three-dimensional framework, the chapters focus on different roles and skills associated with evolving as a digital scholar. There is the author, who writes highly specialised texts for expert peers; the storyteller, who crafts accessible narratives to a broader audience in the form of blogs or podcasts; the creator, who uses graphics, audio, and video to motivate audiences to delve deeper into the material; the integrator, who develops and curates multimedia artefacts, disseminating them through channels such as websites, webinars, and open source repositories; and finally the networker, who actively triggers interaction via social media applications and online learning communities. Additionally, the final chapters offer a blueprint for the future digital scholar as a professional learner and as a “change agent” who is open to and actively pursues innovation.
Informed by the authors’ broad and diverse personal experience, Evolving
as a Digital Scholar offers insight, inspiration, and practical advice. It
equips a broad readership with the skills and the mindset to harness new digital
developments and navigate the ever-evolving digital age. It will inspire academic
teachers and researchers with different backgrounds and levels of knowledge
that wish to enhance their digital academic profile.
Ebook available in Open Access.
This publication is GPRC-labeled (Guaranteed Peer-Reviewed Content).
Why this book?
Where does this book come from?
What to expect in this book?
How to read this book?
1 The Digital Scholar Framework
1.1 The Digital World
1.2 Digital Technologies
1.3 Digital Competences
1.4 The Digital Scholar
1.5 The Digital Scholar Framework
1.5.1 The Digital Scholar as a Human Being
1.5.2 The Digital Scholar as an Academic
1.5.3 The Digital Scholar as a Role Player
1.6 Evolving as a Digital Scholar
1.7 How to understand and use the Digital Scholar framework
2 The Digital Scholar as Author : Choices in disseminating scholarly work
2.2 Academic authorship and its relation to the disciplinary field and online
2.1.1 The impact of field, capital and habitus on digital scholarship
2.1.2 Academic identity in a digitised world
2.3 Approaches in conveying scientific ideas to the broader community
2.3.1 Journal Publishing
2.3.2 Critical engagement with your scholarly impact (Self, Team, Society, Global)
2.4 Moving beyond journal publication towards a
2.4.1 The affordances of social media in scientific knowledge dissemination
2.4.2 Social media platforms
2.4.3 Academic social networking
2.4.4 Academic blogging
2.4.5 The digital portfolio: An integrative approach to scientific authorship
2.5 Suggestions for the way forward
3 The Digital Scholar as Storyteller : Using digital audio in teaching, research and social impact
3.2 The power of the human voice, audio and the telling of stories
3.3 Using audio in Teaching and Learning
3.3.1 Creating audio teaching resources
3.3.2 Using recorded audio feedback in assessment for and of student learning
3.3.3 Creating Digital Stories for student engagement and reflection
3.4. Research and social impact perspectives on storytelling
3.5 How to record, edit and publish good audio
3.6 Suggested way forward
3.7 Final thoughts on audio and stories
4 The Digital Scholar as Creator : Integrating digital media design with scholarly practice
4.2 ‘Creation’ in practice
4.3 A three–tiered approach to digital media creation
4.3.1 Planning of content
4.3.2 Choice of ICT and digital media genre
4.3.3 Process of design
4.4 The way forward
5 The Digital Scholar as Integrator : Why, how and where to bring your teaching, research and social impact to life
5.2 Why or to what end do we integrate?
5.2.1 Integrate towards powerful cumulative knowledge-building
5.2.2 Integrate with the aim of digital access for all – Universal Design for Learning
5.2.3 Be open to being open
5.2.4 Always be critical – as a good scholar should
5.3 How do we integrate? Theory-informed practices around Integration
5.3.1 Integrate with a plan – Curriculum and pedagogical design strategies, frameworks and planners
5.3.2 Making cognitively pleasing and persuasive multimedia resources
5.3.3 Teaching collaboratively online (in emergencies) – some pointers
5.4. “Where” to integrate?
5.5 Suggested way forward
5.6 Some final integratory remarks
6 The Digital Scholar as Networker : Re-thinking why and how we ‘network’
6.1 Introduction: Considering networking and social networks
6.2 A shift in thinking about networking
6.2.1 Networking for scholarship
6.2.2 Networking for teaching
6.2.3 Networking for service
6.3. Suggestions for next steps
7 Professional Development Approaches for Digital Scholars : Taking ownership of your professional learning
7.2 Continuous professional development
7.2.1 Digital knowledge: Digital tools and their affordances
7.2.2 Pedagogical knowledge: Pedagogical approaches
associated with digital technologies
7.2.3 Vehicle for further knowledge development: Exploring different avenues for learning
7.3 Aspects associated with digital technology use
7.3.1 Human factors related to continuous professional development choices
7.3.2 Human action and digital technology
7.3.3 Knowledge application: Translating learning into practice
7.4 Suggested way forward
8 The Future Digital Scholar
8.2 Be agile
8.2.1 Agile methods
8.2.2 Agile methods for a digital scholar: Focusing on instructional design
8.3 Watch the trends
8.3.1 Gartner hype cycle
8.3.2 EDUCAUSE Horizon Report
8.3.3 Innovating Pedagogy
8.4 Engage in action research
8.5 Lead the change
8.6 In sum: Go DIGITAL
About the authors
Format: Monograph - free ebook - PDF
Publication: October 13, 2021
Miné De Klerk is project manager on Hybrid Learning at Stellenbosch University.
Sonja Strydom is deputy director at the Centre for Learning Technologies and research associate at the Centre for Higher and Adult Education at Stellenbosch University.
Wim Van Petegem is professor of learning technologies at the Faculty of Engineering Technology at KU Leuven.