Exploring Educational Technology
Weblog about using mobile devices and social software in higher education
http://Publons.com provides a way to create a personal record of academic peer review and editorial activity – this is useful as this activity is usually largely invisible and un-recognised! Publons also provide direct interaction with your ORCID profile to add review activity to ORCID. There is also a Publons Widget that can be embedded in websites, as below:
https://publons.com/author/1391664/widget/embed/?width=640&height=460%20width=640%20height=460
Globally there is a shortage of higher education practitioners and researchers evidencing a critical engagement with the intersection between teaching, learning, and technology. We believe an open and agile approach to professional development (PD) will allow higher education practitioners and researchers to embrace the rapidly changing and complex environment of technology and affordances to explore their impact on teaching and learning. Educators need to critically theorise the intersection between learning theory, technology and frameworks leading to new pedagogical practices and understanding of technology enhanced learning. This is epitomised in the adoption of the scholarship of technology enhanced learning or SOTEL (Haynes, 2016), that brings Boyer’s (1990) concept of the scholarship of teaching and learning (SOTL) into the twenty-first century.
Traditional PD strategies revolve around either the provision of a series of workshops or completion of a post-graduate qualification in learning and teaching. In contrast to these traditional PD approaches, we have leveraged a connectivist MOOC strategy to support a global network of PD Communities of practice (COP). In this session we will outline the model we have used to develop and implement a prototype PD cMOOC: http://mosomelt.wordpress.com/about/ (Cochrane and Narayan, 2016, Cochrane et al., 2015). Peer participation and sharing of praxis are triggered through the cMOOC that aims to scaffold participants to generate critical reflective practice evidence for CMALT portfolio accreditation, outlined at http://tinyurl.com/CMALTcMOOC. Interactive participant feedback techniques will include a Twitter back channel and an online participant survey. Participants will be invited to join us in the development of our first iteration of the CMALT cMOOC project.
Boyer, E. 1990. Scholarship reconsidered: priorities of the professoriate, Princeton, NJ, Carnegie Foundation for the Advancement of Teaching.
Cochrane, T. & Narayan, V. 2016. Evaluating a Professional Development cMOOC: MOSOMELT. In: Barker, S., Dawson, S., Pardo, A. & Colvin, C. (eds.) Show Me The Learning. Proceedings ASCILITE 2016 Adelaide. University of South Australia, Adelaide, Australia: Ascilite.
Cochrane, T., Narayan, V. & Burcio-Martin, V. 2015. Designing a cMOOC for Lecturer Professional Development in the 21st Century. In: Keengwe, J. & Onchwari, G. (eds.) Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age. Hershey, PA, USA: IGI Global.
Haynes, D. 2016. Introducing SOTEL. International Journal for the Scholarship of Technology Enhanced Learning, 1, 1-2.
#mesh360 & #erlab VR scene analysis
Today we explored adding biometric feedback to user pre and post survey feedback as well as VR scene hotspot identification data to analyse the impact of VR scenes on paramedic student learning. The project has lots of potential, and this is our second prototype design as part of our design based research project #mesh360. Great work by the team: @drivercook @aiello_stephen @_dhristie @caguayo and the #erlab from Chile http://embodiedreports.com
Scholarometer(beta) is a social tool to facilitate citation analysis and help evaluate the impact of an author’s publications. Scholarometer uses Google Scholar data to create a relative discipline based research impact factor.
For example, my Scholarometer impact factor as at 14 December 2016 is found at:Â http://scholarometer.indiana.edu/cgi-bin/indexu.cgi?func=query&expr=e80965fb1f92e0f532ab47824efa0e09&ver=4.1.0
A widget provides a summary of the impact factor analysis:
The widget provides embed code for use in various websites:
var scholarometerWidgetAuthorId = ‘e80965fb1f92e0f532ab47824efa0e09’;var scholarometerWidgetPreferences = {‘cited articles’: true,’citation count’: true,’h index’: true,’Scholarometer %ile’: true,’hs index’: {‘scholarship of technology enhanced learning’: true, ‘mobile learning’: true, ‘education & educational research’: true, ‘social sciences’: true, ‘educational technology’: true}};var scholarometerWidgetColors = {‘headingBackground’: ‘#cf8c21′,’headingText’: ‘#ffffff’,’contentBackground’: ‘#ffffff’,’contentText’: ‘#785A28′,’measureText’: ‘#4E360D’};var scholarometerWidgetWidth = ‘200px’;var scholarometerWidgetHeight = ‘auto’;var scholarometerWidgetFontSize = ‘0.9em’;http://scholarometer.indiana.edu/api/authors/author/e80965fb1f92e0f532ab47824efa0e09?format=jsonphttp://scholarometer.indiana.edu/html/js/scholarometer.widget.js
This based upon my Google Scholar profile:
Scholarometer is an interesting attempt at creating a relative research impact factor analysis tool, and works via either a Firefox or Chrome browser extension. It’s another tool to add to your research profile alongside research networks such as Researchgate.net
https://www.researchgate.net/profile/Thomas_Cochrane/stats
SCOPUSID
https://www.scopus.com/authid/detail.uri?authorId=35985506600
and ResearcherID
Exploring Educational Technology 
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