Researcher 2.0 part 2.0
Further liveblog notes from the Researcher 2.0 event (see also notes on part 1).
(Interesting meta issue about blog vs Cloudworks. I don’t want my notes behind a login/search wall, I want them on Google! But Gráinne is doing an excellent job liveblogging there too. And maybe my notes aren’t so useful on a blog. Comments welcome! UPDATE: I’d got this wrong, it’s due to a bug, Cloudworks is *supposed to be* readable by everyone, indexed, the lot – you only need a login to post. *but at the moment new Cloud/scapes come up login-only.)
(Another meta issue is the multiple channel management. It seems I can do two, possibly three, but not four and definitely not all five – f2f, Elluminate, blog notes, Twitter, Cloudworks – and still stay sufficiently on top of things to follow it. Especially as Elluminate has the whiteboard, the audio stream, the chat, and the participant list all in one.)
Martyn Cooper – Research bids 2.0
Research bidding support – some same for experience and novice bidders (process support, consortium negotiations, budgets, reviews of drafts, internal sign-off); novice bidders get extra (advice, confidence).
OU process based around the RED form.
Process – idea, workplan, consortium, bid, negotiate roles, set budget (often iteratively), final draft, sign off, submission.
Relationship is formed during the bid process; you will work with these people for years after (if you succeeed.)
Communication types – peer to peer, document/spreadsheet exchange, negotiation, redrafting and commenting, electronic sign-off and submission.
Most researchers could get more successful bids and be able to run more projects if they had more and higher-quality administrative support. Web 2.0 technologies could have a role in providing that support. However to date we under-use them.
At what stage do you make bids open to the world? Is the web 2.0 attitude affecting this? Martyn very happy to do that – he always has ideas in his back pocket. Has seen ideas taken up by others, whether by coincidence or copying is hard to say. Commercial partners keener to protect foreground knowledge and IPR, so perhaps harder. But would be happy to do whole process on a public wiki.
Shailey Minocha (Shailey Garfield in 2L) – Second life research
3D virtual world – http://gallery.me.com/shailey.minocha#100016
Much more human environment than a 2D one; a real sense of being there. No story to them, there’s not a game, you can design it yourself.
Students found it difficult to critique/peer review each other’s work. Attributed to a lack of socialisation, lack of knowing each other well enough. So decided to get them to use 2L to provide opportunities for that.
Not much about how you should design learning environments in 2L.
2L to support research: meetings, virtual collaborations, seminars, conferences and shared resources
2L as a platform for conducting research: conducting interviews, observations, evaluate prototypes of concepts and designs, bringing in real data and developing simulations.
PhD supervision meetings and research interviews – runs regular meetings in 2L. Real sense of visual presence and a sense of place. Large pool of participants. Also can keep transcript & audio – no need to do transcription.
Sense of realism in 2L which is hard to match in other environments – BUT steep learning curve (vs Skype, Elluminate, Flash Meeting), and demanding system requirements.
Question: are there extra issues in finding particpants in 2L? Yes. Issues about the avatars; don’t know who is behind them. Let the person fill out a form through normal email process first.
Kim Issroff – Business models for OERs and Researching Web 2.0
Business model – framework for creating value … or, it’s how you can generate revenue.
OSS business models: Chang, Mills & Newhouse, about how to make money. Stephen Downes models for sustainable Open Educational Resources – distinction between free at point of delivery and cost to create/distribute. Models: Endowment, membership, donations, conversion, contributor-pay, sponsorship, institutional, Government, partnerships/exchanges.Clarke 2007 – “not naive gift economies”.
Intuitively, go for resources are free but charge for assessment.
Grant applications increasingly ask for business models/sustainability/how you carry on afterwards.
Implications – for design, how to engage. Differences between OSS and OERs as models. What happens when we get to OER saturation point? (I suspect it doesn’t exist – too much out there already, but also still worth putting new stuff out.) Can we quantify the social value rather than the economic value?
Take a trainful of people, see what each person is doing in terms of access to technology, to get a handle on everyone, rather than a minority we over-research.
Two thoughts: how much difference does the business model make? Is a financial business model appropriate for an educational organisation?
(I see a strong link to Kevin Kelly’s Better Than Free essay: eight things that are ‘better than free’.)
Can free things (end up) more expensive in the end?
Robert Schuwer from OUNL: their experience of subscription models, paying for extra support, books and so on. Inspired by mobile phone world, hope that once they have the payment every month set up, they forget to unsubscribe and keep up year on year – €25 a month.
Chris Pegler – OER beyond the OU
What OER offers: global opportunities, goodwill among researchers, IPR vanquished, unlimited reuse potential. Has highlighted Creative Commons – demolish IPR obstacles. Most funded repository projects flounder – or even fail – at some stage on IPR. But Creative Commons to the rescue!
Li Yuan whitepaper CETIS on OER is key. List of 18 current OER projects ‘out there’, from MIT Open CourseWare, GLOBE (includes MERLOT and ARIADNE etc), JorumOpen, etc. These are not quite what you’d envisage – some are e.g. mainly research-focused.
Interesting HEFCE/HEA/JISC call on OERs £5.7m pilot, possibly £10m yoy in the future. Chris has £20k individual bid – making a 30pt course using web 2.0 tools around OERs. Also NTFS bid on RLOs and how we embed them in the academic practice courses at three institutions.
Questions around metadata – especially automatic metadata.
Was more presentation-centric than perhaps ideal; but much captured on video, Twitter and Cloudworks. So next: small groups on producing a quick pitch for a bid about Research 2.0.liveblogging, web2