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Using the internet to do research – some tips, ideas, tools, comments
assets
GLAM
powerhouse
Untitled
2024-03-27-navigating-peer-review 2024-03-27 03.01.39.excalidraw
2024-03-navigating-peer-review 2024-04-19 16.51.23.excalidraw
Feature-outcome-matrix 2024-02-15 16.24.30.excalidraw
Kuhn-2024-02-19 13.25.13.excalidraw
Models of epistemic cognition 2024-02-14 15.27.39.excalidraw
Teaching contested ideas can be navigated in a number of ways 2024-04-22 11.51.03.excalidraw
code
combine-pandoc
DECRA pages
Challenges
Challenge in designing teaching for complex socioscientific issues: Curricula coherence
Challenge in designing teaching for complex socioscientific issues: lack of usable professional development
Challenge in designing teaching for complex socioscientific issues: Misinformation forment
Challenge in designing teaching for complex socioscientific issues: Primacy of science concepts over scientific practices
Challenge in designing teaching for complex socioscientific issues: Science denialism
Challenge in designing teaching for complex socioscientific issues: Seeing the system in all of its complexity
Challenge in designing teaching for complex socioscientific issues: The steep curve of teacher knowledge and practice
Challenge in scientific evidence use in classrooms: Data as the Answer
Challenge in scientific evidence use in classrooms: Isolated Individuals and Ideas
Challenge in scientific evidence use in classrooms: Science as Final Form Ideas
Challenge in scientific evidence use in classrooms: science teaching problems of practice
Challenge in SSI teaching: Argumentation not centred in classrooms
Challenge of teaching contested ideas: Teachers may fall into neutral bothsidesism
Untitled
Curriclum links
Civics
Critical and Creative Thinking
English
Geography
History
Humanities and Social Sciences
IB
Science
Design principles
In designing a Constructivist Case-Based Learning Environment: Challenge and support the learner’s thinking by creating cognitive conflict
In designing a Constructivist Case-Based Learning Environment: Embed Learning in Authentic and Relevant Contexts
In designing a Constructivist Case-Based Learning Environment: Embed learning in social experience.
In designing a Constructivist Case-Based Learning Environment: Provide experience in testing ideas against alternative views and encourage multiple perspectives
In designing a Constructivist Case-Based Learning Environment: Provide opportunities for reflection
In designing argumentation learning environments Teachers: Promote Argumentation Through Explicit Teaching
In designing argumentation learning environments classroom: culture and intellectual ecology promote argumentation
In designing argumentation learning environments communication fosters collaboration through dialogic and intercative environment
In designing argumentation learning environments curriculum supports: Cognitive Apprenticeship through Inquiry and Argumentation Instruction
In designing argumentation learning environments students are: assessment supports sharing of criteria and authority to evaluate
In designing argumentation learning environments students: are Active Producers of Justified Knowledge Claims
In designing argumentation learning environments Students: Engage in Monitoring of Thinking and Learning Through Regulation, Reflection, and Metacognition
In designing argumentation learning environments Teachers: Scaffold the Development of Epistemological Understanding
In designing for learning to navigate uncertainty, disagreement, and evidence: Collaborate, co-design, and reflect to develop teaching practice and materials for your context
In designing for learning to navigate uncertainty, disagreement, and evidence: Connect issues to your students, their lives, and current knowledge. Consider how to make these connections visible to them
In designing for learning to navigate uncertainty, disagreement, and evidence: Connect to social and ethical concerns, in consideration of the implications of issues considered, attention to who is (and is not) present in any evidence, how this relates to your students' activity, and the implications of this for their current and future lives
In designing for learning to navigate uncertainty, disagreement, and evidence: Make visible the key concepts, including disciplinary conceptual knowledge and practices, required to access the activities, and developed through those activities
In designing for learning to navigate uncertainty, disagreement, and evidence: Promote understanding of disciplinary epistemic norms and practices and their value. Highlight how these relate to different perspectives, and the implications of this for conceptual knowledge (e.g., different interpretations of historical events or scientific theories)
In designing for learning to navigate uncertainty, disagreement, and evidence: Support learning and curiosity over long term by providing opportunities for self-regulation and metacognitive activity
In designing for learning to navigate uncertainty, disagreement, and evidence: Use teaching strategies that foster appropriate use of disciplinary epistemic norms and practices, argumentation, and critical synthesis of ideas
In designing for online inquiry consider: thinking tools and sequence of activities
In designing for online inquiry consider: topic authenticity, meaningful outputs, and engagement with multiple perspectives
In designing for online inquiry consider: workspaces for shared thinking and negotiation
In designing teaching for complex socioscientific issues teaching: promote learning through complex systems modeling
In designing teaching for complex socioscientific issues teaching: align PD with teachers’ existing curricula
In designing teaching for complex socioscientific issues teaching: co-design with teachers
In designing teaching for complex socioscientific issues teaching: develop high-leverage epistemic teacher moves and routines
In designing teaching for complex socioscientific issues teaching: emphasize apt epistemic performance
In designing teaching for complex socioscientific issues teaching: prioritize scientific practices over science concepts
In designing teaching for complex socioscientific issues teaching: promote an understanding of why science is reliable
In synthesis writing, activate metacognition by choice
In synthesis writing, focus on cognitive strategies
In synthesis writing, focus on writing process preference
In use of scientific evidence in K12 classrooms: evidence is phenomena based
In use of scientific evidence in K12 classrooms: evidence is transformable
In use of scientific evidence in K12 classrooms: evidence is used dialogically
Modes of learning
notes
Technical background to this site
2023-10-30-ontologies-for-evidence-synthesis
What obsidian plugins are installed here?
Zotero setup
Theory and conceptualisation
Designing Classroom Practices for Teaching Online Inquiry: Experiences from the Field
Educators, epistemic reflexivity and post-truth conditions
Epistemic emotions
Importance of tasks and their cognitive demand
Navigating socioscientific issues, multiple sources, and social issues
Toolkit
Drawing 2024-02-14 13.22.22.excalidraw
Toolkits
2024-04-30-FRM session
Project background and overview
references
notes
barzilaiReviewEducationalResponses2020
Development of Epistemological Understanding
EpCogChinn
Epistemological Beliefs
Perry's theory of epistemological development
Personal Epistemology
abramiStrategiesTeachingStudents2015a
acaraACARACurriculum2023
akbulutCaseBasedPedagogyTeacher2020
barzilaiEpistemicThinkingNetworked2019
barzilaiGoalsEpistemicEducation2018a
barzilaiPromotingIntegrationMultiple2018b
barzilaiReviewEducationalResponses2020
bellocchiHowWellWill2021
bellocchiPreparingAustralianScience2022
birdsallSocioscientificIssuesScientific2022
bratenMeasuringMultiplesourceBased2023a
bratenTeachersEpistemicCognition2017a
brkichInteractingUpsetParents2015
brownTeachersConceptionsAssessment2019a
carsonTeacherProfessionalDevelopment2016a
chenPerceptionsChallengesCoping2021
ChinnDisagreeingHowKnow2020
chinnEducationPostTruthWorld2020
christensonDevelopingPreserviceTeachers2022
conleyChangesEpistemologicalBeliefs2004
daniCaseMediaLiteracy2010
dawsonTestingMethodologyDevelopment2020a
dawsonUsingClimateChange2016
duellMeasuresPeopleBeliefs2001a
educationcouncilAliceSpringsMparntwe2019
eidinIdealPracticalDesign2023
elbyEBAPSItems2001
emeryConfrontingAmbiguityScience2015
fivesTeachersEpistemicCognition2017a
foulkFacilitatingPreserviceTeachers2020
gonskiGrowthAchievementReport2018
greeneEducatingCriticalThinkers2015
greeneMetaanalyticReviewRelationship2018a
hancockSelectingSocioscientificIssues2019a
hoferEpistemicCognitionWhy2020
hoTeachingLearningControversial2017
jacobsScienceLessonPlan2008
joyceClassroomAssignmentsMeasures2018a
karahanLivedExperiencesPreservice2022
katsipatakiWhatWorksWhat2016
kaushikPromotingSocioscientificIssuebased2022
kiiliDesigningClassroomPractices2022
kilincStickersFactsImposers2017b
kindlingerGermanPreserviceTeachers2023
knightSocialisingEpistemicCognition2017a
kuhnArgueMe2015
leeMeasuringEpistemologiesScience2021
leijDesigningModuleSupporting2023
lesnefskyInstructionalPathwaysConsidering2023
listSocialJusticeReasoning2023a
macalalagHowWeThis2019
maurizDesignSocioscientificIssue2020
mccawEducatorsEpistemicReflexivity2023
mcneillWhatShouldBe2017
muisEpistemicEmotionsEpistemic2021
nesaNSWCURRICULUMREVIEW2020
nichollsQueenslandTeachersClimate2017b
papamichaelTeachingControversialIssues2015
pekrunMeasuringEmotionsEpistemic2017
pieschlSecondaryStudentsEpistemic2021
presleyFrameworkSocioScientificIssues2013
quesadaDesignEvaluationTeaching2017
sandovalUnderstandingPromotingThinking2016
schommerEffectsBeliefsNature1989
stouthartCapturingPedagogicalDesign2023
tekkumru-kisaFrameworkAnalyzingCognitive2015
tekkumru-kisaTheoryResearchTasks2020
topcuClassroomObservationProtocol2018
torffAssessmentTeachersBeliefs2005
yoonSevenDesignPrinciples2023
yoonSevenDesignPrinciples2023a
zylukDevelopmentEpistemologicalUnderstanding2022
Resources and materials
Collated pieces
Paths Through Uncertainty and Disagreement: An Epistemic Cognition Guidance report
Resources to support teachers
media
moad
powerhouse exhibits
Analysis supports for evaluating sources
Argument reflection sheets
Classroom observation protocol for socioscientific issue-based instruction
Epistemic Demand Assignment Protocol
Epistemically-related Emotion Scales
EPISTEMOLOGICAL BELIEFS ASSESSMENT FOR PHYSICAL SCIENCE (EBAPS)
Ethical matrix
Guided assessment task for SSI
How to pick media resources
Instrument for analysis of SSI classroom activities
Intellectual Demand Analysis Protocol (IDAP)
Lessons on pandemic response
Measure for teacher views of teaching controversial issues
Measuring epistemologies
Model for SSI teaching PD
Multiple-Source based Academic Self-Efficacy Scale (MAWSES)
Online inquiry stakeholder mapping questions
Online inquiry task model
Scenario-Based Epistemic Thinking Assessment modified
Social justice reasoning task
Socioscientific Issues Teaching and Learning Framework
Sources provided in appendix A of Pieschl and Sivyer (2021)
Standardized Epistemological Understanding Assessment Abstract (SEUA-A)
Teacher Assessment Framework for Practical Assessment of Socioscientific Argumentation
VALUE Rubrics
Scenarios for navigating uncertainty, disagreement, and evidence across sources
AI in Education
Antimicrobial Resistance
Bees
Burning Rubbish for Electricity-Waste-To-Energy Plants
Childbirth
COVID mitigation strategies
Feral horses
Flouride
Free speech and accuracy in news media regulation
Galapogos finches
GMO
health advice
hydrogen-fuelled buses
mobile phone safety
Non-pharmaceutical performance enhancing in sport
Nutrition choices
Rewilding
Sustainability
Teaching learning and neuroscience
vaccination
video games
What is the impact of chocolate on health
wind-farms
strategies
Classroom-argumentation
Literacy-trio-overview
Scenario based argumentation
Synthesis-info-seeking
Synthesis-tasks
Toumilin
Excalidraw
Drawing 2024-01-29 14.11.08.excalidraw
Drawing 2024-02-13-SSI-framework.excalidraw
Drawing-2024-02-06-updateobservation.excalidraw
Source-Comparisons-Strategic-Scaffold
Finding Knowledge
‘Bad summary’ task – using known text deficits to probe epistemic cognition
“History shall be viewed as factual, not constructed” [stub]
“Looking for”…Information Seeking through Facebook
[stub] Home office
#CIKM2015 trip to Melbourne
#HEABigData summit
#ICLS2014 Learning and Becoming in Practice – workshop and talk
#lak13 Conference & Workshops
#lak13 mooc week on epistemology, assessment and pedagogy
#OER14 – Thinking about Education, Open Practices, and Wikipedia
#rstats download a set of webpages as a book
#wmcon Wikimedia Strategy – making it impactful, measuring impact, and thinking about tech and localisation
10 book recommendations
2016 in review
2020 The Future British Library
A one world web? How new technologies are adapting to different cultures
Academic Identities (and generosity)
Academic Publishing Scam
Algorithms can decide your marks, your work prospects and your financial security. How do you know they’re fair?
An App for event sampling in search engine tasks
An Invitation to the Massive Open Online Course (MOOC) Wikipedia Page
Assessing finding knowledge
Badging Wikipedia Contributions
BETT – Technology, Innovation, Improvement
Bibliometrics altmetrics & R
Blog the PhD
Browser logs to session replay
Business cases and reporting
CDEInFocus Learning Analytics Event
Charities and Nudge
Choosing epistemic methods – a Rawlsian game
Citation management on Wikipedia
Citation needed – inline templates for literacy quiz
CiteLearn - an academic tool for learning to cite sources
Cleaning essays in R (ish)
Climate change denial and persuasion
Code Acts – The middle space of algorithms and [learning] intents
Coding for Kids – What is it good for?
Collaborative annotation/commenting
Collaborative Information Seeking on Wikipedia Talk Pages
Concept maps for epistemic insight – meeting instagrok
Connecting your student data
Contributions to the Sum of Knowledge – Wikimedia Foundation meeting
Credosity – Supporting your writing
CSCW2013 – 2 workshop papers & Texan fun
Danish use of internet in exams – epistemology, pedagogy, assessment…
Data and the Philosopher – what is epistemology?
Data cleaning in OpenRefine and R
Dear learner
Diagnostic peer assessment
Diagnostic peer assessment
Dialogue & Collaboration
Do you remember your first email?
Economic and Epistemic Psychology – Too expensive to know?
Educating Time
Edusearch: Setting information seeking tasks
Elaborating an evidence hub for writing practices
Emigrating to Australia – checklist
Epistemic [information] Architecture? Panes, Windows, Frames…queries, sessions, discourse
Epistemic Behaviour with Epistemic Tools
Epistemic beliefs and games
Epistemic Cognition – videos on its scope, why it matters, etc.
Epistemic Commitments in Epistemic Frames
Epistemology, Assessment, Pedagogy – Learning Analytics?
Epistemology, assessment, pedagogy: where learning meets analytics in the middle space
Etherpad for co-operation/collaboration learning analytics
Ethics and Privacy in Learning Analytics
Ethics of Big Data in Higher Education
Evaluating Facebook Graph search as an epistemic tool
Evaluating Google as an Epistemic Tool
Evaluating recommender systems as epistemic tools
Exams as assessors of epistemic virtue
Exploratory Collaborative Search Tasks
Extended Mind and Moral Development (an old draft paper)
Facebook ‘likes’ predict personality
Facebook’s community standards, legitimising glorification of violence
Factor Analysis in R [stub]
Fake News – A Multifaceted problem
Farewell to Wikimedia UK board
Firefox OS phone
First post on Nominet Trust blogs
Flipped Learning Action Group (FLAG) meeting
Flipping Textbook – Specifying a WordPress Toolkit
Free Technology for Teachers: Web Search Strategies in Plain English
Freedom of Panorama #saveFoP
From Bricks to Clicks – Learning Analytics recommendations
Get richer, more interactive answers – Inside Search
Get started with econometrics in R
Getting more out of Microsoft Word’s Spelling and Grammar Checker
Getting outputs into RMS (and giving up on ORCID)
Giving pupils the lead in dialogic talk around presentations
Global Summit on the Ethics of AI in Education
Google Coursebuilder and Search Education
Graduate certificate in higher education teaching and learning
Human Data Interaction and Learning Analytics
I am, therefore I buy – measuring consumer preference in a digital age
I’ve decided to have an opinion on the Facebook mood study
ICLS in Boulder, Colorado
ICLS in Singapore
ICLS Workshop – Analytics for Learning and Becoming in Practice
Ideation and collective intelligence platforms
Identifying factive claims in written text
Identifying gaps in textual cohesion
Identifying similar text (and plagiarism)
Impact and the ethical thread
In Praise of Tests
Information Foraging – Tracking the ‘scent’ of information
Inquiry into the use of generative artificial intelligence in the Australian education system
Inter-rater reliability in R
Interesting discussion data corpora
Introduction to Epistemology
Is Google making me [stupid|smarter]…how about Bing?
Jobs
Key Questions I’m interested in
Knowing Knowledge
LAK15: Temporality workshop and rich document literacies short paper; and Rutgers visit
Learning Analytics Carpentry (LAC) proposal
Learning Sciences reading group
Location games on campus
Making Mediawiki More Accessible
Mapping (Wikimedia meetups) in R
May 2016 – Simon go back
Measuring ‘value’ in 3rd sector social media
Measuring value in Wikimedia projects
MediaWiki for Learning Analytics?
Modelling choices in document evaluations
Month note: Field work, conferences + other events
Moving to my own hosting
Moving to quartz from wordpress
Mozilla Contributor Audit
Multiple Document Processing in R or Python
My Day hour by hour
My ORO Statistics
My Research
My Research in Wordles
My Research in XKCDs
My Year – developments, collaborations, skills
Nesta Games Based Learning Event
Net neutrality and OER
New @nominettrust edu-browse; a browser for education?
New #LAK15 publications – on Temporality and Literacy
New AARE post: Using evidence to help build and evaluate good ideas in education technology
New BPS strategic plan
New chapter: Augmenting Assessment with Learning Analytics
New chapter: Finding knowledge – what is it to ‘know’ when we search?
New Nominet Trust Blog: Digital Divide – an issue of ethics?
New output – Bursting the bubble
New output: Collaborative Epistemic Discourse in Classroom Information Seeking Tasks
New output: AcaWriter: A Learning Analytics Tool for Formative Feedback on Academic Writing.
New Output: Artificial Intelligence in Education?
New output: Calibrating Assessment Literacy Through Benchmarking Tasks
New output: Developing a Text-Integration Task for Investigating and Teaching Interdisciplinarity in Science Teams
New Output: Distributed learning: Educating and assessing extended cognitive systems
New output: Educator Perspectives on Learning Analytics in Classroom Practice
New Output: Epistemic Cognition – A lens onto fake news
New output: Epistemic commitments in written texts
New output: Handbook section introduction on Dialogic education and digital technology
New output: How to provide automated feedback on the writing process? A participatory approach to design writing analytics tools
New output: Implementing Learning Analytics for Learning Impact: Taking Tools to Task
New output: Practical ethics for building learning analytics
New Output: Socialising Epistemic Cognition
New output: The Orchestration of a Collaborative Information Seeking Learning Task in a Special Issue of IR on Search as Learning
New output: The relationship of (perceived) epistemic cognition to interaction with resources on the internet
New Output: Why do experts disagree? The development of a taxonomy
New paper – a Mediawiki OER resource bank for teaching STEM
New Talk at NYU: Aligning Learning Analytics with Classroom Practices & Needs
New talk: Who to believe? Conceptualising and navigating disagreement
New video – supporting information seeking; my research
NominetTrust blog – Open Learning Analytics & Measuring ‘success’
NominetTrust Blog: Finding Knowledge – young people’s use of search engines
NominetTrust blog: Is giving access the best way to address technological inequality?
NominetTrust blog: Symptoms and causes: The digital divide…a digital problem?
NominetTrust blog: What we do, just is what we know
Notability on Wikipedia – the case of journals and learned societies
On false balance in reporting
On lying [stub]
Open (remixable) moocs – what would it look like, what could we do with it?
Open Educational Resources Research
OpenSTV
Pedagogically driven purchasing in school ICT
Personalisation and Personal Recommendation – tailoring my knowledge graph
Personalising for Diverse Results – Diversity Aware Search
PhD activity to outputs/papers
Philosophy of Education: Accessibility, clarity, and the philosophy-education relationship
Portable apps for experiment deployment
Privacy preserving personal data dashboard
Putting learners in control of their data: ETAG proposals
Qualitative & Quantitative data analysis…immeasurable seminars ;)
Quick Wikipedia Tasks
Research Agenda
Researching moocs
Resources for Qualitative Analysis
REVIEW Software – A tool and pedagogic strategy to improve assessment
Reviewing – The (grad student) benefits
Right to be forgotten
rPython on the cRunch server
Rutgers visit
Sabbatical
Scraping ARC College of Experts members (R snippets)
Search based games and puzzles
Searching Time
SearchReSearch: Internet search: What makes it simple, difficult or impossible?
Second @NominetTrust blog; Nurturing and measuring the ‘value’ of innovation – BETT and beyond
Shared data for individual assessments
Shirley Brice Heath: Ways with words – Literacy [or something] in our face
Six Provocations for Learning Analytics
Smart ways to educate – Nexters event
So…Gephi eh?
Society of the Query conference
Some resources for initial expectation setting in PhD supervision
Some resources for writing support at UTS
Some tools to help us understand multiple-source comprehension and integration
Staff:Student ratios at universities internationally
Student diagnostic review/benchmarking data
Student writing corpora
Students creating their own OER through Wikipedia
Talking MOOCs at Stanford
Talking MOOCs at Stanford Google Experiences
Testimonial Knowledge: Transmissive; Generative; Coconstructive?
Testimony of Silence in Social Q&A and Search Engine Use
The evolution of an article
The Extended Knowledge Project
The Measure of Knowledge
The myth of the paperless office…
The PhD viva
The Pragmatic Web: More than just semantics contextualised
The Revolution in Asking & Answering Questions
The Role of Open Access and Open Educational Resources within Distance Education
Thinking about genre with students
Three new pieces at the International Conference of the Learning Sciences around ethical and epistemic concerns
To read or not to read: decoding Synthetic Phonics
Tools for analysing learning texts
Trail Blazer – mapping your info seeking trail
Two new posts on making learning visible
UNSW talk: How could assessment data be used to enhance assessment practices?
Using a thesaurus to find strings (and synonymous strings) in R
Using Google drive and doctopus for whole-class group and individual tasks
Using ifttt and diigo bookmarks to feed facebook
Using Launchpad and the NeCTAR Research Cloud to access RStudio
Using R to process Wikipedia link flow data
Using the internet to do research – Google Documents
Using the internet to do research – some tips, ideas, tools, comments
Using Wikipedia paragraph improvements to teach literacy
UTS model of learning (writing): Writing for data scientists
Vaccinations and misinformation
Verifying your facts
Visit to ASU
Visiting the Epistemic Games Group
Visual minuting [stub]
Visualising tag data (from Zotero?)
Visualising Twitter History
We Need to Talk About Search: Searching Together
What am I doing a PhD in?
What are you searching for
What do trustees do
What does it mean to be an expert in the web era
What does it mean to think that a pupil has made progress?
What training do teachers need? #impact22
When no answer is answer enough
Who to believe: How epistemic cognition can inform science communication (keynote at Australian Science Communicators conference, 2018)
Wiki-dates with moving events
Wikimedia UK Strategy Consultation
Wikimedia UK volunteer strategy consultation
Wikimedia UK Volunteer Strategy Gathering
Wikipedia Feedback Ratings as an Epistemic Tool
Wikipedia is a corrupting force, eroding the world’s intellect – a reply
Wikipedia Learning Analytics editathon
WMUK Conference – Mediawiki for OER and Learning Analytics
WordPress and LimeSurvey for Open Research
WordPress course writing and eportfolio space
Writing a white paper or discussion paper
Writing Analytics
Writing habits #phdchat
Writing your thesis (and using your publications)
You don’t have to be Sapir to think language is important – Qualitative data analysis
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Dec 06, 2012
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