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The participatory web in the context of academic research

Landscapes of change and conflicts
Cristina Costa ,    
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This thesis presents the results of a narrative inquiry study conducted in the context of Higher Education Institutions. The study aims to describe and foster understanding of the beliefs, perceptions, and felt constraints of ten academic researchers deeply involved in digital scholarship. Academic research, as one of the four categories of scholarship, is the focus of the analysis. The methods of data collection included in-depth online interviews, field notes, closed blog posts, and follow up dialogues via email and web-telephony.
The literature review within this study presents a narrative on scholarship throughout the ages up to the current environment, highlighting the role of technology in assisting different forms of networking, communication, and dissemination of knowledge. It covers aspects of online participation and scholarship such as the open access movement, online networks and communities of practice that ultimately influence academic researchers’ sense of identity and their approaches to digital scholarship. The themes explored in the literature review had a crucial role in informing the interview guide that supported the narrative accounts of the research participants. However, the data collected uncovered a gap in knowledge not anticipated in the literature review, that of power relations between the individual and their institutions. Hence, an additional sociological research lens, that of Pierre Bourdieu, was adopted in order to complete the analysis of the data collected. There were three major stages of analysis: the construction of research narratives as a first pass analysis of the narrative inquiry, a thematic analysis of the interview transcripts, and a Bourdieuian analysis, supported by additional literature, that reveals the complexity of current academic practice in the context of the Participatory Web.
This research set out to study the online practices of academic researchers in a changing environment and ended up examining the conflicts between modern and conservative approaches to research scholarship in the context of academic researchers’ practices. This study argues that the Participatory Web, in the context of academic research, can not only empower academic researchers but also place them in contention with traditional and persistent scholarly practice.
Von Cristina Costa in der Dissertation The participatory web in the context of academic research (2013)

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Personen
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Richard P. Adler, Terry Anderson, Marzieh Asgari-Targhi, Daniel E. Atkins, Albert Bandura, Curtis J. Bonk, John Seely Brown, Jerome S. Bruner, Vannevar Bush, Manuel Castells, Katie Clinton, Marianne Coleman, Emory M. Craig, Jay Cross, John Dewey, Elizabeth Eisenstein, Derek Glover, Mark Granovetter, Allen L. Hammond, Rudy Hirschheim, Henry Jenkins, Heinz K. Klein, Mark J.W. Lee, Amanda Lenhart, Lawrence Lessig, Catherine McLoughlin, John Naughton, Zizi Papacharissi, Meik Poschen, Neil Postman, Rob Procter, Kristen Purcell, Ravi Purushotma, Alice J. Robison, Clay Shirky, Aaron Smith, John D. Smith, Helene Snee, Robert Spector, James Stewart, James Surowiecki, Don Tapscott, Michael Thomas, Alex Voss, Margaret Weigel, Martin Weller, Etienne Wenger, Nancy White, Anthony D. Williams, Robin Williams, Kathryn Zickuhr

Aussagen
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ICT beeinflusst Wissenschaft

Begriffe
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AwarenessAwareness, ContentContent, Denkenthinking, Digitalisierung, Dilemma, Epistemologie (Erkenntnistheorie)epistemology, Ethikethics, Evaluationevaluation, Hochschulehigher education institution, Kommunikationcommunication, Komplexitätcomplexity, Kontextcontext, Open AccessOpen Access, Paradigmaparadigm, Vertraulichkeit /confidentialityconfidentiality, WWW (World Wide Web)World Wide Web
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Bücher
Jahr UmschlagTitelAbrufeIBOBKBLB
Experience And Education (John Dewey) 26000
1979   The Printing Press as an Agent of Change (Elizabeth Eisenstein) 2, 1, 3, 3, 2, 2, 2, 2, 3, 1, 2, 6926161
1991Acts of Meaning (Jerome S. Bruner) 20000
1992   Technopoly (Neil Postman) 3, 4, 4, 4, 5, 8, 9, 3, 5, 4, 6, 104285103103
1999Communities of practice (Etienne Wenger) 6, 3, 1, 5, 2, 3, 4, 1, 1, 3, 6, 48834619
2000amazon.com (Robert Spector) 1, 2, 1, 3, 1, 3, 1, 3, 3, 1, 1, 23721844
2001   The Internet Galaxy (Manuel Castells) 4, 2, 1, 3, 3, 5, 2, 4, 3, 2, 3, 412134117
2001Multimedia (Randall Packer, Ken Jordan) 9, 6, 6, 8, 6, 8, 8, 6, 9, 7, 10, 1411656141943
2003  The New Media Reader (Noah Wardrip-Fruin, Nick Montfort) 7, 9, 8, 11, 10, 8, 10, 6, 13, 12, 23, 2218191224015
2004   The Network Society (Manuel Castells) 1, 1, 3, 1, 4, 3, 2, 4, 2, 2, 2, 2141254
2004   Theory and Practice of Online Learning (Terry Anderson) 1, 2, 4, 1, 2, 1, 3, 3, 3, 1, 1, 1331149
2004    Free Culture (Lawrence Lessig) 4, 2, 2, 3, 3, 5, 3, 3, 2, 2, 4, 6212561597
2004    Die Weisheit der Vielen (James Surowiecki) 2, 2, 1, 3, 1, 2, 2, 2, 1, 2, 4, 44124826
2006     Confronting the Challenges of Participatory Culture (Henry Jenkins, Katie Clinton, Ravi Purushotma, Alice J. Robison, Margaret Weigel) 10, 3, 6, 7, 4, 2, 3, 7, 6, 4, 6, 18443118538
2006    Informal Learning (Jay Cross) 4, 6, 2, 4, 4, 5, 2, 3, 8, 3, 4, 16329816854
2007    Wikinomics (Don Tapscott, Anthony D. Williams) 7, 11, 12, 15, 9, 30, 18, 14, 44, 6, 25, 164395161106
2007    A Review of the Open Educational Resources (OER) Movement (Daniel E. Atkins, J. S. Brown, Allen L. Hammond) 2, 1, 3, 1, 1, 1, 4, 2, 3, 1, 1, 4644109
2008   Here Comes Everybody (Clay Shirky) 1, 1, 1, 1, 1, 1, 1, 1, 2, 3, 3, 63116227
2008Minds on Fire3, 4, 2, 1, 2, 3, 2, 2, 1, 1, 2, 49134286
2009   The World Is Open (Curtis J. Bonk) 2, 2, 1, 1, 4, 4, 1, 1, 3, 2, 2, 4534130
2009Digital habitats (Etienne Wenger, Nancy White, John D. Smith) 1, 1, 5, 1, 1, 2, 1, 1, 1, 2, 2, 2712137
2010   A Networked Self (Zizi Papacharissi) 1, 1, 4, 1, 4, 1, 1, 2, 3, 1, 2, 245287
2010    Cognitive Surplus (Clay Shirky) 4, 2, 1, 3, 2, 2, 4, 1, 4, 1, 3, 820188226
2010   Educational Leadership and Management (Marianne Coleman, Derek Glover) 4, 2, 1, 1, 1, 2, 2, 2, 2, 2, 1, 2142101
2010   Web 2.0-Based E-Learning (Mark J.W. Lee, Catherine McLoughlin) 2, 4, 4, 5, 5, 5, 3, 4, 5, 5, 8, 10123210362
2011   Digital Education (Michael Thomas) 2, 3, 2, 3, 2, 3, 1, 2, 4, 1, 3, 4254100
2011    The Digital Scholar (Martin Weller) 9, 3, 5, 6, 6, 8, 9, 7, 5, 4, 11, 16235816541
2012From Gutenberg to Zuckerberg (John Naughton) 1, 1, 3, 1, 2, 2, 1, 1, 1, 2, 2, 461480
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Texte
Jahr UmschlagTitelAbrufeIBOBKBLB
1945    As We May Think (Vannevar Bush) 1, 3, 2, 2, 2, 5, 4, 3, 4, 2, 7, 148713141748
1983    The Strength of Weak Ties (Mark Granovetter) 3, 1, 1, 1, 2, 3, 1, 1, 1, 1, 4, 41344235
1989    Four paradigms of information systems development (Rudy Hirschheim, Heinz K. Klein) 1, 1, 1, 3, 1, 1, 1, 1, 1, 1, 1, 1211167
1994   Self-Efficacy (Albert Bandura) 1, 1, 1, 3, 1, 2, 1, 3, 1, 1, 2, 61236664
2007    Changing paradigms: managed learning environments and Web 2.0 (Emory M. Craig) 2, 1, 2, 2, 3, 3, 1, 2, 3, 2, 2, 43164256
2008Minds on Fire (J. S. Brown, Richard P. Adler) 1, 3, 1, 4, 2, 2, 4, 3, 3, 1, 2, 69136239
2010   Social Media & Mobile Internet Use Among Teens and Young Adults (Amanda Lenhart, Kristen Purcell, Aaron Smith, Kathryn Zickuhr) 1, 1, 3, 1, 1, 2, 1, 1, 1, 2, 3, 4954164
2010    Adoption and use of Web 2.0 in scholarly communications (Rob Procter, Robin Williams, James Stewart, Meik Poschen, Helene Snee, Alex Voss, Marzieh Asgari-Targhi) 4, 2, 2, 3, 3, 3, 2, 3, 2, 2, 3, 4274148

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