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E-grāmata: Technology, Research and Professional Learning: Constructing Intellectual Exchange in the Rise of Network Society

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Technology, Research and Professional Learning: Constructing Intellectual Exchange in the Rise of Network SocietyPalielināt
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This book investigates the use of network technologies in research, and explores how such use potentially changes the nature of professional learning between academics. It attempts to situate the discussion of technology use in real-world research settings, to identify the different forms of participation in intellectual exchange embedded in academic dialogue, and to further contribute to knowledge on how the use of network technology potentially changes the nature of learning. Multiple data collection methods are employed, in two forms of study: a single case study, and a number of individual interviews. The single case study was carried out over a one-year period, and consisted of interviews (22 interviewees), observations, and document review. Individual semi-structured interviews were carried out over a similar period of time with a wider and different population of 24 academics from different Oxford faculties. Half of these were interviewed twice.The main findings presented in this book demonstrate that the direct consequences of technology use are changes to academic dialogue and scholarly communication in general. The change to this critical aspect of research – scholarly communication – has potentially led to more distributed research in interconnected research environments. It is the changes to scholarly communication and the research environment that consequently affect participation in intellectual exchange.  
Part I Historical and Theoretical Accounts
1 The Historical Accounts of the Use of Network Technologies in Academia
3(10)
1.1 Technical Driven
4(1)
1.2 Large-Scale Research Collaboration
5(1)
1.3 Distributed Research
6(1)
1.4 Quantitative Approaches to Studying Formal Communication
7(2)
1.5 Qualitative Change Matters
9(1)
1.6 Disciplines Matters
10(3)
2 Theoretical Accounts of Technology and Learning
13(4)
2.1 Theoretical Perspectives Towards Technology
13(2)
2.2 Theories of Learning to Inform the Understanding of Intellectual Exchange
15(2)
3 Challenges of Understanding Technology, Research and Learning
17(4)
3.1 The Changing Nature of Technology
17(1)
3.2 Unspoken Intellectual Engagement at the Workplace
18(1)
3.3 The Richness of Research Traditions
19(2)
4 Definitions and a Model
21(8)
4.1 Network Technology
21(1)
4.2 Scholarly Communication
22(2)
4.3 Intellectual Exchange in Academic Dialogue
24(1)
4.4 Research Model
25(4)
Part II Scholars and Their Research Contexts
5 Interviewing Oxford Scholars
29(28)
5.1 The Profile of Oxford Scholars
29(3)
5.1.1 Interdisciplinary Researchers
30(1)
5.1.2 Senior Scholars
31(1)
5.2 The Use of Technology in Research Work
32(5)
5.2.1 Email
32(1)
5.2.2 Video/Telephone Conferencing
33(1)
5.2.3 Websites/Profiles, Mailing Lists and Blogs
34(1)
5.2.4 Social/Professional Networking Sites, Wikis and Online Research Communities
35(1)
5.2.5 Other Network Technologies
35(1)
5.2.6 Users of Network Technology in Research
36(1)
5.3 Changes to Scholarly Communication
37(6)
5.3.1 Wider Channels of Communication
37(3)
5.3.2 Accelerated Communication and Internet Access
40(2)
5.3.3 Communication Overload
42(1)
5.4 Intellectual Exchange in Academic Dialogue
43(4)
5.4.1 Learning from Interactions
43(1)
5.4.2 The Extent of Academic Dialogue
44(2)
5.4.3 Engagement in a Constructive Process of Dialogue
46(1)
5.5 Academic Dialogue Conducive to Intellectual Exchange
47(9)
5.5.1 Academic Encounters
47(2)
5.5.2 Distributed Trust
49(1)
5.5.3 Personal Relationships
50(2)
5.5.4 A Mix of Collocated Work and Distributed Work
52(1)
5.5.5 Informality of Academic Dialogue
53(1)
5.5.6 Research Networks
54(2)
5.6 Summary
56(1)
6 Wellcome Centre for Neuroethics at Oxford
57(38)
6.1 The Case---Neuroethics Centre
57(9)
6.1.1 The Field of Neuroethics
57(1)
6.1.2 The Centre
58(3)
6.1.3 Research Hierarchy
61(2)
6.1.4 The Research Groups
63(2)
6.1.5 Their Collaborative Work
65(1)
6.2 The Use of Network Technologies
66(13)
6.2.1 Email
66(3)
6.2.2 Video Conferencing
69(1)
6.2.3 Website
70(2)
6.2.4 Blogging
72(3)
6.2.5 Wiki
75(3)
6.2.6 A Virtual Research Network
78(1)
6.3 Scenarios of Academic Dialogue
79(11)
6.3.1 Exchange in Spoken and Written Forms
80(1)
6.3.2 Intellectual Exchange in Dialogue
81(1)
6.3.3 The Role of Specialists
82(2)
6.3.4 Exchange Across Disciplines
84(1)
6.3.5 Core Researchers Versus Associates/Collaborators
85(1)
6.3.6 New Researchers Associated with Supervisors
86(1)
6.3.7 Dual Identities of Visiting Scholars
87(2)
6.3.8 Remote Research Contacts
89(1)
6.4 Summary
90(5)
Part III Network Technology, Intellectual Exchange and Research
7 The Nature of Network Technology in Academia
95(10)
7.1 The Value of Technology
95(5)
7.1.1 Oral Communication, Synchronicity and Close Proximity (Face-to-Face Communication)
96(1)
7.1.2 Oral Communication, Synchronicity and Perceived Proximity
97(1)
7.1.3 Written Communication and Synchronicity
98(1)
7.1.4 Multimedia and Synchronicity
99(1)
7.2 The User of Technology
100(2)
7.3 The Use of Technology
102(1)
7.4 Summary
103(2)
8 Intellectual Exchange in Academic Dialogue
105(4)
8.1 Engaging in Sharing, Interpreting and Generating Knowledge
105(1)
8.2 A Constructive Process
106(1)
8.3 Hidden and Incidental Intellectual Exchange
107(1)
8.4 Summary
108(1)
9 Changes to Scholarly Communication
109(8)
9.1 Reciprocity in Communication
109(2)
9.2 Visibility of Communication Processes
111(2)
9.3 Informal Communicative Relationships
113(1)
9.4 All Forms of Communication
114(1)
9.5 Summary
115(2)
10 Research Contexts Conducive to Intellectual Exchange
117(6)
10.1 Interdisciplinary Research
117(2)
10.2 Distributed Work Across Boundaries of Distance and Time
119(2)
10.3 Interconnected Research Environments
121(1)
10.4 Summary
122(1)
11 Conclusions
123(4)
Appendix 127(4)
Bibliography 131
Jingjing Zhang is Director of the Big Data Centre for Technology-mediated Education at Beijing Normal University. She holds a PhD from Oxford University and has also trained at the OECD in Paris and the UN in New York. Her early research in machine learning and information visualization has led her to analyze university curriculum structure. In the past few years, her research has involved collaboration with educationists, sociologists and anthropologists. This has modified her research interests, giving them a focus on social constructivism of learning in real-world settings. She collaborates with scientists to develop data mining techniques (e.g. complex networking analysis) to explore human relationships and activities online, particularly in the learning sciences. This includes the impact on learning and collaboration produced by using open educational resources (OERs), massive open online courses (MOOCs), and knowledge visualization.
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