Learning with e's
APRIL 1, 2014
, the rewards are that your ideas are quickly ''out there'' in public, and can be discussed, built upon, challenged and otherwise explored by your professional peers, your community of practice. It gives others in your wider community of practice a clearer view of who you are, what you do, and most importantly, what you think.
Learning with e's
OCTOBER 18, 2011
Once I have analysed the data, I am usually able to arrive at some conclusions and write some form of report, which is likely to include a set of recommendations that I hope will benefit my community of practice. Such findings should be published widely to inform the entire community. This is the way it should be.
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Learning with e's
JULY 30, 2016
In a recently published article, my colleagues Maged Boulos, Dean Giustini and I write about how learning through social media is transforming medical practices, health care and education. Here's an excerpt from the article, published in the open access journal Future Internet. The full text is available at this link. Unported License.
Learning with e's
OCTOBER 3, 2011
However, as a growing number of academics, many highly respected by their peers, migrate away from the closed journal system and refuse to dance any longer to the old tune, greater numbers will be publishing not only in open access journals, but also on blogs. In the past, this has been justifiable. So, what will you be blogging about?
Learning with e's
APRIL 27, 2011
Journal articles take so long to publish, they are often out of date long before the ink is dry. This is because they go through a process of peer review and revision, and then they can hit a brickwall if the journal has a significant backlog of accepted papers, and a page count limit (which most do). How about some monetary reward?
Learning with e's
MARCH 29, 2011
There is a criticism that blogs are not peer reviewed, contain mainly opinion and have no credibility when compared with peer reviewed journal articles. Journal articles are usually double reviewed by people who are deemed to be experts in their field. They have credibility in a different sense to peer reviewed journal articles.
Learning with e's
NOVEMBER 10, 2010
There is a great deal of cross over here with personal learning environments (PLEs) of course, particularly in relation to user generated content and sharing within a community of practice. et al (2007) Personalised Learning: Ambiguities in Theory and Practice. British Journal of Educational Studies , 55 (2), 135-154.
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