- This post provided reflections from multiple perspectives on prospects for streamlining submission and reviewing of scholarly articles. The blog on which it appeared seems to partially fulfil the mission of the Society for Scholarly Publishing (sidebar blurb).
- One challenge I’m considering is how we can better capture and surface information that is currently lost in the submission process. For example, many journals ask for highlights, key findings, implications, publicity/outreach summaries, statements of novelty and so on as part of the submission process, to assist editorial triage and review. Often, this information is never published alongside the article. Why not?
- When Charlie Rapple joined the crew in The Scholarly Kitchen in Feb. 2015, David Crotty wrote: "Charlie is a co-founder of Kudos, which helps researchers, institutions, funders and publishers maximize the visibility of research (covered in 2013 in this post). Charlie is also the Associate Director of strategic publishing consultancy TBI Communications, Treasurer of UKSG, and an Associate Editor of Learned Publishing" (Welcoming a New Chef into the Kitchen: Charlie Rapple, http://scholarlykitchen.sspnet.org/2015/02/23/welcoming-a-new-chef-into-the-kitchen-charlie-rapple/).
- Publishers have worked hard over the last decade to streamline the submission process and reduce the time from submission to publication, but this does not address the issue that causes the largest delay, which is having to reformat and resubmit papers to multiple journals.
- When Michael Clarke started blogging for The Scholarly Kitchen in 2009, he was "currently principal for Clarke Publishing Group." He also had "worked at the American Medical Association, the American Academy of Pediatrics, and the University of Chicago Press" (Welcome Michael Clarke to the Kitchen, http://scholarlykitchen.sspnet.org/2009/06/15/welcome-michael-clarke-to-the-kitchen/).
-
-
In this book review, Ingfei Chen surmised, "Combing through decades of cognitive science investigations of memory and learning, he [the book's author, Benedict Cary] has pulled together its best lessons into a practical and engaging guide" (¶4), and paraphrased advice to the effect that, "Students need to understand that learning happens not only during reading and studying, but in all sorts of ways, so that they can examine their own habits to know which ones may be helping or not, and make adjustments" (Experimenting with learning tactics, ¶4).
- Combing through decades of cognitive science investigations of memory and learning, he has pulled together its best lessons into a practical and engaging guide
- Students need to understand that learning happens not only during reading and studying, but in all sorts of ways, so that they can examine their own habits to know which ones may be helping or not, and make adjustments
-
-
A wake up call to use available know-how to save millions of human lives and trillions of dollars that future outbreaks could take.
-
This site claimed to be "the leading international education and experiential travel resource" (2015.04.06). Major site divisions apparent in tabs near the top of the home page seemed to cover interning, studying, volunteering, and teaching abroad.
-
The original piece is here: http://blogs.edweek.org/edweek/edtechresearcher/2014/08/navigating_the_two_kinds_of_online_discussion_forums.html
- It's hard to have a functional conversation online with hundreds or thousands of people, and it's hard to find what you are looking for in sprawling threads
- Duh! (¶2, 2015.04.060
- Questions can have right answers; discussions can't
- Really?!? Since when?
- all kinds of ideas, pedagogies, assumptions, and beliefs are baked into technical design decisions
- Including the hard and fast, yet perhaps philosophically and pedagogically untenable distinctions between questions and (other) discussion prompts on edX.
-
-
"HarvardWrites is a joint venture of the Harvard College Writing Program, the Derek Bok Center for Teaching and Learning, and the departments and schools represented on our site. The project was made possible through a generous grant from the Harvard Initiative for Learning and Teaching" (Digital Initiative, ¶1, 2015.04.06). The homepage had distracting (read annoying), endlessly animated in both first and second screenfuls.
-
"A capitonym is a word whose meaning changes based on whether or not it is capitalized" (n.d.). Thanks to Sandra Nelson for pointing this out to the LearningwithComputers group way back when!
Sunday, April 12, 2015
Diigo bookmarks (weekly)
Subscribe to:
Post Comments (Atom)
Welcome to pab's potpourri!
This is an experimental, informal blog for learning about blogging, blog development, and blog-related professional development activities.
No comments:
Post a Comment