Researchers who collaborate with others in multiple research areas found to publish more highly cited papers [Phys.org, September 2022]

Title:

Researchers who collaborate with others in multiple research areas found to publish more highly cited papers

 

Author:

Bob Yirka

 

Published:

Phys.org. 16 September 2022

https://phys.org/news/2022-09-collaborate-multiple-areas-publish-highly.html

 

From the article:

A small team of researchers at Beijing Normal University working with a colleague from Bar-Ilan University has found that researchers who collaborate with other researchers in multiple research areas tend to publish more highly cited papers than do those who generally only work with others in their field. In their paper published in Proceedings of the National Academy of Sciences, the group describes analyzing the authorship of papers published in the journal American Physical Society and what they learned about collaboration and the degree of impact of authorship of papers under different scenarios.

 

Doctor of Education (EDD) dissertation, Lynn University, 2021 - Strengthening and Supporting Photography Education Using an Online Multi-Faceted Approach

Title: 

Strengthening and Supporting Photography Education Using an Online Multi-Faceted Approach  

 

By: 

Isidro Pentzke, Lynn University 

Andrea Suhajcik, Lynn University 

&

Melissa Glynn, Lynn University  

 

Published: 

Lynn University, 2021  

https://spiral.lynn.edu/etds/371/   

 

Abstract: 

The purpose of this study is to fill the void in arts education specifically photography to high school students who cannot take electives during the regular school day. There is a need for free creative online support and education within public high school curriculum. By identifying curriculum gaps in the arts, this study may support high school students with the needed twenty first century skills, such as the 4 C’s to be competitive in the job market after graduation. These critical skills are known as the 4 C’s, and focus on Communication, Collaboration, Creativity, and Critical Thinking (Stauffer, 2020).  Participants will be solicited through convenient sampling, and social media sites known to art professionals and art educators. An email (Appendix A) will be sent by the researchers to working art professionals and art educators to evaluate the online photography platform. In addition, a flyer (Appendix B) will be posted on social media sites geared toward art education. The survey (Appendix D) will be hosted by secure Google Forms and be distributed by a secure email list obtained through convenient sampling and social media sites known to art professionals and art educators. Participants will first read the informed consent (Appendix C). They must understand and agree to the informed consent in order to continue with the study. By clicking “I agree”, the participants are waiving the signature as consent documentation, and confirm that they are over the age of 18. By clicking “I disagree”, the participants will have access to the free online photography educational website (Appendix E), but confirm that they will not participate in the survey. In addition, a forced field will be in place. Therefore, if a participant does not agree to the informed consent, then the survey will close and the participant thanked. When the participant agrees, they will then be given access to the free online photography educational website (Appendix E). They can then peruse it for as long as they like. After closing the website, they will be directed to the survey questions about the website to answer. Data will then be collected and evaluated after asking the participants to evaluate the free photography online platform. Once the data is evaluated, the researchers will enhance the photography platform based on the data collected.  This investigation will utilize a qualitative case study method design. Data gathered from the anonymous online survey will be analyzed through descriptive statistics of art professional and art educator perception. Likert Scale questions and open ended semi-structured questions answers will be organized into codes and then generated into themes. Inferential statistics will include sample t-tests. The quantitative and qualitative results will then be triangulated to make meaning and inform the study.

 

New research to explore experiences of walking and creativity during COVID-19 [University of Liverpool, 22 April 2021]

Title:

New research to explore experiences of walking and creativity during COVID-19

 

Published:

University of Liverpool, 22 April 2021

https://news.liverpool.ac.uk/2021/04/22/new-research-to-explore-experiences-of-walking-and-creativity-during-covid-19/

 

From the article:

The University of Liverpool is part of a new collaborative research project exploring people´s experience of walking during the Covid-19 pandemic.  

 

The Walking Publics/Walking Arts: walking, wellbeing and community during COVID-19 project will also look at the role of creativity – or creative walking – in those experiences.

Building Creative Critical Online Learning Communities through Digital Moments [Electronic Journal of e-Learning, 28 January 2021]

Title:

Building Creative Critical Online Learning Communities through Digital Moments

 

Author:

Wendy Barber

 

Published:

Electronic Journal of e-Learning, Volume 18, Number 5, 28 January 2021 (published)

https://academic-publishing.org/index.php/ejel/article/view/1920

 

Abstract:

This paper is a mixed methods case study measuring student perceptions of a pedagogical strategy called “Digital Moments” (DM) for developing creative interactive online learning communities. The theoretical framework within which this resides is the Fully Online Learning Community (FOLC) model (vanOostveen et al, 2016), based on a foundation of problem‑based learning, cognitive and social presence, and learner‑centred pedagogies.The article reviews a specific teaching strategy for increasing social presence and student engagement through the use of creative and artistic expression in problem‑based learning spaces. Using “Digital Moments” as a way to build inclusion in two synchronous graduate online courses, the author describes how the teaching strategy increased student participation, developed student ownership of learning, and encouraged collaborative processes between participants. This teaching strategy makes a significant contribution to digital pedagogy. Although the growth of online learning is quite substantial, our ability to develop online communities that inspire critical and creative thinking has not kept pace. Traditional teacher‑centred learning environments do not meet the needs of students in today’s Fourth Industrial Revolution. As such, the FOLC model provides an online learning community model that removes traditional teacher‑learner roles, allows the instructor to act as a facilitator and challenges learners to co‑design and co‑create the learning process. Within this digital space, collaborative disruption is encouraged, and, in fact necessary for the types of critical and creative thinking to emerge that are central to the FOLC model. Digital Moments, is one example of a pedagogical strategy that enables learners to co‑create and own the digital learning space, within a fully online learning community.

 

Creativity will be key to competing against AI in the future workforce - here's how [World Economic Forum, 10 November 2020]

Title:

Creativity will be key to competing against AI in the future workforce - here's how

 

Published:

World Economic Forum, 10 November 2020

https://www.weforum.org/agenda/2020/11/ai-automation-creativity-workforce-skill-fute-of-work/

From the article:

* As our adoption of automation increases, creativity is set to become ever-more important. 

 

* Creativity is a uniquely human trait that no algorithm can replace. 

 

* By focusing on education, retraining and workplace tools, we can prepare for a future of work in which success depends on creativity.

TEDx Talk (publised 22 January 2020): Collaboration kills creativity by Sam Farrow

TEDx Talk title:
Collaboration kills creativity

Presenter:
Sam Farrow

Published:
22 January 2020

From the description:
"In this confrontational and wickedly humorous talk, Sam explains why she believes that collaboration is not a good thing, based on her 20+ years in the graphic design industry and passion for top-quality creative work."

To listen to this TEDx Talk:
https://www.youtube.com/watch?v=xMOkbzVydGQ