PRISM :: Browsing by Author "Hurrell, Christie"

Browsing by Author "Hurrell, Christie"

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Open Access
Aligning the stars: Understanding digital scholarship needs to support the evolving nature of academic research
(Association of College and Research Libraries, 2017-03) Hurrell, Christie
Digital scholarship centers located within academic libraries have been proliferating recently. This study gathered feedback from library staff and campus researchers to better understand current needs and gaps around digital scholarship. Semi-structured interviews were conducted, and the results were analyzed thematically. Common needs identified included access to interdisciplinary collaborators, technologies, and space. This study will be of interest to other academic libraries wishing to instantiate a digital scholarship center or service.
Open Access
Best practices for sharing your OER with the world
(2018-03-05) Ruddock, Kathryn; Johnson, Rowena; Hurrell, Christie
These are the slides from a workshop. Workshop description: Open Educational Resources (OER) are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property licence that permits their free use and repurposing by others. OERs include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge (Hewlett Foundation, 2017). This workshop will cover two important components of developing OERs: understanding the copyright and licensing issues involved in OER development and sharing, and deciding where to share OERs to maximize their discoverability and long-term preservation. Participants will leave the workshop with a checklist of items to consider when adopting, adapting, or creating an OER. It is aimed at individuals who are already developing, or who plan to develop, an OER. By the end of the workshop, participants will be able to: - Assess the copyright considerations of adopting, adapting or creating OERs - Determine an appropriate licence under which to share an OER - Identify open platforms on campus through which to share OERs
Open Access
A “Choose Your Own Adventure” Recipe for Teaching Scholarly Communications Concepts
(American Library Association, 2021-10) Hurrell, Christie
This recipe was developed as a way to walk graduate students and faculty through the complex topic of scholarly communications, including publishing models, assessing journal quality, funder open access policies, and author rights. The recipe takes the form of an interactive online story using the open source tool Twine and can be customized or different disciplinary groups with ease.
Open Access
Digital Repositories: Fertile Ground for Tracking the Impact of Non-Traditional Research?
(2023-06-08) Hurrell, Christie
Worldwide, an increasing number of institutions, funding agencies, and publishers have committed to supporting the Declaration on Research Assessment (DORA), which recommends improvements to the ways in which researchers and the outputs of scholarly research are evaluated. One of DORA’s explicit recommendations for institutions is to consider the value and impact of all research outputs, not just peer-reviewed publications, and to consider a broad range of impact measures in research assessment exercises (Declaration on Research Assessment, 2005). Academic libraries, many of which maintain Open Access repositories, are well positioned to support the institutional adoption of DORA. Openly accessible digital repositories have the functionality to manage, preserve, and make available a wide variety of outputs, including grey literature, research data, and other “non traditional” outputs that may not find a home with conventional academic publishers. Some repositories mint persistent identifiers (PIDS), and integrate usage metrics such as downloads and altmetrics, which have the potential to help capture a variety of research impacts beyond traditional citations. This presentation will share preliminary results from a research project that is collecting data from digital repositories at academic libraries whose parent institutions are already signatories to DORA. The research is gathering information about technical features, personnel supports, and outreach and engagement strategies used to promote repositories as a way to showcase and/or measure the impact of diverse research outputs. Attendees will be encouraged to consider ways that research repositories can “branch out” to more actively support the collection and measurement of a wide range of research outputs.
Open Access
Don't get scammed in scholarly publishing! Avoiding predators and retaining rights
(2018-03-19) Hurrell, Christie; Johnson, Rowena
Open Access
Ethical Use of Technology in Digital Learning Environments: Graduate Student Perspectives
(2021-01-12) Brown, Barbara; Roberts, Verena; Jacobsen, Michele; Hurrell, Christie; Kerr, Kourtney; van Struen, Heather; Neutzling, Nicole; Lowry, Jeff; Zarkovic, Simo; Ansorger, Jennifer; Marles, Terri; Lockyer, Emma; Parthenis, Dean
This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education.
Open Access
Ethical Use of Technology in Digital Learning Environments: Graduate Student Perspectives, Volume 2
(University of Calgary, 2021-12-22) Brown, Barbara; Roberts, Verena; Jacobsen, Michele; Hurrell, Christie; Travers-Hayward, Mia; Neutzling, Nicole; Templeman, Joel; Steeves, Marcia; Hendrickson, Rob; Luinstra, David; Humphreys, Lindsay; Dunham, Lacey; Maciach, Michael
This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments, and is the second volume in the series. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education. Students were asked to review, analyze, and synthesize each topic from three meta-ethical theoretical positions: deontological, consequentialist, and virtue ethical (Farrow, 2016). The chapters in this open educational resource (OER) were co-designed using a participatory pedagogy with the intention to share and mobilize knowledge with a broader audience. The first section, comprised of four chapters, focuses on topics relating to well-being in technology-enabled learning environments, including the use of web cameras, eproctoring software, video games, and access to broadband connectivity. The second section focuses on privacy and autonomy of learners and citizens in a variety of contexts from schools to clinical settings. In each of the seven chapters, the authors discuss the connection to the value of technology in education, and practical possibilities of learning technologies for inclusive, participatory, democratic, and pluralistic educational paradigms. The book concludes with reflections from the course instructor gained over two iterations of teaching the course. This is a static version of the text; the live Pressbook can be accessed via https://openeducationalberta.ca/educationaltechnologyethics2/
Open Access
An Evidence Based Approach to Supporting Library Staff Scholarly Communication Competencies
(2019-06-19) Murphy, James E.; Hurrell, Christie
Scholars and students look to academic librarians and staff for advice about scholarly communication issues. As the first point of contact, it is essential to ensure staff are equipped to respond and direct patrons towards success. This study examined scholarly communication transaction data before and after staff training interventions were implemented. [Poster Presentation]
Open Access
How can Academic Libraries Support the Evolving Nature of Academic Research?
(2017-09-19) Hurrell, Christie
Many libraries are developing digital scholarship centers or labs, which offer new programs and expertise along with high-end technologies. This session will describe three models in different institutions and emphasize the ongoing development, augmentation, and rethinking of programs and spaces. Video archive of this presentation available at https://vimeo.com/234727779
Open Access
How to Make Your Work Open Access Without Breaking the Bank
(2021-01-07) Hurrell, Christie; Murphy, James
The academic community has recently seen an upswing in the open sharing of research materials, prompted by funding agency requirements, the need to quickly share new discoveries, and an interest in wider dissemination of knowledge. This thirty minute session will review how researchers can make their work open access, with a focus on no-fee options and outline the on campus supports to assist researchers in this endeavour. At the end of the session, participants will have the tools they need to make research results openly accessible. We encourage participation from academic staff, research support staff, students, and post doctoral fellows.
Open Access
Immersive learning: Applications of virtual reality for undergraduate education
(2020-09-02) Hurrell, Christie; Baker, Jeremiah
Virtual reality technology has applications across many academic disciplines and has the potential to contribute to student centered, experiential learning opportunities. Some academic libraries have begun to offer access to this technology as part of their mission to provide broad access to information and learning resources. The virtual reality studio in the Taylor Family Digital Library, the central library at the University of Calgary, was introduced in the summer of 2016, five years after the building first opened. Since the launch of the virtual reality studio, it has experienced a diverse range of uses encompassing teaching, learning, and research across many disciplines. Due to its success, VR offerings have been expanded to include a semi-mobile VR cart, a VR development room, and loanable VR equipment. This article will describe the configuration, access policies, and outreach activities around the library’s VR services and spaces, and discuss in more detail how they have been used in undergraduate classes including kinesiology, dance, literatures, and art history.
Open Access
Learning & teaching about the scholarly communication process: Findings from graduate students and supervisors
(2022-11-11) Hurrell, Christie; Beatty, Susan; Cramer, Dana; Kardal, Jenna; Lee, Jennifer; McClurg, Caitlin; Murphy, James
Learning about scholarly publishing is an important part of graduate students’ transition from novice learners to experts in their particular field. However, the complexity of the scholarly communication process, and of the social and emotional factors that accompany it, can be barriers to graduate student learning about academic publishing. This presentation will share insights from focus groups with graduate students and faculty mentors at a Canadian research-intensive university about learning and teaching scholarly communication. The presentation will highlight both areas of overlap and difference in how students and mentors discuss the barriers and enablers to learning and teaching about scholarly publishing. Key findings include differences in learning by program, supervisor, and structured supports. Our study provides insights into how librarians and mentors can better support graduate students as they learn about academic publishing.
Open Access
Learning and teaching about scholarly communication: Findings from graduate students and mentors
(Johns Hopkins University Press, 2024-01-11) Hurrell, Christie; Beatty, Susan; Murphy, James E.; Cramer, Dana; Lee, Jennifer; McClurg, Caitlin
Graduate students are increasingly expected to publish peer-reviewed scholarship during the course of their studies, yet predictable mentoring and education on academic publishing is not available to all graduate students. Although academic librarians are well positioned to offer such instruction, their efforts are not always informed by comprehensive investigations of what, and how, graduate students need to learn. This study used focus groups with graduate students and faculty mentors to explore strengths and gaps in current mentoring and learning practices, while also discovering and uncovering suggestions and opportunities for further development in education about scholarly publishing. Thematic analysis of the data revealed that current training and mentorship meet some, but not all, of students' needs and preferences. Future library instruction should employ a blended and compassionate approach to teaching about this complex topic, and this study offers a way forward as librarians-as-partners in scholarly communication.
Open Access
Mobilizing Open Educational Practices in Higher Education: A Plenary Discussion
(2022-10-26) Wright, Alysia; Brown, Barbara; Roberts, Verena; Hurrell, Christie; Anselmo, Lorelei
The need for accessible, inclusive, and dynamic learning materials has become increasingly important for students and educators engaged in various modes of distance learning. In this plenary, four post-secondary educators from multiple disciplines discuss the Open Pedagogy Talks, a series of lightning talks focusing on open educational practices, pedagogy, and resources. The purpose of these talks was to create an accessible, virtual space for educators and students to engage in conversations about open educational practices (OEPs) and bring more awareness to opportunities to mobilize OEPs in diverse educational contexts. Using the Talks as a case study, panelists will share their strategies for mobilizing OEPS in different settings, learning contexts, and partnerships. Specifically, they focus on the importance of educator/student partnerships in advancing the use of OEPs in higher education to impact student learning by highlighting strategies for supporting these partnerships in OEP activities and initiatives. As a multi-institutional partnership, the Open Pedagogy Talks were designed to embrace the complexity and opportunity that OEPs bring to distance and in-person education. To mobilize OEPs in higher education, it is imperative that educators and students collaborate on initiatives that make OEPs more visible, accessible, and recognizable in diverse contexts. These interrelated considerations form a cyclical framework that can be taken up by staff, students, faculty, and other advocates and adapted for diverse contexts and needs. The panelists will discuss how they employed this model when they contributed to the development of the Open Pedagogy Talks, the lessons that they learned throughout the process, and strategies for increasing collaborations between students and educators in various settings.
Open Access
OER Workshop Series: Getting Started on Creating Open Educational Resources
(2022-03) Hurrell, Christie; Adams, Sarah
Creating a new OER, either by starting from scratch or by adapting an existing resource, can be a labour intensive process. This session will break down the steps associated with OER creation to give instructors some step-by-step guidance. We will also discuss tools and platforms that are available to instructors for hosting OER materials, and discuss key accessibility and universal design principles. By the end of this workshop, learners will be able to: Identify the five main steps of the OER creation process; Provide examples of tools for creating OER; Describe which OER tools/platforms are supported by UCalgary, and which are “DIY”; Explain the importance of assessing OERs for accessibility. OER Workshop Series developed by Christie Hurrell, Sarah Adams, Alexandra Alisauskas, Rowena Johnson, and Kate Cawthorn.
Open Access
OER Workshop Series: Open Educational Resources Handout
(2022-03) Hurrell, Christie; Alisauskas, Alexandra; Cawthorn, Kate; Johnson, Rowena; Adams, Sarah
Handout of resources developed for the Open Educational Resources (OER) Workshop Series. Includes resources related to the University of Calgary, copyright, Creative Commons open licensing, finding OER, OER adaptation and creation projects, and OER-enabled and open pedagogy.
Open Access
Open Badges for demonstrating Open Access compliance: A pilot project
(2018-10-10) Hurrell, Christie; Pival, Paul R.; Ruddock, Kathryn
This presentation will describe a pilot project to integrate Open Badges into a DSpace institutional repository. The Open Badge demonstrated that self-archived research articles complied with national funders’ Open Access policy. The presentation will report on researchers’ opinions on using badges, as well as the results of user experience testing during the self-deposit process.
Open Access
Open Educational Practices (OEP) for Research Skill Development in an Online Graduate Program
(2023-04-05) Roberts, Verena; Brown, Barbara; Jacobsen, Michele; Hurrell, Christie; Neutzling, Nicole; Travers-Hayward, Mia
In this presentation, we will describe results from a design-based study showing how graduate students enrolled in a course-based Master’s program developed research based skills as a result of participating and engaging in a program designed and delivered using open educational practices (OEP). The program was designed to reflect the principles of OEP, which were understood as “collaborative and pedagogical practices that involve the creation, use, and reuse of OER as well as participatory technologies and social networks to interact, learn, create knowledge, and empower learners” (Cronin, 2017). Willison and O’Regan’s (2006/2019) six facets for research skill development were used as a framework to align the desired skills for graduate students with the assignments in the program. The program was designed to support each learner to be an active agent who builds knowledge within the learning process rather than a passive recipient of knowledge. Some argue that when people recognize that open knowledge can be enriched by individual academic experience, they will feel more motivated to know and participate not just as an audience member but as a protagonist (Jordan et al., 2017). As protagonists of their learning, graduate students can become producers instead of consumers of knowledge (Schwartz & Fischer, 2003). In addition, Scardamalia and Bereiter’s (2010) knowledge building in community helps to describe the connections between social interactions, access to resources (content and people), and the participatory and collaborative learning opportunities that develop research skills with OEP. The following research question guided the study: How do open educational practices support the conditions for student learning of research-based skills? Interview and survey data gathered from participants (n = 13) provided evidence that the use of OEP created the conditions for graduate students’ research-based skill development. These students demonstrated how they developed research skills through layered assignments and multiple rounds of peer review, edits, and revisions of their work. Students also engaged in self-reflection and idea-sharing using collaborative online spaces and social media. We identified three key conditions that supported students with their learning, development, and continual improvement of research-based skills: (a) design of layered assignments, (b) formative feedback, and (c) peer learning. Each condition encouraged graduate students to become co-designers of their learning as they developed research skills; this meant having the agency to pursue a topic of personal and professional interest, seek feedback and insights from within and outside the boundaries of their course, and develop an appreciation for the social process of knowledge-building alongside their peers. Students were asked to focus less on content and learning via knowledge borrowing, and more on learning in collaboration with peers, course instructors, and external experts through knowledge building (Schwartz & Fischer, 2003). Using examples from the research study, this presentation will inform participants about how to create high quality, online learning experiences and design conditions that support graduate students in research skill development in post-secondary programs using OEP.
Open Access
Open Educational Practices Create Conditions for Developing Research Skills in Graduate Education
(Canadian Association of Teacher Education, 2022-12-04) Brown, Barb; Jacobsen, Michele; Roberts, Verena; Hurrell, Christie; Neutzling, Nicole; Travers-Hayward, Mia
In this chapter, we describe the evaluation of a master’s level program in education that was designed and delivered using open educational practices. Students developed research skills through layered assignments and multiple rounds of peer review, edits, and revisions of their work. Students engaged in self-reflection and idea-sharing using collaborative online spaces and social media. One research question guided this study: How do open educational practices support the conditions for student learning of research-based skills? Interview and survey data gathered from participants in year 1 and year 2 (n = 13) provided evidence that the use of open educational practices (OEP) created the conditions for graduate students’ research-based skill development. We identify three key conditions that supported students with their learning, development, and continual improvement of research-based skills: (a) design of layered assignments, (b) formative feedback, and (c) peer learning. Study findings inform instructors and institutions on open educational practices, specifically how to create high quality, online learning experiences and design conditions that support graduate students in research skill development in post-secondary programs. Study findings contribute to the growing field of open educational practices. Résumé Dans ce chapitre, nous décrivons l’évaluation d’un programme de maîtrise en éducation qui a été conçu et dispensé au recours de pratiques éducatives ouvertes (PEO). Les étudiants ont développé des compétences en recherche grâce à des pratiques d’évaluations échelonnées, d’évaluations en boucle par les pairs, de révisions et de corrections de leur travail. Les étudiants se sont engagés dans l’autoréflexion et le partage d’idées en utilisant des espaces collaboratifs en ligne et les médias sociaux. La question centrale qui a guidé cette étude est de comprendre comment les pratiques éducatives ouvertes soutiennent les conditions d’apprentissage, tout comme les aptitudes à la recherche chez les étudiants aux cycles d’études supérieures? Les données tirées d’entretiens et d’enquêtes recueillies auprès des participants de la première et de la deuxième année (n = 13) d’un programme de maîtrise permettent d’établir que l’utilisation de pratiques éducatives ouvertes crée les conditions nécessaires pour le développement des compétences fondées sur la recherche. Nous identifions trois conditions clés qui soutiennent les étudiants dans l’apprentissage, le développement et l’amélioration continue des compétences basées sur la recherche : (a) la conception de tâches évaluatives conçues par étape (b), la rétroaction formative et (c) l’apprentissage par les pairs. Les résultats d’analyse offrent aux instructeurs et aux établissements postsecondaires des enseignements précieux sur les pratiques éducatives ouvertes. Tout particulièrement, cette étude démontre comment créer des expériences d’apprentissage en ligne de haute qualité et de concevoir des conditions qui soutiennent les étudiants dans le développement des compétences en recherche dans les programmes postsecondaires. Les résultats de cette recherche contribuent ainsi au domaine croissant des pratiques éducatives ouvertes.
Open Access
Supporting Students as Scholars: Using the Library Context to Investigate How Graduate Students Learn About Publishing
(2023-11-11) Hurrell, Christie; Beatty, Susan; Lee, Jennifer; McClurg, Caitlin; Murphy, James
Graduate students are increasingly encouraged to publish during their studies. But how do they learn this process? In this study, a team of librarians used focus groups to uncover the process for learning and teaching the “threshold concept” of academic publishing (Townsend et al, 2011). The focus groups, conducted with graduate students and faculty advisors, resulted in a rich qualitative dataset on the context of teaching and learning of academic publishing. Thematic analysis was used to identify key themes emerging from transcripts. Findings from this research indicate that students rely heavily on disciplinary mentors for knowledge and support, and appreciate experiential learning opportunities to scaffold their skills. Noted learning gaps included feeling ready and confident to embark on the publishing process, and realizing that mentors may not communicate tacit knowledge about publishing. Additionally, students emphasized the importance of integrating the mental health and wellness impacts of this topic into instruction. In response, the research team has developed an openly-licensed multimedia instructional guide that covers key topics of interest highlighted by both student and faculty participants. The guide responds to students’ expressed preference for information available to them at the point of need, and has been systematically evaluated by learners. The team will share how the guide is being used in collaborative teaching efforts at our institution. This study contributes new knowledge on how students learn, and faculty teach, skills relating to academic publishing. It also illuminates the unique teaching context of librarians, who typically have limited time to interact with graduate students in the classroom, and whose teaching must complement that of disciplinary faculty. Our collaborative approach to learning and teaching about this topic allows us to harness expertise from across our institution to support the learning needs of graduate students.