Lecture 31: Google Docs

Lecture 31: Google Docs

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Lecture 26: E-Mail Etiquette

For fun, read this article by Ms. Mentor: "Don't E-Mail Me This Way"

Lecture 26 email etiquette

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Lecture 25: LinkedIn for Students

Welcome to a brand new week everyone!

Today we'll be introduced to LinkedIn and we'll have a little bit of time during the lecture to register and begin our exploration with LinkedIn and how it can be useful to you as students.




A reminder about the science article assignment which is due on Friday (the 18th) at 17:00. You must send your assignment via e-mail (yes, e-mail!) to BOTH your TA and myself. If you are doing option four and have chosen the poster option, you need to send your assignment to us via e-mail and then (if you have decided to do a physical poster) you can give me the poster on Monday before we start class (otherwise, an attachment with your e-poster is fine!).

Social Media and ALES204 Students

In academia there continues to be a lot (a lot!) of discussion about the pros and cons of allowing (or enabling?!) students to use social media in class. There are quite a few (the majority it seems) of professors and teachers who think students should NOT use laptops or smartphones in class. They are a distraction is the oft' touted reason. Well students of #ALES204, you know I think differently! And, in many of our lectures I've tried to highlight why it is so important that we all learn to become digitally literate. It is more than just using Facebook, but learning to use it for specific purposes (like to promote oneself for a job) and learning to make some aspects of our profiles private. We're also learning that tweeting about research-related information can generate new connections - possibly even with future employees.

So, it is with this in mind that I share with you an infographic sent to me from Jenica Rhee. It is called The Digital Promise. What do you think?

Lecture 19: Reviewing Science Articles

Today Pam will guest lecture and lead us on how to review a science article.

She will have a powerpoint which will be posted here.

Peer Review: Guest Lecture by Pam

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Lecture 18: Science Article Writing

Today we have a guest lecture from Kaustav! Please remember to send three tweets to @JessL about what you're learning from Kaustav's lecture. Please also tweet back to a fellow student - start a discussion about what you're learning.

Ales 204: Kaustav Guest Lecture on Academic Writing in Science

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Remember, next week is e-portfolio week! It's your chance to work on your own topic of a blog post and perhaps start drafting your reflective blog post. You can add your twitter feed and in general spruce up your e-portfolios!

Lecture 17: Science Journal Articles

In today's lecture we will review the elements of a scientific paper:

Abstract

Introduction

Methods

Results

Discussion

Works Cited/References

The second example of an abstract comes from this article: 

Green Tea Consumption Is Inversely Associated with the Incidence of Influenza Infection among Schoolchildren in a Tea Plantation Area of Japan

you can read the abstract here or the entire paper here.

Also very useful is this article: Writing the Empirical Journal Article by

Daryl J. Bem
He gives some very useful examples of opening statements and how to present your findings.

Lecture 17: Elements of an Academic Paper

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Image from OWL at Purdue.

For further reading, check this out: HOW TO WRITE A SCIENTIFIC PAPER FOR A PEER-REVIEWED JOURNAL by PHIL LANG

Lecture 16: CV Writing Workshop

Today the TAs and I are going to show you our own CVs. I have had great luck with mine, landing an interview each time I've used it - so I'm an aficionado of this style. But, there are lots of different styles out there and some exciting ideas. Pamela has suggested looking at the templates over here. Another reminder that we'll be using the more academic version, a CV, rather than the North American version of a résumé:

A curriculum vitae (CV) provides an overview of a person's experience and other qualifications. In some countries, a CV is typically the first item that a potential employer encounters regarding the job seeker and is typically used to screen applicants, often followed by an interview, when seeking employment. The curriculum vitae is comparable to a résumé in many countries, although in English Canada and the United States it is substantially different.

A résumé is a simpler document while the CV is expected to thoroughly outline your education and your professional history (think jobs, volunteer work, publications, presentations etc...). In the words of the University of Waterloo's Career Services:



What is a curriculum vitae?
 A presentation of credentials for a research/teaching position in a university, a research institute,
or company with R&D requirements. A résumé (two pages maximum) is prepared for employers
outside the academic and research environment
 An indispensable job hunting tool that represents an objective, factual, personal history of you -
an advertisement designed to market you by highlighting your abilities and future potential
 A summary of your career aspirations, educational background, employment experience,
achievements, and interests




Key headings to include in your cv:

• Name
• Address/Telephone/Email
• Citizenship
• 
  
• Research and/or Professional Inter ests
• Education/Professional  Training/Certifications
• Employment
• Publications
• Presentations
• Awards/Scholarships
• Professional Affiliations
• Volunteer Work
• Languages
• Hobbies

Here are some creative takes on CVs:

From McGill University, here is a useful video outlining the elements of a cv. Also from McGill, a very handy cv writing guide.




HOMEWORK due before Monday's Class:

Students will choose two researchers in their field who use delicious and write a paragraph (as a blog comment on THIS post) noting:

• The importance of each researcher
• The types of resources each researcher bookmarks
• The clarity and/or style of tagging that each researcher employs

Remember, if you post a comment under an alias, make sure I know who you are by sending me an e-mail!






For those of you who don't read the comments. Here is some additional help:



Some ways to find people using delicious.




You might check out the scientists you have followed on Twitter and see if any of them use delicious (look at their blogs)



You can also do a google search for researchers/key people in your field, have a look at their blogs and see if they have a delicious tag cloud.




I know I was involved with an creative writing new media online course and I was interested in their delicious links: http://www.delicious.com/cwnm


Howard Rheingold, a key player in my field and in new media in general (you might be interested too!): http://delicious.com/hrheingold


I mentioned in class (and on my cv) that I'm part of the Transliteracy Research Group so I keep up to date with those bookmarks too: http://www.delicious.com/transliteracy

Of course, our class is on delicious too: http://delicious.com/ales204






An interesting article on how to use delicious in research: go here




Note: delicious is still working out some bugs due to the move from Yahoo... you can read about it here.

Lecture 7: Twitter for Science Communication

Evan Williams on Listening with Twitter




In groups, read "Why Twitter Will Endure"
Then, fill in the main points of the article in the google doc: https://docs.google.com/document/d/1Qiz0IywVkxbBKL98IA_pqZAeGIJWOR1DAZ9YzNn8HdI/edit?hl=en_US 
By the end of the activity we will have a complete summary

NOTE: Do not press the back button while working on the google doc otherwise you will refresh the page for everyone!

Lecture 7 - Twitter and Science

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Lecture 4: Science Journalism

Outline:

• Review of Science Journalism
• Review of Readings
• Science Journalism Activity
• Friday = Online Class

Review:

•  Science communication: explaining the science
• Science popularization: making science popular, promoting science
• Science journalism: critically assessing science and its claim
• Your role: ALL THREE 

Knowing Your Audience and the PLoS Blogs:

• Choose one of the blog posts at PLoS that you read for homework:

• Think about the blogger’s writing style, which is most related: Science communication: explaining the science, Science popularization: making science popular, promoting science, or Science journalism: critically assessing science and its claim

• Who do you think is the intended audience? How does the blogger convey her/his information
• In groups of 5-6, answer these questions in a comment on today’s lecture post (Lecture 5) on the class blog.

Perspective:

nclose to a single person, e.g. a patient or a victim;

n

nhigh above a scene, reporting from a distance, independent and little involved;

n

nclose to an organisation that offers information, such as an NGO or a company;

n

nclose to the scientific community; 

n

nclose to the audience, examining problems in their daily life

Activity on Perspective:

• Choose one article/blog post from Scientopia (http://scientopia.org/blogs/ )  & one from Not Exactly Rocket Science (http://blogs.discovermagazine.com/notrocketscience/)  
• Compare the writing perspectives: what view does each blogger take? Does their view hamper the “objectivity” of the story? How or why?

• Send your responses to @JessL 

Final Thought

“Some journalists are still stuck in the model: We give you journalism, that’s the way it is. In this world, where we don’t know if there’s going to be a pandemic, or where the next terrorist attack will be, or how bad global warming is going to be, if I’m not engaged in a two-way street with scientifically engaged readers, I’m not responsible.”

Andrew Revkin

Friday's Online Class - By the end of class students must: 

• Complete the social media survey on the Module 2 blog post
• Set up a blog using Blogger and write an introductory post about you and your field of study and what role communication plays in your work (dissemination of results, linking with fellow researchers, etc.…)
• In a comment on the Module 2 blog post, leave a link to your newly started blog (absolutely necessary so the professor and TAs can grade your work) 
• Note: you require a personal blog for your E-Portfolio.