Cloo, Glotzbach & Meyer - Memo 4

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CM1010 Memo 4 11-5-2011

This work is licensed under www.creativecommons.org/licenses/by-nc-sa/3.0 The Authors2011

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Science 2.0 A fool with a tool is still a foolPip Cloo (), Koen Glotzbach (345346), Giulia Meyer(346395); Group E

Lecturer: Kapoor, words: 514, online version:

Literacy is a concept which is often used to describe a set of skills, containing the ability to read

and write [1]. This autonomous model of literacy is a result of conducted academic research on

literacy, while it can also be approached and understood differently [2]. Literacy has partly

replaced orality when the printing press came to exist. From then on people had to be literate

to get educated according to Western and American teaching methods. Yet, literacy can be

divided into smaller parts referring to other skills, like technical, visual and media literacy.

Technical literacy can refer to the set of skills containing the ability to use (new) technologies

[1].

Science 2.0We chose to develop a three day curriculum in which we will teach about science 2.0, which

is a part of technical literacy. As the internet allows us to find data, publish data and reproduce

data, it could be the new platform for academic learning, publishing and researching. It is

essential to know your way through the internet when collecting data.

Groups of learnersWith this three day curriculum we want to educate researchers who are also lecturers at

universities. These researchers have to work in The Netherlands, in this case the Erasmus

University of Rotterdam and could be both females and males between the age of 40-65. We

would also like to educate international students at the Erasmus University of Rotterdam how

to use the internet for their studies and later on when they start their careers. These are also

males and females, between the age of 18-28.

GoalsThe teaching methods as the goals for both groups are different. The goals of day one are to

teach the student where to search for information and where to find the most efficient

information in a small amount of time. The goals of this day for the researchers are to teach

them how to collaborate online, how to do brainstorming, how to find social relevance for the

study and how to efficiently search for information. The goals for day two are to make the

student aware of how to start doing a research with the help of relevant information, the

student also learns how to separate relevant from irrelevant information. By the end of day

two researchers know how to use online tools to collect data, they know what transactional

data is in combination with its potentials and problems and they know what Electronic


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Meeting Systems are. Day three teaches the student to bring in practice what they have

learned in day one and two, further they know how to represent information and how to get

attention for their piece. Regarding to the researchers this is also their goal for day three.

ExercisesWe have conducted some exercises to engage the groups; these can be found in the

appendices and are explained per day. We came up with interactive exercises, which differ per

day to avoid routine. Both groups will have different activities, with which we try to complete

our learning goals. Hopefully by the end of the three days both groups will be literate to use

the internet while doing research.

References

[1] Education for All Global Monitoring Report. (2006). Chapter 6, Understandings of literacy.

UNESCO Report. Retrieved from:

http://unesdoc.unesco.org/images/0014/001416/141639e.pdf

[2] Street, B. (1993). Cross-Cultural approaches to literacy(chapter 1: New Literacy Studies).

Cambridge University Press.
http://unesdoc.unesco.org/images/0014/001416/141639e.pdfhttp://unesdoc.unesco.org/images/0014/001416/141639e.pdfhttp://unesdoc.unesco.org/images/0014/001416/141639e.pdf


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Appendix Course curriculum

General set-up per dayRecap

What you already knowTheory

Lunch

Practicing what you learnt

Recap

o Students: small competitiono Professors: popquiz

Afternoon programme courseDay one: How to prepare for research

Students Professors

form groups to work with in a team, it is going tobe a match

the groups have to search for the right

information/ article in the most efficient and fast

way, in the piece of information they have to

search for the answer on different questions

in the end a quiz with the questions will be taken

and the team with the most answers right is the

day winner

[G] practice creating creative surveys: create asurvey, using the topic of your RQ from day one

and using the Qualtrics platform

[C] practice not getting RSI: warming up & setting

bureaus in line with guidelines

[G] practice creating creative surveys and using

online focus groups: setup a chatroom using

chatzy.com to discuss the survey of another

group

[I] write a short description/review (+/- 500 words)

of one of the tools we used so far

Day two: How to conduct researchform different groups than the day before to learn

how to work together with different researchers

(team mates)

the students get a subject and have to design a

research question and find relevant information.

The students have to make a presentation about

what their subject is, why they want to research

it and where they found the relevant information

The students have to present one relevant and one

irrelevant source they found. The most funny

presentation is going to be the winner

[G] practice creating creative surveys: create a

survey, using the topic of your RQ from day one

and using the Qualtrics platform

[C] practice not getting RSI: warming up & setting

bureaus in line with guidelines

[G] practice creating creative surveys and using

online focus groups: setup a chatroom using

chatzy.com to discuss the survey of another

group


of one of the tools we used so farDay three: How to present research

the students form new groups, to learn how to

start a new research on a different topic

students are going to decide on a topic which

seems interesting to them (on a front where

most people do not like to talk about: illness,

shame) and they will search for the most useful

piece

the students are going to make a plan of how to

present this piece on the internet and what is the

best way to get attention for it the mostoriginal presentation wins

[G] practicing publication strategies: discuss what

strategies you would use for the research


of one of the tools we used so far

[G] = groups of 3 to 5 people

[I] = individually

[C] = class

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Cloo, Glotzbach & Meyer - Memo 4