Marisa Ponti

Exploring new ways of working using virtual research environments in library and information science

Purpose – The purpose of this paper is to present current and ongoing research investigating new ways of working across geographic distances and time within library and information science (LIS). Design/methodology/approach – A total of four studies were conducted focusing on: the design of a virtual research environment (VRE) to facilitate the sharing of data collection instruments among students, researchers and professionals; new ways professionals and researchers can collaborate; collaborative decision making in the context of purchasing a library management system; and collaboration among LIS professionals. Findings – Early results show that VREs within LIS can build on previous VRE research which focused on other domains. However, there are several unique characteristics of LIS that place requirements on VREs and which are not yet implemented within VREs and that offer unique opportunities for VREs to enhance LIS research, education and practice. Originality/value – This paper reports on ongoing research and preliminary findings of unique studies investigating how VREs could enhance LIS research and professional practice, and how LIS research and practice can inspire the next generation of VREs.

Self-directed learning and guidance in non-formal open courses

Digital media and open educational resources (OER) are said to redraw the boundaries between learners and teachers, by weakening the centralization of expertise and the distribution of subject-matter authority. This paper presents the findings of an ethnographic study of how the use of OER mediates the relations between self-directed learners and facilitators in two online open courses offered at a non-formal educational organization. Findings highlight the different role played by OER in mediating the relations between learners and facilitators in the two courses. In one course, early-stage learners encountered difficulties in repurposing OER and needed help to move to a more advanced stage of conceptual understanding. In the other course, well-read participants used OER to develop an affinity space in which the facilitator was a fellow learner. The findings suggest that OER are better viewed as artifacts-in-interaction rather than resources to be delivered as they are to learners. Although facilitators at P2PU do not play the role of academic teachers, it is argued that the influence of OER on the facilitator role can have implications for that of the academic teachers as well.

A LIS collaboratory to bridge the research-practice gap

Purpose – The purpose of this paper is to introduce the notion of a collaboratory as a virtual learning community and discuss its significance to support collaboration between library and informati ...

Hei Mookie! Where Do I Start? The Role of Artifacts in an Unmanned MOOC

Three artifacts were examined in a Massive Open Online Course (MOOC) called Mechanical because there is no professor to offer the course. Employing the notion of inscription from actor-network theory, the analysis focuses on the action of facilitation embedded in these artifacts and the ways in which these actions unfold. Using online ethnography, this study attempts to explicate how the designers have delegated facilitation to these objects. The findings suggest that the artifacts play a distinct role in enacting forms of facilitation and sustaining the course without teaching presence. They indicate that the artifacts do not play simply an intermediary role, but work to redistribute facilitation and reformulate social relations. While online courses have relied primarily upon teachers, with the increased size and technological interdependence of this MOOC, the examined artifacts apparently remove the need for exposure to teachers, by providing participants with peer interactions and automated coordination and testing.

Socio-Technical Influences on Virtual Research Environments

A number of socio-technical aspects that influence interorganizational research collaboration are embedded in local work contexts. Thus, they should be a main concern for the design of virtual research environments. A review of forty papers from different research fields provided an understanding of the influence of eleven socio-technical aspects grouped according to the following categories: nature of work; common ground; collaboration readiness; management style and leadership; technology readiness. There are five main implications for the design of virtual research environments. Emphasis is placed on the importance of consulting the stakeholders so that they suggest solutions and ideas, and imbue the collaborative environment with the values required for it to be sustainable.