In reality, the research experience mattersmore than the topic.”

Those who prefer research methods to be buried may find Ogilvie’s habit of making explicit her archival travails frustrating, but it’s fascinating watching her track the contributors down.

This volume is filled with finely-written, accessible and engaging pieces on such topics as Gibbon’s style, his library and note-taking practices, and his knowledge of the city of Rome.

“I only dowhat is easy. I only write when I immediately know how to do it. If Ifalter for a moment, I put the matter aside and do something else.”(Luhmann et al., 1987, 154f.)[4]

Things were changing quickly.Eco’s methods of organizing and filing information werestill effective, but word processors and the Internet werebeginning to offer exciting alternatives to long-establishedresearch and writing techniques.

Keeping track of research materials used to require an excellent memory, exceptional bookkeeping skills or blind luck; now we have databases.

To Zotero or not to Zotero?

At Ipswich, he studied under the unorthodox artist and theorist Roy Ascott, who taught him the power of what Ascott called “process not product.”

Published in the journal, Proceedings of the Royal Society B, the paper also shows that the mice share similarities in mitochondrial DNA with Scandinavia and northern Germany, but not with mice found in Portugal.

All research… All significant research is, in some respects, bottom-up. There is no alternative. And so, the only research that you can do top-down entirely is research for which you already have the solution.

Il y a un point, en particulier, qui me frappe chaque jour davantage : ce que l’archive du chercheur d’hier peut apprendre au chercheur d’aujourd’hui, sur le plan de la méthodologie.

The second is the fact that, formany persons, the tasks of critical scholarship arenot without their charm; nearly every one findsin them a singular satisfaction in the long runand some have confined themselves to these taskswho might, strictly speaking, have aspired to higherthings.

It would be very interesting to have information on the methodsof work of the great scholars, particularly those who undertooklong tasks of collection and classification. Some information ofthis kind is to be found in their papers, and occasionally in theircorrespondence. On the methods of Du Cange, see L. Feugfere, Mudesur la vie et les ouvrages de Du Gomge (Paris, 1858, 8vo), pp. 62 sqq_,

German publishers send out so-called book cards to book shops along with their newreleases. On them, bibliographic information is printed. Those book cards are also in postcardsize, i.e. A6, and their textual structure allows for them to be included in the reference filebox.

the behavioral sciences have commonly insisted upon certain arbi-trary methodological restrictions that make it virtually impossible for scientificknowledge of a nontrivial character to be attained.

One of my frustrations with the “science of learning” is that to design experiments which have reasonable limits on the variables and can be quantitatively measured results in scenarios that seem divorced from the actual experience of learning.

However, the degraded performance across all groups at 6 weeks suggests that continued engagement with memorised information is required for long-term retention of the information. Thus, students and instructors should exercise caution before employing any of the measured techniques in the hopes of obtaining a ‘silver bullet’ for quick acquisition and effortless recall of important data. Any system of memorization will likely require continued practice and revision in order to be effective.

In 2019, Smolyansky co-founded Connected Papers, one of a new generation of visual literature-mapping and recommendation tools.

Public Data

As the only way to find outif something is worth reading is by reading it (even just bits of it), itmakes sense to use the time spent in the best possible way. Weconstantly encounter interesting ideas along the way and only afraction of them are useful for the particular paper we started readingit for. Why let them go to waste? Make a note and add it to your slip-box. It improves it. Every idea adds to what can become a criticalmass that turns a mere collection of ideas into an idea-generator.

The spider web system was, in fact, a work in progress; the resulting hypertext was designed to be open-ended.

That is why Francis Bacon was rather skeptical about the possibility that excerpts might be shared among scholars. His opinion was that ‘in general, one man’s Notes will little profit another, because one man’s Conceit doth so much differ from another’s; and because the bare Note itself is nothing so much worth, as the suggestion it gives the Reader’.47

I think this new identity should… build upon a diverse group of people and ideas remember, but not revere, past research and tradition welcome independent contributors, and view itself as a collective of people, not an industry of companies work in the open, and value building and testing ideas over spreading them.

De Arte Excerpendi: Of Scholarly Book Organization by Vincen-tius Placcius. It offers an overview of contemporary procedures, instruc-tions on regular excerpting, and an extensive history of the subject. Placcius expressly warns against a loose form of indexing as pursued by Jungius. 38

It is an important fact that the Bibliotheca Universalis addresses a dual audience with this technology of indexing: on the one hand, it aims at librarians with its extensive and far-reaching bibliography; on the other hand, it goes to didactic lengths to instruct young scholars in the proper organization of their studies, that is, keeping excerpted material in useful order. In this dual aim, the Bibliotheca Universalis unites a scholar ’ s com-munication with library technology, before these directions eventually branch out into the activity of library professionals on the one hand and the private and discreet practices of scholarship on the other hand

I also did a bit of web and JSTOR research, and started a new Zotero folder called World History Comparison. Research Rabbit found a bunch of similar titles, but it will be a while before I can get to many of them. I DID, however, ask some people and groups such as the OE Global community on Twitter, and I want to extend that request to anyone who watches this video. I know a number of my subs and viewers are in India and I've noticed on Twitter and on Abhijit Chavda's channel that there's quite a bit of controversy about the way Indian History is taught to Indian students.

The foregoing studies suggest two strands of commonplacing circa 1700. The first was thecollection of authoritative knowledge, usually in the form of quotations. The second was thecollection of personal or natural knowledge, with Francis Bacon’s lists, desiderata and apho-risms serving as early examples. While Moss has shown that the first strand was losing popular-ity by the 1680s, recent scholarship has shown that the second retained momentum through theeighteenth century,9especially in scientific dictionaries,10instructional cards,11catalogues,12

A research methodology is a whole system of methods or approaches that you can follow to start doing your research or finish a research project. They are the tools you use to conduct your research.

The limitations associated with the analysis of class-evaluation surveys in Study 2 largely result from the difficulty of extracting precise information from large groups of subjective ratings.

here was a noticeable decrease in recall performance among the students trained in the Australian Aboriginal method after 6 weeks, with the participants in that group indistinguishable from the untrained recall group. However, this observation should be treated with caution, as the sample was too small for accurate quantification of performance.

Participation in the six week follow-up was markedly reduced, with a total of 8 participants (N = 3 memory palace; 3 Australian Aboriginal method; 2 untrained recall).

It is worth noting that no instructions were provided to the participants with respect to sequence, yet this measure exhibited the largest effect size of any of the parameters measured

Thematic analysis was used to explore the qualitative data captured in the online survey. [22,23] describe thematic analysis as a method that seeks to find patterns, or categories, that emerge from the data, enabling the researcher to organise and provide detailed description.

All statistical comparisons were therefore performed using non-parametric methods, to avoid introducing errors based on assumptions of normality in the data. Repeated measures comparisons were performed using the Friedman test, except where specified, with post-hoc pairwise comparisons made using the Friedman-Nemenyi test. Although no direct measure of effect size for the Friedman test is generally recognized, an indirect measure of effect size was obtained using the Kendall’s W-statistic (KW), computed from the Friedman Q value [19,20]. Effect sizes were interpreted as follows: weak: KW< 0.19; moderate 0.20< KW< 0.39; strong 0.4< KW.

The numbers of correctly recalled items were not normally distributed, due to a ceiling effect. This was likely attributable to the fact that the incoming medical student population were pre-selected as high academic achievers, and many may have already had personal systems for memorising information.

Participants were instructed to associate items to be remembered with specific objects and locations in the imagined space, with as much detail as possible (e.g. a red lamp with an adjustable shade and a power switch in the center of the lamp base sitting on a desk to the left hand side of the entrance to the room. As items were added to the memory list, each new item was associated with an object and position in the imagined room. To recall items, participants were instructed to imagine themselves walking into the room, approaching each object and location which had a list item associated with it, and to attempt to recall the list item in conjunction with the imagined object.

Following the 20-minute rest, a final recall test was performed, this time without the opportunity for students to review the list prior to recall testing.

After 10 minutes, the word lists were collected and students were asked to write down as many of the list items as they could recall within five minutes.

They were also instructed not to mark or write on the word list, and not to use their mobile phones or any other electronic devices or aids to assist in the activity.

Group 1 participants received particular instruction in Western memory techniques. Group 2 students received instruction in the Australian Aboriginal technique.

Each student was assigned randomly to one of three study groups and assigned an individual study ID number.

DEVELOPMENT ARTICLEA systems-based approach to technology integrationusing mentoring and communities of practice

METHODOLOGY DEVELOPMENT IN ADULT LEARNING RESEARCHCOMBINING PHYSIOLOGICAL REACTIONS AND LEARNING EXPERIENCES IN SIMULATION-BASED LEARNING ENVIRONMENTS

Ahrens notes that “there is no such thing as private knowledge in academia. An idea kept private is as good as one you never had.”

HARKing

Social media research ethics faces a contradiction between big data positivism and research ethics fundamentalism. Big data positivists tend to say, ‘Most social media data is public data. It is like data in a newspaper. I can therefore gather big data without limits. Those talking about privacy want to limit the progress of social science’. This position disregards any engagement with ethics and has a bias towards quantification. The ethical framework Social Media Research: A Guide to Ethics (Townsend and Wallace, 2016) that emerged from an ESRC-funded project tries to avoid both extremes and to take a critical-realist position: It recommends that social scientists neither ignore nor fetishize research ethics when studying digital media.Research ethics fundamentalists in contrast tend to say,You have to get informed consent for every piece of social media data you gather because we cannot assume automatic consent, users tend not to read platform’s privacy policies, they may assume some of their data is private and they may not agree to their data being used in research. Even if you anonymize the users you quote, many can still be identified in the networked online environment.

One important aspect of critical social media research is the study of not just ideolo-gies of the Internet but also ideologies on the Internet. Critical discourse analysis and ideology critique as research method have only been applied in a limited manner to social media data. Majid KhosraviNik (2013) argues in this context that ‘critical dis-course analysis appears to have shied away from new media research in the bulk of its research’ (p. 292). Critical social media discourse analysis is a critical digital method for the study of how ideologies are expressed on social media in light of society’s power structures and contradictions that form the texts’ contexts.

Besides conducting qualitative social research with social media users in order to learn about their experiences, interpretations and perspectives, critical digital methods should not completely discard tools for digital data collection and analytics but take their use into a new direction. Critical digital methods should certainly engage in collecting and analys-ing samples of data from social media platforms with the help of tools and services, such as DiscoverText, Tweet Archivist, Netvizz, NodeXL, Gephi, NCapture/NVivo, Sodato, Import.io, InfoExtractor, Google Web Scraper, TAGS, SocioViz and so on.

t has, for example, been common to study contemporary revolutions and protests (such as the 2011 Arab Spring) by collecting large amounts of tweets and analysing them. Such analyses can, however, tell us nothing about the degree to which activists use social and other media in protest communication, what their motivations are to use or not use social media, what their experiences have been, what problems they encounter in such uses and so on. If we only analyse big data, then the one-sided conclusion that con-temporary rebellions are Facebook and Twitter revolutions is often the logical conse-quence (see Aouragh, 2016; Gerbaudo, 2012). Digital methods do not outdate but require traditional methods in order to avoid the pitfall of digital positivism. Traditional socio-logical methods, such as semi-structured interviews, participant observation, surveys, content and critical discourse analysis, focus groups, experiments, creative methods, par-ticipatory action research, statistical analysis of secondary data and so on, have not lost importance. We do not just have to understand what people do on the Internet but also why they do it, what the broader implications are, and how power structures frame and shape online activities

Studying digital and social media could take inspiration by the tradition going back to Karl Marx and other critical theorists

There is a tendency in Internet Studies to engage with theory only on the micro- and middle-range levels that theorize single online phenomena but neglect the larger picture of society as a totality (Rice and Fuller, 2013). Such theories tend to be atomized. They just focus on single phenomena and miss soci-ety’s big picture

Wikipedia:Articles for deletion/Katie Bouman

Any relevant material can be mentioned there

of WP:1E

Someone who isn't even an assistant professor is certainly not notable as a scientist.

Wikipedia:Notability is not inherited.

The Event Horizon Telescope project is notable in itself, and has its own article, but anyone who are in some way (remotely) associated with it are not inherently notable.

Wikipedia:Articles for deletion/Katie Bouman • en.wikipedia.org

computational techniques can improve upon and enhance existingapproaches, providing more efficient ways of identifying some typesof anomalies and providing a historical picture of the evolution oflanguage and activity over time

Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach

Distance Education Trends: Integrating new technologies to foster student interaction and collaboration