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Empowering Developing Country Researchers: E-Mentoring for Scientific Literacy

Join Gurmit Singh at the LINC 2010 Conference to explore e-mentoring solutions for developing country researchers in achieving scientific literacy. Discover the 3-Os Research and Consulting approach to tackle challenges in scientific abstract submissions, harnessing adaptive technologies, mobile technologies, blogs, wikis, and grid technologies. Address 21st-century challenges in higher education, focusing on quality research, induction of new researchers, cost-effectiveness, and technology integration. Understand the impact of online mentoring on improving research representation and fostering new knowledge networks. Learn about strategies to enhance program and pedagogic outcomes, optimize costs, and increase global reach.

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Empowering Developing Country Researchers: E-Mentoring for Scientific Literacy

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  1. WE WRITE BETTER TOGETHER E-MENTORING TO INDUCT DEVELOPING COUNTRY RESEARCHERS INTO SCIENTIFIC LITERACY PRACTICES Gurmit Singh The 3-Os Research and Consulting LINC 2010 Conference

  2. What I’m going to talk about: • The problem • The solution • The results • What it means for you

  3. The Client International AIDS Society: • World’s largest independent association of HIV health professionals and researchers • 14,481 members from 190 countries International AIDS Conference: • Largest international meeting devoted to a single health issue • 25,000 participants attended AIDS 2008 in Mexico

  4. The problem Why do scientific abstracts get rejected? • Poor scientific content • Wrong category or track selection • Poor construction/organization • Data is too preliminary • Lack of novelty, or not contributing to the field • Many submitters are from non-scientific background and not trained in scientific writing and publication processes

  5. Podcasting Adaptive technologies Mobile technologies Blogs and Wikis Grid technologies Technology-enabled spaces Personalised environments

  6. 21st Century challenges for global higher education • QUALITY Improving the quality of research from developing countries, early-career and non-traditional learners • INDUCTION & ACCESS Inducting new & junior researchers to scientific field • COST-EFFECTIVENESS Finding cost-effective interventions to do so while ensuring educational capacity outcomes • HARNESSING TECHNOLOGY

  7. The Solution: e-mentoring Mentor reviews & gives feedback Re-submit a final draft for blind review Submit a draft abstract online 1 2 3 for writing scientific research

  8. Via the conference website Before you submit

  9. Program Promotion

  10. RESOURCES

  11. SCAFFOLDING LEARNING

  12. Mentor feedback using template Track and Title1. Is the track chosen appropriate? Yes2. Does the title reflect the content of the abstract? Yes though on the topic sessions “health” they did not say what is included. Structure1. Does the abstract follow scientific and formal criteria? Yes2. Do the ideas cohere together? Yes3. Does each section provide relevant information? Yes though nothing has been mentioned what they do rather than skills sessions are which are held two -three days in a month. SCIENTIFIC DESIGN:Background1. Are the objectives clear and well-presented? Yes2. Is the research design sound? YesMaterials/methods1. Is the methodology used appropriate for the study? Yes but they should also involve caregivers and guardians who look after the infected and affected children.2. Is it easy to understand what methods the authors have used and why? Yes they are involving the infected & affected.3. Is the data analysis and interpretation appropriate? Not sure according with current data in India of affected children.Results/Conclusions1. Are the conclusions clearly explained and appropriate to the study? Yes though short (I know because of limited words).2. Is the study innovative? Does it provide new insights? Yes, more will be encouraged to attend these sessions if they see other children have increased their selfesteems.3. Are the results analyzed in a broader context? Yes4. Are the future implications of this study discussed? No

  13. Did it work? Submitted loved free tools, and mentor feedback and want to do it again and again…with their friends Mentors indicated that this was a positive experience They want do it again and again and ….keep improving Feedback from online survey done with submitters (n=35) & mentors (n=6) for 2009 programme

  14. Research Question for Impact Evaluation Does online mentoring improve the representation of science from developing countries?

  15. Online mentoring: motivates more submission leads to more acceptance inducts newcomers into literacy practices is engaging for learners produces new knowledge networks around programmes (peer-peer & experts) IMPACT:Let’s examine the monitoring data

  16. So what did we learn? PROGRAM STRATEGY • Make the program tightly focused in scope & scale • Recruit enough volunteer mentors • Start with a pilot around existing program • Engage stakeholders & policy makers in change process • Incorporate new features based on feedback • Lower costs, higher productivity, while increasing reach globally

  17. So what did we learn? PEDAGOGIC STRATEGY • Build it, market it, teach people how to use IT • Draw on social, informal & distance learning theories • Nurture learning ecologies • Take ‘writing as a literacy & a social practice’ lens • Provide meaningful learning experiences that are relevant, personalized & timely with learning technologies that extend physical classrooms

  18. What can it mean for you?

  19. Implications • Bring technology strategically into capacity building • Can target writing practice around courses • Online mentoring can be effective in building skills, compared to one-off short workshops • Opportunity for leverage to drive developing country research knowledge creation online

  20. 3-Os Learning Model for Sustained Impact LIEFLONG LEARNING Online Community: Resource Sharing, Mentoring, Open Resources Text, Audio, Video Reflection Blogs, Collaboration Networking Workshops: Case-Studies Basics Writing Tips & Tricks Group Work Intro to online Ongoing Practice: Journals Universities Conferences Portfolios Assessment Support across time & distance Onsite Online Ongoing INTEGRATION OF PROGRAMS

  21. Take Home Message: SYNERGISE 2 OPTIMISE EFFECTIVENESS The 3-Os learning model realises the promise of collaborative learning using the Internet by delivering impact, and extracting more value from investment in technology.

  22. THANK YOU Online mentoring to induct junior researchers into scientific literacy practices, Interactive Technology & Smart Education Journal, Vol. 7, No. 1, pp. 19-29 Facebook: The 3-Os Gurmit.sidhu@gmail.com

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