Lee Fallin

Lee Fallin

I am a Learning Developer, based in the Brynmor Jones Library at the University of Hull. I work with students to help them navigate the academic literacies and skills they need to be successful.

Location Hull, UK

Achievements

Activity

  • Makes sense given the course... I was just disappointed there were not more examples of knowledge mining - when compared to the previous AI workloads.

  • I love how simply you phrase this - and yet - it is such a contentious and difficult issue for others! We've seen many companies fall afoul of using such data without thinking of the ethics too.

  • It's an odd name really! Kind of hard to find stuff when you're only searching for a single letter too!

  • Thanks for the feedback @GeorgeManyika! Glad to see it has inspired you to look at publication too :)

  • Glad you've picked up something new @KateDentonMacdonald. The EBSCO databases have a particularly good set of additional operators when compared with some. It certainly allows you to do more complicated and specific searches.

  • Congratulations @RashidHussain - let us know how you get on with your first publication.

  • Thanks for the feedback @RashidHussain

  • Nice to see a broad range of publications acknowledged here. As you'll discover in this course, it goes further than this too :-)

  • Sparse is often seen as a negative word - but I think it is quite positive in this context as it represents the focus you have at this time. Given you've joined this course, however, I guess you might be looking to expand this identity a little. What is your goal in taking part in the course @UbaidatT.Lawal? What is your next step?

  • I particularly like the inclusion of 'verifying' in there - an often forgotten element of academic communication.

  • I love that explanation @HeatherKent!

  • It generally depends on your field @GeorgeManyika, but I generally recommend paying for your own .com and hosting. You can then install Wordpress as your blogging tool. It allows you control, and maintenance - but also that wider engagement.

  • How has this made you think differently about your online identity @SamanthaFernandez?

  • That's an interesting idea @GeorgeManyika. Given the trends around fake news and 'reality' celebrities, there is an interesting response around authenticity. I think there is a powerful message there around owning your identity!

  • Hi @RashidHussain, I am curious to know if your practice has changed after engaging with this course?

  • Hi @HeatherKent, I think this can sometimes be a very disciplinary approach too. In some fields, it is easier to leave ourselves out of work and research - in others, it can be integral. In my field - Education Studies, my demography, geography and other aspects of who I am are an integral part of me and my practice. They inform my research - as such, some of...

  • Very good point @HeatherKent, and to some extent, it is a reflection of where we are at regarding research communication and news consumption. Depending on your field, the pressure to drive your outputs towards impact can be immense. That can rarely be done through publication alone and requires the promotion of your outputs and their re-communication for...

  • Thanks @RiaA. Great to see you've used this course so early in your academic journey. I hope it has been a useful foundation for your future studies.

  • Social media has had a significant impact on society, culture and development. We're training our brains to stay focused for seconds - then swipe for something new if it bores us - or we are not interested. That has a significant impact on focus and concentration, detrimental to academic work for sure. On the flip side, social networks can help us connect,...

  • Do you think this course will persuade you to use Twitter again?

  • Glad to hear you plan to share your learning @DelilaR

  • EndNote has an option to 'Convert to plain text' which removes the EndNote Fields in Microsoft Word and turns them into plain old text.

    The reason why some journals don't like EndNote is because of those fields. So you may see an in-text citation style bracket with an author i.e. (Fallin, 2021) - what actually sits in the Word doc is something like...

  • It is much broader (as a concept) than many people think. It covers the whole research lifecycle - which gives some significant scope to it!

  • That really links to impact and knowledge exchange which are covered in week 3!

  • Not just time - but brainpower too!

    However, I still find Twitter is an essential part of my CPD. It's very worthwhile.

  • @andrewholmes - haha! Indeed.

  • Hi Suzana,

    Nice to see creation and discovery thrown into your definition. I think too often people focus on the publication/dissemination and fail to acknowledge that wider approach to defining Scholarly Communication.

  • Thanks for the feedback David. It is much appreciated! So glad to hear you have enjoyed the course.

  • There has been a growth in documented cyberattacks on universities (as well as other businesses in general). The current global conflicts are not helping... I think you'll find security is a significant and growing concern for any connected business - and especially universities.

    Obviously, this doesn't just relate to research specifically... but it can!

  • I'm part of 'Academic Library Services', a Team of 14. I work specifically for the 'Skills Team', which has 5.5 staff. We cover a lot of this research support. Some are covered by other ALS colleagues - depending on the topic.

  • This is all drawn in Adobe InDesign (via Adobe Creative Cloud).

  • Excellent contribution @ClaudiaGillberg. Funnily enough, we continue to question and touch upon some of this as we move forwards through this course. I was quite purposeful when I used 'quality output' as this is very much up for debate. It's also why I chose the 'Peer review: a flawed process at the heart of science and journals' article. While I have to...

  • Glad you've found this helpful @RobertDavies - I've worked very hard on it. It is available for sharing with colleagues here: https://figshare.edgehill.ac.uk/articles/poster/Designing_for_Diverse_Learners_Poster_3_2_2_/16840531

  • This is very common in most social contexts. There is always a diversity of opinion and consensus is hard to achieve. It's particularly difficult with qualitative measures - as opposed to things that might be 'objectively measured'.

  • Great to hear @ClaudiaGillberg - We've taken a similar approach at Hull and now try to include more in-curriculum support. It always works well.

  • Thanks for letting us know about that link. I'm not getting an error - it's just not loading. Hopefully, this will just be a temporary bug.

    You are right @RobertDavies that an ethics committee would need to approve any research involving human participants.

  • Thanks for sharing your thoughts @DavidOjah. Do you think you'll take a different approach after taking this course? Anywhere you plan to become more of a resident?

  • Such things can be very difficult to enforce globally as different countries and jurisdictions have different systems and laws. It's why you'll see patents registered in multiple territories. Even then - what happens outside them...

  • Really good suggestion @DavidOjah! Checking charity shops near student areas is always a good start. In Hull, for example, the Oxfam Charity shop down Newland Avenue - a student area is often full of excellent academic books at a decent price.

  • Zotero uses CSL style formats, I believe. Check with your library and/or ICT department as they may have them available. It also depends what the style is called.

    This also depends on what tools are supported by your university. If I use the University of Hull as an example, we support EndNote and RefWorks. It’s installed on all of our computers and we...

  • If you’re struggling, I’d recommend talking to your university library. They’ll have some form of support where you can get help with searching. It’s important to note that the ease of tools like Google Scholar and PubMed often comes at the expense of precision. They’re often fuzzy searches and will make assumptions about what you want. You might miss relevant...

  • Interesting question. It depends on the rules and regulations of the university you are affiliated with, the nature of your research and what you’re talking about.

    There is, in most situations, a deal of academic freedom. That’s freedom to comment, research and critique most things (within line of law - and with added caution when talking about your own...

  • Wordpress is a great tool - but it’s far from approachable thanks to all the features! But it gives you room for growth on trying new things.

  • Are you thinking of just your public profile/footprint? You might have more digital presence in other systems like email, online banking or shops like Amazon or eBay. While not building your profile - they are part of your digital world - if you use them.

  • Hi Caitriona, I love the parallel you have drawn here. It also avoids the dreaded 'learning styles' debate (i.e. there is no such thing!). Framing learners - and learning preferences on a spectrum like this could really help break some of those staid approaches to how people learn. I also like the idea that it may be contextual - and learners' preferences may...

  • I love the V&R model. Really makes you re-think your online activity.

  • Some university departments facilitate students selling on their books. There is less onus on book ownership for most courses now, with an expectation that essential readings are available via the library. A lot of book buying still continues- and reselling. Amazon facilitate this for some, eBay is used by others. Some academic bookshops offered a buy-back for...

  • I think it will be interesting to watch - and see how this plays out. There have been some concerned users already leaving the platform. I suspect he will find it harder to deliver the change he desires, especially with legal and ethical issues around 'freedom of speech'. What do you think will happen?

  • Glad you've found this video helpful! We're very grateful that David White has allowed us to re-use these.

  • Hi Kelly, a common approach to the term! Think broader - it encompasses much more of the academic experience.

  • Funnily enough - we go through the ACRL definition in the next step!

  • Similar - or the same? I often find it interesting to think over. We spend so much time in digital spaces - is it a single footprint that breaches digital and physical - or are they two separate footprints?

  • That’s often the first jump! But it also includes the writing and publication aspects - as well as discovery of materials. Scholarly communication is a broad process!

  • As a parent of adopted children - building these lost competencies is a daily struggle!!!

  • I love the idea of building a 'calm down kit'. I think I might create one of those with my four-year-old!

  • This aligns with the push for 'authentic learning' in higher education.

  • Same issue :(

  • One of the objects in front of me was the LEGO Mystery Machine - I think I got a bit too distracted by this and actually ignored most of the other objects. Why? Probably a nice reminder of many days spent watching Scooby Doo! It's the reason I have that LEGO set after all.

  • I'm a father of three, a school governor at three schools and work as an educator in higher education.

  • We have a whole guide on academic presentations:
    https://libguides.hull.ac.uk/present

    If you want feedback on your spoken technique, try PowerPoint Presenter Coach for real-time feedback on pitch, pace, language and more!...

  • I think it's important to acknowledge that the BBC strives to be impartial. It is a noble goal, but also something that it may not always achieve. For example, from being based in London the BBC can present things in a UK-centric way. This can be small little things, like noting the number of British victims in an international incident, but not acknowledging...

  • Glad to hear this approach worked for you Tuğba.

  • This is a natural worry Mark - and something that concerns others; so thanks for sharing.

    I've never seen a blended programme at any university that does not offer a mechanism for clarification and questions. Sometimes it looks a bit different! So you may not address those issues at the end of a lecture (or recording), as you are used to. However, if that...

  • Live that dream Said! Your determination really comes across.

  • That's a valuable reflection Said. Sometimes the scale of higher education can be overwhelming when compared to school or college. Classes at that level tend to rarely go above 30 - or 40 in extreme cases. At university, you can end up in lectures of over 400!

  • If you want to read more about reflective writing, we have lots of written content on this here:

    https://libguides.hull.ac.uk/reflectivewriting

  • Hi Victoria,
    I think you'll find both emotions are both common - and completely normal! It is both exciting and nerve-wracking. I hope this course helps ease some of those worries.

  • Love the idea of the 'student mindset' Liam! Great ideal to use this course for that aim.

  • Some of the best memories of my undergraduate studies involved my involvement with the student union. I loved it so much, I ended up working there for two years post-graduation.

  • That's a good reflection Teigan. There is likely to be much more help and support available. Universities, however, tend to offer this through many different means, teams and locations. The challenge is finding what is available. I would, however, always recommend speaking to *someone*. Even if it isn't the right person, they should be able to point you in the...

  • I always try to deliver the feedback sandwich - identifying both good aspects and areas for improvement. It can become a bit overwhelming for students if it is all bad/negative.

  • There are some great reflections from course attendees in the discussion below. An essential aspect of university-level study is to acknowledge areas for development - then work on them.

  • More of this is covered in week 3 so I hope this helped you on your journey?

  • Excellent demonstration of the importance of time management.

  • Good answer Anu,

    University only works if you attend sessions and submit assignments. No matter how well your studying is going - you need to be there and complete the work. Motivation and time management go together well.

  • Hi Esme, I think that 'criticality' is the hallmark of a UK higher education. It's the one hurdle that gets harder with each year of your studies. When you get it - it's also the most fun aspect too.

  • I'm glad you've discovered them now.

    You will get access to a lot more resources (even better ones!) when you enrol at a university too.

  • Google Scholar's index is a bit sketchy... but when it sends you to peer-reviewed journals published by a reputable organisation - like that one above, it's about as reputable as you can get.

  • Absolutely Liam. But we also need to reflect on the purpose of the writing. The NHS is an appropriate source, but its website is mostly written for members of the public. If you were, for example, a medical or nursing student - you should be accessing a better quality of material written for medical professionals. The quality of information is therefore bound...

  • @SaraLikollari I forgot to say that there are also some useful books like: The Student's Guide to Writing: Spelling, Punctuation and Grammar (Palgrave Study Guides)

  • Thanks, Esme,

    I find note creation can take a lot of trial and error to get something that works for you. Yet! When you find that strategy that works for you, it serves as your doorway to learning and revision.

  • I really recommend you check out some of the responses below. We have some excellent reflections on the appeal of university learning and how different it is from previous learning.

  • Lee Fallin made a comment

    Thanks for all of these comments. We're looking forward to seeing your contributions over these coming comments threads.

  • Thanks Esme,

    These things are always difficult to write - but online etiquette can be amazingly complicated. It is so easy to make mistakes too! I think an open approach helps there. At least you can be honest, apologise and learn whenever things go wrong.

  • Sorry to hear you've had some troubles with this video. We also have this available on YouTube and you may find the subtitles there more helpful? https://www.youtube.com/watch?v=b1eEPp5VSIY

    If you want to skip the video entirely, we have lots of written content on this here:
    https://libguides.hull.ac.uk/reflectivewriting

  • Hi Esme,

    Flipped requires students to undertake a lot more self-direction and manage their time carefully. As an instructor, I love the flipped and blended models. However, they can be frustrating when students attend a seminar, tutorial or lab without having done the preparation work.

  • So glad you found this useful Christine. We always believe the authentic student voice can do a better job of communicating things like this than we can as instructors.

  • Hi Liam,

    I like how you've picked up on the advantages of this approach to learning too. If you take control - and direct your own learning how you want - it can be more motivating indeed! This can make leaning more enjoyable.

  • I like the observation you've made around 'answers' at University. Depending on your studies, there may often be much up to interpretation. We pick up on this a lot more in week 2 of the course when we look at critical thinking.

  • Absolutely! There is definitely more of a focus on self-direction. While this can be challenging - it is also freeing. It also gives you a lot more control over what and when you learn.

  • This is a good acknowledgement - that you will experience a variety of approaches to learning. You'll engage in different styles of learning too. Just make sure you don't buy into the 'learning styles' theory too much. It suggests we learn in only one way (i.e. visual, kinesthetic, auditory). These are better considered 'learning preferences'. We may, indeed,...

  • I think that is an important conclusion Rosio. Many students don't realise it is a different approach to learning until it is too late! Studying at university required you to be much more motivated - and to manage your own time. There is a lot more self-directed learning too.

  • Some UK Universities offer a year abroad or a year in industry. You also have the option of doing further studies (postgraduate) outside the UK Too.

  • Grammarly can be a great way to identify issues. The important thing is to not just accept changes! Each time you get an error like ‘incomplete clause’ or ‘unclear antecedent’ - search what that means and learn from it.

    The University of Hull Skills Team also has a grammar guide: http://libguides.hull.ac.uk/grammar

  • You’ll certainly take your understanding to levels beyond your existing studies! There are also aspects of independent learning to consider too.

  • I’m very biased as I work for the University Library - but it’s great to see Library so high in your list.

  • Welcome to the course Ibrahim. What are you hoping to get out of this course?

  • There is also a lot more self-direction needed too. How do you think that differs from high school-level learning?

  • I am chair of governors for an AP and a PRU. I’m also about to be a father. I’m a massive LEGO fan and have used LEGO Serious Play in my own research. Looking forward to learning more about play and learning.

  • Read, read and read some more. More importantly, make notes focused on your thoughts of the material. Think critically.