Showing posts with label Collaboration. Show all posts
Showing posts with label Collaboration. Show all posts

Wednesday, September 23, 2015

Tools to visualize connections between academic publications

Academic researchers publish a lot of papers. One estimate puts the count at 1.8 million articles published each year, in about 28,000 journals (in 2012). The challenge is to make sense of all these publications.

With the raise of visualization tools, one would expect that there are some great tools out there that provide researchers with easy to use visualizations of how papers and authors are connected.

I distinguish between three different types of visualization tools: Impact factor, co-authors, and citations. Unfortunately, there currently seems to be no tool available that combines all three.

1. Tools to visualize the impact factor of a journal (impact factor diagrams)
Eigenfactor [free] offers dynamic graphs of the impact factor of journal by field. One can choose the field of interest, e.g. chemistry, education, or physics. The dynamic graph shows the journals with the highest impact factors on a timeline from 1997 to the present (slider below the graph). Eigenfactor is an academic research project co-founded by Jevin West and Carl Bergstrom and sponsored by the Bergstrom Lab in the Department of Biology at the University of Washington.
Eigenfactor 'motion graphs' show the impact factor of journals (on a timeline)
2. Tools to visualize the relations between co-authors (co-author mapping)
Do you want to see which researchers published together as co-authors? The 'Visual Explorer' of Microsoft Academic Search [free] focuses on the relations between people. After selecting a certain author, one can choose 'co-author path' in the left hand menu. The dynamically generated diagram show the co-authors of this researcher ('co-author graph'), how this researcher is connected to another researcher ('co-author path' - similar to the Six degrees of Kevin Bacon index), and who cited this researcher ('citation graph').
The 'Visual Explorer' by Microsoft Academic search shows relations between co-authors
3. Tools that visualize the citations between papers (citation mapping)
Do you want to know which papers cited a certain publication (forward mapping)? Do you want to see which papers were cited by a publication? Papercube [free] provides a visual navigation of academic citation networks. The data is a static snapshot of the CiteSeer digital library from 2004. The tools only serves to demonstrate the features but is unfortunately no longer updated.
Papercube shows academic citation networks (based on 2004 data)
Another tool to visualize citation networks is the Web of Science citation graph [paid through libraries]. This tool generates a dynamic graph of citations (forward and backwards). One can click on a specific publication to see details and to re-center the diagram.
Web of Science citation graph
The VOSviewer (which stands for 'visualizing scientific landscapes) is a free stand-alone tool developed by Leiden University. The VOSviewer tool can be used for constructing and visualizing bibliometric networks. These networks may for instance include journals, researchers, or individual publications, and they can be constructed based on co-citation, bibliographic coupling, or co-authorship relations. Reference lists can be imported from Web of Science, Scopus, and PubMed.

VOSviewer
SciMAT (developed by the University of Granada, Spain) is an open source (GPLv3) software tool developed to perform a science mapping analysis under a longitudinal framework. SciMAT allows  to conduct co-word, author co-citation, journal co-citation, author co-citation, bibliographic coupling, journal bibliographic coupling and author bibliographic coupling.
SciMAT
A list of other software for mapping scientific publications:

Given the advances in data analytics, it is surprising (and disappointing) that there are no better designed tools for academics to explore and discover connections between publications.

Friday, May 9, 2014

Google announces "Google Classroom"

Google Classroom
Google announced a new, free tool for education, aptly named "Google Classroom". This new tool  (expected in September 2014) will combine existing apps for education into one platform. "Google Classroom" weaves together Google Docs, Drive, Plus, and Gmail. The platform promises to make communication between teachers and students easier by handling digital documents in one shared place (sounds like the infamous "paperless office").

Thursday, April 4, 2013

Order of academic authorship (and how to avoid conflicts)

Photo by Shironosov/ iStock

Academic papers are often co-authored by several authors, from two to several hundred (for example in CERN physics studies).

Rules for the order of multiple authors vary by discipline, but generally there are three possibilities:
  • By degree of contribution: Authors are listed in descending order of contribution. The principal investigator is often placed last in the author list. However, some universities want to change this practice by only having the principal investigator listed if he/she actively contributed to that particular paper.
  • Alphabetically: Authors are listed in alphabetical order (by family name).
  • Random: Authors are listed in randomized order (rarely used).
In theory, deciding on an order of authors should be a straightforward process. However, disputes over the order of authors can ensue. Ilakovac (2007) in the Canadian Medical Association Journal reported that over two-thirds of 919 surveyed authors disagreed with their coauthors regarding contributions of each author.

There are several suggestions how to avoid authorship conflicts (compiled from source #1 and source #2):

1) Who counts as an author? Only people who made substantial, direct, intellectual contributions should be listed as authors. All authors should meet the following three criteria, and all those who meet the criteria should be authors:
a. Scholarship: Contribute significantly to the conception, design, execution, and/or analysis and interpretation of data.
b. Authorship: Participate in drafting, reviewing, and/or revising the manuscript for intellectual content.
c. Approval: Approve the manuscript to be published.
People who provided technical services, administration, acquisition of funding, collection of data, editorial writing, or general supervision should not be listed as co-authors but mentioned in the acknowledgement section (see argument here).

2) Responsibilities of lead author: As a practical matter in the case of publications with multiple authors, one author should be designated as the lead author. The lead author assumes overall responsibility for the manuscript, and also often serves as the managerial and corresponding author, as well as providing a significant contribution to the research effort. A lead author is not necessarily the principal investigator or project leader. The lead author is responsible for:
a. Authorship: Including as co-authors all and only those individuals who meet the authorship criteria set forth in this policy.
b. Approval: Providing the draft of the manuscript to each individual contributing author for review and consent for authorship. The lead author should obtain from all coauthors their agreement to be designated as such and their approval of the manuscript. A journal may have specific requirements governing author review and consent, which must be followed.
c. Integrity: The lead author is responsible for the integrity of the work as a whole, and ensuring that reasonable care and effort has been taken to determine that all the data are complete, accurate, and reasonably interpreted.

3) Responsibilities for co-authors: All co-authors of a publication are responsible for:
a. Authorship: By providing consent to authorship to the lead author, co-authors acknowledge that they meet the authorship criteria set forth in section 1 of this policy. A coauthor should have participated sufficiently in the work to take responsibility for appropriate portions of the content.
b. Approval: By providing consent to authorship to the lead author, co-authors are acknowledging that they have reviewed and approved the manuscript.
c. Integrity: Each co-author is responsible for the content of all appropriate portions of the manuscript, including the integrity of any applicable research.

4) Talk about contributions early: Co-authors should talk early in the process about the order of authorship, degree/kind of contribution, and the decision-making process (how decisions are made and who has final say if a consensus is not reached). The order of authors is a collective decision of the authors (not just by the lead author).

5) Deal with disagreements: If disagreement arises, make every effort to resolve the dispute locally among the authors. If necessary, get the principal investigator or the Ombuds office involved.

6) Revise degrees of contributions: If authorship seems straightforward, the order of authors can be arranged in advance but with the caveat that this could change if contributions change significantly. Create a culture of transparency and revisit the issue of order of authorship periodically in case contributions (or assumptions about contributions) have changed. Towards the end of the writing process, each co-author should describe his/her contributions and what he/she thinks every other author contributed (this can reveal misunderstandings and provides the opportunity for clarification).

7) Approve final document: Each co-author should review drafts and approve the final version before submission.

8) Describe contributions for reader: When submitting to the journal, include a short description of each co-author's contributions and how order was assigned to help readers interpret roles correctly.

References:
Ilakovac V, Fister K, Marusic M, Marusic A (January 2007)."Reliability of disclosure forms of authors' contributions".Canadian Medical Association Journal 176 (1): 41–6.doi:10.1503/cmaj.060687

Wednesday, October 19, 2011

How do CSCL, Networked Learning, and Community of Practice differ from each other?

Researchers studying computer-based collaborative learning use several different (but related) research frameworks: "Computer-supported collaborative learning (CSCL)", "Networked learning (NL)", and "Community of Practice".

Jones and Esnault (2004) offered the following suggestion to distinguish the three different terms. Based on their paper, I created the comparison table below:


Reference:

Jones, C., & Esnault, L. (2004). The metaphor of networks in learning: Communities, collaboration, and practice. Networked Learning Conference 2004.

What is the difference between a community and network?

Researchers who study how people learn and act in socio-cultural settings use the terms "community" and "network". While some researchers use the terms interchangeably, others aim to distinguish them.

Some definitions of "network":

  • Rogers (2003) suggested that networks are comprised of homophilous (strong) and heterophilous (weak) links. Homophilous links are where the exchange of ideas occurs most frequently while heterophilous links invigorate rapid diffusion of ideas.
  • Cardon and Granjon (2005) did a case study on young internet users in France. They identified three different types of networking, which they classified as specialisation, distribution, and polarisation.
  • Watts (2003) argued that networks were a type of contagion, which is driven by cascades and thresholds. A threshold can be described as the degree at which point an influence or action is triggered. A cascade occurs when others rapidly or concurrently adopt the said action. A cascade is usually the result of propagation, which the author refers to as the concept of percolation.

Some definitions of "community":

Wenger et al. define community (of practice) as “community” as "a learning partnership among people who find it useful to learn from and with each other about a particular domain". By "practice"  Brown  and  Duguid  mean “undertaking or engaging fully in a task, job, or profession” (Brown and Duguid 2001, p. 203) (also see Jones & Esnault, 2004).


Wenger et al. (2011) aim to distinguish communities and networks:
- "The network aspect refers to the set of relationships, personal interactions, and connections among participants who have personal reasons to connect. It is viewed as a set of nodes and links with affordances for learning, such as information flows, helpful linkages, joint problem solving, and knowledge creation.
-The community aspect refers to the development of a shared identity around a topic or set of challenges. It represents a collective intention - however tacit and distributed - to steward a domain of knowledge and to sustain learning about it." (p. 9).

Based on Wenger et al., I create the table below to compare networks and communities:
Communities (of practices) can be networks (and vice versa), but not necessarily.


References:
>Brown, J.S., and Duguid, P. (2001) Knowledge and Organization: A Social-Practice Perspective. Organization Science. Vol 12 (2) pp198 - 213.
>Cardon, D., and Granjon, F. (2005) 'Social networks and cultural practices. A case study of young avid screen users in Frances' in Social Networks 27, 301- 315.


>Jones, C., & Esnault, L. (2004). The metaphor of networks in learning: Communities, collaboration, and practice. Networked Learning Conference 2004.
>Rogers, E. (2003) 'Diffusion networks' in Cross, Rob, Andrew Parker and Lisa Sasson (2003) Networks in the knowledge economy, Oxford and New York: Oxford University Press. pp. 130- 179.
>Watts, D. (2003) 'Thresholds, cascades and predictability' in Six degrees:the science of a connected age, New Yok and London: W. W. Norton, pp. 220- 252.


>Wenger, E., Trayner, B., & de Laat, M. (2011). Promoting and assessing value creation in communities and networks: A conceptual framework. Ruud de Moor Centrum: Open Universiteit.