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Using Mendeley for Collaborative Learning
Transcript of Using Mendeley for Collaborative Learning
Pamela Eddy, Tehmina Khwaja, Sharon Stone
The College of William and Mary
To review the challenges of employing technology for collaborative processes.
* has a social dimension
(Hicks, 2011; Jeng, He, Jiang, & Zhang, 2012; Veletsianos & Kimmons, 2012; Zaugg et al., 2011)
Role of Collaboration in Classroom Teaching
So, Now What?
Practice with Literature reviews and synthesis
Building literature base
Collaborating around shared interest
Step 1: Critique an article
Step 2: Find and annotate additional topical articles
Step 3: Synthesize group articles
Step 4: Create individual policy brief
Evaluation of Step 1
Step 2--Additional Articles
Step 3: Group Summary
Evaluation of Steps 2 & 3
Step 4--Policy Brief
What about Mendeley can be improved for this class project?
Next time, I'll do....
Make Smaller Groups
Three per group
Multiple groups per topic
Ideas for Your Practice....
Pamela L. Eddy
Introductions and identification of participant experiences with Mendeley as a collaborative tool in classroom settings.
Discussion of applications in various disciplines and question and answer session. Take away reference list
Review of the literature on the use of Mendeley as a collaborative tool.
Shared classroom examples of collaboration using Mendeley, and discussion of applications and best practices.
To define the concept of collaborative learning.
To discuss best practices for employing various forms of technology to improve student collaborations.
To identify key learning outcomes for a course assignment that uses Mendeley. The group project centers on research article critiques and evaluations of the collaborative exercise.
PDF management tool
(Bullinger, Renken, & Hallerstede, 2010; Hicks, 2011)
(Bullinger et al., 2010; Giglia, 2011; Hicks, 2011; Reiswig, 2010)
Who has used it?
* operates online and on the desktop
* is a reference manager
Our class context
School of Education
What is the purpose?
cross pollination of plant traits
prediction of undiscovered chemical elements
"Mendeley claims that users will similarly be able to 'trace how ideas and academic theories evolve and cross-pollinate each other... and help you discover new literature based on the known elements in your library'” (Hicks, 2011, p. 127).
Bullinger, A. C., Renken, U., & Hallerstede, S. H. (2010). Towards research collaboration – A taxonomy of social research network sites. Proceedings of the Sixteenth Americas Conference on Information Systems, Lima, Peru.
Giglia, E. (2011). Academic social networks: It’s time to change the way we do research. European Journal of Physical and Rehabilitation Medicine, 2–4.
Goodsell, A. S., Maher, M. R., & Tinto, V. (Eds.) (1992). Collaborative learning: A sourcebook for higher education. National Center on Postsecondary Teaching, Learning, & Assessment, Syracuse University.
Hicks, A. (2011). “ Mendeley ”: A review. Collaborative Librarianship 3(2), 127-128.
Jeng, W., He, D., Jiang, J., & Zhang, Y. (2012). Groups in Mendeley: Owners’ descriptions and group outcomes. sis.pitt.edu. Retrieved from http://www.sis.pitt.edu/~jjiang/papers/asist12.poster.mendeley.group.pdf.pdf
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company.
Johnson, D. W., Johnson, R. T., & Smith, K. (1991). Cooperative learning: Increasing college faculty instructional productivity (ASHE-ERIC Higher Education Report No. 4). Washington, DC: The George Washington University, School of Education and Human Development.
Kadel, S., & Keehner, J. (Eds.). (1994). Collaborative learning: A sourcebook for higher education, volume II. National Center on Postsecondary Teaching, Learning, & Assessment, Syracuse University.
Reiswig, J. (2010). Mendeley. Journal of the Medical Library Association: JMLA, 98(2), 193–194. doi:10.3163/1536-5050.98.2.021
Veletsianos, G., & Kimmons, R. (2012). Networked participatory scholarship: Emergent techno-cultural pressures toward open and digital scholarship in online networks. Computers & Education, 58(2), 766–774. doi:10.1016/j.compedu.2011.10.001
Zaugg, B. H., West, R. E., Tateishi, I., & Randall, D. L. (2011). Mendeley: Creating communities of scholarly inquiry through research collaboration. TechTrends, 55(1), 32–36. doi:10.1007/s11528-011-0467-y
Would you use Mendeley in the future?
What did you enjoy most about using Mendeley?
"This enabled me to read the group's articles through the eyes of the group member rather than me attempting to read 10 articles and synthesis."
"Collaborating without having to arrange a group meeting."
"Mendeley is an excellent source for annotations and note taking while also staying organized. I created folders within folders for a research topic to stay organized."
"I liked the ease of use and simplicity of the interface."
"The ability to see several highlighted text boxes simultaneously."
"I liked that I could open all the files at once and easily flip between them."
What problems, if any, did you encounter while using Mendeley?
"I uploaded my articles and added notes, but my group could not see them. It was very frustrating."
"Not very iPad friendly."
"Time lapses were occasionally a problem -- need to wait a few hours for syncing to happen."
"Trying to figure out how/which Mendeley to use on my desktop (it became confusing when trying to decipher the difference between the one we download and finding it on the internet)."
What about Mendeley can be improved for this class project?
"Perhaps have members pose questions in the comments of a document to spark some interaction."
"Keep it limited to groups of 3."
"A bit more tutorial for those who are less-than-technically savvy."
"Ongoing training throughout semester."
"More practice during class."
"Yes! Efficient way to organize and collaborate with small group. I plan to continue to use Mendeley to save my documents and all my notes for all of my classes."
"Yes, I am currently using Mendeley to track and organize dissertation research. I do like it. I also love creating reference lists.
"I will not use it because Google Docs is more universal and has similar capabilities."
"Yes - once we got past our glitches it was fine. The frustration came from the learning curve."
"Yes, because with more use and practice I feel it can be a very valuable resource."
Sharon L. M. Stone
Facilitated org. of info for project
Facilitated org of own research
Used to create reference lists in Word
Used to org. other class readings
Use enhanced learning
Create an online module for viewing ahead of first class
Continue in class training
Provide follow up training
Use this year's students to mentor next year
Build bridges with other classes
Clearer links to learning