Working with figshare

figsharekgI recently added 27 items to figshare, which is an excellent repository for storing your research outputs.

Outputs can include figures, datasets, media, papers, posters, presentations and filesets.

A lovely thing about this set up, is that figshare attaches a DOI (digital object identifier) to each item. This helps to make all the items capable of citation, and easy to share. Because each item has its own DOI, you can also “altmetric it”, using the Altmetric Bookmarklet. This can reveal whether the item has been shared on social media and online citation managers.

I think it is possible to use figshare for blog posts too. For example, you could save a blog post as a PDF file, upload it to figshare as a “paper”, and tag it as “blog”, together with other relevant tags. It is true that you can already cite a blog post with reference to its URL, but I’m wondering if attaching the post to a DOI might prove to be a more durable form of referencing for research purposes? See C. Titus Brown’s blog post (and the comments attached to it) for an interesting discussion about this last point.

I will be adding more materials to my figshare profile.

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PleagleTrainer tries Pinterest

I was inspired by a post from the Social Media Research Collective blog to try out Pinterest. Click the image below to see my efforts from 1 hour’s work:

PleagleTrainer on Pinterest I’ve just collated some of my own work so far, so this is only a bit of self-curation. But in doing this I can easily understand how Pinterest could be a useful research and data sharing tool. I commend the Social Media Collective’s blog post to you, it shares excellent insights about using this tool.

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S|M| i |L|E Social Media in Legal Education

twitteravatartisedIt is early days, but there is a new blog in town…

S|M| i |L|E  Social Media in Legal Education is a new collaborative project involving Australian legal academics. The project emerged out of discussions between four academics attending the Australasian Law Teachers Association annual conference at Bond University (Gold Coast, Queensland) during July 2014. It aims to be a useful resource for academics, ECRs and HDR students, law students, and legal practitioners.

 

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Storified Tweets from #alta2014 Annual Conference

Missed the 2014 Australasian Law Teachers Association annual conference? Or trying to remember that key point? These storified tweets might take you there…

 

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#alta2014 presentation: PLT Practitioners: Soldiers for Vocationalism, or Double Agents?

alta2014Feel free to view my ALTA 2014 Prezi.

This presentation extends on some previous work around my PhD research.
I question ways in which social structures are inscribed into legal education practices, and conversely, whether practices can modify those structures. I argue PLT practitioners are not simply soldiers for a “vocationalist” strategy. Instead, I re-imagine PLT practitioners as “double agents” or “resistance fighters”, lamplighters in a still emergent professional trajectory. It is a trajectory catalysed by the 1970s introduction of institutional PLT; just a baby really, in the context of English common law.

In Bourdieu’s terms it is possible, by revisiting past struggles in Australian legal education, to conceptualise institutional PLT as the product of judicial, professional, and academic struggles to produce a vocationalised, non-academic, and critique-free sub-field within the juridical field. Those struggles succeeded, to some extent, in the extra-individual dimension of structures, regulation, and institutions, to collectively inculcate preferred dispositions within individuals about legal education and professional identity.

That account, however, ignores the potential for agency and alterity – the ways in which individuals might appropriate, in Certeau’s terms, the resources of the legal field to explore new professional trajectories. For some, these trajectories involve struggles to enrich, and add texture to, legal education. Drawing on interviews with PLT practitioners, I identify multi-vocal and multi-perspectival themes, including notions of social justice, equality, professional ethics, personal improvement, and indeed, interest in scholarship of teaching and learning.

It is in this sense I re-imagine PLT practitioners as “double agents”, operating betwixt and between dominant domains in law. In my view, PLT practitioners can participate in conceptualising and developing emergent approaches in legal education, and to theorise “practice” as lawyers and educators. Scholarship of teaching and learning has its part to play in this. It provides a means, as lawyers and as educators, to discover information, to reflect, critique, communicate, and conceptualise, insights about “practice” and practices.

I hope to publish an article based on the presentation later this year.

 

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Visualising Preston’s Ethical Decision-Making Model

I have posted about this before, but given public policy debates on issues such as inequality, refugees, climate change, etc, I thought it might be useful to post this simplified model of ethical decision-making again. I contend that decision-makers are obliged to make explicit the process by which a position is chosen. The notion of “accountability” implies that an account of a decision should be possible, before the decision is acted on. The same applies to subsequent reviews, i.e. “should we continue to act as we have done?” It seems to me many policy decisions prefer economics and utility, to values, ethics, consequences, dispositions, and character. Undoubtedly many policies involve complex considerations. As part of this we can use some simple tools to tease out the threads of difficult problems.

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What I’m talking about at #ALTA2014 next week

alta2014Next week, at #ALTA2014, I will talk about how PLT is “enclosed” by discursive operations that constrain scholarly activities of PLT practitioners around their teaching and learning work. I suspect this constraint impedes theory and practice about “practice”, in legal professional education and training.

I question ways in which social structures are inscribed into legal education practices, and conversely, whether practices can modify those structures. I argue PLT practitioners are not simply soldiers for a “vocationalist” strategy. Instead, I re-imagine PLT practitioners as “double agents” or “resistance fighters”, lamplighters in a still emergent professional trajectory. It is a trajectory catalysed by the 1970s introduction of institutional PLT; just a baby really, in the context of English common law.

In Bourdieu’s terms it is possible, by revisiting past struggles in Australian legal education, to conceptualise institutional PLT as the product of judicial, professional, and academic struggles to produce a vocationalised, non-academic, and critique-free sub-field within the juridical field. Those struggles succeeded, to some extent, in the extra-individual dimension of structures, regulation, and institutions, to collectively inculcate preferred dispositions within individuals about legal education and professional identity.

That account, however, ignores the potential for agency and alterity – the ways in which individuals might appropriate, in Certeau’s terms, the resources of the legal field to explore new professional trajectories. For some, these trajectories involve struggles to enrich, and add texture to, legal education. Drawing on interviews with PLT practitioners, I identify multi-vocal and multi-perspectival themes, including notions of social justice, equality, professional ethics, personal improvement, and indeed, interest in scholarship of teaching and learning.

It is in this sense I re-imagine PLT practitioners as “double agents”, operating betwixt and between dominant domains in law. In my view, PLT practitioners can participate in conceptualising and developing emergent approaches in legal education, and to theorise “practice” as lawyers and educators. Scholarship of teaching and learning has its part to play in this. It provides a means, as lawyers and as educators, to discover information, to reflect, critique, communicate, and conceptualise, insights about “practice” and practices.

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