Fostering Friendships - Enhancing Social Bonds in the Classroom
20110929 tpdl2011 dl-research-humboldt
1. To what extent can research influence LIS curricula ? How much LIS curriculum actually makes sense without research? A Humboldtian perspective Berlin, 29 September 2011 Prof. Dr. Stefan Gradmann Humboldt-Universität zu Berlin / School of Library and Information Science [email_address]
8. HU Mission Statement “4. The Unity of Research and Teaching . Humboldt‘s ideal of the coexistence of research and teaching has become a model for universities all over the world. Central to this model is the idea of research-oriented teaching and the transfer of knowledge from the spirit of research . Students and teachers are joined together in an endeavour to critically examine traditional bodies of knowledge and to actively advance learning. For this reason, the Humboldt-Universität promotes social and communicative competences among all of its members and supports their initiatives wherever it can.”
9. Wilhelm von Humboldt “ It is furthermore a peculiarity of the universities that they treat higher learning always in terms of not yet completely solved problems , remaining at all times in a research mode … Schools, in contrast, treat only closed and settled bodies of knowledge . The relationship between teacher and learner is therefore completely different in higher learning from what it is in schools. At the higher level, the teacher is not there for the sake of the student, both have their justification in the service of scholarship .”
36. … and an automated inference! There is quite some potential for generating scholarly heuristics here!
37. The use of Inferences Citation: van Haagen HHHBM, 't Hoen PAC, Botelho Bovo A, de Morrée A, van Mulligen EM, et al. (2009) Novel Protein-Protein Interactions Inferred from Literature Context. PLoS ONE 4(11): e7894. doi:10.1371/journal.pone.0007894 / Example provided by Jan Velterop
38. ... based on 'Documents' as Aggregations of RDF-Triples (1)
70. … because they guarantee institutional persistency (a fallacy!)
71. … because we are afraid of substantial changes and believe in things changing only once we use new names (dangerously childish!)
72. … or simply because we do not have new names yet (let us then start looking for them!)
73.
74. For operating this change they imperatively need to change terminology: Aggregation Discovery Navigation Graph Link Context Knowledge Information Catalogue Holdings (Digital) Library Search Document 'Record'
75.
76. … which in turn are inseparably constituents of both teaching and research!
77. This brings us back to And in the context of my work teaching and research mostly converge in A knowledge generation engine! All about information -> knowledge
Notes de l'éditeur
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