1. THE 3-Os WE WRITE BETTER TOGETHER E-MENTORING TO INDUCT DEVELOPING COUNTRY RESEARCHERS INTO SCIENTIFIC LITERACY PRACTICES Gurmit Singh The 3-Os Research and Consulting LINC 2010 Conference

2. THE 3-Os What I’m going to talk about: The problem The solution The results What it means for you

3. THE 3-Os The Client International AIDS Society:  World’s largest independent association of HIV health professionals and researchers  14,481 members from 190 countries International AIDS Conference:  Largest international meeting devoted to a single health issue  25,000 participants attended AIDS 2008 in Mexico

4. THE 3-Os

5. The problem Why do scientific abstracts get rejected?  Poor scientific content  Wrong category or track selection  Poor construction/organization  Data is too preliminary  Lack of novelty, or not contributing to the field  Many submitters are from non-scientific background and not trained in scientific writing and publication processes

6. THE 3-Os Mobile technologies Blogs and Wikis Technology-enabled spaces Personalised environments Grid technologies Adaptive technologies Podcasting

7. THE 3-Os 21 st Century challenges for global higher education QUALITY Improving the quality of research from developing countries, early- career and non-traditional learners INDUCTION & ACCESS Inducting new & junior researchers to scientific field COST-EFFECTIVENESS Finding cost-effective interventions to do so while ensuring educational capacity outcomes HARNESSING TECHNOLOGY

8. THE 3-Os The Solution: e-mentoring Submit a draft abstract online Mentor reviews & gives feedback Re-submit a final draft for blind review 1 2 3 for writing scientific research

9. THE 3-Os Before you submit Via the conference website

10. THE 3-Os Program Promotion

11. THE 3-Os RESOURCE S

12. THE 3-Os SCAFFOLDING LEARNING

13. THE 3-Os Track and Title 1. Is the track chosen appropriate? Yes 2. Does the title reflect the content of the abstract? Yes though on the topic sessions “health” they did not say what is included. Structure 1. Does the abstract follow scientific and formal criteria? Yes 2. Do the ideas cohere together? Yes 3. Does each section provide relevant information? Yes though nothing has been mentioned what they do rather than skills sessions are which are held two -three days in a month. SCIENTIFIC DESIGN: Background 1. Are the objectives clear and well-presented? Yes 2. Is the research design sound? Yes Materials/methods 1. Is the methodology used appropriate for the study? Yes but they should also involve caregivers and guardians who look after the infected and affected children. 2. Is it easy to understand what methods the authors have used and why? Yes they are involving the infected & affected. 3. Is the data analysis and interpretation appropriate? Not sure according with current data in India of affected children. Results/Conclusions 1. Are the conclusions clearly explained and appropriate to the study? Yes though short (I know because of limited words). 2. Is the study innovative? Does it provide new insights? Yes, more will be encouraged to attend these sessions if they see other children have increased their self esteems. 3. Are the results analyzed in a broader context? Yes 4. Are the future implications of this study discussed? No Mentor feedback using template

14. THE 3-Os Did it work? Mentors indicated that this was a positive experience They want do it again and again and ….keep improving Submitted loved free tools, and mentor feedback and want to do it again and again…with their friends Feedback from online survey done with submitters (n=35) & mentors (n=6) for 2009 programme

15. THE 3-Os IndicatorsAIDS 2008IAS 2009 # of mentors42 63 # of abstract authors6695 # of abstracts received for mentoring 80118 # of abstracts reviewed by mentors78118 # of abstracts submitted for the conference programme 5984 % submitted75%71% # of reviewed/mentored abstracts finally accepted 4746 Success rate80%55%

16. THE 3-Os Research Question for Impact Evaluation Does online mentoring improve the representation of science from developing countries?

17. THE 3-Os IMPACT: Let’s examine the monitoring data Online mentoring: motivates more submission leads to more acceptance inducts newcomers into literacy practices is engaging for learners produces new knowledge networks around programmes (peer-peer & experts) Submitted abstracts40% Accepted abstracts30% Mentored abstracts submitted66% Mentored abstracts accepted60%

18. THE 3-Os So what did we learn? PROGRAM STRATEGY Make the program tightly focused in scope & scale Recruit enough volunteer mentors Start with a pilot around existing program Engage stakeholders & policy makers in change process Incorporate new features based on feedback Lower costs, higher productivity, while increasing reach globally

19. THE 3-Os So what did we learn? PEDAGOGIC STRATEGY Build it, market it, teach people how to use IT Draw on social, informal & distance learning theories Nurture learning ecologies Take ‘writing as a literacy & a social practice’ lens Provide meaningful learning experiences that are relevant, personalized & timely with learning technologies that extend physical classrooms

20. THE 3-Os What can it mean for you?

21. THE 3-Os Implications Bring technology strategically into capacity building Can target writing practice around courses Online mentoring can be effective in building skills, compared to one-off short workshops Opportunity for leverage to drive developing country research knowledge creation online 21

22. THE 3-Os 3-Os Learning Model for Sustained Impact Workshops: Case-Studies Basics Writing Tips & Tricks Group Work Intro to online Workshops: Case-Studies Basics Writing Tips & Tricks Group Work Intro to online Online Community: Resource Sharing, Mentoring, Open Resources Text, Audio, Video Reflection Blogs, Collaboration Networking Online Community: Resource Sharing, Mentoring, Open Resources Text, Audio, Video Reflection Blogs, Collaboration Networking Ongoing Practice: Journals Universities Conferences Portfolios Assessment Support across time & distance Ongoing Practice: Journals Universities Conferences Portfolios Assessment Support across time & distance LIEFLONG LEARNING INTEGRATION OF PROGRAMS Onsite Online Ongoing

23. THE 3-Os The 3-Os learning model realises the promise of collaborative learning using the Internet by delivering impact, and extracting more value from investment in technology. Take Home Message: SYNERGISE 2 OPTIMISE EFFECTIVENESS

24. THE 3-Os Online mentoring to induct junior researchers into scientific literacy practices, Interactive Technology & Smart Education Journal, Vol. 7, No. 1, pp. 19-29 Facebook: The 3-Os Gurmit.sidhu@gmail.com THANK YOU