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Table of Contents
Intro; Preface; Acknowledgements; Contents; List of Figures; List of Tables; Historical and Theoretical Accounts; 1 The Historical Accounts of the Use of Network Technologies in Academia; 1.1 Technical Driven; 1.2 Large-Scale Research Collaboration; 1.3 Distributed Research; 1.4 Quantitative Approaches to Studying Formal Communication; 1.5 Qualitative Change Matters; 1.6 Disciplines Matters; 2 Theoretical Accounts of Technology and Learning; 2.1 Theoretical Perspectives Towards Technology; 2.2 Theories of Learning to Inform the Understanding of Intellectual Exchange
3 Challenges of Understanding Technology, Research and Learning3.1 The Changing Nature of Technology; 3.2 Unspoken Intellectual Engagement at the Workplace; 3.3 The Richness of Research Traditions; 4 Definitions and a Model; 4.1 Network Technology; 4.2 Scholarly Communication; 4.3 Intellectual Exchange in Academic Dialogue; 4.4 Research Model; Scholars and Their Research Contexts; 5 Interviewing Oxford Scholars; 5.1 The Profile of Oxford Scholars; 5.1.1 Interdisciplinary Researchers; 5.1.2 Senior Scholars; 5.2 The Use of Technology in Research Work; 5.2.1 Email
5.2.2 Video/Telephone Conferencing5.2.3 Websites/Profiles, Mailing Lists and Blogs; 5.2.4 Social/Professional Networking Sites, Wikis and Online Research Communities; 5.2.5 Other Network Technologies; 5.2.6 Users of Network Technology in Research; 5.3 Changes to Scholarly Communication; 5.3.1 Wider Channels of Communication; 5.3.2 Accelerated Communication and Internet Access; 5.3.3 Communication Overload; 5.4 Intellectual Exchange in Academic Dialogue; 5.4.1 Learning from Interactions; 5.4.2 The Extent of Academic Dialogue; 5.4.3 Engagement in a Constructive Process of Dialogue
5.5 Academic Dialogue Conducive to Intellectual Exchange5.5.1 Academic Encounters; 5.5.2 Distributed Trust; 5.5.3 Personal Relationships; 5.5.4 A Mix of Collocated Work and Distributed Work; 5.5.5 Informality of Academic Dialogue; 5.5.6 Research Networks; 5.6 Summary; 6 Wellcome Centre for Neuroethics at Oxford; 6.1 The Case-Neuroethics Centre; 6.1.1 The Field of Neuroethics; 6.1.2 The Centre; 6.1.3 Research Hierarchy; 6.1.4 The Research Groups; 6.1.5 Their Collaborative Work; 6.2 The Use of Network Technologies; 6.2.1 Email; 6.2.2 Video Conferencing; 6.2.3 Website; 6.2.4 Blogging; 6.2.5 Wiki
6.2.6 A Virtual Research Network6.3 Scenarios of Academic Dialogue; 6.3.1 Exchange in Spoken and Written Forms; 6.3.2 Intellectual Exchange in Dialogue; 6.3.3 The Role of Specialists; 6.3.4 Exchange Across Disciplines; 6.3.5 Core Researchers Versus Associates/Collaborators; 6.3.6 New Researchers Associated with Supervisors; 6.3.7 Dual Identities of Visiting Scholars; 6.3.8 Remote Research Contacts; 6.4 Summary; Network Technology, Intellectual Exchange and Research; 7 The Nature of Network Technology in Academia; 7.1 The Value of Technology
3 Challenges of Understanding Technology, Research and Learning3.1 The Changing Nature of Technology; 3.2 Unspoken Intellectual Engagement at the Workplace; 3.3 The Richness of Research Traditions; 4 Definitions and a Model; 4.1 Network Technology; 4.2 Scholarly Communication; 4.3 Intellectual Exchange in Academic Dialogue; 4.4 Research Model; Scholars and Their Research Contexts; 5 Interviewing Oxford Scholars; 5.1 The Profile of Oxford Scholars; 5.1.1 Interdisciplinary Researchers; 5.1.2 Senior Scholars; 5.2 The Use of Technology in Research Work; 5.2.1 Email
5.2.2 Video/Telephone Conferencing5.2.3 Websites/Profiles, Mailing Lists and Blogs; 5.2.4 Social/Professional Networking Sites, Wikis and Online Research Communities; 5.2.5 Other Network Technologies; 5.2.6 Users of Network Technology in Research; 5.3 Changes to Scholarly Communication; 5.3.1 Wider Channels of Communication; 5.3.2 Accelerated Communication and Internet Access; 5.3.3 Communication Overload; 5.4 Intellectual Exchange in Academic Dialogue; 5.4.1 Learning from Interactions; 5.4.2 The Extent of Academic Dialogue; 5.4.3 Engagement in a Constructive Process of Dialogue
5.5 Academic Dialogue Conducive to Intellectual Exchange5.5.1 Academic Encounters; 5.5.2 Distributed Trust; 5.5.3 Personal Relationships; 5.5.4 A Mix of Collocated Work and Distributed Work; 5.5.5 Informality of Academic Dialogue; 5.5.6 Research Networks; 5.6 Summary; 6 Wellcome Centre for Neuroethics at Oxford; 6.1 The Case-Neuroethics Centre; 6.1.1 The Field of Neuroethics; 6.1.2 The Centre; 6.1.3 Research Hierarchy; 6.1.4 The Research Groups; 6.1.5 Their Collaborative Work; 6.2 The Use of Network Technologies; 6.2.1 Email; 6.2.2 Video Conferencing; 6.2.3 Website; 6.2.4 Blogging; 6.2.5 Wiki
6.2.6 A Virtual Research Network6.3 Scenarios of Academic Dialogue; 6.3.1 Exchange in Spoken and Written Forms; 6.3.2 Intellectual Exchange in Dialogue; 6.3.3 The Role of Specialists; 6.3.4 Exchange Across Disciplines; 6.3.5 Core Researchers Versus Associates/Collaborators; 6.3.6 New Researchers Associated with Supervisors; 6.3.7 Dual Identities of Visiting Scholars; 6.3.8 Remote Research Contacts; 6.4 Summary; Network Technology, Intellectual Exchange and Research; 7 The Nature of Network Technology in Academia; 7.1 The Value of Technology