Towards a Reflective Competence in Scientific Communication: Analysis of an Online Training Program
Steriu, Luminita; Simion, Andreea
- Publisher
- Zenodo
- Language
- en
Abstract
In the era of the knowledge society and the digital circulation of knowledge, the ability to communicate science effectively is no longer merely a supplementary aspect of research, but a key lever for its dissemination, social legitimation, and impact (Demaizière & Grosbois, 2014; Barzman, Gerphagnon, & Mora, 2020). The development of scientific communication competence thus emerges as a transversal requirement for researchers, particularly in a multilingual and interdisciplinary context. This competence entails not only mastery of specialized discourse genres, but also the ability to adapt to new digital genres and the expectations of non-expert audiences (Hyland, 2015; West et al., 2020; Luzón & Pérez- Llantada, 2019, 2022; Belcher, 2023; Birch-Bécaas etal.,2023;Pérez Llantada, 2024). In this presentation, we propose to analyze our participation, as learners, in the online training course developed within the framework of the DILAN project (Digital Language and Communication Training for EU Scientists). Our approach adopts a reflective perspective and aims to qualitatively assess the formative scope of this innovative digital tool in developing science communication competence. The proposed analysis will follow several lines of inquiry: the organization of the theoretical content offered in the OSC, the degree of interactivity and engagement promoted by the implemented pedagogical modalities (forums, peer feedback, collaborative activities) and our subjective experience of the training pathway, considered as a space for cultivating a metacognitive and critical stance towards our own discursive practices. Through this analytical and reflective process, we aim to provide insight into training modalities and innovative digital tools that can support the development of digital and communication skills essential for researchers operating within a globalized and interdisciplinary academic environment.
Full text
Towards a Reflective Competence in Scientific Communication: Analysis of an Online Training Program [Constanza] DILAN Online ScienceCommunication Authors : Andreea SIMION, Luminita STERIU Ovidius University of Constanța, Romania Bucharest University of Economic Studies, 13 - 14 June 2025 DILAN International Conference Innovate and Engage: Bridging ResearchCommunicationandSociety
Table of Content Course Context Metacognitive Dimension The Role of the Facilitators Interactivity and Dynamism Our Subjective Experiences Communication Skills Development of Science Communication Competences Our Final Projects Conclusions and Perspectives Our Reflections on Course Structure Introduction 01 02 03 04 05 06 07 08 09 10 11
Luminița Steriu PhD in Philology Andreea Simion PhD Student in Philology Meet The UOC Young Researchers -enrolled in the online course-
Course Context https://moodle.ibercivis.es/course Course format: asynchronous [Constanza] DILAN Online Science Communication (piloting phase) course implemented as part of the DILAN project Objective: Course structure: The highlight of the course: The expected course outcome: help researchers gain essential knowledge and skills for effective science communication online to diverse audiences 4 one-week modules: video lectures, writing tasks, peer feedback, and reflection exercises to solidify understanding the development of an online science communication project tailored to each participant’s professional goals learners will have a foundational framework and the initial stages of a project relevant to their work
Course Structure Module 1 Module 2 Module 3 Module 4 Course WrapUp The Scientific Communication (Rhetorical) Situation Genres in Scientific Communication Project proposal Development of Your Online Science Communication Project Draft Video and Discussion: Elements of the Communication/Rhetorical Situation The Rhetorical Situation: Infographics vs Abstracts Exercices Quiz More resources on infographics Video and Discussion: What Are Genres? Video and Discussion: Open Science and Genres for Public Professional Communication of Science and Project Proposal Assignment Posting the First Draft Peer Review Assignment Posting the Final Draft Online Science Communication Project Draft Assignment Posting the OSC Project Draft Reflection Assignment Posting the Reflection Assignment Resources EU Certification
Our Reflections on Course Structure A good balance between theory and practice in the course Clear course structure: objectives defined at the start of each module, competences outlined at the end Engaging presentation of theory through explanatory videos Consolidation of theory through engaging quizzes and written tasks Reliance on step-by-step video tutorials Need of artistic vision in creating digital genres (especially infographics) Providing more examples of digital genres, like the infographic from Module 1 Improving Progress Tracking in Asynchronous Modules Strengths Weaknesses
Guides for Effective Time Management Bridges Between Learners and Course Creators Prof. Monica Vlad Prof. Alina Buzatu helped align user experience with instructional design goals helped participantsmanagetheirtimeefficiently,reducing the risk of falling behind helped learners stay motivated and committed throughout the course Catalysts for Learner Motivation essential to ensure the success of an asynchronous 4-week course, containing distinct tasks and assignments The Role of The Facilitators
Interactivity and Dynamism A high degree of interactivity and engagement promoted by the implemented pedagogical modalities (forums,peer feedback, collaborative activities) Email notifications for forum posts keep participants fully engaged and up-todate Interrelation among participants: promoting peer-to-peer learning Peer-learning and peer-review for text improvement and deeper project understanding 01 02 04 03
Communication Skills One area for improvement would be to address the anticipated challenges in more detail. you might consider adding a QR code to the infographic that links directly to the lay summary. An interactive approach could work better... It might be worth exploring the creation of Instagram Reels, involving employers who can share their actual needs. but could this infographic also be useful for supervisors or research coordinators who design doctoral support programmes? you could mention how these tools will be designed to ensure accessibility. the first draft Module 3 the first draft Module 3
I would like my next inforgraphic to contain less text, even if my field is not such permissive with that kind of approach. This can also be achieved by using a schema. Your experience of producing a draft Module 4 Metacognitive Dimension Learners’ reflections I have learned that multimodal text is an effective way of conveying a message, as today's society tends to want to assimilate information easier and faster. I realised just how important it is to translate complex ideas into accessible formats for a non-specialised audience. By integrating both linguistic subtlety and visual clarity, I tailored my message to resonate with an academic audience that values rigor, reflection, and relevance. I learned the importance of adapting the language to a different public and not only to the scientific audience, as I was used to.
Conclusions and Perspectives Excellence Dilan as amodelof goodpractices in Reflection The need forametadiscursive stance in researcher training Innovation academic training Openness tonewformsand media of scientific communication
Acknowledgements Digital Language and Communication Training for EU Scientists (DILAN), an Erasmus + project co-funded by the European Commission (2022-1-ES01-KA220-HED000086749). This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Thank you! Ovidius University of Constanța, Romania
