faculty camp “effective presentation”

faculty camp “effective presentation”

Do you have a presentation you are proud of and sure it impacts your teaching and your students’ learning? Come and share with us your experience in delivering effective presentations.

When: Oct 19, 2-3PM in Miller Center 205 (Professional Development Room)

Who can attend: everyone from experts to novices

Why attend: 1. we deliver the basics of effective presentations 2. We support your ideas and experience in producing effective presentations 3. We provide on-the-spot clinic to improve your presentations 4. We continue support your improvement of presentations

What to do (plan): 1. Bring your presentation[s] you would like to work on 2. Outline the expertise in presentations you feel most confident about 3. Outline the areas you feel a need for help

How to do (plan): 1. Attend the camp 2. Vote your best medium to receive information and support (e.g. SCSU blog, Facebook page, Twitter hashtag (e.g. #SCSUpresent)

Plan for the 1 hour camp:
1. 5 min intro of participants (networking)
2. 5 min intro to the topic:
Here is the Kahoot based on your suggestions:
https://play.kahoot.it/#/k/b948aa1c-89ed-4e4b-b715-480719f7da5b
we will not have time for more Kahoots, but here several more just in case
https://play.kahoot.it/#/k/249dc625-b4a9-4b88-95d3-b47582f64314
https://play.kahoot.it/#/k/ba24d16a-8d62-481d-a629-68b8e94b6900
https://play.kahoot.it/#/k/f00f4817-0ba4-4d56-9d19-33e6260a760b

3. 10-15 min to discuss the basics of effective presentation as per the Kahoot and let faculty pitch in with their ideas
4. Rest of the time, break into groups and start helping each other hands-on with our presentations
or
we can continue with providing information about resources:
e.g.
visuals:

free images

For Social Media and Presentations: Free Image Sources

stock photos


and Flickr + Creative Commons license
5. 5 min before the end:
– decide on a platform for future continuous collaboration:
SCSU blog, Facebook page, Twitter hashtag (e.g. #SCSUpresent)
– inform participants about other related possibilities:
http://blog.stcloudstate.edu/blendedonline/
and
http://blog.stcloudstate.edu/coursecapture/
and let them submit evaluation:
http://tinyurl.com/feedbackIMS

scsu library position proposal

Please email completed forms to librarydeansoffice@stcloudstate.edu no later than noon on Thursday, October 5.

According to the email below, library faculty are asked to provide their feedback regarding the qualifications for a possible faculty line at the library.

  1. In the fall of 2013 during a faculty meeting attended by the back than library dean and during a discussion of an article provided by the dean, it was established that leading academic libraries in this country are seeking to break the mold of “library degree” and seek fresh ideas for the reinvention of the academic library by hiring faculty with more diverse (degree-wise) background.
  2. Is this still the case at the SCSU library? The “democratic” search for the answer of this question does not yield productive results, considering that the majority of the library faculty are “reference” and they “democratically” overturn votes, who see this library to be put on 21st century standards and rather seek more “reference” bodies for duties, which were recognized even by the same reference librarians as obsolete.
    It seems that the majority of the SCSU library are “purists” in the sense of seeking professionals with broader background (other than library, even “reference” skills).
    In addition, most of the current SCSU librarians are opposed to a second degree, as in acquiring more qualification, versus seeking just another diploma. There is a certain attitude of stagnation / intellectual incest, where new ideas are not generated and old ideas are prepped in “new attire” to look as innovative and/or 21st
    Last but not least, a consistent complain about workforce shortages (the attrition politics of the university’s reorganization contribute to the power of such complain) fuels the requests for reference librarians and, instead of looking for new ideas, new approaches and new work responsibilities, the library reorganization conversation deteriorates into squabbles for positions among different department.
    Most importantly, the narrow sightedness of being stuck in traditional work description impairs  most of the librarians to see potential allies and disruptors. E.g., the insistence on the supremacy of “information literacy” leads SCSU librarians to the erroneous conclusion of the exceptionality of information literacy and the disregard of multi[meta] literacies, thus depriving the entire campus of necessary 21st century skills such as visual literacy, media literacy, technology literacy, etc.
    Simultaneously, as mentioned above about potential allies and disruptors, the SCSU librarians insist on their “domain” and if they are not capable of leading meta-literacies instructions, they would also not allow and/or support others to do so.
    Considering the observations above, the following qualifications must be considered:
  3. According to the information in this blog post:
    https://blog.stcloudstate.edu/ims/2016/06/14/technology-requirements-samples/
    for the past year and ½, academic libraries are hiring specialists with the following qualifications and for the following positions (bolded and / or in red). Here are some highlights:
    Positions
    digital humanities
    Librarian and Instructional Technology Liaison

library Specialist: Data Visualization & Collections Analytics

Qualifications

Advanced degree required, preferably in education, educational technology, instructional design, or MLS with an emphasis in instruction and assessment.

Programming skills – Demonstrated experience with one or more metadata and scripting languages (e.g.Dublin Core, XSLT, Java, JavaScript, Python, or PHP)
Data visualization skills
multi [ meta] literacy skills

Data curation, helping students working with data
Experience with website creation and design in a CMS environment and accessibility and compliance issues
Demonstrated a high degree of facility with technologies and systems germane to the 21st century library, and be well versed in the issues surrounding scholarly communications and compliance issues (e.g. author identifiers, data sharing software, repositories, among others)

Bilingual

Provides and develops awareness and knowledge related to digital scholarship and research lifecycle for librarians and staff.

Experience developing for, and supporting, common open-source library applications such as Omeka, ArchiveSpace, Dspace,

 

Responsibilities
Establishing best practices for digital humanities labs, networks, and services

Assessing, evaluating, and peer reviewing DH projects and librarians
Actively promote TIGER or GRIC related activities through social networks and other platforms as needed.
Coordinates the transmission of online workshops through Google HangoutsScript metadata transformations and digital object processing using BASH, Python, and XSLT

liaison consults with faculty and students in a wide range of disciplines on best practices for teaching and using data/statistical software tools such as R, SPSS, Stata, and MatLab.

 

In response to the form attached to the Friday, September 29, email regarding St. Cloud State University Library Position Request Form:

 

  1. Title
    Digital Initiatives Librarian
  2. Responsibilities:
    TBD, but generally:
    – works with faculty across campus on promoting digital projects and other 21st century projects. Works with the English Department faculty on positioning the SCSU library as an equal participants in the digital humanities initiatives on campus
  • Works with the Visualization lab to establish the library as the leading unit on campus in interpretation of big data
  • Works with academic technology services on promoting library faculty as the leading force in the pedagogical use of academic technologies.
  1. Quantitative data justification
    this is a mute requirement for an innovative and useful library position. It can apply for a traditional request, such as another “reference” librarian. There cannot be a quantitative data justification for an innovative position, as explained to Keith Ewing in 2015. In order to accumulate such data, the position must be functioning at least for six months.
  2. Qualitative justification: Please provide qualitative explanation that supports need for this position.
    Numerous 21st century academic tendencies right now are scattered across campus and are a subject of political/power battles rather than a venue for campus collaboration and cooperation. Such position can seek the establishment of the library as the natural hub for “sandbox” activities across campus. It can seek a redirection of using digital initiatives on this campus for political gains by administrators and move the generation and accomplishment of such initiatives to the rightful owner and primary stakeholders: faculty and students.
    Currently, there are no additional facilities and resources required. Existing facilities and resources, such as the visualization lab, open source and free application can be used to generate the momentum of faculty working together toward a common goal, such as, e.g. digital humanities.

 

 

 

 

achievement or empathy

Sending Mixed Message: Do Parents Value Kids’ Achievement Over Empathy?
By MindShift JUNE 26, 2014

Sending Mixed Message: Do Parents Value Kids’ Achievement Over Empathy?

Jessica Lahey explains the rhetoric gap in an Atlantic article

80 percent of the youths surveyed reported that their parents ‘are more concerned about achievement or happiness than caring for others.’ Approximately the same percentage reported that their teachers prioritize student achievement over caring.

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more on empathy in this IMS blog
https://blog.stcloudstate.edu/ims?s=empathyhttps://blog.stcloudstate.edu/ims?s=empathy

MLPP Academic COI

Notes from the webinar: https://umn.webex.com/umn/j.php?MTID=m2f3186267dababf407f36d3c2060f34c

For Librarians

Virginia Connell.  Concordia

seems that the “library portion” was only regarding information literacy. I am wondering if the metaliteracy (e.g. visual literacy – how to present) was included and/or is intended to be included
from Plamen Miltenoff to everyone:
I am also wondering if the book can be “templated” and offered to other campuses to be adapted
from Louann to everyone:
I think the value in this could be in faculty exposure –and potential faculty advocates spreading the word

Kathy Johnson from St John’s how much work does it entail. Difficult to quantify. Resize photographs.

Virginia Connell, if there is a WordPress person (myself) and content specialist, it is manageable.

was there already projects going on on the campus. Library-sponsored

Shane Nackerud: need for support when using WordPress,

Terri Fishel to everyone:
Would there be a way to develop a shared FAQ document with issues such as this for the group?

blockchain credentialing in higher ed

2 reasons why blockchain tech has big, tangible implications for higher ed

By Jami Morshed September 27th, 2017

What Is Blockchain?

blockchain is a database or digital ledger. The data in the ledger is arranged in batches known as blocks, with each block storing data about a specific transaction. The blocks are linked together using cryptographic validation to form an unbroken and unbreakable chain–hence the name blockchain. As it relates to bitcoin, the blocks are monetary units, and the chain includes information about all past transactions of that monetary unit.

Importantly, the database (i.e., the series of blocks) is duplicated thousands of times across a network of computers, meaning that it has no one central repository. This not only means that the records are truly public, but also that there is no centralized version of the data for a hacker to corrupt. In order to make changes to the ledger, consensus between all members of the group must be obtained, further adding to the system’s security.

1. Blockchain for the Future of Credentialing

With today’s technologies, graduates and prospective employers must go through a tedious process to obtain student transcripts or diplomas, and this complexity is compounded when these credentials are spread across multiple institutions. Not only that, but these transcripts can take days or weeks to produce and send, and usually require a small fee be paid to the institution.LinkedLinek

This could be a key enabler to facilitate student ownership of this data and would allow them to instantly produce secure and comprehensive credentials to any institute or employer requesting them, including information about a student’s performance on standardized tests, degree requirements, extracurricular activities, and other learning activities.

Blockchain could play a major role in Competency-Based Education (CBE) programs and micro-credentialing, which are becoming ever more popular across universities and internal business training programs.

various companies are currently working on such a system of record. One of the most well-known is called “BlockCert,” which is an open standard created by MIT Media Lab and which the institute hopes will help drive the adoption of blockchain credentialing.

imagine the role that LinkedIn or a similar platform could play in the distribution of such content. Beyond verification of university records, LinkedIn could become a platform for sharing verified work history and resumes as well, making the job application process far simpler

2. Blockchain’s Financial Implications and Student debt

how could blockchain influence student finances? For starters, financial aid and grants could be tied to student success. Instead of students and universities having to send over regular progress reports on a recipient’s performance, automatic updates to a student’s digital record would ensure that benchmarks were being met–and open up new opportunities for institutions looking to offer merit-based grants.

Electronic tuition payments and money transfers could also simplify the tuition process. This is an especially appealing option for international students, as bitcoin’s interchangeable nature and lack of special fees for international transfers makes it a simpler and more cost-effective payment method.

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more on credentialing in this IMS blog
https://blog.stcloudstate.edu/ims?s=credentialing

more on blockchain credentialing in this IMS blog
https://blog.stcloudstate.edu/ims/2016/10/03/blockchain-credentialing/

Maslow hierarchy for edtech

5 ways to apply Maslow’s Hierarchy of Needs to edtech for better outcomes

By Dave Saltmarsh September 26th, 2017
My Note: when stripped from the commercialized plug in for Apple, this article makes a good memorization exercise for pedagogues.

According to American psychologist Abraham Maslow, all humans have the same fundamental needs (food, clothing and shelter), and these needs must be met before an individual is motivated to look beyond these basic needs. This motivational theory is commonly referred to as Maslow’s hierarchy of needs.

  • Physiological (basic) needs: food, water, warmth, rest
  • Safety needs: security, safety
  • Love needs: intimate relationships, friends
  • Esteem needs: feeling of accomplishment
  • Self-actualization: achieving one’s full potential

Maslow’s hierarchy of needs can serve as an analogy for what is possible with instructionally-designed technology

1. Device Deployment = Basic Needs

Device deployment is the first basic need of any school looking to leverage education technology. If schools are unable to procure devices and if IT is unable to get these devices into the hands of students and educators, there is no moving forward.

2. Communication = Safety Needs

Beyond basic communications functions, apps must be made available and installed for an additional layer of connectivity. For example, learning management systems (LMS) enable communication beyond classroom walls and empower students with the learning resources they need while at home or in the community. However, how do we ensure access off-campus for those without ubiquitous internet connections

3. Productivity = Love Needs

Communication that encourages higher-level thinking and problem solving is where dramatic learning happens.

4. Transformation = Esteem and Self-Actualization Needs

IT and educators are pairing innovative teaching methods such as blended learning (a mix of technology and traditional learning) or flipped classrooms (teaching is done at home and exercises during class time) with education apps (productivity layer).

5. Let Mobile Device Management (MDM) Be Your Stepladder

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more on digital literacy for EDAD in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+literacy+EDAD

Open Access Monographs

Open Access Monographs

– Current initiatives and progress on sustainable models for making monographs openly accessible.  Webinar for Open Access Week, Tuesday, October 24, 4 p.m Eastern (10 a.m. HAST; 1 p.m. Pacific; 2 p.m. Mountain; 3 p.m. Central)  

Registration is free.  Please sign up with this registration form

with a growing number of initiatives, publishers, and economic models, the question is sustainability.  There are a number of different models, including Open Book PublishersOpen Humanities Press, and numerous university and commercial publishers who have open monograph publications, thus more initiatives than we could include for this one-hour webinar.  We have invited a selected number of representatives from various open monograph publishing initiatives to participate in a panel discussion about their current economic models and future of open access monographs.  Each panelist will give a brief statement about their initiative, their editorial review process, their funding model, and their perspectives on the future of open access monographs.  Following their brief statements, we will have a question and answer period moderated by Kevin Smith, the Dean of Libraries at  the University of Kansas.

Participants for the panel include:

  • AAUP Open Access Monograph Publishing Initiative– Wendy Pradt Lougee, University Librarian and McKnight Presidential Professor, University of Minnesota, Twin Cities.  The Association of American Universities (AAU), Association of Research Libraries (ARL), and Association of American University Presses (AAUP) are implementing a new initiative with 13 universities and 60 university presses participating.  Universities will provide subventions for open digital monographs, to be published by university presses.
  • Lever Pressand Knowledge Unlatched – Charles Watkinson, Associate University Librarian for Publishing, University of Michigan Library, and Director, University of Michigan Press. University of Michigan Press and Amherst Press are partners in the Lever Press which is supported by pledging institutions. University of Michigan Press has also been an active participant in Knowledge Unlatched,  which uses a crowd -source funding model to make previously published works openly available. Charles is also a Board Member of Knowledge Unlatched Research and will compare Lever Press with KU.
  • Luminos– Erich van Rijn, Assistant Director, Director of Publishing Operations at University of California Press.  The financial model is shared costs between author, institution, publisher, and libraries.
  • University of Ottawa Press Lara Mainville, Director of University of Ottawa Press. OA publications are funded by the University of Ottawa libraries.
  • Moderator:  Kevin Smith, Dean of Libraries at the University of Kansas.  Prior to joining the University of Kansas, Kevin served as Director of Copyright and Scholarly Communications at the Duke University Libraries.

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more on OER in this IMS blog
https://blog.stcloudstate.edu/ims?s=oer

Scholarly Communication Library Publishing

Pre-Conference Workshop | Sunday, March 4, 2018 | 1:00pm – 5:00pm

Conference Track: Scholarly Communication & Library Publishing

More information and registration online at http://www.electroniclibrarian.org/18-workshop-scholarly-communication-essentials/

This workshop will provide attendees, no matter their role in their own institution, with the knowledge, vocabulary, and basic skills needed to communicate intelligently with other stakeholders in the fast-changing scholarly communication landscape.

the economics of commercial and open access publishing; open access publishing models; common misconceptions about open access and how to address them; predatory publishing; copyright, author rights and legislation; article-level- and alt- metrics, and open educational resources.

accessibility into elarning

from the E-Learning 2.0 LinkedIn group:
https://www.linkedin.com/groups/138953/138953-6318793101762711552

Free eBook: Incorporate Accessibility into Your eLearning

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more on ebook in this IMS blog
https://blog.stcloudstate.edu/ims?s=ebook

more on accessibility in this IMS blog
https://blog.stcloudstate.edu/ims?s=accessibility

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