Mammoth is a bookmarking tool that seems to offer the key aspects of Evernote mixed with Tumblr.
Mammoth could be used as a project management tool. To use it to manage projects create a board and share it privately with your collaborators. Then use the board to share notes and assign tasks to each other.
Applications for Education Mammoth could be a good tool for creating digital portfolios. Students could use Mammoth to showcase examples of their best work in a nice linear layout. Students can use Mammoth to share their portfolios publicly or share them only with you where you can give them feedback.
Dr. Sivaprakasam and I are developing a microcredentialing system for your class.
The “library” part has several components:
One badge for your ability to use the databases and find reliable scientific information in your field (required)
submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded
One badge for completing the quiz based on the information from this library instruction (required)
a badge will be issued to you automatically after successful completion of the quizz
One badge for your ability to use social media for a serious, reliable, scientific research (required)
submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded
One badge for using the D2L “embedded librarian” widget to contact the librarian with questions regarding your class research (one of two optional)
A badge will be issued to you after your post with your email or any other contact information is submitted
One badge for helping class peer with his research (one of two optional)
submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded
Collecting two of the required and one of the optional badges let you earn the superbadge “Mastery of Library Instruction.”
The superbadge brings points toward your final grade.
Once you acquire the badges, Dr. Sivaprakasam will reflect your achievement in D2L Grades.
If you are building a LinkedIn portfolio, here are directions to upload your badges in your LinkedIn account using Badgr:
News and Media Literacy (and the lack of) is not very different from Information Literacy
An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy.
How does information literacy help me?
Every day we have questions that need answers. Where do we go? Whom can we trust? How can we find information to help ourselves? How can we help our family and friends? How can we learn about the world and be a better citizen? How can we make our voice heard?
Standard 1. The information literate student determines the nature and extent of the information needed
Standard 2. The information literate student accesses needed information effectively and efficiently
Standard 3. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system
Standard 4. The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose
Standard 5. The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally
Project Information Literacy
A national, longitudinal research study based in the University of Washington’s iSchool, compiling data on how college students seek and use information.
Developing Your Research Topic/Question
Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:
Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
Be flexible. Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.
Getting Ready for Research
Library Resources vs. the Internet
How (where from) do you receive information about your professional interests?
Advantages/disadvantages of using Web Resources
Evaluating Web Resources
Google or similar; Yahoo, Bing
Reddit, Digg, Quora
Become a member of professional organizations and use their online information
Use the SCSU library page to online databases
Building Your List of Keywords
Why Keyword Searching?
Why not just type in a phrase or sentence like you do in Google or Yahoo!?
Because most electronic databases store and retrieve information differently than Internet search engines.
A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
The bottom line: you get better results in a database by using effective keyword search strategies.
To develop an effective search strategy, you need to:
determine the key concepts in your topic and
develop a good list of keyword synonyms.
Why use synonyms?
Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.
Consider: Will an author use:
Hypertension or High Blood Pressure?
Teach or Instruct?
Therapy or Treatment?
Don’t get “keyword lock!” Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.
How to find the SCSU Library Website
SCSU online databases
SCSU Library Web page
Basic Research Skills
Locating and Defining a Database
Database Searching Overview:
You can search using the SCSU library online dbases by choosing:
Identifying a Scholarly Source
CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition
Arts & Humanities Citation Index
How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
Does the author cite reliable sources?
How does the information compare with that in other works on the topic?
Can you determine if the information has gone through peer-review?
Are there factual, spelling, typographical, or grammatical errors?
Who do you think the authors are trying to reach?
Is the language, vocabulary, style and tone appropriate for intended audience?
What are the audience demographics? (age, educational level, etc.)
Are the authors targeting a particular group or segment of society?
Who wrote the information found in the article or on the site?
What are the author’s credentials/qualifications for this particular topic?
Is the author affiliated with a particular organization or institution?
What does that affiliation suggest about the author?
Is the content current?
Does the date of the information directly affect the accuracy or usefulness of the information?
What is the author’s or website’s point of view?
Is the point of view subtle or explicit?
Is the information presented as fact or opinion?
If opinion, is the opinion supported by credible data or informed argument?
Is the information one-sided?
Are alternate views represented?
Does the point of view affect how you view the information?
What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
Does the purpose affect how you view the information presented?
Copyright and Fair Use
Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals
Many librarians have shied away from ICT literacy, concerned that they may be asked how to format a digital document or show students how to create a formula in a spreadsheet. These technical skills focus more on a specific tool than on the underlying nature of information.
librarians have begun to use an embedded model as a way to deepen their connection with instructors and offer more systematic collection development and instruction. That is, librarians focus more on their partnerships with course instructors than on a separate library entity.
If TPACK is applied to instruction within a course, theoretically several people could be contributing this knowledge to the course. A good exercise is for librarians to map their knowledge onto TPACK.
ICT reflects the learner side of a course. However, ICT literacy can be difficult to integrate because it does not constitute a core element of any academic domain. Whereas many academic disciplines deal with key resources in their field, such as vocabulary, critical thinking, and research methodologies, they tend not to address issues of information seeking or collaboration strategies, let alone technological tools for organizing and managing information.
Instructional design for online education provides an optimal opportunity for librarians to fully collaborate with instructors.
The outcomes can include identifying the level of ICT literacy needed to achieve those learning outcomes, a task that typically requires collaboration between the librarian and the program’s faculty member. Librarians can also help faculty identify appropriate resources that students need to build their knowledge and skills. As education administrators encourage faculty to use open educational resources (OERs) to save students money, librarians can facilitate locating and evaluating relevant resources. These OERs not only include digital textbooks but also learning objects such as simulations, case studies, tutorials, and videos.
Reading online text differs from reading print both physically and cognitively. For example, students scroll down rather than turn online pages. And online text often includes hyperlinks, which can lead to deeper coverage—as well as distraction or loss of continuity of thought. Also, most online text does not allow for marginalia that can help students reflect on the content. Teachers and students often do not realize that these differences can impact learning and retention. To address this issue, librarians can suggest resources to include in the course that provide guidance on reading online.
My note – why specialist like Tom Hergert and the entire IMS is crucial for the SCSU library and librarians and how neglecting the IMS role hurts the SCSU library –
Similarly, other types of media need to be evaluated, comprehended, and interpreted in light of their critical features or “grammar.” For example, camera angles can suggest a person’s status (as in looking up to someone), music can set the metaphorical tone of a movie, and color choices can be associated with specific genres (e.g., pastels for romances or children’s literature, dark hues for thrillers). Librarians can explain these media literacy concepts to students (and even faculty) or at least suggest including resources that describe these features
My note – on years-long repetition of the disconnect between SCSU ATT, SCSU library and IMS –
instructors need to make sure that students have the technical skills to produce these products. Although librarians might understand how media impacts the representation of knowledge, they aren’t necessarily technology specialists. However, instructors and librarians can collaborate with technology specialists to provide that expertise. While librarians can locate online resources—general ones such as Lynda.com or tool-specific guidance—technology specialists can quickly identify digital resources that teach technical skills (my note: in this case IMS). My note: we do not have IDs, another years-long reminder to middle and upper management. Many instructors and librarians have not had formal courses on instructional design, so collaborations can provide an authentic means to gain competency in this process.
My note: Tom and I for years have tried to make aware SCSU about this combo –
Instructors likely have high content knowledge (CK) and satisfactory technological content knowledge (TCK) and technological knowledge (TK) for personal use. But even though newer instructors acquire pedagogical knowledge (PK), pedagogical content knowledge (PCK), and technological pedagogical knowledge (TPK) early in their careers, veteran instructors may not have received this training. The same limitations can apply to librarians, but technology has become more central in their professional lives. Librarians usually have strong one-to-one instruction skills (an aspect of PK), but until recently they were less likely to have instructional design knowledge. ICT literacy constitutes part of their CK, at least for newly minted professionals. Instructional designers are strong in TK, PK, and TPK, and the level of their CK (and TCK and TPK) will depend on their academic background. And technology specialists have the corner on TK and TCK (and hopefully TPK if they are working in educational settings), but they may not have deep knowledge about ICT literacy.
Therefore, an ideal team for ICT literacy integration consists of the instructor, the librarian, the instructional designer, and the technology specialist. Each member can contribute expertise and cross-train the teammates. Eventually, the instructor can carry the load of ICT literacy, with the benefit of specific just-in-time support from the librarian and instructional designer.
Badges are more than just participation trophies. Design them to commensurately represent the knowledge and skills gained.
While many institutions have used digital badges as an alternative way to recognize the skills and knowledge developed by students, some are also starting to use this approach in their in-house professional development programs – especially in faculty development programs.
By offering well-designed badges that accompany these programs, you can boost both participation and impact. Join us for this online training and learn how to design your badges to encourage deeper engagement that goes beyond “showing up”. Our instructor, Lindsay Doukopoulos, will share best practices for badging criteria at Auburn University, where 82% of participants chose to earn badges at annual professional development workshops.
indsay Doukopoulos Ph.D.
Assistant Director, Biggio Center for the Enhancement of Teaching and Learning, Auburn University
Lindsay’s teaching expertise includes experiential, active, and team-based learning in small and large lecture formats. Her research interests include instructional technologies and the use of digital artifacts (e.g., badging, ePortfolios, etc.) to assess and enhance integrated learning, gameful learning, and metacognition for students and faculty.
After a brief overview of our instructor’s faculty development badging program, we’ll walk through several badges Auburn has implemented for faculty. For each badge collection, we’ll address the following:
How was it designed, and what elements were considered in the design process?
What are the criteria for earning the badges? Why?
Who has earned the badges to date?
What impact did badge earners self-report?
What kind of data or artifacts did faculty submit to earn this badge / badge constellation? What did these show about how faculty were using what they learned?
We’ll close with a brief exercise that will let you start designing your own badge criteria for a program on your campus.
United States digital literacy frameworks tend to focus on educational policy details and personal empowerment, the latter encouraging learners to become more effective students, better creators, smarter information consumers, and more influential members of their community.
National policies are vitally important in European digital literacy work, unsurprising for a continent well populated with nation-states and struggling to redefine itself, while still trying to grow economies in the wake of the 2008 financial crisis and subsequent financial pressures
African digital literacy is more business-oriented.
Middle Eastern nations offer yet another variation, with a strong focus on media literacy. As with other regions, this can be a response to countries with strong state influence or control over local media. It can also represent a drive to produce more locally-sourced content, as opposed to consuming material from abroad, which may elicit criticism of neocolonialism or religious challenges.
p. 14 Digital literacy for Humanities: What does it mean to be digitally literate in history, literature, or philosophy? Creativity in these disciplines often involves textuality, given the large role writing plays in them, as, for example, in the Folger Shakespeare Library’s instructor’s guide. In the digital realm, this can include web-based writing through social media, along with the creation of multimedia projects through posters, presentations, and video. Information literacy remains a key part of digital literacy in the humanities. The digital humanities movement has not seen much connection with digital literacy, unfortunately, but their alignment seems likely, given the turn toward using digital technologies to explore humanities questions. That development could then foster a spread of other technologies and approaches to the rest of the humanities, including mapping, data visualization, text mining, web-based digital archives, and “distant reading” (working with very large bodies of texts). The digital humanities’ emphasis on making projects may also increase
Digital Literacy for Business: Digital literacy in this world is focused on manipulation of data, from spreadsheets to more advanced modeling software, leading up to degrees in management information systems. Management classes unsurprisingly focus on how to organize people working on and with digital tools.
Digital Literacy for Computer Science: Naturally, coding appears as a central competency within this discipline. Other aspects of the digital world feature prominently, including hardware and network architecture. Some courses housed within the computer science discipline offer a deeper examination of the impact of computing on society and politics, along with how to use digital tools. Media production plays a minor role here, beyond publications (posters, videos), as many institutions assign multimedia to other departments. Looking forward to a future when automation has become both more widespread and powerful, developing artificial intelligence projects will potentially play a role in computer science literacy.
In traditional instruction, students’ first contact with new ideas happens in class, usually through direct instruction from the professor; after exposure to the basics, students are turned out of the classroom to tackle the most difficult tasks in learning — those that involve application, analysis, synthesis, and creativity — in their individual spaces. Flipped learning reverses this, by moving first contact with new concepts to the individual space and using the newly-expanded time in class for students to pursue difficult, higher-level tasks together, with the instructor as a guide.
Let’s take a look at some of the myths about flipped learning and try to find the facts.
Myth: Flipped learning is predicated on recording videos for students to watch before class.
Fact: Flipped learning does not require video. Although many real-life implementations of flipped learning use video, there’s nothing that says video must be used. In fact, one of the earliest instances of flipped learning — Eric Mazur’s peer instruction concept, used in Harvard physics classes — uses no video but rather an online text outfitted with social annotation software. And one of the most successful public instances of flipped learning, an edX course on numerical methods designed by Lorena Barba of George Washington University, uses precisely one video. Video is simply not necessary for flipped learning, and many alternatives to video can lead to effective flipped learning environments [http://rtalbert.org/flipped-learning-without-video/].
Fact: Flipped learning optimizes face-to-face teaching. Flipped learning may (but does not always) replace lectures in class, but this is not to say that it replaces teaching. Teaching and “telling” are not the same thing.
Myth: Flipped learning has no evidence to back up its effectiveness.
Fact: Flipped learning research is growing at an exponential pace and has been since at least 2014. That research — 131 peer-reviewed articles in the first half of 2017 alone — includes results from primary, secondary, and postsecondary education in nearly every discipline, most showing significant improvements in student learning, motivation, and critical thinking skills.
Myth: Flipped learning is a fad.
Fact: Flipped learning has been with us in the form defined here for nearly 20 years.
Myth: People have been doing flipped learning for centuries.
Fact: Flipped learning is not just a rebranding of old techniques. The basic concept of students doing individually active work to encounter new ideas that are then built upon in class is almost as old as the university itself. So flipped learning is, in a real sense, a modern means of returning higher education to its roots. Even so, flipped learning is different from these time-honored techniques.
Myth: Students and professors prefer lecture over flipped learning.
Fact: Students and professors embrace flipped learning once they understand the benefits. It’s true that professors often enjoy their lectures, and students often enjoy being lectured to. But the question is not who “enjoys” what, but rather what helps students learn the best.They know what the research says about the effectiveness of active learning
Assertion: Flipped learning provides a platform for implementing active learning in a way that works powerfully for students.
The Exposure Approach: we don’t provide a way for participants to determine if they learned anything new or now have the confidence or competence to apply what they learned.
The Exemplar Approach: from ‘show and tell’ for adults to show, tell, do and learn.
The Tutorial Approach: Getting a group that can meet at the same time and place can be challenging. That is why many faculty report a preference for self-paced professional development.build in simple self-assessment checks. We can add prompts that invite people to engage in some sort of follow up activity with a colleague. We can also add an elective option for faculty in a tutorial to actually create or do something with what they learned and then submit it for direct or narrative feedback.
The Course Approach: a non-credit format, these have the benefits of a more structured and lengthy learning experience, even if they are just three to five-week short courses that meet online or in-person once every week or two.involve badges, portfolios, peer assessment, self-assessment, or one-on-one feedback from a facilitator
The Academy Approach: like the course approach, is one that tends to be a deeper and more extended experience. People might gather in a cohort over a year or longer.Assessment through coaching and mentoring, the use of portfolios, peer feedback and much more can be easily incorporated to add a rich assessment element to such longer-term professional development programs.
The Mentoring Approach: The mentors often don’t set specific learning goals with the mentee. Instead, it is often a set of structured meetings, but also someone to whom mentees can turn with questions and tips along the way.
The Coaching Approach: A mentor tends to be a broader type of relationship with a person.A coaching relationship tends to be more focused upon specific goals, tasks or outcomes.
The Peer Approach:This can be done on a 1:1 basis or in small groups, where those who are teaching the same courses are able to compare notes on curricula and teaching models. They might give each other feedback on how to teach certain concepts, how to write syllabi, how to handle certain teaching and learning challenges, and much more. Faculty might sit in on each other’s courses, observe, and give feedback afterward.
The Self-Directed Approach:a self-assessment strategy such as setting goals and creating simple checklists and rubrics to monitor our progress. Or, we invite feedback from colleagues, often in a narrative and/or informal format. We might also create a portfolio of our work, or engage in some sort of learning journal that documents our thoughts, experiments, experiences, and learning along the way.
In 2014, administrators at Central Piedmont Community College (CPCC) in Charlotte, North Carolina, began talks with members of the North Carolina State Board of Community Colleges and North Carolina Community College System (NCCCS) leadership about starting a CBE program.
Building on an existing project at CPCC for identifying the elements of a digital learning environment (DLE), which was itself influenced by the EDUCAUSE publication The Next Generation Digital Learning Environment: A Report on Research,1 the committee reached consensus on a DLE concept and a shared lexicon: the “Digital Learning Environment Operational Definitions,
Overview of the programmatic standards for general and special education, how these standards are integrated in special education curriculum, and e-portfolio requirements for documenting acquisition of the above standards.
Gaming and Gamification.
why Gaming and Gamification? Vygotsky and ZPD (immersive storytelling is a form of creative play)
What is gamification? Why gamification, if we have games? “Gamification takes game elements (such as points, badges, leaderboards, competition, achievements) and applies them to a non – game setting. It has the potential to turn routine, mundane tasks into refreshing, motivating experiences ”
Guess what … I searched for Brenda Perea (in hopes of maybe getting some information on how they set up their system) … One of her current positions is with Credly … Do we still want to reach out to her?
1. Determine what the customer craves and deliver it. In the case of college and university students, there are limits. Balancing student wants and desires with what they actually need to be successful students and engaged citizens can, in fact, be extremely challenging. “The customer is always right” philosophy practiced by many businesses simply does not fit with the mission of postsecondary institutions. Instead, the role of educators is to advance and apply knowledge, facilitate the exploration of ideas, foster cognitive dissonance, prepare students as lifelong learners and productive workers, and even, hold them accountable for their actions or inactions. Ideally, the college experience should be transformational—helping students become the best person they can be. With that said, failing to align teaching methods, curriculum, academic programs, and institutional services with the needs and expectations of students is a perilous path.
2. Create unexpected value. Incumbent institutions tend to focus on known problems (e.g., student attrition causation factors, poor service delivery, cumbersome processes, undersubscribed programs, insufficient class availability). True disruption seldom occurs in this space. Creating value where it did not exist before or was not expected spawns disruption. In the private sector, such intuitive value ideation is seen in Disney’s “Imagineering” the attractions in its theme parks, Apple’s invention of the iPhone, and Airbnb’s alternative to staying with the multitudes at expensive, disturbingly uniform hotel chains. This is what the authors of Blue Ocean Strategy characterize as swimming in the “blue ocean”, where there are few, if any, competitors (Kim, W. C. & Mauborgne, R., 2005). No disruptor is found in the “red ocean” crowded with similar competitors.
3. Avoid being average. If your school is one of the elite, well-known few, with highly selective admissions, it is not average. However, the vast majority of colleges and universities do not fit this profile. They have to find other ways to distinguish themselves. A capstone student experience, an innovative curriculum, guaranteed internship placement or study abroad, digital career portfolios, or a unique pricing model represent just a few examples. While it would be ideal to find something that makes your institution distinctive throughout the nation or the world, that is highly improbable. A more attainable goal is to position your institution uniquely among your direct competitors.
4. Identify the potential for expansion. As it relates to student enrollment growth, expansion opportunities are usually found within one or more of four domains: (1) thorough penetration of your existing primary market, where the institution and its academic programs have a strong presence, (2) the introduction of new programs into your primary market, (3) promotion of the institution and existing programs in a new market, and (4) diversification—new programs and new markets. Each domain has inherent risks and potential rewards. Risk levels are illustrated in Figure 1 and are described here.
Primary market penetration possesses the lowest risk, requires the least investment of resources, and has the fastest return on investment. Depending on an institution’s primary market, this domain also may produce only modest new enrollments. Option two, mounting new programs in an institution’s existing primary market has risks associated with conducting the proper market research to determine student and industry demand as well as market saturation. Another common risk relates to the degree to which new program offerings are adequately promoted. An obvious upside to this domain is that the institution already has visibility in the market. Takingthecurrent program array to a new marketrequires the time and resources to develop a presence where none has previously existed. Sending recruiters to a new territory once or twice a year is woefully insufficient. Creating such visibility requires a sustained physical presence with area recruiters or alumni volunteers, targeted advertising, networking with schools and other organizations in the region, and strategic partnerships. Finally, diversification carries with it the highest level of risk because it involves assuming all the risks of launching new programs in a market with no prior visibility. If executed effectively, however, this domain can generate an abundance of new students.
5. Disruption always comes at a cost. It is true that your institution may create a disruption by leveraging existing technologies and human capital. Yet, no organization can avoid the cultural and real costs associated with unlearning old ways, creating new programs and business models, scaling innovations, or marketing a new approach. These costs must be weighed judiciously against potential benefits of such a paradigm shift. Once a decision is made to pull the trigger, the change process must be managed carefully with the upfront inclusion of key stakeholders.
6. Equate disruption with innovation, not extinction. The rise of educational disruptors can be unsettling. If disruption is simply perceived as a threat to the way of life in the academy or ignored, the results will be devastating for many higher education institutions. Conversely, if disruption pushes college leaders and enrollment managers out of their comfort zone and they reinvent their institutions, the educational experience of students will be greatly enhanced. In a time of creative destruction, the winners are those who exert extraordinary efforts to go beyond traditional norms, which is not always the early adopters of a new educational model or practice.
7. Successful disruptors pursue four disciplines simultaneously. The four disciplines translated into the higher education lexicon include low costs, relational connections with students, program innovations, and rapid time-to-market. Of these, student connections is the only discipline college and universities excel at consistently. To thrive in a future with a seemingly infinite number of nimble disruptive innovators, educators must compete in the other three disciplines as well.
What: Overview of new D2L Brightspace features
When: Monday, April 9 at 10:00 AM
Please join us to learn about the new features that will be available in D2L Brightspace as of June 2, 2018. The session will be recorded.
D2L cloud is the big news. stcloudstate.learn.minnstate.edu will be the link to log into the cloud.
Quiz/Question Library – The ability to search the text of quiz questions. See video (7:00)
Quizzes – Add a quiz due date, in addition to a start and end date.
Quiz Taking – Students start and submit a quiz with fewer clicks.
Manage Dates Tool – ‘Due Dates’ are now included.
Additional features will be rolled out to the QA cloud on April 10 (version 10.8.0) and May 7 (version 10.8.1)
ePortfolio -“A digital showcase for the learning journey. It helps you document the experience, reflect on it, and share ideas and achievements as they happen.” D2L has provided an overview video and a video to help you navigate this new tool for Minnesota State campuses. Look for an invitation to an overview session on April 18.
IP restriction, which is supposed to alleviate proctoring issues. But this will work only for oncampus quizzes. not for online classes.
The Quiz library being moved to the cloud. Does this mean that the Quiz Library can be shared across institutions? E.g. if faculty from one university is teaching biology and has developed a quiz library content, it can be shared with the content of a faculty from another university? All bells and whistles so far are only secondary to the fact that content generation remains most important for faculty and if faculty can share their test banks, I see this as the most advantageous of moving to a cloud.
eportfolio – new D2L tool. April 18 overview scheduled. so, isn’t in collision with TK20? I, personally, think that LInkedIn is the way to go. I will not mention eFolio MN, since it is a losing bet. So, how we reconcile the existence of several platforms for eportofolio?
SSO. single sign on. Adobe Connect, Mediaspace and service desk are already on SSO. signing in one application allows to move to D2L without having to sign on again.
Librarians in universities, colleges, and community colleges can establish, assess, and link
academic library outcomes to institutional outcomes related to the following areas:
student enrollment, student retention and graduation rates, student success, student
achievement, student learning, student engagement, faculty research productivity,
faculty teaching, service, and overarching institutional quality.
Assessment management systems help higher education educators, including librarians, manage their outcomes, record and maintain data on each outcome, facilitate connections to
similar outcomes throughout an institution, and generate reports.
Assessment management systems are helpful for documenting progress toward
strategic/organizational goals, but their real strength lies in managing learning
to determine the impact of library interactions on users, libraries can collect data on how individual users engage with library resources and services.
increase library impact on student enrollment.
p. 13-14improved student retention and graduation rates. High -impact practices include: first -year seminars and experiences, common intellectual experiences, learning communities, writing – intensive courses, collaborative assignments and projects, undergraduate research, Value of Academic Libraries diversity/global learning, service learning/community -based learning, internships, capstone courses and projects
Libraries support students’ ability to do well in internships, secure job placements, earn salaries, gain acceptance to graduate/professional schools, and obtain marketable skills.
librarians can investigate correlations between student library interactions and their GPA well as conduct test item audits of major professional/educational tests to determine correlations between library services or resources and specific test items.
p. 15 Review course content, readings, reserves, and assignments.
Track and increase library contributions to faculty research productivity.
Continue to investigate library impact on faculty grant proposals and funding, a means of generating institutional income. Librarians contribute to faculty grant proposals in a number of ways.
Demonstrate and improve library support of faculty teaching.
p. 20 Internal Focus: ROI – lib value = perceived benefits / perceived costs
production of a commodity – value=quantity of commodity produced × price per unit of commodity
p. 21 External focus
a fourth definition of value focuses on library impact on users. It asks, “What is the library trying to achieve? How can librarians tell if they have made a difference?” In universities, colleges, and community colleges, libraries impact learning, teaching, research, and service. A main method for measuring impact is to “observe what the [users] are actually doing and what they are producing as a result”
A fifth definition of value is based on user perceptions of the library in relation to competing alternatives. A related definition is “desired value” or “what a [user] wants to have happen when interacting with a [library] and/or using a [library’s] product or service” (Flint, Woodruff and Fisher Gardial 2002) . Both “impact” and “competing alternatives” approaches to value require libraries to gain new understanding of their users’ goals as well as the results of their interactions with academic libraries.
p. 23 Increasingly, academic library value is linked to service, rather than products. Because information products are generally produced outside of libraries, library value is increasingly invested in service aspects and librarian expertise.
service delivery supported by librarian expertise is an important library value.
p. 25 methodology based only on literature? weak!
p. 26 review and analysis of the literature: language and literature are old (e.g. educational administrators vs ed leaders).
G government often sees higher education as unresponsive to these economic demands. Other stakeholder groups —students, pa rents, communities, employers, and graduate/professional schools —expect higher education to make impacts in ways that are not primarily financial.
Because institutional missions vary (Keeling, et al. 2008, 86; Fraser, McClure and
Leahy 2002, 512), the methods by which academic libraries contribute value vary as
well. Consequently, each academic library must determine the unique ways in which they contribute to the mission of their institution and use that information to guide planning and decision making (Hernon and Altman, Assessing Service Quality 1998, 31) . For example, the University of Minnesota Libraries has rewritten their mission and vision to increase alignment with their overarching institution’s goals and emphasis on strategic engagement (Lougee 2009, allow institutional missions to guide library assessment
Assessment vs. Research
In community colleges, colleges, and universities, assessment is about defining the
purpose of higher education and determining the nature of quality (Astin 1987)
Academic libraries serve a number of purposes, often to the point of being
Assessment “strives to know…what is” and then uses that information to change the
status quo (Keeling, et al. 2008, 28); in contrast, research is designed to test
hypotheses. Assessment focuses on observations of change; research is concerned with the degree of correlation or causation among variables (Keeling, et al. 2008, 35) . Assessment “virtually always occurs in a political context ,” while research attempts to be apolitical” (Upcraft and Schuh 2002, 19) .
p. 31 Assessment seeks to document observations, but research seeks to prove or disprove ideas. Assessors have to complete assessment projects, even when there are significant design flaws (e.g., resource limitations, time limitations, organizational contexts, design limitations, or political contexts); whereas researchers can start over (Upcraft and Schuh 2002, 19) . Assessors cannot always attain “perfect” studies, but must make do with “good enough” (Upcraft and Schuh 2002, 18) . Of course, assessments should be well planned, be based on clear outcomes (Gorman 2009, 9- 10) , and use appropriate methods (Keeling, et al. 2008, 39) ; but they “must be comfortable with saying ‘after’ as well as ‘as a result of’…experiences” (Ke eling, et al. 2008, 35) .
Two multiple measure approaches are most significant for library assessment: 1) triangulation “where multiple methods are used to find areas of convergence of data from different methods with an aim of overcoming the biases or limitations of data gathered from any one particular method” (Keeling, et al. 2008, 53) and 2) complementary mixed methods , which “seek to use data from multiple methods to build upon each other by clarifying, enhancing, or illuminating findings between or among methods” (Keeling, et al. 2008, 53) .
p. 34 Academic libraries can help higher education institutions retain and graduate students, a keystone part of institutional missions (Mezick 2007, 561) , but the challenge lies in determining how libraries can contribute and then document their contribution
p. 35. Student Engagement: In recent years, academic libraries have been transformed to provide “technology and content ubiquity” as well as individualized support My Note: I read the “technology and content ubiquity” as digital literacy / metaliteracies, where basic technology instructional sessions (everything that IMS offers for years) is included, but this library still clenches to information literacy only.
In the past, academic libraries functioned primarily as information repositories; now they are becoming learning enterprises (Bennett 2009, 194) . This shift requires academic librarians to embed library services and resources in the teaching and learning activities of their institutions (Lewis 2007) . In the new paradigm, librarians focus on information skills, not information access (Bundy 2004, 3); they think like educators, not service providers (Bennett 2009, 194) .
p. 38. For librarians, the main content area of student learning is information literacy; however, they are not alone in their interest in student inform ation literacy skills (Oakleaf, Are They Learning? 2011). My note: Yep. it was. 20 years ago. Metaliteracies is now.
p. 41 surrogates for student learning in Table 3.
p. 42 strategic planning for learning:
According to Kantor, the university library “exists to benefit the students of the educational institution as individuals ” (Library as an Information Utility 1976 , 101) . In contrast, academic libraries tend to assess learning outcomes using groups of students
p. 45 Assessment Management Systems
Each assessment management system has a slightly different set of capabilities. Some guide outcomes creation, some develop rubrics, some score student work, or support student portfolios. All manage, maintain, and report assessment data
p. 46 faculty teaching
However, as online collections grow and discovery tools evolve, that role has become less critical (Schonfeld and Housewright 2010; Housewright and Schonfeld, Ithaka’s 2006 Studies of Key Stakeholders 2008, 256) . Now, libraries serve as research consultants, project managers, technical support professionals, purchasers , and archivists (Housewright, Themes of Change 2009, 256; Case 2008) .
Librarians can count citations of faculty publications (Dominguez 2005)
Tenopir, C. (2012). Beyond usage: measuring library outcomes and value. Library Management, 33(1/2), 5-13.
methods that can be used to measure the value of library products and services. (Oakleaf, 2010; Tenopir and King, 2007): three main categories
Implicit value. Measuring usage through downloads or usage logs provide an implicit measure of value. It is assumed that because libraries are used, they are of value to the users. Usage of e-resources is relatively easy to measure on an ongoing basis and is especially useful in collection development decisions and comparison of specific journal titles or use across subject disciplines.
do not show purpose, satisfaction, or outcomes of use (or whether what is downloaded is actually read).
Explicit methods of measuring value include qualitative interview techniques that ask faculty members, students, or others specifically about the value or outcomes attributed to their use of the library collections or services and surveys or interviews that focus on a specific (critical) incident of use.
Derived values, such as Return on Investment (ROI), use multiple types of data collected on both the returns (benefits) and the library and user costs (investment) to explain value in monetary terms.