third Library 2.019 mini-conference: “Emerging Technology,” which will be held online (and for free) on Wednesday, October 30th, from 12:00 – 3:00 pm US-Pacific Daylight Time (click for your own time zone).
Tomorrow’s technologies are shaping our world today, revolutionizing the way we live and learn. Virtual Reality, Augmented Reality, Artificial Intelligence, Machine Learning, Blockchain, Internet of Things, Drones, Personalization, the Quantified Self. Libraries can and should be the epicenter of exploring, building and promoting these emerging techs, assuring the better futures and opportunities they offer are accessible to everyone. Learn what libraries are doing right now with these cutting-edge technologies, what they’re planning next and how you can implement these ideas in your own organization.
This is a free event, being held live online and also recorded. REGISTER HERE
An interactive discussion on the Innovating Pedagogy 2019 report from The Open University
About the Guest
Rebecca is a senior lecturer in the Institute of Educational Technology (IET) at The Open University in the UK and a senior fellow of the Higher Education Academy. Her primary research interests are educational futures, and how people learn together online and I supervise doctoral students in both these areas.
Rebecca worked for several years as a researcher and educator on the Schome project, which focuses on educational futures, and was also the research lead on the SocialLearn online learning platform, and learning analytics lead on the Open Science Lab (Outstanding ICT Initiative of the Year: THE Awards 2014). She is currently a pedagogic adviser to the FutureLearn MOOC platform, and evaluation lead on The Open University’s FutureLearn MOOCs. She is an active member of the Society for Learning Analytics Research, and have co-chaired many learning analytics events, included several associated with the Learning Analytics Community Exchange (LACE), European Project funded under Framework 7.
Rebecca’s most recent book, Augmented Education, was published by Palgrave in spring 2014.
Mor, Y., Ferguson, R., & Wasson, B. (2015). Editorial: Learning design, teacher inquiry into student learning and learning analytics: A call for action. British Journal of Educational Technology, 46(2), 221–229. https://doi.org/10.1111/bjet.12273
Hansen, C., Emin, V., Wasson, B., Mor, Y., Rodriguez-Triana, M., Dascalu, M., … Pernin, J. (2013). Towards an Integrated Model of Teacher Inquiry into Student Learning, Learning Design and Learning Analytics. Scaling up Learning for Sustained Impact – Proceedings of EC-TEL 2013, 8095, 605–606. https://doi.org/10.1007/978-3-642-40814-4_73
Artificial intelligence could erase many practical advantages of democracy, and erode the ideals of liberty and equality. It will further concentrate power among a small elite if we don’t take steps to stop it.
Ordinary people may not understand artificial intelligence and biotechnology in any detail, but they can sense that the future is passing them by. In 1938 the common man’s condition in the Soviet Union, Germany, or the United States may have been grim, but he was constantly told that he was the most important thing in the world, and that he was the future (provided, of course, that he was an “ordinary man,” rather than, say, a Jew or a woman).
n 2018 the common person feels increasingly irrelevant. Lots of mysterious terms are bandied about excitedly in ted Talks, at government think tanks, and at high-tech conferences—globalization, blockchain, genetic engineering, AI, machine learning—and common people, both men and women, may well suspect that none of these terms is about them.
Fears of machines pushing people out of the job market are, of course, nothing new, and in the past such fears proved to be unfounded. But artificial intelligence is different from the old machines. In the past, machines competed with humans mainly in manual skills. Now they are beginning to compete with us in cognitive skills.
Israel is a leader in the field of surveillance technology, and has created in the occupied West Bank a working prototype for a total-surveillance regime. Already today whenever Palestinians make a phone call, post something on Facebook, or travel from one city to another, they are likely to be monitored by Israeli microphones, cameras, drones, or spy software. Algorithms analyze the gathered data, helping the Israeli security forces pinpoint and neutralize what they consider to be potential threats.
The conflict between democracy and dictatorship is actually a conflict between two different data-processing systems. AI may swing the advantage toward the latter.
As we rely more on Google for answers, our ability to locate information independently diminishes. Already today, “truth” is defined by the top results of a Google search. This process has likewise affected our physical abilities, such as navigating space.
So what should we do?
For starters, we need to place a much higher priority on understanding how the human mind works—particularly how our own wisdom and compassion can be cultivated.
despite China’s many technological advances, in this new cyberspace race, the West had the lead.
Xi knew he had to act. Within twelve months he revealed his plan to make China a science and technology superpower. By 2030 the country would lead the world in AI, with a sector worth $150 billion. How? By teaching a generation of young Chinese to be the best computer scientists in the world.
Today, the US tech sector has its pick of the finest minds from across the world, importing top talent from other countries – including from China. Over half of Bay Area workers are highly-skilled immigrants. But with the growth of economies worldwide and a Presidential administration hell-bent on restricting visas, it’s unclear that approach can last.
In the UK the situation is even worse. Here, the government predicts there’ll be a shortfall of three million employees for high-skilled jobs by 2022 – even before you factor in the immigration crunch of Brexit. By contrast, China is plotting a homegrown strategy of local and national talent development programs. It may prove a masterstroke.
In 2013 the city’s teenagers gained global renown when they topped the charts in the PISA tests administered every three years by the OECD to see which country’s kids are the smartest in the world. Aged 15, Shanghai students were on average three full years ahead of their counterparts in the UK or US in maths and one-and-a-half years ahead in science.
Teachers, too, were expected to be learners. Unlike in the UK, where, when I began to teach a decade ago, you might be working on full-stops with eleven-year-olds then taking eighteen-year-olds through the finer points of poetry, teachers in Shanghai specialised not only in a subject area, but also an age-group.
Shanghai’s success owed a lot to Confucian tradition, but it fitted precisely the best contemporary understanding of how expertise is developed. In his book Why Don’t Kids Like School? cognitive Dan Willingham explains that complex mental skills like creativity and critical thinking depend on our first having mastered the simple stuff. Memorisation and repetition of the basics serve to lay down the neural architecture that creates automaticity of thought, ultimately freeing up space in our working memory to think big.
Seung-bin Lee, a seventeen-year-old high school graduate, told me of studying fourteen hours a day, seven days a week, for the three years leading up to the Suneung, the fearsome SAT exam taken by all Korean school leavers on a single Thursday each November, for which all flights are grounded so as not to break students’ concentration during the 45 minutes of the English listening paper.
Korea’s childhoods were being lost to a relentless regime of studying, crushed in a top-down system that saw them as cyphers rather than kids.
A decade ago, we consoled ourselves that although kids in China and Korea worked harder and did better on tests than ours, it didn’t matter. They were compliant, unthinking drones, lacking the creativity, critical thinking or entrepreneurialism needed to succeed in the world. No longer. Though there are still issues with Chinese education – urban centres like Shanghai and Hong Kong are positive outliers – the country knows something that we once did: education is the one investment on which a return is guaranteed. China is on course to becoming the first education superpower.
Troublingly, where education in the UK and US has been defined by creativity and independent thinking – Shanghai teachers told me of visits to our schools to learn about these qualities – our direction of travel is now away from those strengths and towards exams and standardisation, with school-readiness tests in the pipeline and UK schools minister Nick Gibb suggesting kids can beat exam stress by sitting more of them. Centres of excellence remain, but increasingly, it feels, we’re putting our children at risk of losing out to the robots, while China is building on its strong foundations to ask how its young people can be high-tech pioneers. They’re thinking big – we’re thinking of test scores.
soon “digital information processing” would be included as a core subject on China’s national graduation exam – the Gaokao – and pictured classrooms in which students would learn in cross-disciplinary fashion, designing mobile phones for example, in order to develop design, engineering and computing skills. Focusing on teaching kids to code was short-sighted, he explained. “We still regard it as a language between human and computer.” (My note: they are practically implementing the Finland’s attempt to rebuild curricula)
“If your plan is for one year,” went an old Chinese saying, “plant rice. If your plan is for ten years, plant trees. If your plan is for 100 years, educate children.” Two and half thousand years later chancellor Gwan Zhong might update his proverb, swapping rice for bitcoin and trees for artificial intelligence, but I’m sure he’d stand by his final point.
Significant Challenges Impeding Technology Adoption in K–12 Education
Improving Digital Literacy.
Schools are charged with developing students’ digital citizenship, ensuring mastery of responsible and appropriate technology use, including online etiquette and digital rights and responsibilities in blended and online learning settings. Due to the multitude of elements comprising digital literacy, it is a challenge for schools to implement a comprehensive and cohesive approach to embedding it in curricula.
Rethinking the Roles of Teachers.
Pre-service teacher training programs are also challenged to equip educators with digital and social–emotional competencies, such as the ability to analyze and use student data, amid other professional requirements to ensure classroom readiness.
p. 28 Improving Digital Literacy
Digital literacy spans across subjects and grades, taking a school-wide effort to embed it in curricula. This can ensure that students are empowered to adapt in a quickly changing world
Education Overview: Digital Literacy Has to Encompass More Than Social Use
The American Library Association (ALA) defines digital literacy as “the ability to use information and communication technologies to find, evaluate, create, and communicate or share information, requiring both cognitive and technical skills.” While the ALA’s definition does align to some of the skills in “Participate”, it does not specifically mention the skills related to the “Open Practice.”
The library community’s digital and information literacy standards do not specifically include the coding, revision and remixing of digital content as skills required for creating digital information. Most digital content created for the web is “dynamic,” rather than fixed, and coding and remixing skills are needed to create new content and refresh or repurpose existing content. Leaving out these critical skills ignores the fact that library professionals need to be able to build and contribute online content to the ever-changing Internet.
p. 30 Rethinking the Roles of Teachers
Teachers implementing new games and software learn alongside students, which requires
a degree of risk on the teacher’s part as they try new methods and learn what works
p. 32 Teaching Computational Thinking
p. 36 Sustaining Innovation through Leadership Changes
shift the role of teachers from depositors of knowledge to mentors working alongside students;
p. 38 Important Developments in Educational Technology for K–12 Education
Consumer technologies are tools created for recreational and professional purposes and were not designed, at least initially, for educational use — though they may serve well as learning aids and be quite adaptable for use in schools.
Drones > Real-Time Communication Tools > Robotics > Wearable Technology
Digital strategies are not so much technologies as they are ways of using devices and software to enrich teaching and learning, whether inside or outside the classroom.
> Games and Gamification > Location Intelligence > Makerspaces > Preservation and Conservation Technologies
Enabling technologies are those technologies that have the potential to transform what we expect of our devices and tools. The link to learning in this category is less easy to make, but this group of technologies is where substantive technological innovation begins to be visible. Enabling technologies expand the reach of our tools, making them more capable and useful
Affective Computing > Analytics Technologies > Artificial Intelligence > Dynamic Spectrum and TV White Spaces > Electrovibration > Flexible Displays > Mesh Networks > Mobile Broadband > Natural User Interfaces > Near Field Communication > Next Generation Batteries > Open Hardware > Software-Defined Networking > Speech-to-Speech Translation > Virtual Assistants > Wireless Powe
Internet technologies include techniques and essential infrastructure that help to make the technologies underlying how we interact with the network more transparent, less obtrusive, and easier to use.
Bibliometrics and Citation Technologies > Blockchain > Digital Scholarship Technologies > Internet of Things > Syndication Tools
Learning technologies include both tools and resources developed expressly for the education sector, as well as pathways of development that may include tools adapted from other purposes that are matched with strategies to make them useful for learning.
Adaptive Learning Technologies > Microlearning Technologies > Mobile Learning > Online Learning > Virtual and Remote Laboratories
Social media technologies could have been subsumed under the consumer technology category, but they have become so ever-present and so widely used in every part of society that they have been elevated to their own category.
Crowdsourcing > Online Identity > Social Networks > Virtual Worlds
Visualization technologies run the gamut from simple infographics to complex forms of visual data analysis
3D Printing > GIS/Mapping > Information Visualization > Mixed Reality > Virtual Reality
p. 46 Virtual Reality
p. 48 AI
p. 50 IoT
more on NMC Horizon Reports in this IMS blog
James Berger is a senior Lecturer in English and American Studies at Yale University. He recommends the 2014 novel “Orfeo,” by Richard Powers.
Eric Maskin is a Harvard professor and received the 2007 Nobel Memorial Prize in Economics. Maurice Schweitzer is a professor of operations, information, and decisions at the Wharton School at the University of Pennsylvania. Both chose Michael Lewis’ “The Undoing Project.”
how data is produced, collected and analyzed. make accessible all kind of data and info
ask good q/s and find good answers, share finding in meaningful ways. this is where digital literacy overshadows information literacy and this the fact that SCSU library does not understand; besides teaching students how to find and evaluate data, I also teach them how to communicate effectively using electronic tools.
connecting people tools and resources and making it easier for everybody. building collaborative, open and interdisciplinary
robust data computational literates. developing workshops, project and events to practice new skills. to position the library as the interdisciplinary nexus
what are data: definition. items of information, facts, traces of content and form. higher level, conception discussion about data in terms of social effects: matadata capturing information about the world, social political and economic changes. move away the mystic conceptions about data. nothing objective about data.
the emergence of IoT – digital meets physical. cyber physical systems. smart objects driven by industry. . proliferation of sensor and device – smart devices.
what does privacy looks like ? what is netneutrality when IoT? library must restructure : collaborate across institutions about collections of data in opien and participatory ways. put IoT in the hands of make and break things (she is maker space aficionado)
make and break things hackathons – use cheap devices such as Arduino and Pi.
data literacy programs with higher level conception exploration; libraries empower the campus in data collection. data science norms, store and share data to existing repositories and even catalogs. commercial services to store and connect data, but very restrictive and this is why libraries must be involved.
linked data and dark data
linked data – draw connections around online data most of the data are locked. linked data uses metadata to link related information in ways computers can understand.
libraries take advantage of link data. link data opportunity for semantics, natural language processing etc. if hidden data is relative to our communities, it is a library responsibility to provide it. community data practitioners
massive data, which cannot be analyzed by relational processing. data not yield significant findings. might be valuable for researchers: one persons trash is another persons’ treasure. preserving data and providing access to info. collaborate with researchers across disciplines and assist decide what is worth keeping and what discarding and how to study.
rich learning experience working with lined and dark data enable fresh perspective and learning how to work with data architecture. data literacy programming.
In the age of Big Data, there is an abundance of free or cheap data sources available to libraries about their users’ behavior across the many components that make up their web presence. Data from vendors, data from Google Analytics or other third-party tracking software, and data from user testing are all things libraries have access to at little or no cost. However, just like many students can become overloaded when they do not know how to navigate the many information sources available to them, many libraries can become overloaded by the continuous stream of data pouring in from these sources. This session will aim to help librarians understand 1) what sorts of data their library already has (or easily could have) access to about how their users use their various web tools, 2) what that data can and cannot tell them, and 3) how to use the datasets they are collecting in a holistic manner to help them make design decisions. The presentation will feature examples from the presenters’ own experience of incorporating user data in decisions related to design the Bethel University Libraries’ web presence.
lack of fear, changing the mindset.
deep collaboration both within and cross-consortia
don’t rely on vendor solutions. changing mindset
development = oppty (versus development as “work”)
private higher education is PALNI
3d virtual picture of disastrous areas. unlock the digital information to be digitally accessible to all people who might be interested.
they opened the maps of Katmandu for the local community and they were coming up with the strategies to recover. democracy in action
i can’t stop thinking that the keynote speaker efforts are mere follow up of what Naomi Klein explains in her Shock Doctrine: http://www.naomiklein.org/shock-doctrine: a government country seeks reasons to destroy another country or area and then NGOs from the same country go to remedy the disasters
A question from a librarian from the U about the use of drones. My note: why did the SCSU library have to give up its drone?
Douglas County Library model. too resource intensive to continue
Marmot Library Network
ILS integrated library system – shared with other counties, same sever for the entire consortium. they have a programmer, viewfind, open source, discovery player, he customized viewfind community to viewfind plus. instead of using the ILS public access catalogue, they are using the Vufind interface
Caiifa Enki. public library – single access collection. they purchase ebooks from the publisher and they are using also the viewfind interface. but not integrated with the library catalogs. Kansas public library went from OverDrive to Viewfind. CA State library is funding for the time being this effort.
Harper Collins is too cumbersome and the reason to avoid working with them.
security issues. some of the material sent over ftp and immediately moved to sftp
decisions – use of internal resources only, if now – amazon
programmer used for the pilot. contracted programmers. lack of the ability to see the large picture. eventually hired a full time person, instead of outsourcing. RDA compliant MARC.
ONIX, spreadsheet MARC.
Decision about who to start with : public or academic.
attempt to keep pricing down –
own agreement with the customers, separate from the agreement with the Publisher
current development: web-based online reading, shared-consortial collections and SIP2 authentication
This report is based on a DVD “Drones on Campus. UAS Issues for the Higher Education Community” of February 2, 2016. The DVD contains a PDF file and flattened media file with a voice-narrated PPT based on the information from the PDF.
The DVD is a commercial product for sale for the Higher Ed. It is the recoding of a commercial seminar for Higher Ed, led by a lawyer (Lisa Ellman, email@example.com, Twitter handle @leelellman) from the legal practice Hogan Lovells and by employee from FAA.
The information below represents the main points from the PDF / PPT presentation, as well as additional information with clarifications, which I added while working with the PDF and PPT files.
How and when UAS can be approved for flying at SCSU
The effect on SCSU of the domestic UAS legal framework
Public – UAS owned and operated by government agencies and organizations, such as public university a public COA (certificate of waiver of authorization) is issued by the FAA to a public agency/organization for public aircraft operations most aspects of public aircraft operations are not subject to FAA oversight If we are a public university… can we operate UAS under a public COA?
in order to operate under a public COA< the UAS must be operated by the university for a “core governmental function, which is defined as:
“… and activity undertaken by a government, such as national defense, intelligence missions, firefighting, search and rescue, law enforcement (including transport of prisoners, detainees, and illegal aliens), aeronautical research, or biological or geological resource management.
In an FAA Office, it was clarified that “aeronautical research” must be focused on the development and testing of the UAS itself, rather than the thing being observed and monitored using the UAS.
Any private sector (non-governmental) operation of a drone for purposes other than recreation or hobby is considered a “civil” operation
This category covers all commercial use of UAS, including use by private universities and colleges
Summary Grant Exemption / Blanket COA conditions and COA conditions and limitations:
Below 200 feet
Within visual line-of-sight of the pilot and visual observer
At least 500 feet from nonparticipating persons, vessels, vehicles, or structures, unless certain conditions met
Over private or controlled access property with consent
Visual observer required
Pilot must have an FAA issues pilot certificate and a medical certificate or DL
Mussed give a way to all manned aircraft
SCSU must apply for section 333 exemption – FAA has granted 3.129 out of 4500 applications. FAA current goal: 50+ exemption grants per week
QA regarding exemption / blanket COA requirements
Small UAS Rule: June 2016 (IMS blog)
Must be < 55 lbs
Max altitude speed 500 feet / 100 mph
Minimum visibility 3 miles
UAS always yield right-of-way to other aircraft
UAS cannot be operated recklessly
Registration and marking required
Hobbyist operators: December 21, 2015
All UAS >.55 pounds and less than 55 pounds must be registered either using the new online system or the FAAs existing paper-based registration system before the UAS can be operated outdoors
UAS within that right range purchased prior to December 21, 2015 must be registered by February 19, 2016
Hobbies required to submit basic contact info, such as name, address email. Costs $5 to register hobbyist owner’s entire fleet of UAS. The FAA will issue a single CAR (certificate of aircraft registration) with one registration number that can be used for and should be put on each UAS. Every 3 years, renewal.
Boggs v Meredith. How high do airspace rights extend over private property
Up to 83 feet in the air
Other legal liability issues:
Mitigating UAS Legal Liabilities
When hiring a UAS server provider
Seek to shift and limit liability through contract
Vendors operating UAS on university property should sing a written agreement
Ensure the UAS service provider has adequate insurance
Incidents/accidents involving personal injury or property damage
Lost-link events (AKA fly-aways)
UAS maintenance and inspection
UAS flight crew training / qualifications
Participant / property owner consent
Faculty/staff/student qualifications and training
Privacy policies, data management, retention
Consent and notification requirements for operating near people and structures
Outline of immediate tasks:
Based on the information above:
SCSU, LRS in particular, must decide what drone’s certificate to apply for: a. model; b. public; c.civil; or d. hobbies
After selection of certificate type, SCSU, LRS in particular, must register the drone[s].
SCSU, LRS in particular, must develop policies for service, operation and maintenance.
SCSU, LRS in particular, must assign person[s] in charge of the training, maintenance and operation.
Suggestions and recommendations:
Hosting a drone in the library.
If to adhere to the ALA call for the librarians to be the forefront of technology on campus, LRS can use the drone purchased in April 2014 to train and lend the drone for research on campus.
If LRS continues the policy of the previous dean, further suggestions below can be waved off.
Training, maintenance and operation
Shall LRS keep the drone, the best person to conduct the training and service of the drone will be an IMS faculty. As per email correspondence attached below, please have again the rational:
– hosting the drone with Circulation (staff) does not provide the adequate academic/research services. It is expected that the foremost users will be faculty, students and then staff and the foremost use will be academic and then leisure activities. While IMS faculty can meet the “leisure activities” for all three constituency, as it has been provided by the Circulation staff until this point, the IMS faculty can also provide the research and academic service, which Circulation staff is not educated neither trained for. With that said, the point made is not against staff not participating in the effort to train and service campus with the drone; it just makes the point that charging staff with that task is limited and against the best interest of the faculty and students on campus.
– blocking the effort of IMS faculty to lead technology-oriented services on campus, LRS in particular.
Upon hiring of a “technology” librarian, previous dean Mark Vargas blocked any technology-related activities by IMS faculty: e.g. 3d printer AKA makerspace, gaming and gamification, drones, etc.
If I am to understand well, the “technology” librarian’s charge must be toward automated library systems and similar, rather than educational use of multimedia and interactivity. Blocking IMS faculty to do what they do best by freezing any of their efforts and reserving “technology” for [unknown] future leadership of the “technology” librarian is a waste of IMS faculty expertise and knowledge.
Gaming and Gamification (http://blog.stcloudstate.edu/ims/2015/03/19/recommendations-for-games-and-gaming-at-lrs/) charge by previous dean Mark Vargas to the first-year “technology” librarian revealed as obvious that giving the preference to junior faculty to “lead” an effort can become a dangerous tool in the hands of the administration to manipulate and slow down efforts of educational trends of time-sensitive character. While, as from the beginning, the collaboration of the “technology” librarian has been welcomed and appreciated, it does not make sense from any cultural or institutional perspective, to put in charge a new faculty, who does not have the knowledge and networking of the campus, less the experience and knowledge with multimedia and interactive tools as the rest of the seasoned IMS faculty. Decision and consequent refusal of the “technology” librarian to work with the IMS faculty did not contribute to improvement of the situation.
A very important point, which goes against the “consensus” efforts of the previous dean, is the fact that now the library faculty is using the newly-hired “technology” librarian to hinder further the integration of the IMS faculty as part of LRS by using her as a focal point for any technology initiative in LRS, thus further excluding the IMS faculty from LRS activities. It will help: 1. delineate the expertise parameters of the “technology” librarian and 2. have the librarian faculty think about their work with the IMS faculty, which has been a thorny issue for more than 10 years now (pretty much since the hire of the bulk of the reference librarians).
If there are questions, or the need of more information, please do not hesitate to request.
Plamen Miltenoff, Ph.D., MLIS
From: Miltenoff, Plamen Sent: Wednesday, June 22, 2016 9:44 AM To: Banaian, King <firstname.lastname@example.org> Subject: request to release the library drone
My name is Plamen Miltenoff and I am faculty with the InforMedia Services of the SCSU Library. I have worked in the last 15+ years with faculty, students and staff on educational technology and instructional design. I hold two doctoral degrees in education and four master’s degrees in history and Library and Information Science.
I have extensive background in new educational technologies, which is amply reflected in the following blog: http://blog.stcloudstate.edu/ims/. Shall more proof of my abilities is needed, here is detailed information about publications, presentations and projects, which I have accomplished: http://web.stcloudstate.edu/pmiltenoff/faculty/
In the spring of 2014, Mark Vargas purchased a drone. As per my job description and long experience working with faculty across campus with other technologies, I immediately alerted SCSU faculty who have strong interest in applying drone’s technology in their studies, research and teaching, assuming that the newly-appointed library director (Mark Vargas) will support my years-long efforts.
Due to complications with FAA regulations the drones across the country were grounded.
Mark Vargas “stationed” it with the library Access Services, a unit, which is comprised of staff only. When I approached the library staff from Access Services, they chose to not collaborate with me, but rather deflect me to Mark Vargas.
As per my email to Mark Vargas of July 21, 2015 (attachment 1), I requested an explanation and shared my feeling that SCSU faculty are being left in disadvantage after I witness the drone being used. I also asked my immediate supervisor Mark Vargas about the policies and release conditions. Unfortunately, my repeated requests remained unanswered.
I am turning to you as the appointed administrator-in-charge of the library (attachment 2), with the request that you share the amounted paperwork regarding the drone. Mark Vargas did not share that information, despite numerous requests, e.g., if the drone is registered, etc.
I am seeking your administrative approval to pursue the completion of the paperwork and secure immediate usability of the drone, so it is available also to all interested SCSU faculty with or without my participation (as per regulations). The request is timely, since such technologies are aging quickly. Besides the depreciation of the technology, SCSU students and faculty deserves being kept with the times and explore a technology, which is rapidly becoming a mainstream, rather than novelty.
Please consider that I am the only library member with terminal degrees in education as well as extensive experience with technologies in general and educational technologies in particular. I am also the only library member with extensive network among faculty across campus. I am perceived by colleagues across campus more often as a peer, collaborator and research partner, then merely a service provider, as most of the library staff and faculty consider themselves. I am the only library member, who sits on theses and doctoral committees and the invitations to these committees are greatly based on my experience in educational technologies and my research and publishing skills. Leaving the drone in the Access Services, as appointed by the previous administrator, will result in a dormancy of technology as it has happened with numerous other technologies on this campus. It is a waste of equipment, which this university cannot afford in the respective financial times. Letting me take the lead of the drone project will secure active promotion and better application of this technology and possibly other venues (e.g. grants) to pursue further endeavors.
and direct oral and written communication with you, I have expressed strong academic interest in research of this technology for educational purposes. I have the educational background and experience for the aforementioned request.
I am asking you for access to this technology since early summer of 2014.
I would like to be informed what your plan for this technology is and when it will be open to the LRS faculty. I also would like to know when preference to LRS staff is given when technology is concerned, so I can plan accordingly.
Thank you and looking forward to hearing from you soon.
As you are aware, Mark Vargas has submitted his resignation as Dean of Learning Resources Services. Mark’s last day on campus was Friday, June 10, 2016.
I want to assure you that any decision about interim leadership will be made after careful consideration of the needs of the Library and the University. I will continue conversations with various individuals, including the President, to ensure we have strategic alignment in both support and oversight for LRS. LRS is committed to providing excellent services to our students, faculty, and staff, creating opportunities for knowledge, and serving the public good. I look forward to working together with you to accomplish these goals.
I expect to identify an interim dean shortly and to begin a national search this fall with an appointment to begin July 1, 2017. I have asked Greta to schedule a time for me to visit with faculty and staff in Learning Resource Service next week. In the meantime, Dean King Banaian will serve as the administrator-in-charge of LRS until June 30, 2016.
– the first goal of this technology instruction is to figure out the current state of technology in K12 settings.
* split in groups * using each group member’s information and experience about technology in general and technology in school settings, use the flow chart above and identify any known technology, which can improve the process of each step in the flow chart.
* reconvene and compare results among groups. Find similarities and discrepancies and agree on a pool of applicable technology tools and concepts, which can improve the process reflected in the flow chart.
Example how to meet the requirements for the first goal: 1. based on your technological proficiency, how can you aid your study using system thinking/systems approach? the work ahead of you is collaborative. What collaborative tools do you know, which can help the team work across time and space? Skype, Google Hangouts for audio/video/desktopsharing. Google Drive/Docs for working on policies and similar text-based documents.
Work on the following assignment:
Trends in technology cannot be taken separately from other issues and are closely intertwined with other “big” trends :
keeping in mind this interdependence / balance, please work in groups on the following questions. Using the available links above and the literature they lead to, as well as your own findings, please provide your best opinion to these questions:
when planning for a new building and determining learning spaces, what is the percentage of importance, which we place on technology, in relation to furniture, for example?
how much do teachers have a say in the planning of the building, considering that they had worked and prefer “their type” of learning space?
who decides what technology and how? how one rationalizes the equation technology = learning spaces = available finances?
how much outsourcing (consulting) on any of the components of the equation above one can afford / consider? How much weight the strategic planning puts on the consulting (outsourcing) versus the internal opinion (staff and administrators)?
how “far in the future” your strategic plan is willing / able to look at, in terms of technology – learning spaces?
How to stay current with the technology developments:
This session will present results from an evaluation of the integration of RealizeIT adaptive learning technology into three fully online courses: General Psychology, Pathophysiology for Nursing Practice, and College Algebra. Presenters will discuss the impact on students, faculty, and the university.
Adaptive learning systems provide each student with a personalized learning experience, adapting the presentation of the content, and possibly the assessment to the individual ability of the student
Co-developed by Learning Technologies and the Faculty Colloquium on Excellence in Teaching and Learning at Indiana University, a digital badge pilot (badges.iu.edu) was launched to support faculty professional development and growth. This session will cover the competency levels, topics of study, and the badging platform to document levels of achievement. Outcomes: Understand the basics of a three-tiered framework for digital badges * Review the online badging platform * Explore topics for faculty development
Mozilla Open Badges 101: Digging into Badges (a webinar)
personalized learning or competency-based does not resolve it. GPA does not respond to employers search
regimenting credentials. digital representation of of skill or achievement. represent achievements on the web. social status (foursquare). granular, evidence-based and transferable. badge ecosystem (across multiple areas), this is why open badges; open system. Open Badge Standard: issuer information; earner information; criteria URL; evidence URL; Standards Alignment; Taxonomy Tags
Data Visualization: The What, the Who, and the How
Data visualization tools are becoming much stronger and are now targeted at a much wider audience. This panel will explore what we should be trying to do with data visualization, who will be doing it, and how we might support and steer it. OUTCOMES: Identify multiple opportunities for use of data visualization * Learn about multiple user communities, including those not centrally managed * Explore ways to support users and steer them toward good practiceshttp://www.educause.edu/sites/default/files/library/presentations/E15/SESS029/Data%2BViz%2BEducause%2B151028%2BFINAL1.pptxslides 7: What works well for technically savvy developers may not work for faculty or staff without those same credentials.
Oracle suite of OBIEE (Oracle Business Intelligence Enterprise Edition) has been very successful for CSU
Cognos (IBM) is another tool that is very popular for developers and has been used by USG central office
D3 (For Data Driven Documents)
slide 11: Two primary design goals supported through Data Visualization:
Discovery and Exploration
–What story is the data telling you
–Identify patterns and exceptions
–Compare, contrast, choose
–Explain, make a point, decide
qPresent more clearly or more forcefully than would be accomplished with text or tables
qReports, dashboards, infographics, etc.
qAllow us to see what would be difficult or impossible to see if not presented in a useful visualization
qRealm of research but moving into the mainstream
qCan same visualization serve both purposes?
iPad, You Pad, We All Pad: Transforming Teaching and Learning
California State University Northridge, Lynn University, and Jackson State University have all deployed one-to-one iPad tablet initiatives, with the objectives to increase student engagement and learning, improve the quality of teaching materials, and decrease student costs. This session will discuss the transformational educational opportunities afforded by the iPad and highlight technology and pedagogical lessons learned. Outcomes: Learn about the transformational impact of one-to-one iPad initiatives in the classroom * Understand the need for extensive faculty development and faculty adoption strategies * Appreciate deployment and support challenges====================
The Avalon Video and Audio Repository for Libraries and Beyond
The Avalon Media System provides an open-source streaming media solution, based on Hydra/Fedora repository technologies, focused on delivery of library media collections, but it is finding other uses, including support for publication, teaching and learning content, and digital scholarship. As a result, new features enhance support for additional research and instructional use cases. Outcomes: Understand the problems Avalon solves * Understand the extended use cases addressed with Avalon, both present and intended future * Learn how best to engage with the Avalon project.========================
The Karuta Open Source Portfolio, currently under incubation by the Apereo Foundation, offers dramatic flexibility for designing portfolio workflows with rubrics to assess learning outcomes. Karuta is LTI enabled for integration with the LMS for easy access and transfer of evidence of learning. Subsequent releases will add functionality for showcasing as well as reporting. Outcome: Learn how Karuta can flexibly support your programs and institution through leveraging its functionality
Supporting the Discovery and Adoption of Open E-Textbooks
The California Open Education Resources Council comprises faculty from the three CA higher education systems working together to identify open textbooks for high impact courses. The selected open textbooks are in the process of being peer reviewed and curated in the CA Open Online Library. Outcomes: Identify quality open textbooks for general education, high-impact courses * Learn how to interpret textbook peer reviews with a faculty-created rubric * Understand how to reference these resources for the discovery of quality no- or low-cost materialshttp://www.educause.edu/sites/default/files/library/presentations/E15/PS58/COOL%2BEducause%2BPoster%2B2015.pdf
Seminar 12P – Six Secrets for Evaluating Online Teaching (separate registration is required)
What makes online teaching different from face-to-face teaching? How can we tell when it’s done well? Faculty members, administrators, and IT leaders will learn six evaluation “secrets” from the authors of the new book Evaluating Online Teaching. You will leave this seminar with use-them-now strategies, tools, and templates to take back to your campus. OUTCOMES: Distinguish online content and practices that “count” as teaching behaviors * Design self-, peer-, and administrative-evaluation analytic tools * Develop a 6-stage, campus-wide program for evaluating online teachinghttp://www.educause.edu/annual-conference/2015/seminar-12p-six-secrets-evaluating-online-teaching-separate-registration-required
Learn how the University of Pittsburgh is creating a scalable classroom model for active learning on a traditional campus. Administrators, faculty, and instructional technologists and designers recently collaborated to reimagine legacy large-enrollment lecture halls. The focus of this session is on the learning space design process across the disciplines. Outcomes: Identify and apply the principles of active learning associated with learning space deign * Understand the design process * Assemble an effective learning space design teamhttp://www.educause.edu/annual-conference/2015/reimagining-learning-space-design-across-disciplines
Thinking Digitally: Advancing Digital Literacy with Personalized Learning Tools
The session will outline a scalable framework for integrating digital literacy in higher education curriculum, supported by tools that allow for active and personalized learning. Research and examples from Georgia State University’s experience implementing a pilot program will be used as a catalyst for interactive discussion and idea generation. Outcomes: Understand the value of incorporating digital literacy into curriculum * Select from emerging personalized learning technologies to support digital literacy across diverse academic scenarios * Adapt a methodology for developing partnerships to advance digital literacy across the organizationhttp://www.educause.edu/annual-conference/2015/thinking-digitally-advancing-digital-literacy-personalized-learning-tools===============
A discussion of unmanned aerial vehicles (drones) and drone activities that either take place on campus or impact a campus from the outside. The state of federal aviation regulations and guidelines for drones will be covered. Attendees can share their experiences with official and rogue drone activities at their institutions. Outcomes: Learn about the drone devices in use, from miniature to massive * Understand the impact of drones on academic institutions, for better or worse * Learn what drone activities are legally allowable, banned, or discouragedhttp://www.educause.edu/annual-conference/2015/whats-droning-overhead
Join this lively discussion and discovery of innovative and functional uses and support for mobile computing. We will explore creative ideas for projects using mobile devices in teaching, learning, and administration. Topics may include hardware, applications, tools, special uses, wireless and mobile connectivity, web services, support issues, and security.