Searching for "free image"

free web-conferencing tool: Stoodle

Stoodle is a web application which allows you, without any download or registration, to create a quick classroom space. By sharing the URL of the classroom you can invite other participants. You can use microphone or text based chat, and upload files (images) to discuss.

public domain video clips

Library of Congress launched the National Screening Room. The National Screening Room currently offers about 300 videos. The videos are digital copies of films made in the 19th and 20th centuries. You can browse the collection by date, location of the filming, and subject. You can also search for videos that are parts of other LOC collections. All of the videos in the National Screening Room can be viewed online and or downloaded as MP4 files.

Flickr is known for hosting millions of images, but it also hosts lots of videos. how to find public domain videos on Flickr

Pixabay has been one of my go-to sites for public domain images for years. Pixabay also offers public domain video clips that you can download for free.

The Public Domain Review is a website that features collections of images, books, essays, audio recordings, and films that are in the public domain

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more on free images in this IMS blog
http://blog.stcloudstate.edu/ims?s=stock

places to find public domain images online.

stock photos

LITA listerv has an useful discussion on stock photos:

eturner@gcls.org:

free stock images under Creative Commons licenses we like to use:

https://www.pexels.com/
https://stocksnap.io/
https://unsplash.com/

++++++++++

Junior Tidal <jtidal@CityTech.Cuny.Edu>

NYPL also has a public domain collection – http://www.nypl.org/research/collections/digital-collections/public-domain

++++++++++++

John Blyberg <john@blyberg.net>
https://github.com/heyalexej/awesome-images

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Lisa Bunker <Lisa.Bunker@pima.gov>

sample searches to see if they have good images for you.  http://www.thinkstockphotos.com/

+++++++++++++++

Mark Beatty <mbeatty@ala.org>
https://search.creativecommons.org/

++++++++++++

Corey Seeman <cseeman@umich.edu>

Flickr users have a large number of items that are available under Creative Commons:

https://www.flickr.com/creativecommons/

++++++++++

For Social Media and Presentations: Free Image Sources

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yvonner@ranchomiragelibrary.org:

Dollar Photo for stock images. They are closing down as of April 15th. Does anyone use another vendor that comparable? We loved that fact that we could prepay for credits ($1 per image) rather than pay for a monthly subscription.

More on free images in this IMS blog:

http://blog.stcloudstate.edu/ims/?s=free+image&submit=Search

effective presentations

Plan

  1. effective presentations
    1. reality: more dynamic environment/two way conversation
    2. conversation does not stop with the end of the presentation
    3. data-mining
    4. communities and connectivity
  2. PowerPoint (the Death of)
  3. Alternatives to PowerPoint

———–

————————————

More on presentations in this IMS blog:

free image sources:

http://blog.stcloudstate.edu/ims/2014/06/01/social-media-and-presentations-free-image-sources/

Presentation tools for teachers:

http://blog.stcloudstate.edu/ims/2013/09/30/the-5-best-free-slideshow-presentation-and-creation-tools-for-teachers/

http://blog.stcloudstate.edu/ims/2014/07/09/2014-best-educational-web-sites/

Basics of design:

http://blog.stcloudstate.edu/ims/2013/01/22/basics-of-design/

 

convocation winter 2016

Short link the information below on the IMS blog: http://blog.stcloudstate.edu/ims/?p=4441 and even shorter one: http://scsu.mn/1RsQErr

Weds 6th

Session I 10-11:15         Voyageurs North (Atwood)

Title
Engage your students: connect CMS (D2L) to social media to enhance the learning process.

Plamen Miltenoff and Emil Towner

Join us online via Adobe Connect: http://scsuconnect.stcloudstate.edu/ims (please login as a “guest” and use your real name)

Outline

In this rapid succession of examples, one can experience a showcase how to enhance students’ engagement by modernizing D2L experience through connection with social media. Bring your own examples and participate in a discussion, which aims finding the right tools for your class and field of study.

Audience:
beginners to advanced

Prerequisite:
come with your own social media accounts: Facebook, Twitter, Instagram, Pinterest, Vine

Outcomes:

By the end of this session, the participants will have an idea about peculiarity of each of the social media tools: Facebook, Twitter, Instagram, Pinterest, Vine

By the end of the session, the participants will be familiar with the integration of each of the social media tool into D2L

By the end of the session, the participants will be able to asses to what extent each particular tool fits their field of study

By the end of the session, the participants will be able to compare the pedagogical advantages and disadvantages of the social media tools compared to D2L

Useful links to contact us via social media:
IMS blog: http://blog.stcloudstate.edu/ims
IMS Facebook: https://www.facebook.com/InforMediaServices?ref=hl
IMS Twitter: https://twitter.com/SCSUtechinstruc
IMS Pinterest: http://www.pinterest.com/scsutechnology/
IMS Instagram: http://instagram.com/scsutechinstruct
IMS YouTube: https://www.youtube.com/channel/UC_UMIE5r6YB8KzTF5nZJFyA
IMS Google+: https://plus.google.com/u/0/115966710162153290760/posts/p/pub
IMS LinkedIn: http://www.linkedin.com/in/scsuinstructionaltechnology

Plan – Plamen Miltenoff:

 Please consider the following survey about your opinion regarding social media in education:

*http://aidemoreto.polldaddy.com/s/social-media-in-education*
please have the short link: http://scsu.mn/1Z8EFFx

most recent contemplations about blogs and social media in general:
http://blog.stcloudstate.edu/ims/2016/01/01/4507/

  • D2L and Vine
    Vine is a social media services, which provides the ability to share 7 sec videos. Vine is becoming more popular then Instagram (15 sec videos), with the simplicity to create short videos. Students can take sequence of short videos, which amount to 7 sec to reflect the main points of a project. E.g.: chemical reaction, biology dissection, progress of engineering planning, solving a math formula.
    URL to the vine can be posted in the D2L discussion area for further collaborative effort or for peers’ and instructions evaluation
    Vines are a click away from a FB group page or, with the right handle and hashtag, to a Twitter discussion
    The bottom-line to evaluate if fitting your field of study is: can the content be narrated or is it much better if visualized. If the latter, Vine can be your salvation.
    How to Create Social Videos With Your Smartphone http://blog.stcloudstate.edu/ims/2015/01/10/social-videos-with-your-smartphone/
  • D2L and YouTube, EdPuzzle (https://edpuzzle.com/), etc
    YouTube Unveils New Trending Tab
    http://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/

    Per SCSU IT disclaimer: MediaSpace (Kaltura) is a free, cloud-based video repository solution for campus that allows faculty and staff to upload and distribute video and audio content for academic or administrative purposes. Facilitators will discuss potential uses of MediaSpace for campus, demonst rate how to create Webcam and screen recordings, upload audio/video, and embed or link to MediaSpace content from D2L or a web site.  YouTube is owned by Google and the integration, including statistics and analytics by Google are way beyond MediaSpace. The only selling point of MediaSpace is the FERPA requirement by MnSCU to host privacy data on a MnSCU owned server
  • Google+
    Google+ is indirect competition with any CMS, D2L included, with its GOogle Classroom platform (https://classroom.google.com/ineligible). K12 and higher institutions are outsourcing to GMAIL and with Google Hangouts (Skype also), one can share video, audio and desktops, which makes Adobe Connect + D2L way behind in integration even before Google Drive is mentioned.
    Google Introduces Shared Albums in Google Photos:
    http://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/
    8 Ways to Use Google+ Hangouts for Your Business http://blog.stcloudstate.edu/ims/2015/09/23/google-hangouts/You can record hangouts directly to your YouTube channel for future use.For private Google+ Hangouts, choose Google+ Video Hangouts, which allow you to have up to 10 participants in a video chat that is accessible only to the people invited.

Plan – Emil Towner:

  1. General stats on integrating social media and things to consider
  1. Integrating LinkedIn Assignments
  1. Integrating Facebook Groups
  • I will show a couple of groups that I have used
  • I can also come up with an “exercise” that participants can do, just let me know: (1) if you want me to and (2) if participants are suppose to have a Facebook account that they can log into during the session

 ===========================================================

Session K 2-3:15: 2PM Wed, Jan 8.  Location: CH455

Title
Engage your students: gaming and gamification in the learning process.

Outline

As part of the broader discussion, a short discussion segment to form and agree on definitions and terms regarding games and gamification. Another short segment to seek consensus if this SCSU campus is ready to departure on the path of gamifying education. After several examples, of how games are used in education and gamification techniques, a discussion on how gaming and gamification can be streamlined amidst shrinking budget and increasing workload. More details and information about gaming and gamification at: http://scsu.mn/1F008Re

Audience:
beginners to advanced

Outcomes:

By the end of this session, the participants will have a working definitions on play, games, serious games, game-based learning, digital game-based learning, gaming, gamification and badges. (more at http://scsu.mn/1F008Re)

By the end of the session, the participants will be familiar with the possibilities for integration of games in the educational process and for gamification of the educational process.

By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study

Plan:

===========================================

Friday 8th

Session M 10-11:15: CH 455

Title
Present and be presented: engage your students with modern ways to share information

Outline

Two trends plague education: the swamp of PowerPoint presentations and the lack of visual literacy. In this rapid succession of examples, one can experience a showcase of various cloud-based tools, which brings visual presentations way beyond PowerPoint and align with the Millennials demand for current social interaction. A discussion on how relevant these tools are to various disciplines and details on improving the interaction among instructors and students during the presentation. Ongoing discussion about design as part of visual literacy and the difference between blended learning and technology integration.

Audience:
beginners to advanced

Outcomes:

By the end of this session, the participants will have understand the movement “Death by PowerPoint” and will understand the advantage of cloud-based presentation tools to MS PowerPoint

By the end of the session, the participants will be familiar with several tools, which successfully replace PowerPoint and well beyond.

By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study

By the end of the session, the participants will be able to discriminate between technology integration and blended learning.

Plan:

 

change in the K12 sector

Twelve Years Later: What’s Really Changed in the K-12 Sector? (Part 1)

By Dave Stevenson     Apr 3, 2019

https://www.edsurge.com/news/2019-04-03-twelve-years-later-what-s-really-changed-in-the-k-12-sector-part-1

In fall 2007, Larry Berger, CEO of Wireless Generation (now Amplify) was invited to submit a paper to an “Entrepreneurship in Education”

As education entrepreneurs know, growth in K-12 comes hard. Sometimes very hard. We were living Marc Andreessen’s startup mantra: “You only ever experience two emotions: euphoria and terror.”

The edtech boom of the past two decades promised efficacy and new instructional models. Many teachers instead experience it as “clutter.” But poorly integrated standards, curriculum, assessment, and intervention materials have always been a problem.

When it comes to instruction, the work consists of four segments: core curriculum, supplemental (intervention, test prep, little books) curriculum, assessment, and technology (hardware, infrastructure and connectivity). Each of these workstreams are run by separate teams, using independent funding streams, only rarely coordinating. Schools rely—as they always have—on the hero in the classroom, who has to somehow synthesize everything for a roomful of children, every single day.

Twelve Years Later: How the K-12 Industry and Investment Landscape Has Shifted (Part 2)

By Dave Stevenson     Apr 5, 2019

https://www.edsurge.com/news/2019-04-05-twelve-years-later-how-the-k-12-industry-and-investment-landscape-has-shifted-part-2

Twelve years ago, Amplify CEO Larry Berger and I wrote about the “pareto distribution” of companies in the K-12 sector.

The “oligopoly” was the natural outcome of a highly decentralized system and fragmented demand. To serve 15,000-plus districts and more than 100,000 school buildings, a company needed huge sales and service teams; to afford them, the company needed a bookbag full of products across content areas, grade ranges, and use cases. The structure of demand created the “Big Three”—McGraw-Hill, Houghton Mifflin Harcourt and Pearson.

Meanwhile, the number of small players—further right on the pareto distribution—has grown dramatically. Online distribution and freemium business models have enabled companies like Flocabulary, Newsela, Nearpod, and others

few alternative models to consider:
companies like Remind, ClassDojo, and Edmodo, who all adopted a “West Coast” approach: collect active users now, with plans to monetize later.

The second includes the “platform” players—Schoology, itslearning, Canvas, and other LMS-like platforms. They have set out to do something differently, only possible by means of technology—to be the search, storage and distribution platform for instructional content.  Google Classroom has instead emerged as the de facto standard platform, fueled by the runaway adoption of Chromebooks.

The third includes “policy responsive” players—companies like Panorama, Ellevation or Wireless Generation. hese companies help school systems meet a new policy requirement—social-emotional learning, English Language Learning, and reading assessment, respectively.

capital investment K12 US education

But we’re not “decluttering” our classrooms or in our schools. What would it take for the private and public sectors to work shoulder-to-shoulder?
a catch-22: so long as buying is fragmented, it’s hard to justify the integrated product investment; so long as products are fragmented, it’s hard for a district to create an integrated instructional model.

Ithaka S+R US Faculty Survey 2018

Ithaka S+R US Faculty Survey 2018

Table 1

ebooks

Table 2

ebooks among disciplines

Table 3
ebooks among age

Table 4

materials freely available online

Table 5
freely available version

Table 6

ebooks sharing information

Table 7

Figure 29: Are your research publications and/or products freely available online through your institution’s repository, a disciplinary repository (such as arXiv, SSRN, etc.), or available elsewhere online (such as your personal webpage)? For each type(s) of scholarly work(s) listed below, please select all hosting sources that apply. Of the respondents that make each of the following types of publications and/or products freely available online, the percent who indicated their research is hosted in each of the following.

freely available research publications

Table 8

Which of the following statements best describes your role in deciding what textbooks and other course materials will be used in the courses you teach? Percent of respondents who selected each item.

decisionmaker textbooks

Table 9

why OER

Table 10

why OER

Table 11

created vs used OER materials

Learning Analytics Tools

Table 12

learning analytical tools by majors/ disciplines

table 13
learning analytical tools by age

table 14
learning analytical tools by status

table 15

role of the library

OLC Collaborate

OLC Collaborate

https://onlinelearningconsortium.org/attend-2019/innovate/

schedule:

https://onlinelearningconsortium.org/attend-2019/innovate/program/all_sessions/#streamed

Wednesday

++++++++++++++++
THE NEW PROFESSOR: HOW I PODCASTED MY WAY INTO STUDENTS’ LIVES (AND HOW YOU CAN, TOO)

Concurrent Session 1

https://onlinelearningconsortium.org/olc-innovate-2019-session-page/?session=6734&kwds=

+++++++++++++

Creating A Cost-Free Course

+++++++++++++++++

Idea Hose: AI Design For People
Date: Wednesday, April 3rd
Time: 3:30 PM to 4:15 PM
Conference Session: Concurrent Session 3
Streamed session
Lead Presenter: Brian Kane (General Design LLC)
Track: Research: Designs, Methods, and Findings
Location: Juniper A
Session Duration: 45min
Brief Abstract:What happens when you apply design thinking to AI? AI presents a fundamental change in the way people interact with machines. By applying design thinking to the way AI is made and used, we can generate an unlimited amount of new ideas for products and experiences that people will love and use.https://onlinelearningconsortium.org/olc-innovate-2019-session-page/?session=6964&kwds=
Notes from the session:
design thinking: get out from old mental models.  new narratives; get out of the sci fi movies.
narrative generators: AI design for people stream
we need machines to make mistakes. Ai even more then traditional software.
Lessons learned: don’t replace people
creativity engines – automated creativity.
trends:
 AI Design for People stream49 PM-us9swehttps://www.androidauthority.com/nvidia-jetson-nano-966609/
https://community.infiniteflight.com/t/virtualhub-ios-and-android-free/142837?u=sudafly
 http://bit.ly/VirtualHub
Thursday
Chatbots, Game Theory, And AI: Adapting Learning For Humans, Or Innovating Humans Out Of The Picture?
Date: Thursday, April 4th
Time: 8:45 AM to 9:30 AM
Conference Session: Concurrent Session 4
Streamed session
Lead Presenter: Matt Crosslin (University of Texas at Arlington LINK Research Lab)
Track: Experiential and Life-Long Learning
Location: Cottonwood 4-5
Session Duration: 45min
Brief Abstract:How can teachers utilize chatbots and artificial intelligence in ways that won’t remove humans out of the education picture? Using tools like Twine and Recast.AI chatobts, this session will focus on how to build adaptive content that allows learners to create their own heutagogical educational pathways based on individual needs.++++++++++++++++

This Is Us: Fostering Effective Storytelling Through EdTech & Student’s Influence As Digital Citizens
Date: Thursday, April 4th
Time: 9:45 AM to 10:30 AM
Conference Session: Concurrent Session 5
Streamed session
Lead Presenter: Maikel Alendy (FIU Online)
Co-presenter: Sky V. King (FIU Online – Florida International University)
Track: Teaching and Learning Practice
Location: Cottonwood 4-5
Session Duration: 45min
Brief Abstract:“This is Us” demonstrates how leveraging storytelling in learning engages students to effectively communicate their authentic story, transitioning from consumerism to become creators and influencers. Addressing responsibility as a digital citizen, information and digital literacy, online privacy, and strategies with examples using several edtech tools, will be reviewed.++++++++++++++++++

Personalized Learning At Scale: Using Adaptive Tools & Digital Assistants
Date: Thursday, April 4th
Time: 11:15 AM to 12:00 PM
Conference Session: Concurrent Session 6
Streamed session
Lead Presenter: Kristin Bushong (Arizona State University )
Co-presenter: Heather Nebrich (Arizona State University)
Track: Effective Tools, Toys and Technologies
Location: Juniper C
Session Duration: 45min
Brief Abstract:Considering today’s overstimulated lifestyle, how do we engage busy learners to stay on task? Join this session to discover current efforts in implementing ubiquitous educational opportunities through customized interests and personalized learning aspirations e.g., adaptive math tools, AI support communities, and memory management systems.+++++++++++++

High-Impact Practices Online: Starting The Conversation
Date: Thursday, April 4th
Time: 1:15 PM to 2:00 PM
Conference Session: Concurrent Session 7
Streamed session
Lead Presenter: Katie Linder (Oregon State University)
Co-presenter: June Griffin (University of Nebraska-Lincoln)
Track: Teaching and Learning Practice
Location: Cottonwood 4-5
Session Duration: 45min
Brief Abstract:The concept of High-impact Educational Practices (HIPs) is well-known, but the conversation about transitioning HIPs online is new. In this session, contributors from the edited collection High-Impact Practices in Online Education will share current HIP research, and offer ideas for participants to reflect on regarding implementing HIPs into online environments.https://www.aacu.org/leap/hipshttps://www.aacu.org/sites/default/files/files/LEAP/HIP_tables.pdf+++++++++++++++++++++++

Human Skills For Digital Natives: Expanding Our Definition Of Tech And Media Literacy
Date: Thursday, April 4th
Time: 3:45 PM to 5:00 PM
Streamed session
Lead Presenter: Manoush Zomorodi (Stable Genius Productions)
Track: N/A
Location: Adams Ballroom
Session Duration: 1hr 15min
Brief Abstract:How can we ensure that students and educators thrive in increasingly digital environments, where change is the only constant? In this keynote, author and journalist Manoush Zomorodi shares her pioneering approach to researching the effects of technology on our behavior. Her unique brand of journalism includes deep-dive investigations into such timely topics as personal privacy, information overload, and the Attention Economy. These interactive multi-media experiments with tens of thousands of podcast listeners will inspire you to think creatively about how we use technology to educate and grow communities.Friday

Anger Is An Energy
Date: Friday, April 5th
Time: 8:30 AM to 9:30 AM
Streamed session
Lead Presenter: Michael Caulfield (Washington State University-Vancouver)
Track: N/A
Location: Adams Ballroom
Position: 2
Session Duration: 60min
Brief Abstract:Years ago, John Lyndon (then Johnny Rotten) sang that “anger is an energy.” And he was right, of course. Anger isn’t an emotion, like happiness or sadness. It’s a reaction, a swelling up of a confused urge. I’m a person profoundly uncomfortable with anger, but yet I’ve found in my professional career that often my most impactful work begins in a place of anger: anger against injustice, inequality, lies, or corruption. And often it is that anger that gives me the energy and endurance to make a difference, to move the mountains that need to be moved. In this talk I want to think through our uneasy relationship with anger; how it can be helpful, and how it can destroy us if we’re not careful.++++++++++++++++

Improving Online Teaching Practice, Creating Community And Sharing Resources
Date: Friday, April 5th
Time: 10:45 AM to 11:30 AM
Conference Session: Concurrent Session 10
Streamed session
Lead Presenter: Laurie Daily (Augustana University)
Co-presenter: Sharon Gray (Augustana University)
Track: Problems, Processes, and Practices
Location: Juniper A
Session Duration: 45min
Brief Abstract:The purpose of this session is to explore the implementation of a Community of Practice to support professional development, enhance online course and program development efforts, and to foster community and engagement between and among full and part time faculty.+++++++++++++++

It’s Not What You Teach, It’s HOW You Teach: A Story-Driven Approach To Course Design
Date: Friday, April 5th
Time: 11:45 AM to 12:30 PM
Conference Session: Concurrent Session 11
Streamed session
Lead Presenter: Katrina Rainer (Strayer University)
Co-presenter: Jennifer M McVay-Dyche (Strayer University)
Track: Teaching and Learning Practice
Location: Cottonwood 2-3
Session Duration: 45min
Brief Abstract:Learning is more effective and organic when we teach through the art of storytelling. At Strayer University, we are blending the principles story-driven learning with research-based instructional design practices to create engaging learning experiences. This session will provide you with strategies to strategically infuse stories into any lesson, course, or curriculum.

Library Technology Conference 2019

#LTC2019

Intro to XR in Libraries from Plamen Miltenoff

keynote: equitable access to information

keynote spaker

https://sched.co/JAqk
the type of data: wikipedia. the dangers of learning from wikipedia. how individuals can organize mitigate some of these dangers. wikidata, algorithms.
IBM Watson is using wikipedia by algorythms making sense, AI system
youtube videos debunked of conspiracy theories by using wikipedia.

semantic relatedness, Word2Vec
how does algorithms work: large body of unstructured text. picks specific words

lots of AI learns about the world from wikipedia. the neutral point of view policy. WIkipedia asks editors present as proportionally as possible. Wikipedia biases: 1. gender bias (only 20-30 % are women).

conceptnet. debias along different demographic dimensions.

citations analysis gives also an idea about biases. localness of sources cited in spatial articles. structural biases.

geolocation on Twitter by County. predicting the people living in urban areas. FB wants to push more local news.

danger (biases) #3. wikipedia search results vs wkipedia knowledge panel.

collective action against tech: Reddit, boycott for FB and Instagram.

Mechanical Turk https://www.mturk.com/  algorithmic / human intersection

data labor: what the primary resources this companies have. posts, images, reviews etc.

boycott, data strike (data not being available for algorithms in the future). GDPR in EU – all historical data is like the CA Consumer Privacy Act. One can do data strike without data boycott. general vs homogeneous (group with shared identity) boycott.

the wikipedia SPAM policy is obstructing new editors and that hit communities such as women.

++++++++++++++++++

Twitter and Other Social Media: Supporting New Types of Research Materials

https://sched.co/JAWp

Nancy Herther Cody Hennesy

http://z.umn.edu/

twitter librarieshow to access at different levels. methods and methodological concerns. ethical concerns, legal concerns,

tweetdeck for advanced Twitter searches. quoting, likes is relevant, but not enough, sometimes screenshot

engagement option

social listening platforms: crimson hexagon, parsely, sysomos – not yet academic platforms, tools to setup queries and visualization, but difficult to algorythm, the data samples etc. open sources tools (Urbana, Social Media microscope: SMILE (social media intelligence and learning environment) to collect data from twitter, reddit and within the platform they can query Twitter. create trend analysis, sentiment analysis, Voxgov (subscription service: analyzing political social media)

graduate level and faculty research: accessing SM large scale data web scraping & APIs Twitter APIs. Jason script, Python etc. Gnip Firehose API ($) ; Web SCraper Chrome plugin (easy tool, Pyhon and R created); Twint (Twitter scraper)

Facepager (open source) if not Python or R coder. structure and download the data sets.

TAGS archiving google sheets, uses twitter API. anything older 7 days not avaialble, so harvest every week.

social feed manager (GWUniversity) – Justin Litman with Stanford. Install on server but allows much more.

legal concerns: copyright (public info, but not beyond copyrighted). fair use argument is strong, but cannot publish the data. can analyize under fair use. contracts supercede copyright (terms of service/use) licensed data through library.

methods: sampling concerns tufekci, 2014 questions for sm. SM data is a good set for SM, but other fields? not according to her. hashtag studies: self selection bias. twitter as a model organism: over-represnted data in academic studies.

methodological concerns: scope of access – lack of historical data. mechanics of platform and contenxt: retweets are not necessarily endorsements.

ethical concerns. public info – IRB no informed consent. the right to be forgotten. anonymized data is often still traceable.

table discussion: digital humanities, journalism interested, but too narrow. tools are still difficult to find an operate. context of the visuals. how to spread around variety of majors and classes. controversial events more likely to be deleted.

takedowns, lies and corrosion: what is a librarian to do: trolls, takedown,

++++++++++++++vr in library

Crague Cook, Jay Ray

the pilot process. 2017. 3D printing, approaching and assessing success or failure.  https://collegepilot.wiscweb.wisc.edu/

development kit circulation. familiarity with the Oculus Rift resulted in lesser reservation. Downturn also.

An experience station. clean up free apps.

question: spherical video, video 360.

safety issues: policies? instructional perspective: curating,WI people: user testing. touch controllers more intuitive then xbox controller. Retail Oculus Rift

app Scatchfab. 3modelviewer. obj or sdl file. Medium, Tiltbrush.

College of Liberal Arts at the U has their VR, 3D print set up.
Penn State (Paul, librarian, kiniseology, anatomy programs), Information Science and Technology. immersive experiences lab for video 360.

CALIPHA part of it is xrlibraries. libraries equal education. content provider LifeLiqe STEM library of AR and VR objects. https://www.lifeliqe.com/

+++++++++++++++++

Access for All:

https://sched.co/JAXn

accessibilityLeah Root

bloat code (e.g. cleaning up MS Word code)

ILLiad Doctype and Language declaration helps people with disabilities.

https://24ways.org/

 

+++++++++++++++++++

A Seat at the Table: Embedding the Library in Curriculum Development

https://sched.co/JAY5

embedded librarianembed library resources.

libraians, IT staff, IDs. help faculty with course design, primarily online, master courses. Concordia is GROWING, mostly because of online students.

solve issues (putting down fires, such as “gradebook” on BB). Librarians : research and resources experts. Librarians helping with LMS. Broadening definition of Library as support hub.

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