disconnects into three categories—technology, policy, and unexploited opportunities—and discuss ways academic libraries can create next-generation landscapes to address these gaps.
Most library information systems and discovery tools are not easy to customize and remain substantially limited by an enduring library obsession with individual privacy and copyright.
Some of the key technology disconnects between libraries and current online communities include:
Libraries lack tools to support the creation of new-model digital scholarship and to enable the use of Web services frameworks to support information reformatting (for example, RSS) and point-of-need Web-based assistance (multimedia tutorials or instant messaging assistance).
Dogmatic library protection of privacy inhibits library support for file-sharing, work-sharing, and online trust-based transactions that are increasingly common in online environments, thus limiting seamless integration of Web-based services.
Ubiquitous handheld access is more prominent thanks to digital lifestyle devices such as smart phones and iPods, yet libraries still focus on digital content for typical desktop PCs.
Drawing a clear line between technology and policy can be difficult. For example, how many of the characteristics of current libraries (identified by the list below) are driven purely by technology or by policy? These traits include:
Mainly electronic text-based collections with multimedia content noticeably absent
Constructed for individual use but requires users to learn from experts how to access and use information and services
Library presence usually “outside” the main online place for student activity (MySpace, iTunes, Facebook, the campus portal, or learning management system)
Similarly, a policy solution might be required to address the following types of disconnects between libraries and online users:
Deliberately pushing library search tools into other environments such as learning management systemsor social network infrastructure and, conversely, integrating popular external search tools into library frameworks (such as Google Scholar and MS Academic Live Search or LibX.org)
Libraries linking and pointing to larger sets of open-access data that add context to their local collections
Restructuring access to reflect use instead of library organizational structure
What is your library doing to:
Support the user’s affinity for self-paced, independent, trial-and-error methods of learning?
Create opportunities to make library information look and behave like information that exists in online entertainment venues?
Explore alternative options for delivering information literacy skills to users in online environments and alternate spaces?
Apply the typical user’s desire for instant gratification to the ways that libraries could be using technology for streamlined services?
Redefine administrative, security, and policy restrictions to permit online users an online library experience that rivals that of a library site visit?
Preserve born-digital information?
The promise of seamlessness that stems from ubiquitous computing access and instantly available networked information is, unfortunately, stifled significantly within the libraries of today.
Society for Information Technology and Teacher Education site.aace.org
March 5 – 9, 2017 Austin, Texas, USA
Proposals Due: October 21, 2016
SITE 2017 is the 28th annual conference of the Society for Information Technology and Teacher Education. This society represents individual teacher educators and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development.
SITE is unique as the only organization which has as its sole focus the integration of instructional technologies into teacher education programs. SITE promotes the development and dissemination of theoretical knowledge, conceptual research, and professional practice knowledge through conferences, books, projects, and the Journal of Technology and Teacher Education (JTATE).
You are invited to attend and participate in this annual international forum which offer numerous opportunities to share your ideas, explore the research, development, and applications, and to network with the leaders in this important field of teacher education and technology.
Faculty perceive undergraduates to be less proficient with digital literacy skills. One-third think
their students do not find or organize digital information very well. The majority (52%) think
they lack skill in validating digital information. My note: for the SCSU librarians, digital literacy is fancy word for information literacy. Digital literacy, as used in this report is much greater area, which encompasses much broader set of skills
Faculty do not prefer to teach online (57%) or in a hybrid format (where some sessions occur
online, 32%). One-third of faculty reported no experience with these least popular course types
my note: pay attention to the questions asked; questions I am asking Mike Penrod to let me work with faculty for years. Questions, which are snubbed by CETL and a dominance of D2L and MnSCU mandated tools is established.
Table 5. Do you use these in-class technologies for teaching undergraduates? Which are the Top 3 in-class technologies you would like to learn or use more? (n = 442)
D2Lasa portal to other learning tools (homework websites, videos, simulations, Nota Bene/NB, Voice Thread, etc.)
In both large and small classes, the most common responses faculty make to digital distraction are to discuss why it is a problem and to limit or ban phones in class. my note: which completely defies the BYOD and turns into empty talk / lip service.
Quite a number of other faculty (n = 18) reported putting the onus on themselves to plan engaging and busy class sessions to preclude distraction, for example:
“If my students are more interested in their laptops than my course material, I need to make my curriculum more interesting.”
I have not found this to be a problem. When the teaching and learning are both engaged/engaging, device problems tend to disappear.”
The most common complaint related to students and technology was their lack of common technological skills, including D2L and Google, and needing to take time to teach these skills in class (n = 14). Two commented that digital skills in today’s students were lower than in their students 10 years ago.
Table 9. Which of the following are the most effective types of learning opportunities about teaching, for you? Chose your Top 2-3. (n = 473)
meeting 1:1 with anexpert
contact an expert on-call (phone, email, etc)
faculty learning community (meeting across asemester,
e.g. ASSETT’s Hybrid/Online Course Design Seminar)
expert hands-on support for course redesign (e.g. OIT’s Academic Design Team)
opportunityto apply for grant funding with expert support, for a project I design (e.g. ASSETT’s Development Awards)
multi-day retreats/ institutes
Faculty indicated that the best times for them to attend teaching professional developments across the year are before and early semester, and summer. They were split among all options for meeting across one week, but preferred afternoon sessions to mornings. Only 8% of respondents (n = 40) indicated they would not likely attend any professional development session (Table 10).
AAEEBL (The Association for Authentic, Experiential and Evidence-Based learning) starts the Baston Blog
Blockchain Credentialing: What Impact Will it Have?
Posted By Trent Batson Ph. D.
blockchain credentialing, big news since the MIT Media Lab offered an open source means of credentialing using blockchain technology (the technology behind bitcoin).
Blockchain credentialing makes verification of credentials much simpler and less time consuming, according to the articles I’ve collected below. Even IBM has entered the arena.
As with badges, we in the eportfolio world need to be aware of the trend toward blockchain credentialing. I’ve sorted through the links below so I could select those I thought would be most useful for you.
Do you use lecture capture in your courses? If you do, please join us in one-hour information session.
Lecture/course capture may have different formats and dimensions, from a simple recording of the lecture, to elaborate interactive use of hardware and software.
In an attempt to offer more psychological support, they reached out to Grossman who is a teacher and co-founder of Mindful Schools. The definition of mindfulness, says Grossman, is to “pay attention, on purpose, to the present moment.”
more on mindfulness and storytelling in this IMS blog
In scholarly and scientific publishing, altmetrics are non-traditional metrics proposed as an alternative to more traditional citation impact metrics, such as impact factor and h-index. The term altmetrics was proposed in 2010, as a generalization of article level metrics, and has its roots in the #altmetrics hashtag. Although altmetrics are often thought of as metrics about articles, they can be applied to people, journals, books, data sets, presentations, videos, source code repositories, web pages, etc. They are related to Webometrics, which had similar goals but evolved before the social web. Altmetrics did not originally cover citation counts. It also covers other aspects of the impact of a work, such as how many data and knowledge bases refer to it, article views, downloads, or mentions in social media and news media.
more on analytics and metrics in education in this IMS blog