Embedded Librarianship in Online Courses
Embedded Librarianship in Online Courses
more on embedded librarianship in this iMS blog
Digital Literacy for St. Cloud State University
August 16, 2018 https://blog.clickmeeting.com/webinar-vs-podcast
Simply put, a podcast is an audio file posted on a website that people can download and listen to. Businesses use them to establish themselves as experts in their field or to share information about their product or service.
1. Podcasts are readily available.
2. Your audience can listen to them anywhere.
3. You get to share your expertise.
Webinars are an increasingly popular way to build relationships with current and potential clients. They are multi-media meetings, seminars or classes held over the Internet and done in real time.
1. Webinars allow you to interact with your audience.
a live Q&A session, Question Mode, Chat, Polls and Surveys.
2. Webinars have engaging multi-media features
have audio and video. Presentation feature, The Whiteboard Screen Sharing Share infographics, charts and other data quickly and easily.
3. Webinars allow you to earn money on the spot.
Paid Webinars allow you to monetize your expertise. Y
The Call to Action feature allows you to provide a customized call to action button during your webinar
1. Do you want to cast a wide net to find new audiences?
If so, podcasts are a great way to do that. Your audience has easy access to you and they can listen anywhere to learn more about you and your expertise in your field.
2. Are you looking to go deeper and turn contacts into clients?
Then webinars are for you. They allow you to build relationships through thoughtful interaction.
Common Sense Media: the new report, titled “Social Media, Social Life: Teens Reveal Their Experiences,” was released Monday. It’s the first update of a 2012 survey by the same name, creating a unique window through which to view the rapid, dramatic shifts in how teenagers communicate and relate to each other.
Among the most striking findings:
Back in 2012, Facebook dominated the landscape, and social media was something for teens to periodically check in on.
In 2018, though, “social media” is no longer a monolith. Teens now communicate, express themselves, share experiences and ideas, rant, gossip, flirt, plan, and stay on top of current events using a mix of platforms that compete ferociously for their attention.
Sixty-three percent of teens say they use Snapchat, and 41 percent say it’s the platform they use most frequently.
Instagram, meanwhile, is used by 61 percent of teens.
And Facebook’s decline among teens has been “precipitous,” according to the new report. Just 15 percent of teens now say Facebook is their main social media site, down from 68 percent six years ago
For many teens, social media is the primary vehicle for organizing and participating in their social lives.
Before rushing to discourage social media use, Robb said, grown-ups should think twice.
A recent survey by the Education Week Research Center, for example, found that more than half of U.S. K-12 school principals are ‘extremely concerned’ about their students’ social media use outside the classroom.
Digital distractions, for example, are clearly a problem, and teens have a “decidedly mixed track record” at regulating their own social media usage
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more on social media in education in this IMS blgo
https://blog.stcloudstate.edu/ims?s=social+media+education
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More on the brain in this IMS blog
https://blog.stcloudstate.edu/ims?s=brain
https://answers.acrobatusers.com/How-I-OCR-document-Adobe-Acrobat-DC-q301715.aspx
Dear colleagues,
I am collaborating on a project comparing the efficacy of two types of instructional videos. We are looking for literature that describes similar research. For example, a study might compare students who have watched voice-over ppt slides and students who have watched Khan-style videos, examining students’ content knowledge and/or some affective constructs. Alternatively, a study might compare the lengths or speeds of only one type of video.
Given the dearth of literature addressing these variables, I am hoping this community can help us uncover some additional research for our literature review. I am happy to compile and share everything that is shared with me over the coming days.
Jenay Robert, Ph.D. Research Project Manager Teaching and Learning with Technology The Pennsylvania State University
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Clossen, A. S. (2018). Trope or Trap? Roleplaying Narratives and Length in Instructional Video. Information Technology & Libraries, 37(1), 27-38.
It is impossible to please everyone all the time—at least that is what survey results suggest. There are several takeaways to this study: Video length matters, especially as a consideration before the video is viewed. Timestamps should be included in video creation, or it is highly likely that the video will not be viewed. The video player is key here, as some video players include video length, while others do not. Videos that exceed four minutes are unlikely to be viewed unless they are required. Voice quality in narration matters. Although preference in type of voice inevitably varies, the actor’s voice is noticed over production value. It is important that the narrator speaks evenly and clearly. For brief how-to videos, there is a small preference for screencast instructional videos over a narrative roleplay scenario. The results of the survey indicate that roleplay videos should be wellproduced, brief, and high quality. However, what constitutes high quality is not very well established.15 Finally, screencast videos should include an example scenario, however brief, to ground the viewer in the task.
Lin, S., Aiken, J. M., Seaton, D. T., Douglas, S. S., Greco, E. F., Thoms, B. D., & Schatz, M. F. (2017). Exploring Physics Students’ Engagement with Online Instructional Videos in an Introductory Mechanics Course. Physical Review Physics Education Research, 13(2), 020138-1.
Kruse, N. B., & Veblen, K. K. (2012). Music teaching and learning online: Considering YouTube instructional videos. Journal Of Music, Technology & Education, 5(1), 77-87. doi:10.1386/jmte.5.1.77_1
Buzzetto-More, N. A. (2014). An Examination of Undergraduate Student’s Perceptions and Predilections of the Use of YouTube in the Teaching and Learning Process. Interdisciplinary Journal Of E-Learning & Learning Objects, 1017-32.
Chekuri, C., & Tiecheng, L. (2007). Extracting content from instructional videos by statistical modelling and classification. Pattern Analysis & Applications, 10(2), 69-81.
My note; too old as data but interesting as methodology
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more on chunk theory in this IMS blog
https://blog.stcloudstate.edu/ims?s=chunk+theory
specifically Adobe’s “findings” : https://blog.stcloudstate.edu/ims/2018/01/17/microlearning-instructional-design/
Penn State, through a partnership between Penn State World Campus and the University Libraries, has made available more than 330 e-books for almost 300 courses offered through World Campus starting in the 2017-2018 academic year. The e-books are available to students through Canvas, the University’s learning management system, and are also searchable online in the University Libraries’ catalog.
The e-book licensing partnership between the Libraries and Penn State World Campus
The partnership is mutually beneficial as it helps the Libraries increase its collections strategically while also supporting Penn State’s strategic plan foundation of enabling educational access and affordability and its commitment to help students avoid costs by offering free and low-cost textbooks.”
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more on ebooks in this IMS blog
https://blog.stcloudstate.edu/ims?s=ebooks
more on Penn State
https://blog.stcloudstate.edu/ims?s=penn+state
Blockchain: Recommendations for the Information Profession
Monday, September 24, 2018 12:00 pm
Central Daylight Time (Chicago, GMT-05:00)
Blockchain technology is being discussed widely, but without clear directions for library applications. The Blockchain National Forum, funded by IMLS and held at San Jose State University’s iSchool in Summer 2018, brought together notable experts in the information professions, business, government, and urban planning to discuss the issues and develop recommendations on the future uses of blockchain technology within the information professions. In this free webinar, Drs. Sandy Hirsh and Sue Alman, co-PIs of the project, will present the recommendations made throughout the year in the Blockchain blog, Library 2.0 Conference, Blockchain Applied: Impact on the Information Profession, and the National Forum.
157 – 200 participants in the workshop
IMLS funded project goal
San Jose State U School of Information awarded this grant: https://ischoolblogs.sjsu.edu/blockchains
http://www.youtube.com/c/Library20
now what is blockchain, and not how to implement, but only certain issues will be discussed.
Issues: legal, security and standards and Applications: academic, public and archives
BLockchain and the Law bt Primavera De Felippi and Aaron Wright : http://www.hup.harvard.edu/catalog.php?isbn=9780674976429
Privacy: https://www.investopedia.com/terms/g/general-data-protection-regulation-gdpr.asp
Is Blockchain (BC) content or provider?
Q/S TO ASK: WHAT KINDS OF DATA AND RECORDS MUST BE STORED AND PRESERVES exactly the way they were created (provenance records, transcripts). what kinds of info are at risk to be altered and compromised by changing circumstances (personally identifiable data)
Security issues: https://www.technologyreview.com/magazine/2018/05/
515 rule: BC can be hacked if attacked by a group of miners controlling more than 50% of the network
Standards Issues: BC systems- open ledger technology for managing metadata. baseline standards will impact future options. can BC make management of metadata worth. Is it worth, or more cautious.
Potential Use cases: archives and special collections where provenance and authenticity are essential for authoritative tracking. digital preservation to track distributed digital assets. BC-based currencies for international financial transactions (to avoid exchange rates ILL and publishing) . potential to improve ownership and first sale record management. credentialing: personal & academic documents (MIT already has transcripts and diplomas of students in BC – personal data management and credentialing electronically).
public libraries: house docs of temporarily displaced or immigrants. but power usage and storage usage became problems.
a city south of Denver CO is build right now, and will be build on these principles.
benefits for recordkeeping: LOCKSS (lot of copies keeps stuff safe) – Stanford U; chain of custody (SAA Glossary); Trust and Immutability (BC) vs confidentiality and performance (dbase)
Libarians role: need to understand BC (how does it work and what can it do for us; provide BC education for users; use BC in various applications
recommendations from National Forum:
ASIS&T presentation in Vancouver, Nov. 2018; MOOC on BLockchain Basics; Libary Futures Series, BOok3 Alman & Hirsh
from Miriam Childs to All Participants:
Blockchain is suing Blockchain: https://nulltx.com/blockchain-is-suing-blockchain-things-are-getting-messy-in-crypto-world/
from Lilia Samusenko to All Participants:
Sounds like blockchain also can support the Library-Of-Things initiatives. What do you think?
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more on blockchain in this IMS blog
https://blog.stcloudstate.edu/ims?s=blockchain
Chances are, you’ve met this new breed of parent.
August 30, 2018
Lawnmower parents go to whatever lengths necessary to prevent their child from having to face adversity, struggle, or failure.
If we eliminate all struggle in children’s younger years, they will not arrive at adulthood magically equipped to deal with failure.
They will very likely respond in one or more of the following ways:
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https://pittsburgh.citymomsblog.com/mom/rise-lawnmower-parent/
Get out of the way, I’m coming through!
The definition of lawnmower parent is “one who goes to whatever lengths necessary to prevent their child from having to face adversity, struggle, or failure.” And it’s pretty much the same for a lawnmower teacher. The kids I teach are my children, and I did A LOT to help them along.
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more on helicopter parents in this IMS blog
https://blog.stcloudstate.edu/ims?s=helicopter+parents
https://www.arvrinedu.com/single-post/2018/09/04/AR-Creation-Tools
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more on augmented reality in this IMS blog
https://blog.stcloudstate.edu/ims?s=augmented+reality