I am formally proposing / requesting to transition my individual efforts and offering the library to support me in expanding my acitivies on this topic
Here is my rational:
If not on campus, at least in the library, I am the only refugee and for that matter an immigrant. I have the understanding and the compassion of someone, who personally have experienced the hardship of being and immigrant and refugee.
I have amounted information and experience presenting the information and engaging the audience in a discussion regarding a rather controversial (for St. Cloud) issue
I have the experience and skills to conduct such discussions both F2F and online
Based on my rational, here are activities I am proposing:
The library supports a monthly F2F meetings, where I am taking the responsibility to host students with refugee and/or migrant status and facilitate a conversation among those students and other students, faculty, staff, who would like to learn more about the topic and discuss related issues.
Library support constitutes of: e.g. necessary information willingly and actively shared at Reference and Circulation desk. Library faculty and staff willingly and actively promoting the information regarding this opportunity when occasions arise.
The library supports my campus-wide efforts to engage faculty, staff and students. Engagement includes: e.g., proposals to faculty to present in their classes on including refugees and immigrants but related to their classes; assisting students with research and bibliography on their papers related to refugees and immigrants; assisting faculty and students with presentations including refugees and immigrants etc.
Library support constitutes of: e.g. necessary information willingly and actively shared at Reference and Circulation desk. Library faculty and staff willingly and actively promoting the information regarding this opportunity when occasions arise.
Media literacy. Differentiated instruction. Media literacy guide.
Fake news as part of media literacy. Visual literacy as part of media literacy. Media literacy as part of digital citizenship.
Web design / web development
the roles of HTML5, CSS, Java Script, PHP, Bootstrap, JQuery and other scripting languages. Heat maps and other usability issues; website content strategy.
Social media for institutional use. Digital Curation. Social Media algorithms. Etiquette Ethics. Mastodon
I hosted a LITA webinar in the fall of 2016 (four weeks); I can accommodate any information from that webinar for the use of the IM students
OER and instructional designer’s assistance to book creators.
I can cover both the “library part” (“free” OER, copyright issues etc) and the support / creative part of an OER book / textbook
“Big Data.” Data visualization. Large scale visualization. Text encoding. Analytics, Data mining. Unizin
I can introduce the students to the large idea of Big Data and its importance in lieu of the upcoming IoT, but also departmentalize its importance for academia, business, etc. From infographics to heavy duty visualization (Primo X-Services API. JSON, Flask).
NetNeutrality, Digital Darwinism, Internet economy and the role of your professional in such environment
I can introduce students to the issues, if not familiar and / or lead a discussion on a rather controversial topic
Digital assessment. Digital Assessment literacy.
I can introduce students to tools, how to evaluate and select tools and their pedagogical implications
a hands-on exercise on working with Wikipedia. After the session, students will be able to create Wikipedia entries thus knowing intimately the process of Wikipedia and its information.
Effective presentations. Tools, methods, concepts and theories (cognitive load). Presentations in the era of VR, AR and mixed reality.
I can facilitate a discussion among experts (your students) on selection of tools and their didactically sound use to convey information. I can supplement the discussion with my own findings and conclusions.
eConferencing. Tools and methods
I can facilitate a discussion among your students on selection of tools and comparison. Discussion about the their future and their place in an increasing online learning environment
Digital Storytelling. Immersive Storytelling. The Moth. Twine. Transmedia Storytelling
I am teaching a LIB 490/590 Digital Storytelling class. I can adapt any information from that class to the use of IM students
VR, AR, Mixed Reality.
besides Mark Gill, I can facilitate a discussion, which goes beyond hardware and brands, but expand on the implications for academia and corporate education / world
IoT. Arduino, Raspberry PI. Industry 4.0
Instructional design. ID2ID
I can facilitate a discussion based on the Educause suggestions about the profession’s development
Microcredentialing in academia and corporate world. Blockchain
IT in K12. How to evaluate; prioritize; select. obsolete trends in 21 century schools. K12 mobile learning
Podcasting: past, present, future. Beautiful Audio Editor.
a definition of podcasting and delineation of similar activities; advantages and disadvantages.
Is anyone out there using CrazyEgg, Hotjar, Mouseflow or the like as a source of analytic data?
If so, I’d love to hear about what you’re using, how you’re using it, what you’ve been able to get out of it. I’m convinced that it will be useful for informing content contributors about how their content is being (or more likely not being) consumed by users — but I’m particularly interested in other ways to utilize the tools and the data they provide.
Thanks so much! Amy
Web Services Librarian, Shared User Services
Rutgers University Libraries firstname.lastname@example.org
Here is the 2016 session and contact information to the three fellows, who did an excellent presentation not only how, but why exactly these tools: http://sched.co/69f2
Here is the link to the 2017 session, which seems closest to your question. http://sched.co/953o Again, the two presenters most probably will be able to help you with your questions, if they have not seen already your posting on the LITA listserv and responded.
“The challenge is to make data discoverable, usable, assessable, intelligible, and interpretable, and do so for extended periods of time…To restate the premise of this book, the value of data lies in their use. Unless stakeholders can agree on what to keep and why, and invest in the invisible work necessary to sustain knowledge infrastructures, big data and little data alike will become no data.”
he premise that data are not natural objects with their own essence, Borgman rather explores the different values assigned to them, as well as their many variations according to place, time, and the context in which they are collected. It is specifically through six “provocations” that she offers a deep engagement with different aspects of the knowledge industry. These include the reproducibility, sharing, and reuse of data; the transmission and publication of knowledge; the stability of scholarly knowledge, despite its increasing proliferation of forms and modes; the very porosity of the borders between different areas of knowledge; the costs, benefits, risks, and responsibilities related to knowledge infrastructure; and finally, investment in the sustainable acquisition and exploitation of data for scientific research.
beyond the six provocations, there is a larger question concerning the legitimacy, continuity, and durability of all scientific research—hence the urgent need for further reflection, initiated eloquently by Borgman, on the fact that “despite the media hyperbole, having the right data is usually better than having more data”
o Data management (Pages xviii-xix)
o Data definition (4-5 and 18-29)
p. 5 big data and little data are only awkwardly analogous to big science and little science. Modern science, or big science inDerek J. de Solla Price (https://en.wikipedia.org/wiki/Big_Science) is characterized by international, collaborative efforts and by the invisible colleges of researchers who know each other and who exchange information on a formal and informal basis. Little science is the three hundred years of independent, smaller-scale work to develop theory and method for understanding research problems. Little science is typified by heterogeneous methods, heterogeneous data and by local control and analysis.
o Provocations (13-15)
o Digital data collections (21-26)
o Knowledge infrastructures (32-35)
o Open access to research (39-42)
o Open technologies (45-47)
o Metadata (65-70 and 79-80)
o Common resources in astronomy (71-76)
o Ethics (77-79)
o Research Methods and data practices, and, Sensor-networked science and technology (84-85 and 106-113)
o Knowledge infrastructures (94-100)
o COMPLETE survey (102-106)
o Internet surveys (128-143)
o Internet survey (128-143)
o Twitter (130-133, 138-141, and 157-158(
o Pisa Clark/CLAROS project (179-185)
o Collecting Data, Analyzing Data, and Publishing Findings (181-184)
o Buddhist studies 186-200)
o Data citation (241-268)
o Negotiating authorship credit (253-256)
o Personal names (258-261)
o Citation metrics (266-209)
o Access to data (279-283)
1. Information security: Developing a risk-based security strategy that keeps pace with security threats and challenges.
2. Student success: Managing the system implementations and integrations that support multiple student success initiatives.
3. Institution-wide IT strategy: Repositioning or reinforcing the role of IT leadership as an integral strategic partner of institutional leadership in achieving institutions missions.
4. Data-enabled institutional culture: Using BI and analytics to inform the broad conversation and answer big questions.
5. Student-centered institution: Understanding and advancing technology’s role in defining the student experience on campus (from applicants to alumni).
6. Higher education affordability: Balancing and rightsizing IT priorities and budget to support IT-enabled institutional efficiencies and innovations in the context if institutional funding realities.
7. IT staffing and organizational models: Ensuring adequate staffing capacity and staff retention in the face of retirements, new sourcing models, growing external competition, rising salaries, and the demands of technology initiatives on both IT and non-IT staff.
8. (tie) Data management and governance: Implementing effective institutional data governance practices.
9. (tie) Digital integrations: Ensuring system interoperability, scalability, and extensibility, as well as data integrity, standards, and governance, across multiple applications and platforms.
10. Change leadership: Helping institutional constituents (including the IT staff) adapt to the increasing pace of technology change.
Applications for the 2018 Institute will be accepted between December 1, 2017 and January 27, 2018. Scholars accepted to the program will be notified in early March 2018.
Learning to Harness Big Data in an Academic Library
Research on Big Data per se, as well as on the importance and organization of the process of Big Data collection and analysis, is well underway. The complexity of the process comprising “Big Data,” however, deprives organizations of ubiquitous “blue print.” The planning, structuring, administration and execution of the process of adopting Big Data in an organization, being that a corporate one or an educational one, remains an elusive one. No less elusive is the adoption of the Big Data practices among libraries themselves. Seeking the commonalities and differences in the adoption of Big Data practices among libraries may be a suitable start to help libraries transition to the adoption of Big Data and restructuring organizational and daily activities based on Big Data decisions. Introduction to the problem. Limitations
The redefinition of humanities scholarship has received major attention in higher education. The advent of digital humanities challenges aspects of academic librarianship. Data literacy is a critical need for digital humanities in academia. The March 2016 Library Juice Academy Webinar led by John Russel exemplifies the efforts to help librarians become versed in obtaining programming skills, and respectively, handling data. Those are first steps on a rather long path of building a robust infrastructure to collect, analyze, and interpret data intelligently, so it can be utilized to restructure daily and strategic activities. Since the phenomenon of Big Data is young, there is a lack of blueprints on the organization of such infrastructure. A collection and sharing of best practices is an efficient approach to establishing a feasible plan for setting a library infrastructure for collection, analysis, and implementation of Big Data.
Limitations. This research can only organize the results from the responses of librarians and research into how libraries present themselves to the world in this arena. It may be able to make some rudimentary recommendations. However, based on each library’s specific goals and tasks, further research and work will be needed.
Big Data is becoming an omnipresent term. It is widespread among different disciplines in academia (De Mauro, Greco, & Grimaldi, 2016). This leads to “inconsistency in meanings and necessity for formal definitions” (De Mauro et al, 2016, p. 122). Similarly, to De Mauro et al (2016), Hashem, Yaqoob, Anuar, Mokhtar, Gani and Ullah Khan (2015) seek standardization of definitions. The main connected “themes” of this phenomenon must be identified and the connections to Library Science must be sought. A prerequisite for a comprehensive definition is the identification of Big Data methods. Bughin, Chui, Manyika (2011), Chen et al. (2012) and De Mauro et al (2015) single out the methods to complete the process of building a comprehensive definition.
In conjunction with identifying the methods, volume, velocity, and variety, as defined by Laney (2001), are the three properties of Big Data accepted across the literature. Daniel (2015) defines three stages in big data: collection, analysis, and visualization. According to Daniel, (2015), Big Data in higher education “connotes the interpretation of a wide range of administrative and operational data” (p. 910) and according to Hilbert (2013), as cited in Daniel (2015), Big Data “delivers a cost-effective prospect to improve decision making” (p. 911).
The importance of understanding the process of Big Data analytics is well understood in academic libraries. An example of such “administrative and operational” use for cost-effective improvement of decision making are the Finch & Flenner (2016) and Eaton (2017) case studies of the use of data visualization to assess an academic library collection and restructure the acquisition process. Sugimoto, Ding & Thelwall (2012) call for the discussion of Big Data for libraries. According to the 2017 NMC Horizon Report “Big Data has become a major focus of academic and research libraries due to the rapid evolution of data mining technologies and the proliferation of data sources like mobile devices and social media” (Adams, Becker, et al., 2017, p. 38).
Power (2014) elaborates on the complexity of Big Data in regard to decision-making and offers ideas for organizations on building a system to deal with Big Data. As explained by Boyd and Crawford (2012) and cited in De Mauro et al (2016), there is a danger of a new digital divide among organizations with different access and ability to process data. Moreover, Big Data impacts current organizational entities in their ability to reconsider their structure and organization. The complexity of institutions’ performance under the impact of Big Data is further complicated by the change of human behavior, because, arguably, Big Data affects human behavior itself (Schroeder, 2014).
De Mauro et al (2015) touch on the impact of Dig Data on libraries. The reorganization of academic libraries considering Big Data and the handling of Big Data by libraries is in a close conjunction with the reorganization of the entire campus and the handling of Big Data by the educational institution. In additional to the disruption posed by the Big Data phenomenon, higher education is facing global changes of economic, technological, social, and educational character. Daniel (2015) uses a chart to illustrate the complexity of these global trends. Parallel to the Big Data developments in America and Asia, the European Union is offering access to an EU open data portal (https://data.europa.eu/euodp/home ). Moreover, the Association of European Research Libraries expects under the H2020 program to increase “the digitization of cultural heritage, digital preservation, research data sharing, open access policies and the interoperability of research infrastructures” (Reilly, 2013).
The challenges posed by Big Data to human and social behavior (Schroeder, 2014) are no less significant to the impact of Big Data on learning. Cohen, Dolan, Dunlap, Hellerstein, & Welton (2009) propose a road map for “more conservative organizations” (p. 1492) to overcome their reservations and/or inability to handle Big Data and adopt a practical approach to the complexity of Big Data. Two Chinese researchers assert deep learning as the “set of machine learning techniques that learn multiple levels of representation in deep architectures (Chen & Lin, 2014, p. 515). Deep learning requires “new ways of thinking and transformative solutions (Chen & Lin, 2014, p. 523). Another pair of researchers from China present a broad overview of the various societal, business and administrative applications of Big Data, including a detailed account and definitions of the processes and tools accompanying Big Data analytics. The American counterparts of these Chinese researchers are of the same opinion when it comes to “think about the core principles and concepts that underline the techniques, and also the systematic thinking” (Provost and Fawcett, 2013, p. 58). De Mauro, Greco, and Grimaldi (2016), similarly to Provost and Fawcett (2013) draw attention to the urgent necessity to train new types of specialists to work with such data. As early as 2012, Davenport and Patil (2012), as cited in Mauro et al (2016), envisioned hybrid specialists able to manage both technological knowledge and academic research. Similarly, Provost and Fawcett (2013) mention the efforts of “academic institutions scrambling to put together programs to train data scientists” (p. 51). Further, Asomoah, Sharda, Zadeh & Kalgotra (2017) share a specific plan on the design and delivery of a big data analytics course. At the same time, librarians working with data acknowledge the shortcomings in the profession, since librarians “are practitioners first and generally do not view usability as a primary job responsibility, usually lack the depth of research skills needed to carry out a fully valid” data-based research (Emanuel, 2013, p. 207).
Borgman (2015) devotes an entire book to data and scholarly research and goes beyond the already well-established facts regarding the importance of Big Data, the implications of Big Data and the technical, societal, and educational impact and complications posed by Big Data. Borgman elucidates the importance of knowledge infrastructure and the necessity to understand the importance and complexity of building such infrastructure, in order to be able to take advantage of Big Data. In a similar fashion, a team of Chinese scholars draws attention to the complexity of data mining and Big Data and the necessity to approach the issue in an organized fashion (Wu, Xhu, Wu, Ding, 2014).
Bruns (2013) shifts the conversation from the “macro” architecture of Big Data, as focused by Borgman (2015) and Wu et al (2014) and ponders over the influx and unprecedented opportunities for humanities in academia with the advent of Big Data. Does the seemingly ubiquitous omnipresence of Big Data mean for humanities a “railroading” into “scientificity”? How will research and publishing change with the advent of Big Data across academic disciplines?
Reyes (2015) shares her “skinny” approach to Big Data in education. She presents a comprehensive structure for educational institutions to shift “traditional” analytics to “learner-centered” analytics (p. 75) and identifies the participants in the Big Data process in the organization. The model is applicable for library use.
Being a new and unchartered territory, Big Data and Big Data analytics can pose ethical issues. Willis (2013) focusses on Big Data application in education, namely the ethical questions for higher education administrators and the expectations of Big Data analytics to predict students’ success. Daries, Reich, Waldo, Young, and Whittinghill (2014) discuss rather similar issues regarding the balance between data and student privacy regulations. The privacy issues accompanying data are also discussed by Tene and Polonetsky, (2013).
Privacy issues are habitually connected to security and surveillance issues. Andrejevic and Gates (2014) point out in a decision making “generated by data mining, the focus is not on particular individuals but on aggregate outcomes” (p. 195). Van Dijck (2014) goes into further details regarding the perils posed by metadata and data to the society, in particular to the privacy of citizens. Bail (2014) addresses the same issue regarding the impact of Big Data on societal issues, but underlines the leading roles of cultural sociologists and their theories for the correct application of Big Data.
Library organizations have been traditional proponents of core democratic values such as protection of privacy and elucidation of related ethical questions (Miltenoff & Hauptman, 2005). In recent books about Big Data and libraries, ethical issues are important part of the discussion (Weiss, 2018). Library blogs also discuss these issues (Harper & Oltmann, 2017). An academic library’s role is to educate its patrons about those values. Sugimoto et al (2012) reflect on the need for discussion about Big Data in Library and Information Science. They clearly draw attention to the library “tradition of organizing, managing, retrieving, collecting, describing, and preserving information” (p.1) as well as library and information science being “a historically interdisciplinary and collaborative field, absorbing the knowledge of multiple domains and bringing the tools, techniques, and theories” (p. 1). Sugimoto et al (2012) sought a wide discussion among the library profession regarding the implications of Big Data on the profession, no differently from the activities in other fields (e.g., Wixom, Ariyachandra, Douglas, Goul, Gupta, Iyer, Kulkami, Mooney, Phillips-Wren, Turetken, 2014). A current Andrew Mellon Foundation grant for Visualizing Digital Scholarship in Libraries seeks an opportunity to view “both macro and micro perspectives, multi-user collaboration and real-time data interaction, and a limitless number of visualization possibilities – critical capabilities for rapidly understanding today’s large data sets (Hwangbo, 2014).
The importance of the library with its traditional roles, as described by Sugimoto et al (2012) may continue, considering the Big Data platform proposed by Wu, Wu, Khabsa, Williams, Chen, Huang, Tuarob, Choudhury, Ororbia, Mitra, & Giles (2014). Such platforms will continue to emerge and be improved, with librarians as the ultimate drivers of such platforms and as the mediators between the patrons and the data generated by such platforms.
Every library needs to find its place in the large organization and in society in regard to this very new and very powerful phenomenon called Big Data. Libraries might not have the trained staff to become a leader in the process of organizing and building the complex mechanism of this new knowledge architecture, but librarians must educate and train themselves to be worthy participants in this new establishment.
The study will be cleared by the SCSU IRB.
The survey will collect responses from library population and it readiness to use and use of Big Data. Send survey URL to (academic?) libraries around the world.
Data will be processed through SPSS. Open ended results will be processed manually. The preliminary research design presupposes a mixed method approach.
The study will include the use of closed-ended survey response questions and open-ended questions. The first part of the study (close ended, quantitative questions) will be completed online through online survey. Participants will be asked to complete the survey using a link they receive through e-mail.
Mixed methods research was defined by Johnson and Onwuegbuzie (2004) as “the class of research where the researcher mixes or combines quantitative and qualitative research techniques, methods, approaches, concepts, or language into a single study” (Johnson & Onwuegbuzie, 2004 , p. 17). Quantitative and qualitative methods can be combined, if used to complement each other because the methods can measure different aspects of the research questions (Sale, Lohfeld, & Brazil, 2002).
Online survey of 10-15 question, with 3-5 demographic and the rest regarding the use of tools.
1-2 open-ended questions at the end of the survey to probe for follow-up mixed method approach (an opportunity for qualitative study)
data analysis techniques: survey results will be exported to SPSS and analyzed accordingly. The final survey design will determine the appropriate statistical approach.
Complete literature review and identify areas of interest – two months
Prepare and test instrument (survey) – month
IRB and other details – month
Generate a list of potential libraries to distribute survey – month
Contact libraries. Follow up and contact again, if necessary (low turnaround) – month
Collect, analyze data – two months
Write out data findings – month
Complete manuscript – month
Proofreading and other details – month
Significance of the work
While it has been widely acknowledged that Big Data (and its handling) is changing higher education (http://blog.stcloudstate.edu/ims?s=big+data) as well as academic libraries (http://blog.stcloudstate.edu/ims/2016/03/29/analytics-in-education/), it remains nebulous how Big Data is handled in the academic library and, respectively, how it is related to the handling of Big Data on campus. Moreover, the visualization of Big Data between units on campus remains in progress, along with any policymaking based on the analysis of such data (hence the need for comprehensive visualization).
This research will aim to gain an understanding on: a. how librarians are handling Big Data; b. how are they relating their Big Data output to the campus output of Big Data and c. how librarians in particular and campus administration in general are tuning their practices based on the analysis.
Based on the survey returns (if there is a statistically significant return), this research might consider juxtaposing the practices from academic libraries, to practices from special libraries (especially corporate libraries), public and school libraries.
Adams Becker, S., Cummins M, Davis, A., Freeman, A., Giesinger Hall, C., Ananthanarayanan, V., … Wolfson, N. (2017). NMC Horizon Report: 2017 Library Edition.
Andrejevic, M., & Gates, K. (2014). Big Data Surveillance: Introduction. Surveillance & Society, 12(2), 185–196.
Asamoah, D. A., Sharda, R., Hassan Zadeh, A., & Kalgotra, P. (2017). Preparing a Data Scientist: A Pedagogic Experience in Designing a Big Data Analytics Course. Decision Sciences Journal of Innovative Education, 15(2), 161–190. https://doi.org/10.1111/dsji.12125
Cohen, J., Dolan, B., Dunlap, M., Hellerstein, J. M., & Welton, C. (2009). MAD Skills: New Analysis Practices for Big Data. Proc. VLDB Endow., 2(2), 1481–1492. https://doi.org/10.14778/1687553.1687576
Daniel, B. (2015). Big Data and analytics in higher education: Opportunities and challenges. British Journal of Educational Technology, 46(5), 904–920. https://doi.org/10.1111/bjet.12230
Daries, J. P., Reich, J., Waldo, J., Young, E. M., Whittinghill, J., Ho, A. D., … Chuang, I. (2014). Privacy, Anonymity, and Big Data in the Social Sciences. Commun. ACM, 57(9), 56–63. https://doi.org/10.1145/2643132
De Mauro, A., Greco, M., & Grimaldi, M. (2015). What is big data? A consensual definition and a review of key research topics. AIP Conference Proceedings, 1644(1), 97–104. https://doi.org/10.1063/1.4907823
Emanuel, J. (2013). Usability testing in libraries: methods, limitations, and implications. OCLC Systems & Services: International Digital Library Perspectives, 29(4), 204–217. https://doi.org/10.1108/OCLC-02-2013-0009
Hashem, I. A. T., Yaqoob, I., Anuar, N. B., Mokhtar, S., Gani, A., & Ullah Khan, S. (2015). The rise of “big data” on cloud computing: Review and open research issues. Information Systems, 47(Supplement C), 98–115. https://doi.org/10.1016/j.is.2014.07.006
Philip Chen, C. L., & Zhang, C.-Y. (2014). Data-intensive applications, challenges, techniques and technologies: A survey on Big Data. Information Sciences, 275(Supplement C), 314–347. https://doi.org/10.1016/j.ins.2014.01.015
Sugimoto, C. R., Ding, Y., & Thelwall, M. (2012). Library and information science in the big data era: Funding, projects, and future [a panel proposal]. Proceedings of the American Society for Information Science and Technology, 49(1), 1–3. https://doi.org/10.1002/meet.14504901187
Tene, O., & Polonetsky, J. (2012). Big Data for All: Privacy and User Control in the Age of Analytics. Northwestern Journal of Technology and Intellectual Property, 11, [xxvii]-274.
van Dijck, J. (2014). Datafication, dataism and dataveillance: Big Data between scientific paradigm and ideology. Surveillance & Society; Newcastle upon Tyne, 12(2), 197–208.
Waller, M. A., & Fawcett, S. E. (2013). Data Science, Predictive Analytics, and Big Data: A Revolution That Will Transform Supply Chain Design and Management. Journal of Business Logistics, 34(2), 77–84. https://doi.org/10.1111/jbl.12010
Wu, Z., Wu, J., Khabsa, M., Williams, K., Chen, H. H., Huang, W., … Giles, C. L. (2014). Towards building a scholarly big data platform: Challenges, lessons and opportunities. In IEEE/ACM Joint Conference on Digital Libraries (pp. 117–126). https://doi.org/10.1109/JCDL.2014.6970157
The EDUCAUSE Learning Initiative has just launched its 2018 Key Issues in Teaching and Learning Survey, so vote today: http://www.tinyurl.com/ki2018.
Each year, the ELI surveys the teaching and learning community in order to discover the key issues and themes in teaching and learning. These top issues provide the thematic foundation or basis for all of our conversations, courses, and publications for the coming year. Longitudinally they also provide the way to track the evolving discourse in the teaching and learning space. More information about this annual survey can be found at https://www.educause.edu/eli/initiatives/key-issues-in-teaching-and-learning.
ACADEMIC TRANSFORMATION (Holistic models supporting student success, leadership competencies for academic transformation, partnerships and collaborations across campus, IT transformation, academic transformation that is broad, strategic, and institutional in scope)
ACCESSIBILITY AND UNIVERSAL DESIGN FOR LEARNING (Supporting and educating the academic community in effective practice; intersections with instructional delivery modes; compliance issues)
ADAPTIVE TEACHING AND LEARNING (Digital courseware; adaptive technology; implications for course design and the instructor’s role; adaptive approaches that are not technology-based; integration with LMS; use of data to improve learner outcomes)
COMPETENCY-BASED EDUCATION AND NEW METHODS FOR THE ASSESSMENT OF STUDENT LEARNING (Developing collaborative cultures of assessment that bring together faculty, instructional designers, accreditation coordinators, and technical support personnel, real world experience credit)
DIGITAL AND INFORMATION LITERACIES (Student and faculty literacies; research skills; data discovery, management, and analysis skills; information visualization skills; partnerships for literacy programs; evaluation of student digital competencies; information evaluation)
EVALUATING TECHNOLOGY-BASED INSTRUCTIONAL INNOVATIONS (Tools and methods to gather data;data analysis techniques; qualitative vs. quantitative data; evaluation project design; using findings to change curricular practice; scholarship of teaching and learning; articulating results to stakeholders; just-in-time evaluation of innovations). here is my bibliographical overview on Big Data (scroll down to “Research literature”: http://blog.stcloudstate.edu/ims/2017/11/07/irdl-proposal/ )
EVOLUTION OF THE TEACHING AND LEARNING SUPPORT PROFESSION (Professional skills for T&L support; increasing emphasis on instructional design; delineating the skills, knowledge, business acumen, and political savvy for success; role of inter-institutional communities of practices and consortia; career-oriented professional development planning)
FACULTY DEVELOPMENT (Incentivizing faculty innovation; new roles for faculty and those who support them; evidence of impact on student learning/engagement of faculty development programs; faculty development intersections with learning analytics; engagement with student success)
GAMIFICATION OF LEARNING (Gamification designs for course activities; adaptive approaches to gamification; alternate reality games; simulations; technological implementation options for faculty)
INTEGRATED PLANNING AND ADVISING FOR STUDENT SUCCESS (Change management and campus leadership; collaboration across units; integration of technology systems and data; dashboard design; data visualization (here previous blog postings on this issue: http://blog.stcloudstate.edu/ims?s=data+visualization); counseling and coaching advising transformation; student success analytics)
LEARNING ANALYTICS (Leveraging open data standards; privacy and ethics; both faculty and student facing reports; implementing; learning analytics to transform other services; course design implications)
LEARNING SPACE DESIGNS (Makerspaces; funding; faculty development; learning designs across disciplines; supporting integrated campus planning; ROI; accessibility/UDL; rating of classroom designs)
MICRO-CREDENTIALING AND DIGITAL BADGING (Design of badging hierarchies; stackable credentials; certificates; role of open standards; ways to publish digital badges; approaches to meta-data; implications for the transcript; Personalized learning transcripts and blockchain technology (here previous blog postings on this issue: http://blog.stcloudstate.edu/ims?s=blockchain)
MOBILE LEARNING (Curricular use of mobile devices (here previous blog postings on this issue:
MULTI-DIMENSIONAL TECHNOLOGIES (Virtual, augmented, mixed, and immersive reality; video walls; integration with learning spaces; scalability, affordability, and accessibility; use of mobile devices; multi-dimensional printing and artifact creation)
NEXT-GENERATION DIGITAL LEARNING ENVIRONMENTS AND LMS SERVICES (Open standards; learning environments architectures (here previous blog postings on this issue: http://blog.stcloudstate.edu/ims/2017/03/28/digital-learning/; social learning environments; customization and personalization; OER integration; intersections with learning modalities such as adaptive, online, etc.; LMS evaluation, integration and support)
ONLINE AND BLENDED TEACHING AND LEARNING (Flipped course models; leveraging MOOCs in online learning; course development models; intersections with analytics; humanization of online courses; student engagement)
OPEN EDUCATION (Resources, textbooks, content; quality and editorial issues; faculty development; intersections with student success/access; analytics; licensing; affordability; business models; accessibility and sustainability)
PRIVACY AND SECURITY (Formulation of policies on privacy and data protection; increased sharing of data via open standards for internal and external purposes; increased use of cloud-based and third party options; education of faculty, students, and administrators)
WORKING WITH EMERGING LEARNING TECHNOLOGY (Scalability and diffusion; effective piloting practices; investments; faculty development; funding; evaluation methods and rubrics; interoperability; data-driven decision-making)
How did your institution decide which courses should be converted or designed to be blended and or online? Did you have a particular process, form, or department who made those decisions?
Dana Gullo, M.S.I.T. Senior Instructional Designer York College of Pennsylvania 441 Country Club Road Office: PAC 181C York, PA 17403
Hi Dana: Here at Albright College we have 2 processes. For the traditional program, faculty must get the course approved by the dept chair before it can be offered online. I just need an email from the chair before I will sign a course development agreement with them. Payment is another story. Normally there is a development stipend but if the faculty member wants to keep sole ownership of the course, no stipend is paid. If the administration feels the course would not get good enrollment, they can also decide to not give a stipend. Courses in the traditional program can only be offered online during J term or summer, not fall or spring. For now.
For the non-traditional program, the Director of the program gives approval for courses to be offered online and they can only be gen eds which are offered online here. But if they are designed for the non-traditional, they will need permission to be offered online on the traditional side.
Sounds confusing but we are only in our 3rd year of online courses. There are many more processes and procedures we have developed. If you want to chat, email me off list.
Michele Mislevy Director of Digital Learning & Innovation Information Technology Services
Albright College 610-921-7542
At Binghamton University, academic departments decide if a course should be offered in a blended or online format. There is no process or form that I am aware of, unless individual departments have one. We do not have a separate online or distance learning office that oversees all online courses like some other universities. LMS support is provided by ITS; pedagogical support is provided by the Center for Learning and Teaching.
Most of our online courses are offered in the winter and summer terms. I believe there is only one certificate program in the social work department that is fully online, everything else is just individual courses. This is changing now, as our nursing school is deciding to create some online programs.
Andrea MacArgel Instructional Designer Center for Learning and Teaching Binghamton University LN 1324A (607) 777-5099
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