a study, the “Why We Post” project, has just been published by nine anthropologists, led by Daniel Miller of University College, London. worked independently for 15 months at locations in Brazil, Britain, Chile, China (one rural and one industrial site), India, Italy, Trinidad and Tobago, and Turkey.
In rural China and Turkey social media were viewed as a distraction from education. But in industrial China and Brazil they were seen to be an educational resource. Such a divide was evident in India, too. There, high-income families regarded them with suspicion but low-income families advocated them as a supplementary source of schooling. In Britain, meanwhile, they were valued not directly as a means of education, but as a way for pupils, parents and teachers to communicate.
How would you answer if addressed by this study? How do you see social media? Do you see it differently then before?
On a recent visit in 2015, I found the social media landscape dramatically changed, again. Facebook began actively steering reading practices through changes in 2013 to the News Feed algorithm, which determines content in the site’s central feature. That year, Facebook announced an effort to prioritize “high quality content,” defined as timely, relevant, and trustworthy—and not clickbait, memes, or other viral links. This policy, along with changing practices in sharing news content generally, meant that current events can unfold on and through social media.
how much of your news do you acquire through social media? do you trust the information you acquire through social media? #FakeNews – have explored this hashtag? What is your take on fake news?
meaning management :
Anthropologists and the culturally sensitive analysts take complex bits of data and develop a higher-order sense of them. Information and meaning work at cross purposes. In managing meaning, context is everything while in managing information context is error and noise. When we give our social listening projects to information specialists, we lose an appreciation of context and with it the ability to extract the meanings that provide insight for our companies and brands.
Meaning management also involves a deeper appreciation of social listening as a component of a broader meaning-making system, rather than as, simply, a data source to be exploited.
How do you perceive meaning management? Do you see yourself being a professional with the ability to collect, analyze and interpret such data for your company?
This means that you’ll no longer have to deal with nerve-wracking copy-and-paste headaches since all formatting preferences from Docs will automatically be applied to the copy in WordPress.
But more importantly: You’ll also be able to edit pieces with partners and colleagues simultaneously and follow the changes they make in real-time.
The nifty integration will be available for any WordPress.com blog as well as any WordPress.org website equipped with the Jetpack plugin. All you have to do to enable it is authorize the add-on with access to your blog by signing up to your WordPress account.
The biggest Ohio e-school story over the past year: a push by the state education department to audit attendance at the full-time online schools using student-login records. A first round of reviews found that nine e-schools had overstated their enrollment by a combined 12,000 students. A Dispatch analysis of ECOT’s audit showed that nearly 70 percent of the school’s students missed enough school to be considered truant under state law.
Across the country, the question of how to best track and report student attendance in a full-time online school remains unresolved, contributing to the significant uncertainty around e-schools’ funding and performance.
how data is produced, collected and analyzed. make accessible all kind of data and info
ask good q/s and find good answers, share finding in meaningful ways. this is where digital literacy overshadows information literacy and this the fact that SCSU library does not understand; besides teaching students how to find and evaluate data, I also teach them how to communicate effectively using electronic tools.
connecting people tools and resources and making it easier for everybody. building collaborative, open and interdisciplinary
robust data computational literates. developing workshops, project and events to practice new skills. to position the library as the interdisciplinary nexus
what are data: definition. items of information, facts, traces of content and form. higher level, conception discussion about data in terms of social effects: matadata capturing information about the world, social political and economic changes. move away the mystic conceptions about data. nothing objective about data.
the emergence of IoT – digital meets physical. cyber physical systems. smart objects driven by industry. . proliferation of sensor and device – smart devices.
what does privacy looks like ? what is netneutrality when IoT? library must restructure : collaborate across institutions about collections of data in opien and participatory ways. put IoT in the hands of make and break things (she is maker space aficionado)
make and break things hackathons – use cheap devices such as Arduino and Pi.
data literacy programs with higher level conception exploration; libraries empower the campus in data collection. data science norms, store and share data to existing repositories and even catalogs. commercial services to store and connect data, but very restrictive and this is why libraries must be involved.
linked data and dark data
linked data – draw connections around online data most of the data are locked. linked data uses metadata to link related information in ways computers can understand.
libraries take advantage of link data. link data opportunity for semantics, natural language processing etc. if hidden data is relative to our communities, it is a library responsibility to provide it. community data practitioners
dark data
massive data, which cannot be analyzed by relational processing. data not yield significant findings. might be valuable for researchers: one persons trash is another persons’ treasure. preserving data and providing access to info. collaborate with researchers across disciplines and assist decide what is worth keeping and what discarding and how to study.
rich learning experience working with lined and dark data enable fresh perspective and learning how to work with data architecture. data literacy programming.
in context of data is different from open source and open projects. the social side of data science . advising researchers on navigation data, ethical compilations.
open science movement .https://cos.io/ pushing beyond licences and reframe, position ourselves as collaborators
analysis and publishing ; use tools that can be shared and include data, code and executable files.
reproducibility and contestability https://www.lib.ncsu.edu/events/series/summer-of-open-science
In the age of Big Data, there is an abundance of free or cheap data sources available to libraries about their users’ behavior across the many components that make up their web presence. Data from vendors, data from Google Analytics or other third-party tracking software, and data from user testing are all things libraries have access to at little or no cost. However, just like many students can become overloaded when they do not know how to navigate the many information sources available to them, many libraries can become overloaded by the continuous stream of data pouring in from these sources. This session will aim to help librarians understand 1) what sorts of data their library already has (or easily could have) access to about how their users use their various web tools, 2) what that data can and cannot tell them, and 3) how to use the datasets they are collecting in a holistic manner to help them make design decisions. The presentation will feature examples from the presenters’ own experience of incorporating user data in decisions related to design the Bethel University Libraries’ web presence.
silos, IT barrier, focusing on student success, retention, server space is cheap, if
promotion and tenure for faculty can include incentive to work with the librarian
lack of fear, changing the mindset.
deep collaboration both within and cross-consortia
don’t rely on vendor solutions. changing mindset
development = oppty (versus development as “work”)
private higher education is PALNI
3d virtual picture of disastrous areas. unlock the digital information to be digitally accessible to all people who might be interested.
they opened the maps of Katmandu for the local community and they were coming up with the strategies to recover. democracy in action
i can’t stop thinking that the keynote speaker efforts are mere follow up of what Naomi Klein explains in her Shock Doctrine: http://www.naomiklein.org/shock-doctrine: a government country seeks reasons to destroy another country or area and then NGOs from the same country go to remedy the disasters
A question from a librarian from the U about the use of drones. My note: why did the SCSU library have to give up its drone?
Douglas County Library model. too resource intensive to continue
Marmot Library Network
ILS integrated library system – shared with other counties, same sever for the entire consortium. they have a programmer, viewfind, open source, discovery player, he customized viewfind community to viewfind plus. instead of using the ILS public access catalogue, they are using the Vufind interface
Caiifa Enki. public library – single access collection. they purchase ebooks from the publisher and they are using also the viewfind interface. but not integrated with the library catalogs. Kansas public library went from OverDrive to Viewfind. CA State library is funding for the time being this effort.
types of content – publisher will not understand issue, which clear for librarians
PDF and epub formats
purchase content –
title by title selection – academia is tired of selections. although it is intended to buy also collections
library – owned ( and shared collections)
host content from libraries – papers in academic lib, genealogy in pub lib.
options in license models .
e resource content. not only ebooks, after it is taken care of, add other types of digital objects.
instead of replicate, replacement of the commercial aggregators,
Amigos Shelf interface is the product of the presenter
instead of having a young reader collection as SCSU has on the third floor, an academic library is outsourcing through AMigos shelf ebooks for young readers
Harper Collins is too cumbersome and the reason to avoid working with them.
security issues. some of the material sent over ftp and immediately moved to sftp
decisions – use of internal resources only, if now – amazon
programmer used for the pilot. contracted programmers. lack of the ability to see the large picture. eventually hired a full time person, instead of outsourcing. RDA compliant MARC.
ONIX, spreadsheet MARC.
Decision about who to start with : public or academic.
attempt to keep pricing down –
own agreement with the customers, separate from the agreement with the Publisher
current development: web-based online reading, shared-consortial collections and SIP2 authentication
When we first started in 1999, we included ~10 questions in addition to our standard questions that were different for online courses. This information was particularly useful as we grew our online offerings (i.e. Would you take another online course. 93-5% answered yes consistently. How would you rate the level of interactivity between you and the instructor? Between you and the other students?) These were administered via SurveyMonkey because there were no online evaluation services back then.
Now we have a single evaluation that is administered to all students regardless of the delivery format (online, hybrid, blended, F2F or intensive) The questions were designed to be relevant regardless of the delivery format. All of these evaluations are administered online…which has its downsides (e.g. response rate is less especially compared to what was captured in F2F classes in the past.) We continue to explore ways to increase the response rate.
Reta Chaffee Director of Educational Technology-Academic Affairs Granite State College 25 Hall Street Concord, NH 03301 (603) 513-1350
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On Behalf Of Krajewski, Scott Sent: Friday, February 17, 2017 1:00 PM To:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU Subject: Re: [BLEND-ONLINE] Course Evaluations
Hi Hala, We have a standard online evaluation form for all courses. We do add 3 questions to the sports courses but otherwise we’re 100% standardized. We have a ton of info at
Patrick Patrick R. Lowenthal | Associate Professor Educational Technology, Boise State University http://www.patricklowenthal.com
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On Behalf Of Rob Gibson Sent: Friday, February 17, 2017 8:39 AM To:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU Subject: Re: [BLEND-ONLINE] Course Evaluations
We use the IDEA evaluation framework combined with CampusLabs as the delivery engine.
IDEA is a well-established evaluation process dating back to the 1970s.
The CampusLabs delivery process (new as of about 2 years ago) provides students with a single URL to complete their evaluations – on-campus or on-line. Mobile friendly.
It uses the same base evaluation criteria across the university. (That’s how IDEA is able to substantiate reliability and validity.) IDEA is matched against a national database using a CIP code. Hence, faculty can gather comparative data of their course against other similar courses in the university, or at the national level.
While each department uses the same basic framework, there are modification that can be made. For example, custom questions can be added to the eval (these fall outside the scope of the comparative data) and the learning objectives can be modified by course, department, school, college. We have one School that has custom learning objectives for each course in their program. Objectives are set using a 3 point Likert scale.
NOTE: This webinar will be recorded and everyone who registers will receive a link after the event; in other words, for our Australian and New Zealand colleagues, no need to get up in the wee hours of the morning to participate!
Following substantial discussions with colleagues in the US and UK, we are pleased to announce our first collaborative event: Recognising and presenting student learning in the 21st century’: An international webinar on emerging practice in higher education. This session is co-sponsored by the Association for Authentic, Experiential Evidence-Based Learning (AAEEBL), Centre for Recording Achievement (CRA), and the EPAC ePortfolio Community of Practice.
Description: It is increasingly recognised that:
the learning and achievement of our students is not limited to their academic studies;
institutions need to make decisions about the extent to which they wish to recognise and value such ‘lifewide learning’ and achievements as part of the statements they make about the achievements of their graduates;
the use of ‘richer records’ of student achievements formatively can support processes of reviewing and planning, and help students set targets and take increasing responsibility for their own development;
students may need support in making use of such records with third parties such as potential employers;
in a digital world the digital presentation of such records, and the supporting evidence for these, will be increasingly important.
‘Work in progress’ on this agenda is occurring in multiple locations, including the USA (the Comprehensive Student Record project), the UK (the Higher Education Achievement Report), and Australia and New Zealand (the Graduation Statement).
Key contributors to the webinar will be:
Cathy Buyarski, IUPUI (Indiana University-Purdue University Indianapolis) and Helen L. Chen, Stanford University, AAEEBL and EPAC representing their institutional work and that of the broader AACRAO/NASPA Comprehensive Student Record project and national initiatives around emerging credentials in the USA.
Rob Ward, Centre for Recording Achievement on the national picture in the UK, with Trish Lunt, University of Liverpool and David Stanbury, University of Essex presenting perspectives on institutional practice.
Each will respond to questions and issues raised, and the webinar will explicitly seek to:
identify an agenda for further online discussion if appropriate.
stimulate a collection of resources, questions for future exploration, examples, case studies, and also contacts for possible collaboration and networking.
Anyone who is interested in joining this jointly sponsored webinar is welcome to join by pre-registering for the session so that we can send you a participation link. As we look to new ways to innovate and encourage greater engagement and opportunities for networking for AAEEBL members, we welcome both your enthusiasm and patience!
