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
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 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.
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.
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
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!
1. They have self- awareness. Emotionally intelligent leaders understand their own emotions and know how to manage them. They don’t speak out of frustration or anger; they control their emotions and wait to speak up until their feelings have settled and they have processed their thoughts. They don’t react in the heat of the moment but wait to respond.
2. They respond to criticism and feedback. Every leader faces feedback, some of it negative. Emotionally intelligent leaders don’t become defensive or take it personally. They listen, process, and genuinely consider other points of view, and because they’re always looking to improve, they know how to accept sincere critiques.
3. They know how to generate self-confidence. Emotionally intelligent leaders share a healthy dose of confidence but never cross the line into arrogance. When they don’t understand something, they ask open-ended questions that aim to gather information, not challenge or argue. They know how to give and take in a way that generates confidence.
4. They know the importance of checking their ego.Leaders who have to demonstrate their own importance or value are not yet connected to true leadership or emotional intelligence. Those who are know how to speak and act out of concern of others. They don’t always have to be the center of attention, and they would never take credit for the work of others. Secure in their own abilities, they’re generous and gracious to others.
5. They know how to embody empathy. Leaders with emotional intelligence can put themselves in others’ shoes. They listen with genuine interest and attention and make it a point to understand, then give back in a way that benefits themselves and others. They know how to create win-win situations.
6. They know how to engage with empowerment. The best leaders–the ones with the highest EQs–make it their mission to believe in others and empower them to believe in themselves. Instead of focusing on themselves they know it’s the power of the people that makes leadership successful, so that’s where they focus their efforts.
TwistedWave is an audio recording and editing tool that is included in Next Vista’s list of recommended tools. Through TwistedWave you can create and edit spoken audio recordings from scratch. Your completed tracks can be exported to Google Drive and SoundCloud.
Students can now earn digital badges when they complete modules in Canvas, thanks to a new partnership between Credly and the learning management system from Instructure.
“Digital badges are a powerful and employer-friendly complement to grades and other information traditionally found on a college transcript,” said Brenda Perea, instructional design project manager at Colorado Community College System, which deployed an early pilot of Credly Learning Edition for Canvas.
Lenovo’s prototype headset is compatible with Microsoft’s Windows Holographic platform. Like the HoloLens, its design features depth-sending cameras located on the front of the device, allowing full-room movement tracking.
“While a number of respondents believe implementing or improving assessment tools could allow their libraries to better meet users’ information literacy instruction needs, those surveyed already have a number of other ideas on how to achieve this aim,” according to a report on the survey results. “For one, many librarians believe that better integrating information literacy within and across existing curricula would boost their users’ information literacy skills. Similarly, many respondents feel that the answer lies in working more closely with faculty and other instructors — learning about their needs, educating them on the importance of information literacy and the resources the library offers, and encouraging them to include more research-based projects in their coursework.”
more on information literacy in this IMS blog
my note: Avoid using infographics for purposes, which toodoo can serve. Infographics are for about visualization of stats, not just visualization. #FindTheRightTool
By Vicki E. Phillips
As instructors, we are constantly looking for new ways to capture our students’ attention and increase their participation in our classes, especially in the online modalities. We spend countless hours crafting weekly announcements for classes and then inevitably receive multiple emails from our students asking the very same questions that we so carefully and completely answered in those very same announcements! The question remains, how do we get them to read our posts?
It was precisely that problem I was trying to solve when I came across several articles touting the benefits of comics in higher education classrooms. I knew I couldn’t create an entire comic book, but I wondered if I could create a content-related cartoon that would not only capture students’ attention and maybe make them laugh, but also interest them enough that they would read the entire announcement or post. In doing so, I would be freed from responding to dozens of emails asking the same questions outlined in the announcements and students could focus on the homework.
A quick Internet search led me to a plethora of free “click and drag” cartoon making software applications to try. I started posting my own cartoons on characters, themes, etc. on the weekly literature we were studying in my upper division American and Contemporary World Literature classes, as well as to offer reminders or a few words of encouragement. Here’s an example of one I posted during week 7 of the semester when students can become discouraged with their assignment load: http://www.toondoo.com/cartoon/10115361
After a positive response, I decided to provide my online students the opportunity to try their hand at cartoon creation. I created a rubric and a set of instructions for an easy to use, free program that I had used, and I opened up the “cartoon challenge” to the students. The results were nothing short of amazing—what intrigued me the most was the time and effort they took with their cartoons. Not only did they create cartoons on the story we were reading, but they also wrote additional posts explaining their ideas for the creation, discussing why they chose a particular scene, and identifying those elements pertinent to the points they were making. These posts tended to receive many more substantial comments from their peers than the traditional discussion board posts, indicating they were being read more.
When students in my face-to-face course heard about the cartoons, they asked to try this approach as well. Their cartoons, shared in class via the overhead projector, led to some of the most engaging and interesting discussions I have ever had in the residential literature classes as students explained how they came up with the elements they chose, and why they picked a certain scene from the reading. The positive student feedback has been instrumental in my continuing to offer this option in both my online and face-to-face classes.
How does one get started in making these cartoons? The good news is you do not have to be an artist to make a cartoon! There are free programs with templates, clip art, and all the elements you would need to click and drag into place all those wonderful ideas you have simmering in your brain. My favorite to use is ToonDoo, available at http://toondoo.com. I like it because there are literally hundreds of elements, a search bar, and it lets me customize what I want to say in the dialog bubbles. It is very user friendly, even for those of us with limited artistic ability.
The whole experience has been overwhelmingly positive for me, and judging from the feedback received, for the students as well. It has also reminded me of one of my teaching goals, which is to incorporate more activities which would fall under assimilating and creating aspects of Bloom’s Taxonomy (Bloom’s Revised Taxonomy, 2001). If that is your goal as well, then try inserting a cartoon in those weekly announcements and ask for feedback from your students—I think you’ll be pleasantly surprised!
Armstrong, Patricia (n.d.) Bloom’s Taxonomy, Vanderbilt University, Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/#2001
Pappas, Christopher (2014) The 5 Best Free Cartoon Making Programs for Teachers. Retrieved from: https://elearningindustry.com/the-5-best-free-cartoon-making-tools-for-teachers
Vicki E. Phillips is an assistant professor of English and Literature at Rasmussen College, Ocala, Fla.