Archive of ‘Library and information science’ category

Competent, Literate, Fluent

Competent, Literate, Fluent: The What and Why of Digital Initiatives

 Published:

https://er.educause.edu/blogs/2019/4/competent-literate-fluent-the-what-and-why-of-digital-initiatives

how should associated terms including literacycompetency, and fluency be distinguished

In the 2019 EDUCAUSE Learning Initiative (ELI) Key Issues in Teaching and Learning, digital and information literacy maintains a top-five position for the third consecutive year.

Is it significant that Bryn Mawr College has a framework for digital competencies, Virginia Tech is launching a program in digital literacy, and the University of Mary Washington has a curricular initiative for advanced digital fluency? And what does it mean that Penn State has shifted its focus from digital literacy to digital fluency?

Jennifer Sparrow and Clint Lalonde have argued that digital fluency is a distinct capacity above and beyond digital literacy.

digital frameworks … on three levels:

  • First, digital initiatives aim to enhance students’ success after graduation.
  • A second major objective is to develop “digital citizenship.”
  • At a third level, digital initiatives can promote deep reflection upon the distinctive nature and ethics of knowing and knowledge in the digital age.

European Data Sharing Space

“Towards a European Data Sharing Space” BDVA Position Paper

BDV Big Data Value Association

April, 2019. Position paper: http://www.bdva.eu/node/1277

This position paper is meant to i) support the dialog among European and national policy makers, industry, research, public sector and civic society in the definition of a common roadmap for the development and adoption of a pan-European Data Sharing Space, and ii) guide public and private investments in this area in the next Multiannual Financial Framework.

http://www.bdva.eu/sites/default/files/BDVA%20DataSharingSpace%20PositionPaper_April2019_V1.pdf

Ithaka S+R US Faculty Survey 2018

Ithaka S+R US Faculty Survey 2018

Table 1

ebooks

Table 2

ebooks among disciplines

Table 3
ebooks among age

Table 4

materials freely available online

Table 5
freely available version

Table 6

ebooks sharing information

Table 7

Figure 29: Are your research publications and/or products freely available online through your institution’s repository, a disciplinary repository (such as arXiv, SSRN, etc.), or available elsewhere online (such as your personal webpage)? For each type(s) of scholarly work(s) listed below, please select all hosting sources that apply. Of the respondents that make each of the following types of publications and/or products freely available online, the percent who indicated their research is hosted in each of the following.

freely available research publications

Table 8

Which of the following statements best describes your role in deciding what textbooks and other course materials will be used in the courses you teach? Percent of respondents who selected each item.

decisionmaker textbooks

Table 9

why OER

Table 10

why OER

Table 11

created vs used OER materials

Learning Analytics Tools

Table 12

learning analytical tools by majors/ disciplines

table 13
learning analytical tools by age

table 14
learning analytical tools by status

table 15

role of the library

Innovative Pedagogy

Rebecca Ferguson
  • Senior lecturer in the Institute of Educational Technology (IET) at The Open University in the UK
  • Senior fellow of the Higher Education Academy
TODAY, Thursday at 1:00 PM CT
JOIN HERE
This Week:
An interactive discussion on the Innovating Pedagogy 2019 report from The Open University
About the Guest
Rebecca is a senior lecturer in the Institute of Educational Technology (IET) at The Open University in the UK and a senior fellow of the Higher Education Academy. Her primary research interests are educational futures, and how people learn together online and I supervise doctoral students in both these areas.
Rebecca worked for several years as a researcher and educator on the Schome project, which focuses on educational futures, and was also the research lead on the SocialLearn online learning platform, and learning analytics lead on the Open Science Lab (Outstanding ICT Initiative of the Year: THE Awards 2014). She is currently a pedagogic adviser to the FutureLearn MOOC platform, and evaluation lead on The Open University’s FutureLearn MOOCs. She is an active member of the Society for Learning Analytics Research, and have co-chaired many learning analytics events, included several associated with the Learning Analytics Community Exchange (LACE), European Project funded under Framework 7.
Rebecca’s most recent book, Augmented Education, was published by Palgrave in spring 2014.
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My notes
innovative assessment is needed for innovative pedagogy.
Analytics. what is I want to know about my learning (from the learner’s perspective)
Ray Garcelon
How is “stealth assessment” unique compared to formative assessment?
students teaching robots
learning analytics, Rebecca is an authority.
how to assess resources are trustworthy, fake news and social media, navigating post-truth society
how to advance the cause of empathy through technological means
gamification. XR safer environment. digital storytelling and empathy.
poll : learning with robots –
digital literacy and importance for curriculum primary, secondary and post secondary level.
digital literacy is changing every year;
drones
Buckingham Shum, S., & Ferguson, R. (2012). Social Learning Analytics. Educational Technology & Society15(3), 3–26.https://mnpals-scs.primo.exlibrisgroup.com/discovery/fulldisplay?docid=ericEJ992500&context=PC&vid=01MNPALS_SCS:SCS&search_scope=MyInst_and_CI&tab=Everything&lang=en
Mor, Y., Ferguson, R., & Wasson, B. (2015). Editorial: Learning design, teacher inquiry into student learning and learning analytics: A call for action. British Journal of Educational Technology46(2), 221–229. https://doi.org/10.1111/bjet.12273
Rebecca Ferguson. (2014). Learning Analytics: drivers, developments and challenges. TD Tecnologie Didattiche22(3), 138–147. https://doi.org/10.17471/2499-4324/183
Hansen, C., Emin, V., Wasson, B., Mor, Y., Rodriguez-Triana, M., Dascalu, M., … Pernin, J. (2013). Towards an Integrated Model of Teacher Inquiry into Student Learning, Learning Design and Learning Analytics. Scaling up Learning for Sustained Impact – Proceedings of EC-TEL 20138095, 605–606. https://doi.org/10.1007/978-3-642-40814-4_73
how to decolonize educational technology: MOOCs coming from the big colonial powers, not from small countries. Video games: many have very colonial perspective
strategies for innovative pedagogies: only certainly groups or aspects taking into account; rarely focus on support by management, scheduling, time tabling, tech support.

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more on future trends in this IMS blog
http://blog.stcloudstate.edu/ims?s=future+trends

Reddit against Fake News

How to Combat Fake News Online? Bring Reddit (and Other Online Forums) Into the Classroom.

By Jeffrey R. Young     Nov 30, 2016

https://www.edsurge.com/news/2016-11-30-how-to-combat-fake-news-online-bring-reddit-and-other-online-forums-into-the-classroom

Reddit has become an important way for scholars to distribute and explain their findings—you just have to know where on the bustling online community to look. The r/Science section of Reddit now boasts 1,300 volunteer moderators—all with some kind of graduate degree—who block out climate deniers and other views that lack rigorous proof.

AMAs have become a signature part of Reddit, and experts from all walks of life participate in these open office hours in many sections of the community: https://www.reddit.com/r/IAmA/

new paper calls it “crowdsourcing the curriculum,” where students are taught to become digital citizens in online communities and develop habits—like knowing how to participate in Reddit AMAs—that they can continue once class is over.

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more on Fake News in this iMS blog
http://blog.stcloudstate.edu/ims?s=fake+news

Role of the Chief Academic Technology Officer

What’s the Role of the Chief Academic Technology Officer?

Research from the Center for Higher Education CIO Studies (CHECS) has been transferred to EDUCAUSE, including a report on the role of the Chief Academic Technology Officer and its differences and similarities to other higher ed IT tech executives.

https://library.educause.edu/resources/2019/1/the-center-for-higher-education-cio-studies-reports-2003-2018 Friday, January 18, 2019

The Center for Higher Education CIO Studies (CHECS) was a nonprofit organization founded by Dr. Wayne A. Brown, dedicated to the education and development of technology leaders in higher education. CHECS produced the CIO Study, the Technology Leadership (TL) Study, the Chief Information Security Officer (CISO) Study and the Higher Education Chief Academic Technology Officer Study.

The Chief Information Officer (CIO) study provides information about higher education CIOs’ attributes, education, experience and effectiveness. The CIO study was conducted from 2003 to 2018. Find all the CIO reports here.

The Technology Leadership (TL) study surveyed those in the next organizational layer down from the CIO.  The TL study examines the demographics of the TL, where they have worked, and the activities they are undertaking to prepare themselves to become CIOs.  The TL study was study was conducted from 2009 to 2018. Find all the TL reports here.

The Chief Information Security Officer (CISO) study examines the demographics of the higher education CISO, the career route they have taken to their role, and the activities and attributes needed for a CISO according to the CISO and the CIO. The CISO study was study was conducted from 2014 to 2017. Find all the CISO reports here.

The Higher Education Chief Academic Technology Officer Study, 2018 canvassed CIOs, known CATOs and academic technology leaders, as well as deans and provosts to understand changes happening across institutions of higher education in academic technology.

Net Inclusion 2019

Net Inlcusion 2019

https://netinclusion2019.sched.com/

Local Government Digital Equity Plans
Municipal governments are in the forefront of local, collaborative digital access and equity planning. Local leaders will talk about the value of planning, the nuts and bolts of making a plan, and the outcomes of their planning efforts.

How Broadband Adoption Affects Community Prosperity and Opportunity
This research shows that it is more inclusive communities that experience better economic outcomes; that digital inclusion leads to economic benefits at the community level.  Disparities in broadband adoption over time also track the widening inequalities that have become apparent across regions and communities in the U.S., and digital inclusion is a necessary part of policy solutions for narrowing place-based gaps in economic opportunity.

New Tools and Materials for Digital Literacy Training and Assessment
Moderated discussion of the variety of approaches to digital literacy training and management: including the use of volunteers, class structures, certifications, use of online tools, curriculum, etc.

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