Archive of ‘Library and information science’ category

humanities demonstrate their value

Humanities need convincing data to demonstrate their value, says expert

Humanities scholars have always been good at conveying the importance of their work through stories, writes Paula Krebs for Inside Higher Ed, but they have been less successful at using data to do so. This need not be the case, adds Krebs, who recounts a meeting with faculty members, local employers, and public humanities representatives to discuss how to better measure the impact of a humanities education on graduates. Krebs offers a list of recommendations and concrete program changes, such as interviewing employers about their experiences with hiring graduates, that might help humanities programs better prepare students for postgraduate life.

Academica Group <today@academica.ca>

Adding Good Data to Good Stories

https://www.insidehighered.com/views/2016/04/22/importance-developing-hard-data-about-value-humanities-essay

a list of the skills that we think graduates have cultivated in their humanities education:

  • Critical thinking
  • Communications skills
  • Writing skills, with style
  • Organizational skills
  • Listening skills
  • Flexibility
  • Creativity
  • Cultural competencies, intercultural sensitivity and an understanding of cultural and historical context, including on global topics
  • Empathy/emotional intelligence
  • Qualitative analysis
  • People skills
  • Ethical reasoning
  • Intellectual curiosity

As part of our list, we also agreed that graduates should have the ability to:

  • Meet deadlines
  • Construct complex arguments
  • Provide attention to detail and nuance (close reading)
  • Ask the big questions about meaning, purpose, the human condition
  • Communicate in more than one language
  • Understand differences in genre (mode of communication)
  • Identify and communicate appropriate to each audience
  • Be comfortable dealing with gray areas
  • Think abstractly beyond an immediate case
  • Appreciate differences and conflicting perspectives
  • Identify problems as well as solving them
  • Read between the lines
  • Receive and respond to feedback

Then we asked what we think our graduates should be able to do but perhaps can’t — or not as a result of anything we’ve taught them, anyway. The employers were especially valuable here, highlighting the ability to:

  • Use new media, technologies and social media
  • Work with the aesthetics of communication, such as design
  • Perform a visual presentation and analysis
  • Identify, translate and apply skills from course work
  • Perform data analysis and quantitative research
  • Be comfortable with numbers
  • Work well in groups, as leader and as collaborator
  • Take risks
  • Identify processes and structures
  • Write and speak from a variety of rhetorical positions or voices
  • Support an argument
  • Identify an audience, research it and know how to address it
  • Know how to locate one’s own values in relation to a task one has been asked to perform
  • Reflect

proctoring

Clemson University’s Centralized Proctoring Story

http://marketing.softwaresecure.com/acton/fs/blocks/showLandingPage/a/10395/p/p-002f/t/page/fm/0

e-Campus news offers a proctoring model: http://www.ecampusnews.com/whitepapers/5-step-guide-to-how-clemson-university-online-is-centralizing-online-proctoring/ conveniently presented in a 5-step outline, webinar and “case study” paper.

According to them, you just “Follow their story and learn how the team at Clemson Online implemented RPNow, and how they’re planning to centralize remote proctoring to increase student convenience, faculty efficiency and reduce the costs of exam administration.”

It is, of course, sponsored by the company, who will be paid for the proctoring
http://www.softwaresecure.com/product/remote-proctor-now/

Here are my issues with the proposal:

  1. step 5 of the five-step outline: “Take control of the payment model. Institutional payment (as opposed to student pay) creates a better experience for the student and cost savings for all.”
    so, if the institution pays, then student don’t pay? I find this and illusion, since the institution pays by using students’ tuition. which constantly grows. so, the statement is rather deceptive.
  2. As with the huge controversy around Turnitin (e.g., this 2009 article, and this 2012 article), “mechanizing” the very humane process evaluation is outright wrong. The attempt to compensate the lack of sufficient number of faculty by “outsourcing” to machines is en vogue with the nationwide strive of higher ed administration to create an “assembly line” type of education, which makes profit, but it is dubious if it teaches [well].
  3. Pedagogically (as per numerous discussions in the Chronicle of Higher Education and similar sources), if the teaching materials and exams are structured in an engaging way, students cheat much less. The “case study” paper claims reduction of cheating, but it is reduction based on fear to be caught, not based on genuine interest in learning.

 

politics of Europe

Between Past and Future: The Revolutions of 1989 and Their Aftermath

By Sorin Antohi, Vladimir Tismaneanu

https://books.google.com/books?id=1pl5T45FwIwC&lpg=PA74&ots=sKFeKFaAxX&dq=Erotik%20der%20Geopolitik&pg=PA74#v=onepage&q=Erotik%20der%20Geopolitik&f=false

Post-Theory, Games, and Discursive Resistance: The Bulgarian Case

By Aleksandŭr Kʹosev

Mitteleuropa und der Balkan. Erotik der Geopolitik. Die Images zweier Regionen in den westlichen Massenmedien
“Mitteleuropa” and the Balkans. Eroticism of Geopolitics. The Images of Two Regions in Western Media

Author(s): Aleksander Kiossev
Subject(s): Cultural Essay, Political Essay, Societal Essay
Published by: Neue Literatur
http://www.ceeol.com/search/article-detail?id=172865

game consoles

Microsoft kills off Xbox 360 after more than a decade

http://www.telegraph.co.uk/technology/2016/04/21/microsoft-kills-off-xbox-360-after-more-than-a-decade/

more about game consoles in this IMS blog:
http://blog.stcloudstate.edu/ims?s=xbox

virtual reality


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