cultural differences

Chinese, Americans Truly See Differently, Study Says

John Roach for National Geographic NewsAugust 22, 2005

http://news.nationalgeographic.com/news/2005/08/0822_050822_chinese.html

Richard Nisbett, a psychologist at the University of Michigan in Ann Arbor.

Westerners and Easterners see the world differently

http://www.newscientist.com/article.ns?id=dn7882

technology requirements samples

Data Visualization Designer and Consultant for the Arts
Lecturer
The University Libraries of Virginia Tech seeks a specialist to join a team offering critical and sophisticated new technology development services that enhance the scholarly and creative expression of faculty and graduate students. This new position will bring relevant computational techniques to the enhance the fields of Art and Design at Virginia Tech, and will serve as a visual design consultant to project teams using data visualization methodologies.

The ideal candidates will have demonstrated web development and programming skills, knowledge of digital research methods and tools in Art and Design, experience managing and interpreting common types of digital data and assets studied in those fields.

The Data Visualization Designer & Digital Consultant for the Arts will not only help researchers in Art and Design fields develop, manage, and sustain digital creative works and digital forms of scholarly expression, but also help researchers across Virginia Tech design effective visual representations of their research. Successful candidates will work collaboratively with other Virginia Tech units, such as the School of Visual Arts; the School of Performing Arts; the Moss Center for the Arts; the Institute for Creativity, Arts, and Technology; and the arts community development initiative VTArtWorks (made possible by the Institute of Museum and Library Services [SP-02-15-0034-15])

Responsibilities

– Investigates and applies existing and emerging technologies that help strengthen the Libraries’ mission to enhance and curate visual representations of data at Virginia Tech.

– Develops and modifies technologies and designs processes that facilitate data visualization/exploration, data and information access, data discovery, data mining, data publishing, data management, and preservation

– Serves as consultant to researchers on data visualization, visual design principles, and related computational tools and methods in the digital arts

– Keeps up with trends in digital research issues, methods, and tools in related disciplines

– Identifies data, digital scholarship, and digital library development referral opportunities; makes connections with research teams across campus

– Participates in teams and working groups and in various data-related projects and initiatives as a result of developments and changes in library services

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THE DIGITAL HUMANITIES: IMPLICATIONS FOR LIBRARIANS,

LIBRARIES, AND LIBRARIANSHIP

The redefinition of humanities scholarship has received major attention in higher education over the past few years. The advent of digital humanities has challenged many aspects of academic librarianship. With the acknowledgement that librarians must be a necessary part of this scholarly conversation, the challenges facing subject/liaison librarians, technical service librarians, and library administrators are many. Developing the knowledge base of digital tools, establishing best procedures and practices, understanding humanities scholarship, managing data through the research lifecycle, teaching literacies (information, data, visual) beyond the one-shot class, renegotiating the traditional librarian/faculty relationship as ‘service orientated,’ and the willingness of library and institutional administrators to allocate scarce resources to digital humanities projects while balancing the mission and priorities of their institutions are just some of the issues facing librarians as they reinvent themselves in the digital humanities sphere.

A CALL FOR PROPOSALS

College & Undergraduate Libraries, a peer-reviewed journal published by Taylor & Francis, invites proposals for articles to be published in the fall of 2017. The issue will be co-edited by Kevin Gunn (gunn@cua.edu) of the Catholic University of America and Jason Paul (pauljn@stolaf.edu) of St. Olaf College.

The issue will deal with the digital humanities in a very broad sense, with a major focus on their implications for the roles of academic librarians and libraries as well as on librarianship in general. Possible article topics include, but are not limited to, the following themes, issues, challenges, and criticism:

  • Developing the project development mindset in librarians
  • Creating new positions and/or cross-training issues for librarians
  • Librarian as: point-of-service agent, an ongoing consultant, or as an embedded project librarian
  • Developing managerial and technological competencies in librarians
  • Administration support (or not) for DH endeavors in libraries
  • Teaching DH with faculty to students (undergraduate and graduate) and faculty
  • Helping students working with data
  • Managing the DH products of the data life cycle
  • Issues surrounding humanities data collection development and management
  • Relationships of data curation and digital libraries in DH
  • Issues in curation, preservation, sustainability, and access of DH data, projects, and products
  • Linked data, open access, and libraries
  • Librarian and staff development for non-traditional roles
  • Teaching DH in academic libraries
  • Project collaboration efforts with undergraduates, graduate students, and faculty
  • Data literacy for librarians
  • The lack of diversity of librarians and how it impacts DH development
  • Advocating and supporting DH across the institution
  • Developing institutional repositories for DH
  • Creating DH scholarship from the birth of digital objects
  • Consortial collaborations on DH projects
  • Establishing best practices for dh labs, networks, and services
  • Assessing, evaluating, and peer reviewing DH projects and librarians.

Articles may be theoretical or ideological discussions, case studies, best practices, research studies, and opinion pieces or position papers.

Proposals should consist of an abstract of up to 500 words and up to six keywords describing the article, together with complete author contact information. Articles should be in the range of 20 double-spaced pages in length. Please consult the following link that contains instructions for authors: http://www.tandfonline.com/action/authorSubmission?journalCode=wcul20&page=instructions#.V0DJWE0UUdU.

Please submit proposals to Kevin Gunn (gunn@cua.edu) by August 17, 2016; please do not use Scholar One for submitting proposals. First drafts of accepted proposals will be due by February 1, 2017 with the issue being published in the fall of 2017. Feel free to contact the editors with any questions that you may have.

Kevin Gunn, Catholic University of America

Jason Paul, St. Olaf College

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The Transformational Initiative for Graduate Education and Research (TIGER) at the General Library of the University of Puerto Rico-Mayaguez (UPRM) seeks an enthusiastic and creative Research Services Librarian to join our recently created Graduate Research and Innovation Center (GRIC).

The Research Services Librarian works to advance the goals and objectives of Center and leads the creation and successful organization of instructional activities, collaborates to envision and implement scholarly communication services and assists faculty, postdoctoral researchers, and graduate students in managing the lifecycle of data resulting from all types of projects. This initiative is funded by a five year grant awarded by the Promoting Postbaccalaureate Opportunities for Hispanic Americans Program (PPOHA), Title V, Part B, of the U.S. Department of Education.

The Research Services Librarian will build relationships and collaborate with the GRIC personnel and library liaisons as well as with project students and staff. This is a Librarian I position that will be renewed annually (based upon performance evaluation) for the duration of the project with a progressive institutionalization commitment starting on October 1st, 2016. .

The Mayaguez Campus of the University of Puerto Rico is located in the western part of the island. Our library provides a broad array of services, collections and resources for a community of approximately 12,100 students and supports more than 95 academic programs. An overview of the library and the university can be obtained through http://www.uprm.edu/library/.

REQUIRED QUALIFICATIONS

  • Master’s degree in library or information science (MLS, MIS, MLIS) from an ALA (American Library Association)-accredited program • Fully bilingual in English and Spanish • Excellent interpersonal and communication skills and ability to work well with a diverse academic community • Experience working in reference and instruction in an academic/research library and strong assessment and user-centered service orientation • Demonstrated experience working across organizational boundaries and managing complex stakeholder groups to move projects forward • Experience with training, scheduling and supervising at various settings • Ability to work creatively, collaboratively and effectively on teams and on independent assignments • Experience with website creation and design in a CMS environment and accessibility and compliance issues • Strong organizational skills and ability to manage multiple priorities.

PREFERRED QUALIFICATIONS

  • Experience creating and maintaining web-based subject guides and tutorials • Demonstrated ability to deliver in-person and online reference services • Experience helping researchers with data management planning and understanding of trends and issues related to the research lifecycle, including creation, analysis, preservation, access, and reuse of research data • Demonstrated a high degree of facility with technologies and systems germane to the 21st century library, and be well versed in the issues surrounding scholarly communications and compliance issues (e.g. author identifiers, data sharing software, repositories, among others) • Demonstrate awareness of emerging trends, best practices, and applicable technologies in academic librarianship • Demonstrated experience with one or more metadata and scripting languages (e.g. Dublin Core, XSLT, Java, JavaScript, Python, or PHP) • Academic or professional experience in the sciences or other fields utilizing quantitative methodologies • Experience conducting data-driven analysis of user needs or user testing.
  • Second master’s degree, doctorate or formal courses leading to a doctorate degree from an accredited university

PRIMARY RESPONSIBILITIES AND DUTIES

  1. Manages daily operations, coordinates activities, and services related to the GRIC and contributes to the continuing implementation of TIGER goals and objectives.
  2. Works closely with liaison and teaching librarians to apply emerging technologies in the design, delivery, and maintenance of high-quality subject guides, digital collection, learning objects, online tutorials, workshops, seminars, mobile and social media interfaces and applications.
  3. Provide support to faculty and graduate students through the integration of digital collection, resources, technologies and analytical tools with traditional resources and by offering user-centered consultation and specialized services 4. Participates in the implementation, promotion, and assessment of the institutional repository and e-science initiative related to data storage, retrieval practices, processes, and data literacy/management.
  4. Advises and educates campus community about author’s rights, Creative Commons licenses, copyrighted materials, open access, publishing trends and other scholarly communication issues.
  5. Develops new services as new needs arise following trends in scholarly communication e-humanities, and e-science.
  6. Provides and develops awareness and knowledge related to digital scholarship and research lifecycle for librarians and staff.
  7. Actively disseminates project outcomes and participates in networking and professional development activities to keep current with emerging practices, technologies and trends.
  8. Actively promote TIGER or GRIC related activities through social networks and other platforms as needed.
  9. Periodically collects, analyzes, and incorporates relevant statistical data into progress reports as needed (e.g. Facebook, Twitter, Springshare, among others).
  10. Actively collaborates with the TIGER Project Assessment Coordinator and the Springshare Administrator to create reports and tools to collect data on user needs.
  11. Coordinates the transmission of online workshops through Google Hangouts Air with the Agricultural Experiment Station Library staff.
  12. Collaborates in the creation of grants and external funds proposals.
  13. Availability and flexibility to work some weeknights and weekends.

SALARY: $ 45,720.00 yearly+ (12 month year).

BENEFITS: University health insurance, 30 days of annual leave, 18 days of sick leave.

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Technology Integration and Web Services Librarian

The Ferris Library for Information, Technology and Education (FLITE) at Ferris State University (Big Rapids, Michigan) invites applications for a collaborative and service-oriented Technology Integration and Web Services Librarian.  The Technology Integration and Web Services Librarian ensures that library   systems and web services support and enhance student learning. Primary responsibilities include management and design of the library website’s  architecture, oversight of the technical and administrative aspects of the library management system and other library enterprise applications, and the seamless integration of all library web-based services. Collaborates with other library faculty and staff to provide reliable electronic access to online resources and to improve the accessibility, usability, responsiveness, and overall user experience of the library’s website. Serves as a liaison to other campus units including Information Technology Services. The Technology Integration and Web Services Librarian is a 12-month, tenure-track faculty position based in the Collections & Access Services team and reports to the Assistant Dean for Collections & Access Services.

Required Qualifications:  ALA accredited master’s degree in library or information science by the time of hire. Minimum 2 years recent experience in administration and configuration of a major enterprise system, such as a library management system. Minimum 2 years recent experience in designing and managing a large-scale website using HTML5, Javascript, and CSS. Demonstrated commitment to the principles of accessibility, universal design, and user-centered design methodologies.  Recent experience with object-oriented programming and scripting languages used to support a website. Experience working in a Unix/ Linux environment. Experience with SQL and maintaining MySQL, PostgreSQL, and/ or Oracle databases. Knowledge of web site analytics and experience with making data-driven decisions.

For a complete posting or to apply, access the electronic applicant system by logging on to https://employment.ferris.edu/postings/25767.

Greensboro presentation

Please develop a one hour workshop for faculty on using a new (or old but new to them) technology tool. The aim is not to only show the technical operation, but the pedagogical use of the tool helping faculty think about what this might mean in their own teaching.

Short link: : http://bit.ly/UNCGpres

Alternatives to the pedagogical use of BYOD

Who: students, faculty and staff
Where: TBD
When: Friday, June 17, 2016. 10-11:30 AM

announcement

5 min introduction of workshop presenter Plamen Miltenoff and workshop participants

5 min plan of the workshop

5 min introduction to the topic:

Outline
In financially-sparse times for educational institutions, one viable way to save money is by rethinking pedagogy/methodology and adapt it to the burgeoning numbers of mobile devices (BYOD) owned by students, faculty and staff.

In 5 min,
we will be playing a game, using Kahoot (https://kahoot.it). Kahoot is an application from Norway, which is increasingly popular in K12 and gradually picking momentum at higher ed.

Why Kahoot and not any of the other similar polling apps (AKA formative assessment tools), such as PollEverywhere, PollDaddy etc. (http://blog.stcloudstate.edu/ims/2016/01/13/formative-assessment-tools/)?
1. Kahoot has gained momentum; at least one third of your undergraduates have used it in high school and are familiar with the interface.
2. I personally like Kahoot for the kahoots. J
3. I like badges as “badges in gamification.” Let me know, if you want to work on this topic some other time and lets schedule work time after this session (http://blog.stcloudstate.edu/ims?s=badges).

In 10-15 min,
lets try to create an account and build our first kahoot (https://getkahoot.com/). You can use any topic and focus on the features, which Kahoot provides. Split in groups and help each other; if you feel stuck, please let me know and I will do my best to help advance further.
Here are two YouTube lectures how to create an account and a kahoot quiz (5 min) and how to play a kahoot (3 min): http://blog.stcloudstate.edu/ims/2016/06/13/how-to-kahoot/

In 5-10 min,

let’s display 1-2 kahoot’s to the entire audience and think about situations, when and where such kahoots can be used for educational purposes.
Let’s think about the implications, which the use of kahoots on BOYD may trigger in the classroom

Let’s think about the preparation needed for the smooth use of the kahoots (is your WiFi in that particular classroom robust enough to hold the action of 20? 200? Students?
Let’s think about students’ engagement: what constitutes it? would a kahoot on their BYOD will be sufficient to pick their interest and if not, what else must be added to the magic elixir?

In 5 min, lets discuss Kahoot’s similarities with other educational technologies used in the classroom

Let’s assess the potential of Kahoot.
how does it compare
how does it transfer
is it compatible with Canvas

LinkedIn acquired by Microsoft

Microsoft to buy LinkedIn for $26.2B in cash, makes big move into enterprise social media

library presentation

Gergana Martinova, MLIS, Radostina Todorova, MLIS and Plamen Miltenoff, MLIS, Ph.D. will be presenting on June 10, 5:30AM local time, 12:30PM Central European time at the Western Balkan Information Literacy Conference.

http://www.slideshare.net/aidemoreto/greening-information-literacy-through-games

“Greening” Information Literacy Through Games from Plamen Miltenoff
link to the conference proceedings here: Proceedings_WBILC2016

school leadership and digital storytelling

Guajardo, M., Oliver, J. A., Rodríguez, G., Valadez, M. M., Cantú, Y., & Guajardo, F. (2011). Reframing the Praxis of School Leadership Preparation through Digital Storytelling. Journal of Research on Leadership Education, 6(5), 145–161. http://doi.org/10.1177/194277511100600504
http://web.stcloudstate.edu/pmiltenoff/lib490/literature.html#d
p. 149-150. Digital storytelling applies techniques that cross disciplines, fields, and subject matter. Digital storytelling pioneer Dana Atchley used the varied techniques such as case study, personal experience, introspection, life story, interviews, artifacts, cultural texts, observations, historical interaction, visual texts, and others (Lambert, 2002, 2006). Atchley’s techniques are firmly rooted in research methodology and collectively describe routine and problematic moments and meanings in individuals’ lives (Denzin & Lincoln, 2000; Lambert, 2006). Qualitative researchers often refer to this process as a bricolage, or the creation or construction from a variety of things. This bricolage helps Downloaded from jrl.sagepub.com at SAINT CLOUD STATE UNIV on June 8, 2016 Guajardo et. al./REFRAMING THE PRAXIS OF SCHOOL LEADERSHIP 150 to clarify our ontologies and inform epistemologies. Ladson-Billings (2000) explained epistemologies as more than the traditional way of knowing. Instead, epistemologies are a system of knowing that has both internal logic and external validity. The assortments of experiences used to inform our way of knowing then become the deliberate choices between hegemony and liberation. This process allows individuals to move beyond a traditional epistemological stance, or what Stanley (2007) has called the master narrative. Shujaa (1997) has called it a worldview epistemology that looks at knowledge as a symbiotic interaction of how we view the world, the knowledge we possess, and the knowledge we are capable of passing on to others.
p. 156 digital storytelling has been found to help organizations understand themselves (Militello & Guajardo, 2011). When organizations delve into introspective practices through the use of digital media, small and large organizations alike invite the opportunity to learn from deep, digital reflection.

instructional designers and tech adoption

Survey: Instructional Designers ‘Pivotal’ in Tech Adoption

By Dian Schaffhauser 05/09/16

https://campustechnology.com/articles/2016/05/09/survey-instructional-designers-pivotal-in-tech-adoption.aspx

Managing projects is the most common task instructional designers undertake during their days, followed by technology and pedagogical training. Their biggest obstacle to success on the job is faculty resistance. The most important expertise they possess as a whole is the ability to learn new technologies, followed by project management and learning science or theory. Their favorite tools to work with are Camtasia and Adobe products; their least-favorite are Blackboard and learning management systems in general.

  • Consider adding more resources in the area of instructional design. If that isn’t possible, at least consider involving instructional designers “early” and “often” during technology transitions.”
  • “Incentivize” faculty to work with instructional designers “from the get-go” in order to help them learn how to engage with their students and expand class time through the use of online tools.
  • Technology providers should work closely with instructional designers in the selection of digital tools.

The report, “Instructional Design in Higher Education,” is freely available on the Intentional Futures website here.

Instructional Design in Higher Education

http://intentionalfutures.com/reports/instructional_design/

p. 4 Graph: median number of instructional designers by type of institution. According to the graph, SCSU must have between 3 and 16 instructional designers.

p. 10.“While a ‘jack-of-all-trades’ can get by in instructional design, the best instructional designers are ‘aces-of-many-trades’,with authentic experience and training in all aspects of the process.”

p. 12“Management choose[s] tools that are cheap and never ask[s] about integration or accessibility.Then we spend enormous amounts of time trying to get them to work.”

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more in this IMS blog on instructional design

http://blog.stcloudstate.edu/ims?s=instructional

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