How To Keep Google From Collecting Your Data
Megan E. Holstein Dec 21, 2018 https://medium.com/swlh/how-to-keep-google-from-collecting-your-data-5fd97a6bf929
here are two places where you can turn off how Google tracks you: Activity Controls and Ad Settings.
Along with turning off Ad Personalization, you should turn off Shared Endorsements.
Part 2: Deleting The Data They Already Have
Part 3: Don’t Use Your Google Account for More Than You Have To
- Don’t use Sign In With Google
- Don’t use your Gmail, even for junk email
more on privacy in this IMS blog
Introduction to Schema.org and JSON-LD
Web search engines such as Google, Bing, and Yahoo are integral to making information more discoverable on the open web. How can you expose data about your organization, its services, people, collections, and other information in a way that is meaningful to these search engines?
In this 90 minute session, learn how to leverage Schema.org and semantic markup to achieve enhanced discovery of information on the open web. The session will provide an introduction to both Schema.org and the JSON-LD data format. Topics include an in-depth look at the Schema.org vocabulary, a brief overview of semantic markup with a focus on JSON-LD, and use-cases of these technologies. By the end of the session, you will have an opportunity to apply these technologies through a structured exercise. The session will conclude with resources and guidance for next steps.
Participants will leave this webinar with tools for increasing the discoverability of information on the open web.
This program will include presentation slides, bibliographic references to resources referenced to in the slides, and hands-on exercise material. The exercise material will include instructions, template records for attendees to practice applying Schema.org and JSON-LD, and example records as reference material.
Who Should Attend
Librarians and other professionals interested in increasing discovery of their organization’s information and collections on the open web. General knowledge of metadata concepts and standards is encouraged. Familiarity with the concept of data formats (XML, JSON, MARC, etc.) would be helpful.
Jacob Shelby is the Metadata Technologies Librarian at North Carolina State University (NCSU) Libraries, where he performs metadata activities that support library information services and collections. He has collaborated on endeavors to enhance the discovery of library services and collections on the open web, including exposing NCSU Libraries digital special collections data as Schema.org data. In addition to these endeavors, Jacob has taught workshops at NCSU Libraries on Schema.org and semantic markup.
more on JSON in this IMS blog
2016 POD Network Conference
Studying Connections between Student Well-Being,
Performance, and Active Learning
Amy Godert, Cornell University; Teresa Pettit, Cornell University
Treasure in the Sierra Madre? Digital Badges and Educational
Chris Clark, University of Notre Dame; G. Alex Ambrose, University
of Notre Dame; Gwynn Mettetal, Indiana University South Bend;
David Pedersen, Embry-Riddle Aeronautical University; Roberta
(Robin) Sullivan, University of Buffalo, State University of New York
Learning and Teaching Centers: The Missing Link in Data
Denise Drane, Northwestern University; Susanna Calkins,
Identifying and Supporting the Needs of International Faculty
Deborah DeZure, Michigan State University; Cindi Leverich, Michigan
Online Discussions for Engaged and Meaningful Student
Danilo M. Baylen, University of West Georgia; Cheryl Fulghum,
Haywood Community College
Why Consider Online Asynchronous Educational Development?
Christopher Price, SUNY Center for Professional Development
Online, On-Demand Faculty Professional Development for Your
Roberta (Robin) Sullivan, University at Buffalo, State University of
New York; Cherie van Putten, Binghamton University, State
University of New York; Chris Price, State University of New York
The Tools of Engagement Project (http://suny.edu/toep) is an online faculty development model that encourages instructors to explore and reflect on innovative and creative uses of freely-available online educational technologies to increase student engagement and learning. TOEP is not traditional professional development but instead provides access to resources for instructors to explore at their own pace through a set of hands-on discovery activities. TOEP facilitates a learning community where participants learn from each
other and share ideas. This poster will demonstrate how you can implement TOEP at your campus by either adopting your own version or joining the existing project.
Video Captioning 101: Establishing High Standards With
Stacy Grooters, Boston College; Christina Mirshekari, Boston
College; Kimberly Humphrey, Boston College
Recent legal challenges have alerted institutions to the importance of ensuring that video content for instruction is properly captioned. However, merely meeting minimum legal standards can still fall significantly short of the best practices defined by disability rights
organizations and the principles of Universal Design for Learning. Drawing from data gathered through a year-long pilot to investigate the costs and labor required to establish “in-house” captioning support at Boston College, this hands-on session seeks to give
participants the tools and information they need to set a high bar for captioning initiatives at their own institutions.
Sessions on mindfulness
52 Cognitive Neuroscience Applications for Teaching and Learning (BoF)
53 Contemplative Practices (BoF) Facilitators: Penelope Wong, Berea College; Carl S. Moore, University of the District of Columbia
79 The Art of Mindfulness: Transforming Faculty Development by Being Present Ursula Sorensen, Utah Valley University
93 Impacting Learning through Understanding of Work Life Balance Deanna Arbuckle, Walden University
113 Classroom Mindfulness Practices to Increase Attention, Creativity, and Deep Engagement Michael Sweet, Northeastern University
132 Measuring the Impacts of Mindfulness Practices in the Classroom Kelsey Bitting, Northeastern University; Michael Sweet, Northeastern University
more on POD conferences in this IMS blog
Call for Chapters: Responsible Analytics and Data Mining in Education
• Who collects and controls the data?
• Is it accessible to all stakeholders?
• How are the data being used, and is there a possibility for abuse?
• How do we assess data quality?
• Who determines which data to trust and use?
• What happens when the data analysis yields flawed results?
• How do we ensure due process when data-driven errors are uncovered?
• What policies are in place to address errors?
• Is there a plan for handling data breaches?
Call for Chapter Proposals page (https://big-data-in-education.blogspot.com)
more on data mining in this IMS blog
more on analytics in this IMS blog
International Benchmarks for Academic Library Use of Bibliometrics & Altmetrics, 2016-17
ID: 3807768 Report August 2016 115 pages Primary Research Group
The report gives detailed data on the use of various bibliometric and altmetric tools such as Google Scholar, Web of Science, Scimago, Plum Analytics
20 predominantly research universities in the USA, continental Europe, the UK, Canada and Australia/New Zealand. Among the survey participants are: Carnegie Mellon, Cambridge University, Universitat Politècnica de Catalunya the University at Albany, the University of Melbourne, Florida State University, the University of Alberta and Victoria University of Wellington
– 50% of the institutions sampled help their researchers to obtain a Thomsen/Reuters Researcher ID.
ResearcherID provides a solution to the author ambiguity problem within the scholarly research community. Each member is assigned a unique identifier to enable researchers to manage their publication lists, track their times cited counts and h-index, identify potential collaborators and avoid author misidentification. In addition, your ResearcherID information integrates with the Web of Science and is ORCID compliant, allowing you to claim and showcase your publications from a single one account. Search the registry to find collaborators, review publication lists and explore how research is used around the world!
– Just 5% of those surveyed use Facebook Insights in their altmetrics efforts.
more on altmetrics in this IMS blog
The EU just told data mining startups to take their business elsewhere
By enabling the development and creation of big data for non-commercial use only, the European Commission has come up with a half-baked policy. Startups will be discouraged from mining in Europe and it will be impossible for companies to grow out of universities in the EU.
more on copyright and text and data mining in this IMS blog
Webinar: Text and Data Mining: The Way Forward, June 30, 10am (EDT)
LITA announcement. Date: Thursday, June 30, 2016, Time: 10am-11:30am (EDT), Platform: WebEx. Registration required.
a critically important means of uncovering patterns of intellectual practice and usage that have the potential for illuminating facets and perspectives in research and scholarship that might otherwise not be noted. At the same time, challenges exist in terms of project management and support, licensing and other necessary protections.
Confirmed speakers include: Audrey McCulloch, Executive Director, ALPSP; Michael Levine-Clark, Dean of Libraries, University of Denver; Ellen Finnie, Head, Scholarly Communications and Collections Strategies, Massachusetts Institute of Technology; and Jeremy Frey, Professor of Physical Chemistry, Head of Computational Systems Chemistry, University of Southampton, UK.
Audrey McCulloch, Chief Executive, Association of Learned Professional and Society Publishers (ALPSP) and Director of the Publishers Licensing Society
Text and Data Mining: Library Opportunities and Challenges
Michael Levine-Clark, Dean and Director of Libraries, University of Denver
As scholars engage with text and data mining (TDM), libraries have struggled to provide support for projects that are unpredictable and tremendously varied. While TDM can be considered a fair use, in many cases contracts need to be renegotiated and special data sets created by the vendor. The unique nature of TDM projects makes it difficult to plan for them, and often the library and scholar have to figure them out as they go along. This session will explore strategies for libraries to effectively manage TDM, often in partnership with other units on campus and will offer suggestions to improve the process for all.
Michael Levine-Clark, the Dean and Director of the University of Denver Libraries, is the recipient of the 2015 HARRASOWITZ Leadership in Library Acquisitions Award. He writes and speaks regularly on strategies for improving academic library collection development practices, including the use of e-books in academic libraries, the development of demand-driven acquisition models, and implications of discovery tool implementation.
Library licensing approaches in text and data mining access for researchers at MIT
Ellen Finnie, Head, Scholarly Communications & Collections Strategy, MIT Libraries
This talk will address the challenges and successes that the MIT libraries have experienced in providing enabling services that deliver TDM access to MIT researchers, including:
· emphasizing TDM in negotiating contracts for scholarly resources
· defining requirements for licenses for TDM access
· working with information providers to negotiate licenses that work for our researchers
· addressing challenges and retooling to address barriers to success
· offering educational guides and workshops
· managing current needs v. the long-term goal– TDM as a reader’s right
Ellen Finnie is Head, Scholarly Communications & Collections Strategy in the MIT Libraries. She leads the MIT Libraries’ scholarly communications and collections strategy in support of the Libraries’ and MIT’s objectives, including in particular efforts to influence models of scholarly publishing and communication in ways that increase the impact and reach of MIT’s research and scholarship and which promote open, sustainable publishing and access models. She leads outreach efforts to faculty in support of scholarly publication reform and open access activities at MIT, and acts as the Libraries’ chief resource for copyright issues and for content licensing policy and negotiations. In that role, she is involved in negotiating licenses to include text/data mining rights and coordinating researcher access to TDM services for licensed scholarly resources. She has written and spoken widely on digital acquisitions, repositories, licensing, and open access.
Jeremy Frey, Professor of Physical Chemistry, Head of Computational Systems Chemistry, University of Southampton, UK
Text and Data Mining (TDM) facilitates the discovery, selection, structuring, and analysis of large numbers of documents/sets of data, enabling the visualization of results in new ways to support innovation and the development of new knowledge. In both academia and commercial contexts, TDM is increasingly recognized as a means to extract, re-use and leverage additional value from published information, by linking concepts, addressing specific questions, and creating efficiencies. But TDM in practice is not straightforward. TDM methodology and use are fast changing but are not yet matched by the development of enabling policies.
This webinar provides a review of where we are today with TDM, as seen from the perspective of the researcher, library, and licensing-publisher communities.