Social media objectives:
- collection management tool
- teaching and learning
Opportunities and challenges
- opportunity to build a sense of community between the library and its users
- the variability of skills across library staff for using social media effectively, striking the right tone between professional and personal, coordinating activities across the institution to avoid duplication
- maintaining visibility for the library brand and copyright issues relating to hosting library resources on social media sites
Policies and management:
- Librarians are divided on the benefits of introducing formalized social media policies and plans. About a third of libraries responding to the Taylor & Francis survey had a policy in place, but over 40% had no plans to introduce one
- Some believe that representing the library as a professional function with a
consistent tone is the priority, while others believe that a more human approach is important, with individual staff free to bring their own ideas and personalities to social media activities.
Effectiveness and assessment:
- difficult to prove return on effort and that the time required to do this was a major barrier to more comprehensive analysis of impact
- framework for evaluation, so it is likely that assessment against commonly agreed metrics will become an increasingly important part of social media activity within the library in the near future
Current Social Media Practices:
- In a study from the mid 2000s (Cantrell and Havens1 ), most library directors in the US when questioned about social media said they did not think that libraries had a role in social networking
- A more recent study from 2012 (Kai-Wah Chu and Du4) shows how use of social media by the library has now become mainstream. In this survey of libraries in Asia, North America and Europe, 71% were found to be using social media tools with a further 13% saying they planned to use them
Advantages of using social media
n Financially the costs of using social media are perceived to be low;
n It requires little training;
n It promotes library services and disseminates news quickly, delivering this information more directly to library users;
n It increases engagement and interactions with library users;
n It helps gather feedback to enhance user services;
n The promotion of library holdings via social media can help increase usage of content;
n It enhances communication both within the library and with other departments;
n It can be used for outreach activities through onward sharing, well beyond the institution itself, helping build connections and reputation more broadly
Social Media Objectives: graph on page 8 of the PDF document:
A To promote events
B To promote library services
C To promote resources/collections at the library
D To update on library refurbishments
E To promote new acquisitions
F To promote library guides, exhibition guides
G To connect with new students joining the university
H To engage with the academic community
I To connect with the wider community beyond the university e.g. the town in which the institution is based
J To connect with distance learners
K As a customer services tool- complaints, suggestions, enquiries, feedback
L To highlight subject specific information
M To connect with potential students
N As a teaching tool to promote information literacy, technology and writing tips (not library based)
O To promote courses
P As a research tool to locate official documents and studies
From UK-based focus group: “The library is a programme, not just a building.”
Channel preferences: Graph on page 10 of the PDF document
SOCIAL MEDIA USES Table on p 13 of the PDF document
Twitter n Distribute library news and information
n Provide customer service
n Build connections with researchers
n Build connections with other librarians and institutions
Facebook n Distribute library news and information
n More social and less formal than Twitter – share photographs and run competitions
n Arrange events including tracking RSVPs and sending event updates
n Engagement with students
Pinterest n Promote general library collections, digital and archive special collections and information literacy
n Set up of online repositories for students to pin researched references as part of
collaborative group work
n Display book titles to save time browsing and promote new titles
n Provide an arena for students and course leaders to pin reviewed and recommended reading
for a particular topic
n Develop communities with other online libraries
YouTube n Streaming film collections
n Instructional ‘how to’ videos teaching information literacy skills and how to use library
services and resources
There are also a number of other social media products that are being used by librarians that reflect regional
preferences and the need for the specific functions offered by niche applications.
Collection usage and discovery: Graph on p. 15
Teaching and learning
From US-based librarian interview: “The trend in education now is to create environments that foster collaborative learning. Faculty have ditched textbooks and course management systems in exchange for a Facebook page for their class, or a wiki, or a blog. These online environments are fun; students already know how to use them and are more motivated to comment, discuss and share in these environments than a dry CMS.”
Social media policies and management, p. 18
73% of respondents stating that they believed more roles dedicated to social media would appear in the library in the future.
Effectiveness of social media
From UK focus group: “We keep track of something particularly successful, then we redo the campaign 6 months later.”
From US focus group: “We have very few interactions with anyone on our Twitter feed.”
“Twitter is definitely the best platform, because we hashtag all of our posts with the keyword
of the publication, and so for the academic audience, once they click it’s going to pull up all
of the similar publications under that topic.
Promoting library social media channels
From UK focus group:
“We retweet each other to encourage new followers.” My note: Suggested by me regarding SCSU_Library for Twitter and Pinterest and SCSUTechinstruct but “considered” (in local lingo, slow death of the idea)
Instructional sessions for Adobe Creative Suite and other technologies available
Good morning all,
Please consider one-on-one and/or team sessions regarding the use of the Adobe Creative Suite as well as the use of other technologies in the educational process.
Please contact InforMedia Services (IMS), email@example.com, for any questions, scheduling etc.
IMS (http://lrts.stcloudstate.edu/library/general/ims/default.asp) consists of faculty, who are willing and able to help faculty, staff and students with their academic endeavors in technology. We offer one-on-one sessions, workshops, instructional sessions and in-class technology instructions.
IMS blog: http://blog.stcloudstate.edu/ims/ (keyword: mobile devices)
Google +: https://plus.google.com/u/0/115966710162153290760/posts/p/pub
Since IMS does not have access to the FacultyStaffAll listserv and cannot reach all campus as the message below, please feel welcome and encouraged to forward this email to your colleagues across unions.
Have a successful new academic year.
From: SCSU Information Technology
Sent: Tuesday, August 26, 2014 8:26 AM
Subject: Adobe Creative Cloud Site License
We are pleased to announce that we have renewed the Adobe site license for university-owned computers on campus. This means that the Adobe Creative Cloud Master Collection (includes Acrobat, Photoshop, InDesign, Illustrator, Dreamweaver, After Effects, Premier Pro, Fireworks, Flash, Lightroom, and more) is able to be installed on any university-owned computer at no additional cost to you.
If you would like the use of these applications, please email firstname.lastname@example.org with the details of which applications you would like installed on your university-owned computer. Because it is the first week of the semester and technicians are quite busy right now, we ask for your patience with these installations.
NOTE: Not all campus computers are capable of running these programs. A technician will work with you to make sure your computer is capable of running this software before installing.
In addition, this campus site license includes a copy of Adobe Master Collection that can be installed on a faculty or staff person’s home computer for a yearly fee of $9.75.
Link to purchase personal version: http://stcloudstate.onthehub.com/WebStore/OfferingDetails.aspx?o=c7e8f835-08b1-e311-93fb-b8ca3a5db7a1
NOTE: Students are NOT eligible for this at-home use. Students can purchase Adobe Creative Cloud for a monthly fee of $19.99.
Please contact HuskyTech at 320-308-7000 or email@example.com with any questions!
Technology Support Services Director
Information Technology Services
MC 112C | 320-308-4711 | firstname.lastname@example.org
St. Cloud State University
by Kevin Smith, M.L.S., J.D., Lisa A. Macklin, J.D.,M.L.S., Anne Gilliland, JD, MLS
thread Wk 1 – T2: Copyright: Shortened or Lengthened? – PART 1
Follow the money” was mentioned as a way to understand the concept of copyright and copyright law
Copyright lengths should be shortened. Term lengths like these rarely benefit actual people. They benefit corporations, be it publishers or things like Disney.
Karen Lightner: I can see the usefulness of bringing the US into line with the Berne Convention, so that we are in line with other nations’ laws. But the additional 20 years we have added for individuals and the incredibly long period for corporations goes against, I believe, what the founding fathers intended when they specified for a limited time.
Edwin A Quist: There are collections of so-called production music issued with licenses to be used for educational videos. We have at least two sets of these in our music library (in various styles: rock ,classical, world, electronic, etc.) — but don’t expect great art! Also WikiMedia Commons has some CC licensed music.
Brad Whitehead: I have no quarrel with protecting corporate trademarks — Disney characters or Nike swooshes, etc. — but maintaining monopolies on creative works for such extended periods primarily enriches publishers with no benefit to the creators.
Nicholas Theo: There are definitely works created where it can be next to impossible to find the owner, or their descendant 20 years after the creation of the work. I have also witnessed when you do track these people down that they want an exorbitant sum of money for permission to use their creation even when there has been absolutely no interest in it. In the end no deal is made. On the other hand I work with two small non profit organizations whose body of work is of value. The material is actively used, and the body of work is a core asset for the organization. What happens to each organization once the copyrights expire? One organization faces this reality in 2015. The Internet permits an environment where decades of work may be used, and in some instances in ways the original material was never intended to be used. For instance, written passages can be misquoted and there will no longer be a legal mechanism to halt this practice.
Karen Case: I would be curious to know if the Youtube video with Mozart would have been removed if the link was made private.
Susan Martel: I think about The Hobbit which was published in 1937. The author, Tolkien, died in 1973, and I remember his books being popular in the seventies and the eighties. It was fairly recently that movies were made based on his books. It seems fair (and I hope that it is the case) that he left a great legacy behind to his family so that they could continue to receive income from his work. If Tolkien’s works were in the public domain by the time the movies were made, it is just an easy way for those working in the movie industry to become even wealthier without having to pay anything to the author or his beneficiaries. Not all works have the kind of potential that Tolkien’s did, but without a crystal ball to predict the future it may be difficult to predict accurately what works will have continued success for generations and which will just be a flash in the pan.
Charles N. Norton: There is something called “Good Faith” effort that many archives hold to that tends to be the “standard” when trying to use copyrighted material for educational use, but it really only applies when you know who the copyright holder is and for whatever reason they simply do not respond to your requests. It does not remove the authors rights and, in fact, many times one does end up having to remove shared material after the fact because the copyright holders finally does get around to denying permission.
Lesli Moore: I’m glad to see some discussion about Open Access to works. Perhaps instead of shortening the term, creators can circumvent the terms by offering open access using Creative Commons.
Jef Gielen: There are pros and cons. Do we find it reasonable that heirs take benefit from a work they did not contribute to at all ? To me, this is not evident. On the other hand, the copyright can be in hand of foundations trying to continue the work of an author – e.g. by means of scholarships. That’s another story ..
Here is a complete list of all the suggested readings for the Copyright for Educations and Librarians Course. Click here for a downloadable PDF version of the Suggested Readings that contains the full URL links.
- The Copyright Law of the United States, Title 17 of the U.S. Code. Please scan the section headings to gain a general idea of the structure of the law.
- United States Copyright Office website, at http://copyright.gov/. Please read circular #1, “ Copyright Basics.”
- James Boyle, The Public Domain: Enclosing the Commons of the Mind (New Haven: Yale University Press, 2008. PDF book version. Please read Chapter One, “Why Intellectual Property?”
- Peter Hirtle, Emily Hudson & Andrew Kenyon, Copyright & Cultural Institutions: Guidelines for Digitization (Cornell University Library, 2009). Please read chapters 1 & 2.
- Kevin Smith & Lisa Macklin, Handout on “A Framework for Analyzing any Copyright Problem.”
- The Copyright Law of the United States, Title 17 of the U.S. Code. Please read sections 101 through 106 and section 109.
- United States Copyright Office website, at http://copyright.gov/. Please read circulars 9 (“Work Made for Hire under the 1976 Copyright Act“) and 21 (“Reproductions of Copyrighted Works by Educators and Librarian”).
- Peter Hirtle, “Copyright and the Public Domain in the United States,” online chart.
- Peter Hirtle, Emily Hudson & Andrew Kenyon, Copyright & Cultural Institutions: Guidelines for Digitization (Cornell University Library, 2009). Please read chapters 3 & 4.
- “Copyright Law & Public Domain,” a series of short essays from NOLO, Law for All, at.
- The Copyright Law of the United States, Title 17 of the U.S. Code. Available at http://www.copyright.gov/title17/. Please read sections 108 and 110.
- Peter Hirtle, Emily Hudson & Andrew Kenyon, Copyright & Cultural Institutions: Guidelines for Digitization (Cornell University Library, 2009). Please read chapter 6.
- Peggy Hoon, “The Original TEACH Act Toolkit.”
- Creative Commons website at . Please read the “Choose a license” page and “About the Licenses“.
- Copyright and Fair Use, Stanford University Libraries, “The Basics of Getting Permission” athttp://fairuse.stanford.edu/overview/introduction/getting-permission/.
- “Permissions,” Copyright Advisory Office, Columbia University Libraries.
- David R. Hansen, Copyright Reform Principles for Libraries, Archives, and Other Memory Institutions, 29 Berkeley Tech. L.J. (forthcoming 2014).
OPTIONAL – Resources on music copyright:
Sources for examples:
For the history behind the controversy over “The Lion Sleeps Tonight,” listen to these three YouTube videos:
7 Fantastic Free Social Media Tools for Teachers
EDU 2.0 is a lot like online course management systems Blackboard and Moodle, but with a couple of distinct advantages. First, teachers can share their lesson plans, quizzes, videos, experiments and other resources in a shared library that currently hosts more than 15,000 pieces of content. Second, a community section allows teachers and students to network and collaborate with other members who share the same educational interests. And third, everything is hosted in the cloud for free.
The popular visual organizing and sharing tool Symbaloo launched its “EDU” version last month. According to the company, 50,000 teachers are already using Symbaloo to organize classroom resources. The new EDU version comes with academic subject-specific resource pages or “webmixes” and top tools like TeacherTube, Slideshare, Google Docs, Flickr and more are fully embeddable. Teachers with a “Free Plus” account can add their school logo and customize the links. The site also allows students to easily share their Symbaloo pages and projects with classmates.
This app gives teachers four discussion format choices. Students can either agree or disagree with a statement, answer a multiple choice question, post responses, or have the choice between adding a new response or voting for someone else’s response. Teachers can add photos or videos to their prompts and all of the discussions take place on one class page.
This WordPress-like blogging platform only supports educational content and thus, unlike WordPress, usually isn’t blocked by school filters. Since 2005, it has hosted more than a million blogs from students and teachers.
Kidblog is a bit more specific than Edublogs. There are fewer options to adjust the appearance of the main page, and it’s hard to use the platform for anything other than as a system for managing individual class blogs. The homepage serves as a catalog of student blogs on the right with a recent post feed on the left.
Teachers can also control how private they want the blogs to be. They can keep them student-and-teacher only, allow parents to log in with a password, or make them open to the public.
Edmodo looks and functions much like Facebook. But unlike Facebook, it’s a controlled environment that teachers can effectively leverage to encourage class engagement. The platform allows teachers and students to share ideas, files and assignments on a communal wall. Teachers can organize different groups of students and monitor them from the same dashboard. Once they’ve organized classes, they can post assignments to the wall and grade them online. They can then archive the class groups and begin new ones.
7. TeacherTube and SchoolTube and YouTube
As the name implies, TeacherTube is YouTube for teachers. It’s a great resource for lesson ideas but videos can also be used during class to supplement a lecture. For instance, you can let Mrs. Burk rap about perimeters if you like her idea but lack the rhyming skills to pull it off yourself. This site also has a crowdsourced stock of documents, audio and photos that can be added to your lesson plans. Unfortunately, every video is preceded by an ad.
SchoolTube is another YouTube alternative. Unlike other video sharing sites, it is not generally blocked by school filters because all of its content is moderated.
The original, generic YouTube also has a bevy of teacher resources, though it’s often blocked in schools. Khan Academy consistently puts out high-quality lessons for every subject, but a general search on any topic usually yields a handful of lesson approaches. Some of the better ones are indexed onWatchKnow.
From: Miltenoff, Plamen
Sent: Wednesday, November 20, 2013 4:09 PM
To: ‘email@example.com’; ‘firstname.lastname@example.org’
Cc: Oyedele, Adesegun
Subject: virtual worlds and simulations
Apologies for any cross posting…
Following a request from fellow faculty at SCSU, I am interested in learning more about any possibilities for using virtual worlds and simulations opportunities [in the MnSCU system] for teaching and learning purposes.
The last I remember was a rather messy divorce between academia and Second Life (the latter accusing an educational institution of harboring SL hackers). Around that time, MnSCU dropped their SL support.
Does anybody have an idea where faculty can get low-cost if not free access to virtual worlds? Any alternatives for other simulation exercises?
Any info/feedback will be deeply appreciated.
After Frustrations in Second Life, Colleges Look to New Virtual Worlds. February 14, 2010
From: Weber, James E.
Sent: Wednesday, November 20, 2013 5:41 PM
To: Miltenoff, Plamen Subject: RE: virtual worlds and simulations
I don’t use virtual worlds, but I do use a couple of simulations…
I use http://www.glo-bus.com/ extensively in my strategy class. It is a primary integrating mechanism for this capstone class.
I also use http://erpsim.hec.ca/en because it uses and illustrates SAP and process management.
http://www.goventure.net/ is one I have been looking into. Seems more flexible…
From: email@example.com [mailto:firstname.lastname@example.org] On Behalf Of Brock Dubbels
Sent: Wednesday, November 20, 2013 4:29 PM
To: Oyedele, Adesegun
Cc: Miltenoff, Plamen; Gaming and Simulations
Subject: Re: virtual worlds and simulations
That is fairly general
what constitutes programming skill is not just coding, but learning icon-driven actions and logic in a menu
for example, Sketch Up is free. You still have to learn how to use the interface.
there is drag and drop game software, but this is not necessarily a share simulation
From: Kalyvaki, Maria [mailto:Maria.Kalyvaki2@smsu.edu]
Sent: Wednesday, November 20, 2013 4:26 PM
To: Miltenoff, Plamen
Subject: RE: virtual worlds and simulations
I received this email today and I am happy that someone is interested on Second Life. The second life platform and some other virtual worlds are free to use. Depends what are your expectations there that may increase the cost of using the virtual world. I am using some of those virtual worlds and my previous school Texas Tech University was using SL for a course.
Let me know how could I help you with the virtual worlds.
From: Jane McKinley [mailto:Jane.McKinley@riverland.edu]
Sent: Thursday, November 21, 2013 11:09 AM
To: Miltenoff, Plamen
Cc: Jone Tiffany; Pamm Tranby; Dan Harber
Subject: Virtual worlds
To introduce myself I am the coordinator/ specialist for our real life allied health simulation center at Riverland Community College. Dan Harber passed your message on to me. I have been actively working in SL since 2008. My goal in SL was to do simulation for nursing education. I remember when MnSCU had the island. I tried contacting the lead person at St. Paul College about building a hospital on the island for nursing that would be open to all MN programs, but never could get a response back.
Yes, SL did take the education fees away for a while but they are now back. Second Life is free in of itself, it is finding islands with educational simulations that takes time to explore, but many are free and open to the public. I do have a list of islands that may be of interest to you. They are all health related, but there are science islands such as Genome Island. Matter of fact there is a talk that will be out there tonight about how to do research and conduct fair experiments at 7:00 our time.
I have been lucky to find someone with the same goals as I have. Her name is Jone Tiffany. She is a professor at Bethel University in the nursing program. In the last 4 years we have built an island for nursing education. This consists of a hospital, clinic, office building, classrooms and a library. We also built a simulation center. (Although I accidently removed the floor and some walls in it. Our builder is getting it back together.) There is such a shortage of real mental health and public health sites that a second island is being purchased to meet this request. On that island we are going to build an inner city, urban and rural communities. This will be geared towards meeting those requests. Our law enforcement program at Riverland has voiced an interest in SL with being able to set up virtual crime scenes which could be staged anywhere on the two islands. With the catastrophic natural events and terrorist activities that have occurred recently we will replicate these same communities on the other side of the island only it will be the aftermath of a hurricane and tornado, or flooding. On the other side we could stage the aftermath of a bombing such as what happened in Boston. Victims could transported to the hospital ED. Law enforcement could do an investigation.
We have also been working with the University of Wisconsin, Osh Kosh. They have a plane crash simulation and what we call a grunge house that students go into to see what the living conditions are like for those who live in poverty and what could be done about it.
Since I am not faculty I cannot take our students out to SL, but Jone has had well over 100 of her students in there doing various assignments. She is taking more out this semester. They have done such things as family health assessments and diabetes assessment and have to create a plan of care. She has done lectures out there. So the students come out with their avatars and sit in a classroom. This is a way distant learning can be done but yet be engaged with the students. The beauty of SL is that you can be creative. Since the island is called Nightingale Isle, some of the builds are designed with that theme in mind. Such as the classrooms, they are tiered up a mountain and look like the remains of a bombed out church from the Crimean War, it is one of our favorite spots. We also have an area open on the island for support groups to meet. About 5 years ago Riverland did do a congestive heart failure simulation with another hospital in SL. That faculty person unfortunately has left so we have not been able to continue it, but the students loved it. We did the same scenario with Jones students in the sim center we have and again the students loved it.
The island is private but anyone is welcome to use it. We do this so that we know and can control who is on the island. All that is needed is to let Jone or I know who you are, where are you from (institution), and what is your avatar name. We will friend you in SL and invite you to join the group, then you have access to the island. Both Jone and I are always eager to share what all goes on out there (as you can tell by this e-mail). There is so much potential of what can be done. We have been lucky to be able to hire the builder who builds for the Mayo Clinic. Their islands are next to ours. She replicated the Gonda Building including the million dollar plus chandeliers.
I can send you the list of the health care related islands, there are about 40 of them. I also copied Jone, she can give you more information on what goes into owning an island. We have had our ups and downs with this endeavor but believe in it so much that we have persevered and have a beautiful island to show for it.
Let me if you want to talk more.
Jane (aka Tessa Finesmith-avatar name)
Jane McKinley, RN
College Lab Specialist -Riverland Center for Simulation Learning
Riverland Community College
Austin, MN 55912
From: Jeremy Nienow [mailto:JNienow@inverhills.mnscu.edu]
Sent: Thursday, November 21, 2013 10:11 AM
To: Miltenoff, Plamen
Cc: Sue Dion
Subject: Teaching in virtual worlds
A friend here at IHCC sent me your request for information on teaching in low-cost virtual environments.
I like to think of myself on the cusp of gamification and I have a strong background in gaming in general (being a white male in my 30s).
Anyway – almost every MMORPG (Massive Multi-online role playing game) today is set up on a Free to Play platform for its inhabitance.
There are maybe a dozen of these out there right now from Dungeon and Dragons online, to Tera, to Neverwinter Nights…etc.
Its free to download, no subscription fee (like there used to be) and its free to play – how they get the money is they make game items and cool aspects of the game cost money…people pay for the privilege of leveling faster.
So – you could easily have all your students download the game (provided they all have a suitable system and internet access), make an avatar, start in the same place – and teach right from there.
I have thought of doing this for an all online class before, but wanted to wait till I was tenured.
Jeremy L. Nienow, PhD., RPA
Inver Hills Community College
P.S. Landon Pirius (sp?) who was once at IHCC and now I believe is at North Hennepin maybe… wrote his PhD on teaching in online environments and used World of Warcraft.
From: Gary Abernethy [mailto:Gary.Abernethy@minneapolis.edu]
Sent: Thursday, November 21, 2013 8:46 AM
To: Miltenoff, Plamen
Subject: Re: [technology] virtual worlds and simulations
The below are current options I am aware of for VW and SIM . You may also want to take a look at Kuda, in Google code, I worked at SRI when we developed this tool. I am interested in collaboration in this area.
Hope the info helps
Director of eLearning
Minneapolis Community and Technical College | 1501 Hennepin Avenue S. | Minneapolis, MN 55403
Gary.Abernethy@minneapolis.edu | http://www.minneapolis.edu
From: John OBrien [mailto:John.OBrien@so.mnscu.edu]
Sent: Wednesday, November 20, 2013 11:37 PM
To: Miltenoff, Plamen
Subject: RE: virtual worlds and simulations
I doubt this is so helpful, but maybe: http://wiki.secondlife.com/wiki/SLED
Conference program available in PDF and upub format, so I can have it on my laptop and on my mobile device: diminishes the necessity to carry and pull constantly a paper stack.
it is the only conference I know with 6AM yoga. Strong spirit in a strong body. LRS & CETL must find space and instructors an offer mediation + yoga opportunity for SCSU students to disconnect
1:00 – 5:00 PM excursion to Carnegie Mellon – Learning Spaces. LRS interest in Learning Commons.
From the pre-conference workshops, Thurs, Nov 7, 8:30AM – 12:00PM:
Linda Shadiow, Connecting Reflection and Growth: Engaging Faculty Stories.
This workshop seems attractive to me, since it coincides with my firm conviction that SCSU faculty must share “best practices” as part of the effort to engage them into learning new technologies.
Kenyon, Kimberly et al, Risky Business: Strategic Planning and Your Center.
This workshop might be attractive for Lalita and Mark Vargas, since strategic planning is considered right now at LRS and CETL might also benefit from such ideas.
roundtables, Thurs, Nov. 7, 1:30-2:45PM
Measuring the Promise in Learner-Centered Syllabi
Michael Palmer, Laura Alexander, Dorothe Bach, and Adriana Streifer, University of Virginia
Effective Faculty Practices: Student-Centered Pedagogy and Learning Outcomes
Laura Palucki Blake, UCLA
Laura is the assistant director http://gseis.ucla.edu/people/paluckiblake
3 time survey of freshmen. survey also faculty every 3 years. can link this date: faculty practices and student learning
triangulating research findings. student-centered pedagogy. which teaching practices are effective in promoting student-center learning practices.
no statistical differences in terms of student learning outcomes between part-time and full-time faculty. The literature says otherwise, but Laura did not find any statistical difference.
discussions is big, small group work is big with faculty
in terms of discussions, there is huge difference between doing discussion and doing it well.
this is a self-report data, so it can be biased
there are gender differences. women more likely to use class discussions, cooperative learning same, students presentations same. gender discipline holds the gender differences. same also in STEM fields.
students evaluations of each other work. cooperative learning: it is closer gender-wise.
the more student-centered pedagogy, the less disengagement from school work.
understand on a national level what students are exposed to.
wabash national data.
ePublishing: Emerging Scholarship and the Changing Role of CTLs
Laura Cruz, Andrew Adams, and Robert Crow, Western Carolina University
LORs are in Kentucky.
CETL does at least Professional Development, Resources, Eportfolios, LORSs. FLCs
Teaching Times at Penn.
model 2: around instructional technology. More and more CETL into a combined comprehensive center. about 9 are paid by IT and 11 by academic center. because of finances cuts this is the model predicted from the 90s. Why not IT? because ater they say how to use it. and how to use it effective. think outside of technology, technogogy is not the same as technology. Teacher-scholar model: research, service, teaching.
egallery and other electronic ways to recognize productivity. Stats and survey software does NOT reside with grad studies, but with CETL, so CETL can help faculty from a glimmer of an idea to presentation and publication. Research Support Specialist.
how and where it fits into faculty development. Neutrality. Should CETL be advocates for institutional, organizational change. Do CETL encourage faculty to take innovation and risk (change the culture of higher ed). Tenure and promotion: do we advocate that epub should count, e.g. a blog will count toward tenure.
a national publication: http://www.sparc.arl.org/resources/authors/addendum
we domenstrate that it is good school. scholarship of teaching will be good teaching.
OER? Open educational resources. SHould CETL host and participate in those? Do we participate in creating resources, which are designed to replace texbooks? Caroline has a state-wide grant to support faculty developing learning resources.
open access is controversial. the right to publish and republish. http://www.sparc.arl.org/
40% of all scholarly articles are owned by 3 publishers
Academic Social Media academic.edu and electronic journals.
CETL is the comprehensive center, the hub where people go to, so CETL can direct them to and or get together stakeholder to make things happen.
the lesson from this session for me is that Lalita and Keith Ewing must work much closer.
Evaluating the quality of MOOCs: Is there room for improvement?
Erping Zhu, University of Michigan; Danilo Baylen, University of West Georgia
reflection on “taking” a MOOC and the seven principles. how to design and teach MOOC using the seven principles.
MOOC has a lot of issues; this is not the focus, focus is on the instructional design. Both presenters are instructional designers. Danilo is taking MOOC in library and information science.
Second principle: what is a good graduate education.
about half had completed a course. Atter the 3rd week the motivation is dissipating.
Erping’s experience: Provost makes quick decision. The CETL was charged with MOOC at U of Michigan. Securing Digital Democracy. http://www.mooc-list.com/university-entity/university-michigan
Danilo is a librarian. his MOOC class had a blog, gets a certificate at the end. Different from online class is the badges system to get you involved in the courses. the MOOC instructors also had involved grad students to monitor the others. the production team is not usually as transparent as at Corsera. Sustainability. 10 week module, need to do reflections, feedback from peers. 7 assignments are too much for a full-time professional.
1. principle: contact btw faculty and student. Not in a MOOC. video is the only source provides sense of connection. the casual comments the instructor makes addressing the students provides this sense. Quick response. Collaboration and cooperation in MOOC environment and bring it in a F2F and campus teaching. Feedback for quizzes was not helpful to improve, since it i automated. students at the discussion board were the one who helped. from an instructional design point of view, how MOOC design can be improved.
group exercise, we were split in groups and rotated sheet among each other to log in response to 7 sheets of paper. then each group had to choose the best of the logged responses. the responses will be on the POD site.
eri week resources
Per Keith’s request
“Why Students Avoid Risking Engagement with Innovative Instructional Methods
Donna Ellis, University of Waterloo”
Excerpt From: Professional and Organizational Development Network in Higher Education. “POD Network 2013 Conference Program, Pittsburgh PA 11/7 to 11/10.” iBooks.
This material may be protected by copyright.
A quantitative study. The difficulty of group works. Various questions from the audience, the time of class (early Mrng) is it a reason to increase the students disengagement. Students pereceptions .
The teacher did. It explain why the research and this might have increased the negative perception. Summary of key barrierS.
Risk of negative consequneces
preceived lack of control
contravention of perceived norms.
fishbein and Aizen 2010
discussoon . How faculty can design and deliver the course to minimize the barriers. Our table thought that there are a lot of unknown parameters to decide and it is good to hear the instructor nit only the researcher. How to deal with dysfunctional group members behaviors. Reflections from the faculty member how to response to the data? Some of the barriers frustrated him. Outlines for the assignments only part of the things he had done to mitigate. What are we asking students on course evaluations. Since a lot more then only negative feedback. Instructor needes more training in conflict resolution and how to run group work.
Friday, Nov 8, 10:30 AM – 12:00 PM
William Penn Ballroom
7 into 15
CRLT Players, University of Michigan”
Excerpt From: Professional and Organizational Development Network in Higher Education. “POD Network 2013 Conference Program, Pittsburgh PA 11/7 to 11/10.” iBooks.
This material may be protected by copyright.
It is a burlesque and theater approach to engage students and faculty into a conversation. 10 plays in 30 min.
Discuses different topics from the plays and seek solutions as a team. How to deal with international students ( Harvard lady said ” safe places” for students) how to deal with technology or the lack of it, missed next one writing this notes and how to reward faculty in innvative things. T. Encoruage innovation, they received a letter from the provost and if they fail, it is not used in their annual evaluation
No videotaping of this performance because the power is in conversation. Is there a franchise, like training people to do that. NSF grant was allowing them but now just pick up the idea. Sell scripts? Can have conversations about strategies how to collaborate with the theater department where to start these short vinniets. If come to campus and bring performance do they do also the follow up.
Is anger or hostility a reaction during after these presentations. How to handle it. Hostility can be productive and make sure that it is told that it is productive. Getting difficult things out there is what the theater is trying to do in a distant way. This is not a morality
how develop the work? How come up with issues. Faculty bring issues, followed by interviews, draft created we heater identifies the problem and address the issue. Preview performances with stakeholders who confirm . There are more then. Sufficient ideas, so the organizers can choose what they see most pertinent
ecrc committee went to their meeting instead of lunch to see if I can particpirate for next year activitities. Ecrc is the acronym for the tech committee. Web site is one takes of this committee. Word press site , how the groups work, how forms work, how to connect with people and most importantly how to start communicating through the web site and cut the listserv. An attempt to centralized all info in the website rather then scattered across universities.
what is BRL? Google apps and Wikipedia as a wiki for another year until figure out if it can be incorporated in the web site. Reconceptualize how do work in the process. To groups in ecrc. Wikpaidea and web page. And then social media with Amy? Ecrc liaison in every POD committee to understand how to set up the committee web presence. Blackboard collaborate to do meetings and this is what liason explain to committee members. Tinyurl.com/ECRC2013
Designing Online Discussions For Student Engagement And Deep Learning
Friday, Nov 8, 2:15 PM – 3:30 PM
Danilo M Baylen, University of West Georgia”
pit must be asynchronous discussion
What is the purpose and format of the discussion. Assessment. How the online discussion is supporting the purpose of the curriculum to the students learning
About five discussions per semester all together. Behaved part of the class culture
Format of the assignment
asynchronous discussion list. Series of questions or a case study. Is the format a sequence of responses or invite a discussions
checklist which stifles a creative discussion or just let it more free
purpose – must be part of the syllabus and it must be clear.
Meeting learning objectives.
interactivity – response to other students. List of 6 different options how they can reply. what format the interactivity takes Is important issue, which has no textbook
assessment- initial posting are critical, since it gives and idea what to work on. How much points as part of the bigger picture. Yet it is the ground work for the assignment, which gets most points.
metacognitive not evaluative , give students examples from the pro regions class what a good discussion is And explain students how to. Evaluate a good discussion entry
how the question is worded and use the threaded discussion for them to reflect how they think, rather then only assess if they read the chapter. The research about online discussion is very different.
What is the baseline.
Online course must must be set up ready before semester starts or not?
reflection for the end of the semester
SteVn brookfields critical questionaire
meet thISTI and qr standards
is reflection on the content or the process
students reflect on their own reflections
what have you learned about yourself as online learner and look for consistencies for both negative and positive reflections
Assess critical thinking
there is a workshop by the presenters instituitions how to organize
more claims then actual evidence so Data is sought to
programmatic emportfolio. Not student presentation portfolios, but academic portfolio
e portfolio forum
look at image of the green copy:
1. Integration and reflection
2. Social media – in community with other students , faculty, organizations
3. Resume builder
eportfolio is. Prt of the assessment. Conversation on campus. Some depts use exportfolio extensively but not happy. Programmatic academic e portfolio to collect data
use Sakai open portfolio system
12 drepartments and six more second year. to speak the same language, they developed a guideline, conceptual framework ( see snapshot of handout)
Curriculum mapping ( see the grid on the. Handout) took much longer then expected.
the role of CETL. The provost at Kevin’s institution charged CETL to do the portfolio gig.
The big argument of the CETL redirector with the provost is that portfolio not only to collect data for assessment and accreditation but to provide meaningful experience for the students. EDUCAUSE report horizon, learning analytics Scandalous headlines of students suing law schools. bad deductions made on big data. The things that matte for students must be in the portfolio and they get used to use the portfolio. Pre reflection entries by the students, which shorted the advising sessions. The advisor can see ahead of time. The advisers. Will. B the. Focus point, The. Advising portfolio Is becoming
portfolio must be used by faculty not only students.
Whats the by in for students. Presentations portfolio part of. Marketing purposes. Google sites so when students leave the institutions students can ” take” the portfolio with them as we’ll go multimedia. attempts failed because platforms which can be cutozmized we’re not used Digital identity As CETL director not technology expect and how to learn from the faculty and that was very
documenting and learning with eportfolios.
faculty to demonstrate reflections to students and how enter into portfolio. Using rubrics. Faculty are using already tools but connecting with. Reflections.
STAR: Situation , tasks, action, response
Writing skills differentiate, but even good writers got better on reflection
how one polish a portfolio before bringing to an Employer. Student Working with career services to polish and proofread.
How much the university is responsible for an individual portfolio. How many levels of proof reading.
Poor student work reflects a poor faculty attention.
Lorna Kearns, University of Pittsburgh”
Freedom to Breathe: A Discussion about Prioritizing Your Center’s Work
Andy Goodman and Susan Shadle, Boise State University
Connecting, Risking, and Learning: A Panel Conversation about Social Media
Michelle Rodems, University of Louisville. Conference C 9:00 AM – 10:15 AM
The use of social media in higher education
Conference C 9-11:15 AM
Panel of CETL directors and faculty. The guy from Notre dame uses word press the same way I use it. Collect questions and after the 3rd one creates blog entry and answers the next q/ s with the URL to the blog entry NspireD is the name of. The blog
the OHIO state UCAT guy is a twitter guy. Program coordinator who manages wordpress and web site. Intersect with FB and twitter. Platforms are inteGrated, so be did not to know the technicalities. The graduate consultants are setting up. ciirdinator tried to understand how the mesh together. Can be used as conversation starters or to broadcast and share info. Use of hashtags how to use them appropriate in twitter and FB to streamline .
Scsu problem. W don’t build it they will not come. a Tim burton version of the field of dreams.
Rachel CETL assist dir at U of Michigan. She is out there personally likes it. Very static web page. Drupal as a content management system so the blog is part of the web page. So 2 times a week entries. One of the staff people is an editor and writes blog posts, but vetted by a second CETL staff. Auto push for the blog to the twitter. Screencasts for YouTube channel with screencasts. Comments on the blog minimal from faculty and stat. What about students? About 1000 followers on the twitter. What do analytics say. Hits on home page, but no idea how much time reading. The time people spend more time and using the tags . the use of blog is less formal way to share information. recycling in December and August a lot of material.
does anybody subscribe and do you promote RSS
the separate blog for a workshop requires interaction and that is a success
for faculty development U of Michigan is using blog recruited 50 to follow the blog. TSam of 3 using. WordPress For a semester and then survey. Focus group. Huge success, between 6 and 30 comments. Community with no other space on campus
how are u using social media to promote connections. elevate voices of others on campus by interviewing faculty. At U of Michigan there was no interest to learn about what other faculty are doing. So they trashed that initiative but starTed a video narration about faculty who innovate. Videotaped and edited no hi Qual video , tagged and blog posted and this approach created more connection, because it is not text only.
What have been the obstacles and indoor failure and what have you learned?
convincing the administration that CETL than do it and it does not have to be the same quality as the web page and the printed material. Changing the mindset. No assessment, since nothing else was working and they were ready for radical step such as blog
Same with the twitter. Taking the risk to experiment with the hashtags. Tweets can’t be approved. Need to time to build an audience, one month will not have an impact. Start with the. Notion that you are building a reposIvory noT a foRum
one of the panelist has a google spreadsheet which has information of allCETL social media sites There are resources on how to deal with negative outcomes of using social media. Working with librarians, the Norte dame said! they will give you twenty sources. No no, no, he siad, give me your best three.
U of MichiGan more grad studns blog guest posts almost no faculty.
Have you considered giving them more then guest blog, but no facilitator? Let faculty once a semester do a blog post. It is not moderated but more like lead to how to do a good blog. Interview based approach is unique and does not show up somewhere elSe.
Insitutional background important in these decisions.
How often refresh the wordpress page. How often one person is voicing and it takes a log of journalistic skills. Use the draft option to publish when there are several ideas coming at once.
Mindshift of CETL is to decrease the standards. Make it more informal. Blog post can be always fixed later. To avoid faculty false perception that this is not scholarly needs to be references. So causal tone + references.
Blog ” from students perspective” is repurposE
Risking Together: Cultivating Connection and Learning for Faculty Teaching Online
Michaella Thornton, Christopher Grabau, and Jerod Quinn, Saint Louis University
Oliver 9-11:15 AM
Space Matters! and Is There a Simple Formula to Understand and Improve Student Motivation
Kathleen Kane and Leslie A. Lopez, University of Hawaii at Manoa
Riverboat 9:00 AM – 10:15 AM
The Risks and Rewards of Becoming a Campus Change Agent
Dr. Adrianna Kezar, University of Southern California
William Penn Ballroom 10:30 AM – 12:00 PM
Branch campuses, students abroad, to more with less, completion from profit institutions
students work more but this is a good reflection on learning success
provost might ask to consolidate prof development opportunities for faculty and students instead of faculty only.
If administration is genuine understand transparent Administration more about persuading not listening. Respect, not assuming that faculty will not accept it. If faculty will sacrifices what will faculty see the administration sacrifice on their side. Leading from the. Middle , it means collective vision for the future. Multilevel leadershup, top down efforts dont work and bottom top are fragile. Managing up is less preferred then powering up. It is difficult to tell administration that they miss or misunderstand the technology issue.
Four frames. Goal multi frame leadership http://www.tnellen.com/ted/tc/bolman.html. Vey much the same as Jim Collins good to great right people on the bus right trained http://www.afa1976.org/Portals/0/documents/Essentials/Creating%20Organizational%20Learning%20and%20Change.pdf
How to build coalition, different perspectives, aknowledge the inherent conflict.
The Delphi project
It Takes a Campus: Promoting Information Literacy through Collaboration
Karla Fribley and Karen St. Clair, Emerson College
Oakmont 1:45 PM – 3:00 PM
Most of the attendees and both presenters were librarians
The presenters played a scatch to involve the particppaints
deifnition what is IL. https://mobile.twitter.com/search/?q=%23POD13&s=hash
Information literacy collaborative work with faculty to design student learning outocmes for information literacy
Guiding principles by backward course design
Where they see students struggle with research
question to students survey, what is most difficult for your and wordle.
self reflection ow.ly/i/3G0UH
Curriculum mapping to identify which courses are the stretigic ones to instill the non credit info litreacy
acrl assessment in action
Risky Business: Supporting Institutional Data Gathering in Faculty Development Centers
Meghan Burke and Tom Pusateri, Kennesaw State University
Oliver 1:45 PM – 3:00 PM Roundtable
Exploring Issues of Perceptual Bias and International Faculty
Shivanthi Anandan, Drexel University.
Heinz 3:15 PM – 4:30 PM Roundtable
Why do we need it and onoy regarding international faculty don’t in Kim Lisa wolf-wendel
susan twombly. Pointers for hiring and retention. Performance is both teaching and living. Sanitary effect. sanitary issues not only pay rate. FLC all tenure track without citizenship they are worried about their tenure. Funding agencies, very few will fund you if you are not a citizenship
Diane Schafer perceptual biases, graffiti. Cathryn Ross
Averting Death by PowerPoint! From Killer Professors to Killer Presenters
Christy Price, Dalton State College
Riverboat 4:45 PM – 6:00 PM
How to create effective mini lectures checklist for acting palnning
engage and leave lecture out. The reason why can’t move away is because some people lecture as performance art
Make lectures mini. How long mini should be. 22 min, the age number of the person.
Emotional appeal, empathy.
Evoke positive emotions with humor. Always mixed method research, since the narrative Berk, r. (2000) and Sousa (2011)
ethical. Obligations and emotional appeal
acknowledge the opposition
enhance memory processing with visuals and multimedia
use guided practice by miniki zing note taking
presentationzen is a book! which need to read http://www.barnesandnoble.com/w/presentation-zen-garr-reynolds/1100391495?ean=9780321525659
Enchanted memory processing by creating mistery
Death by PowerPoint: Nancy Duarte: The secret structure of great talks
Engage faculty by showing. Faculty how their presentation. Is. And how it c can be
process with clickers
Sunday Mrng session
vygotsky zone of NAND the flipped mindset. http://t.co/vCI8TOJ7J2. Cool tweets at #pod13.
Ideas process baudler Boyd stromle 2013
I – identify the issue
D debrief the situation
A analyze what happened
s strategize solutions and Oport unities for growth and future success