Searching for "bookmarking"

05
Mar
2015

Sqworl: Visual Bookmarking

Sqworl, like Delicious and Diigo, is a bookmarking tool that can be useful in the classroom. Sqworl takes a screenshot of the sites you bookmark and opens each bookmark in the same browser tab for easy navigation.

Richard Byrne demonstrates Sqworl’s visual bookmark features in his video below.

http://www.freetech4teachers.com/2014/11/sqworl-simple-visual-bookmarking-tool.html?m=1

16
Dec
2016

social media and altmetrics

categories: Digital literacy, social media

Sugimoto, C. R., Work, S., Larivière, V., & Haustein, S. (2016). Scholarly use of social media and altmetrics: a review of the literature. Retrieved from https://arxiv.org/abs/1608.08112

https://arxiv.org/ftp/arxiv/papers/1608/1608.08112.pdf

One of the central issues associated with altmetrics (short for alternative metrics) is the identification of communities engaging with scholarly content on social media (Haustein, Bowman, & Costas, 2015; Neylon, 2014; Tsou, Bowman, Ghazinejad, & Sugimoto, 2015) . It is thus of central importance to understand the uses and users of social media in the context of scholarly communication.

most identify the following major categori es: social networking, social bookmarking, blogging, microblogging, wikis , and media and data sharing (Gu & Widén -Wulff, 2011; Rowlands, Nicholas, Russell, Canty, & Watkinson, 2011; Tenopir et al., 2013) . Some also conside r conferencing, collaborative authoring, scheduling and meeting tools (Rowlands et al., 2011) or RSS and online documents (Gu & Widén -Wulff, 2011; Tenopir et al., 2013) as social media. The landscape of social media, as well as that of altmetrics, is constantly changing and boundaries with othe r online platforms and traditional metrics are fuzzy. Many online platforms cannot be easily classified and more traditional metrics , such as downloads and mentions in policy documents , have been referred to as altmetrics due to data pr ovider policies.

the Use of social media platforms for by researchers is high — ranging from 75 to 80% in large -scale surveys (Rowlands et al., 2011; Tenopir et al., 2013; Van Eperen & Marincola, 2011) .

but

less than 10% of scholars reported using Twitter (Rowlands et al., 2011) , while 46% used ResearchGate (Van Noorden, 2014) , and more than 55% use d YouTube (Tenopir et al., 2013) —it is necessary to discuss the use of various types of social media separately . Furthermore, there i s a distinction among types of us e, with studies showing higher uses of social media for dissemination, consumption, communication , and promotion (e.g., Arcila -Calderón, Piñuel -Raigada, & Calderín -Cruz, 2013; Van Noorden, 2014) , and fewer instances of use for creation (i.e., using social media to construct scholarship) (British Library et al., 2012; Carpenter, Wetheridge, Tanner, & Smith, 2012; Procter et al., 2010b; Tenopir et al., 2013) .

Frequently mentioned social platforms in scholarly communication research include research -specific tools such as Mendeley, Zotero, CiteULike, BibSonomy, and Connotea (now defunct) as well as general tools such as Delicious and Digg (Hammond, Hannay, Lund, & Scott, 2005; Hull, Pettifer, & Kell, 2008; Priem & Hemminger, 2010; Reher & Haustein, 2010) .

Social data sharing platforms provide an infrastructure to share various types of scholarly objects —including datasets, software code, figures, presentation slides and videos —and for users to interact with these objects (e.g., comment on, favorite, like , and reuse ). Platforms such as Figshare and SlideShare disseminate scholars’ various types of research outputs such as datasets, figures, infographics, documents, videos, posters , or presentation slides (Enis, 2013) and displays views, likes, and shares by other users (Mas -Bleda et al., 2014) . GitHub provides for uploading and stor ing of software code, which allows users to modify and expand existing code (Dabbish, Stuart, Tsay, & Herbsleb, 2012) , which has been shown to lead to enhanced collaboratio n among developers (Thung, Bissyande, Lo, & Jiang, 2013) . As w ith other social data sharing platforms, usage statistics on the number of view and contributions to a project are provided (Kubilius, 2014) . The registry of research data repositories, re3data.org, ha s indexed more than 1,200 as of May 2015 2 . However, only a few of these repositories (i.e. , Figshare, SlideShare and Github) include social functionalities and have reached a certain level of participation from scholars (e.g., Begel, Bosch, & Storey, 2013; Kubilius, 2014) .

Video provide s yet another genre for social interaction and scholarly communication (Kousha, Thelwall, & Abdoli, 2012; Sugimoto & Thelwall, 2013) . Of the various video sharing platforms, YouTube, launched in 2005, is by far the most popular

A study of UK scholars reports that the majority o f respondents engaged with video for scholarly communication purposes (Tenopir et al., 2013) , yet only 20% have ever created in that genre. Among British PhD students, 17% had used videos and podcasts passively for research, while 8% had actively contributed (British Library et al., 2012) .

Blogs began in the mid -1990s and were considered ubiquitous by the mid- 200 0s (Gillmor, 2006; Hank, 2011; Lenhart & Fox, 2006; Rainie, 2005) . Scholarly blogs emerged during this time with their own neologisms (e.g., blogademia , blawgosphere , bloggership) and body of research (Hank, 2011) and were considered to change the exclusive structure of scholarly communication

Technorati, considered t o be on e of the largest ind ex of blogs, deleted their entire blog directory in 2014 3 . Individual blogs are also subject to abrupt cancellations and deletions, making questionable the degree to which blogging meets the permanence criteria of scholarly commu nication (Hank, 2011) .

ResearchBlogging.org (RB) — “an aggregator of blog posts referencing peer -reviewed research in a structured manner” (Shema, Bar -Ilan, & Thelwall, 2015, p. 3) — was launched in 2007 and has been a fairly stable structure in the scholarly blogging environment. RB both aggregates and —through the use of the RB icon — credentials scholarly blogs (Shema et al., 2015) . The informality of the genre (Mewburn & Thomson, 2013) and the ability to circumve nt traditional publishing barr iers has led advocates to claim that blogging can invert traditional academic power hierarchies (Walker, 2006) , allow ing people to construct scholarly identities outside of formal institutionalization (Ewins, 2005; Luzón, 2011; Potter, 2012) and democratize the scientific system (Gijón, 2013) . Another positive characteristic of blogs is their “inherently social” nature (Walker, 2006, p. 132) (see also Kjellberg, 2010; Luzón, 2011 ). Scholars have noted the potential for “communal scholarship” (Hendrick, 2012) made by linking and commenting, calling the platform “a new ‘third place’ for academic discourse” (Halavais, 2006, p. 117) . Commenting functionalities were seen as making possible the “shift from public understanding to public engagement with science” (Kouper, 2010, p. 1) .

Studies have also provided evidence of high rate s of blogging among certain subpopulations: for example, approximately one -third of German university staff (Pscheida et al., 2013) and one fifth of UK doctoral students use blogs (Carpenter et al., 2012) .

Academics are not only producers, but also consumers of blogs: a 2007 survey of medical bloggers foundthat the large majority (86%) read blogs to find medical news (Kovic et al., 2008)

Mahrt and Puschmann (2014) , who defined science blogging as “the use of blogs for science communication” (p. 1). It has been similarly likened to a sp ace for public intellectualism (Kirkup, 2010; Walker, 2006) and as a form of activism to combat perceived biased or pseudoscience (Riesch & Mendel, 2014. Yet, there remains a tension between science bloggers and science journalists, with many science journals dismissing the value of science blogs (Colson, 2011)

while there has been anecdotal evidence of the use of blogs in promotion and tenure (e.g., (Podgor, 2006) the consensus seem s to suggest that most institutions do not value blogging as highly as publishing in traditional outlets, or consider blogging as a measure of service rather than research activity (Hendricks, 2010, para. 30) .

Microblogging developed out of a particular blogging practice, wherein bloggers would post small messages or single files on a blog post. Blogs that focused on such “microposts” were then termed “tumblelogs” and were described as “a quick and dirty stream of consciousness” kind of blogging (Kottke, 2005, para. 2)

most popular microblogs are Twitter (launched in 2006), tumblr (launched in 2007), FriendFeed (launched in 2007 and available in several languages), Plurk (launched in 2008 and popular in Taiwan), and Sina Weibo (launched in 2009 and popular in China).

users to follow other users, search tweets by keywords or hashtags, and link to other media or other tweets

Conference chatter (backchanneling) is another widely studied area in the realm of scholarly microblogging. Twitter use at conferences is generally carried out by a minority of participants

Wikis are collaborative content management platforms enabled by web browsers and embedded markup languages.

Wikipedia has been advocated as a replacement for traditional publishing and peer review models (Xia o & Askin, 2012) and pleas have been made to encourage experts to contribute (Rush & Tracy, 2010) . Despite this, contribution rates remain low — likely hindered by the lack of explicit authorship in Wikipedia, a cornerstone of the traditional academic reward system (Black, 2008; Butler, 2008; Callaway, 2010; Whitworth & Friedman, 2009) . Citations to scholarly documents —another critical component in the reward system —are increasingly being found i n Wikiped ia entries (Bould et al., 2014; Park, 2011; Rousidis et al., 2013) , but are no t yet seen as valid impact indicators (Haustein, Peters, Bar -Ilan, et al., 2014) .

The altmetrics manifesto (Priem et al., 2010, para. 1) , altmetrics can serve as filters , which “reflect the broad, rapid impact of scholarship in this burgeoning ecosystem”.

There are also a host of platforms which are being used informally to discuss and rate scholarly material. Reddit, for example, is a general topic platform where users can submit, discuss and rate online content. Historically, mentions of scientific journals on Reddit have been rare (Thelwall, Haustein, et al., 2013) . However, several new subreddits —e.g., science subreddit 4 , Ask Me Anything sessions 5 –have recently been launched, focusing on the discussion of scientific information. Sites like Amazon (Kousha & Thelwall, 2015) and Goodreads (Zuccala, Verleysen, Cornacchia, & Engels, 2015) , which allow users to comment on and rate books, has also been mined as potential source for the compilation of impact indicators

libraries provide services to support researchers’ use of social media tools and metrics (Lapinski, Piwowar, & Priem, 2013; Rodgers & Barbrow, 2013; Roemer & Borchardt, 2013). One example is Mendeley Institutional Edition, https://www.elsevier.com/solutions/mendeley/Mendeley-Institutional-Edition, which mines Mendeley documents, annotations, and behavior and provides these data to libraries (Galligan & Dyas -Correia, 2013) . Libraries can use them for collection management, in a manner similar to other usage data, such as COUNTER statistics (Galligan & Dyas -Correia, 2013) .

Factors affecting social media use; age, academic rank and status, gender, discipline, country and language,

++++++++++++++++++++++++++
h-index

http://guides.library.cornell.edu/c.php?g=32272&p=203391

https://en.wikipedia.org/wiki/H-index

+++++++++++++
more on altmetrics in this IMS blog:
https://blog.stcloudstate.edu/ims?s=altmetrics

06
Apr
2016

E-textbook ad hoc team

categories: instructional technology

purpose: draft a document for the provost to plan for charting the future goal 3.12 “develop a comprehensive strategy to increase awareness and development of e-textbooks and open educational resources (OERs)”

\\STCLOUDSTATE\HuskyNet\DeptFiles\LRS\ETextbooks

SCSU goal: to reduce the cost of textbooks as an affordable learning initiative. Amount of reduction is undetermined

my notes based on the material below:

best, most applicable source for the purpose of this research: U of Alberta Committee’s notes on the learning environment:
http://www.governance.ualberta.ca/en/GeneralFacultiesCouncil/CommitteeontheLearningEnvironm/~/media/Governance/Documents/GO05/LEA/15-16/WEB/Item-4-eTextbook-Subcommittee-Report-CLE-TLAT.pdf
the Canadians are using (citing) Acker (Ohio) in their research.
best, most applicable source in terms of the logistics on e-texbooks creation and its pedagogical argumentation is this document from New Zealand: https://akoaotearoa.ac.nz/download/ng/file/group-7/guidelines-for-developing-interactive-etextbooks-on-net-tablets.pdf
According to Bossaler et al (2014), it might be worth considering that SCSU (MnSCU?) must go first through implementing of e-text[books] in courses first by using publisher materials and then by using “in-house” produce. At this point, SCSU does NOT have an aligned policy of integrating e-texts in courses across campus. Lack of such experience might make a strategy for adoption of e-textbooks much more complex and difficult to implement
stats are colored in green for convenience. Stats regarding the increase in textbook costs are re-printed from author to author: e.g. Acker (2011, p. 42). Murey and Perez (2011, p. 49 (bottom) – 50 (up)) reports stats from 2009 and projections for 2013 regarding etexbook adotion. Same authors, p. 50 second paragraph reports good stats regarding texbooks’ price increase : US$1122 per year for textbooks in 2010.
Wimmer at al (2014) presents a lucid graphic of the structure of the publishing process (see bottom of this blog entry for citation and perm link).
Wimmer at al (2014) discusses copyright and permissions, which is of interest for this research (p. 85)
regarding in-house creation of e-textbooks, see (Distance education, e-learning, education and training, 2015). It very much follow the example of SUNY, which Keith was laying out: a team of faculty charged with creation the e-textbook for mass consumption.
Besides the SUNY model Keith is envisioning for MnSCU (comparable), there is the option of clustering OER sources: e.g. NASTA as per Horejsi (2013), CourseSmart. FlatWorld Knowledge (Murrey and Perez, 2011) etc.
Hamedi & Ezaleila (2015) present an entire etextbook program. Article has been ordered through ILL. Same with Joseph (2015).
Open Educational Resources in Acker (2015, p. 44-47). Also in Murey and Perez (2011, p. 51).
Also in ICWL (Conference) (13th : 2014 : Tallinn, E., & Cao, Y. (2014): OpenDSA
Different models of pricing also in Acker (2015, p. 48). Keith touched on that
students learn equally well from etextbooks as from paper ones: Taylor (2011)
pedagogy

responses from colleagues:

Scott Robison, sarobison@mail.plymouth.edu: sparc-liboer@arl.org listserv
Jeff Gallant, Jeff.Gallant@usg.edu: David Ernst with the U and Ashley Miller from Ohio State U: dernst@umn.edu. Ashley’s is miller.6275@osu.edu.

definition e-textbook and

an electronic version of a printed book that can be read on a computer or handheld device designed specifically for this purpose.

a dedicated device for reading electronic versions of printed books.

http://www.merriam-webster.com/dictionary/e%E2%80%93book

Definition of: e-book

my note: there is no good definition about e-textbook in terms of the complexity, which e-textbook on campus might involve.
Considering Wimmer et al (2014) account on their campus experience in publishing e-textbook, a textbook may involve an LMS (Canvas) and blog (WordPress). Per my proposal during the F2F meeting, and following Rachel’s suggestion about discrimination of the different types of e-textbooks, here is an outline of e-textbook definition:

*******************

working definition for e-textbook for the purposes of SCSU:
e-textbook is a compilation of textual, multimedia and interactive material, which can be viewed on various electronic devices. E-textbook can: 1. be purchased from a publisher; 2. compiled in HTML format on faculty or group web space; 3. compiled on the content module of LMS (BB, D2L, Canvas, Moodle, etc.) 4. compiled on LMS (BB, D2L, Canvas, Moodle, etc.) and including all interactive materials: e.g. hyperlinks to MediaSpace multimedia, quizzes, etc.; 5. compiled on special apps, such as iBook Author, eCub, Sigil.

*******************

e-book

(Electronic-BOOK) The electronic counterpart of a printed book, which can be viewed on a desktop computer, laptop, smartphone, tablet or e-book reader (e-reader). When traveling, a huge number of e-books can be stored in portable units, dramatically eliminating weight and volume compared to paper. Electronic bookmarks make referencing easier, and e-book readers may allow the user to annotate pages.

Although fiction and non-fiction books come in e-book formats, technical material is especially suited for e-book delivery because it can be searched. In addition, programming code examples can be copied, which is why CD-ROMs that contained examples or the entire text were often packaged inside technical paper books.

E-Book Formats

Wimmer, Morrow, & Weber: Collaboration in eTextbook Publishing

There are several e-book formats on the market, including EPUB, Mobipocket (PRC, MOBI), eReader (PDB), Kindle (AZW, KF8) and Apple iBook (EPUB variation). Many e-readers also accept generic formats, including Adobe PDF and plain text (TXT).

http://www.pcmag.com/encyclopedia/term/42214/e-book

——————

Electronic Textbooks or Paper Textbooks: What Are Students Reading?

https://www.natcom.org/CommCurrentsArticle.aspx?id=3842

According to a United States Government report, textbook prices have increased at over twice the rate of inflation in the last couple of decades. According to another report, the average student spends between $700 and $1,000 per year on textbooks while the cost of e-textbooks can be as much as 50% lower than paper textbooks.

Oxford dictionary, an electronic book or e-book is “an electronic version of a printed book that can be read on a computer or handheld device designed specifically for this purpose.” An e-textbook is defined as an e-book used for instructional or educational purposes and often includes features such as bookmarking, searching, highlighting, and note-taking as well as built-in dictionaries and pronunciation guides, embedded video-clips, embedded hyperlinks, and animated graphics.

E-textbooks have moved from occasional usage to a mainstream technology on college campuses. According to the Association of American Publishers, sales of e-books hit over $90 million; this is up over 200% when compared to the same month the previous year. When the cost of textbooks and the availability of formats are considered, the use of an e-textbook in the classroom may be the reasonable choice.

—————–

A digital textbook is a digital book or e-book intended to serve as the text for a class. Digital textbooks may also be known as e-textbooks or e-texts. Digital textbooks are a major component of technology-based education reform. They may serve as the texts for a traditional face-to-face class, an online course or degree.
The concepts of open access and open source support the idea of open textbooks, digital textbooks that are free (gratis) and easy to distribute, modify and update
https://en.wikipedia.org/wiki/Digital_textbook

—————-

Exploring Students’ E-Textbook Practices in Higher Education

Authors: by Aimee Denoyelles, John Raible and Ryan Seilhamer Published: Monday, July 6, 2015. Instructional Designers, University of Central Florida

According to the United States Government Accountability Office, prices have increased 82 percent from 2002 to 2012.³ This cost sometimes drives students to delay or avoid purchasing textbooks. Digital materials such as e-textbooks may offer a more cost-effective alternative.⁴ Also, the expectation for digital materials is gaining strength in the K–12 sector.⁵ For example, Florida school districts set a goal to spend at least half of classroom material funding on digital materials by the 2015–2016 school year. Given that 81 percent of first-time-in-college (FTIC) undergraduate students hailed from a Florida public high school during the fall 2014 semester at the University of Central Florida (UCF), it is important to anticipate student expectations of digital materials. Finally, the availability of digital materials has risen exponentially with the incredible popularity of mobile devices.

Key Issues

Despite the advantages that e-textbooks pose, such as interactive features and accessibility on mobile devices, several barriers exist regarding implementation in higher education, namely non-standardization of the platform, limited use by students, and the unclear role of the instructor in adoption.

a survey questionnaire in 2012 that explored basic usage and attitudes regarding e-textbooks.

—————————–

Bossaller, J., & Kammer, J. (2014). Faculty Views on eTextbooks: A Narrative Study. College Teaching, 62(2), 68-75. doi:10.1080/87567555.2014.885877

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d95094045%26site%3dehost-live%26scope%3dsite

Implementing eTexts into a Course:

planning
developing
implementing
delivering

This qualitative study gives insight into the experiences instructors have when working with publishers to integrate electronic content and technology into their courses.

Baek, E., & Monaghan, J. (2013). Journey to Textbook Affordability: An Investigation of Students’ Use of eTextbooks at Multiple Campuses. International Review Of Research In Open And Distance Learning, 14(3), 1-26.

http://eric.ed.gov/?id=EJ1017493

the Advisory Committee on Student Financial Assistance (2007) reported that textbook prices represent a significant barrier to students’ accessibility to textbooks. The report concluded that textbooks cost between $700-$1000 per year; textbook prices have risen much faster than other commodities; and that college aid fails to cover textbook expenses. Textbook costs are equivalent to 26% of tuition costs for an average four-year public university student and 72% of tuition costs for an average community college student. In fact, the California State Auditor (2008) reported that textbook costs grew more rapidly than student fees in academic year 2007–08.

++++++++++++

Wimmer, E. e., Morrow, A. a., & Weber, A. a. (2014). Collaboration in eTextbook Publishing: A Case Study.Collaborative Librarianship, 6(2), 82-86.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dllf%26AN%3d108762075%26site%3dehost-live%26scope%3dsite

Wimmer, Morrow, & Weber: Collaboration in eTextbook Publishing

Distance education, e-learning, education and training. (2015). Clinical Chemistry & Laboratory Medicine, 53s557-s559. doi:10.1515/cclm-2015-5015

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d102854748%26site%3dehost-live%26scope%3dsite

the creation of an interactive e-book called “Practical Clinical Chemistry: core concepts” was accomplished using the

Apple Macintosh platform and the iBooks Author software. Digital content, including videos, was developed for the

project and embedded within the final package. In order to limit the size of the final files, some content was uploaded

onto Youtube so that the user could access these via the internet.

The e-book, 200MB in size, was uploaded onto the Apple ITunes site and made available in 51 countries via the

iBooks store. This prototype is the first interactive digital textbook available in clinical chemistry and contains “4-

dimensional” content including digital images, videos, interactive presentations, real-time data generation as well as

review questions with instant feedback and assessment.

Hamedi, M., & Ezaleila, S. (2015). Digital Textbook Program in Malaysia: Lessons from South Korea. Publishing Research Quarterly, 31(4), 244-257. doi:10.1007/s12109-015-9425-4

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d110814444%26site%3dehost-live%26scope%3dsite

Joseph, R. (2015). Higher Education Book Publishing-from Print to Digital: A Review of the Literature. Publishing Research Quarterly, 31(4), 264-274. doi:10.1007/s12109-015-9429-0

Acker, S. R. (2011). Chapter 6: Digital Textbooks. Library Technology Reports, 47(8), 41-51. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d69736260%26site%3dehost-live%26scope%3dsite

the author reflects the process on a state level (Ohio).

Daniel, D. B., & Woody, W. D. (2013). E-textbooks at what cost? Performance and use of electronic v. print texts. Computers & Education, 6218-23. doi:10.1016/j.compedu.2012.10.016 http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d85613911%26site%3dehost-live%26scope%3dsite

http://www.sciencedirect.com/science/article/pii/S0360131512002448

Marcoux, E. “. (2012). Best of the Best Planning. Teacher Librarian, 39(4), 69-70.

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d74693698%26site%3dehost-live%26scope%3dsite

Taylor, A. K. (2011). Students Learn Equally Well From Digital as From Paperbound Texts. Teaching Of Psychology, 38(4), 278-281. doi:10.1177/0098628311421330

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d78317030%26site%3dehost-live%26scope%3dsite

Much of the research related to digital texts has focused ontechnical aspects of readability (see Dillon, 1992, for a review) and limitations of digital media for note-taking, underlining, or highlighting text (Brown, 2001). However, the important—and unanswered—question from a teaching perspective is, ‘‘Can students learn as well from digital texts as from paperbound textbooks?’’ Few published studies have addressed this ques-tion directly, and even fewer studies have examined this ques-tion among college students.

Murray, M. C., & Pérez, J. (2011). E-Textbooks Are Coming: Are We Ready?. Issues In Informing Science & Information Technology, 849-60.

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d69748734%26site%3dehost-live%26scope%3dsite

read the entire article, good data.
CourseSmart. FlatWorld Knowledge,

Horejsi, M. (2014). Textbooks 2.0. Science Teacher, 81(3), 8. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d94603788%26site%3dehost-live%26scope%3dsite

++++++++++++++

pedagogy

two Eastern Europeans (Moldova, Serbia) raise serious concerns about electronic textbooks
Španović, S. (2010). PEDAGOGICAL ASPECTS OF E-TEXTBOOKS. Odgojne znanosti. 12(2). 459-470.

Railean, E. (2015). https://prezi.com/sbidiadctrzo/beyond-textbook-digital-textbook-use-and-development/

http://www.governance.ualberta.ca/en/GeneralFacultiesCouncil/CommitteeontheLearningEnvironm/~/media/Governance/Documents/GO05/LEA/15-16/WEB/Item-4-eTextbook-Subcommittee-Report-CLE-TLAT.pdf :

(Un)desirable features in etextbooks
How etextbooks might affect course delivery
Pilot projects that can help build institutional expertise
Address how and where insights gained from pilot projects will be collected and
made available
People resources (e.g., instructional designers) that will be needed to assist
instructors to use this technology

ICWL (Conference) (13th : 2014 : Tallinn, E., & Cao, Y. (2014). New horizons in web based learning: ICWL 2014 international workshops, SPeL, PRASAE, IWMPL, OBIE, and KMEL, FET, Tallinn, Estonia, August 14-17, 2014, revised selected papers. Cham: Springer.

++++++++++++++++++++

MnSCU will by as Content Authoring Tool – SoftChalk. Here is a promo from Softchalk (my bold):

NEW SoftChalk Create 10 and SoftChalk Cloud eBook publishing features will arrive on April 25th! Come check out the latest enhancements at our upcoming webinars!

Sleek Designer Headers and Callout Boxes – Add some new pizazz to your SoftChalk lessons!

Three New Quiz Types – Test your students’ understanding with Sentence Completion, Multiple Blanks and Feedback Questions.

Polished New QuizPopper and Activity displays – With an enhanced interface for instructors and students.

Accessibility enhancements – Make your lessons available to everyone with even more accessibility enhancements.

NEW SoftChalk Cloud eBook creation and publishing – Includes a totally re-vamped, easier eBook creation and management. New SoftChalk eReader apps available for free download in the iOS, Android, Chromebook and Windows app stores. (Cloud Only)

+++++++++++++++++++++++++++

The future of textbooks looks like this

By Meris Stansbury, Managing Editor, @eSN_Meris

February 22nd, 2016

are any faculty really going digital? Which content distributors will thrive? What are the implementation concerns? And when will going digital really happen?

two massive surveys and reports by the National Association of College Stores (NACS) and the Independent College Bookstore Association (ICBA) in partnership with the Campus Computing Survey (CCS),

24
Aug
2015

20 Digital Skills Every 21st Century Teacher should Have

categories: digital identity, Digital literacy, information technology, instructional technology, technology literacy

The 20 Digital Skills Every 21st Century Teacher should Have

http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html

1- Create and edit digital audio
2- Use Social bookmarking to share resources with and between learners
3- Use blogs and wikis to create online platforms for students
4- Exploit digital images for classroom use
5- Use video content to engage students
6- Use infographics to visually stimulate students
7- Use Social networking sites to connect with colleagues and grow professionally
8- Create and deliver asynchronous presentations and training sessions
9- Compile a digital e-portfolio for their own development
10- be able to detect plagiarized works in students assignments
11- Create screen capture videos and tutorials
12- Curate web content for classroom learning
13- Use and provide students with task management tools to organize their work and plan their learning
14- Use polling software to create a real-time survey in class
15- Understand issues related to copyright and fair use of online materials
16- Use digital assessment tools to create quizzesHere are some tools for teachers to develop this skill
17- Find and evaluate authentic web based content
18- Use digital tools for time management purposes
19- Use note taking tools to share interesting content with your students
20- Use of online sticky notes to capture interesting ideas

20
May
2014

Academic Libraries and Social Media – bibliography

categories: Library and information science

Zohoorian-Fooladi, N., & Abrizah, A. A. (2014). Academic librarians and their social media presence: a story of motivations and deterrents. Information Development, 30(2), 159-171.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dllf%26AN%3d95801671%26site%3deds-live%26scope%3dsite
Librarians also believed that social media tools are suitable not only to communicate with users but also
to facilitate the interaction of librarians with each other by creating librarian groups.
Librarians also believed that social media tools are suitable not only to communicate with users but also
to facilitate the interaction of librarians with each other by creating librarian groups. (p. 169)
Collins, G., & Quan-Haase, A. (2014). Are Social Media Ubiquitous in Academic Libraries? A Longitudinal Study of Adoption and Usage Patterns. Journal Of Web Librarianship, 8(1), 48-68. doi:10.1080/19322909.2014.873663
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3drzh%26AN%3d2012514657%26site%3deds-live%26scope%3dsite
Reynolds, L. M., Smith, S. E., & D’Silva, M. U. (2013). The Search for Elusive Social Media Data: An Evolving Librarian-Faculty Collaboration. Journal Of Academic Librarianship, 39(5), 378-384. doi:10.1016/j.acalib.2013.02.007
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d91105305%26site%3deds-live%26scope%3dsite
Chawner, B., & Oliver, G. (2013). A survey of New Zealand academic reference librarians: Current and future skills and competencies. Australian Academic & Research Libraries, 44(1), 29-39. doi:10.1080/00048623.2013.773865
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d94604489%26site%3deds-live%26scope%3dsite
Lilburn, J. (2012). Commercial Social Media and the Erosion of the Commons: Implications for Academic Libraries. Portal: Libraries And The Academy, 12(2), 139-153.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dEJ975615%26site%3deds-live%26scope%3dsite
The general consensus emerging to date is that the Web 2.0 applications now widely used in academic libraries have given librarians new tools for interacting with users, promoting services, publicizing events and teaching information literacy skills. We are, by now, well versed in the language of Web 2.0. The 2.0 tools – wikis, blogs, microblogs, social networking sites, social bookmarking sites, video or photo sharing sites, to name just a few – are said to be open, user-centered, and to increase user engagement, interaction, collaboration, and participation. Web 2.0 is said to “empower creativity, to democratize media production, and to celebrate the individual while also relishing the power of collaboration and social networks.”⁴ All of this is in contrast with what is now viewed as the static, less interactive, less empowering pre-Web 2.0 online environment. (p. 140)
Taking into account the social, political, economic, and ethical issues associated with Web 2.0, other scholars raise questions about the generally accepted understanding of the benefits of Web 2.0. p. 141
The decision to integrate commercial social media into existing library services seems almost inevitable, if not compulsory. Yet, research that considers the short- and long-term implications of this decision remains lacking. As discussed in the sections above, where and how institutions choose to establish a social media presence is significant. It confers meaning. Likewise, the absence of a presence can also confer meaning, and future p. 149
Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social Media, Academic Research and the Role of University Libraries. Journal Of Academic Librarianship, 37(5), 373-375. doi:10.1016/j.acalib.2011.06.023
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedselc%26AN%3dedselc.2-52.0-80052271818%26site%3deds-live%26scope%3dsite
BROWN, K., LASTRES, S., & MURRAY, J. (2013). Social Media Strategies and Your Library. Information Outlook,17(2), 22-24.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d89594021%26site%3deds-live%26scope%3dsite
Establishing an open leadership relationship with these stakeholders necessitates practicing five rules of open leadership: (1) respecting the power that your patrons and employees have in their relationship with you and others, (2) sharing content constantly to assist in building trust, (3) nurturing curiosity and humility in yourself as well as in others, (4) holding openness accountable, and (5) forgiving the failures of others and yourself. The budding relationships that will flourish as a result of applying these rules will reward each party involved.
Whether you intend it or not, your organization’s leaders are part of your audience. As a result, you must know your organization’s policies and practices (in addition to its people) if you hope to succeed with social media. My note: so, if one defines a very narrow[sided] policy, then the entire social media enterprise is….
Third, be a leader and a follower. My note: not a Web 1.0 – type of control freak, where content must come ONLY from you and be vetoed by you!
All library staff have their own login accounts and are expected to contribute to and review
Dority Baker, M. L. (2013). Using Buttons to Better Manage Online Presence: How One Academic Institution Harnessed the Power of Flair. Journal Of Web Librarianship, 7(3), 322-332. doi:10.1080/19322909.2013.789333
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dlxh%26AN%3d90169755%26site%3deds-live%26scope%3dsite
his project was a partnership between the Law College Communications Department, Law College Administration, and the Law Library, involving law faculty, staff, and librarians.
Van Wyk, J. (2009). Engaging academia through Library 2.0 tools : a case study : Education Library, University of Pretoria.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsoai%26AN%3dedsoai.805419868%26site%3deds-live%26scope%3dsite
Paul, J., Baker, H. M., & Cochran, J. (2012). Effect of online social networking on student academic performance.Computers In Human Behavior, 28(6), 2117-2127. doi:10.1016/j.chb.2012.06.016
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d79561025%26site%3deds-live%26scope%3dsite
#SocialMedia and students place a higher value on the technologies their instructors use effectively in the classroom. a negative impact of social media usage on academic performance. rather CONSERVATIVE conclusions.
Students should be made aware of the detrimental impact of online social networking on their potential academic performance. In addition to recommending changes in social networking related behavior based on our study results, findings with regard to relationships between academic performance and factors such as academic competence, time management skills, attention span, etc., suggest the need for academic institutions and faculty to put adequate emphasis on improving the student’s ability to manage time efficiently and to develop better study strategies. This could be achieved via workshops and seminars that familiarize and train students to use new and intuitive tools such as online calendars, reminders, etc. For example, online calendars are accessible in many devices and can be setup to send a text message or email reminder of events or due dates. There are also online applications that can help students organize assignments and task on a day-to-day basis. Further, such workshops could be a requirement of admission to academic programs. In the light of our results on relationship between attention span and academic performance, instructors could use mandatory policies disallowing use of phones and computers unless required for course purposes. My note: I completely disagree with the this decision: it can be argued that instructors must make their content delivery more engaging and thus, electronic devices will not be used for distraction
MANGAN, K. (2012). Social Networks for Academics Proliferate, Despite Some Doubts. Chronicle Of Higher Education, 58(35), A20.
http://eds.b.ebscohost.com/eds/detail?vid=5&sid=bbba2c7a-28a6-4d56-8926-d21572248ded%40sessionmgr114&hid=115&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=f5h&AN=75230216
Academia.edu
While Mendeley’s users tend to have scientific backgrounds, Zotero offers similar technical tools for researchers in other disciplines, including many in the humanities. The free system helps researchers collect, organize, share, and cite research sources.
“After six years of running Zotero, it’s not clear that there is a whole lot of social value to academic social networks,” says Sean Takats, the site’s director, who is an assistant professor of history at George Mason University. “Everyone uses Twitter, which is an easy way to pop up on other people’s radar screens without having to formally join a network.
Beech, M. (2014). Key Issue – How to share and discuss your research successfully online. Insights: The UKSG Journal, 27(1), 92-95. doi:10.1629/2048-7754.142
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dlxh%26AN%3d94772771%26site%3deds-live%26scope%3dsite
the dissemination of academic research over the internet and presents five tenets to engage the audience online. It comments on targeting an audience for the research and suggests the online social networks Twitter,LinkedIn, and ResearchGate as venues. It talks about the need to relate work with the target audience and examines the use of storytelling and blogs. It mentions engaging in online discussions and talks about open access research

Libraries social media from James Neal

Social media in libraries from Ecobibl Marianne

Social Media, Libraries, and Web 2.0: How American Libraries are Using New Tools for Public Relations and to Attract New Users from Curtis Rogers

Social Media usage in libraries in Europe – survey findings from EBSCO Information Services

Using Social Media in Canadian Academic Libraries, a 2010 CARL ABRC Libraries Survey from Dean Giustini

Social media adoption, policy and development by Daniel Hooker from Dean Giustini

20
Mar
2014

cloud-based SideVibe elbows the market of Evernote and Diigo

categories: Uncategorized

SideVibe is a cloud-based tool similar to Evernote https://evernote.com and Diigo https://www.diigo.com, which successfully took over the bookmarking Delicious https://delicious.com/

Besides “anwhere/anytime” bookmarks, the new generation of Diigo, Evernote and SideVibe offer taking, of screen snapshot, notes, drawings etc., thus making them perfect for educational purposes

Here is a K12 teacher’s account on the use of SideVibe in class: http://datafiend.wordpress.com/2012/03/21/using-sidevibe-in-class/

02
Jan
2014

10 Fundamental Apps for Your New iPad

categories: e-learning, information technology, instructional technology, iPAD, mobile apps

10 Fundamental Apps for Your New iPad

http://www.educatorstechnology.com/2014/01/10-fundamental-apps-for-your-new-ipad.html?m=1

1- Dropbox

Besides Google Drive App, Dropbox is a great cloud storage platform that you can use for free. When you sign up you get 2GB of space for free and you can upgrade for more. Dropbox lets you save all your pictures, files, and documents into easily arranged folders and access them anywhere you are with internet connection and across different devices. its syncing capabilities are also great.

2- Evernote

This list would not be complete without Evernote. This app is definitely a must have. It allows you to take notes on the go and sync them across different devices and platforms. Evernote is also a wonderful bookmarking tool that you can use to save and curate web content.

3- Gmail

This is the official Gmail app for iPad. The new update brought to Gmail app some new useful functionalities including: multiple account support, real time notification, and search across the entire inbox.

4- Penultimate

This is a wonderful app for digital handwriting. It allows you to handwrite on your iPad, take notes, write on pictures, zoom in on a spot and illustrate it. When you are done you can store your note into your Evernote account and access it from anywhere with internet connection.

5- Paper

Wanna unleash your creativity on iPad, give Paper a try. This is an app that enables you to create drawings, illustrations, notes, sketches, diagrams and share them with your students and colleagues.

6- Chrome

Chrome is my favourite browser for iPad. Safari is also a good option but I like Chrome the most because I find it to be fast, loads quicker and is user friendly.

7- Flipboard

Flipboard is a great personal magazine. You can use it to catch up on the news you care abut. You can add popular publications like New York Times or add the feeds of your favourite websites and blogs. Flipboard also enables you to stay updated about the news and feeds coming from your social media networks like Facebook, Twitter, Thumblr, and Instagram and all in a beautiful magazine style experience.

8- Skitch

This is the app I use to illustrate pictures I take with my iPad camera. Skitch allows you to capture a picture or use the ones you have in your camera roll and write or draw on them before sharing them with others.

9- Twitter

This is the official iPad app for Twitter. It is pretty basic because it’s free but if you want a sophisticated Twitter app then go for Tweetbot ($2,99). I personally use the free one.

10- Kindle