I second Keepass. Not only is it free, open source, and multi-OS, but it lives on your computer, not in the cloud (although the database can be put on a shared drive or in DropBox for access across devices). Personally that makes me feel much safer. There are clients available for Windows, Mac, Linux, IPhone, Android and even Blackberry.
I use lastpass as well. However, LastPass was just bought by LogMeIn, so lots of people are holding their breath hoping that things stay good. Another open source, multi-os, alternative is keepass (keepass.info)
I really like Dashlane (dashlane.com) – it has a lot of options, including the ability to give someone else access to your passwords in certain situations (plus, they support Firefox financially via low-impact ads). I think of this sometimes when I think about what would happen if a piano fell on me tomorrow – what a mess it would be for my spouse to cope with my digital life! That said, although I use Dashlane, I still have not quite managed to get myself to use all its functionality.
From: firstname.lastname@example.org [mailto:email@example.com] On Behalf Of Cary Gordon
Sent: Wednesday, January 06, 2016 12:37 PM
Subject: Re: [lita-l] Question on password management
From: firstname.lastname@example.org [mailto:email@example.com] On Behalf Of COLLINS, MATTHEW
Sent: Wednesday, January 06, 2016 12:35 PM
Subject: RE: [lita-l] Question on password management
I have used Roboform for at least 10 years and never had a problem. It manages passwords for logins and bookmarks on my PCs, my iPhone and iPad. It synchs online so work, home, tablet and phone all have the same info. It also stores personal info (name & multiple addresses) and confidential notes and other info.
Note: CAPS is used here and there to call attention without extra Gmail formatting, not to shout at anyone. Still…I know I look like I yell here. I have flogged myself, I will now bathe in the River Salt.
Ok, check it out.
Plugins, macros, group/profile/source/target/timing locks, separate DBs and separate metadata for these if you like, INTERNALLY-ROTATING SUPERKEYS via REGULARKEYTRANSORMATIONS and TWO-CHANNEL AUTO-TYPE OBFUSCATION (for obfuscating your auto-typed passwords or keys, if you select Auto)….!!!…
…and well-reasoned, well-EXPLAINED approaches to certain critical areas of password management in general and to KeePass in particular.
For instance: In the FAQ, read the logic breakdown (thought-by-thought explanation) of why Keepass does NOT lock itself when a SUB-dialogue box is open in Keepass whle the user then LOCKS the workstation. =)
Why doesn’t KeePass lock when Windows locks and a KeePass sub-dialog is open?
My support of Keepass as a primary, then a close alternative, comes from four of my six years in IT being in direct computer and network security roles. Sure, not the most trench years out there, but they are all engineering and tiered-analyst roles for several major US corporations.
I’m proud of that…and in terms of relevance, I worked – and still work – with and around many engineers, analysts, and scientists (data, algorithmic). I look up to these people a great deal, and many of these coworkers come fully assembled having forgotten more than I’ll ever know and still learning faster than I could ever talk about… and even THEY use Keepass and they use it powerfully.
Detection of each site’s contact (HTTP GET, form forcus, etc) or “touch” can be different with each browser it integrates into, and that’s just for starters. One can also script up a different timing to use before the credentials are passed….;)….one can also relegate references to a central database, or one can refer only to the local system or even just a specific profile that can access said .kdbx file (KeePass database), or one can limit the data source to just one .kdbx single-instance database file, or one can use the .kdbx as a secondary for some other central repository failure, if that happens.
One can make several .kdbx files for different uses…no requirement to have just one! Each a diffferent base of unique data keys, each wtih a different direction administered on when it is referenced, how it is run, and where it lives on a system.
Aaaaaand it can integrate with other DBMs, it’s not an island!
Keepass is not the end-all be-all, but it IS FOSS (Free and Open-Source Software, great for investigating its machinery). Also it is:
– Programmable (via the Plugins model, you can write some yourself if you like!)
– Modularizable (again, via the Plugins model)
– Profile lockable, (<— really neat!)
– SMM (Secure Memory Manageable, for Windows Clipboard and the like)
– and more!
Anyway, Keepass is rad for its cost, but, like the others on this thread, I will second LastPass as well. LastPass is a an alternative to Keepass. =)
It’s a nice idea, but it also appears to be wrong. Over and over, researchers have failed to find any substantive evidence for the notion of learning styles, to the point where it’s been designated a “neuromyth” by some education and psychology experts.
This session will present results from an evaluation of the integration of RealizeIT adaptive learning technology into three fully online courses: General Psychology, Pathophysiology for Nursing Practice, and College Algebra. Presenters will discuss the impact on students, faculty, and the university.
Adaptive learning systems provide each student with a personalized learning experience, adapting the presentation of the content, and possibly the assessment to the individual ability of the student
Co-developed by Learning Technologies and the Faculty Colloquium on Excellence in Teaching and Learning at Indiana University, a digital badge pilot (badges.iu.edu) was launched to support faculty professional development and growth. This session will cover the competency levels, topics of study, and the badging platform to document levels of achievement. Outcomes: Understand the basics of a three-tiered framework for digital badges * Review the online badging platform * Explore topics for faculty development
Mozilla Open Badges 101: Digging into Badges (a webinar)
personalized learning or competency-based does not resolve it. GPA does not respond to employers search
regimenting credentials. digital representation of of skill or achievement. represent achievements on the web. social status (foursquare). granular, evidence-based and transferable. badge ecosystem (across multiple areas), this is why open badges; open system. Open Badge Standard: issuer information; earner information; criteria URL; evidence URL; Standards Alignment; Taxonomy Tags
Data Visualization: The What, the Who, and the How
Data visualization tools are becoming much stronger and are now targeted at a much wider audience. This panel will explore what we should be trying to do with data visualization, who will be doing it, and how we might support and steer it. OUTCOMES: Identify multiple opportunities for use of data visualization * Learn about multiple user communities, including those not centrally managed * Explore ways to support users and steer them toward good practiceshttp://www.educause.edu/sites/default/files/library/presentations/E15/SESS029/Data%2BViz%2BEducause%2B151028%2BFINAL1.pptxslides 7: What works well for technically savvy developers may not work for faculty or staff without those same credentials.
Oracle suite of OBIEE (Oracle Business Intelligence Enterprise Edition) has been very successful for CSU
Cognos (IBM) is another tool that is very popular for developers and has been used by USG central office
D3 (For Data Driven Documents)
slide 11: Two primary design goals supported through Data Visualization:
Discovery and Exploration
–What story is the data telling you
–Identify patterns and exceptions
–Compare, contrast, choose
–Explain, make a point, decide
qPresent more clearly or more forcefully than would be accomplished with text or tables
qReports, dashboards, infographics, etc.
qAllow us to see what would be difficult or impossible to see if not presented in a useful visualization
qRealm of research but moving into the mainstream
qCan same visualization serve both purposes?
iPad, You Pad, We All Pad: Transforming Teaching and Learning
California State University Northridge, Lynn University, and Jackson State University have all deployed one-to-one iPad tablet initiatives, with the objectives to increase student engagement and learning, improve the quality of teaching materials, and decrease student costs. This session will discuss the transformational educational opportunities afforded by the iPad and highlight technology and pedagogical lessons learned. Outcomes: Learn about the transformational impact of one-to-one iPad initiatives in the classroom * Understand the need for extensive faculty development and faculty adoption strategies * Appreciate deployment and support challenges====================
The Avalon Video and Audio Repository for Libraries and Beyond
The Avalon Media System provides an open-source streaming media solution, based on Hydra/Fedora repository technologies, focused on delivery of library media collections, but it is finding other uses, including support for publication, teaching and learning content, and digital scholarship. As a result, new features enhance support for additional research and instructional use cases. Outcomes: Understand the problems Avalon solves * Understand the extended use cases addressed with Avalon, both present and intended future * Learn how best to engage with the Avalon project.========================
The Karuta Open Source Portfolio, currently under incubation by the Apereo Foundation, offers dramatic flexibility for designing portfolio workflows with rubrics to assess learning outcomes. Karuta is LTI enabled for integration with the LMS for easy access and transfer of evidence of learning. Subsequent releases will add functionality for showcasing as well as reporting. Outcome: Learn how Karuta can flexibly support your programs and institution through leveraging its functionality
Supporting the Discovery and Adoption of Open E-Textbooks
The California Open Education Resources Council comprises faculty from the three CA higher education systems working together to identify open textbooks for high impact courses. The selected open textbooks are in the process of being peer reviewed and curated in the CA Open Online Library. Outcomes: Identify quality open textbooks for general education, high-impact courses * Learn how to interpret textbook peer reviews with a faculty-created rubric * Understand how to reference these resources for the discovery of quality no- or low-cost materialshttp://www.educause.edu/sites/default/files/library/presentations/E15/PS58/COOL%2BEducause%2BPoster%2B2015.pdf
Seminar 12P – Six Secrets for Evaluating Online Teaching (separate registration is required)
What makes online teaching different from face-to-face teaching? How can we tell when it’s done well? Faculty members, administrators, and IT leaders will learn six evaluation “secrets” from the authors of the new book Evaluating Online Teaching. You will leave this seminar with use-them-now strategies, tools, and templates to take back to your campus. OUTCOMES: Distinguish online content and practices that “count” as teaching behaviors * Design self-, peer-, and administrative-evaluation analytic tools * Develop a 6-stage, campus-wide program for evaluating online teachinghttp://www.educause.edu/annual-conference/2015/seminar-12p-six-secrets-evaluating-online-teaching-separate-registration-required
Learn how the University of Pittsburgh is creating a scalable classroom model for active learning on a traditional campus. Administrators, faculty, and instructional technologists and designers recently collaborated to reimagine legacy large-enrollment lecture halls. The focus of this session is on the learning space design process across the disciplines. Outcomes: Identify and apply the principles of active learning associated with learning space deign * Understand the design process * Assemble an effective learning space design teamhttp://www.educause.edu/annual-conference/2015/reimagining-learning-space-design-across-disciplines
Thinking Digitally: Advancing Digital Literacy with Personalized Learning Tools
The session will outline a scalable framework for integrating digital literacy in higher education curriculum, supported by tools that allow for active and personalized learning. Research and examples from Georgia State University’s experience implementing a pilot program will be used as a catalyst for interactive discussion and idea generation. Outcomes: Understand the value of incorporating digital literacy into curriculum * Select from emerging personalized learning technologies to support digital literacy across diverse academic scenarios * Adapt a methodology for developing partnerships to advance digital literacy across the organizationhttp://www.educause.edu/annual-conference/2015/thinking-digitally-advancing-digital-literacy-personalized-learning-tools===============
A discussion of unmanned aerial vehicles (drones) and drone activities that either take place on campus or impact a campus from the outside. The state of federal aviation regulations and guidelines for drones will be covered. Attendees can share their experiences with official and rogue drone activities at their institutions. Outcomes: Learn about the drone devices in use, from miniature to massive * Understand the impact of drones on academic institutions, for better or worse * Learn what drone activities are legally allowable, banned, or discouragedhttp://www.educause.edu/annual-conference/2015/whats-droning-overhead
Join this lively discussion and discovery of innovative and functional uses and support for mobile computing. We will explore creative ideas for projects using mobile devices in teaching, learning, and administration. Topics may include hardware, applications, tools, special uses, wireless and mobile connectivity, web services, support issues, and security.
From MyFunCity to government-structured approach to “digital citizenship,” this is recent trend, which is seriously considered by educators as a must in the curricula. While habitually connected with technology classes, it is a much larger issue, which requires faculty attention across disciplines; it encompass digital and technology literacy, netiquette and online behavior (cyberbulling most frequently addressed), as well qualities and skills to be a functional and mindful citizen of a global world.
here is some general literature on digital citizenship:
Lenhart, A., Madden, M., Smith, A., Purcell, K., Zickuhr, K., Rainie, L., & Pew Internet & American Life, P. (2011). Teens, Kindness and Cruelty on Social Network Sites: How American Teens Navigate the New World of “Digital Citizenship”. Pew Internet & American Life Project, http://eric.ed.gov/?id=ED537516
podcast pontification (audio version of blog self reflections)
Greg Steinke The U
A Digital Story Assignment using WeVideo
WeVideo is the Google response to iMovie cloud
The U is on Google email and thus google drive and all other google tools
The Center for Digital Storytelling. short videos, 3-5 min incorporate photographs with the author narration, reflection
Assignment (verbal directions). process (write a 2 page script, every page is about a minute of video), gather images that support the story; edit the script (rewrite); record audio to the script (use an app on the phone instead of WeVideo), WeVideo can edit the audio recording; edit the story, edit the photos to match the story; YourTube and/or Google+
working with faculty: is the digital story a good fit for your course? two questions: does the course have many writing assignments? does everyone have to do the same type of assignment? do you want to offer choices? do you want your students to share their work outside of the class? to you want to explore opportunities for students to develop 21 century skills?
google communities for sharing
wewideo has a tutorial at Center for Digital Storytelling
students can use the digital story for their eportfolio
the entire exercise is entirely based on mobile devices
time frame: scaffolding options
3d printing products were the tangible result of the project and the digital storytelling just the format to present
Google Drive master folder for the phone images and video; iOS apps: MoviePro, FiLMc Pro, VoiceRecord Pro (including mp3); Android: WeVideo
Faculty Development Programs: Digital Storytelling Community of Practice
chemistry professor. 3D printing with different materials.
what else can be made (e.g. reaction vessel)
printing of atoms
Karen: pre-service teachers professor: how to use 3d printers and be comfortable with them. Steve Hoover. Thinkercad and Autodesk123D>
3D academy http://www.team3dacademy.com/index2.html. Pinterest board for3d Printing with resources
Lisa: graphic design. not intuitive. Rhinoceros (not free anymore). 123D strong learning curve. 3d printing will be incorporated in the curriculum. sculpture students and others don’t like fudging on the computer, but Adobe people love it. Some items takes up to 4 hours to print out. when working on the computer is difficult for some students to visualize the dimensionality.
collaborative learning opportunities.
no makerspace or fab lab. additional interest from the theater and business dept. 3d printing is connected to future work skills. new media ecology or media literacy set of skills.
the main presenter: build excitement and interest and gradually step back. how much material goes through and should we charge back. clean and maintenance involved; not too bad. better then a copier. plastic inexpensive. sizes with plastic – $25 and $50. how many project of a spool: depending on the size of the projects but considerable amount. two printers one art dept and one in the faculty dev area.
non profit visually impaired students. how 3d can make difference in special ed.
3d printing lab with access for everybody. ownership brings policy. where housed: neutral place.
only one printer is barely sufficient for faculty to figure out how to use it. purchasing two more if students and curricula to be involved.
The Balancing Act: Team-Creating an eBook as an Alternative Method for Content Delivery Tom Nechodomu, University of Minnesota
Susan Andre uses a slide titled “trust” to elucidate how the entire project was enabled. “trust” and “transparency” are sparse currency in the environment I work in. if she is right an ebook ain’t happening anytime soon at my place.
students involvement. use stipends. student artists. food for the video interviews. create a community, student centered.
people able to change the book.
copyright process; did you find it cumbersome. copyright permission center.
time span and amount of hours spent: 3-4 months per chapter.
David Wiley. Making Teaching and Learning Awesome with Open
MN Learning Commons
open educational resources
education – sharing feedback, encouragement with students passion about the discipline, yourself
open is not the same as free. free + permissions + copyright permission: 5 r = retain (make and own copies), reuse (use in a wide range of ways), revise (adapt, modify, and improve), remix (combine two or more), redistribute (share with others)
free and unfettered access
perpetual, irrevocable copyright permissions
(look but don’t touch is not open)
tech enables OER permits
traditionally copyright materials on the Internet – not so good ; jet on the road
openly copyright materials on the internet _ yes: jet in the air
permission-less innovation. relatively inexpensive and broad permissions.
intellectual infrastructure of education: learning outcomes/objectives; assessments; textbooks. they are relatively expensive and narrow permissions.
Badges can play a crucial role in the connected learning ecology by acting as a bridge between contexts, making these alternative learning channels and types of learning more viable, portable, and impactful. Badges can be awarded for a potentially limitless set of individual skills—regardless of where each skill is developed—and a collection of badges can begin to serve as a virtual résumé of competencies and qualities for key stakeholders, including peers, schools, or potential employers. Specifically, badges support capturing and communicating learning paths, signaling achievement, motivating learning, and driving innovation and flexibility, as well as building identity, reputation, and kinship. Thus, badges can provide a way to translate all types of learning into a powerful tool for getting jobs, finding communities of practice, demonstrating skills, and seeking out further learning.
Peer badges were also built around the peer-to-peer interactions and were awarded directly from one peer to another. Finally, participation badges were based on stealth assessment and data-tracking logic built into the learning environment. While the sample size was small due to constraints of the course cycles, the pilot resulted in a solid proof-of-concept of the potential for badges and these approaches to assessment.
The badges have several layers, Wisser says. While the top level signifies that you completed elements of the coursework, the badges have stripes for other accomplishments such as leading a discussion or teaching peers. “These badges are visible to other students, and if you are struggling in one area, you could turn to someone more accomplished–as shown by their badge–for help. Or if you were strong in a certain area and saw someone else was struggling, you could reach out to that person.”
students’ multimedia assignments, which lead to online resources
collaboration with other departments for the students projects
moving the class to online environment (even if kept hybrid)
What is it?
the complexity of the learning environment is turning instructional design into a more dynamic activity, responding to changing educational models and expectations. Flipped classrooms, makerspaces, and competency-based learning are changing how instructors work with students, how students work with course content, and how mastery is verified. Mobile computing, cloud computing, and data-rich repositories have altered ideas about where and how learning takes place.
How does it work?
One consequence of these changes is that designers can find themselves filling a variety of roles. Today’s instructional designer might work with subject-matter experts, coders, graphic designers, and others. Moreover, the work of an instructional designer increasingly continues throughout the duration of a course rather than taking place upfront.
Who’s doing it?
The responsibility for designing instruction traditionally fell to the instructor of a course, and in many cases it continues to do so. Given the expanding role and landscape of technology—as well as the growing body of knowledge about learning and about educational activities and assessments— dedicated instructional designers are increasingly common and often take a stronger role.
Why is it significant?
The focus on student-centered learning, for example, has spurred the creation of complex integrated learning environments that comprise multiple instructional modules. Competency-based learning allows students to progress at their own pace and finish assignments, courses, and degree plans as time and skills permit. Data provided by analytics systems can help instructional designers predict which pedagogical approaches might be most effective and tailor learning experiences accordingly. The use of mobile learning continues to grow, enabling new kinds of learning experiences.
What are the downsides?
Given the range of competencies needed for the position, finding and hiring instructional designers who fit well into particular institutional cultures can be challenging to the extent that instructors hand over greater amounts of the design process to instructional designers, some of those instructors will feel that they are giving up control, which, in some cases, might appear to be simply the latest threat to faculty authority and autonomy. My note: and this is why SCSU Academic Technology is lead by faculty not IT staff.
Where is it going?
In some contexts, instructional designers might work more directly with students, teaching them lifelong learning skills. Students might begin coursework by choosing from a menu of options, creating their own path through content, making choices about learning options, being more hands-on, and selecting best approaches for demonstrating mastery. Educational models that feature adaptive and personalized learning will increasingly be a focus of instructional design. My note: SCSU CETL does not understand instructional design tendencies AT ALL. Instead of grooming faculty to assume the the leadership role and fill out the demand for instructional design, it isolates and downgrades (keeping traditional and old-fashioned) instructional design to basic tasks of technicalities done by IT staff.
What are the implications for teaching and learning?
By helping align educational activities with a growing understanding of the conditions,
tools, and techniques that enable better learning, instructional designers can help higher education take full advantage of new and emerging models of education. Instructional
designers bring a cross-disciplinary approach to their work, showing faculty how learning activities used in particular subject areas might be effective in others. In this way, instructional
designers can cultivate a measure of consistency across courses and disciplines in how educational strategies and techniques are incorporated. Designers can also facilitate the
creation of inclusive learning environments that offer choices to students with varying strengths and preferences.
harvest students; feedback – anonymous way to ask questions. D2L surveys offer already this opportunity; Twitter and other the free options for polling apps give the same option, e.g. Polleverywhere gives a word cloud option
the follow up q/n as demonstrated is limited to 160 characters. Why?
i like that it compartmentalize the anonymity but I really ask myself: would SCSU faculty go to such length?
presumptions: non-tenured faculty is interested in the top layers students and wants to find out what works for them best. this loaded, since, if there ARE different learning styles, then what worked for the top layer might be exactly what did not work for the bottom layer, but this approach will gave the faculty a justification to keep stratifying students, instead of thinking of diverse ways to approach all layers. this part of sale, not pedagogy. sorry.
weakness; the entire presentation is trying to sell a product, which might be good for different campus, but not for SCSU, where faculty are overworked, the class load is so great that going to such details might be questionable.
exporting CSV for data massaging is not big deal. indeed the easy of this particular software is admirable, but if the faculty has time to go into such details, they can export the data from D2L or Google Forms and open it in SPSS
Greg’s question: mobility.
libraries and services. pole users without being tied to course. again, that all can be done with other services in the library. if the library cares about it at all.
Kvenild, C., & Calkins, K. (2011). Embedded Librarians: Moving Beyond One-Shot Instruction – Books / Professional Development – Books for Academic Librarians – ALA Store. ACRL. Retrieved from http://www.alastore.ala.org/detail.aspx?ID=3413
xi. the authors are convinced that LMS embedded librarianship is becoming he primary and most productive method for connecting with college and university students, who are increasingly mobile.
xii. reference librarians engage the individual, listen, discover what is wanted and seek to point the stakeholder in profitable directions.
Instruction librarians, in contrast, step into the classroom and attempt to lead a group of students in new ways of searching wanted information.
Sometimes that instruction librarian even designs curriculum and teaches their own credit course to guide information seekers in the ways of finding, evaluating, and using information published in various formats.
Librarians also work in systems, emerging technologies, and digital initiatives in order to provide infrastructure or improve access to collections and services for tend users through the library website, discovery layers, etc. Although these arenas seemingly differ, librarians work as one.
xiii. working as an LMS embedded librarian is both a proactive approach to library instruction using available technologies and enabling a 24/7 presence.
1. Embeddedness involves more that just gaining perspective. It also allows the outsider to become part of the group through shared learning experiences and goals. 3. Embedded librarianship in the LMS is all about being as close as possible to where students are receiving their assignments and gaining instruction and advice from faculty members. p. 6 When embedded librarians provide ready access to scholarly electronic collections, research databases, and Web 2.0 tools and tutorials, the research experience becomes less frustrating and more focused for students. Undergraduate associate this familiar online environment with the academic world.
p. 7 describes embedding a reference librarian, which LRS reference librarians do, “partnership with the professor.” However, there is room for “Research Consultations” (p. 8). While “One-Shot Library Instruction Sessions” and “Information Literacy Credit Courses” are addressed (p. 809), the content of these sessions remains in the old-fashioned lecturing type of delivering the information.
p. 10-11. The manuscript points out clearly the weaknesses of using a Library Web site. The authors fail to see that the efforts of the academic librarians must go beyond Web page and seek how to easy the information access by integrating the power of social media with the static information residing on the library web page.
p. 12 what becomes disturbingly clear is that faculty focus on the mechanics of the research paper over the research process. Although students are using libraries, 70 % avoid librarians. Urging academic librarians to “take an active role and initiate the dialogue with faculty to close a divide that may be growing between them and faculty and between them and students.”
Four research context with which undergraduates struggle: big picture, language, situational context and information gathering.
p. 15 ACRL standards One and Three: librarians might engage students who rely on their smartphones, while keeping in mind that “[s]tudents who retrieve information on their smartphones may also have trouble understanding or evaluating how the information on their phone is ‘produced, organized, and disseminated’ (Standard One). Standard One by its definition seems obsolete. If information is formatted for desktops, it will be confusing when on smart phones, And by that, it is not mean to adjust the screen size, but change the information delivery from old fashioned lecturing to more constructivist forms. e.g. http://web.stcloudstate.edu/pmiltenoff/bi/
p. 15 As for Standard Two, which deals with effective search strategies, the LMS embedded librarian must go beyond Boolean operators and controlled vocabulary, since emerging technologies incorporate new means of searching. As unsuccessfully explained to me for about two years now at LRS: hashtag search, LinkedIn groups etc, QR codes, voice recognition etc.
p. 16. Standard Five. ethical and legal use of information.
p. 23 Person announced in 2011 OpenClass compete with BB, Moodle, Angel, D2L, WebCT, Sakai and other
p. 24 Common Features: content, email, discussion board, , synchronous chat and conferencing tools (Wimba and Elluminate for BB)
p. 31 information and resources which librarians could share via LMS
– post links to dbases and other resources within the course. LIB web site, LibGuides or other subject-related course guidelines
– information on research concepts can be placed in a similar fashion. brief explanation of key information literacy topics (e.g difference between scholarly and popular periodical articles, choosing or narrowing research topics, avoiding plagiarism, citing sources properly whining required citations style, understanding the merits of different types of sources (Articles book’s website etc)
– Pertinent advice the students on approaching the assignment and got to rheank needed information
– Tutorials on using databases or planning searches step-by-step screencast navigating in search and Candida bass video search of the library did you a tour of the library
p. 33 embedded librarian being copied on the blanked emails from instructor to students.
librarian monitors the discussion board
p. 35 examples: students place specific questions on the discussion board and are assured librarian to reply by a certain time
instead of F2F instruction, created a D2L module, which can be placed in any course. videos, docls, links to dbases, links to citation tools etc. Quiz, which faculty can use to asses the the students
p. 36 discussion forum just for the embedded librarian. for the students, but faculty are encouraged to monitor it and provide content- or assignment-specific input
video tutorials and searching tips
Contact information email phone active IM chat information on the library’s open hours
p. 37 questions to consider
what is the status of the embedded librarian: T2, grad assistant
p. 41 pilot program. small scale trial which is run to discover and correct potential problems before
One or two faculty members, with faculty from a single department
Pilot at Valdosta State U = a drop-in informatil session with the hope of serving the information literacy needs of distance and online students, whereas at George Washington U, librarian contacted a distance education faculty member to request embedding in his upcoming online Mater’s course
p. 43 when librarians sense that current public services are not being fully utilized, it may signal that a new approach is needed.
pilots permit tinkering. they are all about risk-taking to enhance delivery
p. 57 markeing LMS ebedded Librarianship
library collections, services and facilities because faculty may be uncertain how the service benefits their classroom teaching and learning outcomes. my note per
“it is incumbent upon librarians to promote this new mode of information literacy instruction.” it is so passe. in the times when digital humanities is discussed and faculty across campus delves into digital humanities, which de facto absorbs digital literacy, it is shortsighted for academic librarians to still limit themselves into “information literacy,” considering that lip service is paid for for librarians being the leaders in the digital humanities movement. If academic librarians want to market themselves, they have to think broad and start with topics, which ARE of interest for the campus faculty (digital humanities included) and then “push” their agenda (information literacy). One of the reasons why academic libraries are sinking into oblivion is because they are sunk already in 1990-ish practices (information literacy) and miss the “hip” trends, which are of interest for faculty and students. The authors (also paying lip services to the 21st century necessities), remain imprisoned to archaic content. In the times, when multi (meta) literacies are discussed as the goal for library instruction, they push for more arduous marketing of limited content. Indeed, marketing is needed, but the best marketing is by delivering modern and user-sought content.
the stigma of “academic librarians keep doing what they know well, just do it better.” Lip-services to change, and life-long learning. But the truth is that the commitment to “information literacy” versus the necessity to provide multi (meta) literacites instruction (Reframing Information Literacy as a metaliteracy) is minimizing the entire idea of academic librarians reninventing themselves in the 21st century.
Here is more: NRNT-New Roles for New Times
p. 58 According to the Burke and Tumbleson national LMS embedded librarianship survey, 280 participants yielded the following data regarding embedded librarianship:
traditional F2F LMS courses – 69%
online courses – 70%
hybrid courses – 54%
undergraduate LMS courses 61%
graduate LMS courses 42%
of those respondents in 2011, 18% had the imitative started for four or more years, which place the program in 2007. Thus, SCSU is almost a decade behind.
library blog was offered numerous times to the LRS librarians and, consequently to the LRS dean, but it was brushed away, as were brushed away the proposals for modern institutional social media approach (social media at LRS does not favor proficiency in social media but rather sees social media as learning ground for novices, as per 11:45 AM visit to LRS social media meeting of May 6, 2015). The idea of the blog advantages to static HTML page was explained in length, but it was visible that the advantages are not understood, as it is not understood the difference of Web 2.0 tools (such as social media) and Web 1.0 tools (such as static web page). The consensus among LRS staff and faculty is to keep projecting Web 1.0 ideas on Web 2.0 tools (e.g. using Facebook as a replacement of Adobe Dreamweaver: instead of learning how to create static HTML pages to broadcast static information, use Facebook for fast and dirty announcement of static information). It is flabbergasting to be rejected offering a blog to replace Web 1.0 in times when the corporate world promotes live-streaming (http://www.socialmediaexaminer.com/live-streaming-video-for-business/) as a way to promote services (academic librarians can deliver live their content)
p. 59 Marketing 2.0 in the information age is consumer-oriented. Marketing 3.0 in the values-driven era, which touches the human spirit (Kotler, Katajaya, and Setiawan 2010, 6).
The four Ps: products and services, place, price and promotion. Libraries should consider two more P’s: positioning and politics.
Mathews (2009) “library advertising should focus on the lifestyle of students. the academic library advertising to students today needs to be: “tangible, experiential, relatebale, measurable, sharable and surprising.” Leboff (2011, p. 400 agrees with Mathews: the battle in the marketplace is not longer for transaction, it is for attention. Formerly: billboards, magazines, newspapers, radio, tv, direct calls. Today: emphasize conversation, authenticity, values, establishing credibility and demonstrating expertise and knowledge by supplying good content, to enhance reputation (Leboff, 2011, 134). translated for the embedded librarians: Google goes that far; students want answers to their personal research dillemas and questions. Being a credentialed information specialist with years of experience is no longer enough to win over an admiring following. the embedded librarian must be seen as open and honest in his interaction with students.
p. 60 becoming attractive to end-users is the essential message in advertising LMS embedded librarianship. That attractivness relies upon two elements: being noticed and imparting values (Leboff, 2011, 99)
p. 61 connecting with faculty
p. 62 reaching students
attending a synchronous chat sessions
watching a digital tutorial
posting a question in a discussion board
using an instant messaging widget
be careful not to overload students with too much information. don’t make contact too frequently and be perceived as an annoyance and intruder.
p. 65. contemporary publicity and advertising is incorporating storytelling. testimonials differ from stories
p. 66 no-cost marketing. social media
low-cost marketing – print materials, fliers, bookmarks, posters, floor plans, newsletters, giveaways (pens, magnets, USB drives), events (orientations, workshops, contests, film viewings), campus media, digital media (lib web page, blogs, podcasts, social networking cites
p. 69 Instructional Content and Instructional Design
p. 70 ADDIE Model
Analysis: the requirements for the given course, assignments.
Ask instructors expectations from students vis-a-vis research or information literacy activities
students knowledge about the library already related to their assignments
which are the essential resources for this course
is this a hybrid or online course and what are the options for the librarian to interact with the students.
due date for the research assignment. what is the timeline for completing the assignment
when research tips or any other librarian help can be inserted
copy of the syllabus or any other assignment document
p. 72 discuss the course with faculty member. Analyze the instructional needs of a course. Analyze students needs. Create list of goals. E.g.: how to find navigate and use the PschInfo dbase; how to create citations in APA format; be able to identify scholarly sources and differentiate them from popular sources; know other subject-related dbases to search; be able to create a bibliography and use in-text citations in APA format
p. 74 Design (Addie)
the embedded component is a course within a course. Add pre-developed IL components to the broader content of the course. multiple means of contact information for the librarians and /or other library staff. link to dbases. link to citation guidance and or tutorial on APA citations. information on how to distinguish scholarly and popular sources. links to other dbases. information and guidance on bibliographic and in-text citations n APA either through link, content written within the course a tutorial or combination. forum or a discussion board topic to take questions. f2f lib instruction session with students
p. 76 decide which resources to focus on and which skills to teach and reinforce. focus on key resources
p. 77 development (Addie).
-building content;the “landing” page at LRS is the subject guides page. resources integrated into the assignment pages. video tutorials and screencasts
-finding existing content; google search of e.g.: “library handout narrowing topic” or “library quiz evaluating sources,” “avoiding plagiarism,” scholarly vs popular periodicals etc
-writing narrative content. p. 85
p. 87 Evaluation (Addie)
formative: to change what the embedded librarian offers to improve h/er services to students for the reminder of the course
summative at the end of the course:
p. 89 Online, F2F and Hybrid Courses
p. 97 assessment impact of embedded librarian.
what is the purpose of the assessment; who is the audience; what will focus on; what resources are available
p. 98 surveys of faculty; of students; analysis of student research assignments; focus groups of students and faculty