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Fri, Feb. 2, 2018, Principalship class, 22 people, Plymouth room 103
Instructor Jim Johnson EDAD principalship class
The many different roles of the principals:
Effective communication is one critical characteristics of effective and successful school principal. Research on effective schools and instructional leadership emphasizes the impact of principal leadership on creating safe and secure learning environment and positive nurturing school climate (Halawah, 2005, p. 334)
Halawah, I. (2005). The Relationship between Effective Communication of High School Principal and School Climate. Education, 126(2), 334-345.
Selection of school principals in Hong Kong. The findings confirm a four-factor set of expectations sought from applicants; these are Generic Managerial Skills; Communication and Presentation Skills; Knowledge and Experience; and Religious Value Orientation.
Kwan, P. (2012). Assessing school principal candidates: perspectives of the hiring superintendents. International Journal Of Leadership In Education, 15(3), 331-349. doi:10.1080/13603124.2011.617838
Yee, D. L. (2000). Images of school principals’ information and communications technology leadership. Journal of Information Technology for Teacher Education, 9(3), 287–302. https://doi.org/10.1080/14759390000200097
Catano, N., & Stronge, J. H. (2007). What do we expect of school principals? Congruence between principal evaluation and performance standards. International Journal of Leadership in Education, 10(4), 379–399. https://doi.org/10.1080/13603120701381782
Communication can consist of two large areas:
- broadcasting information: PR, promotions, notifications etc.
- two-way communication: collecting feedback, “office hours” type of communication, backchanneling, etc.
Further communication initiated by/from principals can have different audiences
- staff: teachers, maintenance etc.
Ärlestig, H. (2008). Communication between principals and teachers in successful schools. DIVA. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1927
Reyes, P., & Hoyle, D. (1992). Teachers’ Satisfaction With Principals’ Communication. The Journal of Educational Research, 85(3), 163–168. https://doi.org/10.1080/00220671.1992.9944433
- parents: involvement, feeling of empowerment, support, volunteering
- board members
Epstein, J. L. (1995). School/family/community partnerships – ProQuest. Phi Delta Kappan, 76(9), 701.
Communication and Visualization
The ever-growing necessity to be able to communicate data to different audiences in digestible format.
So, how do we organize and exercise communication with these audiences and considering the different content to be communicated?
- How do you use to do it at your school, when you were students 20-30 years ago?
- How is it different now?
- How do you think it must be changed?
- paper-based memos, physical boards
- phone, Intercom, email, electronic boards (listservs)
21st century electronic tools
- Electronic boards
- Internet telephony and desktopsharing
- Adobe Connect, Webex, Zoom, GoToMeeting, Teamviewer etc.
- Skype, Google Hangouts, Facebook Messenger
- Electronic calendars
- Doodle, MS Offce365, Google Calendar
- Social media / The Cloud
- Visuals: Flickr, YouTube, TeacherTube, MediaSpace
- Direct two-way communication
- Management tools
Top 10 Social Media Management Tools: beyond Hootsuite and TweetDeck
Manage control of your passwords and logons (Password Managers)
- Centrify Application Services.
- Zoho Vault.
class discussion Feb 2.
PeachJar : https://www.peachjar.com/
considering the information discussed in class, split in groups of 4 and develop your institution strategy for effective and modern communication across and out of your school.
>>>>>>>>>>> Word of the day: blockchain credentialing <<<<<<<<<<<<<<<<<<<<<
>>>>>>>>>>> K12 Trends 4 2018 <<<<<<<<<<<<<<<<<
Digital Access to Non-Print Collections
University libraries have held collections of books and printed material throughout their existence and continue to be perceived as repositories for physical collections. Other non-print specialized collections of interest have been held in various departments on campus such as Anthropology, Art, and Biology due to the unique needs of the collections and their usage. With the advent of electronic media, it becomes possible to store these non-print collections in a central place, such as the Libray.
The skills needed to curate artifacts from an archeological excavation, biological specimens from various life forms, and sculpture work are very different, making it difficult for smaller university libraries to properly hold, curate, and make available such collections. In addition, faculty in the various departments tend to want those collections near their coursework and research, so it can be readily available to students and researchers. With the expansion of online learning, the need for such availability becomes increasingly pronounced.
With the advent of 3 dimensional (3D) scanners, it has become possible for a smaller library to hold digital representations of these collections in an archive that can be curated from the various departments by experts in the discipline. The Library can then make the digital representations available to other researchers, students, and the public through kiosks in the Library or via the Internet. Current methods to scan and store an artifact in 3Dstill require expertise not often found in a Library.
We propose to use existing technology to build an easy-to-use system to scan smaller artifacts in 3D. The project will include purchase and installation of a workstation in the Library where the artifact collection can be accessed using a large touch-screen monitor, and a portable, easy-to-use 3D scanning station. Curators of collections from various departments on the St. Cloud State University campus can check out the scanning station, connect to power and Internet where the collection is located, and scan their collection into the libraries digital archives, making the collection easily available to students, other researchers and the public.
The project would include assembly of two workstations previously mentioned and potentially develop the robotic scanner. Software would be produced to automate the workflow from the scanner to archiving the digital representation and then make the collection available on the Internet.
This project would be a collaboration between the St. Cloud State University Library (https://www.stcloudstate.edu/library/ and Visualization Laboratory (https://www.facebook.com/SCSUVizLab/). The project would use the expertise and services of the St. Cloud State Visualization Laboratory. Dr. Plamen Miltenoff, a faculty with the Library will coordinate the Library initiatives related to the use of the 3D scanner. Mark Gill, Visualization Engineer, and Dr. Mark Petzold, Associate Professor of Electrical and Computer Engineering will lead a group of students in developing the software to automate the scanning, storage, and retrieval of the 3D models. The Visualization Lab has already had success in 3D scanning objects for other departments and in creating interactive displays allowing retrieval of various digital content, including 3D scanned objects such animal skulls and video. A collaboration between the Library, VizLab and the Center for Teaching and Learning (, https://www.stcloudstate.edu/teaching/) will enable campus faculty to overcome technical and financial obstacles. It will promote the VizLab across campus, while sharing its technical resources with the Library and making those resources widely available across campus. Such work across silos will expose the necessity (if any) of standardization and will help faculty embrace stronger collaborative practices as well as spur the process of reproduction of best practices across disciplines.
|42” Touch Screen Monitor
|2 Computer Workstations
|Cart for Mobile 3D Scanner
|3D Scanner (either purchase or develop in-house)
The budget covers two computer workstations. One will be installed in the library as a way to access the digital catalog, and will include a 42 inch touch screen monitor mounted to a wall or stand. This installation will provide students a way to interact with the models in a more natural way. The second workstation would be mounted on a mobile cart and connected to the 3D scanner. This would allow collection curators from different parts of campus to check out the scanner and scan their collections. The ability to bring the scanner to the collection would increase the likelihood the collections to be scanned into the library collection.
The 3D scanner would either be purchased off-the shelf or designed by a student team from the Engineering Department. A solution will be sought to use and minimize the amount of training the operator would need. If the scanner is developed in-house, a simple optical scanner such as an XBox Kinect device and a turntable or robotic arm will be used. Support for the XBox Kinect is built into Microsoft Visual Studio, thus creating the interface efficient and costeffective.
Plamen Miltenoff, Ph.D., MLIS
Dr. Miltenoff is part of a workgroup within the academic library, which works with faculty, students and staff on the application of new technologies in education. Dr. Miltenoff’s most recent research with Mark Gill is on the impact of Video 360 on students during library orientation: http://web.stcloudstate.edu/pmiltenoff/bi/
Mark Petzold, Ph.D.
Dr. Petzold is an Associate Professor in Electrical and Computer Engineering. His current projects involve visualization of meteorological data in a virtual reality environment and research into student retention issues. He is co-PI on a $5 million NSF S-STEM grant which gives scholarships to low income students and investigates issues around student transitions to college.
Mr. Gill is a Visualization Engineer for the College of Science and Engineering and runs the Visualization Laboratory. He has worked for several major universities as well as Stennis Space Center and Mechdyne, Inc. He holds a Masters of Science in Software Engineering.
University of Nevada, Reno and Pennsylvania State University 41 campus libraries to include collaborative spaces where faculty and students gather to transform virtual ideas into reality.
Maker Commons in the Modern Library: Six Reasons 3D Printers Should be in Your School’s Library
Maker Commons in the Modern Library 6 REASONS 3D PRINTERS SHOULD BE IN YOUR LIBRARY
1. Librarians Know How to Share 2. Librarians Work Well with IT People 3. Librarians Serve Everybody 4. Librarians Can Fill Learning Gaps 5. Librarians like Student Workers 6. Librarians are Cross-Discipline
more on grants in this IMS blog
How algorithms impact our browsing behavior? browsing history?
What is the connection between social media algorithms and fake news?
Are there topic-detection algorithms as they are community-detection ones?
How can I change the content of a [Google] search return? Can I?
Larson, S. (2016, July 8). What is an Algorithm and How Does it Affect You? The Daily Dot
. Retrieved from https://www.dailydot.com/debug/what-is-an-algorithm/
Johnson, C. (2017, March 10). How algorithms affect our way of life. Desert News
. Retrieved from https://www.deseretnews.com/article/865675141/How-algorithms-affect-our-way-of-life.html
Understanding algorithms and their impact on human life goes far beyond basic digital literacy, some experts said.
An example could be the recent outcry over Facebook’s news algorithm, which enhances the so-called “filter bubble”
Massanari, A. (2017). #Gamergate and The Fappening: How Reddit’s algorithm, governance, and culture support toxic technocultures. New Media & Society, 19(3), 329-346. doi:10.1177/1461444815608807
community detection algorithms:
Bedi, P., & Sharma, C. (2016). Community detection in social networks. Wires: Data Mining & Knowledge Discovery, 6(3), 115-135.
CRUZ, J. D., BOTHOREL, C., & POULET, F. (2014). Community Detection and Visualization in Social Networks: Integrating Structural and Semantic Information. ACM Transactions On Intelligent Systems & Technology, 5(1), 1-26. doi:10.1145/2542182.2542193
Bai, X., Yang, P., & Shi, X. (2017). An overlapping community detection algorithm based on density peaks. Neurocomputing, 2267-15. doi:10.1016/j.neucom.2016.11.019
Zeng, J., & Zhang, S. (2009). Incorporating topic transition in topic detection and tracking algorithms. Expert Systems With Applications, 36(1), 227-232. doi:10.1016/j.eswa.2007.09.013
topic detection and tracking (TDT) algorithms based on topic models, such as LDA, pLSI (https://en.wikipedia.org/wiki/Probabilistic_latent_semantic_analysis), etc.
Zhou, E., Zhong, N., & Li, Y. (2014). Extracting news blog hot topics based on the W2T Methodology. World Wide Web, 17(3), 377-404. doi:10.1007/s11280-013-0207-7
The W2T (Wisdom Web of Things) methodology considers the information organization and management from the perspective of Web services, which contributes to a deep understanding of online phenomena such as users’ behaviors and comments in e-commerce platforms and online social networks. (https://link.springer.com/chapter/10.1007/978-3-319-44198-6_10)
ethics of algorithm
Mittelstadt, B. D., Allo, P., Taddeo, M., Wachter, S., & Floridi, L. (2016). The ethics of algorithms: Mapping the debate. Big Data & Society
(2), 2053951716679679. https://doi.org/10.1177/2053951716679679
Malyarov, N. (2016, October 18). Journalism in the age of algorithms, platforms and newsfeeds | News | FIPP.com. Retrieved September 19, 2017, from http://www.fipp.com/news/features/journalism-in-the-age-of-algorithms-platforms-newsfeeds
more on algorithms in this IMS blog
NMC/CoSN Horizon Report 2017 K–12 Edition
p. 16 Growing Focus on Measuring Learning
p. 18 Redesigning Learning Spaces
Biophilic Design for Schools : The innate tendency in human beings to focus on life and lifelike processes is biophilia
p. 20 Coding as a Literacy
Significant Challenges Impeding Technology Adoption in K–12 Education
Improving Digital Literacy.
Schools are charged with developing students’ digital citizenship, ensuring mastery of responsible and appropriate technology use, including online etiquette and digital rights and responsibilities in blended and online learning settings. Due to the multitude of elements comprising digital literacy, it is a challenge for schools to implement a comprehensive and cohesive approach to embedding it in curricula.
Rethinking the Roles of Teachers.
Pre-service teacher training programs are also challenged to equip educators with digital and social–emotional competencies, such as the ability to analyze and use student data, amid other professional requirements to ensure classroom readiness.
p. 28 Improving Digital Literacy
Digital literacy spans across subjects and grades, taking a school-wide effort to embed it in curricula. This can ensure that students are empowered to adapt in a quickly changing world
Education Overview: Digital Literacy Has to Encompass More Than Social Use
What Web Literacy Skills are Missing from Learning Standards? Are current learning standards addressing the essential web literacy skills everyone should know?https://medium.com/read-write-participate/what-essential-web-skills-are-missing-from-current-learning-standards-66e1b6e99c72
The American Library Association (ALA) defines digital literacy as “the ability to use information and communication technologies to find, evaluate, create, and communicate or share information, requiring both cognitive and technical skills.” While the ALA’s definition does align to some of the skills in “Participate”, it does not specifically mention the skills related to the “Open Practice.”
The library community’s digital and information literacy standards do not specifically include the coding, revision and remixing of digital content as skills required for creating digital information. Most digital content created for the web is “dynamic,” rather than fixed, and coding and remixing skills are needed to create new content and refresh or repurpose existing content. Leaving out these critical skills ignores the fact that library professionals need to be able to build and contribute online content to the ever-changing Internet.
p. 30 Rethinking the Roles of Teachers
Teachers implementing new games and software learn alongside students, which requires
a degree of risk on the teacher’s part as they try new methods and learn what works
p. 32 Teaching Computational Thinking
p. 36 Sustaining Innovation through Leadership Changes
shift the role of teachers from depositors of knowledge to mentors working alongside students;
p. 38 Important Developments in Educational Technology for K–12 Education
Consumer technologies are tools created for recreational and professional purposes and were not designed, at least initially, for educational use — though they may serve well as learning aids and be quite adaptable for use in schools.
Drones > Real-Time Communication Tools > Robotics > Wearable Technology
Digital strategies are not so much technologies as they are ways of using devices and software to enrich teaching and learning, whether inside or outside the classroom.
> Games and Gamification > Location Intelligence > Makerspaces > Preservation and Conservation Technologies
Enabling technologies are those technologies that have the potential to transform what we expect of our devices and tools. The link to learning in this category is less easy to make, but this group of technologies is where substantive technological innovation begins to be visible. Enabling technologies expand the reach of our tools, making them more capable and useful
Affective Computing > Analytics Technologies > Artificial Intelligence > Dynamic Spectrum and TV White Spaces > Electrovibration > Flexible Displays > Mesh Networks > Mobile Broadband > Natural User Interfaces > Near Field Communication > Next Generation Batteries > Open Hardware > Software-Defined Networking > Speech-to-Speech Translation > Virtual Assistants > Wireless Powe
Internet technologies include techniques and essential infrastructure that help to make the technologies underlying how we interact with the network more transparent, less obtrusive, and easier to use.
Bibliometrics and Citation Technologies > Blockchain > Digital Scholarship Technologies > Internet of Things > Syndication Tools
Learning technologies include both tools and resources developed expressly for the education sector, as well as pathways of development that may include tools adapted from other purposes that are matched with strategies to make them useful for learning.
Adaptive Learning Technologies > Microlearning Technologies > Mobile Learning > Online Learning > Virtual and Remote Laboratories
Social media technologies could have been subsumed under the consumer technology category, but they have become so ever-present and so widely used in every part of society that they have been elevated to their own category.
Crowdsourcing > Online Identity > Social Networks > Virtual Worlds
Visualization technologies run the gamut from simple infographics to complex forms of visual data analysis
3D Printing > GIS/Mapping > Information Visualization > Mixed Reality > Virtual Reality
p. 46 Virtual Reality
p. 48 AI
p. 50 IoT
VR, AR, and the Internet of Things: Life Beyond Second Life
But it gets even more interesting when virtual and augmented reality meet the Internet of Things
when Second Life began, there was a lot of interest, but the toolset was limited — just because of the timeframe, not that the toolset wasn’t a good one for that period. But, things matured. I think it was, in particular, the ability to work in HD that improved things a lot. Then came the ability to bring in datasets — creating dashboards and ways for people to access other data that they could bring into the virtual reality experiment. I think those two things were real forces for change.
A dashboard could pop up, and you could select among several tools, and you could get a feed from somewhere on the Internet — maybe a video or a presentation. And you can use these things as you move through this hyper reality: The datasets you select can be manipulated and be part of the entire experience.
So, the hyper reality experience became deeper, richer with tools and data via the IoT; and with HD it became more real.
We can’t deny the fact that curriculum and the way we teach is becoming unbundled. Some things are going to happen online and in the virtual space, and other things will happen in the classroom. And the expense of education is going to drive how we operate. Virtual reality tools, augmented reality tools, and visualization tools can offer experiences that can be mass-produced and sent out to lots of students, machine to machine, at a lower cost. Virtual field trips and other kinds of virtual learning experiences will become much more commonplace in the next 5 years.
Code4Lib Proposed Preconference Workshops
Introduction to functional programming principles, including immutability, higher-order functions, and recursion using the Clojure programming language. This workshop will cover getting started with the Clojure REPL, building programs through function composition, testing, and web-development using ClojureScript.
Proposed by: Sam Popowich
This workshop will do a deep dive into approaches and recommend best practices for customizing Blacklight applications. We will discuss a range of topics, including styling and theming, customizing discovery experiences, and working with Solr.
Proposed by: Chris Beer, Jessie Keck, and Jack Reed
We all encounter failure in our professional lives: failed projects, failed systems, failed organizations. We often think of failure as a negative, but it has intrinsic value — and since it’s inevitable that we’ll eventually experience failure ourselves, it’s important to know how to accept it, how to take lessons from it, and how to grow from it professionally. Fail4Lib, now in its 5th year, is the perennial Code4Lib preconference dedicated to discussing and coming to terms with the failures that we all face in our professional lives. It is a safe space for us to explore failure, to talk about our own experiences with failure, and to encourage enlightened risk taking. The goal of Fail4Lib is for participants to be adept at failing gracefully, so that when we do fail, we do so in a way that moves us forward. This half-day preconference will consist of case studies, round-table discussions, and, for those interested in sharing, lightning talks on failures we’ve dealt with in our own work.
Proposed by: Andreas Orphanides and Bret Davidson
Intro to programming in Ruby on Rails
Proposed by: Carolyn Cole and Laney McGlohon
Amazon Web Services currently offers 58 services ranging from the familiar compute and storage systems to game development and the internet of things. We will focus on the 20-some services that you should be aware of as you move your applications to their cloud.
The morning session will be mostly overview and the afternoon session will be more practical examples and discussion. This could be broken into two sessions.
Proposed by: Cary Gordon, t/b/d, and t/b/d
FOLIO is a library services platform — infrastructure that allows cooperating library apps to share data. This workshop is a hands-on introduction to FOLIO for developers of library apps. In this tutorial you will work with your own Vagrant image through a series of exercises designed to demonstrate how to install an app on the platform and use the data sources and design elements the platform provides.
REQUIREMENTS Laptop (4GB) with Vagrant installed.
Proposed by: Peter Murray
Have an idea for an app? Want to work with FOLIO developers and others in the community on the FOLIO platform to make it happen. Come to this half-day hack-a-thon! Ideas for new developers will be posted in the project Jira, or bring your own concepts and work with others to make them reality.
REQUIREMENTS Laptop (4GB) with Vagrant installed. Attending the FOLIO Tutorial is recommended, but not required.
Proposed by: Peter Murray
In this workshop, we will step through the various types of applications that can be built with Google Apps Script.
(1) Custom cell formulas
(2) Spreadsheet Add On Functions (menu items, time based triggers)
(3) Google Apps Script as a Web Service
(4) Google Apps Script Add-Ons that can be shared globally or by domain
In this workshop, we will build sample instances of each of these types of applications (wifi-permitting) and spend some time brainstorming additional applications that would be useful for the library community.
Sample Applications: http://georgetown-university-libraries.github.io/#google-sheets
Proposed by: Terry Brady and Craig Boman
Calls to mindfulness and self care can have mixed reception in our field. While some view this important work as navel-gazing or unnecessary, it is integral to being present and avoiding burnout. Often this skewed attention to output comes at the expense of our personal lives, our organizations, our health, our relationships, and our mental well-being. Learning to prioritize self-care is an ongoing project among those who perform emotional labor. While some view the work of mindfulness as self-indulgent, it has proven to keep many on the track of being present and avoiding burnout.*
The purpose of this preconference is to provide a short introduction to self care and mindfulness with practical work we can use regardless of setting. We’ll discuss microaggressions and allyship (microaggressions being the brief and commonplace verbal, behavioral, or environmental indignities that marginalized people of various groups experience daily and allyship referring to the powerful role that individuals from privileged groups can play in supporting marginalized individuals). We will then transition to a modified unconference setting where participants can practice scenarios and learn practical solutions. Each of the presenters has different set of skills and experiences that allow for many techniques and strategies to be explored. Preconference attendees will participate in sessions like “Mentor Speed Dating” where they get to talk to and question potential mentors/mentees. They may be coached through a guided meditation or walked through a calming breathing exercise. For those looking to a more physical space, office yoga and stretching techniques may be shared depending on the outcomes of the unconference interest.
Foundational materials and articles will be shared with the registrants prior to the meeting with the option of further discussion at the workshop. An open access guide to all the resources and readings will be available after the preconference, and people will be encouraged to share additional their tools on a website.
Suggested Hashtag #c4lselfcare
* Abenavoli, R.M., Jennings, P.A., Greenberg, M.T., Harris, A.R., & Katz, D.A. (2013). The protective effects of mindfulness against burnout among educators. Psychology of Education Review, 37(2), 57-69
Proposed by: Carmen Mitchell, Lia Friedman, and Torie Quinonez
In this preconference, participants will be introduced to Virtual Reality uses in library settings, notably, by way of the VR Reading Room. Within the VR Reading Room prototype, users can collaboratively explore digital collections (e.g. HathiTrust) by way of VR headsets. Participants of this workshop will have the opportunity to experience HTC Vive functionality. The system will be setup with a prototype e-book experiment in order to model several VR affordances. Once attendees have been introduced to the HTC Vive hardware and sample project, groups of participants will have an opportunity to further brainstorm novel uses cases.
Proposed by: Jim Hahn
Python has become one of the dominant languages in scientific computing and is used by researchers around the world. Its popularity is due in large part to a rich set of libraries for data analysis like Pandas and NumPy and tools for exploring scientific code like Jupyter notebooks. Join us for this half-day workshop on the basics of using Pandas within a Jupyter notebook. We will cover importing data, selecting and subsetting data, grouping data, and generating simple visualizations. All are welcome, but some familiarity with Python is recommended, e.g. the concepts covered in the Codecademy or Google Python courses.
Proposed by: Bret Davidson and Kevin Beswick
Learn about the features and capabilities of Sufia, a Hydra-based repository solution. Attendees will participate in a hand-on demonstration where they deposit content, edit metadata, create collections, and explore access control options. Attendees should bring laptops with Chrome, Firefox, or Safari installed. Please plan on bringing at least one image, document, or other digital content that you’re comfortable uploading and using for demo and experimentation purposes 🙂
Proposed by: Mark Bussey and Justin Coyne
The web can be a trove of openly accessible data, but it is not always readily available in a format that allows it to be downloaded for analysis and reuse. This workshop aims to introduce attendees to web scraping, a technique to automate extracting data from websites.
Part one of the workshop will use browser extensions and web tools to get started with web scraping quickly, give examples where this technique can be useful, and introduce how to use XPath queries to select elements on a page.
Part two will introduce how to write a spider in Python to follow hyperlinks and scrape several web pages using the Scrapy framework. We will conclude with an overview of the legal aspects of web scraping and an open discussion.
You don’t need to be a coder to enjoy this workshop! Anyone wishing to learn web scraping is welcome, although some familiarity with HTML will be helpful. Part two will require some experience with Python, attendees unfamiliar with this language are welcome to stay only for part one and still learn useful web scraping skills!
Proposed by: Thomas Guignard and Kim Pham
Paper prototyping is a low-cost, structured brainstorming technique that uses materials such as paper and pencils to better understand the way users interact with physical, visual, and textual information. It can help us learn how to better think through workflows, space design, and information architecture. Session attendees will learn about the ways low-fidelity prototyping and wireframing can be used to develop ideas, troubleshoot workflows, and improve learning and interaction.
In the first half of the workshop, participants will step through activities in icon design, persona development, and task development. In the second half they will develop a low fidelity prototype and step through a guerilla usability testing process with it.
Proposed by: Ekatarina (Eka) Grguric and Andreas Orphanides
ACRL e-Learning webcast series: Learning Analytics – Strategies for Optimizing Student Data on Your Campus
This three-part webinar series, co-sponsored by the ACRL Value of Academic Libraries Committee, the Student Learning and Information Committee, and the ACRL Instruction Section, will explore the advantages and opportunities of learning analytics as a tool which uses student data to demonstrate library impact and to identify learning weaknesses. How can librarians initiate learning analytics initiatives on their campuses and contribute to existing collaborations? The first webinar will provide an introduction to learning analytics and an overview of important issues. The second will focus on privacy issues and other ethical considerations as well as responsible practice, and the third will include a panel of librarians who are successfully using learning analytics on their campuses.
Webcast One: Learning Analytics and the Academic Library: The State of the Art and the Art of Connecting the Library with Campus Initiatives
March 29, 2016
Learning analytics are used nationwide to augment student success initiatives as well as bolster other institutional priorities. As a key aspect of educational reform and institutional improvement, learning analytics are essential to defining the value of higher education, and academic librarians can be both of great service to and well served by institutional learning analytics teams. In addition, librarians who seek to demonstrate, articulate, and grow the value of academic libraries should become more aware of how they can dovetail their efforts with institutional learning analytics projects. However, all too often, academic librarians are not asked to be part of initial learning analytics teams on their campuses, despite the benefits of library inclusion in these efforts. Librarians can counteract this trend by being conversant in learning analytics goals, advantages/disadvantages, and challenges as well as aware of existing examples of library successes in learning analytics projects.
Learn about the state of the art in learning analytics in higher education with an emphasis on 1) current models, 2) best practices, 3) ethics, privacy, and other difficult issues. The webcast will also focus on current academic library projects and successes in gaining access to and inclusion in learning analytics initiatives on their campus. Benefit from the inclusion of a “short list” of must-read resources as well as a clearly defined list of ways in which librarians can leverage their skills to be both contributing members of learning analytics teams, suitable for use in advocating on their campuses.
open academic analytics initiative
where data comes from:
- students information systems (SIS)
- Video streaming and web conferencing
- Co-curricular and extra-curricular involvement
D2L degree compass
Predictive Analytics Reportitng PAR – was open, but just bought by Hobsons (https://www.hobsons.com/)
IMS Caliper Enabled Services. the way to connect the library in the campus analytics https://www.imsglobal.org/activity/caliperram
student’s opinion of this process
benefits: self-assessment, personal learning, empwerment
analytics and data privacy – students are OK with harvesting the data (only 6% not happy)
8 in 10 are interested in personal dashboard, which will help them perform
Big Mother vs Big Brother: creepy vs helpful. tracking classes, helpful, out of class (where on campus, social media etc) is creepy. 87% see that having access to their data is positive
recognize metrics, assessment, analytics, data. visualization, data literacy, data science, interpretation
INSTRUCTION DEPARTMENT – N.B.
determine who is the key leader: director of institutional research, president, CIO
who does analyics services: institutional research, information technology, dedicated center
analytic maturity: data drivin, decision making culture; senior leadership commitment,; policy supporting (data ollection, accsess, use): data efficacy; investment and resourcefs; staffing; technical infrastrcture; information technology interaction
student success maturity: senior leader commited; fudning of student success efforts; mechanism for making student success decisions; interdepart collaboration; undrestanding of students success goals; advising and student support ability; policies; information systems
developing learning analytics strategy
understand institutional challenges; identify stakeholders; identify inhibitors/challenges; consider tools; scan the environment and see what other done; develop a plan; communicate the plan to stakeholders; start small and build
ways librarians can help
idenfify institu partners; be the partners; hone relevant learning analytics; participate in institutional analytics; identify questions and problems; access and work to improve institu culture; volunteer to be early adopters;
questions to ask: environmental scanning
do we have a learning analytics system? does our culture support? leaders present? stakeholders need to know?
questions to ask: Data
questions to ask: Library role
learning analytics & the academic library: the state of the art of connecting the library with campus initiatives
causation versus correlation studies. speakers claims that it is difficult to establish causation argument. institutions try to predict as accurately as possible via correlation, versus “if you do that it will happen what.”
More on analytics in this blog:
Instruction and Liaison Librarian, University of Northern Iowa
games and gamification. the semantics are important. using the right terms can be crucial in the next several years.
gamification for the enthusiasm. credit course with buffet. the pper-to-peer is very important
affordability; east to use; speed to create.
assessment. if you want heavy duty, SPSS kind of assessment, use polldaddy or polleverywhere.
Kahoot only Youtube, does not allow to upload own video or use Kaltura AKA Medispace, text versus multimedia
Kahoot is replacing Voicethread at K12, use the wave
Kahoot allows to share the quizzes and surveys
Kahoot is not about assessment, it is not about drilling knowledge, it is about conversation starter. why do we read an article? there is no shame in wrong answer.
the carrot: when they reach the 1000 points, they can leave the class
Kahoot music can be turned off, how short, the answers are limited like in Twitter
screenshot their final score and reach 80%
gravity is hard, scatter start with. auditory output
1st day is Kahoot, second day is Team challange and test
embed across the curriculum
gaming toolkit for campus
what to take home: have students facing students from differnt library
Putting it all together: a holistic approach to utilizing your library’s user data for making informed web design decisions
In the age of Big Data, there is an abundance of free or cheap data sources available to libraries about their users’ behavior across the many components that make up their web presence. Data from vendors, data from Google Analytics or other third-party tracking software, and data from user testing are all things libraries have access to at little or no cost. However, just like many students can become overloaded when they do not know how to navigate the many information sources available to them, many libraries can become overloaded by the continuous stream of data pouring in from these sources. This session will aim to help librarians understand 1) what sorts of data their library already has (or easily could have) access to about how their users use their various web tools, 2) what that data can and cannot tell them, and 3) how to use the datasets they are collecting in a holistic manner to help them make design decisions. The presentation will feature examples from the presenters’ own experience of incorporating user data in decisions related to design the Bethel University Libraries’ web presence.
data tools: user testing, google analytics, click trakcer vendor data
- user testing, free, no visualization, cross-domain, easy to use, requires scripts
qualitative q/s : why people do what they do and how will users think about your content
3 versions: variables: options on book search and order/wording of the sections in the articles tab
Findings: big difference between tabs versus single-page. Lil difference btw single-page options. Take-aways it won’t tell how to fix the problem, how to be empathetic how the user is using the page
Like to do in the future: FAQ and Chat. Problem: low use. Question how to make it be used (see PPT details)
- Crazy Egg – Click Trackers. not a free tool, lowest tier, less $10/m.
see PPT for details>
interaction with the pates, clicks and scrollings
- scroll analytics
not easy to use, steep learning curve
“blob” GAnalytics recognize the three different domains that r clicked through as one.
- vendor data: springshare
chat and FAQ
is there a dashboard tool that can combine all these tools?
optimal workshop: reframe, but it is more about qualitative data.
how long does it take to build this? about two years in general, but in the last 6 months focused.
One year or less (2015–2016):
- Cloud computing
- Mobile learning
Two to three years (2017–2018):
- 3D printing/rapid prototyping
- Adaptive learning technologies
- Information visualization
- Learning analytics
Four to five years (2019–2020):
- Visual data analysis
- Wearable technology
The NMC’s interim K–12 Horizon Report can be downloaded for free.