Searching for "digital literacy"

IMS Instruction Sessions Spring 2016

IMS Instruction Sessions Spring 2016

Where is MC 205? Per campus map, Miller Center 205 is on the second floor, direction computer lab, right-handside, pass the counter with printers on both sides. Please use this virtual reality direction map to find the room (use Google Chrome and activate QuickTime plugin).

please have a link to a PDF copy print out instruction sessions spring 2016

Dreamweaver: 4 Mondays –  10-10:45AM . Jan 18, 25, Feb 1, 8 ; location MC 205.  attendees cap is 5

Keywords: web development, web design, Adobe Dreamweaver

Description: Adobe Dreamweaver CC is the default web development tool on campus. In four consecutive weeks, learn the basics of Dreamweaver, web development, web design and maintaining web pages on the Web. Site map and site structure. HTML and HTML5 basics, basics of CSS, page properties, text editing, hyperlinks and images, tables, forms.

Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Photoshop: 4 Tuesdays – –  10-10:45AM .  Jan 19, 26, Feb 2, 9 ; location MC 205.  attendees cap is 5

Keywords: image processing, image editing, visual literacy, Adobe Photoshop

Description: In four 45 min sessions, learn the basics of image editing.  A comprehensive understanding of Adobe Photoshop and its essential tools. Design and edit, adjusting images for the Internet and print outs. Learn image formats, compressions, layers. Retouching, repairing and correcting photos

Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Social Media in Education 9:30-10:15 AM. Feb 3, 10, 17, 24. location MC 205.  attendees cap is 15

Keywords: social media, social media in education, social media and learning, social media and teaching, social media and communication, Facebook, Twitter, Instagram, LinkedIn, YouTube, Diigo, Delicious, Evernote, SideVibe, Pinterest, Vine, Snapchat, Google+, Zotero, Mendeley, blogs, wikis, podcasts, visuals, text
Description: In four 45 min sessions, structure your approach to social media and assess how to use in teaching and learning. What is social media and how to use it. How to discriminate between personal and professional use of social media. Amidst 180 most popular social media tools, acquire a robust structure to cluster them and orient yourself quick and easy, which tools fit best your teaching materials and methods to enable learning and communication with your students. Visuals versus text and how to combine them for effective communication and teaching. Policies, engagement of students. Expanding and improving research and organization of your research through social media and networking toward your research through social media.

Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Cheating: what, why and how to avoid: Jan 28, 10-10:45AM .  location MC 205.  attendees cap is 15

Keywords: cheating, academic dishonesty, academic integrity, plagiarism.

Description: in 45 minutes we can start a conversation about identification of cheating practices and determination of what plagiarism is, considering generational differences, the evolution of the Internet. Identifying of “cheating” can provide robust boundaries for understanding students’ behavior and identifying practices and methods to alleviate such behavior, including change of teaching methods and practices.

Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

10 basics steps to start social media. March 16, 11-11:45AM  location MC 205.  attendees cap is 15

Keywords: social media, social media in education, social media and learning, social media and teaching, social media and communication, Facebook, Twitter, Instagram, LinkedIn, YouTube, Diigo, Delicious, Evernote, SideVibe, Pinterest, Vine, Snapchat, Google+, Zotero, Mendeley, blogs, wikis, podcasts, visuals, text

Description: introduction to social media and its use for personal and professional purposes. Ideas and scenarios of using different social media tools in education. Hands-on exercises for using social media in teaching.

Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Games and Gamification in Education. Feb 24 2-2:45PM, March 25, 10-10:45AM, April 14, 2-2:45PM MC 205, attendees cap is 5

Keywords: play, games, serious games, game-based learning, gaming, gamification.

Description: Gaming and Gamification is one of the most pronounced trends in education as per the New Horizon Report. Besides the increase of participation and enthusiasm, it increases learning. Introduction to gaming and gamification by establishing definitions, learning to distinguish gaming and gamification and learning the basics of gaming and gamification in the teaching process. Hands-on exercises for introducing gaming practices in the teaching and learning process and gamifying the existing syllabi.

Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Teaching Online. Jan. 29. 10-10:45AM. Feb 18, 2-2:45PM,  March 30, 3-3:45 PM MC 205. attendees cap is 5.

Keywords: online teaching, mobile teaching, distance education, distributive learning, hybrid learning, hybrid teaching, blended learning

Description: this 45 min session is aimed to help you transition your F2F teaching to hybrid and online teaching. Learn about synchronous and asynchronous modes of teaching and communication to structure and organize your class materials and methods for better delivery. Hands-on exercises for improving content delivery, class discussions and communications among instructor and students.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Effective Presentations. Jan 28, 2-2:45PM.  MC 205. attendees cap is 10

Keywords: presentations, PowerPoint, alternatives to PowerPoint, presentation design, presentation essentials, Prezi, SlideShare, LodeStar, Zentation, Zoho, Powtoon, Zaption, Thinglink, Haiku, Kahoot, Storify, EdPuzzle, PollDaddy, Evernote, Mammoth, SideVibe, Paddlet, Remind, Death by PowerPoint, visual literacy, media literacy, digital literacy, visuals
Description: https://blog.stcloudstate.edu/ims/2016/01/07/effective-presentations/ . These four 45 minute sessions are aimed to introduce and orient faculty, staff and students to the opulence of alternatives to PowerPoint and revisit the basics of well-tailored presentation. Hands-on exercises for improving the structure and delivery of presentation as well as the choice of presentation tools.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Death by PowerPoint. Feb 26, 10-10:45PM. MC 205. attendees cap is 10

Keywords: presentations, PowerPoint, alternatives to PowerPoint, presentation design, presentation essentials, Death by PowerPoint, visual literacy, media literacy, digital literacy, visuals.
Description: https://blog.stcloudstate.edu/ims/2016/01/07/effective-presentations/ . This 45 minute session is aimed to introduce and orient faculty, staff and students to the basics of PowerPoint and revisit the basics of a well-tailored presentation. Hands-on exercises for improving the structure and delivery of presentation as well as the choice of presentation tools.

Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Contemplative Computing or Disconnect: How to Bring Balance in Your Life by Managing well Your Technology. Feb 17. 2-2:45PM.  MC 205. attendees cap is 10

Keywords: disconnect, Sherry Turkle, contemplative computing, mediation, contemplative practices, balance, technology stress

Description: this 45 min session introduces faculty, staff and students to the idea of regulating the use of technology in a meaningful way. Hands-on exercises and sharing good practices on balancing the use of technology in daily life.

Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Videos in the classroom: fast and easy. Jan 28, 10-10:45PM. MC 205. attendees cap is 5.
Keywords: video, video editing, video manipulation, visual literacy, digital literacy, MovieMaker, iMovie, Instagram, Vine, YouTube, Kaltura

Description: this 45 min session is an orientation to the resources available for delivery of visual materials in the classroom. Hands-on experience of different basics tools on different computer platforms.

Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Voice Over presentations: solutions. Feb 4, 10-10:45PM. MC 205. attendees cap is 5.

Keywords: PowerPoint, VoiceThread, LodeStar, MediaSpace (Kaltura), audio editing, narration

Description: https://blog.stcloudstate.edu/ims/2015/04/28/voice-over-presentation-solutions/ . This 45 min session is a short hands-on introduction to the tools available at MnSCU intuitions and free third-party applications for delivery of narrative attached to presentations.

Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Infographics: make your projects, presentations and research credible through presentable data. Feb 10, 2-2:45PM.  March 29, 10-10:45AM, MC 205. attendees cap is 10

Keywords: Piktochart, Infogr, Visualy, statistics, visual literacy, digital literacy
Description: https://blog.stcloudstate.edu/ims/2014/04/09/infographics-how-to-create-them/. This 45 min session is an orientation to the world of infographics. Short introduction to the basics of statistics and their importance in presenting a research and idea. Hands-on exercise using one of the 3 popular infographic tools.

Prospect project

The Prospect project at UNC’s DIL

https://www.linkedin.com/pulse/prospect-project-uncs-dil-matthew-belskie-msis?trk=hp-feed-article-title-publish

Prospect is a WordPress plugin.  In an overly wordy sentence, Prospect is a domain-agnostic framework for data visualization in support of the digital humanities.

The concept is a simple one.  We take data, and we represent it with images.  We all get that part of it.  The importance of that kind of work relies on the fact that we are humans, and we understand visual structures better and with more fidelity than we do tables of data.

Digital humanities isn’t just limited to the humanities – the design concepts that guide that field are relevant to all domains.  At that level what we’re really talking about is a digital literacy, and one that will be instrumental in many of the possible futures that exist for our students.

Educause 2015

Gamify! Play! Learn! Turn Campus Resources into Exciting Learning Experiences

Thursday
Oct 29th, 2015
4:30 PM – 5:20 PM
Eastern Time
Sagamore Ballroom 3
slide 6
  • Gamification is the use of game mechanics and
    game design techniques in non-game contexts.
  • Gamification uses the natural desire for competition, achievement, status, altruism and/or collaboration (depending on the personality type).
slide 8 Gamification Mechanic Types
  • Objectives: A behavioral mechanic type, requiring the user to take action for the reward.
  • Progression: Move the user through the content.
  • Feedback: Informing the user of their status

Gamification Mechanic Benefits       Each gamification mechanic result in one or more benefits.

Gamification Personality Types

People are motivated to play games differently.

Explorers: Pride themselves in exploring all facets of a game or the context surrounding it.

Killers: Driven by player vs player competition. Always comparing themselves to others.

Socializer: Prefers to chat, play cooperatively, and share game experiences with others.

Achievers: Look to achieve all objectives available in a game. Desires to beat the game itself.

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Adaptive Learning in Online Learning: Results from an Ongoing Evaluation

Wednesday
Oct 28th, 2015
11:40 AM – 12:30 PM
Eastern Time
Wabash Ballroom 2
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
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Badges: A New Mode for Faculty Development

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
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

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Open Digital Badges: Microcredentials and the Higher Ed Landscape

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
Because they contain claims and evidence and circulate in networks, open digital badges are transforming credentialing. We will highlight the findings from a two-year study of 29 badge development projects, introduce a new project supporting badge innovation in major learning management systems, and interactively discuss the future of badges in higher education.
Outcomes: Understand the open badge ecosystem and how it benefits learning in higher education * Review digital developments in badge delivery * Discover contexts for the future of badges. Daniel Hickeyhttp://www.educause.edu/library/resources/where-badges-work-betterA Framework for Interactivity in Competency-Based Courses: http://er.educause.edu/articles/2015/8/a-framework-for-interactivity-in-competency-based-coursesBadging in a Learner-Centered Context  http://er.educause.edu/multimedia/2015/8/badging-in-a-learner-centered-context



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

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Data Visualization: The What, the Who, and the How

(overlaps with infographics)
Wednesday
Oct 28th, 2015
2:30 PM – 3:20 PM
Eastern Time
Meeting Room 231-232
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.

  • Data Wrapper
  • Raw
  • Infogram
  • Tableau
    • 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)
    • Fusion Charts
    • Chart js
    • Google Charts

slide 11: Two primary design goals supported through Data Visualization:

  • Discovery and Exploration

–What story is the data telling you

–Identify patterns and exceptions

  • Decision-making

–Compare, contrast, choose

–Explain, make a point, decide

slide 15:

qTo communicate

qPresent more clearly or more forcefully than would be accomplished with text or tables

qReports, dashboards, infographics, etc.

qTo discover

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?

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iPad, You Pad, We All Pad: Transforming Teaching and Learning

Wednesday
Oct 28th, 2015
2:30 PM – 3:20 PM
Eastern Time
Meeting Room 237-238
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

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
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.========================

 Karuta: Design Your Own Portfolio Process

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
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
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Supporting the Discovery and Adoption of Open E-Textbooks

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
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
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Seminar 12P – Six Secrets for Evaluating Online Teaching (separate registration is required)

Tuesday
Oct 27th, 2015
12:30 PM – 4:00 PM
Eastern Time
Meeting Room 241-242
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

10 Handout – Forms and Resources
3 MB, PDF
08 Handout – Ten Principles Operationalized
355 KB, PDF
07 Handout – Checklist for Campus Readiness
140 KB, PDF
06 Handout – Institutional Audit
305 KB, PDF
05 Handout – The Three I’s
188 KB, PDF
04 Handout – Penn State Faculty Online …
87 KB, PDF
00 Workshop Presentation File
12 MB, Powerpoint Slides

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Reimagining Learning Space Design across the Disciplines

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Meeting Room 235-236
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

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Thinking Digitally: Advancing Digital Literacy with Personalized Learning Tools

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Wabash Ballroom 2
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===============

What’s That Droning Overhead?

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Meeting Room 201-202
Session Type: Concurrent Session
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

https://drive.google.com/file/d/0B4vcm8Bg5pkcWFlaQ1J3b3duc2M/view

5. Using small unmanned aerial vehicles  today is similar to the “fair use” of media

http://www.dronesurvivalguide.org

Resources – Higher Ed Drone Policies
The Ohio State University
Iowa State University
Indiana University
University of Kansas
Penn State University
University of New Mexico

The Association of College and University Policy
Administrators (ACUPA, acupa.org)

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Mobile Computing

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Meeting Room 239
Session Type: Discussion Session
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.

educause 2015

8:00 AM11:30 AM

Meeting Room 231-232
Session Type: Morning Seminar
Meeting Room 140-141
Session Type: Afternoon Seminar
Meeting Room 241-242
Session Type: Afternoon Seminar
Sagamore Ballroom 6
Meeting Room 132-133
Session Type: Discussion Session
Sagamore Ballroom 4
Poster Sessions, Exhibit Hall H-K
Session Type: Poster Session
Poster Sessions, Exhibit Hall H-K
Shoji Kajita
Session Type: Poster Session
Poster Sessions, Exhibit Hall H-K
Session Type: Poster Session
Poster Sessions, Exhibit Hall H-K
Leslie Kennedy
Session Type: Poster Session
Poster Sessions, Exhibit Hall H-K
Jon W. Dunn
Session Type: Poster Session
Sagamore Ballroom 4
Rob Peregoodoff
Meeting Room 237-238
Session Type: Concurrent Session
Meeting Room 231-232
Session Type: Concurrent Session
Meeting Room 132-133
Session Type: Discussion Session
Meeting Room 203-204
Wabash Ballroom 2
Session Type: Concurrent Session
Meeting Room 201-202
David Stack
Session Type: Concurrent Session
Meeting Room 239
Rose A. Rocchio
Session Type: Discussion Session
Sagamore Ballroom 5
Jaime Casap
Session Type: Featured Session
Meeting Room 201-202
Session Type: Concurrent Session
Meeting Room 203-204
Meeting Room 134-135
Tanya Joosten
Session Type: Discussion Session
Meeting Room 237-238
Session Type: Concurrent Session

LMS and embedded librarianship

Tumbleson, B. E., & Burke, J. (. J. (2013). Embedding librarianship in learning management systems: A how-to-do-it manual for librarians. Neal-Schuman, an imprint of the American Library Association.

Embedding librarianship in learning management systems:

https://scsu.mplus.mnpals.net/vufind/Record/007650037

see also:

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

p. 20 Embedding Academic and Research Libraries in the Curriculum: 2014-nmc-horizon-report-library-EN

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.ghttp://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.

p. 58 promotional methods:

  • word of mouth
  • personal invitation by librarians
  • email by librarians
  • library brochures
  • library blogs

four years later, the LRS reference librarians’ report https://magic.piktochart.com/output/5704744-libsmart-stats-1415 has no mentioning of online courses, less to say embedded librarianship

my note:
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

ADDIE model 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

p. 100 assessment methods: p. 103/4 survey template
https://www.ets.org/iskills/about
https://www.projectsails.org/ (paid)
http://www.trails-9.org/
http://www.library.ualberta.ca/augustana/infolit/wassail/
p. 106 gathering LMS stats. Usability testing
examples: p. 108-9, UofFL : pre-survey and post-survey of studs perceptions of library skills, discussion forum analysis and interview with the instructor

p. 122 create an LMS module for reuse (standardized template)
p. 123 subject and course LibGuides, digital tutorials, PPTs,
research mind maps, charts, logs, or rubrics
http://creately.com/blog/wp-content/uploads/2012/12/Research-Proposal-mind-map-example.png
http://www.library.arizona.edu/help/tutorials/mindMap/sample.php  (excellent)
or paper-based if needed: Concept Map Worksheet
Productivity Tools for Graduate Students: MindMapping http://libguides.gatech.edu/c.php

rubrics:
http://www.cornellcollege.edu/LIBRARY/faculty/focusing-on-assignments/tools-for-assessment/research-paper-rubric.shtml
http://gvsu.edu/library/instruction/research-guidance-rubric-for-assignment-design-4.htm
Creating Effective Information Literacy Assignments http://www.lib.jmu.edu/instruction/assignments.aspx

course handouts
guides on research concepts http://library.olivet.edu/subject-guides/english/college-writing-ii/research-concepts/
http://louisville.libguides.com/c.php
Popular versus scholar http://www.library.arizona.edu/help/tutorials/scholarly/guide.html

list of frequently asked q/s:
blog posts
banks of reference q/s

p. 124. Resistance or Receptivity

p. 133 getting admin access to LMS for the librarians.

p. 136 mobile students, dominance of born-digital resources

 

 

 

———————-

Summey T, Valenti S. But we don’t have an instructional designer: Designing online library instruction using isd techniques. Journal Of Library & Information Services In Distance Learning [serial online]. January 1, 2013;Available from: Scopus®, Ipswich, MA. Accessed May 11, 2015.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedselc%26AN%3dedselc.2-52.0-84869866367%26site%3deds-live%26scope%3dsite

instructional designer library instruction using ISD techniques

Shank, J. (2006). The blended librarian: A job announcement analysis of the newly emerging position of instructional design librarian. College And Research Libraries, 67(6), 515-524.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedselc%26AN%3dedselc.2-52.0-33845291135%26site%3deds-live%26scope%3dsite

The Blended Librarian_ A Job Announcement Analysis of the Newly Emerging Position of Instructional Design Librarian

Macklin, A. (2003). Theory into practice: Applying David Jonassen’s work in instructional design to instruction programs in academic libraries. College And Research Libraries, 64(6), 494-500.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedselc%26AN%3dedselc.2-52.0-7044266019%26site%3deds-live%26scope%3dsite

Theory into Practice_ Applying David Jonassen_s Work in Instructional Design to Instruction Programs in Academic Libraries

Walster, D. (1995). Using Instructional Design Theories in Library and Information Science Education. Journal of Education for Library and Information Science, (3). 239.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsjsr%26AN%3dedsjsr.10.2307.40323743%26site%3deds-live%26scope%3dsite

Using Instructional Design Theories in Library and Information Science Education

Mackey, T. )., & Jacobson, T. ). (2011). Reframing information literacy as a metaliteracy. College And Research Libraries, 72(1), 62-78.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedselc%26AN%3dedselc.2-52.0-79955018169%26site%3deds-live%26scope%3dsite

Reframing Information Literacy as a metaliteracy

Nichols, J. (2009). The 3 directions: Situated information literacy. College And Research Libraries, 70(6), 515-530.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedselc%26AN%3dedselc.2-52.0-73949087581%26site%3deds-live%26scope%3dsite

The 3 Directions_ Situated literacy

 

—————

Journal of Library & Information Services in Distance Learning (J Libr Inform Serv Dist Learn)

https://www.researchgate.net/journal/1533-290X_Journal_of_Library_Information_Services_in_Distance_Learning

http://conference.acrl.org/

http://www.loex.org/conferences.php

http://www.ala.org/lita/about/igs/distance/lit-igdl

————

https://magic.piktochart.com/output/5704744-libsmart-stats-1415

Horizon Report 2015

2015-nmc-horizon-report-HE-EN

Horizon Report > 2015 Higher Education Edition

Key Trends Accelerating Technology Adoption in Higher Education 6
Long-Term Trends: Driving Ed Tech adoption in higher education for five or more years
> Advancing Cultures of Change and Innovation 8
> Increasing Cross-Institution Collaboration 10
Mid-Term Trends: Driving Ed Tech adoption in higher education for three to five years
> Growing Focus on Measuring Learning 12
> Proliferation of Open Educational Resources 14
Short-Term Trends: Driving Ed Tech adoption in higher education for the next one to two years
> Increasing Use of Blended Learning 16
> Redesigning Learning Spaces 18
Significant Challenges Impeding Technology Adoption in Higher Education 20
Solvable Challenges: Those that we understand and know how to solve
> Blending Formal and Informal Learning 22
> Improving Digital Literacy 24
Difficult Challenges: Those we understand but for which solutions are elusive
> Personalizing Learning 26
> Teaching Complex Thinking 28
Wicked Challenges: Those that are complex to even define, much less address
> Competing Models of Education 30
> Rewarding Teaching 32
Important Developments in Educational Technology for Higher Education 34

technology for early childhood students

Plan for today, Mon, Nov 17 class session:

Parent involvement in their children’s social emotional and academic development.

  1. Introduce myself, who I am, who do I work with. Why is it good to know IMS and consider working with IMS. How to contact us – 5 min
  2. Start with a video from the following IMS blog entry: https://blog.stcloudstate.edu/ims/2013/05/01/on-digital-literacy/ :
    http://youtu.be/d5kW4pI_VQw – 2 min. What is the video about, how do students think it relates to their class (parent involvement in their children’s social emotional and academic development) – about 5 min
  3. Group work assignment – what is digital literacy and why is it important to people of all ages:
    Students work in groups and outline a definition of digital literacy and a list of 5 reasons about the importance – 5 min
    Study and discuss the following infographic (5 min)
    https://blog.stcloudstate.edu/ims/2014/10/16/early-learners-tech-use/
    For and against children spending time with technology. Gaming, social media, and computer use in general as addiction. “Disconnect/Unplugged” (Sherry Turkle) versus contemplative computing and similar meditative and contemplative practices: https://blog.stcloudstate.edu/ims/2013/11/05/getting-unplugged/
  4. Discussion on how does digital literacy vary between age groups; how do people from different ages communicate. How do they work together and help each other when learning about digital literacy. Who is the best source for students to learn about digital literacy (hint – IMS ;)) – 10 min
    Suggested source for more information: The SlideShare presentation on the IMS blog entry: https://blog.stcloudstate.edu/ims/2013/05/01/on-digital-literacy/: http://www.slideshare.net/dajbelshaw/etmooc-t3-s1-digital-literacies-with-dr-doug-belshaw
  5. Discussion on digital identity, digital citizenship, privacy and security. – 10 min
    https://blog.stcloudstate.edu/ims/2013/10/03/digital-identity-and-digital-citizenship/
  6. Questions and suggestions regarding

Technology and Teaching: Finding a Balance

Technology and Teaching: Finding a Balance

http://edtechtimes.com/2014/03/12/technology-teaching-finding-balance/

By Yvonne Chan

The future of education lies in a healthy balance between teaching and technology. Digital literacy a the standard language of our world today, writes Andrew Marcinek. “As databases grow and information continues to evolve into paperless formats, it is essential to teach students how to question effectively and efficiently.” In addition, Marcinek advocates for educators to promote and encourage offline activities like socializing and traditional books alongside online learning.

In addition, Marcinek believes that educators should find applications that “promote and strengthen a variety of skill sets for students, not just one or two.” Learning goals and objective should still drive classroom engagement, not tools like devices and applications.

An administrator’s biggest mistake is to make technology seem like a mandated item.

For full story, see Edutopia.

Technology and Teaching: Finding a Balance

MARCH 11, 2014

Andrew MarcinekDirector of Technology & EducatorU.org Co-founder, Boston, MA

http://www.edutopia.org/blog/technology-and-teaching-finding-balance-andrew-marcinek

Media, Technology and Education in a Post-Truth Society

Media, Technology and Education in a Post-Truth Society

https://www.emerald.com/insight/publication/doi/10.1108/9781800439061

Alexander, B. (2021), “Macroauthorities and Microliteracies: The New Terrain of Information Politics”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 29-37. https://doi.org/10.1108/978-1-80043-906-120211003

Portelli, J.P. and Oladi, S. (2021), “Post-truth Society: Toward a Dialogical Understanding of Truth”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 11-28. https://doi.org/10.1108/978-1-80043-906-120211002

Patrinos, H.A. (2021), “The Learning Challenge in the Twenty-first Century * “, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 39-53. https://doi.org/10.1108/978-1-80043-906-120211004

Pauncefort, E. (2021), “Critical Literacy Is at the Heart of the Answer”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 73-94. https://doi.org/10.1108/978-1-80043-906-120211006

Balser, W.F.Diasio, S. and Kendal, T. (2021), “Societal Reorientation via Programmable Trust: A Case for Piloting New Models of Open Governance in Education”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 95-110. https://doi.org/10.1108/978-1-80043-906-120211007

This essay proposes the need to infuse open innovation (OI) and open source (OS) principles and technologies into schools as a means of tackling many of the most pervasive challenges in education, and by extension, society at large. It is argued that the principles of OI and OS, which are rooted in innovation management and software development, respectively, may be applied to the way we conceive of and approach organizational governance structures related to schooling, particularly in regard to harnessing innovation, updating management processes, and codifying new systems of trust. Whereas OI offers a novel approach to knowledge flow and the open exchange of ideas, communities rooted in OS principles breed tangible and generative effects through peer network democratization. These emergent, digitally defined networks have been proven to maximize innovation potential, expand collaboration, and enable the propagation of highly durable systems of trust and transparency, all catalytic and essential if we are to realize a future learning economy which favors equity, distributed systems, and common goods over profit, centralized decision-making, and proprietorship. It is within this framing that we articulate the core tenets of both OI and OS translationally as a means of stimulating thinking about how core principles of “openness” and the distributed technologies they enable may help to build common ground in an ever-evolving education and information ecosystem.

Sant, T. (2021), “How Can Wikipedia Save Us all?: Assuming Good Faith from all Points of View in the Age of Fake News and Post-truth”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 133-143. https://doi.org/10.1108/978-1-80043-906-120211010

Fusari, M. (2021), “The Kony 2012 Campaign: A Milestone of Visual Storytelling for Social Engagement”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 155-173. https://doi.org/10.1108/978-1-80043-906-120211012

Mallia, Ġorġ. (2021), “Post-truth Visuals, Untruth Visuals”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 175-187. https://doi.org/10.1108/978-1-80043-906-120211013

Basu, D. and Gabbay, M. (2021), “Karl Marx and the Blockchain”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 225-241. https://doi.org/10.1108/978-1-80043-906-120211016

Blockchain is often presented as a technological development; however, clearly it is not only that: the ‘Blockchain buzz’ exists in the context of current social and political developments. In this essay, we analyse blockchain technology and its social and political context from a perspective of Marxist economic theory. Since arguably the last great inflection point in society and technology was analysed by Marx in terms of labour and capital and since we seem to be experiencing a shift in the balance between these forces today, it makes sense to revisit the Marxist ideas and apply them to the current situation, to see how well they still apply and if necessary to update them for current events.

Ellul, J.Grech, A. and Pace, G.J. (2021), “Two Sides to Every Story. The Truth, Post-truth, and the Blockchain Truth”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 243-253. https://doi.org/10.1108/978-1-80043-906-120211017

One of the rallying cries of the blockchain community is that of immutability: the irreversibility of the past, the absolute truth which, once stored, remains there forever. The technology was designed with this foundational pillar in mind to ensure that changes to history are inordinately expensive and practically impossible to execute – and increasingly so, the further in the past the event which one intends to manipulate lies. This platonic view of absolute truth is in stark contrast with a world of manipulated truth, and it is not surprising that it is being revisited as a means of combating fake news. We argue that claims to the absolute nature of the blockchain are at best exaggerated, at worst misrepresented or even ‘fake news’. We discuss implicit centralised points of trust in blockchains, whether at a technological, social or governance level, and identify how these can be a threat to the ‘immutable truth’ stored within the blockchain itself. A global pandemic has unleashed an unprecedented wave of contradictory positions on anything from vaccines and face masks to ‘the new normal’. It is only natural that the pursuit of blockchain as a placebo for society’s ‘truth’ problems continues.

Library Instruction EM 663

Library Instruction for:

EM 663: Engineering Management

Instructor: Gary Nierengarten, MBA
Tel: (320) 308-6000, E-mail: gjnierengarten@stcloudstate.edu

Library Instruction facilitated by: Plamen Miltenoff
320 308 3072, pmiltenoff@stcloudstate.edu
https://web.stcloudstate.edu/pmiltenoff/faculty/

From syllabus:

Engineering Management Project (30%)

This purpose of this second group project is to relate the concepts of the text to present organizations. Each Team will select an organization or create an organization and present on that organization.  The focus of this project is sustainability, and accounts for 30% of the grade. The presentation will consist of 20 to 30 minutes, a presentation of 10 to slides 20 slides, complete with a 10-15-page paper. The presentation and paper will be due electronically prior to class.  Members will be graded on 50% contribution and 50 % presentation.  The objective of this exercise is to develop skills in working as a team as well as developing your presentation skills.

The paper shall address the following analysis to the selected organization:

  • The firm may a service or manufacturing firm, or one that you create.
  • Relate each Chapter of the book (minimum twelve chapter relationships)
  • The relationship could be made from a topic within that chapter.
  • All projects must be uploaded in D2L/Brightspace by start of class, 9:30 AM, March 30, 2021

Library Instruction delivered by Plamen Miltenoff, pmiltenoff@stcloudstate.edu

My name is Plamen Miltenoff (https://web.stcloudstate.edu/pmiltenoff/faculty/) and I am the InforMedia Specialist with the SCSU Library (https://blog.stcloudstate.edu/ims/free-tech-instruction/).

  • Developing Your Research Topic/Question

Why Keyword Searching?
Why not just type in a phrase or sentence like you do in Google or Yahoo!?

  1. Because most electronic databases store and retrieve information differently than Internet search engines.
  2. A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
  3. The bottom line: you get better results in a database by using effective keyword search strategies.
    1. To develop an effective search strategy, you need to:
      1. determine the key concepts in your topic and
      2. develop a good list of keyword synonyms.
  1. Why use synonyms?
    Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.

    1. Consider: Will an author use:
      1. Hypertension or High Blood Pressure?
      2. Teach or Instruct?
      3. Therapy or Treatment?

Class assignment (5-10 Min)
Share keywords related to the Engineering Management Project

  • Getting Ready for Research (15-20 min)

Library Resources vs. the Internet (do we need to discuss?)

Library Databases: https://stcloud.lib.minnstate.edu/subjects/guide.php?subject=databases

https://www.engnetglobal.com/tips/glossary.aspx

Journals’ subscription:

https://mnpals-scs.primo.exlibrisgroup.com/discovery/jsearch?vid=01MNPALS_SCS:SCS

Government Publications:
https://mnpals-scs.primo.exlibrisgroup.com/discovery/search?query=any,contains,%22government%20publications%22,AND&query=any,contains,%22Engineering%20Management%22,AND&tab=Everything&search_scope=MyInst_and_CI&sortby=rank&vid=01MNPALS_SCS:SCS&lang=en&mode=advanced&offset=0

eBooks (15-20 min)

https://www.stcloudstate.edu/library/research/books.aspx

walk together through the eBooks dbases to figure out logins and search techniques.

  • Personal work with the librarian (5 min each student)
    using the list of keywords and the information sources, collaborate with the librarian to find 3-5 references for your project

++++++++++++++++++++++++
Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs

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