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students and etext

Student Engagement with E-Texts: What the Data Tell Us

by Serdar Abaci, Joshua Quick and Anastasia Morrone Monday, October 9, 2017

https://er.educause.edu/articles/2017/10/student-engagement-with-etexts-what-the-data-tell-us

  • This case study of Indiana University’s e-text initiative reports on students’ actual use of and engagement with digital textbooks.
  • In a typical semester, students read more in the first four weeks and less in later weeks except during major assessment times; in a typical week, most reading occurs between 5:00 p.m. and 2:00 a.m. from Monday to Thursday, indicating that students use e-texts mainly as a self-study resource.
  • Highlighting was the markup feature most used by students, whereas use of the other interactive markup features (shared notes, questions, and answers) was minimal, perhaps because of students’ lack of awareness of these features.
  • Research found that higher engagement with e-texts (reading and highlighting) correlated with higher course grades.

Although cost savings is often cited as a key advantage of electronic textbooks (aka, e-textbooks or simply e-texts), e-texts also provide powerful markup and interaction tools. For these tools to improve student learning, however, their adoption is critically important.
Indiana U etext initiative

The Indiana University e-texts program, which began in 2009, has four primary goals:

  1. Drive down the cost of materials for students
  2. Provide high-quality materials of choice
  3. Enable new tools for teaching and learning
  4. Shape the terms of sustainable models that work for students, faculty, and authors

To date, student savings on textbooks amount to $21,673,338. However, we recognize that many students do not pay the full list price for paper textbooks when they purchase online, buy used copies, or recoup some of their costs when they resell their texts after the semester is over.
herefore, we divide the calculated savings by two and report that total as a more accurate representation of student savings. Consequently, we claim that students have saved about $11 million since IU’s e-texts program started in spring 2012.

In addition to printing through the e-text platform, students can purchase a print-on-demand (PoD) copy of an e-text for an additional fee.

One downside of e-texts is that students lease their textbook for a limited time instead of owning it. This lease generally lasts a semester or six months, and students lose their access afterwards. However, with IU’s e-text model, students get access to the textbook before the first day of class and maintain their access until they graduate from Indiana University. That is, students can go back to the e-texts after their course to review or reference the content in the book. This could be especially important if the e-text course is a prerequisite for another course.

 

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more on etext and ebooks in this IMS blog
http://blog.stcloudstate.edu/ims?s=ebook

screencapture tools comparison

http://www.freetech4teachers.com/2017/11/comparison-of-screencasting-tools.html

Flowers in Chania

Four Tools for Creating Screencasts on Chromebooks – A Comparison

http://www.freetech4teachers.com/2016/04/four-tools-for-creating-screencasts-on.html

CaptureCast, 

TechSmith’s Snagit

Screencastify

 

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more on Look in this IMS blog
http://blog.stcloudstate.edu/ims/2017/09/05/loom-screencast/
more on screencasting in this IMS blog
http://blog.stcloudstate.edu/ims?s=screen

Reproducibility Librarian

Reproducibility Librarian? Yes, That Should Be Your Next Job

https://www.jove.com/blog/2017/10/27/reproducibility-librarian-yes-that-should-be-your-next-job/
Vicky Steeves (@VickySteeves) is the first Research Data Management and Reproducibility Librarian
Reproducibility is made so much more challenging because of computers, and the dominance of closed-source operating systems and analysis software researchers use. Ben Marwick wrote a great piece called ‘How computers broke science – and what we can do to fix it’ which details a bit of the problem. Basically, computational environments affect the outcome of analyses (Gronenschild et. al (2012) showed the same data and analyses gave different results between two versions of macOS), and are exceptionally hard to reproduce, especially when the license terms don’t allow it. Additionally, programs encode data incorrectly and studies make erroneous conclusions, e.g. Microsoft Excel encodes genes as dates, which affects 1/5 of published data in leading genome journals.
technology to capture computational environments, workflow, provenance, data, and code are hugely impactful for reproducibility.  It’s been the focus of my work, in supporting an open source tool called ReproZip, which packages all computational dependencies, data, and applications in a single distributable package that other can reproduce across different systems. There are other tools that fix parts of this problem: Kepler and VisTrails for workflow/provenance, Packrat for saving specific R packages at the time a script is run so updates to dependencies won’t break, Pex for generating executable Python environments, and o2r for executable papers (including data, text, and code in one).
plugin for Jupyter notebooks), and added a user interface to make it friendlier to folks not comfortable on the command line.

I would also recommend going to conferences:

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more on big data in an academic library in this IMS blog
academic library collection data visualization

http://blog.stcloudstate.edu/ims/2017/10/26/software-carpentry-workshop/

http://blog.stcloudstate.edu/ims?s=data+library

more on library positions in this IMS blog:
http://blog.stcloudstate.edu/ims?s=big+data+library
http://blog.stcloudstate.edu/ims/2016/06/14/technology-requirements-samples/

on university library future:
http://blog.stcloudstate.edu/ims/2014/12/10/unviersity-library-future/

librarian versus information specialist

 

effective presentations and AR

SORRY, POWERPOINT: THE SLIDE DECK OF THE FUTURE WILL BE IN AR

https://www.wired.com/story/prezi-augmented-reality/
augmented reality takeover. It’s played out at Snapchat and Facebook, at Google and Apple. Companies are using AR to design carssell furniture, make little digital sharks swim around your breakfast table. What if Prezi could apply that same technology to make better presentations?
the product isn’t ready for a public launch yet. Prezi has enlisted a select group of influencers to try out the AR tools and offer feedback before the company releases a beta version.

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more on effective presentations in this IMS blog
http://blog.stcloudstate.edu/ims?s=effective+presentations

digital resource sets available through MnPALS Plus

digital resource sets available through MnPALS Plus

Two sets of open access, free digital resources that may be of interest to students and faculty have been added to SCSU’s online catalog (MnPALS Plus).

Open Textbook Library (a project of the University of Minnesota)
(appears in Collection drop-down menu as “Univ of Mn Open Textbook Library”)
“Open textbooks are textbooks that have been funded, published, and licensed to be freely used, adapted, and distributed. These books have been reviewed by faculty from a variety of colleges and universities to assess their quality. These books can be downloaded for no cost, or printed at low cost. All textbooks are either used at multiple higher education institutions; or affiliated with an institution, scholarly society, or professional organization.”
For more information, see https://open.umn.edu/opentextbooks/

Ebooks Minnesota
“Ebooks Minnesota is an online ebook collection for all Minnesotans. The collection covers a wide variety of subjects for readers of all ages, and features content from our state’s independent publishers, including some of our best literature and nonfiction.”
For more information, see https://mndigital.org/projects/ebooks-minnesota

These resources are included in any search done in the online catalog. To view or search one of these collections specifically, go the the Advanced Search in MnPALS Plus and select the desired collection from the Collection dropdown. Users can add search terms, or just click “Find” without entering any search terms to see the entire collection.

 

K12 ed tech trends

5 Trends Shaping K12 Ed Tech

https://s3.amazonaws.com/dive_assets/rlpsys/ED_k12_5_trends_k12_ed_tech.pdf

  1. Chromebooks. (versus iPADs)
  2. Blended learning
  3. Single sign-on and interoperability
  4. Wireless and cloud-based multimedia
  5. IoT

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more on tech trends in education in this IMS blog
http://blog.stcloudstate.edu/ims?s=technology+trends+education

code4lib 2018

Code2LIB February 2018

http://2018.code4lib.org/

2018 Preconference Voting

10. The Virtualized Library: A Librarian’s Introduction to Docker and Virtual Machines
This session will introduce two major types of virtualization, virtual machines using tools like VirtualBox and Vagrant, and containers using Docker. The relative strengths and drawbacks of the two approaches will be discussed along with plenty of hands-on time. Though geared towards integrating these tools into a development workflow, the workshop should be useful for anyone interested in creating stable and reproducible computing environments, and examples will focus on library-specific tools like Archivematica and EZPaarse. With virtualization taking a lot of the pain out of installing and distributing software, alleviating many cross-platform issues, and becoming increasingly common in library and industry practices, now is a great time to get your feet wet.

(One three-hour session)

11. Digital Empathy: Creating Safe Spaces Online
User research is often focused on measures of the usability of online spaces. We look at search traffic, run card sorting and usability testing activities, and track how users navigate our spaces. Those results inform design decisions through the lens of information architecture. This is important, but doesn’t encompass everything a user needs in a space.

This workshop will focus on the other component of user experience design and user research: how to create spaces where users feel safe. Users bring their anxieties and stressors with them to our online spaces, but informed design choices can help to ameliorate that stress. This will ultimately lead to a more positive interaction between your institution and your users.

The presenters will discuss the theory behind empathetic design, delve deeply into using ethnographic research methods – including an opportunity for attendees to practice those ethnographic skills with student participants – and finish with the practical application of these results to ongoing and future projects.

(One three-hour session)

14. ARIA Basics: Making Your Web Content Sing Accessibility

https://dequeuniversity.com/assets/html/jquery-summit/html5/slides/landmarks.html
Are you a web developer or create web content? Do you add dynamic elements to your pages? If so, you should be concerned with making those dynamic elements accessible and usable to as many as possible. One of the most powerful tools currently available for making web pages accessible is ARIA, the Accessible Rich Internet Applications specification. This workshop will teach you the basics for leveraging the full power of ARIA to make great accessible web pages. Through several hands-on exercises, participants will come to understand the purpose and power of ARIA and how to apply it for a variety of different dynamic web elements. Topics will include semantic HTML, ARIA landmarks and roles, expanding/collapsing content, and modal dialog. Participants will also be taught some basic use of the screen reader NVDA for use in accessibility testing. Finally, the lessons will also emphasize learning how to keep on learning as HTML, JavaScript, and ARIA continue to evolve and expand.

Participants will need a basic background in HTML, CSS, and some JavaScript.

(One three-hour session)

18. Learning and Teaching Tech
Tech workshops pose two unique problems: finding skilled instructors for that content, and instructing that content well. Library hosted workshops are often a primary educational resource for solo learners, and many librarians utilize these workshops as a primary outreach platform. Tackling these two issues together often makes the most sense for our limited resources. Whether a programming language or software tool, learning tech to teach tech can be one of the best motivations for learning that tech skill or tool, but equally important is to learn how to teach and present tech well.

This hands-on workshop will guide participants through developing their own learning plan, reviewing essential pedagogy for teaching tech, and crafting a workshop of their choice. Each participant will leave with an actionable learning schedule, a prioritized list of resources to investigate, and an outline of a workshop they would like to teach.

(Two three-hour sessions)

23. Introduction to Omeka S
Omeka S represents a complete rewrite of Omeka Classic (aka the Omeka 2.x series), adhering to our fundamental principles of encouraging use of metadata standards, easy web publishing, and sharing cultural history. New objectives in Omeka S include multisite functionality and increased interaction with other systems. This workshop will compare and contrast Omeka S with Omeka Classic to highlight our emphasis on 1) modern metadata standards, 2) interoperability with other systems including Linked Open Data, 3) use of modern web standards, and 4) web publishing to meet the goals medium- to large-sized institutions.

In this workshop we will walk through Omeka S Item creation, with emphasis on LoD principles. We will also look at the features of Omeka S that ease metadata input and facilitate project-defined usage and workflows. In accordance with our commitment to interoperability, we will describe how the API for Omeka S can be deployed for data exchange and sharing between many systems. We will also describe how Omeka S promotes multiple site creation from one installation, in the interest of easy publishing with many objects in many contexts, and simplifying the work of IT departments.

(One three-hour session)

24. Getting started with static website generators
Have you been curious about static website generators? Have you been wondering who Jekyll and Hugo are? Then this workshop is for you

My notehttps://opensource.com/article/17/5/hugo-vs-jekyll

But this article isn’t about setting up a domain name and hosting for your website. It’s for the step after that, the actual making of that site. The typical choice for a lot of people would be to use something like WordPress. It’s a one-click install on most hosting providers, and there’s a gigantic market of plugins and themes available to choose from, depending on the type of site you’re trying to build. But not only is WordPress a bit overkill for most websites, it also gives you a dynamically generated site with a lot of moving parts. If you don’t keep all of those pieces up to date, they can pose a significant security risk and your site could get hijacked.

The alternative would be to have a static website, with nothing dynamically generated on the server side. Just good old HTML and CSS (and perhaps a bit of Javascript for flair). The downside to that option has been that you’ve been relegated to coding the whole thing by hand yourself. It’s doable, but you just want a place to share your work. You shouldn’t have to know all the idiosyncrasies of low-level web design (and the monumental headache of cross-browser compatibility) to do that.

Static website generators are tools used to build a website made up only of HTML, CSS, and JavaScript. Static websites, unlike dynamic sites built with tools like Drupal or WordPress, do not use databases or server-side scripting languages. Static websites have a number of benefits over dynamic sites, including reduced security vulnerabilities, simpler long-term maintenance, and easier preservation.

In this hands-on workshop, we’ll start by exploring static website generators, their components, some of the different options available, and their benefits and disadvantages. Then, we’ll work on making our own sites, and for those that would like to, get them online with GitHub pages. Familiarity with HTML, git, and command line basics will be helpful but are not required.

(One three-hour session)

26. Using Digital Media for Research and Instruction
To use digital media effectively in both research and instruction, you need to go beyond just the playback of media files. You need to be able to stream the media, divide that stream into different segments, provide descriptive analysis of each segment, order, re-order and compare different segments from the same or different streams and create web sites that can show the result of your analysis. In this workshop, we will use Omeka and several plugins for working with digital media, to show the potential of video streaming, segmentation and descriptive analysis for research and instruction.

(One three-hour session)

28. Spark in the Dark 101 https://zeppelin.apache.org/
This is an introductory session on Apache Spark, a framework for large-scale data processing (https://spark.apache.org/). We will introduce high level concepts around Spark, including how Spark execution works and it’s relationship to the other technologies for working with Big Data. Following this introduction to the theory and background, we will walk workshop participants through hands-on usage of spark-shell, Zeppelin notebooks, and Spark SQL for processing library data. The workshop will wrap up with use cases and demos for leveraging Spark within cultural heritage institutions and information organizations, connecting the building blocks learned to current projects in the real world.

(One three-hour session)

29. Introduction to Spotlight https://github.com/projectblacklight/spotlight
http://www.spotlighttechnology.com/4-OpenSource.htm
Spotlight is an open source application that extends the digital library ecosystem by providing a means for institutions to reuse digital content in easy-to-produce, attractive, and scholarly-oriented websites. Librarians, curators, and other content experts can build Spotlight exhibits to showcase digital collections using a self-service workflow for selection, arrangement, curation, and presentation.

This workshop will introduce the main features of Spotlight and present examples of Spotlight-built exhibits from the community of adopters. We’ll also describe the technical requirements for adopting Spotlight and highlight the potential to customize and extend Spotlight’s capabilities for their own needs while contributing to its growth as an open source project.

(One three-hour session)

31. Getting Started Visualizing your IoT Data in Tableau https://www.tableau.com/
The Internet of Things is a rising trend in library research. IoT sensors can be used for space assessment, service design, and environmental monitoring. IoT tools create lots of data that can be overwhelming and hard to interpret. Tableau Public (https://public.tableau.com/en-us/s/) is a data visualization tool that allows you to explore this information quickly and intuitively to find new insights.

This full-day workshop will teach you the basics of building your own own IoT sensor using a Raspberry Pi (https://www.raspberrypi.org/) in order to gather, manipulate, and visualize your data.

All are welcome, but some familiarity with Python is recommended.

(Two three-hour sessions)

32. Enabling Social Media Research and Archiving
Social media data represents a tremendous opportunity for memory institutions of all kinds, be they large academic research libraries, or small community archives. Researchers from a broad swath of disciplines have a great deal of interest in working with social media content, but they often lack access to datasets or the technical skills needed to create them. Further, it is clear that social media is already a crucial part of the historical record in areas ranging from events your local community to national elections. But attempts to build archives of social media data are largely nascent. This workshop will be both an introduction to collecting data from the APIs of social media platforms, as well as a discussion of the roles of libraries and archives in that collecting.

Assuming no prior experience, the workshop will begin with an explanation of how APIs operate. We will then focus specifically on the Twitter API, as Twitter is of significant interest to researchers and hosts an important segment of discourse. Through a combination of hands-on and demos, we will gain experience with a number of tools that support collecting social media data (e.g., Twarc, Social Feed Manager, DocNow, Twurl, and TAGS), as well as tools that enable sharing social media datasets (e.g., Hydrator, TweetSets, and the Tweet ID Catalog).

The workshop will then turn to a discussion of how to build a successful program enabling social media collecting at your institution. This might cover a variety of topics including outreach to campus researchers, collection development strategies, the relationship between social media archiving and web archiving, and how to get involved with the social media archiving community. This discussion will be framed by a focus on ethical considerations of social media data, including privacy and responsible data sharing.

Time permitting, we will provide a sampling of some approaches to social media data analysis, including Twarc Utils and Jupyter Notebooks.

(One three-hour session)

Loom screencast

Loom – Screencast on Chromebooks, Macs, and PCs

https://www.useloom.com/

http://www.freetech4teachers.com/2017/09/loom-screencast-on-chromebooks-macs-and.html

Loom – Screencast on Chromebooks, Macs, and PCshttp://www.freetech4teachers.com/2017/09/loom-screencast-on-chromebooks-macs-and.html

Posted by Free Technology for Teachers on Friday, September 1, 2017

Please share your impressions and comparisons to the MnSCU available MediaSpace (AKA Kaltura):

https://idpstarid.mnscu.edu/idp/Authn/UserPassword

https://scsu.mediaspace.kaltura.com/

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more on lecture capture in this IMS blog
http://blog.stcloudstate.edu/ims?s=lecture+capture

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