third Library 2.019 mini-conference: “Emerging Technology,” which will be held online (and for free) on Wednesday, October 30th, from 12:00 – 3:00 pm US-Pacific Daylight Time (click for your own time zone).
Tomorrow’s technologies are shaping our world today, revolutionizing the way we live and learn. Virtual Reality, Augmented Reality, Artificial Intelligence, Machine Learning, Blockchain, Internet of Things, Drones, Personalization, the Quantified Self. Libraries can and should be the epicenter of exploring, building and promoting these emerging techs, assuring the better futures and opportunities they offer are accessible to everyone. Learn what libraries are doing right now with these cutting-edge technologies, what they’re planning next and how you can implement these ideas in your own organization.
This is a free event, being held live online and also recorded. REGISTER HERE
Untether instructors from the room’s podium, allowing them control from anywhere in the room;
Streamline the start of class, including biometric login to the room’s technology, behind-the-scenes routing of course content to room displays, control of lights and automatic attendance taking;
Offer whiteboards that can be captured, routed to different displays in the room and saved for future viewing and editing;
Provide small-group collaboration displays and the ability to easily route content to and from these displays; and
Deliver these features through a simple, user-friendly and reliable room/technology interface.
Key players from Crestron, Google, Sony, Steelcase and Spectrum met with Indiana University faculty, technologists and architects to generate new ideas related to current and emerging technologies. Activities included collaborative brainstorming focusing on these questions:
What else can we do to create the classroom of the future?
What current technology exists to solve these problems?
What could be developed that doesn’t yet exist?
top five findings:
Screenless and biometric technology will play an important role in the evolution of classrooms in higher education. We plan to research how voice activation and other Internet of Things technologies can streamline the process for faculty and students.
The entire classroom will become a space for student activity and brainstorming; walls, windows, desks and all activities are easily captured to the cloud, allowing conversations to continue outside of class or at the next class meeting.
Technology will be leveraged to include advance automation for a variety of tasks, so the faculty member is released from duties to focus on teaching.
The technology will become invisible to the process and enhance and customize the experience for the learner.
Virtual assistants could play an important role in providing students with a supported experience throughout their entire campus career.
In September 2015, the back-then library dean (they change every 2-3 years) requested a committee of librarians to meet and discuss the remodeling of Miller Center 2018. By that time the SCSU CIO was asserting the BYOx as a new policy for SCSU. BYOx in essence means the necessity for stronger (wider) WiFI pipe. Based on that assertion, I, Plamen Miltenoff, was insisting to shift the cost of hardware (computers, laptops) to infrastructure (more WiFi nods in the room and around it) and prepare for the upcoming IoT by learning to remodel our syllabi for mobile devices and use those (students) mobile devices, rather squander University money on hardware. At least one faculty member from the committee honestly admitted she has no idea about IoT and respectively the merit of my proposal. Thus, my proposal was completely disregarded by the self-nominated chair of the committee of librarians, who pushed for her idea to replace the desktops with a cart of laptops (a very 2010 idea, which by 2015 was already passe). As per Kelly (2018) (second article above), it is obvious the failure of her proposal to the dean to choose laptops over mobile devices, considering that faculty DO see mobile devices completely replacing desktops and laptops; that faculty DO not see document cameras and overhead projectors as a tool to stay.
Here are the notes from September 2015 http://blog.stcloudstate.edu/ims/2015/09/25/mc218-remodel/
As are result, my IoT proposal as now reflected in the Johnston (2018) (first article above), did not make it even formally to the dean, hence the necessity to make it available through the blog.
The SCSU library thinking regarding physical remodeling of classrooms is behind its times and that costs money for the university, if that room needs to be remodeled again to be with the contemporary times.
the Fourth Industrial Revolution, or Industry 4.0. The adoption of cyber-physical systems, the Internet of Things and the Internet of Systems
While in some ways it’s an extension of the computerization of the 3rd Industrial Revolution (Digital Revolution), due to the velocity, scope and systems impact of the changes of the fourth revolution, it is being considered a distinct era. The Fourth Industrial Revolution is disrupting almost every industry in every country and creating massive change in a non-linear way at unprecedented speed.
In his book,The Fourth Industrial Revolution, professor Klaus Schwab, founder and executive chairman of the World Economic Forum, describes the enormous potential for the technologies of the Fourth Industrial Revolution as well as the possible risks.
Our workplaces and organizations are becoming “smarter” and more efficient as machines, and humans start to work together, and we use connected devices to enhance our supply chains and warehouses. The technologies of the Fourth Industrial Revolution might even help us better prepare for natural disasters and potentially also undo some of the damage wrought by previous industrial revolutions.
There might be increased social tensions as a result of the socioeconomic changes brought by the Fourth Industrial Revolution that could create a job market that’s segregated into “low-skill/low-pay” and “high-skill/high-pay” segments.
We need to develop leaders with the skills to manage organizations through these dramatic shifts.
breakdown of IoT functionality, from Deloitte. They give 5 general types of services that IoT “things” can do:
Internal state: Heartbeat- and ping-like broadcasts of health, potentially including diagnostics and additional status reporting (for example, battery level, CPU/memory utilization, strength of network signal, up-time or software/platform version).
Location: Communication of physical location via GPS, GSM, triangulation or proximity techniques
Physical attributes: Monitoring the world surrounding the device, including altitude, orientation, temperature, humidity, radiation, air quality, noise and vibration
Functional attributes: Higher-level intelligence rooted in the device’s purpose for describing business process or workload attributes
Actuation services: Ability to remotely trigger, change or stop physical properties or actions on the device.
Examples of IoT in action
There are some pretty well-known IoT products that some of you already use, including:
Nest Thermostat (and others). These allow you to control your AC from your phone, anywhere that you can connect to the Internet.
Smart lights: Same concept, but for lights. You can turn lights on/off from your phone. Phillips Hue is an example of this
Bluetooth Trackers – Tile (https://www.thetileapp.com/) is an example of a Bluetooth Tracker. Put one on that thing you always lose (i.e., car keys). The next time you lose those keys, you can find them again via an app on your phone.
Smart Home appliances – things like Google Home, Amazon Echo, and Apple HomeKit.
Smart power switches – Belkin’s Wemo Insight Wi-Fi Smart Plug is an example. They let you turn the plug (and therefore anything connected to it) on and off, set schedules for the plug, monitor energy consumption and use, etc. You can also connect it to Amazon Alexa and Google Home for hands-free voice control
Health and exercise trackers – Fitbits “fit” into this category, too.
How does IoT affect libraries?
Here are some ways libraries are already incorporating IoT technology into their libraries:
Smart Building Technology: As libraries retrofit their buildings with newer technology (or build new buildings/branches), they are starting to see more IoT-based technology. For example, some libraries can can adjust heating, cooling and lights from a smartphone app. Some newer building monitoring and security systems can be monitored via mobile apps.
RFID: RFID technology (sensors in books) is a type of IoT technology, and has been around for awhile.
Beacon Technology: There are at least two library-focused companies experimenting with Beacon technology (Capira Technologies and Bluubeam).
People counters: Check out Jason Griffey’s Measure the Future project. Here’s what he says about Measure the Future: “Imagine having a Google-Analytics-style dashboard for your library building: number of visits, what patrons browsed, what parts of the library were busy during which parts of the day, and more. Measure the Future is working to make that happen by using open-hardware based sensors that can collect data about building usage that is now invisible. Making these invisible occurrences explicit will allow librarians to make strategic decisions that create more efficient and effective experiences for their patrons.”
Library classes! Libraries are also teaching classes about the Internet of Things. These include classes focused on introducing patrons to IoT technology, and classes that focus on an aspect of IoT, like a class on making things with Arduinos or how to use your new Fitbit.
Based on the blockchain technology, Hyperledger offers distributed ledger frameworks to a variety of industry leaders in the fields of banking, finance, Internet of Things, supply chains, manufacturing, and technology.
4. IBM Bluemix Blockchain:
Developed using the base of Hyperledger, IBM Bluemix offers transparency in transactions and security in information for enterprises. At present, IBM Bluemix runs on the IBM cloud.
Multichain is one of the best Blockchain platforms that enables the creation and execution of private blockchains. This multi-asset exchange is becoming popular for solving real problems in finance, infrastructure, and e-commerce.
Developed by Coinprism, Open-chain is a Blockchain infrastructure that’s used for the perseverance and management of digital assets. Open-chain is an enterprise-ready platform for digital assets. Its approach is different than the standard Bitcoin approach to implementing Blockchain.
With the above-mentioned blockchain platforms, you can get unprecedented services for the security of digital transactions and assets. The blockchain technology provides independent and secure work structure and is a reliable solution that can be utilized to streamline an organization’s processes and transfer of assets without getting into any extensive documentation or periodical controls.
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
(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
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.
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.
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
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
more on NMC Horizon Reports in this IMS blog
The Internet of Things (IoT), augmented reality, and advancements in online learning have changed the way universities reach prospective students, engage with their current student body, and provide them the resources they need.
The Internet of Things has opened up a whole new world of possibilities in higher education. The increased connectivity between devices and “everyday things” means better data tracking and analytics, and improved communication between student, professor, and institution, often without ever saying a word. IoT is making it easier for students to learn when, how, and where they want, while providing professors support to create a more flexible and connected learning environment.
Virtual and augmented reality technologies have begun to take Higher Ed into the realm of what used to be considered science fiction.