Digital Literacy for St. Cloud State University
Educational Technology and Mobile Learning educatorstechnology.com · Dec 23, 2016
https://www.pinterest.com/pin/71072500350222752/
https://scholar.google.com/ | https://eric.ed.gov/ | http://www.virtuallrc.com/ | http://www.citeulike.org/ | http://jurn.org/ | http://academic.research.microsoft.com/ | https://www.loc.gov/ | https://www.refseek.com/ | http://www.sciencedirect.com/ | https://www.academia.edu/ | https://www.researchgate.net/
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more about research in this IMS blog
https://blog.stcloudstate.edu/ims?s=research
http://info.shiftelearning.com/blog/top-instructional-design-models-explained
https://www.pinterest.com/pin/208995238935184556
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https://www.pinterest.com/pin/370632244304193135/
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more on instructional design in this IMS blog
https://blog.stcloudstate.edu/ims?s=instructional+design
http://www.nmc.org/publication/nmc-horizon-report-2017-library-edition/
PDF file 2017-nmc-horizon-report-library-EN-20ml00b
40% of faculty report that their students ” rarely” interact with campus librarians.
Empathy as the Leader’s Path to Change | Leading From the Library, By on October 27, 2016, http://lj.libraryjournal.com/2016/10/opinion/leading-from-the-library/empathy-as-the-leaders-path-to-change-leading-from-the-library/
Empathy as a critical quality for leaders was popularized in Daniel Goleman’s work about emotional intelligence. It is also a core component of Karol Wasylyshyn’s formula for achieving remarkable leadership. Elizabeth Borges, a women’s leadership program organizer and leadership consultant, recommends a particular practice, cognitive empathy.
Leadership in disruptive times, James M. Matarazzo, Toby Pearlstein, First Published September 27, 2016, http://journals.sagepub.com/doi/full/10.1177/0340035216658911
What is library leadership? a library leader is defined as the individual who articulates a vision for the organization/task and is able to inspire support and action to achieve the vision. A manager, on the other hand, is the individual tasked with organizing and carrying out the day-to-day operational activities to achieve the vision.Work places are organized in hierarchical and in team structures. Managers are appointed to administer business units or organizations whereas leaders may emerge from all levels of the hierarchical structures. Within a volatile climate the need for strong leadership is essential.
Leaders are developed and educated within the working environment where they act and co-work with their partners and colleagues. Effective leadership complies with the mission and goals of the organization. Several assets distinguish qualitative leadership:
Mentoring. Motivation. Personal development and skills. Inspiration and collaboration. Engagement. Success and failure. Risk taking. Attributes of leaders.
Leaders require having creative minds in shaping strategies and solving problems. They are mentors for the staff, work hard and inspire them to do more with less and to start small and grow big. Staff need to be motivated to work at their optimum performance level. Leadership entails awareness of the responsibilities inherent to the roles of a leader. However, effective leadership requires the support of the upper management.
p. 36. Developments in Technology for Academic and Research Libraries
http://horizon.wiki.nmc.org/Horizon+Topics
p. 38 Big Data
Big data has significant implications for academic libraries in their roles as facilitators and supporters of the research process. big data use in the form of digital humanities research. Libraries are increasingly seeking to recruit for positions such as research data librarians, data curation specialists, or data visualization specialists
p. 40 Digital Scholarship Technologies
digital humanities scholars are leveraging new tools to aid in their work. ubiquity of new forms of communication including social media, text analysis software such as Umigon is helping researchers gauge public sentiment. The tool aggregates and classifies tweets as negative, positive, or neutral.
p. 42 Library Services Platforms
Diversity of format and materials, in turn, required new approaches to content collection and curation that were unavailable in the incumbent integrated library systems (ILS), which are primarily designed for print materials. LSP is different from ILS in numerous ways. Conceptually, LSPs are modeled on the idea of software as a service (SaaS),which entails delivering software applications over the internet.
p. 44 Online Identity.
incorporated the management of digital footprints into their programming and resources
simplify the idea of digital footprint as“data about the data” that people are searching or using online. As resident champions for advancing digital literacy,304 academic and research libraries are well-positioned to guide the process of understanding and crafting online identities.
Libraries are becoming integral players in helping students understand how to create and manage their online identities. website includes a social media skills portal that enables students to view their digital presence through the lens in which others see them, and then learn how they compare to their peers.
p. 46 Artificial Intelligence
https://www.semanticscholar.org/
p. 48 IoT
beacons are another iteration of the IoT that libraries have adopted; these small wireless devices transmit a small package of data continuously so that when devices come into proximity of the beacon’s transmission, functions are triggered based on a related application.340 Aruba Bluetooth low-energy beacons to link digital resources to physical locations, guiding patrons to these resources through their custom navigation app and augmenting the user experience with location-based information, tutorials, and videos.
students and their computer science professor have partnered with Bavaria’s State Library to develop a library app that triggers supplementary information about its art collection or other points of interest as users explore the space
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more on Horizon Reports in this IMS blog
https://blog.stcloudstate.edu/ims?s=horizon+report
NMC Beyond the Horizon > Integrating Student Data Across Platforms
The growing use of data mining software in online education has great potential to support student success by identifying and reaching out to struggling students and streamlining the path to graduation. This can be a challenge for institutions that are using a variety of technology systems that are not integrated with each other. As institutions implement learning management systems, degree planning technologies, early alert systems, and tutor scheduling that promote increased interactions among various stakeholders, there is a need for centralized aggregation of these data to provide students with holistic support that improves learning outcomes. Join us to hear from an institutional exemplar who is building solutions that integrate student data across platforms. Then work with peers to address challenges and develop solutions of your own.
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more on altmetrics in this IMS blog
https://blog.stcloudstate.edu/ims?s=altmetrics
more on big data in this IMS blog
https://blog.stcloudstate.edu/ims?s=big+data
per Tom Hergert (thank you)
Time: Mar 27, 2017 1:00 PM Central Time (US and Canada)
Learn how to implement digital badges in learning environments. Digital badges and micro-credentials offer an entirely new way of recognizing achievements, knowledge, skills, experiences, and competencies that can be earned in formal and informal learning environments. They are an opportunity to recognize such achievements through credible organizations that can be integrated in traditional educational programs but can also represent experience in informal contexts or community engagement. Three guiding questions will be discussed in this webinar: (1) digital badges’ impact on learning and assessment, (2) digital badges within instructional design and technological frameworks, and (3) the importance of stakeholders for the implementation of digital badges.
Dirk Ifenthaler is Professor and Chair of Learning, Design and Technology at University of Mannheim, Germany and Adjunct Professor at Curtin University, Australia. His previous roles include Professor and Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities, Australia, and Professor for Applied Teaching and Learning Research at the University of Potsdam, Germany. He was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, at the University of Oklahoma, USA
Directions to connect via Zoom Meeting:
Join from PC, Mac, Linux, iOS or Android: https://zoom.us/j/8128701328
Or iPhone one-tap (US Toll): +14086380968,8128701328# or +16465588656,8128701328#
Or Telephone:
Dial: +1 408 638 0968 (US Toll) or +1 646 558 8656 (US Toll)
Meeting ID: 812 870 1328
International numbers available: https://zoom.us/zoomconference?m=EedT5hShl1ELe6DRYI58-DeQm_hO10Cp
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Notes from the webinar
http://www.springer.com/education+%26+language/learning+%26+instruction/journal/10758
learning is a process, not a product.
Each student learns differently and assessment is not linear. Learning for different students can be a longer or shorter path.
representation graph:
assessment comes before badges
what are credentials:
how well i can show my credentials: can i find it, can i translate it, issuer, earner, achievement description, date issued.
the potential to become an alternative credentialing system to link directly via metadata to validating evidence of educational achievements.
DB is not an assessment, it is the ability to demonstrate the assessment.
They are a motivational mechanism, supporting alternative forms of assessment, a way to credentialize learning, charting learning pathways, support self-reflection and planning
Forum takes a deep dive into higher education and technology. On Thursday, March 23rd, from 2-3 pm EST we will be joined by Susan Grajek, the vice president for communities and research at EDUCAUSE
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EDUCAUSE supports early adopters in this area through the Integrated Planning and Advising for Student Success (iPASS) grant challenge, a program in which EDUCAUSE helps develop models for the field by working closely with a small number of institutions that are pioneering iPASS systems.
Developing a holistic, agile approach to reduce institutional exposure to information security threats
That program should encompass people, process, and technologies:
Effectively applying data and predictive analytics to improve student success and completion
Predictive analytics allows us to track trends, discover gaps and inefficiencies, and displace “best guess” scenarios based on implicitly developed stories about students.
Ensuring that business intelligence, reporting, and analytics are relevant, convenient, and used by administrators, faculty, and students
Higher education information systems generate vast amounts of data daily (including the classroom/LMS). This potentially rich source of information is underused. Even though most institutions have created reports, dashboards, and other distillations of data, these are not necessarily useful or used to inform strategic objectives such as student success or institutional efficiency.
Repositioning or reinforcing the role of IT leadership as a strategic partner with institutional leadership
CIOs have two challenges in this regard. The first is getting to the table. Contemporary requirements for IT leaders position them well for strategic leadership.18 Those requirements include expertise in management and business practices, project portfolio management, negotiation, and change leadership. However, business-savvy CIOs can alienate some academics, particularly those opposed to administrators as leaders. Worse, not all CIOs are well-equipped for a position at the executive table.
Developing IT funding models that sustain core services, support innovation, and facilitate growth
Two complications have deepened the IT funding challenge in recent years. The first is that information technology is now incontrovertibly core to the mission and function of colleges and universities. The second complication is that at most institutions, digital investments and technology refreshes have been funded with capital expenditures. Yet IT services and infrastructure are moving outside the institution, generally to the cloud, and cloud funding depends on ongoing expenditures rather than one-time investments.
Improving the management of institutional data through data standards, integration, protection, and governance
Data management and governance is not an IT issue. It requires a broad, top-down approach because all departments need to buy in and agree. All stakeholders (data owners as well as IR, IT, and institutional leaders) must collaboratively develop a common set of data definitions and a common understanding of what data is needed, in what format, and for what purposes. This coordination, or governance, will enable constituents to communicate with confidence about the data (e.g., “the single version of truth”) and the standards (e.g., APLU, IPEDS, CDS) under which it is collected.
Institutions often choose to approach data management from three perspectives: (1) accuracy, (2) usability, and (3) privacy. The IT organization has a role to play in creating and maintaining data warehouses, integrating systems to facilitate data exchange, and maintaining standards for data privacy and security.
Prioritizing IT investments and resources in the context of increasing demand and limited resources
Uncoordinated, redundant expenditures supplant other needed investments, such as consistent classroom technology or dedicated information security staff. Planning needs to occur at the institutional or departmental level, but it also needs a place to coalesce and be assessed regionally, nationally, and in some cases, globally, because there isn’t enough money to do everything that institutional leaders, faculty, and others want or even need to do. Public systems are making some headway in sharing services, but for the most part, local optimization supersedes collaboration and compromise.
Ensuring adequate staffing capacity and staff retention as budgets shrink or remain flat and as external competition grows
As institutions become more dependent on their IT organizations, IT organizations are more dependent on the expertise and quality of their workforce. New hires need to be great hires, and great staff need to want to stay. Each new hire can change the culture and effectiveness of the IT organizations
Developing and implementing enterprise IT applications, architectures, and sourcing strategies to achieve agility, scalability, cost-effectiveness, and effective analytics
Buildings should outlive alumni; technology shouldn’t. IT leaders are examining core enterprise applications, including ERPs (traditionally, suites of financial, HR, and student information systems) and LMSs, for their ability to meet current and future needs.
Collaborating with faculty and academic leadership to apply technology to teaching and learning in ways that reflect innovations in pedagogy and the institutional mission
According to Michael Feldstein and Phil Hill, personalized learning applies technology to three processes: content (moving content delivery out of the classroom and allowing students to set their pace of learning); tutoring (allowing interactive feedback to both students and faculty); and contact time (enabling faculty to observe students’ work and coach them more).
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more on IT in this IMS blog
https://blog.stcloudstate.edu/ims?s=information+technology
Kids in Sweden are learning to code in math class
https://www.facebook.com/NowThisFuture/videos/1472077526166756/
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more on coding in this IMS blog:
https://blog.stcloudstate.edu/ims?s=coding
http://libtechconf.org/2017schedule/
The Next Generation of Library Orientation: http://libtechconf.org/2017schedule/
Please have a link to the presentation: https://tinyurl.com/vr360lib
#LTC2017 #vrlib
Join us online, Thursday, March 16, 2:15PM via:
Adobe Connect archived recording: http://scsuconnect.stcloudstate.edu/p7qm3hg7u0h/
or via
Facebook Live: https://www.facebook.com/InforMediaServices/
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more on LibTech conferences:
https://blog.stcloudstate.edu/ims?s=library+technology+conference
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notes from the conference
Keynote speaker: Lauren Di Monte http://sched.co/955P
Debating Data Science – a roundtable http://rhr.dukejournals.org/content/2017/127/133.abstract
Lauren
how data is produced, collected and analyzed. make accessible all kind of data and info
ask good q/s and find good answers, share finding in meaningful ways. this is where digital literacy overshadows information literacy and this the fact that SCSU library does not understand; besides teaching students how to find and evaluate data, I also teach them how to communicate effectively using electronic tools.
connecting people tools and resources and making it easier for everybody. building collaborative, open and interdisciplinary
robust data computational literates. developing workshops, project and events to practice new skills. to position the library as the interdisciplinary nexus
what are data: definition. items of information, facts, traces of content and form. higher level, conception discussion about data in terms of social effects: matadata capturing information about the world, social political and economic changes. move away the mystic conceptions about data. nothing objective about data.
the emergence of IoT – digital meets physical. cyber physical systems. smart objects driven by industry. . proliferation of sensor and device – smart devices.
what does privacy looks like ? what is netneutrality when IoT? library must restructure : collaborate across institutions about collections of data in opien and participatory ways. put IoT in the hands of make and break things (she is maker space aficionado)
make and break things hackathons – use cheap devices such as Arduino and Pi.
data literacy programs with higher level conception exploration; libraries empower the campus in data collection. data science norms, store and share data to existing repositories and even catalogs. commercial services to store and connect data, but very restrictive and this is why libraries must be involved.
linked data and dark data
linked data – draw connections around online data most of the data are locked. linked data uses metadata to link related information in ways computers can understand.
libraries take advantage of link data. link data opportunity for semantics, natural language processing etc. if hidden data is relative to our communities, it is a library responsibility to provide it. community data practitioners
dark data
massive data, which cannot be analyzed by relational processing. data not yield significant findings. might be valuable for researchers: one persons trash is another persons’ treasure. preserving data and providing access to info. collaborate with researchers across disciplines and assist decide what is worth keeping and what discarding and how to study.
rich learning experience working with lined and dark data enable fresh perspective and learning how to work with data architecture. data literacy programming.
open practices https://www.data.gov/
in context of data is different from open source and open projects. the social side of data science . advising researchers on navigation data, ethical compilations.
open science movement .https://cos.io/ pushing beyond licences and reframe, position ourselves as collaborators
analysis and publishing ; use tools that can be shared and include data, code and executable files.
reproducibility and contestability https://www.lib.ncsu.edu/events/series/summer-of-open-science
Python and Raspberry Pi. jupitor notebook server,
she is advocating for faculty not only being the leader but the DOERs of basic fucntions, which SCSU IT is rigorously fighting to keep for themselves. The sad part is that the rest of the nation is moving in this direction and SCSU continues to sink in an old 90ish campus structure of leaving IT as the gatekeeprs to functions now widely democratized.
public libraries: citizen science projects.
her undergrad is visual studies and her grad studies is interdisciplinary studies. only in the information school she got into science.
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social media for the library
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Library Website Redesign: Turning Awful into Awesome
http://sched.co/953o dysfunctional committee
Here is the Facebook Live link to the session:
lib guides versus curation : https://blog.stcloudstate.edu/ims/2016/12/06/digital-curation/
crazyegg:
Putting it all together: a holistic approach to utilizing your library’s user data for making informed web design decisions (2016 conference)
In the age of Big Data, there is an abundance of free or cheap data sources available to libraries about their users’ behavior across the many components that make up their web presence. Data from vendors, data from Google Analytics or other third-party tracking software, and data from user testing are all things libraries have access to at little or no cost. However, just like many students can become overloaded when they do not know how to navigate the many information sources available to them, many libraries can become overloaded by the continuous stream of data pouring in from these sources. This session will aim to help librarians understand 1) what sorts of data their library already has (or easily could have) access to about how their users use their various web tools, 2) what that data can and cannot tell them, and 3) how to use the datasets they are collecting in a holistic manner to help them make design decisions. The presentation will feature examples from the presenters’ own experience of incorporating user data in decisions related to design the Bethel University Libraries’ web presence.
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Making Something Out of Nothing: Building Digital Humanities Partnerships
PALNI Code School: Developing Skills for the Future of Librarianship
Keynote Speaker: Patrick Meier
Facebook Live session: https://www.facebook.com/InforMediaServices/videos/1137175723059590/
3d virtual picture of disastrous areas. unlock the digital information to be digitally accessible to all people who might be interested.
they opened the maps of Katmandu for the local community and they were coming up with the strategies to recover. democracy in action
mountain tsunami: http://www.natgeotv.com/uk/seconds-from-disaster/videos/mountain-tsunami
i can’t stop thinking that the keynote speaker efforts are mere follow up of what Naomi Klein explains in her Shock Doctrine: http://www.naomiklein.org/shock-doctrine: a government country seeks reasons to destroy another country or area and then NGOs from the same country go to remedy the disasters
A question from a librarian from the U about the use of drones. My note: why did the SCSU library have to give up its drone?
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Building an Ebook Platform from Scratch: Are You Daft?
options in license models .
e resource content. not only ebooks, after it is taken care of, add other types of digital objects.
instead of replicate, replacement of the commercial aggregators,
Amigos Shelf interface is the product of the presenter
instead of having a young reader collection as SCSU has on the third floor, an academic library is outsourcing through AMigos shelf ebooks for young readers
purchasing marketing was built from scratch on PhP. https://laravel.com/
Harper Collins is too cumbersome and the reason to avoid working with them.
security issues. some of the material sent over ftp and immediately moved to sftp
decisions – use of internal resources only, if now – amazon
programmer used for the pilot. contracted programmers. lack of the ability to see the large picture. eventually hired a full time person, instead of outsourcing. RDA compliant MARC.
ONIX, spreadsheet MARC.
Decision about who to start with : public or academic.
attempt to keep pricing down –
own agreement with the customers, separate from the agreement with the Publisher
current development: web-based online reading, shared-consortial collections and SIP2 authentication
new CIO closed the project.
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Tutorials
http://bit.ly/LTC2017SVC
https://docs.google.com/presentation/d/1FnlTJVdu4KkvjB21NXp82zHCYwQfmwpzi_dlZp4AgYU/edit#slide=id.p
An article in The Conversation recently argued universities should ban PowerPoint because it makes students stupid and professors boring.
Originally for Macintosh, the company that designed it was bought by Microsoft. After its launch the software was increasingly targeted at business professionals, especially consultants and busy salespeople.
As it turns out, PowerPoint has not empowered academia. The basic problem is that a lecturer isn’t intended to be selling bullet point knowledge to students, rather they should be making the students encounter problems. Such a learning process is slow and arduous, and cannot be summed up neatly. PowerPoint produces stupidity, which is why some, such as American statistician Edward Tufte have said it is “evil”.
Of course, new presentation technologies like Prezi, SlideRocket or Impress add a lot of new features and 3D animation, yet I’d argue they only make things worse. A moot point doesn’t become relevant by moving in mysterious ways. The truth is that PowerPoints actually are hard to follow and if you miss one point you are often lost.
While successfully banning Facebook and other use of social media in our masters programme in philosophy and business at Copenhagen Business School, we have also recently banned teachers using PowerPoint. Here we are in sync with the US armed forces, where Brigadier-General Herbert McMaster banned it because it was regarded as a poor tool for decision-making.
Courses designed around slides therefore propagate the myth that students can become skilled and knowledgeable without working through dozens of books, hundreds of articles and thousands of problems.
A review of research on PowerPoint found that while students liked PowerPoint better than overhead transparencies, PowerPoint did not increase learning or grades
Research comparing teaching based on slides against other methods such as problem-based learning – where students develop knowledge and skills by confronting realistic, challenging problems – predominantly supports alternative methods.
PowerPoint slides are toxic to education for three main reasons:
Measuring the wrong things
If slide shows are so bad, why are they so popular?
Exams, term papers and group projects ostensibly measure knowledge or ability. Learning is the change in knowledge and skills and therefore must be measured over time.
When we do attempt to measure learning, the results are not pretty. US researchers found that a third of American undergraduates demonstrated no significant improvement in learning over their four-year degree programs.
They tested students in the beginning, middle and end of their degrees using the Collegiate Learning Assessment, an instrument that tests skills any degree should improve – analytic reasoning, critical thinking, problem solving and writing.
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more on [why not to use] PowerPoint in this IMS blog
https://blog.stcloudstate.edu/ims?s=powerpoint
School officials nationwide dodge accountability ratings by steering low achievers to alternative programs. In Orlando, Florida, the nation’s tenth-largest district, thousands of students who leave alternative charters run by a for-profit company aren’t counted as dropouts.
This story was co-published with USA Today.
Accelerated Learning Solutions (ALS), a more than $1.5 million-a-year “management fee,” 2015 financial records show — more than what the school spends on instruction.
alternative schools at times become warehouses where regular schools stow poor performers to avoid being held accountable.
Concerns that schools artificially boosted test scores by dumping low achievers into alternative programs have surfaced in connection with ongoing litigation in Louisiana and Pennsylvania, and echo findings from a legislative report a decade ago in California. The phenomenon is borne out by national data: While the number of students in alternative schools grew moderately over the past 15 years, upticks occurred as new national mandates kicked in on standardized testing and graduation rates.
The role of charter alternative schools like Sunshine — publicly funded but managed by for-profit companies — is likely to grow under the new U.S. Secretary of Education, Betsy DeVos, an ardent supporter of school choice. In her home state of Michigan, charter schools have been responsible in part for a steep rise in the alternative school population. She recently portrayed Florida as a national model for charters and choice.
No Child Left Behind was supposed to improve educational outcomes for students long overlooked — including those who were black, Hispanic and low-income.
Nationwide, nearly a third of the alternative-school population attends a school that spends at least $500 less per pupil than regular schools do in the same district. Forty percent of school districts with alternative schools provide counseling services only in regular schools. Charter alternative schools — both virtual and bricks-and-mortar — in Ohio, Georgia and Florida have been accused of collecting public money for students who weren’t in classes.
Orlando schools are not unique in using alternative programs to remove struggling students from traditional classrooms. As far back as 2007, a legislative report in California warned that the state’s accountability system allowed traditional schools to shirk responsibility for low-performing students by referring them to alternative schools. The state is currently reviewing its standards for alternative schools.
Companies running schools in this niche often save costs by relying on computer programs that reduce the need for credentialed teachers. The market can be lucrative: As enrollment grew, ALS’ management fees from the schools it operates in Orange County more than doubled from $2.5 million in the 2012 school year to $5.4 million in 2015. The company says the fees pay for back-office services, such as human resources, as well as school-based support for areas such as curriculum, reading, math, security, and professional development.
The company’s affiliate — the controversial Nashville-based Community Education Partners, or CEP — contracted with school districts to serve students with behavior problems. The company, founded by a lawyer and Republican Party operative named Randle Richardson, ran schools for students who had committed disciplinary violations in cities such as Atlanta, Philadelphia, Houston and Orlando for more than a decade. Critics called CEP’s schools prison-like and dangerous, and charged that their academics were sub-par.
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more on charter schools in this blog
https://blog.stcloudstate.edu/ims?s=charter+schools
