Digital Literacy for St. Cloud State University
http://blog.stcloudstate.edu/oer/2019/07/29/oer-collaboration/
Open Community: OER Collaboration and Support, 8/1/19, MN Summit on Learning and Technology
Thursday, August 1, 11:30 AM Central Time. We stream our discussion live on Facebook: https://www.facebook.com/InforMediaServices/
“A good society contains many different artists doing many different things. A bad society coerces artists because it knows that they can reveal all kinds of truths.”
“Storytelling is a tool for knowing who we are and what we want.” Ursula K. Le Guin
philosopher and novelist Iris Murdoch (July 15, 1919–February 8, 1999) — one of the most lucid and luminous minds of the twentieth century — explored in a long, deep, immensely insightful 1977 conversation with the British broadcaster and philosopher Bryan McGee, which aired on McGee’s television series Men of Ideas.
Existentialists and Mystics: Writings on Philosophy and Literature (public library).
the fundamental difference between the function of philosophy and that of art — one being to clarify and concretize, the other to mystify and expand.
A century after Nietzsche examined the power of language to both conceal and reveal truth, and several years before Oliver Sacks’s trailblazing insight into narrative as the pillar of identity, Murdoch considers how we, as storytelling creatures, use language in the parallel arts of literature and living
Hemingway’s admonition against the dangers of ego in creative work. distinguish a recognisable style from a personal presence.
bridging William James’s landmark assertion that “a purely disembodied human emotion is a nonentity” and Tolstoy’s insistence that “emotional infectiousness” is what separates good art from the bad
There is always more bad art around than good art, and more people like bad art than like good art.
James Baldwin wielded the double-edged sword of the artist’s duty to society, Murdoch insists on this largeness: The artist’s duty is to art, to truth-telling in his own medium, the writer’s duty is to produce the best literary work of which he is capable, and he must find out how this can be done.
In consonance with John F. Kennedy’s exhortation to a propaganda-smothered society — “We must never forget that art is not a form of propaganda; it is a form of truth.”
(My note: Lenin – Art is always political. He did not distinguish art and propaganda. http://soviethistory.msu.edu/1924-2/socialist-cinema/socialist-cinema-texts/lenin-on-the-most-important-of-the-arts/)
after the teenage Sylvia Plath precociously observed that “once a poem is made available to the public, the right of interpretation belongs to the reader,”Murdoch examines the laboratory for reflection and interpretation
My note: on Sylvia Plath, see Elif Shafak’s Black Milk: https://www.goodreads.com/book/show/9923549-black-milk
Susan Sontag’s beautiful wisdom on storytelling and what it means to be a moral human being, Murdoch weighs the relationship between morality and truth, as mediated by language
Rebecca West on storytelling as a survival mechanism,
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more on storytelling in this IMS blog
https://blog.stcloudstate.edu/ims?s=storytelling
May 9, 2019,
https://er.educause.edu/blogs/2019/5/the-role-of-librarians-in-supporting-ict-literacy
Academic librarians increasingly provide guidance to faculty and students for the integration of digital information into the learning experience.
TPACK: Technological Pedagogical Content Knowledge
Many librarians have shied away from ICT literacy, concerned that they may be asked how to format a digital document or show students how to create a formula in a spreadsheet. These technical skills focus more on a specific tool than on the underlying nature of information.
librarians have begun to use an embedded model as a way to deepen their connection with instructors and offer more systematic collection development and instruction. That is, librarians focus more on their partnerships with course instructors than on a separate library entity.
If TPACK is applied to instruction within a course, theoretically several people could be contributing this knowledge to the course. A good exercise is for librarians to map their knowledge onto TPACK.
ICT reflects the learner side of a course. However, ICT literacy can be difficult to integrate because it does not constitute a core element of any academic domain. Whereas many academic disciplines deal with key resources in their field, such as vocabulary, critical thinking, and research methodologies, they tend not to address issues of information seeking or collaboration strategies, let alone technological tools for organizing and managing information.
Instructional design for online education provides an optimal opportunity for librarians to fully collaborate with instructors.
The outcomes can include identifying the level of ICT literacy needed to achieve those learning outcomes, a task that typically requires collaboration between the librarian and the program’s faculty member. Librarians can also help faculty identify appropriate resources that students need to build their knowledge and skills. As education administrators encourage faculty to use open educational resources (OERs) to save students money, librarians can facilitate locating and evaluating relevant resources. These OERs not only include digital textbooks but also learning objects such as simulations, case studies, tutorials, and videos.
Reading online text differs from reading print both physically and cognitively. For example, students scroll down rather than turn online pages. And online text often includes hyperlinks, which can lead to deeper coverage—as well as distraction or loss of continuity of thought. Also, most online text does not allow for marginalia that can help students reflect on the content. Teachers and students often do not realize that these differences can impact learning and retention. To address this issue, librarians can suggest resources to include in the course that provide guidance on reading online.
My note – why specialist like Tom Hergert and the entire IMS is crucial for the SCSU library and librarians and how neglecting the IMS role hurts the SCSU library –
Similarly, other types of media need to be evaluated, comprehended, and interpreted in light of their critical features or “grammar.” For example, camera angles can suggest a person’s status (as in looking up to someone), music can set the metaphorical tone of a movie, and color choices can be associated with specific genres (e.g., pastels for romances or children’s literature, dark hues for thrillers). Librarians can explain these media literacy concepts to students (and even faculty) or at least suggest including resources that describe these features
My note – on years-long repetition of the disconnect between SCSU ATT, SCSU library and IMS –
instructors need to make sure that students have the technical skills to produce these products. Although librarians might understand how media impacts the representation of knowledge, they aren’t necessarily technology specialists. However, instructors and librarians can collaborate with technology specialists to provide that expertise. While librarians can locate online resources—general ones such as Lynda.com or tool-specific guidance—technology specialists can quickly identify digital resources that teach technical skills (my note: in this case IMS). My note: we do not have IDs, another years-long reminder to middle and upper management. Many instructors and librarians have not had formal courses on instructional design, so collaborations can provide an authentic means to gain competency in this process.
My note: Tom and I for years have tried to make aware SCSU about this combo –
Instructors likely have high content knowledge (CK) and satisfactory technological content knowledge (TCK) and technological knowledge (TK) for personal use. But even though newer instructors acquire pedagogical knowledge (PK), pedagogical content knowledge (PCK), and technological pedagogical knowledge (TPK) early in their careers, veteran instructors may not have received this training. The same limitations can apply to librarians, but technology has become more central in their professional lives. Librarians usually have strong one-to-one instruction skills (an aspect of PK), but until recently they were less likely to have instructional design knowledge. ICT literacy constitutes part of their CK, at least for newly minted professionals. Instructional designers are strong in TK, PK, and TPK, and the level of their CK (and TCK and TPK) will depend on their academic background. And technology specialists have the corner on TK and TCK (and hopefully TPK if they are working in educational settings), but they may not have deep knowledge about ICT literacy.
Therefore, an ideal team for ICT literacy integration consists of the instructor, the librarian, the instructional designer, and the technology specialist. Each member can contribute expertise and cross-train the teammates. Eventually, the instructor can carry the load of ICT literacy, with the benefit of specific just-in-time support from the librarian and instructional designer.
My note: I have been working for more then six years as embedded librarian in the doctoral cohort and had made aware the current library administrator (without any response) about my work, as well as providing lengthy bibliography (e.g. https://blog.stcloudstate.edu/ims/2017/08/24/embedded-librarian-qualifications/ and have had meeting with the current SOE administrator and the library administrator (without any response).
I also have delivered discussions to other institutions (https://blog.stcloudstate.edu/ims/2018/04/12/embedded-librarian-and-gamification-in-libraries/)
Librarians should seriously consider TPACK as a way to embed themselves into the classroom to incorporate information and ICT literacy.
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more about academic library in this IMS blog
https://blog.stcloudstate.edu/ims?s=academic+library
more on SAMR and TRACK models in this IMS blog
https://blog.stcloudstate.edu/ims/2018/05/17/transform-education-digital-tools/
https://blog.stcloudstate.edu/ims/2015/07/29/mn-esummit-2015/
Paul Goodman
Technology is a branch of moral philosophy, not of science
The process of making technology is design
Design is a branch of moral philosophy, not of a science
System design reflects the designer’s values and the cultural content
Andreas Orphanides
Fulbright BOYD
Byzantine history professor Bulgarian – all that is 200 years old is politics, not history
Access, privacy, equity, values for the prof organization ARLD.
Mike Monteiro
This is how bad design makes it out into the world, not due to mailcioius intent, but whith nbo intent at all
Cody Hanson
Our expertise, our service ethic, and our values remain our greatest strengths. But for us to have the impat we seek into the lives of our users, we must encode our services and our values in to the software
Ethical design.
Design interprets the world to crate useful objects. Ethical design closes the loop, imaging how those object will affect the world.
A good science fiction story should be able to predict not the automobile, ut the traffics jam. Frederic Pohl
Victor Papanek The designer’s social and moral judgement must be brought into play long before she begins to design.
We need to fear the consequences of our work more than we love the cleverness of our ideas Mike Monteiro
Analytics
Qual and quan data – lirarainas love data, usage, ILL, course reserves, data – QQLM.
IDEO – the goal of design research isn’t to collect data, I tis to synthesize information and provide insight and guidance that leads to action.
Google Analytics: the trade off. besides privacy concners. sometimes data and analytics is the only thing we can see.
Frank CHimero – remove a person;s humanity and she is just a curiosity, a pinpoint on a map, a line in a list, an entry in a dbase. a person turns into a granular but of information.
Gale analytics on demand – similar the keynote speaker at Macalester LibTech 2019. https://www.facebook.com/InforMediaServices/posts/1995793570531130?comment_id=1995795043864316&comment_tracking=%7B%22tn%22%3A%22R%22%7D
personas
by designing for yourself or your team, you are potentially building discrimination right into your product Erica Hall.
Search algorithms.
what is relevance. the relevance of the ranking algorithm. for whom (what patron). crummy searches.
reckless associsations – made by humans or computers – can do very real harm especially when they appear in supposedly neutral environments.
Donna Lanclos and Andrew Asher Ethonography should be core to the business of the library.
technology as information ecology. co-evolve. prepare to start asking questions to see the effect of our design choices.
ethnography of library: touch point tours – a student to give a tour to the librarians or draw a map of the library , give a sense what spaces they use, what is important. ethnographish
Q from the audience: if instructors warn against Google and Wikipedia and steer students to library and dbases, how do you now warn about the perils of the dbases bias? A: put fires down, and systematically, try to build into existing initiatives: bi-annual magazine, as many places as can
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https://onlinelearningconsortium.org/attend-2019/innovate/
schedule:
https://onlinelearningconsortium.org/attend-2019/innovate/program/all_sessions/#streamed
Wednesday
https://onlinelearningconsortium.org/olc-innovate-2019-session-page/?session=6734&kwds=
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https://www.edsurge.com/research/guides/21st-century-teaching-guide
Colleges around the country have also started hiring staff members with titles like OER Coordinator and Affordable Content Librarian. Our series looked into how the movement is changing, and the research into the costsand benefits. You can even hear a podcast version here.
Robert Talbert, a professor of mathematics at Grand Valley State University and author of the book Flipped Learning. Talbert recently tabulated how many scholarly articles are published each year about “flipping” instruction, meaning that traditional lecture-style material is delivered before class (often using videos) so that classroom time can be used for discussion and other more active learning.
By 2016, there were an estimated 13,000 instructional designers on U.S. campuses, according to a report by Intentional Futures. And that number seems to be growing.
There’s also a growing acceptance of the scholarly discipline known as “learning sciences,” a body of research across disciplines of cognitive science, computer science, psychology, anthropology and other fields trying to unlock secrets of how people learn and how to best teach.
here’s a classic study that shows that professors think they’re better teachers than they actually are
experiments with putting office hours online to get students to show up, bringing virtual reality to science labs to broaden what students could explore there, and changing how homework and tests are written.
Students are also finding their own new ways to learn online, by engaging in online activism. The era of a campus bubble seems over in the age of Twitter
We dove into what lessons can be learned from MOOCs, as well what research so far about which audiences online can best serve.
Perhaps the toughest questions of all about teaching in the 21st century is what exactly is the professor’s role in the Internet age. Once upon a time the goal was to be the ‘sage on the stage,’ when lecturing was king. Today many people argue that the college instructor should be more of a ‘guide on the side.’ But as one popular teaching expert notes, even that may not quite fit.
And in an era of intense political polarization, colleges and professors are looking for best to train students to become digitally literate so they can play their roles as informed citizens. But just how to do that is up for debate, though some are looking for a nonpartisan solution.
Reimagining Minnesota State
Monday, January 14, 2019
10:00 a.m. – 12:00 p.m.
Session 2: The Digital Age: The Impact and Future Possibilities Offered by Data and Technology
Thank you for registering to participate in the second Reimagining Minnesota State forum. The Forums have been designed to spark not only individual reflection but what we hope can serve as catalysts for discussions in a variety of venues. The Forum will be recorded and available for viewing on the Reimagining website.
Below are the directions whether you are attending in person or by live stream.
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notes Plamen Miltenoff
John O’Brien, President and CEO of EDUCAUSE
from ad hoc to systemic institutional innovations
ask Rachel for the two books announced
Bryan Mark GIll AR library tour
Bryan Rachel OER “visit”
Catherine Haslag: Is there any research to show students retention in an online class vs a face-to-face course?
the challenge is not collecting, but integrating, using data.
silos = cylinder of excellence.
technology innovation around advising. iPASS resources.
adaptive learning systems – how students advance through the learning process.
games and simulations Bryan Mark Gill. voice recognition,
next 3 to 5 years AR. by 2023 40% with AR and VR
AI around the controversial. Chatbot and Voice assistants.
Unizin: 13 founding members to develop platform, Canvas, instructional services, data for predictive analytic, consistent data standard among institutions,
University innovation Alliance. Analytics as the linchpin for students’ success. graduation rates increase. racial gap graduation. Georgia State.
digital ethics. Mark Gill and Susana Nuccetelli. digital ethics: Susana Nuccetelli brought her students from the Philosophy Dept to Mark Gill’s SCSu Vizlab so we can discuss ethics and AI, last semester. jobrien@educause.edu
http://www.minnstate.edu/board/reimagining/docs/Mfume-Minnesota.State.1-14-2019.pdf
assistant vice president for student success and prevention Morgan State U
the importance of training in technology adoption
Dr. Peter Smith, Orkand Endowed Chair and Professor of Innovative Practices in Higher Education at University of Maryland University College
social disruption, national security issue,
Allan Taft Candadian researcher, 700 hours / year learning something. 14 h/w.
learners deserve recognition
free range learning.
how do we get a value on people from a different background? knowledge discrimination. we value it on where they learned it. then how you learned it and what you can do with it. talent and capacity not recognized.
we, the campus, don’t control the forces for a very first time. MIT undergrad curricula is free, what will happen. dynamics at work here. declining student numbers, legislation unhappy. technology had made college more expensive, not less. doing the right thing, leads to more disruption. local will be better, if done well. workplace can become a place for learning.
learning is a social activity. distance learning: being on the farthest raw of 300 Princeton lecture. there is a tool and there is people; has to have people at the heart.
what will work not only for MN, but for each of the campuses, the personalization.
staying still is death.
Panel discussion
what is the role of faculty in the vendor and discussions about technology. a heat map shows that IT people were testing the vendor web site most, faculty and student much less.
