Searching for "social media students"
Center for Digital Education (CDE)
real-time impact on curriculum structure, instruction delivery and student learning, permitting change and improvement. It can also provide insight into important trends that affect present and future resource needs.
Big Data: Traditionally described as high-volume, high-velocity and high-variety information.
Learning or Data Analytics: The measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs.
Educational Data Mining: The techniques, tools and research designed for automatically extracting meaning from large repositories of data generated by or related to people’s learning activities in educational settings.
Predictive Analytics: Algorithms that help analysts predict behavior or events based on data.
Predictive Modeling: The process of creating, testing and validating a model to best predict the probability of an outcome.
Data analytics, or the measurement, collection, analysis and reporting of data, is driving decisionmaking in many institutions. However, because of the unique nature of each district’s or college’s data needs, many are building their own solutions.
For example, in 2014 the nonprofit company inBloom, Inc., backed by $100 million from the Gates Foundation and the Carnegie Foundation for the Advancement of Teaching, closed its doors amid controversy regarding its plan to store, clean and aggregate a range of student information for states and districts and then make the data available to district-approved third parties to develop tools and dashboards so the data could be used by classroom educators.22
Tips for Student Data Privacy
Know the Laws and Regulations
There are many regulations on the books intended to protect student privacy and safety: the Family Educational Rights and Privacy Act (FERPA), the Protection of Pupil Rights Amendment (PPRA), the Children’s Internet Protection Act (CIPA), the Children’s Online Privacy Protection Act (COPPA) and the Health Insurance Portability and Accountability Act (HIPAA)
— as well as state, district and community laws. Because technology changes so rapidly, it is unlikely laws and regulations will keep pace with new data protection needs. Establish a committee to ascertain your institution’s level of understanding of and compliance with these laws, along with additional safeguard measures.
Make a Checklist Your institution’s privacy policies should cover security, user safety, communications, social media, access, identification rules, and intrusion detection and prevention.
Communicate, Communicate, Communicate
Students, staff, faculty and parents all need to know their rights and responsibilities regarding data privacy. Convey your technology plans, policies and requirements and then assess and re-communicate those throughout each year.
“Anything-as-a-Service” or “X-as-a-Service” solutions can help K-12 and higher education institutions cope with big data by offering storage, analytics capabilities and more. These include:
• Infrastructure-as-a-Service (IaaS): Providers offer cloud-based storage, similar to a campus storage area network (SAN)
• Platform-as-a-Service (PaaS): Opens up application platforms — as opposed to the applications themselves — so others can build their own applications
using underlying operating systems, data models and databases; pre-built application components and interfaces
• Software-as-a-Service (SaaS): The hosting of applications in the cloud
• Big-Data-as-a-Service (BDaaS): Mix all the above together, upscale the amount of data involved by an enormous amount and you’ve got BDaaS
Use accurate data correctly
Define goals and develop metrics
Eliminate silos, integrate data
Remember, intelligence is the goal
Maintain a robust, supportive enterprise infrastructure.
Prioritize student privacy
Develop bullet-proof data governance guidelines
Create a culture of collaboration and sharing, not compliance.
more on big data in this IMS blog:
Learning made visible: successful ePortfolio patterns across the U.S.
- Register for first AAEEBL webinar of 2015-2016 on September 16 at 1 pm US EDT. Jeff Yan of Digication addressing
“Learning made visible: successful ePortfolio patterns across the U.S.”
Jeff, a former academic, is the CEO of Digication, one of the most successful eportfolio companies in the U. S. He will help us understand the big picture: how are eportfolios being used on campuses and what works best.
This Webinar is co-sponsored by AAC&U, EPAC and IJeP.
Once you register, you will see an acknowledgement page with the URL to go to on Wednesday. You will not need a password.
The International Journal of ePortfolio (IJeP) is a double-blind, peer-reviewed, open access journal freely available online. http://www.theijep.com/
Pebble Pad http://www.pebblepad.co.uk/
Using an ePortfolio to Assess the Outcomes of a First-Year Seminar: Student Narrative and Authentic Assessment; http://www.theijep.com/pdf/IJEP133.pdf
Association for Authentic, Experiential and Evidence-Based Learning http://www.aaeebl.org/
themes: strong admin support, instructional design
crowdsourcing: teacher asks students to respond to critical thinking q/s and students populate their eportfolio
make learning visible for ” students, faculty, institution and employer
E-Portfolios: Competency Marketplaces For Colleges
only 13% of Millennials are using LinkedIn and only 7% more have future plans to do so. As I think about it, this makes sense. LinkedIn’s content isn’t directed at traditional-age college students. And few students have professional relationships or relevant work experience to show, which is the whole point of $LNKD.
How does the ePortfolio support in helping students achieve those goals. The ePortfolio should not be another thing they (and the faculty) need to do on top of everything else they are already doing.
Engagement not completion
Design experience not product
Create change, not simply respond to it
He was a geography teacher : Dimitrina
Experience explore expand. Adventure based how to collaborate in ways we have not collaborated before pedagogical guidelines internet driven
Instructor – content – design
Today: first think is design, content, instructor. So how do we design learning environments is the most important one
Guide learners as designers. Constructivism. Design for meaning. Through the power of the story.
Geotetic design a learning environment learn geography using GIS
Situated movies (student-centered learning)
Grant Earthducation go to the most remote parts of the world to align their education with their culture, instead of what the government is downing as culture
Use of phone: whoever answers instructor’s question first, gets to pose the next question to the rest of the audience.
Design based research
Self-narrative, referencing the experience real world issues in real time
- reference knowledge . knowledge overlap. Technological pedagogical content knowledge.
Geotetic not only how prepare teachers, but desing learning environmwer of the story.
we explore: https://www.we-explore.com/
9.5 design as a learner.
the U Media Lab.
The Changing Earth. App GoX (instagram on steroids. tell their story through the app). How is this different from Google Earth
Raptor Lab (rehabilitate a raptor).
- design experiences
- build trust
- guide learners as designers
- recognize learners as experts
- encourage collaboration
- inspire self narrative
- reference the knowledge domains
- teach for change
- design as learner
firstname.lastname@example.org chasingseals.com @chasingseals
podcast pontification (audio version of blog self reflections)
Greg Steinke The U
A Digital Story Assignment using WeVideo
WeVideo is the Google response to iMovie cloud
The U is on Google email and thus google drive and all other google tools
The Center for Digital Storytelling. short videos, 3-5 min incorporate photographs with the author narration, reflection
Assignment (verbal directions). process (write a 2 page script, every page is about a minute of video), gather images that support the story; edit the script (rewrite); record audio to the script (use an app on the phone instead of WeVideo), WeVideo can edit the audio recording; edit the story, edit the photos to match the story; YourTube and/or Google+
working with faculty: is the digital story a good fit for your course? two questions: does the course have many writing assignments? does everyone have to do the same type of assignment? do you want to offer choices? do you want your students to share their work outside of the class? to you want to explore opportunities for students to develop 21 century skills?
google communities for sharing
wewideo has a tutorial at Center for Digital Storytelling
students can use the digital story for their eportfolio
the entire exercise is entirely based on mobile devices
time frame: scaffolding options
3d printing products were the tangible result of the project and the digital storytelling just the format to present
Google Drive master folder for the phone images and video; iOS apps: MoviePro, FiLMc Pro, VoiceRecord Pro (including mp3); Android: WeVideo
Faculty Development Programs: Digital Storytelling Community of Practice
iPAD video kit:
Joe Lau critical thinking
apps: Popplet blog.popplet.com http://www.popplet.com/ (mindmapping)
into the book: http://reading.ecb.org/
Kahoot – the token system. Polleverywhere http://blog.stcloudstate.edu/ims/2015/05/21/polls-and-surveys-tools-for-education/
Symbaloo https://www.symbaloo.com/home/mix/13eOcK1fiV zotero, easybib, delicious, diigo depending on the grade
youth voices; http://youthvoices.net/ replace social media like teachertube is trying to replace youtube
quandary games in education. https://www.quandarygame.org/ sim city
citizen science alliance http://www.citizensciencealliance.org/
Toontastic https://itunes.apple.com/us/app/toontastic/id404693282?mt=8 now free storytelling
coding and programming: https://www.makewonder.com/robots/dashanddot scratch
Osmo : https://www.playosmo.com/en/ $79.99 + give a set for free Stride principle as a parental involvement
red herring (four categories) https://play.google.com/store/apps/details?id=com.BlueOxTech.RedHerring&hl=en
explain everything http://explaineverything.com/
Exploring and Connecting 3D Printing to Teaching and Learning Jason Spartz, Saint Mary’s University of Minnesota
Jason Spartz, Saint Mary’s University of MinnesotaFollow
Lisa Truax, Saint Mary’s University of MinnesotaFollow
Karen Sorvaag, Saint Mary’s University of MinnesotaFollow
Brett Bodsgard, Saint Mary’s University of MinnesotaFollow
chemistry professor. 3D printing with different materials.
what else can be made (e.g. reaction vessel)
printing of atoms
Karen: pre-service teachers professor: how to use 3d printers and be comfortable with them. Steve Hoover. Thinkercad and Autodesk123D>
3D academy http://www.team3dacademy.com/index2.html. Pinterest board for3d Printing with resources
Lisa: graphic design. not intuitive. Rhinoceros (not free anymore). 123D strong learning curve. 3d printing will be incorporated in the curriculum. sculpture students and others don’t like fudging on the computer, but Adobe people love it. Some items takes up to 4 hours to print out. when working on the computer is difficult for some students to visualize the dimensionality.
collaborative learning opportunities.
no makerspace or fab lab. additional interest from the theater and business dept. 3d printing is connected to future work skills. new media ecology or media literacy set of skills.
the main presenter: build excitement and interest and gradually step back. how much material goes through and should we charge back. clean and maintenance involved; not too bad. better then a copier. plastic inexpensive. sizes with plastic – $25 and $50. how many project of a spool: depending on the size of the projects but considerable amount. two printers one art dept and one in the faculty dev area.
non profit visually impaired students. how 3d can make difference in special ed.
3d printing lab with access for everybody. ownership brings policy. where housed: neutral place.
only one printer is barely sufficient for faculty to figure out how to use it. purchasing two more if students and curricula to be involved.
The Balancing Act: Team-Creating an eBook as an Alternative Method for Content Delivery Tom Nechodomu, University of Minnesota
Faculty Created digital stories – google “cultivaitng change series”
student created digital stories –
Susan Andre uses a slide titled “trust” to elucidate how the entire project was enabled. “trust” and “transparency” are sparse currency in the environment I work in. if she is right an ebook ain’t happening anytime soon at my place.
students involvement. use stipends. student artists. food for the video interviews. create a community, student centered.
people able to change the book.
copyright process; did you find it cumbersome. copyright permission center.
time span and amount of hours spent: 3-4 months per chapter.
David Wiley. Making Teaching and Learning Awesome with Open
MN Learning Commons
open educational resources
education – sharing feedback, encouragement with students passion about the discipline, yourself
open is not the same as free. free + permissions + copyright permission: 5 r = retain (make and own copies), reuse (use in a wide range of ways), revise (adapt, modify, and improve), remix (combine two or more), redistribute (share with others)
free and unfettered access
perpetual, irrevocable copyright permissions
(look but don’t touch is not open)
tech enables OER permits
traditionally copyright materials on the Internet – not so good ; jet on the road
openly copyright materials on the internet _ yes: jet in the air
permission-less innovation. relatively inexpensive and broad permissions.
intellectual infrastructure of education: learning outcomes/objectives; assessments; textbooks. they are relatively expensive and narrow permissions.
disappearing ink strategies: buyback, rental, ebooks, online subscription
mad, glad, sad, rad: the grumpy cat. student success per dollar
change in student learning: replace commercial with open books – small. realign, bigger change. rethink is the large change.
attribution and meeting other license requirements
thin common cartridge: a way to bring the content to the CMS, but the content remains on the creative commons
disposable assignment: students hate doing them, instructors hate grading them. waste of time and energy
open education infrastructure: open outcomes, objectives, activities, educational resources
the culture of glued legos must be eradicated. open pedagogy. open credentialing model
summary: don’t settle for “affordable.” improve student outcomes. improve affordability. improve design / academic freedom
links generated from the discussion at my presentation:
Routledge. (n.d.). Handbook of Mobile Learning (Hardback) – Routledge [Text]. Retrieved May 27, 2015, from http://www.routledge.com/books/details/9780415503693/
Crompton, Muilenburg and Berge’s definition for m-learning is “learning across multiple contexts, through social and content interactions, using personal electronic devices.”
The “context”in this definition encompasses m-learnng that is formalself-directed, and spontaneous learning, as well as learning that is context aware and context neutral.
therefore, m-learning can occur inside or outside the classroom, participating in a formal lesson on a mobile device; it can be self-directed, as a person determines his or her own approach to satisfy a learning goal; or spontaneous learning, as a person can use the devices to look up something that has just prompted an interest (Crompton, 2013, p. 83). (Gaming article Tallinn)Constructivist Learnings in the 1980s – Following Piage’s (1929), Brunner’s (1996) and Jonassen’s (1999) educational philosophies, constructivists proffer that knowledge acquisition develops through interactions with the environment. (p. 85). The computer was no longer a conduit for the presentation of information: it was a tool for the active manipulation of that information” (Naismith, Lonsdale, Vavoula, & Sharples, 2004, p. 12)Constructionist Learning in the 1980s – Constructionism differed from constructivism as Papert (1980) posited an additional component to constructivism: students learned best when they were actively involved in constructing social objects. The tutee position. Teaching the computer to perform tasks.Problem-Based learning in the 1990s – In the PBL, students often worked in small groups of five or six to pool knowledge and resources to solve problems. Launched the sociocultural revolution, focusing on learning in out of school contexts and the acquisition of knowledge through social interaction
Socio-Constructivist Learning in the 1990s. SCL believe that social and individual processes are independent in the co-construction of knowledge (Sullivan-Palinscar, 1998; Vygotsky, 1978).
96-97). Keegan (2002) believed that e-learning was distance learning, which has been converted to e-learning through the use of technologies such as the WWW. Which electronic media and tools constituted e-learning: e.g., did it matter if the learning took place through a networked technology, or was it simply learning with an electronic device?
99-100. Traxler (2011) described five ways in which m-learning offers new learning opportunities: 1. Contingent learning, allowing learners to respond and react to the environment and changing experiences; 2. Situated learning, in which learning takes place in the surroundings applicable to the learning; 3. Authentic learning;
Diel, W. (2013). M-Learning as a subfield of open and distance education. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.
- 15) Historical context in relation to the field of distance education (embedded librarian)
- 16 definition of independent study (workshop on mlearning and distance education
- 17. Theory of transactional distance (Moore)
Cochrane, T. (2013). A Summary and Critique of M-Learning Research and Practice. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.
( Galin class, workshop)
According to Cook and Sharples (2010) the development of M learning research has been characterized by three general faces a focus upon Devices Focus on learning outside the classroom He focus on the mobility of the learner
Baby I am learning studies focus upon content delivery for small screen devices and the PDA capabilities of mobile devices rather than leveraging the potential of mobile devices for collaborative learning as recommended by hope Joyner Mill Road and sharp P. 26 Large scale am learning project Several larger am learning projects have tended to focus on specific groups of learners rather than developing pedagogical strategies for the integration of am mlearning with him tertiary education in general
m learning research funding
In comparison am learning research projects in countries with smaller population sizes such as Australia and New Zealand are typiclly funded on a shoe string budget
M-learning research methodologies
I am learning research has been predominantly characterized by short term case studies focused upon The implementation of rapidly changing technologies with early adopters but with little evaluation reflection or emphasis on mainstream tertiary-education integration
p. 29 identifying the gaps in M learning research
lack of explicit underlying pedagogical theory Lack of transferable design frameworks
Cochrane, T. (2011).Proceedings ascilite 2011 Hobart:Full Paper 250 mLearning: Why? What? Where? How? http://www.ascilite.org/conferences/hobart11/downloads/papers/Cochrane-full.pdf
(Exploring mobile learning success factors http://files.eric.ed.gov/fulltext/EJ893351.pdf
Pachler, N., Bachmair, B., and Cook, J. (2013). A Sociocultural Ecological Frame for Mobile Learning. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.
(Tom video studio)
35 a line of argumentation that defines mobile devices such as mobile phones as cultural resources. Mobile cultural resources emerge within what we call a “bile complex‘, which consist of specifics structures, agency and cultural practices.
36 pedagogy looks for learning in the context of identify formation of learners within a wider societal context However at the beginning of the twentieth first century and economy oriented service function of learning driven by targets and international comparisons has started to occupy education systems and schools within them Dunning 2000 describes the lengthy transformation process from natural assets Land unskilled labor to tangible assets machinery to intangible created assets such as knowledge and information of all kinds Araya and Peters 2010 describe the development of the last 20 years in terms of faces from the post industrial economy to d information economy to the digital economy to the knowledge economy to the creative economy Cultural ecology can refer to the debate about natural resources we argue for a critical debate about the new cultural resources namely mobile devices and the services for us the focus must not be on the exploitation of mobile devices and services for learning but instead on the assimilation of learning with mobiles in informal contacts of everyday life into formal education
Ecology comes into being is there exists a reciprocity between perceiver and environment translated to M learning processes this means that there is a reciprocity between the mobile devices in the activity context of everyday life and the formal learning
Rather than focusing on the acquisition of knowledge in relation to externally defined notions of relevance increasingly in a market-oriented system individual faces the challenge of shape his/her knowledge out of his/her own sense of his/her world information is material which is selected by individuals to be transformed by them into knowledge to solve a problem in the life world
Crompton, H. (2013). A Sociocultural Ecological Frame for Mobile Learning. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.
p. 47 As philosophies and practice move toward learner-centered pedagogies, technology in a parallel move, is now able to provide new affordances to the learner, such as learning that is personalized, contextualized, and unrestricted by temporal and spatial constrains.
The necessity for m-learning to have a theory of its own, describing exactly what makes m-learning unique from conventional, tethered electronic learning and traditional learning.
48 . Definition and devices. Four central constructs. Learning pedagogies, technological devices, context and social interactions.
“learning across multiple contexts, through social and content interactions, using personal electronic devices.”
It is difficult, and ill advisable, to determine specifically which devices should be included in a definition of m-learning, as technologies are constantly being invented or redesigned. (my note against the notion that since D2L is a MnSCU mandated tool, it must be the one and only). One should consider m-learning as the utilization of electronic devices that are easily transported and used anytime and anywhere.
49 e-learning does not have to be networked learning: therefore, e-learnng activities could be used in the classroom setting, as the often are.
Why m-learning needs a different theory beyond e-learning. Conventional e-learning is tethered, in that students are anchored to one place while learning. What sets m-learning apart from conventional e-learning is the very lack of those special and temporal constrains; learning has portability, ubiquitous access and social connectivity.
50 dominant terms for m-learning should include spontaneous, intimate, situated, connected, informal, and personal, whereas conventional e-learning should include the terms computer, multimedia, interactive, hyperlinked, and media-rich environment.
51 Criteria for M-Learning
second consideration is that one must be cognizant of the substantial amount of learning taking place beyond the academic and workplace setting.
52 proposed theories
Activity theory: Vygotsky and Engestroem
Conversation theory: Pask 1975, cybernetic and dialectic framework for how knowledge is constructed. Laurillard (2007) although conversation is common for all forms of learning, m-learning can build in more opportunities for students to have ownership and control over what they are learning through digitally facilitated, location-specific activities.
53 multiple theories;
54 Context is central construct of mobile learning. Traxler (2011) described the role of context in m-learning as “context in the wider context”, as the notion of context becomes progressively richer. This theme fits with Nasimith et al situated theory, which describes the m-learning activities promoting authentic context and culture.
unlike e-learning, the learner is not anchored to a set place. it links to Vygotsky’s sociocultural approach.
Learning happens within various social groups and locations, providing a diverse range of connected learning experiences. furthermore, connectivity is without temporal restraints, such as the schedules of educators.
m-larning as “learning dispersed in time”
my note student-centered learning
Moura, A., Carvalho, A. (2013). Framework For Mobile Learning Integration Into Educational Contexts. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.
p. 58 framework is based on constructivist approach, Activity theory, and the attention, relevance and confidence satisfaction (ARCS) model http://www.arcsmodel.com/#!
to set a didacticmodel that can be applied to m-learning requires looking at the characteristics of specific devi
Tumbleson, B. E., & Burke, J. (. J. (2013). Embedding librarianship in learning management systems: A how-to-do-it manual for librarians. Neal-Schuman, an imprint of the American Library Association.
Kvenild, C., & Calkins, K. (2011). Embedded Librarians: Moving Beyond One-Shot Instruction – Books / Professional Development – Books for Academic Librarians – ALA Store
. ACRL. Retrieved from http://www.alastore.ala.org/detail.aspx?ID=3413
p. 20 Embedding Academic and Research Libraries in the Curriculum: 2014-nmc-horizon-report-library-EN
xi. the authors are convinced that LMS embedded librarianship is becoming he primary and most productive method for connecting with college and university students, who are increasingly mobile.
xii. reference librarians engage the individual, listen, discover what is wanted and seek to point the stakeholder in profitable directions.
Instruction librarians, in contrast, step into the classroom and attempt to lead a group of students in new ways of searching wanted information.
Sometimes that instruction librarian even designs curriculum and teaches their own credit course to guide information seekers in the ways of finding, evaluating, and using information published in various formats.
Librarians also work in systems, emerging technologies, and digital initiatives in order to provide infrastructure or improve access to collections and services for tend users through the library website, discovery layers, etc. Although these arenas seemingly differ, librarians work as one.
xiii. working as an LMS embedded librarian is both a proactive approach to library instruction using available technologies and enabling a 24/7 presence.
1. Embeddedness involves more that just gaining perspective. It also allows the outsider to become part of the group through shared learning experiences and goals. 3. Embedded librarianship in the LMS is all about being as close as possible to where students are receiving their assignments and gaining instruction and advice from faculty members. p. 6 When embedded librarians provide ready access to scholarly electronic collections, research databases, and Web 2.0 tools and tutorials, the research experience becomes less frustrating and more focused for students. Undergraduate associate this familiar online environment with the academic world.
p. 7 describes embedding a reference librarian, which LRS reference librarians do, “partnership with the professor.” However, there is room for “Research Consultations” (p. 8). While “One-Shot Library Instruction Sessions” and “Information Literacy Credit Courses” are addressed (p. 809), the content of these sessions remains in the old-fashioned lecturing type of delivering the information.
p. 10-11. The manuscript points out clearly the weaknesses of using a Library Web site. The authors fail to see that the efforts of the academic librarians must go beyond Web page and seek how to easy the information access by integrating the power of social media with the static information residing on the library web page.
p. 12 what becomes disturbingly clear is that faculty focus on the mechanics of the research paper over the research process. Although students are using libraries, 70 % avoid librarians. Urging academic librarians to “take an active role and initiate the dialogue with faculty to close a divide that may be growing between them and faculty and between them and students.”
Four research context with which undergraduates struggle: big picture, language, situational context and information gathering.
p. 15 ACRL standards One and Three: librarians might engage students who rely on their smartphones, while keeping in mind that “[s]tudents who retrieve information on their smartphones may also have trouble understanding or evaluating how the information on their phone is ‘produced, organized, and disseminated’ (Standard One).
Standard One by its definition seems obsolete. If information is formatted for desktops, it will be confusing when on smart phones, And by that, it is not mean to adjust the screen size, but change the information delivery from old fashioned lecturing to more constructivist forms. e.g. http://web.stcloudstate.edu/pmiltenoff/bi/
p. 15 As for Standard Two, which deals with effective search strategies, the LMS embedded librarian must go beyond Boolean operators and controlled vocabulary, since emerging technologies incorporate new means of searching. As unsuccessfully explained to me for about two years now at LRS: hashtag search, LinkedIn groups etc, QR codes, voice recognition etc.
p. 16. Standard Five. ethical and legal use of information.
p. 23 Person announced in 2011 OpenClass compete with BB, Moodle, Angel, D2L, WebCT, Sakai and other
p. 24 Common Features: content, email, discussion board, , synchronous chat and conferencing tools (Wimba and Elluminate for BB)
p. 31 information and resources which librarians could share via LMS
– post links to dbases and other resources within the course. LIB web site, LibGuides or other subject-related course guidelines
– information on research concepts can be placed in a similar fashion. brief explanation of key information literacy topics (e.g difference between scholarly and popular periodical articles, choosing or narrowing research topics, avoiding plagiarism, citing sources properly whining required citations style, understanding the merits of different types of sources (Articles book’s website etc)
– Pertinent advice the students on approaching the assignment and got to rheank needed information
– Tutorials on using databases or planning searches step-by-step screencast navigating in search and Candida bass video search of the library did you a tour of the library
p. 33 embedded librarian being copied on the blanked emails from instructor to students.
librarian monitors the discussion board
p. 35 examples: students place specific questions on the discussion board and are assured librarian to reply by a certain time
instead of F2F instruction, created a D2L module, which can be placed in any course. videos, docls, links to dbases, links to citation tools etc. Quiz, which faculty can use to asses the the students
p. 36 discussion forum just for the embedded librarian. for the students, but faculty are encouraged to monitor it and provide content- or assignment-specific input
video tutorials and searching tips
Contact information email phone active IM chat information on the library’s open hours
p. 37 questions to consider
what is the status of the embedded librarian: T2, grad assistant
p. 41 pilot program. small scale trial which is run to discover and correct potential problems before
One or two faculty members, with faculty from a single department
Pilot at Valdosta State U = a drop-in informatil session with the hope of serving the information literacy needs of distance and online students, whereas at George Washington U, librarian contacted a distance education faculty member to request embedding in his upcoming online Mater’s course
p. 43 when librarians sense that current public services are not being fully utilized, it may signal that a new approach is needed.
pilots permit tinkering. they are all about risk-taking to enhance delivery
p. 57 markeing LMS ebedded Librarianship
library collections, services and facilities because faculty may be uncertain how the service benefits their classroom teaching and learning outcomes.
my note per
“it is incumbent upon librarians to promote this new mode of information literacy instruction.” it is so passe. in the times when digital humanities is discussed and faculty across campus delves into digital humanities, which de facto absorbs digital literacy, it is shortsighted for academic librarians to still limit themselves into “information literacy,” considering that lip service is paid for for librarians being the leaders in the digital humanities movement. If academic librarians want to market themselves, they have to think broad and start with topics, which ARE of interest for the campus faculty (digital humanities included) and then “push” their agenda (information literacy). One of the reasons why academic libraries are sinking into oblivion is because they are sunk already in 1990-ish practices (information literacy) and miss the “hip” trends, which are of interest for faculty and students. The authors (also paying lip services to the 21st century necessities), remain imprisoned to archaic content. In the times, when multi (meta) literacies are discussed as the goal for library instruction, they push for more arduous marketing of limited content. Indeed, marketing is needed, but the best marketing is by delivering modern and user-sought content.
the stigma of “academic librarians keep doing what they know well, just do it better.” Lip-services to change, and life-long learning. But the truth is that the commitment to “information literacy” versus the necessity to provide multi (meta) literacites instruction (Reframing Information Literacy as a metaliteracy) is minimizing the entire idea of academic librarians reninventing themselves in the 21st century.
Here is more: NRNT-New Roles for New Times
p. 58 According to the Burke and Tumbleson national LMS embedded librarianship survey, 280 participants yielded the following data regarding embedded librarianship:
- traditional F2F LMS courses – 69%
- online courses – 70%
- hybrid courses – 54%
- undergraduate LMS courses 61%
- graduate LMS courses 42%
of those respondents in 2011, 18% had the imitative started for four or more years, which place the program in 2007. Thus, SCSU is almost a decade behind.
p. 58 promotional methods:
- word of mouth
- personal invitation by librarians
- email by librarians
- library brochures
- library blogs
four years later, the LRS reference librarians’ report https://magic.piktochart.com/output/5704744-libsmart-stats-1415 has no mentioning of online courses, less to say embedded librarianship
library blog was offered numerous times to the LRS librarians and, consequently to the LRS dean, but it was brushed away, as were brushed away the proposals for modern institutional social media approach (social media at LRS does not favor proficiency in social media but rather sees social media as learning ground for novices, as per 11:45 AM visit to LRS social media meeting of May 6, 2015). The idea of the blog advantages to static HTML page was explained in length, but it was visible that the advantages are not understood, as it is not understood the difference of Web 2.0 tools (such as social media) and Web 1.0 tools (such as static web page). The consensus among LRS staff and faculty is to keep projecting Web 1.0 ideas on Web 2.0 tools (e.g. using Facebook as a replacement of Adobe Dreamweaver: instead of learning how to create static HTML pages to broadcast static information, use Facebook for fast and dirty announcement of static information). It is flabbergasting to be rejected offering a blog to replace Web 1.0 in times when the corporate world promotes live-streaming (http://www.socialmediaexaminer.com/live-streaming-video-for-business/) as a way to promote services (academic librarians can deliver live their content)
p. 59 Marketing 2.0 in the information age is consumer-oriented. Marketing 3.0 in the values-driven era, which touches the human spirit (Kotler, Katajaya, and Setiawan 2010, 6).
The four Ps: products and services, place, price and promotion. Libraries should consider two more P’s: positioning and politics.
Mathews (2009) “library advertising should focus on the lifestyle of students. the academic library advertising to students today needs to be: “tangible, experiential, relatebale, measurable, sharable and surprising.” Leboff (2011, p. 400 agrees with Mathews: the battle in the marketplace is not longer for transaction, it is for attention. Formerly: billboards, magazines, newspapers, radio, tv, direct calls. Today: emphasize conversation, authenticity, values, establishing credibility and demonstrating expertise and knowledge by supplying good content, to enhance reputation (Leboff, 2011, 134). translated for the embedded librarians: Google goes that far; students want answers to their personal research dillemas and questions. Being a credentialed information specialist with years of experience is no longer enough to win over an admiring following. the embedded librarian must be seen as open and honest in his interaction with students.
p. 60 becoming attractive to end-users is the essential message in advertising LMS embedded librarianship. That attractivness relies upon two elements: being noticed and imparting values (Leboff, 2011, 99)
p. 61 connecting with faculty
p. 62 reaching students
- attending a synchronous chat sessions
- watching a digital tutorial
- posting a question in a discussion board
- using an instant messaging widget
be careful not to overload students with too much information. don’t make contact too frequently and be perceived as an annoyance and intruder.
p. 65. contemporary publicity and advertising is incorporating storytelling. testimonials differ from stories
p. 66 no-cost marketing. social media
low-cost marketing – print materials, fliers, bookmarks, posters, floor plans, newsletters, giveaways (pens, magnets, USB drives), events (orientations, workshops, contests, film viewings), campus media, digital media (lib web page, blogs, podcasts, social networking cites
p. 69 Instructional Content and Instructional Design
p. 70 ADDIE Model
Analysis: the requirements for the given course, assignments.
Ask instructors expectations from students vis-a-vis research or information literacy activities
students knowledge about the library already related to their assignments
which are the essential resources for this course
is this a hybrid or online course and what are the options for the librarian to interact with the students.
due date for the research assignment. what is the timeline for completing the assignment
when research tips or any other librarian help can be inserted
copy of the syllabus or any other assignment document
p. 72 discuss the course with faculty member. Analyze the instructional needs of a course. Analyze students needs. Create list of goals. E.g.: how to find navigate and use the PschInfo dbase; how to create citations in APA format; be able to identify scholarly sources and differentiate them from popular sources; know other subject-related dbases to search; be able to create a bibliography and use in-text citations in APA format
p. 74 Design (Addie)
the embedded component is a course within a course. Add pre-developed IL components to the broader content of the course. multiple means of contact information for the librarians and /or other library staff. link to dbases. link to citation guidance and or tutorial on APA citations. information on how to distinguish scholarly and popular sources. links to other dbases. information and guidance on bibliographic and in-text citations n APA either through link, content written within the course a tutorial or combination. forum or a discussion board topic to take questions. f2f lib instruction session with students
p. 76 decide which resources to focus on and which skills to teach and reinforce. focus on key resources
p. 77 development (Addie).
-building content;the “landing” page at LRS is the subject guides page. resources integrated into the assignment pages. video tutorials and screencasts
-finding existing content; google search of e.g.: “library handout narrowing topic” or “library quiz evaluating sources,” “avoiding plagiarism,” scholarly vs popular periodicals etc
-writing narrative content. p. 85
p. 87 Evaluation (Addie)
formative: to change what the embedded librarian offers to improve h/er services to students for the reminder of the course
summative at the end of the course:
p. 89 Online, F2F and Hybrid Courses
p. 97 assessment impact of embedded librarian.
what is the purpose of the assessment; who is the audience; what will focus on; what resources are available
p. 98 surveys of faculty; of students; analysis of student research assignments; focus groups of students and faculty
p. 100 assessment methods: p. 103/4 survey template
p. 106 gathering LMS stats. Usability testing
examples: p. 108-9, UofFL : pre-survey and post-survey of studs perceptions of library skills, discussion forum analysis and interview with the instructor
p. 122 create an LMS module for reuse (standardized template)
p. 123 subject and course LibGuides, digital tutorials, PPTs,
research mind maps, charts, logs, or rubrics
or paper-based if needed: Concept Map Worksheet
Productivity Tools for Graduate Students: MindMapping http://libguides.gatech.edu/c.php
Creating Effective Information Literacy Assignments http://www.lib.jmu.edu/instruction/assignments.aspx
guides on research concepts http://library.olivet.edu/subject-guides/english/college-writing-ii/research-concepts/
Popular versus scholar http://www.library.arizona.edu/help/tutorials/scholarly/guide.html
list of frequently asked q/s:
banks of reference q/s
p. 124. Resistance or Receptivity
p. 133 getting admin access to LMS for the librarians.
p. 136 mobile students, dominance of born-digital resources
Summey T, Valenti S. But we don’t have an instructional designer: Designing online library instruction using isd techniques. Journal Of Library & Information Services In Distance Learning [serial online]. January 1, 2013;Available from: Scopus®, Ipswich, MA. Accessed May 11, 2015.
instructional designer library instruction using ISD techniques
Shank, J. (2006). The blended librarian: A job announcement analysis of the newly emerging position of instructional design librarian. College And Research Libraries, 67(6), 515-524.
The Blended Librarian_ A Job Announcement Analysis of the Newly Emerging Position of Instructional Design Librarian
Macklin, A. (2003). Theory into practice: Applying David Jonassen’s work in instructional design to instruction programs in academic libraries. College And Research Libraries, 64(6), 494-500.
Theory into Practice_ Applying David Jonassen_s Work in Instructional Design to Instruction Programs in Academic Libraries
Walster, D. (1995). Using Instructional Design Theories in Library and Information Science Education. Journal of Education for Library and Information Science, (3). 239.
Using Instructional Design Theories in Library and Information Science Education
Mackey, T. )., & Jacobson, T. ). (2011). Reframing information literacy as a metaliteracy. College And Research Libraries, 72(1), 62-78.
Reframing Information Literacy as a metaliteracy
Nichols, J. (2009). The 3 directions: Situated information literacy. College And Research Libraries, 70(6), 515-530.
The 3 Directions_ Situated literacy
Journal of Library & Information Services in Distance Learning (J Libr Inform Serv Dist Learn)
Voice over presentation
Faculty request to lay voice over a presentation with pictures. Solutions:
Windows / PC
ppt voice over
voice over PPT on Apple
– unfortunately, faculty are way too familiar with PPT. Familiar to the point that they don’t want to try something better.
– FERPA complient
– too old. PPT is pre-Internet. It does not matter how much Microsoft is trying to adapt it, the concept is old. There is a myriad of cloud-based solutions, which do better job: http://blog.stcloudstate.edu/ims/2013/09/30/the-5-best-free-slideshow-presentation-and-creation-tools-for-teachers/
– too many files, too many variations
– PPT posted in D2L displays in the D2L Viewer. The visuals are there, but the voice is not. In order to hear the voice, students must download the presentation. Faculty must reflect this in the syllabus.
– faculty need to know how to upload on their web space and figure out URL, if PPT is not place in LMS (D2L)- if faculty places PPT in LMS (D2L), then it is behind password; nearly impossible to share (can share only with SCSU and/or MnSCU members.
– faculty must remember to indicate in the syllabus and/or D2L / Content that “in order to hear the voice over, user must download presentation.”
– it is a “social” app, like LinkedIn and Twitter. Tagged correctly, the presentation is a platform for “same-minded” people to discuss mutual interests.
– excellent for sharing: conferences, MOOCs etc.
– it has discussion group in LinkedIn.
– voice over presentation: way to cumbersome compared to PPT. Watch their presentation
– by FERPA regulations, if the presentation contains personal data about students, it cannot be shared on SlideShare
– it is a “social” app, like LinkedIn and Twitter. Tagged correctly, the presentation is a platform for “same-minded” people to discuss mutual interests.
– excellent for sharing: conferences, MOOCs etc.
– like PPT, very easy upload of pix and voice over. Better the PPT, since it is online and easy to distribute.
– easy to upload PPT and easy to voice over each slide
– does not embed in D2L (it is D2L issue, not the app), but works perfectly as a link
– faculty must remember to indicate in the syllabus and/or D2L / Content that when clicking on the URL to the PPT, user must simultaneously press “Ctrl” key to open PPT in a separate browser window or tab
– by FERPA regulations, if the presentation contains personal data about students, it cannot be shared on SlideShare
– consistently voted through last 5 years by K12 educators as great interactive tool.
– video, images, audio and text.
– “constructivist” premiss: teacher and students can exchange asynchronously ideas by using images, video, text and audio.
– free option has limited features.
– by FERPA regulations, if the presentation contains personal data about students, it cannot be shared on on this site.
– crude screen capture: faculty can run the PPT manually and narrate over it.
– dirty but fast
– easily shared online (URL ready)
– FERPA compliant
– students cannot comment (compared to VoiceThread)
– free: http://lodestarlearning.com/downloads/lodeStar7.2/en/LodeStar-7.0.exe
– easy to use
– FERPA compliant; endorsed by MnSCU
– voice over too complex (very much the same as with SlideShare)
– FERPA compliant; endorsed by MnSCU
I have not included TechSmit’s Jing https://www.techsmith.com/jing.html, because their video output (Flash file) is obsolete and impossible to convert for free. While it still can be played, shall faculty want to upload the video file on Youtube or similar social media, it will be impossible.
Related IMS blog entries:
Midwest AV Summit
Matthew Clay : Active Learning Spaces
partners across campus for IT/AV: CETL
What is the most important key for creating active learning spaces (ALS).
Mathew shared his work with CETL and his understanding of the importance of faculty being brought to the table. Faculty as equal stakeholder in the process.
In a conversation with him after the presentation, he agreed that faculty must be the leading force in in generating ideas what new technology and how to implement technology in the classroom. He agreed that at the present IT/AV staff is the leading force and this is a corrupt statuquo
faculty and academic affairs, students, facilities, architects, engineers, contractors, furniture vendors, IT (networking, support instructional design)
challanges: ITS mindset (conservative), Administration must be on board (money), Funding.
MnSCU is not Google friendly. 60% of the staff is not doing the same tasks as 3 years ago.
Open about challenges, sharing more with faculty. Nice to hear this, but the communication must be much larger, to the point when faculty are equal partners in a relationship, which is not far from equal decision making.
If faculty is not considered a REAL stakeholder (versus intimated body in a meeting which is controlled by IT people), the entire technology use goes down the drain. Faculty is much stronger relationship with students then IT is with students. The presentation put weight on IT staff and its connection with students’ needs. It is questionable how IT staff can make stronger connection then faculty, who are in a daily contact with students.
The issue is how to assist faculty to catch up with the technology, not how IT staff to rival faculty in their connection with students. What faculty lacks in understanding of technology cannot be replaced by IT staff increasing interaction with students, but rather assisting faculty with coming to terms with technology.
maintaining innovation: fail fast and fail forward; keep up to date with technology (blank statement); always look for new furniture; focus on space design instead of just A/V; Challenge yourself with new ideas; always learn from your mistakes; always get feedback from students and faculty (again, the PERIPHERAL role of faculty. Is feedback all expected from faculty? It faculty and IT staff must be equal partners at the decision table. not faculty being consulted at decision made by IT staff)
Google Glass mentioned, Pebble watches. supposedly to understand students habits. Big data used to profiling students is very fashionable, but is it the egg in the basket?
they have 3d printer, Inoculus. Makerspace mentioned
examples how to use 3d printing for education (LRS archive collections, MN digital library).
the presenter kept asking if there are questions. it makes me wonder how far back (pedagogically or androgogically) IT staff must be to NOT consider backchanneling. Social media is not a novelty and harvesting opinions and questions using social media should not be neglected
digital classroom breakdown session
Break down session: Digital Classroom
technical, very IT. I am not versed enough to draw impression on how it projects over real faculty work. HDMI cables.
relating to the previous presentation: I really appreciate the IT / AV staff handling all this information, which is complex and important; but during my 15 years tenure at SCSU I learned to be suspicious of when the complexity and the importance of the techy matter starts asserting itself as leading when the pedagogy in the classroom is determined.
HD flow and other hardware and software solutions
VLAN 3. lecture capture.
BYOD support in the classroom: about half of the room raised their hands.
7th Qualitative and Quantitative Methods in Libraries International Conference (QQML2015) 26-29 May 2015, IUT-Descartes University, Paris, France
Dear Colleagues and Friends,
It is our pleasure to invite you in Paris (IUT-Descartes University) for the 7th Qualitative and Quantitative Methods in Libraries International Conference (QQML2015, http://www.isast.org) which is organized under the umbrella of ISAST (International Society for the Advancement of Science and Technology).
This is the seventh year of the conference which brings together different disciplines on library and information science; it is a multi–disciplinary conference that covers the Library and Information Science topics in conjunction to other disciplines (e.g. innovation and economics, management and marketing, statistics and data analysis, information technology, human resources, museums, archives, special librarianship, etc).
The conference invites special and contributed sessions, oral communications, workshops and posters.
The target group and the audience are library and archives professionals in a more general sense: professors, researchers, students, administrators, stakeholders, librarians, technologists, museum scientists, archivists, decision makers and managers.
The emphasis is given to the models and the initiatives that run under the budget restrictions, such as the Information Management and the innovation, the crisis management, the long-term access, the synergies and partnership, the open access movement and technological development.
The conference will consider, but not be limited to, the following indicative themes:
- 1. Information and Knowledge Management
- 2. Synergies, Organizational Models and Information Systems
- 3. Open Data, Open Access, Analysis and Applications
- 4. Multimedia Systems and Applications
- 5. Computer Networks and Social Networks,
- 6. Health Reference and Informatics
- 7. Information Technologies in Education
- 8. Decision making in service innovation
- 9. Data Mining, content analysis, taxonomies, ontologies
- 10. STM information development
Special Sessions – Workshops
You may send proposals for Special Sessions (4-6 papers) or Workshops (more than 2 sessions) including the title and a brief description at: email@example.com or from the electronic submission at the web page: http://www.isast.org/abstractsubmission.html
You may also send Abstracts/Papers to be included in the proposed sessions, to new sessions or as contributed papers at the web page: http://www.isast.org/abstractsubmission.html
Registrations are registration forms are available from: http://www.isast.org/qqml2015registration.html
Contributions may be realized through one of the following ways
a. structured abstracts (not exceeding 500 words) and presentation;
b. full papers (not exceeding 7,000 words);
c. posters (not exceeding 2,500 words);
In all the above cases at least one of the authors ought to be registered in the conference.
Abstracts and full papers should be submitted electronically within the timetable provided in the web page: http://www.isast.org/.
The abstracts and full papers should be in compliance to the author guidelines: http://www.isast.org/
All abstracts will be published in the Conference Book of Abstracts and in the website of the Conference. The papers of the conference will be published in the website of the conference, after the permission of the author(s).
Professors and Supervisors are encouraged to organize conference sessions of Postgraduate theses and dissertations.
Please direct any questions regarding the QQML 2015 Conference and Student Research Presentations to: the secretariat of the conference at: firstname.lastname@example.org
First call of proposals: 29th of September 2014
Deadline of abstracts submitted: 20 December 2014
Reviewer’s response: in 3 weeks after submission
Early registration: 30th of March 2015
Paper and Presentation Slides: 1st of May 2015
Conference dates: 26-29 May 2015
Paper contributors have the opportunity to be published in the QQML e- Journal, which continues to retain the right of first choice, however in addition they have the chance to be published in other scientific journals.
QQML e- Journal is included in EBSCOhost and DOAJ (Directory of Open Access Journals).
Submissions of abstracts to special or contributed sessions could be sent directly to the conference secretariat at email@example.com. Please refer to the Session Number, as they are referred at the conference website to help the secretariat to classify the submissions.
For more information and Abstract/Paper submission and Special Session Proposals please visit the conference website at: http://www.isast.org or contact the secretary of the conference at : firstname.lastname@example.org
Looking forward to welcoming you in Paris,
With our best regards,
On behalf of the Conference Committee
Dr. Anthi Katsirikou, Conference Co-Chair
University of Piraeus Library Director
Head, European Documentation Center
Board Member of the Greek Association of Librarians and Information Professionals
Professor Joumana Boustany
Université Paris Descartes – IUT,
143, avenue de Versailles –
In their latest book “Aspiring Adults Adrift”, sociologists Richard Arum and Josipa Roksa, of New York University and the University of Virginia respectively, fear that universities focus too much these days on students’ social lives at the expense of academic rigor.
Two out of three students at American universities and colleges change their major at least once during their four years on campus; one in five does so two or three times.
parents should let their preferences be known, but then leave the selection proces to their daughter or son, hopefully guided by a school councillor rather than merely friends. Another piece of advice was to visit as many campuses as possible beforehand.
getting a university degree, even merely a baccalaureate, is worth it nowadays. According to the Federal Reserve Bank of New York, the median annual wage of Americans with a bachelor degree, and lucky enough to have found (not easy) full employment, was $48,000 last year, compared with a little over $25,000 for those with only a high-school diploma. But college graduates in the lower quartile made no more than $27,000.
Amidst discussions at LRS and forthcoming strategic planning –
The LinkedIn Higher Education Teaching and Learning group has a discussion started:
“The library as space is becoming more important, even as students are able to log on to databases from wherever.”
based on the the article
Spikes, Stacks, and Spaces
from Inside Higher Ed blog: https://www.insidehighered.com/blogs/confessions-community-college-dean/spikes-stacks-and-spaces