Oct
2016
bibliography on K12 learning spaces
Bibliography on K12 learning spaces
articles in popular print:
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more on learning spaces in this IMS blog
Digital Literacy for St. Cloud State University
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more on learning spaces in this IMS blog
http://www.computeroxy.com/announcement,a2945.html
Tampere University of Technology (TUT) is an active scientific community of 2,000 employees and more than 10,000 students. The University operates in the form of a foundation and has a long-standing tradition of collaboration with other research institutions and business life. Many of the fields of research and study represented at the University play a key role in addressing global challenges. Internationality is an inherent part of all the University’s activities. Welcome to join us at TUT!
The University of Turku is a world-class multidisciplinary research university which offers interesting challenges and a unique vantage point to national and international research and education.
Tenure track (Gamification)
The tenure track position is shared between Tampere University of Technology and the University of Turku. It supports the co-operation in teaching and research in the area of gamification between the two universities.
The professorship is especially associated with the TUT Game Lab (Pori Department, TUT) and the Digital Culture research group of the Cultural Production and Landscape Studies degree programme (School of History, Culture and Arts Studies, UTU). These research groups currently have five on-going research projects related to games and playing.
The TUT Game Lab brings together learning scientists, developers and humanists to conduct research and develop new ways of utilizing games in learning. The aim is to develop and study high-impact digital games that address real world challenges.
The main research objectives of TUT Game Lab are:
– Developing scientifically justified games to demonstrate and conduct research
– Studying the impact of educational games
– Exploring ways to combine learning and assessment in games
– Studying and modelling the playing experience
The Digital Culture research group (UTU) has three research focuses:
– cultural appropriation of technologies
– social media
– game cultures.
The Digital Culture research group specializes in the study of the cultural history of digital games and the uses of digital game histories in contemporary culture (so-called “history culture”). Furthermore, the research group has participated in various digital game exhibition projects as well as practical game design and gamification projects combining digital and non-digital elements. Digital Culture is a part of the Cultural Production and Landscape Studies degree programme which also incorporates two other major subjects: Cultural Heritage Studies and Landscape Studies.
We invite applications for one (1) tenure track position in the area of Gamification.
The area of gamification covers:
– research of games and gamification
– games and playing as a cultural phenomenon
– game mechanisms, edugames and pervasive playing
– utilization of games in business, e.g. in new products and services
The emphasis of the position can be tailored according to the specific expertise of the candidate. Suitable educational and research backgrounds for the position include e.g. media studies, cultural studies, information technology and business and management.
The successful candidate is expected to:
– pursue and supervise scientific research in the field
– lead, conduct and develop education in the field
– participate in the activities of the national and international scientific communities
– acquire external funding
– interact with society
– commit to the strategies of TUT and UTU.
The successful candidate will participate in teaching both in the master’s degree programme in Management and Information Technology (TUT) as well as the subject of Digital Culture (UTU) by integrating the gamification theme into the existing course selection, in particular. Supervising theses and conducting doctoral seminars are also essential areas of responsibility.
The position will be filled at the level of Associate Professor.
The successful candidate will be employed by TUT. For more information on TUT’s tenure track career system, please refer to tut.fi/openpositions – Tenure track.
All candidates considered for a tenure track position are expected to:
– hold an applicable doctoral degree
– demonstrate a record of achievement in research that meets high international standards in the field of gamification
– demonstrate the capacity for independent scholarly activity
– possess the teaching skills required for the successful performance of their duties and
– have the ability to co-operate in a multidisciplinary university environment and with industry.
We appreciate experience and a track record in acquiring research funding, along with collaboration and leadership positions in research networks and industry.
For more information on the criteria for each level of TUT’s tenure track, please refer to tut.fi/openpositions – Tenure track.
Both TUT and UTU have ambitious and challenging goals in effective, high-quality research, education and social influence. We offer an active research community with a good team spirit, intense cooperation with industry and business, public organizations and students, and opportunities for growth and advancement in academia. Our international cooperation is active and recognized, both in research and education.
We offer the successful candidate an opportunity to contribute to the creation of a new research area that combines gamification with areas such as cultural studies, information technology and business.
TUT offers a wide range of staff benefits, such as occupational health care. Since 2014, TUT has held the European Commission HR Excellence in Research recognition.
For more information, please visit tut.fi/en – About TUT – Careers at TUT
(http://www.tut.fi/en/about-tut/careers-at-tut/index.htm)
(http://www.tut.fi/en/about-tut/quality-assurance/hr-excellence-in-research)
The salary will be based on both the job demands and the employee’s personal performance in accordance with the Finnish University Salary System (YPJ).
The advertised position is typically placed on the job demand level 7 (Associate Professor). In addition, the employees receive performance-based salary and they are covered by TUT’s bonus system.
The appointment is subject to the satisfactory completion of a trial period of four months.
The position will be filled for a fixed-term period of four years. The appointment is expected to begin on 1 December 2016 or as mutually agreed.
The duties are mainly located on the Pori campus in close co-operation with the main campuses in Tampere and Turku.
For the candidates with the most potential for the position, the selection process will involve an external assessment, individual interviews, aptitude assessments and a trial lecture.
Director of University Consortium of Pori, Professor Jari Multisilta, e-mail: jari.multisilta@tut.fi, tel. +358 40 826 2910. Best availability for enquiries: 7 July–15 July and 1 August- 10 August.
In questions concerning the recruitment process, please contact HR Specialist
Eveliina Nurmi, e-mail. eveliina.nurmi@tut.fi, tel. +358 50 3015253. Best availability for enquiries: 15 June – 8 July and 8 August-10 August.
Applications must be submitted through TUT’s online employment system. The closing date for applications is 10 August 2016 (10:00 pm UTC). All applications and supporting documents must be submitted in English.
The applications must include the following documents prepared according to TUT’s instructions:
1. Curriculum Vitae (.doc or .pdf)
2. Research plan
3. List of publications
4. Teaching portfolio
5. References
Additional information on TUT’s tenure track system and attachments to applications.
also academic technology
Data Visualization Designer and Consultant for the Arts |
Lecturer |
The University Libraries of Virginia Tech seeks a specialist to join a team offering critical and sophisticated new technology development services that enhance the scholarly and creative expression of faculty and graduate students. This new position will bring relevant computational techniques to the enhance the fields of Art and Design at Virginia Tech, and will serve as a visual design consultant to project teams using data visualization methodologies.
The ideal candidates will have demonstrated web development and programming skills, knowledge of digital research methods and tools in Art and Design, experience managing and interpreting common types of digital data and assets studied in those fields. The Data Visualization Designer & Digital Consultant for the Arts will not only help researchers in Art and Design fields develop, manage, and sustain digital creative works and digital forms of scholarly expression, but also help researchers across Virginia Tech design effective visual representations of their research. Successful candidates will work collaboratively with other Virginia Tech units, such as the School of Visual Arts; the School of Performing Arts; the Moss Center for the Arts; the Institute for Creativity, Arts, and Technology; and the arts community development initiative VTArtWorks (made possible by the Institute of Museum and Library Services [SP-02-15-0034-15]) Responsibilities – Investigates and applies existing and emerging technologies that help strengthen the Libraries’ mission to enhance and curate visual representations of data at Virginia Tech. – Develops and modifies technologies and designs processes that facilitate data visualization/exploration, data and information access, data discovery, data mining, data publishing, data management, and preservation – Serves as consultant to researchers on data visualization, visual design principles, and related computational tools and methods in the digital arts – Keeps up with trends in digital research issues, methods, and tools in related disciplines – Identifies data, digital scholarship, and digital library development referral opportunities; makes connections with research teams across campus – Participates in teams and working groups and in various data-related projects and initiatives as a result of developments and changes in library services |
The James E. Walker Library at Middle Tennessee State University (MTSU) seeks a systems librarian to contribute to the mission of the library through administration and optimization of the library’s various management systems.
This is a 12-month, tenure-track position (#401070) at the rank of assistant/associate professor. Start date for the position is July 1, 2018. All library faculty are expected to meet promotion and tenure standards.
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https://blog.stcloudstate.edu/ims/2017/10/10/code4lib-2018-2/
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Wake Forest University
Digital Curation Librarian
This position reports to the team director. The successful candidate will collaborate with campus faculty and library colleagues to ensure long-term preservation and accessibility of digital assets, projects, and datasets collected and created by the library, and to support metadata strategies associated with digital scholarship and special collections. The person in this position will engage in national and/or international initiatives and insure that best practice is followed for curation of digital materials.
Responsibilities:
Coordinate management of digital repositories, working across teams, including Digital Initiatives & Scholarly Communication, Special Collections & Archives, Technology, and Resource Services, to ensure the sustainability of projects and content
Create and maintain policies and procedures guiding digital preservation practices, including establishing authenticity and integrity workflows for born digital and digitized content
In collaboration with the Digital Collections Librarian, create guidelines and procedures for metadata creation, transformation, remediation, and enhancement
Perform metadata audits of existing digital assets to ensure compliance with standards
Maintain awareness of trends in metadata and resource discovery
Participates in team and library-wide activities; serves on Library, Librarians’ Assembly, and University committees; represents the library in relevant regional, state, and national organizations
Participates in local, regional, or national professional organizations; enriches professional expertise by attending conferences and professional development opportunities, delivering presentations at professional meetings, publishing in professional publications, and serving on professional committees
Perform other duties as assigned
Required Qualifications:
Master’s degree in Library Science from an ALA-accredited program or a master’s degree in a related field
Knowledge of best practices for current digital library standards for digital curation and of born digital and digitized content
Knowledge of current trends in data stewardship and data management plans
Experience with preservation workflows for born digital and digitized content
Experience with metadata standards and protocols (such as Dublin Core, Open Archives Initiative-Protocol for Metadata Harvesting (OAI-PMH), METS, MODS, PREMIS)
Demonstrated ability to manage multiple projects, effectively identify and leverage resources, as well as meet deadlines and budgets
Aptitude for complex, analytical work with an attention to detail
Ability to work independently and as part of a team
Excellent communication skills
Strong service orientation
Desired Qualifications:
One to three years of experience with digital preservation or metadata creation in an academic library setting
Experience with developing, using, and preserving research data collections
Familiarity with GIS and data visualization tools
Demonstrated skills with scripting languages and/or tools for data manipulation (e.g. OpenRefine http://openrefine.org/, Python, XSLT, etc.)
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Mimi O’Malley is the learning technology translation strategist at Spalding University
https://blog.stcloudstate.edu/ims/2017/10/03/embedded-librarianship-in-online-courses/
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JSON and Structured Data
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THE DIGITAL HUMANITIES: IMPLICATIONS FOR LIBRARIANS,
LIBRARIES, AND LIBRARIANSHIP
The redefinition of humanities scholarship has received major attention in higher education over the past few years. The advent of digital humanities has challenged many aspects of academic librarianship. With the acknowledgement that librarians must be a necessary part of this scholarly conversation, the challenges facing subject/liaison librarians, technical service librarians, and library administrators are many. Developing the knowledge base of digital tools, establishing best procedures and practices, understanding humanities scholarship, managing data through the research lifecycle, teaching literacies (information, data, visual) beyond the one-shot class, renegotiating the traditional librarian/faculty relationship as ‘service orientated,’ and the willingness of library and institutional administrators to allocate scarce resources to digital humanities projects while balancing the mission and priorities of their institutions are just some of the issues facing librarians as they reinvent themselves in the digital humanities sphere.
A CALL FOR PROPOSALS
College & Undergraduate Libraries, a peer-reviewed journal published by Taylor & Francis, invites proposals for articles to be published in the fall of 2017. The issue will be co-edited by Kevin Gunn (gunn@cua.edu) of the Catholic University of America and Jason Paul (pauljn@stolaf.edu) of St. Olaf College.
The issue will deal with the digital humanities in a very broad sense, with a major focus on their implications for the roles of academic librarians and libraries as well as on librarianship in general. Possible article topics include, but are not limited to, the following themes, issues, challenges, and criticism:
Articles may be theoretical or ideological discussions, case studies, best practices, research studies, and opinion pieces or position papers.
Proposals should consist of an abstract of up to 500 words and up to six keywords describing the article, together with complete author contact information. Articles should be in the range of 20 double-spaced pages in length. Please consult the following link that contains instructions for authors: http://www.tandfonline.com/action/authorSubmission?journalCode=wcul20&page=instructions#.V0DJWE0UUdU.
Please submit proposals to Kevin Gunn (gunn@cua.edu) by August 17, 2016; please do not use Scholar One for submitting proposals. First drafts of accepted proposals will be due by February 1, 2017 with the issue being published in the fall of 2017. Feel free to contact the editors with any questions that you may have.
Kevin Gunn, Catholic University of America
Jason Paul, St. Olaf College
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The Transformational Initiative for Graduate Education and Research (TIGER) at the General Library of the University of Puerto Rico-Mayaguez (UPRM) seeks an enthusiastic and creative Research Services Librarian to join our recently created Graduate Research and Innovation Center (GRIC).
The Research Services Librarian works to advance the goals and objectives of Center and leads the creation and successful organization of instructional activities, collaborates to envision and implement scholarly communication services and assists faculty, postdoctoral researchers, and graduate students in managing the lifecycle of data resulting from all types of projects. This initiative is funded by a five year grant awarded by the Promoting Postbaccalaureate Opportunities for Hispanic Americans Program (PPOHA), Title V, Part B, of the U.S. Department of Education.
The Research Services Librarian will build relationships and collaborate with the GRIC personnel and library liaisons as well as with project students and staff. This is a Librarian I position that will be renewed annually (based upon performance evaluation) for the duration of the project with a progressive institutionalization commitment starting on October 1st, 2016. .
The Mayaguez Campus of the University of Puerto Rico is located in the western part of the island. Our library provides a broad array of services, collections and resources for a community of approximately 12,100 students and supports more than 95 academic programs. An overview of the library and the university can be obtained through http://www.uprm.edu/library/.
REQUIRED QUALIFICATIONS
PREFERRED QUALIFICATIONS
PRIMARY RESPONSIBILITIES AND DUTIES
SALARY: $ 45,720.00 yearly+ (12 month year).
BENEFITS: University health insurance, 30 days of annual leave, 18 days of sick leave.
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Technology Integration and Web Services Librarian
The Ferris Library for Information, Technology and Education (FLITE) at Ferris State University (Big Rapids, Michigan) invites applications for a collaborative and service-oriented Technology Integration and Web Services Librarian. The Technology Integration and Web Services Librarian ensures that library systems and web services support and enhance student learning. Primary responsibilities include management and design of the library website’s architecture, oversight of the technical and administrative aspects of the library management system and other library enterprise applications, and the seamless integration of all library web-based services. Collaborates with other library faculty and staff to provide reliable electronic access to online resources and to improve the accessibility, usability, responsiveness, and overall user experience of the library’s website. Serves as a liaison to other campus units including Information Technology Services. The Technology Integration and Web Services Librarian is a 12-month, tenure-track faculty position based in the Collections & Access Services team and reports to the Assistant Dean for Collections & Access Services.
Required Qualifications: ALA accredited master’s degree in library or information science by the time of hire. Minimum 2 years recent experience in administration and configuration of a major enterprise system, such as a library management system. Minimum 2 years recent experience in designing and managing a large-scale website using HTML5, Javascript, and CSS. Demonstrated commitment to the principles of accessibility, universal design, and user-centered design methodologies. Recent experience with object-oriented programming and scripting languages used to support a website. Experience working in a Unix/ Linux environment. Experience with SQL and maintaining MySQL, PostgreSQL, and/ or Oracle databases. Knowledge of web site analytics and experience with making data-driven decisions.
For a complete posting or to apply, access the electronic applicant system by logging on to https://employment.ferris.edu/postings/25767.
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DIRECTOR OF DIGITAL PROJECTS, MIT Libraries, to direct the development, maintenance, and scaling of software applications and tools designed to dramatically increase access to research collections, improve service capabilities, and expand the library platform. Will be responsible for leading efforts on a variety of collaborative digital library projects aimed at increasing global access to MIT’s collections and facilitating innovative human and machine uses of a full range of research and teaching objects and metadata; and lead a software development program and develop partnerships with external academic and commercial collaborators to develop tools and platforms with a local and global impact on research, scholarly communications, education, and the preservation of information and ideas.
MIT Libraries seek to be leaders in the collaborative development of a truly open global network of library repositories and platforms. By employing a dynamic, project-based staffing model and drawing on staff resources from across the Libraries to deliver successful outcomes, it is poised to make immediate progress.
A full description is available at http://libraries.mit.edu/about/#jobs.
REQUIRED: four-year college degree; at least seven years’ professional experience and increasing responsibility with library systems and digital library strategy and development; evidence of broad, in-depth technology and systems knowledge; experience with integrated library systems/library services platforms, discovery technologies, digital repositories, and/or digital preservation services and technologies and demonstrated understanding of the trends and ongoing development of such systems and of emerging technologies in these areas; and experience directly leading and managing projects (i.e., developing proposals; establishing timelines, budgets, and staffing plans; leading day-to-day project work; and delivering on commitments). Job #13458-S
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THE UNIVERSITY OF ALABAMA LIBRARIES Digital Projects Librarian Position Description
General Summary of Responsibilities
The University of Alabama Libraries seeks an innovative, dynamic, and service-oriented professional for the position of Digital Projects Librarian. Reporting to the Head of Web Services, this position is primarily responsible for development, implementation, and project management of technology projects in a collaborative environment, as well as supporting the development and management of the UA Libraries various web interfaces. This position will also act as primary administrator for LibApps and similar cloud-based library application suites.
Primary Duties and Responsibilities
Reporting to the head of Web Services, the Digital Projects Librarian will manage and extend the University Libraries services by planning and implementing a variety of projects for internal and external audiences. The position will also integrate, manage, and extend various software platforms and web-based tools using LAMP technology skills and web programming languages such as PHP, CSS, and JavaScript. S/he will support tools such as the University Libraries web site and intranet, will work with an institutional repository instance and digital archives website, and will work with the LibApps suite of library tools. Will modify, implement and create widgets and small applications for learning tools and other interfaces and APIs. The librarian will interact with a wide range of individuals with differing technological abilities and will be expected to successfully collaborate across departments. The librarian will maintain a knowledge of current best practices in security for web tools, and library privacy concerns. The librarian will work to identify promising new technologies that can impact services and generate a better user experience. The librarian will be expected to have some participation in usability and user experience studies.
Department Information
The Web Services Unit is part of the University Libraries Office of Library Technology and is responsible for web applications, web sites, content, and services that comprise the University Libraries web presence. Among its duties, Web Services manages the University Libraries discovery service application, multiple instances of the WordPress CMS, WordPress Blogs, the LibApp suite of library tools, and Omeka as well as other tools, along with usability and accessibility efforts.
Duties
Required qualifications
Preferred Qualifications
Environment:
The University of Alabama, The Capstone University, is the State of Alabama’s flagship public university and the senior comprehensive doctoral level institution in Alabama. UA enrolls over 37,000 students, is ranked in the top 50 public universities in the United States, and its School of Library and Information Studies is ranked in the top 15 library schools in the country. UA has graduated 15 Rhodes Scholars, 15 Truman Scholars, has had 121 Fulbright Scholars, is one of the leading institutions for National Merit Scholars (150 in 2015), and has 5 Pulitzer Prize winners among its ranks. Under the new leadership of President Stuart Bell, UA has launched a strategic planning process that includes an aggressive research agenda and expansion of graduate education. UA is located in Tuscaloosa, a metropolitan area of 200,000, with a vibrant economy, a moderate climate, and a reputation across the South as an innovative, progressive community with an excellent quality of life. Tuscaloosa provides easy access to mountains, several large cities, and the beautiful Gulf Coast.
The University of Alabama is an equal opportunity employer and is strongly committed to the diversity of our faculty and staff. Applicants from a broad spectrum of people, including members of ethnic minorities and disabled persons, are especially encouraged to apply. The University Libraries homepage may be accessed at http://libraries.ua.edu
Prior to employment the successful candidate must pass a pre-employment background investigation.
SALARY/BENEFITS: This will be a non-tenure track 12-month renewable appointment for up to three year cycles at the Assistant Professor rank based on performance, funding, and the needs of the University Libraries. Salary is commensurate with qualifications and experience. Excellent benefits, including professional development support and tuition fee waiver.
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https://jobs.columbia.edu/applicants/jsp/shared/frameset/Frameset.jsp?time=1472763140687
Columbia University Libraries seeks a collegial, collaborative, and creative Digital Humanities Developer to join our Libraries IT staff. The Digital Humanities Developer will provide technology support for digital humanities-focused projects by evaluating, implementing and managing relevant platforms and applications; the Developer will also analyze, transform and/or convert existing humanities-related data sets for staff, engage in creative prototyping of innovative applications, and provide technology consulting and instructional support for Libraries staff.
This new position, based in the Libraries’ Digital Program Division, will work on a variety of projects, collaborating closely with the Digital Humanities Librarian, the Digital Scholarship Coordinator, other Libraries technology groups, librarians in the Humanities & History division and project stakeholders. The position will contribute to building out flexible and sustainable technology platforms for the Libraries’ DH programs and will
also explore new and innovative DH applications and tools.
Responsibilities include:
– Evaluate, implement and manage web and related software applications and platforms relevant to the digital humanities program
– Analyze, transform and/or convert existing humanities-related data sets for staff, students and faculty as needed
– Engage in creative prototyping and model innovative technology solutions in support of the goals of the Digital Humanities Center
– Provide technology consulting, guidance and instruction to CUL staff a well as students and faculty as required
– Conduct independent exploration of technology issues and opportunities in the Digital Humanities domain
The successful candidate will have great collaboration and communication skills and a strong interest in developing expertise in the evolving field of digital humanities.
Columbia University is An Equal Opportunity/Affirmative Action employer and strongly encourages individuals of all backgrounds and cultures to consider this position.
-Bachelor’s degree in computer science or a related field, with experience in the humanities, a minimum of 3 years of related work experience, or an equivalent combination of education and experience
Significant experience with UNIX, relational databases (e.g., MySQL, PostgreSQL), and one or more relevant software / scripting languages (e.g., JavaScript, PHP, Python, Ruby/Rails, Perl); experience with modern web standards (HTML5 / CSS / JavaScript); ability to manage software development using revision control software such as SVN and GIT/GITHUB; strong interpersonal skills and demonstrated ability to work as part of collaborative teams; ability to communicate effectively with faculty, students, and staff, including both technical and non-technical collaborators; commitment to supporting and working in a diverse collegial environment
Advanced degree in computer science or a related field, or an advanced degree in the humanities or related field; experience in one or more of the following areas: natural language processing, text analysis, data-mining, machine learning, spatial information / mapping, data modeling, information visualization, integrating digital media into web applications; experience with XML/XSLT, GIS, SOLR, linked data technologies; experience with platforms used for digital exhibits or archives.
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KNOWLEDGE, SKILLS AND ABILITIES REQUIRED:
PREFERRED QUALIFICATIONS:
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http://hrs.appstate.edu/employment/epa-jobs/1383
Category: Academic Affairs College: Library Department: Belk Library
Qualifications
The University Libraries at Appalachian State University seeks a responsive and collaborative Electronic Resources Librarian. The Electronic Resources Librarian will ensure a seamless and transparent research environment for students and faculty by managing access to electronic resources. Working collaboratively across library teams, the Electronic Resources Librarian will identify and implement improvements in online content, systems and services. The successful candidate will have strong project management, problem solving, and workflow management skills. The Electronic Resources Librarian is a member of the Resource Acquisition and Management Team.
Required
Preferred
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—–Original Message—–
From: lita-l-request@lists.ala.org [mailto:lita-l-request@lists.ala.org] On Behalf Of Spencer Lamm
Sent: Thursday, October 13, 2016 12:13 PM
To: lita-l@lists.ala.org
Subject: [lita-l] Jobs: Digital Repository Application Developer, Drexel University Libraries
Summary
Drexel University Libraries seeks a collaborative and creative professional to develop solutions for managing digital collections, research data, university records, and digital scholarship. Working primarily with our Islandora implementation, this position will play a key role as the Libraries advance preservation services and public access for a wide array of digital content including books, articles, images, journals, newspapers, audio, video, and datasets.
As a member of the Data & Digital Stewardship division, the digital repository application developer will work in a collaborative, team-based environment alongside other developers, as well as archives, metadata, and data services staff. The position’s primary responsibility will be working in a Linux environment with the Islandora digital repository stack, which includes the Fedora Commons digital asset management layer, Apache Solr, and Drupal. To support the ingestion and exposure of new collections and digital object types the position will extend the repository using tools such as: RDF, SPARQL, and triplestores; the SWORD protocol; and XSLT.
Reporting to the manager, discovery systems, the developer will collaborate with collection managers and stakeholders across campus. In addition, the successful candidate will play an active role in the Islandora and Fedora open source communities, contributing code, participating in working groups and engaging in other activities in support of current and future implementers of these technologies.
Job URL: http://www.drexeljobs.com/applicants/Central?quickFind=81621
Key Responsibilities
repository
BASH, Python, and XSLT
Libraries’ data infrastructure developer to support the ingestion of university records and research output, including datasets and publications
coordinate content migrations
repository data for indexing by search tools and reuse by other applications
integrity, and security standards for managing data
part of compliance with University legal and privacy requirements
applications and systems
Required Qualifications
field, or an equivalent combination of education and experience
language APIs
and standards
within teams
environment and a diverse matrix organization
Preferred Qualifications
management systems
Interested, qualified applicants may apply at:
http://www.drexeljobs.com/applicants/Central?quickFind=81621
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https://jobs.mtholyoke.edu/index.cgi?&JA_m=JASDET&JA_s=459
Skills:
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From: lita-l-request@lists.ala.org [mailto:lita-l-request@lists.ala.org] On Behalf Of Williams, Ginger
Sent: Tuesday, November 22, 2016 8:37 AM
To: ‘lita-l@lists.ala.org’ <lita-l@lists.ala.org>
Subject: [lita-l] Job: Library Specialist Data Visualization & Collection Analytics (Texas USA)
library Specialist: Data Visualization & Collections Analytics
The Albert B. Alkek Library at Texas State University is seeking a Library Specialist: Data Visualization & Collections Analytics. Under the direction of the Head of Acquisitions, this position provides library-wide support for data visualization and collection analytics projects to support data-driven decision making. This position requires a high level of technical expertise and specialized knowledge to gather, manage, and analyze collection data and access rights, then report complex data in easy-to-understand visualizations. The position will include working with print and digital collections owned or leased by the library.
RESPONSIBILITIES: Develop and maintain an analytics strategy for the library. Manage and report usage statistics for electronic resources. Conduct complex holdings comparison analyses utilizing data from the Integrated Library System (ILS), vendors and/or external systems. Produce reports from the ILS on holdings and circulation. Develop strategies to clean and normalize data exported from the ILS and other systems for use in further analysis. Utilize data visualization strategies to report and present analytics. Conduct benchmarking with vendors, peer institutions, and stakeholders. Coordinate record-keeping of current and perpetual access rights for electronic resources and the management of titles in preservation systems such as LOCKSS and PORTICO. Maintain awareness of developments with digital preservation systems and national and international standards for electronic resources. Serve as the primary resource person for questions related to collections analytics and data visualization. Represent department and library-wide needs by participating in various committees. Participate in formulating departmental and unit policies. Pursue professional development activities to improve knowledge, skills, and abilities. Coordinate and/or perform special projects, participate in department & other staff meetings and perform other duties as needed.
QUALIFICATIONS:
Required: Ability to read, analyze, and understand data in a variety of formats; strong written, oral, and interpersonal skills, including ability to work effectively in a team; experience using R, Tableau, BayesiaLab or other data visualization or AI applications, demonstrated by an online portfolio; advanced problem solving, critical thinking, and analytical skills; demonstrated advanced proficiency with Microsoft Excel, including experience using VBA, macros, and formulas; intermediate familiarity with relational databases such as Microsoft Access, including creating relationships, queries, and reports; innovative thinking including the ability to utilize analytics/visualization tools in new, creative, and effective ways.
Preferred: Bachelor’s degree in quantitative or data visualization field such as Applied Statistics, Data Science, or Business Analytics or certificate in data visualization; familiarity with library collection management standards and tools, such as reporting modules within integrated library systems, COUNTER, SUSHI, PIE-J, LOCKSS, PORTICO, library electronic resource usage statistics, and continuing resources; experience with SQL or other query language.
SALARY AND BENEFITS: Commensurate with qualifications and experience. Benefits include monthly contribution to health insurance/benefits package and retirement program. No state or local income tax.
BACKGROUND CHECK: Employment with Texas State University is contingent upon the outcome of a criminal history background check.
Texas State’s 38,849 students choose from 98 bachelor’s, 90 master’s and 12 doctoral degree programs offered by the following colleges: Applied Arts, McCoy College of Business Administration, Education, Fine Arts and Communication, Health Professions, Liberal Arts, Science and Engineering, University College and The Graduate College. As an Emerging Research University, Texas State offers opportunities for discovery and innovation to faculty and students.
Application information:
Apply online at http://jobs.hr.txstate.edu
Texas State University is an Equal Opportunity Employer. Texas State, a member of the
Texas State University System, is committed to increasing the number of women and
minorities in administrative and professional positions.
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Assistant Professor | |
Working Title | Assistant Professor – Web Development Librarian #002847 |
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Department | Office of the Dean – Hunter Library |
Position Summary | Hunter Library seeks an enthusiastic, innovative, collaborative, and user-oriented librarian for the position of Web Development and User Experience Librarian. This librarian will research, develop, and assess enhancements to the library’s web presence. The person in this position will design new sites and applications to improve the user experience in discovering, finding, and accessing library content and services. Providing vision and leadership in designing, developing and supporting the library website content and integrating it with the larger library web presence, which includes discovery tools, digital collections, and electronic resources; supervision of one technology support analyst, as well as staff/student employees engaged in related work, as assigned. Monitors workflow and deadlines; day-to-day management, including programming and editorial recommendations, of the library’s web pages and intranet; serves as a member of the library’s web steering committee, an advisory group that includes representatives from across the library; development and implementation web applications and tools, particularly for mobile environments. The library values collaboration and broad engagement in library-wide decisions and initiatives. This position reports directly to the Head of Technology, Access, and Special Collections. |
Carnegie statement | WCU embraces its role as a regionally engaged university and is designated by the Carnegie Foundation for the Advancement of Teaching as a community engaged university. Preference will be given to candidates who can demonstrate a commitment to public engagement through their teaching, service, and scholarship |
Knowledge, Skills, & Abilities Required for this Position | Strong leadership skills and ability to lead a web based electronic content management development team; experience in designing, developing, and supporting web sites using HTML, CSS, and JavaScript; familiarity with User Experience Design; basic skills in graphic design; familiarity with usability testing, WAI guidelines, and web analytics; familiarity with mobile platforms, applications, and design; familiarity with responsive design; familiarity with content management systems, intranets, relational databases, and web servers; demonstrated flexibility and initiative; strong commitment to user-centered services and service excellence; strong analytical and problem-solving skills; ability to work effectively with faculty, staff, and students; superior oral and written communication skills; ability to achieve tenure through effective job performance, service, and research. |
Minimum Qualifications | ALA-accredited master’s degree or international equivalent in library or information science; strong leadership skills and ability to lead a web based electronic content management development team; experience in designing, developing, and supporting web sites using HTML, CSS, and JavaScript; familiarity with User Experience Design; basic skills in graphic design; familiarity with usability testing, WAI guidelines, and web analytics; familiarity with mobile platforms, applications, and design; familiarity with responsive design; familiarity with content management systems, intranets, relational databases, and web servers. Demonstrated flexibility and initiative; strong commitment to user-centered services and service excellence; strong analytical and problem-solving skills; ability to work effectively with faculty, staff, and students; superior oral and written communication skills; ability to achieve tenure through effective job performance, service, and research |
Preferred Qualifications | Academic library experience; demonstrated skills in User Experience Design; demonstrated experience with usability testing, WAI guidelines, and web analytics; demonstrated experience with mobile platforms, applications, and design; demonstrated experience developing responsive web pages or applications; demonstrated experience with content management systems, relational databases, and web servers; skills or interest in photography; experience with graphic design software; familiarity with a programming environment that includes languages such as ASP.NET, PHP, Python, or Ruby |
Position Type | Permanent Full-Time |
Position: Library Information Analyst
Position summary
The Library Information Analyst coordinates Access & Information Services (AIS) technology assessment activities, working in a 24/5 environment to support the technology needs of customers. This position will analyze and report quantitative and qualitative data gathered from various technology-related services including the iSpace (library maker space), equipment lending, and all public-facing user technology. Using this data, the incumbent will support strategic planning for improving and operationalizing technology-related services, provide analysis to support a wide variety of data to management, and makes recommendations for process improvements.
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Web Development Librarian
The University of Alabama Libraries seeks a talented and energetic professional Web Development Librarian in the Web Technologies and Development unit. Reporting to the Manager of Web Technologies and Development, this position will be responsible for supporting and extending the Libraries’ custom web applications, tools, and web presence. The position will also engage in project work, and support new technology initiatives derived from our strategic plan. The position duties will be split among extending and supporting our custom PHP web apps framework, maintaining and enhancing our web site, maintaining and extending our custom Bento search tool, and developing for open-source digital initiatives such as EBSCO’s FOLIO library framework. The position will also support inter-departmental development and troubleshooting using your front-stack and back-end skills.
The successful candidate will maintain a knowledge of current best practices in all areas of responsibility with special attention to security. S/he will identify promising new technologies that can positively impact services or generate a better user experience and will be an innovative and entrepreneurial professional who desires to work in a creative, collaborative and respectful environment.
The Web Technologies and Applications department is responsible for the development of such nationally-recognized tools as our Bento search interface and our innovative applications of Ebsco’s EDS tool. The University Libraries emphasizes a culture of continuous learning, professional growth, and diversity through ongoing and regular training, and well-supported professional development.
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Web Developer/Content Strategist | |
0604162 | |
University Libraries |
Desired Qualifications
– Experience working with Drupal or similar CMS.
– Experience working with LibGuides.
– Familiarity with academic libraries.
General Summary: Designs, develops and maintains websites and related applications for the University Libraries. The position also leads a team to develop holistic communication strategies including the creation and maintenance of an intuitive online experience.
– Develops web content strategy for all University Libraries departments. Serves as Manager for CMS website. Leads effort to coordinate website messaging across multiple platforms including Libraries CMS, LibGuides, social media, and other electronic outlets. Leads research, organization, and public relations efforts concerning the development and release of new websites. – Designs, tests, debugs and deploys websites. Maintains and updates website architecture and content. Ensures website architecture and content meets University standards. – Collaborates with University staff to define and document website requirements. Gathers and reports usage statistics, errors or other performance statistics to improve information access and further the goals of the University Libraries. – Works with Libraries Resource Management to incorporate web-related materials and resources from the Integrated Library System into other web platforms. Works with Libraries IT Services to coordinate maintenance of the architecture, functionality, and integrity of University Libraries websites. |
Minimum Qualifications
– Bachelor’s degree or higher in a related field from an accredited institution. – Three years’ relevant experience. – Strong interpersonal, written and verbal communication skills. – Experience documenting technical and content standards. – Skills involving strong attention to detail. – Supervisory or lead experience. |
https://www.rfcuny.org/careers/postings?pvnID=HO-1710-002124
General Description
Other Duties
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Digital Literacies Librarian
Instruction Services Division – Library
University of California, Berkeley Library
Hiring range: Associate Librarian
$65,942 – $81,606 per annum, based on qualifications
This is a full time appointment available starting March 2019.
The University of California, Berkeley seeks a creative, collaborative, and user-oriented colleague as the Digital Literacies Librarian. The person in this role will join a team committed to teaching emerging scholars to approach research with confidence, creativity, and critical insight, empowering them to access, critically evaluate, and use information to create and distribute their own research in a technologically evolving environment. This position also has a liaison role with the School of Information, building collections and supporting research methodologies such as computational text analysis, data visualization, and machine learning.
The Environment
The UC Berkeley Library is an internationally renowned research and teaching facility at one of the nation’s premier public universities. A highly diverse and intellectually rich environment, Berkeley serves a campus community of 30,000 undergraduate students, over 11,000 graduate students, and 1,500 faculty. With a collection of more than 12 million volumes and a collections budget of over $15 million, the Library offers extensive collections in all formats and robust services to connect users with those collections and build their related research skills.
The Instruction Services Division (ISD) is a team of seven librarians and professional staff who provide leadership for all issues related to the Library’s educational role such as student learning, information literacy, first-year and transfer student experience, reference and research services, assessment of teaching and learning, instructor development, and the design of physical and virtual learning environments. We support course-integrated instruction, drop-in workshops, online guides, and individual research. Our work furthers the Library’s involvement in teaching and learning initiatives and emphasizes the opportunities associated with undergraduate education. We cultivate liaison relationships with campus partners and academic programs.
The School of Information (I School) offers: professional masters degrees in information management, data science, and cybersecurity; a doctoral program in Information Management & Systems; and a Graduate Certificate in Information and Communication Technologies and Development. Research areas include: natural language processing, computer-mediated communication, data science, human-computer interaction, information policy, information visualization, privacy, technology for developing regions, and user experience and design.
Responsibilities
Reporting to the Head of the Instruction Services Division, the Digital Literacies Librarian will further the Library’s digital literacy initiative (Level Up) by working with colleagues in the Library and engaging with campus partners. This librarian will play a key role in supporting information literacy and emerging research methods across the disciplines, partnering with colleagues who have expertise in these areas (e.g. Data Initiatives Expertise Group, Data and GIS Librarians, Digital Humanities Librarian) and campus partners (e.g. D-Lab, Academic Innovation Studio, Research IT, Research Data Management). Collaborations will be leveraged to identify, implement, and promote entry-level research support services for undergraduate users. This librarian will actively participate in the Library’s reference and instructional services—providing in-person reference, virtual reference, individual research consultations, in-person classes, and the development of online instructional content. This librarian will provide consultation and training to students, faculty, and librarians on using digital tools and techniques to enhance their research and to improve teaching and learning. Serving as a liaison to the I School, this position will establish strong relationships with faculty and graduate students and gain insights into trends in information studies that can be incorporated into the library’s instructional portfolio, with a special focus on undergraduates.
Working with colleagues in ISD and across the Library, the Digital Literacies Librarian will develop innovative programs and services. A key pedagogical tactic is promoting peer-to-peer learning for undergraduates, including administering the Library Undergraduate Fellows program. The Fellows program provides students with training and networking opportunities while helping the Library experiment and pilot service models to best support emerging scholars. New service models are piloted in the Center for Connected Learning (CCL) beta site in Moffitt Library. Currently in the design phase, the CCL is a hub for undergraduates to engage in multidisciplinary, multimodal inquiry and creation. Students learn from peers and experts as they ask, seek, and find answers to their questions in an environment unbound by disciplines or domain expertise. Students discover possibilities for learning and research by experimenting directly with new methods and tools. The space is run in partnership with students, and they are empowered to influence service and space design, structure, and policies. The Digital Literacies Librarian will contribute to this ethos by ensuring that emerging scholars are supported to experiment and be connected to the Library’s wealth of scholarly resources and programs.
Qualifications
Minimum Basic Qualification required at the time of application:
● Bachelor’s degree
Additional Required Qualifications required by start date of position:
● Master’s degree from an ALA accredited institution or equivalent international degree.
● Two or more years experience providing reference and/or instruction services in an academic or research library.
● Two or more years experience using digital scholarship methodologies.
Additional Preferred Qualifications:
● Experience applying current developments in information literacy, instructional design, digital initiatives, and assessment.
● Demonstrated understanding of methods and tools related to text mining, web scraping, text and data analysis, and visualization.
● Experience with data visualization principles and tools.
● Demonstrated ability to plan, coordinate, and implement effective programs, complex projects, and services.
● Demonstrated analytical, organizational, problem solving, interpersonal, and communication skills.
● Demonstrated initiative, flexibility, creativity, and ability to work effectively both independently and as a team member.
● Knowledge of the role of the library in supporting the research lifecycle.
● Participation in Digital Humanities Summer Institute (DHSI), ARL Digital Scholarship Institute, Library Carpentry, or other intensive program.
● Experience with or coursework in collection development in an academic or research library.
● Knowledge of licensing issues related to text and data mining.
● Familiarity with data science principles and programming languages such as Python or R.
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https://www.higheredjobs.com/admin/details.cfm?JobCode=176885111
ROLE of the POSITION
The Making and Innovation Specialist collaborates with library and campus colleagues to connect the Lied Library Makerspace with learning and research at the University of Nevada, Las Vegas. This position leads the instructional initiatives of the Makerspace, coordinates curricular and co-curricular outreach, and facilitates individual and group instruction. The incumbent coordinates daily Makerspace operations and supervises a team of student employees who maintain safety standards and provide assistance to users. As a member of the Department of Knowledge Production, this position works jointly with all disciplines to explore the application of technology in learning and research, and prioritizes creating inclusive spaces and experiences for the UNLV community.
QUALIFICATIONS
This position requires a bachelor’s degree from a regionally accredited college or university and professionals at all stages of their career are encouraged to apply.
Required
Technology
Instructional & Organizational
ten, technology-oriented strengths as “must haves” for future employers:
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More on digital literacy in this IMS blog:
https://blog.stcloudstate.edu/ims?s=digital+literacy
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more on digital storytelling in this IMS blog:
https://blog.stcloudstate.edu/ims?s=digital+storytelling
April 25 – 29, 2016
Global Leadership Week (GLW) is a week-long celebration of leadership through global action in K-20 education, taking place April 25 – 29, 2016, and organized by the Global Education Conference (GEC) Network. GLW is an opportunity for global education leaders (and those who want to be!) to learn from one another and share effective principles in leadership, particularly within the context of an interconnected, global age.
During Global Leadership Week, leaders in schools, universities, non-profit organizations, and corporations have designed and will be hosting over 25 virtual events to showcase thought leadership. The global education community at large can choose to participate in these online activities by browsing event listings on the GLW calendar. All events are free of charge to attend.
You can participate actively in these events by posting comments and ideas to Twitter using the hashtag #globaled16. Global Leadership Week discussions are also being hosted in a new Edmodo feature called Topics. You’ll need a free Edmodo account to participate and we encourage you to respond to the prompts on this page: https://www.edmodo.com/topics/609/2016-Global-Leadership-Week. Also, feel free to add yourself to the participant map.
AND it’s still not too late to design and host a virtual event focused on global education leadership next week. We will post your event on our website’s calendar. If your organization is a sponsor or a non-profit, we will promote your event through social media. Submit to host an event here. And while time is short, if your organization can reach several thousand educators, consider joining us as an outreach partner. Email Lucy Gray at lucy@globaledevents.com. Include a short description of how you can help get the word out to your network and a logo for your organization.
This event is brought to you by people and organizations who believe in the power of globally connected teaching and learning. GLW is organized by the Global Education Conference Network, Flat Connections, GlobalEdLeader, Global Oneness Project, iEARN-USA, the Learning Revolution Project, and VIF International Education.
>>>Fall 2019 workshops IMS instruction technology sessions<<< |
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Student’s relationship with technology is complex. They recognize its value but still need guidance when it comes to better using it for academics. | Educause’s ECAR Study, 2013 |
InforMedia Services |
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IMS faculty would be happy to meet with you or your group at your convenience. Please request using this Google Form: http://scsu.mn/1OjBMf9 or by email: pmiltenoff@stcloudstate.edu | informedia@stcloudstate.edu Here is the evaluation form: http://bit.ly/imseval |
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How you can reach us:
Services we provide:
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Desire2Learn (D2L), Digital literacy, digital photography, e-learning, educational technology, gamification, gaming, image editing, interactive apps, learning, lecture capture, Millennials, mobile apps, mobile apps, mobile devices, mobile learning, MOOC, online learning, Photoshop, podcasting, programming languages, smartboard, social media, teaching, technology, technology literacy, video editing, virtualization, web conferencing platform, web development, web editing
WHAT:
what is student-centered learning:
Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence [1] by putting responsibility for the learning path in the hands of students.[2][3][4] Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving.[5] Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner’s critical role in constructing meaning from new information and prior experience. https://en.wikipedia.org/wiki/Student-centred_learning
Student-centered learning moves students from passive receivers of information to active participants in their own discovery process. What students learn, how they learn it and how their learning is assessed are all driven by each individual student’s needs and abilities.
At the system level, this requires implementing curriculum planning practices, pedagogy and assessment methods that support a student-centric approach. In the classroom, teachers craft instruction and apply technology in a way that best serves each student’s learning journey. Technology use is always guided by two primary criteria:
http://www.iste.org/standards/essential-conditions/student-centered-learning
When students take responsibility for their own learning, they become explorers capable of leveraging their curiosity to solve real-world problems. To that end, the ISTE Standards guide teachers toward designing learning experiences that permit student independence and foster lifelong learning.
Technology allows for an unprecedented level of personalized learning, with valuable opportunities to monitor progress and engagement, follow student thinking, and digitally assess competencies. When schools effectively leverage both technology and pedagogy, both students and teachers become empowered to make decisions about their own learning and teaching.
True student-centered learning requires more than just an increase in technology implementation. It represents a shift in the educational culture toward a system that supports technology for standards-based learning and real-world problem solving. As a system transitions to a student-centered approach, educators can more effectively apply technology to improve learning outcomes and help students develop the skills for college and career readiness.
http://www.iste.org/standards/essential-conditions/student-centered-learning
HOW:
student-centered learning is including different methods, such as:
The University of Minnesota Cooperative Learning Center.
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-Centered.html
http://edglossary.org/student-centered-learning/
#2 from http://www.edweek.org/tm/articles/2013/12/24/ctq_powell_strengths.html
Steffens, K. (2014). E-rubrics to facilitate self-regulated learning. Revista De Docencia Universitaria, 12(1), 11-12.
Rejab, M. M., Awang, I. b., Hassan, S. b., & Ahmad, M. b. (2010). Customizable Rubrics Model for Formative Evaluation of Problem-Based Learning Course. Annual International Conference On Infocomm Technologies In Competitive Strategies, 126-131. doi:10.5176/978-981-08-7240-3_I-51
CORLU, M. S. (2013). Insights into STEM Education Praxis: An Assessment Scheme for Course Syllabi.Educational Sciences: Theory & Practice, 13(4), 2477-2485. doi:10.12738/estp.2013.4.1903
Ma, A. W. (2009). A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills. Issues In Informing Science & Information Technology, 665-86.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d44457533%26site%3dehost-live%26scope%3dsite
Klein, G. C., & Carney, J. M. (2014). Comprehensive Approach to the Development of Communication and Critical Thinking: Bookend Courses for Third- and Fourth-Year Chemistry Majors. Journal Of Chemical Education,91(10), 1649-1654. doi:10.1021/ed400595j
Moore, T. J., Guzey, S. S., Roehrig, G. H., Stohlmann, M., Park, M. S., Kim, Y. R., & … Teo, H. J. (2015). Changes in Faculty Members’ Instructional Beliefs while Implementing Model-Eliciting Activities. Journal Of Engineering Education, 104(3), 279-302. doi:10.1002/jee.20081
More on student centered learning in this blog:
https://blog.stcloudstate.edu/ims/?s=student+centered+learning&submit=Search
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Does music help learn better? get smarter? advance in life?
keywords: music, education, intelligence.
Misra, S., & Shastri, I. (2015). Pairing Linguistic and Music Intelligence. International Journal Of Multidisciplinary Approach & Studies, 2(5), 32-36.
Costa-Giomi, E. (2015). The Long-Term Effects of Childhood Music Instruction on Intelligence and General Cognitive Abilities. Update: Applications Of Research In Music Education, 33(2), 20-26.
Juchniewicz, J. (2010). The Influence of Social Intelligence on Effective Music Teaching. Journal Of Research In Music Education, 58(3), 276-293.
Silvia, P. J., Thomas, K. S., Nusbaum, E. C., Beaty, R. E., & Hodges, D. A. (2016). How Does Music Training Predict Cognitive Abilities? A Bifactor Approach to Musical Expertise and Intelligence. Psychology Of Aesthetics, Creativity, And The Arts, doi:10.1037/aca0000058
Rickard, N. S., Bambrick, C. J., & Gill, A. (2012). Absence of Widespread Psychosocial and Cognitive Effects of School-Based Music Instruction in 10-13-Year-Old Students. International Journal Of Music Education, 30(1), 57-78.
Munsey, C. (2006). Music lessons may boost IQ and grades. American Psychological Association, 37(6), 13.
Schellenberg, E. G. (2011). Music lessons, emotional intelligence, and IQ. Music Perception, 29(2), 185-194. doi:10.1525/mp.2011.29.2.185
Kaviani, H., Mirbaha, H., Pournaseh, M., & Sagan, O. (2014). Can music lessons increase the performance of preschool children in IQ tests?. Cognitive Processing, 15(1), 77-84. doi:10.1007/s10339-013-0574-0
Degé, F., Kubicek, C., & Schwarzer, G. (2011). Music lessons and intelligence: A relation mediated by executive functions. Music Perception, 29(2), 195-201. doi:10.1525/mp.2011.29.2.195
Sharpe, N. N. (2014). The relationship between music instruction and academic achievement in mathematics. Dissertation Abstracts International Section A, 75.
keywords: music, education, multimedia.
Crappell, C., Jacklin, B., & Pratt, C. (2015). Using Multimedia To Enhance Lessons And Recitals. American Music Teacher, 64(6), 10-13.
le Roux, I., & Potgieter, H. M. (1998). A Multimedia Approach to Music Education in South Africa.
per SCSU faculty request, please have compiled literature (books and peer-reviewed articles) on:
Here some names who are well regarded in the community of online learning as specialists in online discussions:
the most recent peer-reviewed literature on keywords: “engag*” + “student*” + “online” = 13K+ titles for the period 2010-2016:
and about 20 articles from the link above with the general search:
Record: 1
A Digital Badging Dataset Focused on Performance, Engagement and Behavior-Related Variables from Observations in Web-Based University Courses By: McDaniel, Rudy; Fanfarelli, Joseph R.. British Journal of Educational Technology, v46 n5 p937-941 Sep 2015. (EJ1071635)
Database:
ERIC
Record: 2
A Student-Centered Guest Lecturing: A Constructivism Approach to Promote Student Engagement By: Li, Lei; Guo, Rong. Journal of Instructional Pedagogies, v15 Oct 2015. (EJ1060070)
Full Text from ERIC
Database:
ERIC
Record: 3
Creating Effective Student Engagement in Online Courses: What Do Students Find Engaging? By: Dixson, Marcia D.. Journal of the Scholarship of Teaching and Learning, v10 n2 p1-13 Jun 2010. (EJ890707)
Full Text from ERIC
Database:
ERIC
Record: 4
Effects From Student Engagement Online. ASHE Higher Education Report. Nov2014, Vol. 40 Issue 6, p67-73. 7p. DOI: 10.1002/aehe.20018.
Database:
EBSCO MegaFILE
Record: 5
Engaging Students in Online Courses By: Jacobs, Pearl. Research in Higher Education Journal, v26 Oct 2014. (EJ1055325)
Full Text from ERIC
Database:
ERIC
Record: 6
Engaging Students via Social Media: Is It Worth the Effort? By: Mostafa, Rania B.. Journal of Marketing Education, v37 n3 p144-159 Dec 2015. (EJ1080980)
Database:
ERIC
Record: 7
Engaging Students with Social Media By: Bal, Anjali S.; Grewal, Dhruv; Mills, Adam. Journal of Marketing Education, v37 n3 p190-203 Dec 2015. (EJ1081047)
Database:
ERIC
Record: 8
HOW TO BETTER ENGAGE ONLINE STUDENTS WITH ONLINE STRATEGIES. By: BRITT, DR. MARGARET. College Student Journal. Fall2015, Vol. 49 Issue 3, p399-404. 6p.
Database:
EBSCO MegaFILE
Record: 9
Instructor scaffolding for interaction and students’ academic engagement in online learning: Mediating role of perceived online class goal structures. By: Cho, Moon-Heum; Cho, YoonJung. Internet & Higher Education. Apr2014, Vol. 21, p25-30. 6p. DOI: 10.1016/j.iheduc.2013.10.008.
Database:
EBSCO MegaFILE
Record: 10
Measuring Student Engagement in an Online Program By: Bigatel, Paula; Williams, Vicki. Online Journal of Distance Learning Administration, v18 n2 Sum 2015. (EJ1065381)
Database:
ERIC
Record: 11
Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE) By: Dixson, Marcia D.. Online Learning, v19 n4 Sep 2015. (EJ1079585)
Full Text from ERIC
Database:
ERIC
Record: 12
On-Line Course Development: Engaging and Retaining Students By: Bruster, Benita G.. SRATE Journal, v24 n2 p1-7 Sum 2015. (EJ1083122)
Full Text from ERIC
Database:
ERIC
Record: 13
Promoting Online Students’ Engagement and Learning in Science and Sustainability Preservice Teacher Education By: Tomas, Louisa; Lasen, Michelle; Field, Ellen. Australian Journal of Teacher Education, v40 n11 Article 5 Nov 2015. (EJ1083370)
Full Text from ERIC
Database:
ERIC
Record: 14
Strengthening student engagement: what do students want in online courses? By: Chakraborty, Misha; Nafukho, Fredrick Muyia. European Journal of Training & Development. 2014, Vol. 38 Issue 9, p782-802. 21p. DOI: 10.1108/EJTD-11-2013-0123.
Database:
EBSCO MegaFILE
Record: 15
Student Engagement in Online Learning: What Works and Why. ASHE Higher Education Report. Nov2014, Vol. 40 Issue 6, p1-14. 14p. DOI: 10.1002/aehe.20018.
Database:
EBSCO MegaFILE
Record: 16
Student Perceptions of Twitters’ Effectiveness for Assessment in a Large Enrollment Online Course By: Rohr, Linda; Costello, Jane. Online Learning, v19 n4 Sep 2015. (EJ1079590)
Full Text from ERIC
Database:
ERIC
Record: 17
Techniques for Student Engagement Online. ASHE Higher Education Report. Nov2014, Vol. 40 Issue 6, p37-66. 30p. DOI: 10.1002/aehe.20018.
Database:
EBSCO MegaFILE
Record: 18
The civic-social media disconnect: exploring perceptions of social media for engagement in the daily life of college students. By: Mihailidis, Paul. Information, Communication & Society. Oct2014, Vol. 17 Issue 9, p1059-1071. 13p. DOI: 10.1080/1369118X.2013.877054.
Database:
EBSCO MegaFILE
Record: 19
The Online University Classroom: One Perspective for Effective Student Engagement and Teaching in an Online Environment By: Carr, Marsha. Journal of Effective Teaching, v14 n1 p99-110 2014. (EJ1060450)
Full Text from ERIC
Database:
ERIC
Record: 20
The Perils of a Lack of Student Engagement: Reflections of a “Lonely, Brave, and Rather Exposed” Online Instructor By: Stott, Philip. British Journal of Educational Technology, v47 n1 p51-64 Jan 2016. (EJ1086712)
Database:
ERIC
Record: 21
The VIRI (Virtual, Interactive, Real-Time, Instructor-Led) Classroom: The Impact of Blended Synchronous Online Courses on Student Performance, Engagement, and Satisfaction By: Francescucci, Anthony; Foster, Mary. Canadian Journal of Higher Education, v43 n3 p78-91 2013. (EJ1018277)
Full Text from ERIC
Database:
ERIC
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More on “Classroom Discussion and Students Participation” in this IMS blog entry:
https://blog.stcloudstate.edu/ims/2016/01/29/classroom-discussion-and-students-participation/
What does Research Tell Us about Classroom Discussion? Jay Howard
http://digitalcommons.butler.edu/cgi/viewcontent.cgi?article=1163&context=facsch_papers
Do College Students Participate More in Discussion in Traditional Delivery Courses or in Interactive Telecourses?
https://muse.jhu.edu/journals/journal_of_higher_education/v073/73.6howard.html
facts from sociological research:
Traditional forms and techniques for discussion and participation
Weih, T. G. (2015). Discussion Strategies for the Inclusion of ALL Students. Online Submission,
http://eric.ed.gov/?id=ED561060
Does the instructor really care of what students have to say
lecturing does not predispose to discussion
Simich-Dudgeon, C., & National Clearinghouse for Bilingual Education, W. D. (1998). Classroom Strategies for Encouraging Collaborative Discussion. Directions in Language and Education. http://eric.ed.gov/?id=ED435188
Chen, W., & Looi, C. (2007). Incorporating Online Discussion in Face to Face Classroom Learning: A New Blended Learning Approach. Australasian Journal Of Educational Technology, 23(3), 307-326.
Discussions and participation in hybrid environment
Jinhong, J., & Gilson, T. A. (2014). Online Threaded Discussion: Benefits, Issues, and Strategies. Kinesiology Review, 3(4), 241-246.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3ds3h%26AN%3d100248254%26site%3dehost-live%26scope%3dsite
For each OTD topic, the instructor randomly assigns two to four student discussion leaders who are in charge of organizing OTD for the assigned week. Each of the discussion leaders is asked to generate one or two discussion questions related to the topic based on reading assignments. The use of student discussion leaders is a strategy to encourage active participation and help develop ownership of learning. Once student discussion leaders post their questions, other students are encouraged to contribute to the discussion by answering each question, commenting on the ideas of others, or asking questions of peers or the instructor for the next two days. When the week’s discussion is complete, the student leaders and instructor work together to summarize the discussion and evaluate each student’s participation and contribution to the discussion using a scoring rubric. (p.242)
Implementation (p. 243):
Discussions and participation in online environment
Darabi, A., Liang, X., Suryavanshi, R., & Yurekli, H. (2013). Effectiveness of Online Discussion Strategies: A Meta-Analysis. American Journal Of Distance Education, 27(4), 228-241. doi:10.1080/08923647.2013.837651
Lin, P., Hou, H., Wang, S., & Chang, K. (2013). Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course. Computers & Education, 60(1), 110-121. doi:10.1016/j.compedu.2012.07.017
http://www.sciencedirect.com/science/article/pii/S0360131512001819
In the process of project-based learning, learners must utilize different kinds of knowledge (e.g., discrete declarative knowledge and dynamic procedural knowledge) (Lou, 2004). Meanwhile, students can develop higher level of cognitive skills for a specific domain as well as the ability to apply adequate knowledge to a specific domain or context during PBL (Barron et al., 1998; Blumenfeld et al., 1991).
social interaction, which was considered as irrelevant discussion, may also leading to meaningful thinking and echoes the viewpoints from previous studies, which suggest social interaction can be a critical element in the CSCL environment (Abedin et al., 2011a, 2011b).
This paper discusses an innovative blended learning strategy which incorporates online discussion in both in-class face to face, and off-classroom settings. Online discussion in a face to face class is compared with its two counterparts, off-class online discussion as well as in-class, face to face oral discussion, to examine the advantages and disadvantages of the proposed strategy. By integrating online discussion into the flow of the classroom, learners are given dedicated time to foster a habit of critical thinking, reflection and articulating these online, which can subsequently seed further in-class oral discussions, and off-class online discussions. It is found that in-class, online discussion can provide a wider spectrum of discussion perspectives, equalise participation in discussion, and promote cognitive thinking skills and in depth information processing. However, the lack of face to face interactions and the need for sufficient time to do online postings pose challenges in implementing online discussion for face to face classroom learning.
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More on classroom discussions in this IMS blog:
https://blog.stcloudstate.edu/ims/?s=discussions&submit=Search