p. 4 “Modern university libraries require remote access for large numbers of concurrent users, with fewer authentication steps and more flexible digital rights management (DRM) to satisfy student demand”. They found the most frequent problem was that core reading list titles were not available to libraries as e-books.
p. 5 Overcoming the “textbook taboo”
In the US, academic software firm bepress notes that, in response to increased student textbook costs: “Educators, institutions, and even state legislators are turning their attention toward Open Educational Resources (OER)” in order to save students money while increasing engagement and retention. As a result bepress has developed its infrastructure to host and share OER within and across institutions.21 The UMass Library Open Education Initiative estimates it has saved the institution over $1.3 million since its inception in 2011. 22 Other textbook initiatives include SUNY Open Textbooks, developed by the State University of New York Libraries, which has already published 18 textbooks, and OpenStax, developed by Rice University.
p.5. sceptics about OER rapid progress still see potential in working with publishers.
Knowledge Unlatched 23 is an example of this kind of collaboration: “We believe that by working together libraries and publishers can create a sustainable route to Open Access for scholarly books.” Groups of libraries contribute to fund publication though a crowdfunding platform. The consortium pays a fixed upfront fee for the publisher to publish the book online under a Creative Commons license.
p.6.Technology: from library systems to educational technology.The rise of the library centric reading list system
big increase in the number of universities in the UK, Australia and New Zealand deploying library reading lists solutions.The online reading list can be seen as a sort of course catalogue that gives the user a (sometimes week-by-week) course/module view on core resources and provides a link to print holdings information or the electronic full text. It differs significantly from the integrated library system (ILS) ‘course reserve’ module, notably by providing access to materials beyond the items in the library catalogue. Titles can be characterised, for example as ‘recommended’ or ‘essential’ reading and citations annotated.
Reading list software brings librarians and academics together into a system where they must cooperate to be effective. Indeed some librarians claim that the reading list system is a key library tool for transforming student learning.
Higher education institutions, particularly those in Australia, New Zealand and some other parts of Europe (including the UK) are more likely to operate a reading list model, supplying students with a (sometimes long) list of recommended titles.
p.8. E-book platforms (discusses only UK)
p.9. Data: library management information to learning analytics
p.10. Leadership “Strong digital leadership is a key feature of effective educational organisations and its absence can be a significant barrier to progress. The digital agenda is therefore a leadership issue”. 48 (Rebooting learning for the digital age: What next for technology-enhanced higher education? Sarah Davies, Joel Mullan, Paul Feldman. Higher Education Policy Institute (HEPI) Report 93. February 2017. )
A merging of LibTech and EdTech
The LITA discussion is under RE: [lita-l] Anyone Running Multiple Discovery Layers?
The EDUCAUSE Learning Initiative has just launched its 2018 Key Issues in Teaching and Learning Survey, so vote today: http://www.tinyurl.com/ki2018.
Each year, the ELI surveys the teaching and learning community in order to discover the key issues and themes in teaching and learning. These top issues provide the thematic foundation or basis for all of our conversations, courses, and publications for the coming year. Longitudinally they also provide the way to track the evolving discourse in the teaching and learning space. More information about this annual survey can be found at https://www.educause.edu/eli/initiatives/key-issues-in-teaching-and-learning.
ACADEMIC TRANSFORMATION (Holistic models supporting student success, leadership competencies for academic transformation, partnerships and collaborations across campus, IT transformation, academic transformation that is broad, strategic, and institutional in scope)
ACCESSIBILITY AND UNIVERSAL DESIGN FOR LEARNING (Supporting and educating the academic community in effective practice; intersections with instructional delivery modes; compliance issues)
ADAPTIVE TEACHING AND LEARNING (Digital courseware; adaptive technology; implications for course design and the instructor’s role; adaptive approaches that are not technology-based; integration with LMS; use of data to improve learner outcomes)
COMPETENCY-BASED EDUCATION AND NEW METHODS FOR THE ASSESSMENT OF STUDENT LEARNING (Developing collaborative cultures of assessment that bring together faculty, instructional designers, accreditation coordinators, and technical support personnel, real world experience credit)
DIGITAL AND INFORMATION LITERACIES (Student and faculty literacies; research skills; data discovery, management, and analysis skills; information visualization skills; partnerships for literacy programs; evaluation of student digital competencies; information evaluation)
EVALUATING TECHNOLOGY-BASED INSTRUCTIONAL INNOVATIONS (Tools and methods to gather data;data analysis techniques; qualitative vs. quantitative data; evaluation project design; using findings to change curricular practice; scholarship of teaching and learning; articulating results to stakeholders; just-in-time evaluation of innovations). here is my bibliographical overview on Big Data (scroll down to “Research literature”: http://blog.stcloudstate.edu/ims/2017/11/07/irdl-proposal/ )
EVOLUTION OF THE TEACHING AND LEARNING SUPPORT PROFESSION (Professional skills for T&L support; increasing emphasis on instructional design; delineating the skills, knowledge, business acumen, and political savvy for success; role of inter-institutional communities of practices and consortia; career-oriented professional development planning)
FACULTY DEVELOPMENT (Incentivizing faculty innovation; new roles for faculty and those who support them; evidence of impact on student learning/engagement of faculty development programs; faculty development intersections with learning analytics; engagement with student success)
GAMIFICATION OF LEARNING (Gamification designs for course activities; adaptive approaches to gamification; alternate reality games; simulations; technological implementation options for faculty)
INTEGRATED PLANNING AND ADVISING FOR STUDENT SUCCESS (Change management and campus leadership; collaboration across units; integration of technology systems and data; dashboard design; data visualization (here previous blog postings on this issue: http://blog.stcloudstate.edu/ims?s=data+visualization); counseling and coaching advising transformation; student success analytics)
LEARNING ANALYTICS (Leveraging open data standards; privacy and ethics; both faculty and student facing reports; implementing; learning analytics to transform other services; course design implications)
LEARNING SPACE DESIGNS (Makerspaces; funding; faculty development; learning designs across disciplines; supporting integrated campus planning; ROI; accessibility/UDL; rating of classroom designs)
MICRO-CREDENTIALING AND DIGITAL BADGING (Design of badging hierarchies; stackable credentials; certificates; role of open standards; ways to publish digital badges; approaches to meta-data; implications for the transcript; Personalized learning transcripts and blockchain technology (here previous blog postings on this issue: http://blog.stcloudstate.edu/ims?s=blockchain)
MOBILE LEARNING (Curricular use of mobile devices (here previous blog postings on this issue:
MULTI-DIMENSIONAL TECHNOLOGIES (Virtual, augmented, mixed, and immersive reality; video walls; integration with learning spaces; scalability, affordability, and accessibility; use of mobile devices; multi-dimensional printing and artifact creation)
NEXT-GENERATION DIGITAL LEARNING ENVIRONMENTS AND LMS SERVICES (Open standards; learning environments architectures (here previous blog postings on this issue: http://blog.stcloudstate.edu/ims/2017/03/28/digital-learning/; social learning environments; customization and personalization; OER integration; intersections with learning modalities such as adaptive, online, etc.; LMS evaluation, integration and support)
ONLINE AND BLENDED TEACHING AND LEARNING (Flipped course models; leveraging MOOCs in online learning; course development models; intersections with analytics; humanization of online courses; student engagement)
OPEN EDUCATION (Resources, textbooks, content; quality and editorial issues; faculty development; intersections with student success/access; analytics; licensing; affordability; business models; accessibility and sustainability)
PRIVACY AND SECURITY (Formulation of policies on privacy and data protection; increased sharing of data via open standards for internal and external purposes; increased use of cloud-based and third party options; education of faculty, students, and administrators)
WORKING WITH EMERGING LEARNING TECHNOLOGY (Scalability and diffusion; effective piloting practices; investments; faculty development; funding; evaluation methods and rubrics; interoperability; data-driven decision-making)
In November 2015, the Open University released the latest edition of its ‘Innovating Pedagogy’ report, the fourth rendition of an annual educational technology and teaching techniques forecast. While the timelines and publishing interval may remind you of the Horizon Report, the methodology for gathering the trends is different.
The NMC Horizon Team uses a modified Delphi survey approach with a panel of experts.
10 Innovative Pedagogy Trends from the 2015 Edition:
Crossover Learning: recognition of diverse, informal achievements with badges.
Learning through Argumentation: To fully understand scientific ideas and effectively participate in public debates students should practice the kinds of inquiry and communication processes that scientists use, and pursue questions without known answers, rather than reproducing facts.
Incidental Learning: A subset of informal learning, incidental learning occurs through unstructured exploration, play and discovery. Mobile technologies can support incidental learning. An example is the app and website Ispot Nature.
Context-based Learning:Mobile applications and augmented reality can enrich the learners’ context. An example is the open source mobile game platform ARIS.
Computational Thinking: The skills that programmers apply to analyze and solve problems are seen as an emerging trend . An example is the programming environment SCRATCH.
Learning by Doing Science with Remote Labs: A collection of accessible labs is ilab
Embodied learning:involving the body is essential for some forms of learning, how physical activities can influence cognitive processes.
Adaptive Teaching:intelligent tutoring systems – computer applications that analyse data from learning activities to provide learners with relevant content and sequence learning activities based on prior knowledge.
Analytics of Emotions: As techniques for tracking eye movements, emotions and engagement have matured over the past decade, the trend prognoses opportunities for emotionally adaptive learning environments.
Stealth Assessment: In computer games the player’s progress gradually changes the game world, setting increasingly difficult problems through unobtrusive, continuous assessment.
6 Themes of Pedagogical Innovation
Based upon a review of previous editions, the report tries to categorize pedagogical innovation into six overarching themes:
“What started as a small set of basic teaching methods (instruction, discovery, inquiry) has been extended to become a profusion of pedagogies and their interactions. So, to try to restore some order, we have examined the previous reports and identified six overarching themes: scale, connectivity, reflection, extension, embodiment, and personalisation.”
Delivering education at massive scale.
Connecting learners from different nations, cultures and perspectives.
Fostering reflection and contemplation.
Extending traditional teaching methods and settings.
Recognizing embodied learning (explore, create, craft, and construct).
Creating a personalized path through educational content.
Follow these links to blog posts and EdITLib resources to further explore selected trends:
Interested in the Innovating Pedagogy report? Read our review of the 2014 edition, and reflect which trends are closer to becoming common practice.
If you’re working with multiple apps like Google Drive, Dropbox, One Drive, Evernote and need to search across them in one shot, take a look at Xendo (http://xen.do) – gives you a personal, private Google-like search across all your apps.
You are invited to participate in the “First Annual SCSU Technology in Teaching and Learning Summer Institute” co-sponsored by the Center for Continuing Studies, InfoMedia Services and the Center for Excellence in Teaching and Learning.
Participants are eligible for incentive awards to support their teaching with technology. Please see the attachment, “participant incentives.”
The goal of the SCSU Technology in Teaching and Learning Summer Institute and its follow-up sessions is to provide high quality and effective pedagogical strategies, skills and discussions around the use of technology for teaching and learning in online, face-to-face and blended courses. This Institute is part of our on-going varied and collaborative efforts to foster a professional peer learning climate around teaching and learning with technology.
Participants who attend all sessions on both days including the follow-ups and complete all evaluations will have the opportunity to use their self-assessment of current skills and knowledge of technology and select sessions in order to:
• Acquire basic and advanced skills in using the current Learning Management System, i.e. D2L
• Distinguish the appropriate use of pedagogical strategies with technology in online, face-to-face and blended settings
• Explore opportunities to improve student learning through application of e-conferencing tools (e.g. Adobe Connect), and Web 2.0 tools such as social media, etc.
• Meet and interact with faculty and staff experts and mentors and learn the processes by which they can get additional and on-going support for each of the above areas.
Please register no later than Wednesday May 8.
“Full-time faculty and full-time professional staff with teaching responsibilities who participate in both days of the “Summer Institute” and complete the evaluations will be rewarded with a $300 coupon for a one-time purchase of material that directly supports teaching with technology at the SCSU Computer Store in the Miller Center. Faculty who participate in one of the two days will receive a $150 coupon for the same purpose. Coupons are not transferable.
Please remember that the items purchased remain the property of SCSU but may be used by the purchaser to support their teaching and related academic activities.
Upon completion of the “Summer Institute” participants will be contacted by the SCSU Online Office to verify level of participation in the institute and verify eligibility for funds. These funds must be spent by June 15, 2013.”
Clarification on Presenters Registration
Presenters do not have to register unless they want to attend both days.
If presenters are not going to participate in sessions other than the one(s) they are presenting but want to eat lunch with us on either day please contact me directly so we can add you to the lunch count and identify any dietary needs