Searching for "mobile learning"
Digital Access to Non-Print Collections
University libraries have held collections of books and printed material throughout their existence and continue to be perceived as repositories for physical collections. Other non-print specialized collections of interest have been held in various departments on campus such as Anthropology, Art, and Biology due to the unique needs of the collections and their usage. With the advent of electronic media, it becomes possible to store these non-print collections in a central place, such as the Libray.
The skills needed to curate artifacts from an archeological excavation, biological specimens from various life forms, and sculpture work are very different, making it difficult for smaller university libraries to properly hold, curate, and make available such collections. In addition, faculty in the various departments tend to want those collections near their coursework and research, so it can be readily available to students and researchers. With the expansion of online learning, the need for such availability becomes increasingly pronounced.
With the advent of 3 dimensional (3D) scanners, it has become possible for a smaller library to hold digital representations of these collections in an archive that can be curated from the various departments by experts in the discipline. The Library can then make the digital representations available to other researchers, students, and the public through kiosks in the Library or via the Internet. Current methods to scan and store an artifact in 3Dstill require expertise not often found in a Library.
We propose to use existing technology to build an easy-to-use system to scan smaller artifacts in 3D. The project will include purchase and installation of a workstation in the Library where the artifact collection can be accessed using a large touch-screen monitor, and a portable, easy-to-use 3D scanning station. Curators of collections from various departments on the St. Cloud State University campus can check out the scanning station, connect to power and Internet where the collection is located, and scan their collection into the libraries digital archives, making the collection easily available to students, other researchers and the public.
The project would include assembly of two workstations previously mentioned and potentially develop the robotic scanner. Software would be produced to automate the workflow from the scanner to archiving the digital representation and then make the collection available on the Internet.
This project would be a collaboration between the St. Cloud State University Library (https://www.stcloudstate.edu/library/ and Visualization Laboratory (https://www.facebook.com/SCSUVizLab/). The project would use the expertise and services of the St. Cloud State Visualization Laboratory. Dr. Plamen Miltenoff, a faculty with the Library will coordinate the Library initiatives related to the use of the 3D scanner. Mark Gill, Visualization Engineer, and Dr. Mark Petzold, Associate Professor of Electrical and Computer Engineering will lead a group of students in developing the software to automate the scanning, storage, and retrieval of the 3D models. The Visualization Lab has already had success in 3D scanning objects for other departments and in creating interactive displays allowing retrieval of various digital content, including 3D scanned objects such animal skulls and video. A collaboration between the Library, VizLab and the Center for Teaching and Learning (, https://www.stcloudstate.edu/teaching/) will enable campus faculty to overcome technical and financial obstacles. It will promote the VizLab across campus, while sharing its technical resources with the Library and making those resources widely available across campus. Such work across silos will expose the necessity (if any) of standardization and will help faculty embrace stronger collaborative practices as well as spur the process of reproduction of best practices across disciplines.
Budget:
| Hardware |
Cost |
| 42” Touch Screen Monitor |
$2200 |
| Monitor Mount |
$400 |
| 2 Computer Workstations |
$5000 |
| Installation |
$500 |
| Cart for Mobile 3D Scanner |
$1000 |
| 3D Scanner (either purchase or develop in-house) |
$2000 |
| Total |
$11100 |
The budget covers two computer workstations. One will be installed in the library as a way to access the digital catalog, and will include a 42 inch touch screen monitor mounted to a wall or stand. This installation will provide students a way to interact with the models in a more natural way. The second workstation would be mounted on a mobile cart and connected to the 3D scanner. This would allow collection curators from different parts of campus to check out the scanner and scan their collections. The ability to bring the scanner to the collection would increase the likelihood the collections to be scanned into the library collection.
The 3D scanner would either be purchased off-the shelf or designed by a student team from the Engineering Department. A solution will be sought to use and minimize the amount of training the operator would need. If the scanner is developed in-house, a simple optical scanner such as an XBox Kinect device and a turntable or robotic arm will be used. Support for the XBox Kinect is built into Microsoft Visual Studio, thus creating the interface efficient and costeffective.
Timeline
| Task |
Start Time |
End Time |
| Catalog Software |
October 2017 |
December 2017 |
| Scanner Interface |
October 2017 |
March 2018 |
| Web Interface |
January 2018 |
May 2018 |
| System Installation |
March 2018 |
May 2018 |
|
|
|
Personnel
Plamen Miltenoff, Ph.D., MLIS
pmiltenoff@stcloudstate.edu
320-308-3072
Dr. Miltenoff is part of a workgroup within the academic library, which works with faculty, students and staff on the application of new technologies in education. Dr. Miltenoff’s most recent research with Mark Gill is on the impact of Video 360 on students during library orientation: http://web.stcloudstate.edu/pmiltenoff/bi/
Mark Petzold, Ph.D.
mcpetzold@stcloudstate.edu
320-308-4182
Dr. Petzold is an Associate Professor in Electrical and Computer Engineering. His current projects involve visualization of meteorological data in a virtual reality environment and research into student retention issues. He is co-PI on a $5 million NSF S-STEM grant which gives scholarships to low income students and investigates issues around student transitions to college.
Mark Gill
mcgill@stcloudstate.edu
320-308-5605
Mr. Gill is a Visualization Engineer for the College of Science and Engineering and runs the Visualization Laboratory. He has worked for several major universities as well as Stennis Space Center and Mechdyne, Inc. He holds a Masters of Science in Software Engineering.
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University of Nevada, Reno and Pennsylvania State University 41 campus libraries to include collaborative spaces where faculty and students gather to transform virtual ideas into reality.
Maker Commons in the Modern Library: Six Reasons 3D Printers Should be in Your School’s Library
Maker Commons in the Modern Library 6 REASONS 3D PRINTERS SHOULD BE IN YOUR LIBRARY
1. Librarians Know How to Share 2. Librarians Work Well with IT People 3. Librarians Serve Everybody 4. Librarians Can Fill Learning Gaps 5. Librarians like Student Workers 6. Librarians are Cross-Discipline
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more on grants in this IMS blog
https://blog.stcloudstate.edu/ims?s=grant
My Note: when stripped from the commercialized plug in for Apple, this article makes a good memorization exercise for pedagogues.
According to American psychologist Abraham Maslow, all humans have the same fundamental needs (food, clothing and shelter), and these needs must be met before an individual is motivated to look beyond these basic needs. This motivational theory is commonly referred to as Maslow’s hierarchy of needs.
- Physiological (basic) needs: food, water, warmth, rest
- Safety needs: security, safety
- Love needs: intimate relationships, friends
- Esteem needs: feeling of accomplishment
- Self-actualization: achieving one’s full potential
Maslow’s hierarchy of needs can serve as an analogy for what is possible with instructionally-designed technology
1. Device Deployment = Basic Needs
Device deployment is the first basic need of any school looking to leverage education technology. If schools are unable to procure devices and if IT is unable to get these devices into the hands of students and educators, there is no moving forward.
2. Communication = Safety Needs
Beyond basic communications functions, apps must be made available and installed for an additional layer of connectivity. For example, learning management systems (LMS) enable communication beyond classroom walls and empower students with the learning resources they need while at home or in the community. However, how do we ensure access off-campus for those without ubiquitous internet connections
3. Productivity = Love Needs
Communication that encourages higher-level thinking and problem solving is where dramatic learning happens.
4. Transformation = Esteem and Self-Actualization Needs
IT and educators are pairing innovative teaching methods such as blended learning (a mix of technology and traditional learning) or flipped classrooms (teaching is done at home and exercises during class time) with education apps (productivity layer).
5. Let Mobile Device Management (MDM) Be Your Stepladder
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more on digital literacy for EDAD in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+literacy+EDAD
Code4Lib 2018 is a loosely-structured conference that provides people working at the intersection of libraries/archives/museums/cultural heritage and technology with a chance to share ideas, be inspired, and forge collaborations. For more information about the Code4Lib community, please visit http://code4lib.org/about/.
The conference will be held at the Omni Shoreham Hotel in Washington, DC, from February 13, 2018 – February 16, 2018. More information about Code4lib 2018 is available on this year’s conference website http://2018.code4lib.org.
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Mark Gill and Plamen Miltenoff proposal:
Gamification of Library Orientation and Instruction
Abstract
The rapid advent in the technologies of augmented and virtual reality (VR) in the last several years and the surge down in price creates possibilities for its increasing and ubiquitous application in education. A collaboration by a librarian and VR specialist led to testing opportunities to apply 360 video in academic library orientation. The team seeks to bank on the inherited interest of Millennials toward these technologies and their inextricable part of a growing gaming environment in education. A virtual introduction via 360 video aims to familiarize patrons with the library and its services: http://bit.ly/VRlib. I short Surveymonkey survey following the virtual introduction assesses learning outcomes and allows further instruction when necessary. Patrons can use any electronic devices from desktop to any size mobile devices. Patrons can also watch in panorama mode, and are provided with goggles if they would like to experience the VR mode.
The next step is an introduction to basic bibliographic instruction, followed by a gamified “scavenger hunt”-kind of exercise, which aims to gamify students’ ability to perform basic research: http://bit.ly/learnlib. The game is web-based and it can be played on any electronic devices from desktops to mobile devices. The game is followed by a short Google Form survey, which assesses learning outcomes and allows further work shall any knowledge gaps occur.
The team relies on the constructivist theory of assisting patrons in building their knowledge in their own pace and on their own terms, rather than being lectured and guided by a librarian only.
This proposal envisions half a day activities for participants to study the opportunities presented by 360 video camera and acquire the necessary skills to collect quickly useful footage and process it for the library needs. The second half of the day is allocated for learning Adobe Dreamweaver to manipulate the preexisting “templates” (HTML and jQuery code) for the game and adapt the content and the format to the needs of the participants’ libraries.
Mark Gill mcgill@stcloudstate.edu 320-308-5605
Mr. Gill is a Visualization Engineer for the College of Science and Engineering and runs the Visualization Laboratory. He has worked for several major universities as well as Stennis Space Center and Mechdyne, Inc. He holds a Masters of Science in Software Engineering.
Plamen Miltenoff, Ph.D., MLIS pmiltenoff@stcloudstate.edu 320-308-3072
Dr. Miltenoff is part of a workgroup within the academic library, which works with faculty, students and staff on the application of new technologies in education. Dr. Miltenoff’s most recent research with Mark Gill is on the impact of Video 360 on students during library orientation: http://web.stcloudstate.edu/pmiltenoff/bi/
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more about code4lib in this IMS blog
https://blog.stcloudstate.edu/ims/2016/11/11/code4lib/
In 2015, former library dean purchased two large touch-screen monitors (I believe paid $3000 each). Shortly before that, I had offered to the campus fitting applications for touch screens (being that large screens or mobiles):
Both applications fit perfect the idea of interactivity in teaching (and learning) – https://blog.stcloudstate.edu/ims?s=interactivity
With the large touch screens, I proposed to have one of the large screens, positioned outside in the Miller Center lobby and used as a dummy terminal (50” + screens run around $700) to mount educational material (e.g. Guenter Grass’s celebration of his work: https://blog.stcloudstate.edu/ims/2015/04/15/gunter-grass-1927-2015/ ) and have students explore by actively engaging, rather than just passively absorbing information. The bus-awaiting students are excellent potential users and they visibly are NOT engaged by by the currently broadcasted information on these screens, but can be potentially engaged if such information is restructured in interactive content.
The initial library administration approval was stalled by a concern with students “opening porno sites” while the library is closed which, indeed, would have been a problem.
My 2015 inquiry with the IT technicians about freezing a browser and a specific tab, which could prevent such issues, but it did not go far (pls see solution below). Failing to secure relatively frigid environment on the touch screen, the project was quietly left to rot.
I am renewing my proposal to consider the rather expensive touch screen monitors, which have been not utilized to their potential, and test my idea to engage students in a meaningful knowledge-building by using these applications to either create content or engage with content created by others.
Further, I am proposing that I investigate with campus faculty the possibility to bring the endeavor a step further by having a regularly-meeting group to develop engaging content using these and similar apps; for their own classes or any other [campus-related] activities. The incentive can be some reward, after users and creators “vote” the best (semester? Academic year?) project. The less conspicuous benefit will be the exposure of faculty to modern technology; some of the faculty are still abiding by lecturing style, other faculty, who seek interactivity are engulfed in the “smart board” fiction. Engaging the faculty in the touch screen creation of teaching materials will allow them to expand the practice to their and their students’ mobile devices. The benefit for the library will be the “hub” of activities, where faculty can learn from each other experience[s] in the library, rather than in their own departments/school only. The reward will be an incentive from the upper administration (document to attach in PDR?). I will need both your involvement/support. Tom Hergert by helping me rally faculty interest and the administrators incentivizing faculty to participate in the initial project, until it gains momentum and recognition.
In the same fashion, as part of the aforementioned group or separate, I would like to host a regularly-meeting group of students, who besides play and entertainment, aim the same process of creating interactive learning materials for their classes/projects. Same “best voted” process by peers. My preferable reward: upper administration is leaving recommendation in the students’ Linkedin account for future employers. I will need both your involvement/support. The student union can be decisive in bringing students to this endeavor. Both of you have more cloud with the student union then only a regular faculty such as me.
In regard to the security (porn alert, see above) I have the agreement of Dr. Tirthankar Ghos with the IS Department. Dr. Ghosh will be most pleased to announce as a class project the provision of a secure environment for the touch screen monitor to be left after the group meetings for “use” by students in the library. Dr. Ghosh is, however, concerned/uncertain with the level of cooperation from IT, considering that for his students to enable such environment, they have to have the “right” access; namely behind firewalls, administrative privileges etc. Each of you will definitely be more persuasive with Phil Thorson convincing him in the merit of having IS student work with SCSU IT technician, since it is a win-win situation: the IT technician does not have to “waste time” (as in 2015) and resolve an issue and the IS student will be having a project-based, real-life learning experience by enabling the project under the supervision of the IT technician. Besides: a. student-centered, project-based learning; b. IT technician time saved, we also aim c. no silos / collaborative SCSU working environment, as promised by the reorganization process.
3 Tips for Managing Phone Use in Class
Setting cell phone expectations early is key to accessing the learning potential of these devices and minimizing the distraction factor.
Liz Kolb September 11, 2017
Ask your students questions such as:
- What do you like to do on your cell phone and why? (If they don’t have one, what would they like to do?)
- What are the most popular apps and websites you use?
- What do you think are inappropriate ways that cell phones have been used?
- What is poor cell phone etiquette? Why?
- How can cell phones help you learn?
- How can cell phones distract from your learning?
- How do you feel about your cell phone and the activities you do on your phone?
- What should teachers know about your cell phone use that you worry we do not understand?
- Do you know how to use your cell phone to gather information, to collaborate on academic projects, to evaluate websites?
- How can we work together to create a positive mobile mental health?
Using a Stoplight Management Approach
Post a red button on the classroom door: the cell phone parking lot.
Post a yellow button on the classroom door: Students know their cell phones should be on silent (vibrate) and placed face down in the upper right-hand corner of their desk. They will be using them in class, but not the whole time.
Post a green button on the classroom door: Students know they should have their phones turned on (either silenced or set on vibrate) and placed face up in ready position to use throughout the class.
Establishing a Class Contract
Ask your students to help you develop social norms for what is and is not appropriate cell phone use during green and yellow button times. Should they be allowed to go on their social media networks during class? Why or why not?
Ask them to brainstorm consequences and write them into a class contract.
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more on the use of smart phones in the classroom in this IMS blog
https://blog.stcloudstate.edu/ims?s=phone+classroom
learning from real life experience
Today’s report on the use of Zello (http://www.marketwatch.com/story/houston-residents-and-civilians-turn-to-zello-app-to-coordinate-rescue-efforts-2017-08-29) by Houston residents during Hurricane Harvey has parallels with the organizational efforts of using Zello by the Venezuelan people (https://zello.com/channels/k/b2dDl) in 2014. (https://advox.globalvoices.org/2014/02/23/walkie-talkie-app-zello-blocked-in-venezuela/)
Zello, HeyTell and Voxer Make Your Smartphone a Walkie-Talkie (NYT, 2012) are apps for smart phones and mobile devices.
They are free.
They do much more than a physical walkie-talkie (e.g. send visuals, record messages)
They are more environment friendly, since do not require physical presence and so much battery power: https://www.compareninja.com/tables/single/60573
Yo is a similar messaging app: https://blog.stcloudstate.edu/ims/2014/07/09/social-media-yo/
Library and University use:
In 2014, we proposed to the middle management the consideration of Yo as alarm system:
From: Miltenoff, Plamen
Sent: Tuesday, July 08, 2014 9:17 PM
To: ??????, Mark A. <???????@stcloudstate.edu>
Subject: FW: Yo at LRS
Good evening Mark
Based on the article below:
http://www.businessinsider.com/yo-updates-on-israel-missile-attacks-2014-7
The upper management might consider fire and/or tornado alarm app for SCSU students similarly to the one, which the Israelis are using to back up their alarm system.
I am confident that some other US school is already thinking about the same and developing probably the app.
Thanks for considering…
Plamen
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From: Miltenoff, Plamen
Sent: Tuesday, July 8, 2014 8:59 PM
To: ???????, Colette ?????????
Cc: ??????, Joseph
Subject: Yo at LRS
Collette,
I am not sure if this news
http://www.businessinsider.com/yo-updates-on-israel-missile-attacks-2014-7
will increase your interest toward “Yo” since you said that you are not interested in politics
As shared with Joe several months ago about “Zello” being used in Venezuela (http://www.huffingtonpost.ca/2014/02/21/venezuela-blocks-zello-ap_n_4830452.html ), ingenuity during political events can give us great ideas how to use social media apps in daily work
I would like to ask you again to consider testing Yo and sharing your ideas how we can apply it at LRS
It is worth checking the penetration of Yo among SCSU students and use it.
Thank you and lkng forward to hearing your opinion
Plamen
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benefits for the library and potentially for the campus:
- reduce financial cost: batteries for the walkie talkies and the wear off of the walkie talkie can be replaced by a virtual app (again, apps for each of the three potential candidates are free)
- environmentally friendly. Apps are virtual. Walkie talkies are physical
- improve productivity. walkie talkie allow only talk. Apps allow: audio, video (images) and text
- raise the level of critical thinking (increase productivity by proxy): the use of several media: text, visuals, audio will allow users to think in a wider diapason when troubleshooting and/or doing their tasks
- the library can be the sandbox to smooth out details of the application and lessons learned can help replace walkie talkies across campus with 21st century tools and increase productivity campus wide.
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previous posts on Zello in this IMS blog
https://blog.stcloudstate.edu/ims?s=zello
https://web.seesaw.me/
Seesaw saves time on organization and parent communication, makes formative assessment easy, and provides a safe place to teach 21st Century skills.
QR code connection, available across mobile devices
Alternatives:
Google Classroom https://classroom.google.com/
Quizzlet https://quizlet.com/
Showbie https://www.showbie.com
alternatives for student portfolios:
https://www.commonsense.org/education/blog/top-11-apps-and-websites-for-student-portfolios
https://www.commonsense.org/education/blog/edtech-quick-take-seesaw-vs-freshgrade
two popular digital-portfolio apps: Seesaw and FreshGrade.
See Saw digital learning journal.
See Saw digital learninurnal. https://www.symbalooedu.com/
Privacy & Security in Today’s Library by Amigos Library Services
From: Jodie Borgerding [mailto:Borgerding@amigos.org]
Sent: Wednesday, July 05, 2017 3:07 PM
To: Miltenoff, Plamen <pmiltenoff@stcloudstate.edu>
Cc: Nicole Walsh <WALSH@AMIGOS.ORG>
Subject: Proposal Submission for Privacy & Security Conference
Hi Plamen,
Thank you for your recent presentation proposal for the online conference, Privacy & Security in Today’s Library, presented by Amigos Library Services. Your proposal, The role of the library in teaching with technology unsupported by campus IT: the privacy and security issues of the “third-party,” has been accepted. I just wanted to confirm that you are still available to present on September 21, 2017 and if you have a time preference for your presentation (11 am, 12 pm, or 2 pm Central). If you are no longer able to participate, please let me know.
Nicole will be touch with you shortly with additional details and a speaker’s agreement.
Please let me know if you have any questions.
Thanks!
___________________
Jodie Borgerding Consulting & Education Services Manager Amigos Library Services 1190 Meramec Station Road, Suite 207 | Ballwin, MO 63021-6902 800-843-8482 x2897 | 972-340-2897(direct) http://www.amigos.org | borgerding@amigos.org
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Bio
Dr. Plamen Miltenoff is an Information Specialist and Professor at St. Cloud State University. His education includes several graduate degrees in history and Library and Information Science and terminal degrees in education and psychology.
His professional interests encompass social media, multimedia, Web development and design, gaming and gamification, and learning environments (LEs).
Dr. Miltenoff organized and taught classes such as LIB 290 “Social Media in Global Context” (http://web.stcloudstate.edu/pmiltenoff/lib290/) and LIB 490/590 “Digital Storytelling” (http://web.stcloudstate.edu/pmiltenoff/lib490/) where issues of privacy and security are discussed.
Twitter handle @SCSUtechinstruc
Facebook page: https://www.facebook.com/InforMediaServices/
The virtuality of privacy and security on the modern campus:
The role of the library in teaching with technology unsupported by campus IT: the privacy and security issues of the “third-party software” teaching and learning
Abstract/Summary of Your Proposed Session
The virtualization reality changes rapidly all aspects of learning and teaching: from equipment to methodology, just when faculty have finalized their syllabus, they have to start a new, if they want to keep abreast with content changes and upgrades and engagement of a very different student fabric – Millennials.
Mainframes are replaced by microcomputers, microcomputers by smart phones and tablets, hard drives by cloud storage and wearables by IoT. The pace of hardware, software and application upgrade is becoming unbearable for students and faculty. Content creation and methodology becomes useless by the speed of becoming obsolete. In such environment, faculty students and IT staff barely can devote time and energy to deal with the rapidly increasing vulnerability connected with privacy and security.
In an effort to streamline ever-becoming-scarce resources, campus IT “standardizes” campus use of applications. Those are the applications, which IT chooses to troubleshoot campus-wide. Those are the applications recommended to faculty and students to use.
In an unprecedented burgeoning amount of applications, specifically for mobile devices, it is difficult to constraint faculty and students to use campus IT sanctioned applications, especially considering the rapid pace of such applications becoming obsolete. Faculty and students often “stray” away and go with their own choice. Such decision exposes faculty and students, personally, and the campus, institutionally, at risk. In a recent post by THE Journal, attention on campuses is drown to the fact that cyberattacks shift now from mobile devices to IoT and campus often are struggling even with their capability to guarantee cybersecurity of mobile devices on campus. Further, the use of third-party application might be in conflict with the FERPA campus-mandated policies. Such policies are lengthy and complex to absorb, both by faculty and students and often are excessively restrictive in terms of innovative ways to improve methodology and pedagogy of teaching and learning. The current procedure of faculty and students proposing new applications is a lengthy and cumbersome bureaucratic process, which often render the end-users’ proposals obsolete by the time the process is vetted.
Where/what is the balance between safeguarding privacy on campus and fostering security without stifling innovation and creativity? Can the library be the campus hub for education about privacy and security, the sandbox for testing and innovation and the body to expedite decision-making?
Abstract
The pace of changes in teaching and learning is becoming impossible to sustain: equipment evolves in accelerated pace, the methodology of teaching and learning cannot catch up with the equipment changes and atop, there are constant content updates. In an even-shrinking budget, faculty, students and IT staff barely can address the issues above, less time and energy left to address the increasing concerns about privacy and security.
In an unprecedented burgeoning amount of applications, specifically for mobile devices, it is difficult to constraint faculty and students to use campus IT sanctioned applications, especially considering the rapid pace of such applications becoming obsolete. Faculty and students often “stray” away and go with their own choice. Such decision exposes faculty and students, personally, and the campus, institutionally, at risk. In a recent post by THE Journal (https://blog.stcloudstate.edu/ims/2017/06/06/cybersecurity-and-students/), attention on campuses is drawn to the fact of cyberattacks shifting from mobile devices to IoT but campus still struggling to guarantee cybersecurity of mobile devices on campus. Further, the use of third-party applications might be in conflict with the FERPA campus-mandated policies. Such policies are lengthy and complex to absorb, both by faculty and students and often are excessively restrictive in terms of innovative ways to improve methodology and pedagogy of teaching and learning. The current procedure of faculty and students proposing new applications is a lengthy and cumbersome bureaucratic process, which often render the end-users’ proposals obsolete by the time the process is vetted.
Where/what is the balance between safeguarding privacy on campus and fostering security without stifling innovation and creativity? Can the library be the campus hub for education about privacy and security, the sandbox for testing and innovation and the body to expedite decision-making?
https://blog.stcloudstate.edu/ims/2017/06/06/cybersecurity-and-students/
Anything else you would like to add
3 take-aways from this session:
- Discuss and form an opinion about the education-pertinent issues of privacy and security from the broad campus perspective, versus the narrow library one
- Discuss and form an opinion about the role of the library on campus in terms of the greater issues of privacy and security
Re-examine the thin red line of the balance between standardization and innovation; between the need for security and privacy protection a
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presentation:
https://www.slideshare.net/aidemoreto/the-virtuality-of-privacy-and-security-on-the
chat – slide 4, privacy. please take 2 min and share your definition of privacy on campus. Does it differ between faculty and students? what are the main characteristics to determine privacy
chat – slide 5, security. please take 2 min and share your definition of security on campus regarding electronic activities. Who’s responsibility is security? IT issue [only]?
poles: slide 6, technology unsupported by campus IT, is it worth considering? 1. i am a great believer in my freedom of choice 2. I firmly follow rules and this applies to the use of computer tools and applications 3. Whatever…
chat – slide 6, why third party applications? pros and cons. E.g. pros – familiarity with third party versus campus-required
pole, slide 6, appsmashing. App smashing is the ability to combine mobile apps in your teaching process. How do you feel about it? 1. The force is with us 2. Nonsense…
pole slide 7 third party apps and the comfort of faculty. How do you see the freedom of using third party apps? 1. All I want, thank you 2. I would rather follow the rules 3. Indifference is my middle name
pole slide 8 Technology standardization? 1. yes, 2. no, 3. indifferent
chat slide 9 if the two major issues colliding in this instance are: standardization versus third party and they have impact on privacy and security, how would you argue for the one or the other?
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notes from the conference
Speaker: Dr. Steve Albrecht – drsteve@drstevealbrecht.com
Follow @DrSteveAlbrecht
Dr. Steve Albrecht, author of Library Security: Better Communication, Safer Facilities, manages a training, coaching, and management consulting firm, using a dedicated and experienced team of subcontractor specialists. He is internationally known for his consulting and training work in workplace violence prevention training programs, school violence prevention, and high-risk human resources. Dr. Albrecht provides HR consulting, site security assessments, coaching, and training workshops in supervisory improvement, workplace violence prevention, harassment prevention, drug and alcohol awareness, team building, and more. He holds a B.A. in English, B.S. in Psychology, M.A. in Security Management, and a doctoral degree in Business Administration (D.B.A.). He has been a trainer for over 26 years and is a certified Professional in Human Resources (PHR), a Certified Protection Professional (CPP), a Board Certified Coach (BCC), and a Certified Threat Manager (CTM).
Session Description: Libraries don’t always need to hire a consultant to review the level of facility security. Using a structured assessment process, librarians can create a report that will help to make their building, staff, and patrons safer.
Chris Markman, MSLIS, MSIT Public Services Librarian Worcester Public Library
https://mycourses.amigos.org/mod/url/view.php?id=19623
Measuring Library Vendor Cyber Security: Seven Easy Questions Every Librarian Can Ask
http://journal.code4lib.org/articles/11413
Bill Walker: http://www.amigos.org/innovating_metadata
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more on security in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=security
more on privacy in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=privacy
Study: Online Students Want Interaction, Community
By Rhea Kelly 06/21/17
https://campustechnology.com/articles/2017/06/21/study-online-students-want-interaction-community.aspx
a new report from Learning House and Aslanian Market Research. For the sixth annual “Online College Students 2017: Comprehensive Data on Demands and Preferences” report, researchers polled 1,500 students who are “seriously considering, currently enrolled in or have recently graduated from a fully online program”
a number of recommendations for helping online programs attract students, including:
- Cater to students’ career goals. “Since online students are so career focused, understanding which programs will best educate students for the job market is critical to online program success,” the researchers noted;
- Make sure admissions offices provide fast responses to online students, as well as upfront figures on financial aid and transfer credits; and
- Adapt online access to accommodate mobile technology.
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more on online students in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+students
6 VR Trends to Watch in Education
By Sri Ravipati 05/16/17
https://campustechnology.com/articles/2017/05/16/6-vr-trends-to-watch-in-education.aspx
VR devices are expected to increase 85 percent by 2020, with gaming and educational applications driving most of that growth.
Maya Georgieva, an ed tech strategist, author and speaker with more than 15 years of experience in higher education and global education. Georgieva is co-founder of Digital Bodies, a consulting group that provides news and analysis of VR, AR and wearables in education
Emory Craig, currently the director of e-learning at the College of New Rochelle,
six areas with promising developments for educators.
1) More Affordable Headsets
the Oculus Rift or HTC Vive, which I really like, you’re talking close to $2,000 per setup. the 2017 SXSWedu conference,
Microsoft has been collaborating with its partners, such as HP, Acer, Dell and Lenovo, to develop VR headsets that will work with lower-end desktops. Later this year, the companies will debut headsets for $299, “which is much more affordable compared to HoloLens
many Kickstarter crowdfunding efforts are bound to make high-end headsets more accessible for teaching.
the NOLO project. The NOLO system is meant for mobile VR headsets and gives users that “6 degrees of freedom” (or 6 DoF) motion tracking that is currently only found in high-end headsets.
2) Hand Controllers That Will Bring Increased Interactivity
Google Daydream Samsung has also implemented its own hand controller for Gear VR
Microsoft new motion controllers at Microsoft Build
zSpace, with their stylus and AR glasses, continue to develop their immersive applications
3) Easy-to-Use Content Creation Platforms
Game engines like Unity and Unreal are often a starting point for creating simulations.
Labster, which creates virtual chemistry labs — will become important in specialized subjects
ThingLink, for example, recently introduced a school-specific editor for creating 360-degree and VR content. Lifeliqe, Aurasma and Adobe are also working on more interactive tools.
5) 360-Degree Cameras
6) Social VR Spaces
AltspaceVR h uses avatars and supports multiplayer sessions that allow for socialization and user interaction.
Facebook has been continuing to develop its own VR platform, Facebook Spaces, which is in beta and will be out later this year. LectureVR is a similar platform on the horizon.
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more on augmented reality in this IMS blog
https://blog.stcloudstate.edu/ims?s=augmented