Searching for "library"

08
Jul
2020

HyFlex model

categories: distance learning, distributive learning, e-learning, instructional technology, mobile learning, teaching

“A well-designed HyFlex class, with effective alternative participation modes
that all lead to the same learning outcomes, can provide meaningful learning opportunities for all students.” Brian Beatty

https://library.educause.edu/resources/2020/7/7-things-you-should-know-about-the-hyflex-course-model

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more on the HyFlex model in this IMS blog
https://blog.stcloudstate.edu/ims?s=hyflex

02
Jul
2020

Emerging Trends and Impacts of the Internet of Things in Libraries

categories: announcement

Emerging Trends and Impacts of the Internet of Things in Libraries

https://www.igi-global.com/gateway/book/244559

Chapters:

Holland, B. (2020). Emerging Technology and Today’s Libraries. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 1-33). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch001

The purpose of this chapter is to examine emerging technology and today’s libraries. New technology stands out first and foremost given that they will end up revolutionizing every industry in an age where digital transformation plays a major role. Major trends will define technological disruption. The next-gen of communication, core computing, and integration technologies will adopt new architectures. Major technological, economic, and environmental changes have generated interest in smart cities. Sensing technologies have made IoT possible, but also provide the data required for AI algorithms and models, often in real-time, to make intelligent business and operational decisions. Smart cities consume different types of electronic internet of things (IoT) sensors to collect data and then use these data to manage assets and resources efficiently. This includes data collected from citizens, devices, and assets that are processed and analyzed to monitor and manage, schools, libraries, hospitals, and other community services.

Makori, E. O. (2020). Blockchain Applications and Trends That Promote Information Management. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 34-51). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch002

Blockchain revolutionary paradigm is the new and emerging digital innovation that organizations have no choice but to embrace and implement in order to sustain and manage service delivery to the customers. From disruptive to sustaining perspective, blockchain practices have transformed the information management environment with innovative products and services. Blockchain-based applications and innovations provide information management professionals and practitioners with robust and secure opportunities to transform corporate affairs and social responsibilities of organizations through accountability, integrity, and transparency; information governance; data and information security; as well as digital internet of things.

Hahn, J. (2020). Student Engagement and Smart Spaces: Library Browsing and Internet of Things Technology. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 52-70). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch003

The purpose of this chapter is to provide evidence-based findings on student engagement within smart library spaces. The focus of smart libraries includes spaces that are enhanced with the internet of things (IoT) infrastructure and library collection maps accessed through a library-designed mobile application. The analysis herein explored IoT-based browsing within an undergraduate library collection. The open stacks and mobile infrastructure provided several years (2016-2019) of user-generated smart building data on browsing and selecting items in open stacks. The methods of analysis used in this chapter include transactional analysis and data visualization of IoT infrastructure logs. By analyzing server logs from the computing infrastructure that powers the IoT services, it is possible to infer in greater detail than heretofore possible the specifics of the way library collections are a target of undergraduate student engagement.

Treskon, M. (2020). Providing an Environment for Authentic Learning Experiences. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 71-86). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch004

The Loyola Notre Dame Library provides authentic learning environments for undergraduate students by serving as “client” for senior capstone projects. Through the creative application of IoT technologies such as Arduinos and Raspberry Pis in a library setting, the students gain valuable experience working through software design methodology and create software in response to a real-world challenge. Although these proof-of-concept projects could be implemented, the library is primarily interested in furthering the research, teaching, and learning missions of the two universities it supports. Whether the library gets a product that is worth implementing is not a requirement; it is a “bonus.”

Rashid, M., Nazeer, I., Gupta, S. K., & Khanam, Z. (2020). Internet of Things: Architecture, Challenges, and Future Directions. In Holland, B. (Ed.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 87-104). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch005

The internet of things (IoT) is a computing paradigm that has changed our daily livelihood and functioning. IoT focuses on the interconnection of all the sensor-based devices like smart meters, coffee machines, cell phones, etc., enabling these devices to exchange data with each other during human interactions. With easy connectivity among humans and devices, speed of data generation is getting multi-fold, increasing exponentially in volume, and is getting more complex in nature. In this chapter, the authors will outline the architecture of IoT for handling various issues and challenges in real-world problems and will cover various areas where usage of IoT is done in real applications. The authors believe that this chapter will act as a guide for researchers in IoT to create a technical revolution for future generations.

Martin, L. (2020). Cloud Computing, Smart Technology, and Library Automation. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 105-123). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch006

As technology continues to change, the landscape of the work of librarians and libraries continue to adapt and adopt innovations that support their services. Technology also continues to be an essential tool for dissemination, retrieving, storing, and accessing the resources and information. Cloud computing is an essential component employed to carry out these tasks. The concept of cloud computing has long been a tool utilized in libraries. Many libraries use OCLC to catalog and manage resources and share resources, WorldCat, and other library applications that are cloud-based services. Cloud computing services are used in the library automation process. Using cloud-based services can streamline library services, minimize cost, and the need to have designated space for servers, software, or other hardware to perform library operations. Cloud computing systems with the library consolidate, unify, and optimize library operations such as acquisitions, cataloging, circulation, discovery, and retrieval of information.

Owusu-Ansah, S. (2020). Developing a Digital Engagement Strategy for Ghanaian University Libraries: An Exploratory Study. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 124-139). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch007

This study represents a framework that digital libraries can leverage to increase usage and visibility. The adopted qualitative research aims to examine a digital engagement strategy for the libraries in the University of Ghana (UG). Data is collected from participants (digital librarians) who are key stakeholders of digital library service provision in the University of Ghana Library System (UGLS). The chapter reveals that digital library services included rare collections, e-journal, e-databases, e-books, microfilms, e-theses, e-newspapers, and e-past questions. Additionally, the research revealed that the digital library service patronage could be enhanced through outreach programmes, open access, exhibitions, social media, and conferences. Digital librarians recommend that to optimize digital library services, literacy programmes/instructions, social media platforms, IT equipment, software, and website must be deployed. In conclusion, a DES helps UGLS foster new relationships, connect with new audiences, and establish new or improved brand identity.

Nambobi, M., Ssemwogerere, R., & Ramadhan, B. K. (2020). Implementation of Autonomous Library Assistants Using RFID Technology. In Holland, B. (Ed.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 140-150). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch008

This is an interesting time to innovate around disruptive technologies like the internet of things (IoT), machine learning, blockchain. Autonomous assistants (IoT) are the electro-mechanical system that performs any prescribed task automatically with no human intervention through self-learning and adaptation to changing environments. This means that by acknowledging autonomy, the system has to perceive environments, actuate a movement, and perform tasks with a high degree of autonomy. This means the ability to make their own decisions in a given set of the environment. It is important to note that autonomous IoT using radio frequency identification (RFID) technology is used in educational sectors to boost the research the arena, improve customer service, ease book identification and traceability of items in the library. This chapter discusses the role, importance, the critical tools, applicability, and challenges of autonomous IoT in the library using RFID technology.

Priya, A., & Sahana, S. K. (2020). Processor Scheduling in High-Performance Computing (HPC) Environment. In Holland, B. (Ed.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 151-179). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch009

Processor scheduling is one of the thrust areas in the field of computer science. The future technologies use a huge amount of processing for execution of their tasks like huge games, programming software, and in the field of quantum computing. In real-time, many complex problems are solved by GPU programming. The primary concern of scheduling is to reduce the time complexity and manpower. Several traditional techniques exit for processor scheduling. The performance of traditional techniques is reduced when it comes to the huge processing of tasks. Most scheduling problems are NP-hard in nature. Many of the complex problems are recently solved by GPU programming. GPU scheduling is another complex issue as it runs thousands of threads in parallel and needs to be scheduled efficiently. For such large-scale scheduling problems, the performance of state-of-the-art algorithms is very poor. It is observed that evolutionary and genetic-based algorithms exhibit better performance for large-scale combinatorial and internet of things (IoT) problems.

Kirsch, B. (2020). Virtual Reality in Libraries. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 180-193). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch010

Librarians are beginning to offer virtual reality (VR) services in libraries. This chapter reviews how libraries are currently using virtual reality for both consumption and creation purposes. Virtual reality tools will be compared and contrasted, and recommendations will be given for purchasing and circulating headsets and VR equipment. Google Tour Creator and a smartphone or 360-degree camera can be used to create a virtual tour of the library and other virtual reality content. These new library services will be discussed along with practical advice and best practices for incorporating virtual reality into the library for instructional and entertainment purposes.

Heffernan, K. L., & Chartier, S. (2020). Augmented Reality Gamifies the Library: A Ride Through the Technological Frontier. In Holland, B. (Ed.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 194-210). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch011

Two librarians at a University in New Hampshire attempted to integrate gamification and mobile technologies into the exploration of, and orientation to, the library’s services and resources. From augmented reality to virtual escape rooms and finally an in-house app created by undergraduate, campus-based, game design students, the library team learned much about the triumphs and challenges that come with attempting to utilize new technologies to reach users in the 21st century. This chapter is a narrative describing years of various attempts, innovation, and iteration, which have led to the library team being on the verge of introducing an app that could revolutionize campus discovery and engagement.

Miltenoff, P. (2020). Video 360 and Augmented Reality: Visualization to Help Educators Enter the Era of eXtended Reality. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 211-225). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch012

The advent of all types of eXtended Reality (XR)—VR, AR, MR—raises serious questions, both technological and pedagogical. The setup of campus services around XR is only the prelude to the more complex and expensive project of creating learning content using XR. In 2018, the authors started a limited proof-of-concept augmented reality (AR) project for a library tour. Building on their previous research and experience creating a virtual reality (VR) library tour, they sought a scalable introduction of XR services and content for the campus community. The AR library tour aimed to start us toward a matrix for similar services for the entire campus. They also explored the attitudes of students, faculty, and staff toward this new technology and its incorporation in education, as well as its potential and limitations toward the creation of a “smart” library.

19
Jun
2020

Cataloging Virtual Reality programming

categories: VR

The ACRL Technical Interest Group invites you to join us virtually for two

presentations on

Date: Tuesday, June 23rd

Time: 12 PM (CDT)/1 PM (

Place: Zoom

The following will be 20 minute presentations with a 5 minute question

session:

Cataloging Virtual Reality programming: why and how

Joy DuBose, Assistant Professor, Special Collections Cataloger at Mississippi

State University Libraries

When video games really came to the forefront, there were arguments as to

whether these materials should be offered by libraries and whether or not they

should be cataloged. Now with the appearance of virtual reality (VR), which

has games and programming that are mostly in digital format, these arguments

are returning. Many libraries are questioning whether or not to add this

technology, and whether to catalog it.

While VR has taken off in many ways in the public arena, libraries are

somewhat slower to do so. The Mitchell Memorial Library at Mississippi State

University has embraced VR. Through the library students, faculty, and non-

university affiliates can experience VR on several different systems. However,

questions were soon raised on how exactly do we catalog VR programming? This

presentation examines the question of should these materials be cataloged, the

different questions that arose during the process, and the workflow that was

created to catalog these materials.

https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fus02web.zoom.us%2Fwebinar%2Fregister%2FWN_Tzb5Qu2zSS2dTa6aMyVUsA&data=02%7C01%7Cpmiltenoff%40stcloudstate.edu%7C36644dabd11c4efb586908d814787b5b%7C5011c7c60ab446ab9ef4fae74a921a7f%7C0%7C0%7C637281854987010874&sdata=XLWh2I2pot%2FIUNTLUEKTw5q02gl6FPvxbenp5O1yOu8%3D&reserved=0

After registering, you will receive a confirmation email containing

information about joining the webinar.

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more on VR in libraries in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality+libraries

17
Jun
2020

VR for student orientation

categories: academic library, Digital literacy, educational technology, Library and information science, VR

my note: the LITA publication about the Emporia State University (see below) pursues the same goals of the project two SCSU librarians, Susan Hubbs, MLIS, and Plamen Miltenoff, Ph.D. MLIS, have developed:

This library orientation was an improved version of Plamen Miltenoff’s 2014-2016 research project with numerous national and international publications and presentations: https://web.stcloudstate.edu/pmiltenoff/bi/
E.g.:
Miltenoff, P. (2018). AR, VR, and Video 360: Toward New Realities in Education by Plamen Miltenoff. In J.-P. Van Arnhem, C. Elliott, & M. Rose (Eds.), Augmented and Virtual Reality in Libraries. Retrieved from https://rowman.com/ISBN/9781538102909
https://www.slideshare.net/aidemoreto/video-360-in-the-library
https://www.slideshare.net/aidemoreto/scsu-augmented-reality-library-tour-122152539
https://www.slideshare.net/aidemoreto/vr-library
https://www.slideshare.net/aidemoreto/intro-to-xr-in-libraries-137315988
https://www.slideshare.net/aidemoreto/xr-mission-possible
https://www.slideshare.net/aidemoreto/library-technology-conference-2018
and the upcoming LITA workshops:
http://www.ala.org/lita/virtual-reality-augmented-reality-mixed-reality-and-academic-library

Virtual Reality as a Tool for Student Orientation in Distance Education Programs

A Study of New Library and Information Science Students

Dr. Sandra Valenti
Brady Lund Emporia State Universityhttp://orcid.org/0000-0002-4819-8162
Ting Wang

DOI: https://doi.org/10.6017/ital.v39i2.11937

ABSTRACT

Virtual reality (VR) has emerged as a popular technology for gaming and learning, with its uses for teaching presently being investigated in a variety of educational settings. However, one area where the effect of this technology on students has not been examined in detail is as tool for new student orientation in colleges and universities. This study investigates this effect using an experimental methodology and the population of new master of library science (MLS) students entering a library and information science (LIS) program. The results indicate that students who received a VR orientation expressed more optimistic views about the technology, saw greater improvement in scores on an assessment of knowledge about their program and chosen profession, and saw a small decrease in program anxiety compared to those who received the same information as standard text-and-links. The majority of students also indicated a willingness to use VR technology for learning for long periods of time (25 minutes or more). The researchers concluded that VR may be a useful tool for increasing student engagement, as described by Game Engagement Theory.

AUTHOR BIOGRAPHY

Brady Lund, Emporia State University

Brady Lund is a doctoral student at Emporia State University’s School of Library and Information Management, where he studies the intersection of information technology and information science, among other topics.

11
Jun
2020

iLearn2020

categories: academic library, AR, conferences and other events, Digital literacy, distance learning, distributive learning, educational technology, information technology, teaching, VR

YouTube Live stream: https://www.youtube.com/watch?v=DSXLJGhI2D8&feature=youtu.be

and the Discord directions: https://docs.google.com/document/d/1GgI4dfq-iD85yJiyoyPApB33tIkRJRns1cJ8OpHAYno/edit

Modest3D Guided Virtual Adventure – iLRN Conference 2020 – Session 1: currently, live session: https://youtu.be/GjxTPOFSGEM

https://mediaspace.minnstate.edu/media/Modest+3D/1_28ejh60g

CALL FOR PROPOSALS: GUIDED VIRTUAL ADVENTURE TOURS

at iLRN 2020: 6th International Conference of the Immersive Learning Research Network

Organized in conjunction with Educators in VR

Technically co-sponsored by the IEEE Education Society

June 21-25, 2020, Online

Conference theme: “Vision 20/20: Hindsight, Insight, and Foresight in XR and Immersive Learning”

Conference website: https://nam02.safelinks.protection.outlook.com/?url=http%3A%2F%2Fimmersivelrn.org%2Filrn2020&data=02%7C01%7Cpmiltenoff%40STCLOUDSTATE.EDU%7C7a9997a1d6724744f7d708d7f52d9387%7C5011c7c60ab446ab9ef4fae74a921a7f%7C0%7C0%7C637247448406614239&sdata=Jt%2BFUtP3Vs%2FQi1z9HCk9x8m%2B%2BRjkZ63qrcoZnFiUdaQ%3D&reserved=0

Instruction and Instructional Design

Presentation 1: Inspiring Faculty (+ Students) with Tales of Immersive Tech (Practitioner Presentation #106)

Authors: Nicholas Smerker

Immersive technologies – 360º video, virtual and augmented realities – are being discussed in many corners of higher education. For an instructor who is familiar with the terms, at least in passing, learning more about why they and their students should care can be challenging, at best. In order to create a font of inspiration, the IMEX Lab team within Teaching and Learning with Technology at Penn State devised its Get Inspired web resource. Building on a similar repository for making technology stories at the sister Maker Commons website, the IMEX Lab Get Inspired landing page invites faculty to discover real world examples of how cutting edge XR tools are being used every day. In addition to very approachable video content and a short summary calling out why our team chose the story, there are also instructional designer-developed Assignment Ideas that allow for quick deployment of exercises related to – though not always relying upon – the technologies highlighted in a given Get Inspired story.

Presentation 2: Lessons Learned from Over A Decade of Designing and Teaching Immersive VR in Higher Education Online Courses (Practitioner Presentation #101)

Authors: Eileen Oconnor

This presentation overviews the design and instruction in immersive virtual reality environments created by the author beginning with Second Life and progressing to open source venues. It will highlight the diversity of VR environment developed, the challenges that were overcome, and the accomplishment of students who created their own VR environments for K12, college and corporate settings. The instruction and design materials created to enable this 100% online master’s program accomplishment will be shared; an institute launched in 2018 for emerging technology study will be noted.

Presentation 3: Virtual Reality Student Teaching Experience: A Live, Remote Option for Learning Teaching Skills During Campus Closure and Social Distancing (Practitioner Presentation #110)

Authors: Becky Lane, Christine Havens-Hafer, Catherine Fiore, Brianna Mutsindashyaka and Lauren Suna

Summary: During the Coronavirus pandemic, Ithaca College teacher education majors needed a classroom of students in order to practice teaching and receive feedback, but the campus was closed, and gatherings forbidden. Students were unable to participate in live practice teaching required for their program. We developed a virtual reality pilot project to allow students to experiment in two third-party social VR programs, AltSpaceVR and Rumii. Social VR platforms allow a live, embodied experience that mimics in-person events to give students a more realistic, robust and synchronous teaching practice opportunity. We documented the process and lessons learned to inform, develop and scale next generation efforts.

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https://sched.co/ceQ4

iLRN Bird(House)s of a Feather Session: Galleries, Libraries, Archives, and Museums (GLAM)

Tuesday, June 23 • 5:00pm – 6:00pm

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Sunday, June 21 • 8:00am – 9:00am
Escape the (Class)room games in OpenSim or Second Life FULLhttps://ilrn2020.sched.com/event/ceKP/escape-the-classroom-games-in-opensim-or-second-lifePre-registration for this tour is required as places are limited. Joining instructions will be emailed to registrants ahead of the scheduled tour time.The Guided Virtual Adventure tour will take you to EduNation in Second Life to experience an Escape room game. For one hour, a group of participants engage in voice communication and try to solve puzzles, riddles or conundrums and follow clues to eventually escape the space. These scenarios are designed for problem solving and negotiating language and are ideal for language education. They are fun and exciting and the clock ticking adds to game play.Tour guide(s)/leader(s): Philp Heike, let’s talk online sprl, Belgium

Target audience sector: Informal and/or lifelong learning

Supported devices: Desktop/laptop – Windows, Desktop/laptop – Mac

Platform/environment access: Download from a website and install on a desktop/laptop computer
Official website: http://www.secondlife.com

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Games and Gamification II

Click here to remove from My Sched.

Presentation 1: Evaluating the impact of multimodal Collaborative Virtual Environments on user’s spatial knowledge and experience of gamified educational tasks (Full Paper #91)

Authors: Ioannis Doumanis and Daphne Economou

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Several research projects in spatial cognition have suggested Virtual Environments (VEs) as an effective way of facilitating mental map development of a physical space. In the study reported in this paper, we evaluated the effectiveness of multimodal real-time interaction in distilling understanding of the VE after completing gamified educational tasks. We also measure the impact of these design elements on the user’s experience of educational tasks. The VE used reassembles an art gallery and it was built using REVERIE (Real and Virtual Engagement In Realistic Immersive Environment) a framework designed to enable multimodal communication on the Web. We compared the impact of REVERIE VG with an educational platform called Edu-Simulation for the same gamified educational tasks. We found that the multimodal VE had no impact on the ability of students to retain a mental model of the virtual space. However, we also found that students thought that it was easier to build a mental map of the virtual space in REVERIE VG. This means that using a multimodal CVE in a gamified educational experience does not benefit spatial performance, but also it does not cause distraction. The paper ends with future work and conclusions and suggestions for improving mental map construction and user experience in multimodal CVEs.

Presentation 2: A case study on student’s perception of the virtual game supported collaborative learning (Full Paper #42)

Authors: Xiuli Huang, Juhou He and Hongyan Wang

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The English education course in China aims to help students establish the English skills to enhance their international competitiveness. However, in traditional English classes, students often lack the linguistic environment to apply the English skills they learned in their textbook. Virtual reality (VR) technology can set up an immersive English language environment and then promote the learners to use English by presenting different collaborative communication tasks. In this paper, spherical video-based virtual reality technology was applied to build a linguistic environment and a collaborative learning strategy was adopted to promote their communication. Additionally, a mixed-methods research approach was used to analyze students’ achievement between a traditional classroom and a virtual reality supported collaborative classroom and their perception towards the two approaches. The experimental results revealed that the virtual reality supported collaborative classroom was able to enhance the students’ achievement. Moreover, by analyzing the interview, students’ attitudes towards the virtual reality supported collaborative class were reported and the use of language learning strategies in virtual reality supported collaborative class was represented. These findings could be valuable references for those who intend to create opportunities for students to collaborate and communicate in the target language in their classroom and then improve their language skills

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Games and Gamification III

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Presentation 1: Reducing Cognitive Load through the Worked Example Effect within a Serious Game Environment (Full Paper #19)

Authors: Bernadette Spieler, Naomi Pfaff and Wolfgang Slany

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Novices often struggle to represent problems mentally; the unfamiliar process can exhaust their cognitive resources, creating frustration that deters them from learning. By improving novices’ mental representation of problems, worked examples improve both problem-solving skills and transfer performance. Programming requires both skills. In programming, it is not sufficient to simply understand how Stackoverflow examples work; programmers have to be able to adapt the principles and apply them to their own programs. This paper shows evidence in support of the theory that worked examples are the most efficient mode of instruction for novices. In the present study, 42 students were asked to solve the tutorial The Magic Word, a game especially for girls created with the Catrobat programming environment. While the experimental group was presented with a series of worked examples of code, the control groups were instructed through theoretical text examples. The final task was a transfer question. While the average score was not significantly better in the worked example condition, the fact that participants in this experimental group finished significantly faster than the control group suggests that their overall performance was better than that of their counterparts.

Presentation 2: A literature review of e-government services with gamification elements (Full Paper #56)

Authors: Ruth S. Contreras-Espinosa and Alejandro Blanco-M

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Nowadays several democracies are facing the growing problem of a breach in communication between its citizens and their political representatives, resulting in low citizen’s engagement in the participation of political decision making and on public consultations. Therefore, it is fundamental to generate a constructive relationship between both public administration and the citizens by solving its needs. This document contains a useful literature review of the gamification topic and e-government services. The documents contain a background of those concepts and conduct a selection and analysis of the different applications found. A set of three lines of research gaps are found with a potential impact on future studies.

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Museums and Libraries

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Presentation 1: Connecting User Experience to Learning in an Evaluation of an Immersive, Interactive, Multimodal Augmented Reality Virtual Diorama in a Natural History Museum & the Importance of Story (Full Paper #51)

Authors: Maria Harrington

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Reported are the findings of user experience and learning outcomes from a July 2019 study of an immersive, interactive, multimodal augmented reality (AR) application, used in the context of a museum. The AR Perpetual Garden App is unique in creating an immersive multisensory experience of data. It allowed scientifically naïve visitors to walk into a virtual diorama constructed as a data visualization of a springtime woodland understory, and interact with multimodal information directly through their senses. The user interface comprised of two different AR data visualization scenarios reinforced with data based ambient bioacoustics, an audio story of the curator’s narrative, and interactive access to plant facts. While actual learning and dwell times were the same between the AR app and the control condition, the AR experience received higher ratings on perceived learning. The AR interface design features of “Story” and “Plant Info” showed significant correlations with actual learning outcomes, while “Ease of Use” and “3D Plants” showed significant correlations with perceived learning. As such, designers and developers of AR apps can generalize these findings to inform future designs.

Presentation 2: The Naturalist’s Workshop: Virtual Reality Interaction with a Natural Science Educational Collection (Short Paper #11)

Authors: Colin Patrick Keenan, Cynthia Lincoln, Adam Rogers, Victoria Gerson, Jack Wingo, Mikhael Vasquez-Kool and Richard L. Blanton

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For experiential educators who utilize or maintain physical collections, The Naturalist’s Workshop is an exemplar virtual reality platform to interact with digitized collections in an intuitive and playful way. The Naturalist’s Workshop is a purpose-developed application for the Oculus Quest standalone virtual reality headset for use by museum visitors on the floor of the North Carolina Museum of Natural Sciences under the supervision of a volunteer attendant. Within the application, museum visitors are seated at a virtual desk. Using their hand controllers and head-mounted display, they explore drawers containing botanical specimens and tools-of-the-trade of a naturalist. While exploring, the participant can receive new information about any specimen by dropping it into a virtual examination tray. 360-degree photography and three-dimensionally scanned specimens are used to allow user-motivated, immersive experience of botanical meta-data such as specimen collection coordinates.

Presentation 3: 360˚ Videos: Entry level Immersive Media for Libraries and Education (Practitioner Presentation #132)

Authors: Diane Michaud

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Within the continuum of XR Technologies, 360˚ videos are relatively easy to produce and need only an inexpensive mobile VR viewer to provide a sense of immersion. 360˚ videos present an opportunity to reveal “behind the scenes” spaces that are normally inaccessible to users of academic libraries. This can promote engagement with unique special collections and specific library services. In December 2019, with little previous experience, I led the production of a short 360˚video tour, a walk-through of our institution’s archives. This was a first attempt; there are plans to transform it into a more interactive, user-driven exploration. The beta version successfully generated interest, but the enhanced version will also help prepare uninitiated users for the process of examining unique archival documents and artefacts. This presentation will cover the lessons learned, and what we would do differently for our next immersive video production. Additionally, I will propose that the medium of 360˚ video is ideal for many institutions’ current or recent predicament with campuses shutdown due to the COVID-19 pandemic. Online or immersive 360˚ video can be used for virtual tours of libraries and/or other campus spaces. Virtual tours would retain their value beyond current campus shutdowns as there will always be prospective students and families who cannot easily make a trip to campus. These virtual tours would provide a welcome alternative as they eliminate the financial burden of travel and can be taken at any time.

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26
May
2020

digital literacy chem course

categories: Digital literacy, information literacy

Summer 2020 course for high school teachers

Tuesday, June 22020, Dr. Bruce Jacobson

1. How (where from) do you receive your news? Do you think you are able to distinguish real news from fake news?
  1. Last year, researchers at Oxford Universityfound that 70 countries had political disinformation campaigns over two years.
    https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
  2. according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
    results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.
https://blog.stcloudstate.edu/ims/2020/01/16/fake-news-prevention/

News and Media Literacy (and the lack of) is not very different from Information Literacy

An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy

1. Developing Your Research Topic/Question
Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:
- Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
- Be flexible. Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
- Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.

https://youtu.be/ea4eF3WNN2M

1. Getting Ready for Research
  Library Resources vs. the Internet
  How (where from) do you receive information about your professional interests?
  Advantages/disadvantages of using Web Resources
Evaluating Web Resources
1. Google or similar; Yahoo, Bing
2. Google Scholar
3. Reddit, Digg, Quora
4. Wikipedia
5. Become a member of professional organizations and use their online information
6. Use the SCSU library page to online databases

1. Building Your List of Keywords
  1. Why Keyword Searching?
    Why not just type in a phrase or sentence like you do in Google or Yahoo!?
    1. Because most electronic databases store and retrieve information differently than Internet search engines.
    2. A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
1. 1. The bottom line: you get better results in a database by using effective keyword search strategies.
  2. To develop an effective search strategy, you need to:
1. determine the key concepts in your topic and
2. develop a good list of keyword synonyms.
1. 1. Why use synonyms?
    Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.
  2. Consider: Will an author use:
1. Hypertension or High Blood Pressure?
2. Teach or Instruct?
- Therapy or Treatment?
Don’t get “keyword lock!” Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.

Keyword worksheet
Library Resources
How to find the SCSU Library Website
SCSU online databases
1. SCSU Library Web page

+++++!!!!!++++++++++

Test your knowledge:

******* !! *************

Basic Research Skills

Identifying a Scholarly Source

Boolean Operators

Databases

How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.

1. ACCURACY
  1. Does the author cite reliable sources?
  2. How does the information compare with that in other works on the topic?
  3. Can you determine if the information has gone through peer-review?
  4. Are there factual, spelling, typographical, or grammatical errors?

1. AUDIENCE
  1. Who do you think the authors are trying to reach?
  2. Is the language, vocabulary, style and tone appropriate for intended audience?
  3. What are the audience demographics? (age, educational level, etc.)
  4. Are the authors targeting a particular group or segment of society?

1. AUTHORITY
  1. Who wrote the information found in the article or on the site?
  2. What are the author’s credentials/qualifications for this particular topic?
  3. Is the author affiliated with a particular organization or institution?
  4. What does that affiliation suggest about the author?

1. CURRENCY
  1. Is the content current?
  2. Does the date of the information directly affect the accuracy or usefulness of the information?

1. OBJECTIVITY/BIAS
  1. What is the author’s or website’s point of view?
  2. Is the point of view subtle or explicit?
  3. Is the information presented as fact or opinion?
  4. If opinion, is the opinion supported by credible data or informed argument?
  5. Is the information one-sided?
  6. Are alternate views represented?
  7. Does the point of view affect how you view the information?

1. PURPOSE
  1. What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
  2. Does the purpose affect how you view the information presented?

Exporting bibliography records

Zotero. Zotero AddOn for Chrome and Firefox. Zotero for Microsoft Word. Zotero AddOn for Edublog.
Collecting references

through the Zotero AddOn for browsers
through “export RIS” file

InterLibrary Loan

Copyright and Fair Use
Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals
1. Plagiarism, academic honesty
Writing Tips
Dissemination of Research

Plamen Miltenoff, Ph.D., MLIS, Professor
320-308-3072
pmiltenoff@stcloudstate.edu
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs
http://web.stcloudstate.edu/pmiltenoff/faculty/

26
May
2020

digital literacy chemistry course

categories: Digital literacy, information literacy

Summer 2020 course for high school teachers

Tuesday, June 22020, Dr. Bruce Jacobson

1. How (where from) do you receive your news? Do you think you are able to distinguish real news from fake news?
  1. Last year, researchers at Oxford Universityfound that 70 countries had political disinformation campaigns over two years.
    https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
  2. according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
    results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.
https://blog.stcloudstate.edu/ims/2020/01/16/fake-news-prevention/

News and Media Literacy (and the lack of) is not very different from Information Literacy

An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy

1. Developing Your Research Topic/Question
Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:
- Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
- Be flexible. Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
- Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.

https://youtu.be/ea4eF3WNN2M

1. Getting Ready for Research
  Library Resources vs. the Internet
  How (where from) do you receive information about your professional interests?
  Advantages/disadvantages of using Web Resources
Evaluating Web Resources
1. Google or similar; Yahoo, Bing
2. Google Scholar
3. Reddit, Digg, Quora
4. Wikipedia
5. Become a member of professional organizations and use their online information
6. Use the SCSU library page to online databases

1. Building Your List of Keywords
  1. Why Keyword Searching?
    Why not just type in a phrase or sentence like you do in Google or Yahoo!?
    1. Because most electronic databases store and retrieve information differently than Internet search engines.
    2. A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
1. 1. The bottom line: you get better results in a database by using effective keyword search strategies.
  2. To develop an effective search strategy, you need to:
1. determine the key concepts in your topic and
2. develop a good list of keyword synonyms.
1. 1. Why use synonyms?
    Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.
  2. Consider: Will an author use:
1. Hypertension or High Blood Pressure?
2. Teach or Instruct?
- Therapy or Treatment?
Don’t get “keyword lock!” Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.

Keyword worksheet
Library Resources
How to find the SCSU Library Website
SCSU online databases
1. SCSU Library Web page

+++++!!!!!++++++++++

Test your knowledge:

******* !! *************

Basic Research Skills

Identifying a Scholarly Source

Boolean Operators

Databases

How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.

1. ACCURACY
  1. Does the author cite reliable sources?
  2. How does the information compare with that in other works on the topic?
  3. Can you determine if the information has gone through peer-review?
  4. Are there factual, spelling, typographical, or grammatical errors?

1. AUDIENCE
  1. Who do you think the authors are trying to reach?
  2. Is the language, vocabulary, style and tone appropriate for intended audience?
  3. What are the audience demographics? (age, educational level, etc.)
  4. Are the authors targeting a particular group or segment of society?

1. AUTHORITY
  1. Who wrote the information found in the article or on the site?
  2. What are the author’s credentials/qualifications for this particular topic?
  3. Is the author affiliated with a particular organization or institution?
  4. What does that affiliation suggest about the author?

1. CURRENCY
  1. Is the content current?
  2. Does the date of the information directly affect the accuracy or usefulness of the information?

1. OBJECTIVITY/BIAS
  1. What is the author’s or website’s point of view?
  2. Is the point of view subtle or explicit?
  3. Is the information presented as fact or opinion?
  4. If opinion, is the opinion supported by credible data or informed argument?
  5. Is the information one-sided?
  6. Are alternate views represented?
  7. Does the point of view affect how you view the information?

1. PURPOSE
  1. What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
  2. Does the purpose affect how you view the information presented?

Exporting bibliography records

Zotero. Zotero AddOn for Chrome and Firefox. Zotero for Microsoft Word. Zotero AddOn for Edublog.
Collecting references

through the Zotero AddOn for browsers
through “export RIS” file

InterLibrary Loan

Copyright and Fair Use
Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals
1. Plagiarism, academic honesty
Writing Tips
Dissemination of Research

14
May
2020

bibliographical data analysis nVivo

categories: academic library, Digital literacy

Bibliographical data analysis with Zotero and nVivo

Bibliographic Analysis for Graduate Students, EDAD 518, Fri/Sat, May 15/16, 2020

This session will not be about qualitative research (QR) only, but rather about a modern 21^st century approach toward the analysis of your literature review in Chapter 2.

However, the computational approach toward qualitative research is not much different than computational approach for your quantitative research; you need to be versed in each of them, thus familiarity with nVivo for qualitative research and with SPSS for quantitative research should be pursued by any doctoral student.

Qualitative Research

Here a short presentation on the basics:

https://blog.stcloudstate.edu/ims/2019/03/25/qualitative-analysis-basics/

Further, if you wish to expand your knowledge, on qualitative research (QR) in this IMS blog:

https://blog.stcloudstate.edu/ims?s=qualitative+research

Workshop on computational practices for QR:

https://blog.stcloudstate.edu/ims/2017/04/01/qualitative-method-research/

Here is a library instruction session for your course
https://blog.stcloudstate.edu/ims/2020/01/24/digital-literacy-edad-828/

Once you complete the overview of the resources above, please make sure you have Zotero working on your computer; we will be reviewing the Zotero features before we move to nVivo.

Here materials on Zotero collected in the IMS blog:
https://blog.stcloudstate.edu/ims?s=zotero

Of those materials, you might want to cover at least:

https://youtu.be/ktLPpGeP9ic

Familiarity with Zotero is a prerequisite for successful work with nVivo, so please if you are already working with Zotero, try to expand your knowledge using the materials above.

nVivo

https://blog.stcloudstate.edu/ims/2017/01/11/nvivo-shareware/

Please use this link to install nVivo on your computer. Even if we were not in a quarantine and you would have been able to use the licensed nVivo software on campus, for convenience (working on your dissertation from home), most probably, you would have used the shareware. Shareware is fully functional on your computer for 14 days, so calculate the time you will be using it and mind the date of installation and your consequent work.

For the purpose of this workshop, please install nVivo on your computer early morning on Saturday, May 16, so we can work together on nVivo during the day and you can continue using the software for the next two weeks.

Please familiarize yourself with the two articles assigned in the EDAD 815 D2L course content “Practice Research Articles“ :

Brosky, D. (2011). Micropolitics in the School: Teacher Leaders’ Use of Political Skill and Influence Tactics. International Journal of Educational Leadership Preparation, 6(1). https://eric.ed.gov/?id=EJ972880

Tooms, A. K., Kretovics, M. A., & Smialek, C. A. (2007). Principals’ perceptions of politics. International Journal of Leadership in Education, 10(1), 89–100. https://doi.org/10.1080/13603120600950901

It is very important to be familiar with the articles when we start working with nVivo.

++++++++++++++++

How to use Zotero

https://blog.stcloudstate.edu/ims/2020/01/27/zotero-workshop/

++++++++++++++++

How to use nVivo for bibliographic analysis

The following guideline is based on this document:

https://www.projectguru.in/bibliographical-data-nvivo/

whereas the snapshots are replaced with snapshots from nVivol, version 12, which we will be using in our course and for our dissertations.

Concept of bibliographic data

Bibliographic Data is an organized collection of references to publish in literature that includes journals, magazine articles, newspaper articles, conference proceedings, reports, government and legal publications. The bibliographical data is important for writing the literature review of a research. This data is usually saved and organized in databases like Mendeley or Endnote. Nvivo provides the option to import bibliographical data from these databases directly. One can import End Note library or Mendeley library into Nvivo. Similar to interview transcripts, one can represent and analyze bibliographical data using Nvivo. To start with bibliographical data representation, this article previews the processing of literature review in Nvivo.

Importing bibliographical data

Bibliographic Data is imported using Mendeley, Endnote and other such databases or applications that are supported with Nvivo. Bibliographical data here refers to material in the form of articles, journals or conference proceedings. Common factors among all of these data are the author’s name and year of publication. Therefore, Nvivo helps to import and arrange these data with their titles as author’s name and year of publication. The process of importing bibliographical data is presented in the figures below.

select the appropriate data from external folder

Coding strategies for literature review

Coding is a process of identifying important parts or patterns in the sources and organizing them in theme node. Sources in case of literature review include material in the form of PDF. That means literature review in Nvivo requires grouping of information from PDF files in the forms of theme nodes. Nodes directly do not create content for literature review, they present ideas simply to help in framing a literature review. Nodes can be created on the basis of theme of the study, results of the study, major findings of the study or any other important information of the study. After creating nodes, code the information of each of the articles into its respective codes.

Nvivo allows coding the articles for preparing a literature review. Articles have tremendous amount of text and information in the forms of graphs, more importantly, articles are in the format of PDF. Since Nvivo does not allow editing PDF files, apply manual coding in case of literature review. There are two strategies of coding articles in Nvivo.

Code the text of PDF files into a new Node.
Code the text of PDF file into an existing Node. The procedure of manual coding in literature review is similar to interview transcripts.

The Case Nodes of articles are created as per the author name or year of the publication.

For example: Create a case node with the name of that author and attach all articles in case of multiple articles of same Author in a row with different information. For instance in figure below, five articles of same author’s name, i.e., Mr. Toppings have been selected together to group in a case Node. Prepare case nodes like this then effortlessly search information based on different author’s opinion for writing empirical review in the literature.

Nvivo questions for literature review

Apart from the coding on themes, evidences, authors or opinions in different articles, run different queries based on the aim of the study. Nvivo contains different types of search tools that helps to find information in and across different articles. With the purpose of literature review, this article presents a brief overview of word frequency search, text search, and coding query in Nvivo.

Word frequency

Word frequency in Nvivo allows searching for different words in the articles. In case of literature review, use word frequency to search for a word. This will help to find what different author has stated about the word in the article. Run word frequency on all types of sources and limit the number of words which are not useful to write the literature.

For example, run the command of word frequency with the limit of 100 most frequent words . This will help in assessing if any of these words remotely provide any new information for the literature (figure below).

and

Text search

Text search is more elaborative tool then word frequency search in Nvivo. It allows Nvivo to search for a particular phrase or expression in the articles. Also, Nvivo gives the opportunity to make a node out of text search if a particular word, phrase or expression is found useful for literature.

For example: conduct a text search query to find a word “Scaffolding” in the articles. In this case Nvivo will provide all the words, phrases and expression slightly related to this word across all the articles (Figure 8 & 9). The difference between test search and word frequency lies in generating texts, sentences and phrases in the latter related to the queried word.

Coding query

Apart from text search and word frequency search Nvivo also provides the option of coding query. Coding query helps in literature review to know the intersection between two Nodes. As mentioned previously, nodes contains the information from the articles. Furthermore it is also possible that two nodes contain similar set of information. Therefore, coding query helps to condense this information in the form of two way table which represents the intersection between selected nodes.

For example, in below figure, researcher have search the intersection between three nodes namely, academics, psychological and social on the basis of three attributes namely qantitative, qualitative and mixed research. This coding theory is performed to know which of the selected themes nodes have all types of attributes. Like, Coding Matrix in figure below shows that academic have all three types of attributes that is research (quantitative, qualitative and mixed). Where psychological has only two types of attributes research (quantitative and mixed).

In this way, Coding query helps researchers to generate intersection between two or more theme nodes. This also simplifies the pattern of qualitative data to write literature.

+++++++++++++++++++

Please do not hesitate to contact me with questions, suggestions before, during or after our workshop and about ANY questions and suggestions you may have about your Chapter 2 and, particularly about your literature review:

Plamen Miltenoff, Ph.D., MLIS

Professor | 320-308-3072 | pmiltenoff@stcloudstate.edu | http://web.stcloudstate.edu/pmiltenoff/faculty/ | schedule a meeting: https://doodle.com/digitalliteracy | Zoom, Google Hangouts, Skype, FaceTalk, Whatsapp, WeChat, Facebook Messenger are only some of the platforms I can desktopshare with you; if you have your preferable platform, I can meet you also at your preference.

++++++++++++++
more on nVIvo in this IMS blog
https://blog.stcloudstate.edu/ims?s=nvivo

more on Zotero in this IMS blog
https://blog.stcloudstate.edu/ims?s=zotero

27
Mar
2020

IM 690 lab ASVR

categories: Digital literacy, distance learning, distributive learning, educational technology, information technology, instructional technology, technology literacy

IM 690 Virtual Reality and Augmented Reality. short link: http://bit.ly/IM690lab

IM 690 lab plan for March 31, online: Virtual Worlds

If at any point you are lost in the virtual worlds, please consider talking/chatting using our IM 690 zoom link:https://minnstate.zoom.us/j/964455431 or call 320 308 3072

Readings:
Currently, if you go to the SCSU online dbases
,if they are working at all, don’t be surprised when clicking on EBSCOhost Business Source Complete to see this msg:

and if you execute a search:
“AltSpaceVR” + “education”, you will find only meager 1+ results.
Google Scholar, naturally, will yield much greater number.
So, search and find an article of your interest using Google Scholar. I used “immersive learning” + “education” for my search.
I chose to read this article:
https://journal.alt.ac.uk/index.php/rlt/article/view/2347/2657
since it addressed design principles when applying mixed reality in education.
What article did you find/choose/read/are ready to share your analysis with?

Tuesday, March 31, 5PM lab

As usually, we will meet at this Zoom link: https://minnstate.zoom.us/j/964455431
All of us will be online and we will meet in the Zoom room.
Please come 10 min earlier, so we can check our equipment and make sure everything works. Since we will be exploring online virtual worlds, please be prepared for technical issues, especially with microphones.
For this lab, please download and install on your computers the AltSpaceVR (ASVR) software:
https://www.microsoft.com/en-us/p/altspacevr/9nvr7mn2fchq?activetab=pivot:overviewtab
Please consider the impediment that Microsoft has made the 2D mode for PC available only for Windows. If you are a Mac user and don’t have PC available at home, please contact me directly for help.
In addition, pls have a link to the video tutorial;
https://blog.stcloudstate.edu/ims/2020/03/13/im690-asvr-2d-tutorial/
pls be informed about MediaSpace issues of the last two weeks, which can result in poor rendering of the video. If issues persist and you still need help downloading and installing the software, contact me directly for help.
Please do your best to have ASVR installed on your computer before the lab starts on Tues, March 31, 5PM, so we can use our time during the lab for much more fun activities!
Intro to ASVR.
Please watch this 5 min video anytime you feel a bit lost in ASVR

pls consider the issues with MediaSpace and be patient, if the video renders and/or does not play right away. The video is meant to help you learn how to navigate your avatar in ASVR.
the first 15-20 min in the lab, we will “meet” in ASVR, figure out how to work on our ASVR avatar, how to use the computer keyboard to move, communicate and have basic dexterity. We must learn to “make friends” with Mark Gill (ASVR name: MarkGill47), Dr. Park (ASVR name: dhk3600) and Dr. Miltenoff (ASVR name: Plamen), as well as with your class peers, who will be sharing their ASVR contact info in the Zoom Chat session. Once we learn this skills, we are ready to explore ASVR.
Mark Gill will “lead” us through several virtual worlds, which you will observe and assess from the point of view of an Instructional Designer and an educator (e.g. how these worlds can accommodate learning; what type of teaching do these virtual worlds offer, etc.)
Eventually, Mark Gill will bring us to the SCSU COSE space, created by him, where he will leave us to discuss.
Discussion in the COSE ASVR room
We will start our discussion with you sharing your analysis of the article you found in Google Scholar for today’s class (see above Readings). How do your findings from the article match your impressions from the tour across virtual worlds in ASVR? How does learning happen?
Other platforms for immersive learning
Following the discussions around your articles, we also will briefly touch on other platforms for immersive learning:
https://blog.stcloudstate.edu/ims/2020/03/17/vr-after-conferences-cancellations/
Final projects
the rest of the time in the lab will be allocated for work on your final projects.
Dr. Park and Dr. Miltenoff will work individually with your groups to assist with ideas, questions regarding your projects,

+++++++++++
Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs

++++++++++++++++++
more on IM 690 labs in this IMS blog
https://blog.stcloudstate.edu/ims?s=im+690

17
Mar
2020

XR in Libraries

categories: academic library, Digital literacy

https://account.altvr.com/events/1429400228640850063

Wednesday, March 18, 2020 from 9:00 PM to 10:00 PM (CDT)

The XR in Libraries meetup brings librarians & library allies together to discuss the role that libraries can play at making XR technologies available to our communities. Come along to our second meeting to discuss VR/AR/MR in libraries, share your experiences and get ideas for new ones.

#XRinLibraries #AugmentedLibraries

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