Searching for "big data"

29
Jun
2017

online learning predictions

Stunning market data predicts the future of online learning

Cloud services, compatible LMS will be critical to online learning classes and courses.

By Meris Stansbury June 26th, 2017

https://www.ecampusnews.com/featured/featured-on-ecampus-news/market-future-online-learning/

Digital Learning Compass: Distance Education Enrollment Report 2017,” find that thirty percent of all students in higher education are now taking at least one online course. Those online learners are split almost evenly between students who are exclusively online (14 percent) and those who take some courses in person (16 percent). [Read the full story here “6 million students? Must-know facts about online enrollment.”]

e “6 million students? Must-know facts about online enrollment.”]

The numbers reveal a year-to-year online enrollment increase of 226,375 distance education students–a 3.9 percent increase, up over rates recorded the previous two years. More than 6 million students are now online learners, according to the report.
More than one in four students (29.7 percent) now take at least one distance education course (a total of 6,022,105 students).
Graduate students are twice as likely to take all of their courses online (26 percent) as undergraduate students (12 percent).
The number of students studying on a campus has dropped by almost 1 million (931,317) between 2012 and 2015.
The majority of “exclusively distance” students live in the same state as their institution (55 percent), while 42 percent are studying online at an out-of-state institution.
Public institutions educate the largest proportion of online students (67.8 percent), though more online learners in private institutions attend nonprofit schools than for-profits, according to the data.

And according to LMS provider Docebo, the 2016 world-wide revenue for self-paced online learning products and services (in US$ millions) exceeded $23 million in North America, beating out Europe and even Asia by a large margin.

Going corporate: According to the latest market study by Technavio, the size of the global corporate online learning market is predicted to reach an approximate amount of USD 31 billion in revenue by the end of 2020.

An important component: Within online learning, the LMS market is expected to grow at an incredible rate—a CAGR of 24 percent by 2020.

The biggest growth: Within online learning, the cloud is also growing at a tremendous rate. IT spending is steadily shifting from traditional IT offerings to cloud services, and the aggregate amount of cloud is expected to go from $111 billion in 2016 to $216 billion in 2020.

learning online

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

22
Jun
2017

textbook model

categories: design, e-learning, ebook, educational technology, instructional technology

Fixing the Textbook Model

Indiana University’s Brad Wheeler explains how his institution is ditching the college textbook and replacing it with digital alternatives that are accessible to students from day one.

By Dian Schaffhauser 06/21/17

https://campustechnology.com/articles/2017/06/21/fixing-the-textbook-model.aspx

Brad Wheeler, the vice president for IT and CIO of Indiana University

it’s taken a long time for textbook publishers to own up to the “fundamental flaw” of their industry: “They are obsessed with counting their gross margins on the things they actually do sell.” And, he added, they ignore the enormous amounts they lose through the other 75 percent of the market made up of used and rented books and other kinds of substitutes. Because of those blinders, the publishers have “long pursued a model that has been failing, year over year.”

Starting in the mid-1990s, the price of educational books rose faster than just about any other measure, including healthcare. Something had to give. Wheeler has seen a “constellation of things” forming to bring about change. First, the e-reader software has matured, he said. “It works on your phone, your tablet, your laptop.”

Second, students are “increasingly digital.” They’re “comfortable with interacting with digital information [and] electronically marking it up.” After all, he noted, “some of them went through high school with digital books and materials.”

Third, familiarity is growing among faculty too. “They see e-texts not just as a substitute for paper, but as a teaching and pedagogical tool. They can go in and annotate that paragraph in the textbook and point to classroom materials or go online and correct something,

Fourth, the printed textbook-first philosophy has stopped paying off for publishers.

The three biggies — Pearson, McGraw-Hill and Cengage — weren’t first in line to sign on, even as additional universities piled onto Indiana U’s project. As a result, their reticence to promote textbook alternatives hit their bottom lines. Eventually, Pearson’s shares took a hit, hovering currently around $8; McGraw-Hill’s education division was peeled off and sold to Apollo Global Management in 2013; and just months later Cengage filed for bankruptcy, emerging a year later with $4 billion less debt.

the College Board decreased the undergraduate student budget for books and supplies in its “Trends in College Pricing” report.

Indiana U has seen nothing but growth for its IU eTexts digital initiative:

Unizin. This is the organization created by Indiana U and other large institutional partners to develop services that could replace major paid third-party applications, such as learning management, digital textbook and data warehouse platforms. The goal: to enable higher ed to own its data.

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more on open text book in this IMS blog
https://blog.stcloudstate.edu/ims/2016/04/06/e-textbook-ad-hoc-team/

06
Jun
2017

cybersecurity and students

categories: Digital literacy, information technology

You’ve Been Hacked! Explaining Cybersecurity to Students in an Interconnected Era

By Jacob Batchelor 06/01/17

https://thejournal.com/articles/2017/06/01/youve-been-hacked-explaining-cybersecurity-to-students-in-an-interconnected-era.aspx

Here’s an easy way to explain IoT hacks to students:

A hacker accesses a device, like a webcam, through its internet connection. Devices with weak security or easy-to-guess passwords make easy targets.
The hacker can then infect the device with malware, a type of computer virus that takes control of a device.
The hacker now has a number of options. He or she can use the device to spy, infect other devices or attack a target like the servers (centralized computers that store network data) targeted in the October 2016 attack.

Research the manufacturer. Are they reputable? Have they previously been hacked? Big, established companies based in developed countries are usually the safest.
Read up on security features. Is the device password-protected? Can you set your own password? If so, make it a strong password that uses numbers, letters and symbols — avoid common words or phrases.
Regularly check for updates. Good companies will regularly update the software on their devices to protect against vulnerabilities.
Ask yourself — do you need it? Make sure internet-connectivity is something you really need on the device you’re using. In many cases, internet-connectivity is not necessary for the device to function properly.

a few tips that students can use to protect their privacy while using smartphones:

Research apps before signing up for them. Is it from a reputable developer? Has it had security issues in the past? Use the same approach as when researching IoT devices.
Look over the terms of service. What information does it require? Does it track or store your data? Can the developer sell your information? All of these questions are important to consider.
Be careful when linking apps to your social media accounts. Giving apps access to your social media accounts makes them vulnerable to hacking. Is there a good reason for the accounts to be linked? Can you sign up without linking to a social media account?
Use two-factor authentication. Two-factor authentication requires authorization beyond a password when using unrecognized devices such as entering a code sent to your cellphone. As apps allow, be sure to use two-factor authentication which will make it more difficult for hackers to access the information stored in your apps.

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

05
Jun
2017

responsible analytics

categories: announcement

Call for Chapters: Responsible Analytics and Data Mining in Education

https://www.linkedin.com/groups/934617/934617-6276907956181233664

• Who collects and controls the data?
• Is it accessible to all stakeholders?
• How are the data being used, and is there a possibility for abuse?
• How do we assess data quality?
• Who determines which data to trust and use?
• What happens when the data analysis yields flawed results?
• How do we ensure due process when data-driven errors are uncovered?
• What policies are in place to address errors?
• Is there a plan for handling data breaches?

Call for Chapter Proposals page (https://big-data-in-education.blogspot.com)

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more on data mining in this IMS blog
https://blog.stcloudstate.edu/ims?s=data+mining
more on analytics in this IMS blog
https://blog.stcloudstate.edu/ims?s=analytics

28
May
2017

globalization economy democracy

categories: digital citizenship, information technology

Caldwell, C. (April, 2017). Sending Jobs Overseas. CRB, 27(2).

http://www.claremont.org/crb/article/sending-jobs-overseas/

https://en.wikipedia.org/wiki/Claremont_Institute

Caldwell’s book review of
Baldwin, Richard E. The Great Convergence: Information Technology and the New Globalization. Cambridge, Massachusetts: The Belknap Press of Harvard University Press, 2016. not at SCSU library, available through ILL (https://mplus.mnpals.net/vufind/Record/008770850/Hold?item_id=MSU50008770850000010&id=008770850&hashKey=cff0a018a46178d4d3208ac449d86c4e#tabnav)

Globalization’s cheerleaders, from Columbia University economist Jagdish Bhagwati to New York Times columnist Thomas Friedman, made arguments from classical economics: by buying manufactured products from people overseas who made them cheaper than we did, the United States could get rich concentrating on product design, marketing, and other lucrative services. That turned out to be a mostly inaccurate description of how globalism would work in the developed world, as mainstream politicians everywhere are now discovering.

Certain skeptics, including polymath author Edward Luttwak and Harvard economist Dani Rodrik, put forward a better account. In his 1998 book Turbo-Capitalism, Luttwak gave what is still the most succinct and accurate reading of the new system’s economic consequences. “It enriches industrializing poor countries, impoverishes the semi-affluent majority in rich countries, and greatly adds to the incomes of the top 1 percent on both sides who are managing the arbitrage.”

In The Great Convergence, Richard Baldwin, an economist at the Graduate Institute in Geneva, gives us an idea why, over the past generation, globalization’s benefits have been so hard to explain and its damage so hard to diagnose.

We have had “globalization,” in the sense of far-flung trade, for centuries now.

ut around 1990, the cost of sharing information at a distance fell dramatically. Workers on complex projects no longer had to cluster in the same factory, mill town, or even country. Other factors entered in. Tariffs fell. The rise of “Global English” as a common language of business reduced the cost of moving information (albeit at an exorbitant cost in culture). “Containerization” (the use of standard-sized shipping containers across road, rail, and sea transport) made packing and shipping predictable and helped break the world’s powerful longshoremen’s unions. Active “pro-business” political reforms did the rest.

Far-flung “global value chains” replaced assembly lines. Corporations came to do some of the work of governments, because in the free-trade climate imposed by the U.S., they could play governments off against one another. Globalization is not about nations anymore. It is not about products. And the most recent elections showed that it has not been about people for a long time. No, it is about tasks.

his means a windfall for what used to be called the Third World. More than 600 million people have been pulled out of dire poverty. They can get richer by building parts of things.

The competition that globalization has created for manufacturing has driven the value-added in manufacturing down close to what we would think of as zilch. The lucrative work is in the design and the P.R.—the brainy, high-paying stuff that we still get to do.

But only a tiny fraction of people in any society is equipped to do lucrative brainwork. In all Western societies, the new formula for prosperity is inconsistent with the old formula for democracy.

One of these platitudes is that all nations gain from trade. Baldwin singles out Harvard professor and former George W. Bush Administration economic adviser Gregory Mankiw, who urged passage of the Obama Administration mega-trade deals TPP and Transatlantic Trade and Investment Partnership (TTIP) on the grounds that America should “work in those industries in which we have an advantage compared with other nations, and we should import from abroad those goods that can be produced more cheaply there.”

That was a solid argument 200 years ago, when the British economist David Ricardo developed modern doctrines of trade. In practical terms, it is not always solid today. What has changed is the new mobility of knowledge. But knowledge is a special commodity. It can be reused. Several people can use it at the same time. It causes people to cluster in groups, and tends to grow where those groups have already clustered.

When surgeries involved opening the patient up like a lobster or a peapod, the doctor had to be in physical contact with a patient. New arthroscopic processes require the surgeon to guide cutting and cauterizing tools by computer. That computer did not have to be in the same room. And if it did not, why did it have to be in the same country? In 2001, a doctor in New York performed surgery on a patient in Strasbourg. In a similar way, the foreman on the American factory floor could now coordinate production processes in Mexico. Each step of the production process could now be isolated, and then offshored. This process, Baldwin writes, “broke up Team America by eroding American labor’s quasi-monopoly on using American firms’ know-how.”

To explain why the idea that all nations win from trade isn’t true any longer, Baldwin returns to his teamwork metaphor. In the old Ricardian world that most policymakers still inhabit, the international economy could be thought of as a professional sports league. Trading goods and services resembled trading players from one team to another. Neither team would carry out the deal unless it believed it to be in its own interests. Nowadays, trade is more like an arrangement by which the manager of the better team is allowed to coach the lousier one in his spare time.

Vietnam, which does low-level assembly of wire harnesses for Honda. This does not mean Vietnam has industrialized, but nations like it no longer have to.

In the work of Thomas Friedman and other boosters you find value chains described as kaleidoscopic, complex, operating in a dozen different countries. Those are rare. There is less to “global value chains” than meets the eye. Most of them, Baldwin shows, are actually regional value chains. As noted, they exist on the periphery of the United States, Europe, or Japan. In this, offshoring resembles the elaborate international transactions that Florentine bankers under the Medicis engaged in for the sole purpose of avoiding church strictures on moneylending.

One way of describing outsourcing is as a verdict on the pay structure that had arisen in the West by the 1970s: on trade unions, prevailing-wage laws, defined-benefit pension plans, long vacations, and, more generally, the power workers had accumulated against their bosses.

In 1993, during the first month of his presidency, Bill Clinton outlined some of the promise of a world in which “the average 18-year-old today will change jobs seven times in a lifetime.” How could anyone ever have believed in, tolerated, or even wished for such a thing? A person cannot productively invest the resources of his only life if he’s going to be told every five years that everything he once thought solid has melted into ait.

The more so since globalization undermines democracy, in the ways we have noted. Global value chains are extraordinarily delicate. They are vulnerable to shocks. Terrorists have discovered this. In order to work, free-trade systems must be frictionless and immune to interruption, forever. This means a program of intellectual property protection, zero tariffs, and cross-border traffic in everything, including migrants. This can be assured only in a system that is veto-proof and non-consultative—in short, undemocratic.

Sheltered from democracy, the economy of the free trade system becomes more and more a private space.

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Caldwell, C. (2014, November). Twilight of Democracy. CRB, 14(4).

Caldwell’s book review of
Fukuyama, Francis. The Origins of Political Order: From Prehuman Times to the French Revolution. New York: Farrar, Straus and Giroux, 2011. SCSU Library: https://mplus.mnpals.net/vufind/Record/007359076 Call Number: JC11 .F85 2011

http://www.claremont.org/crb/article/twilight-of-democracy/

Fukuyama’s first volume opened with China’s mandarin bureaucracy rather than the democracy of ancient Athens, shifting the methods of political science away from specifically Western intellectual genealogies and towards anthropology. Nepotism and favor-swapping are man’s basic political motivations, as Fukuyama sees it. Disciplining those impulses leads to effective government, but “repatrimonialization”—the capture of government by private interests—threatens whenever vigilance is relaxed. Fukuyama’s new volume, which describes political order since the French Revolution, extends his thinking on repatrimonialization, from the undermining of meritocratic bureaucracy in Han China through the sale of offices under France’s Henri IV to the looting of foreign aid in post-colonial Zaire. Fukuyama is convinced that the United States is on a similar path of institutional decay.

Political philosophy asks which government is best for man. Political science asks which government is best for government. Political decline, Fukuyama insists, is not the same thing as civilizational collapse.

Fukuyama is not the first to remark that wars can spur government efficiency—even if front-line soldiers are the last to benefit from it.

Relative to the smooth-running systems of northwestern Europe, American bureaucracy has been a dud, riddled with corruption from the start and resistant to reform. Patronage—favors for individual cronies and supporters—has thrived.

Clientelism is an ambiguous phenomenon: it is bread and circuses, it is race politics, it is doing favors for special classes of people. Clientelism is both more democratic and more systemically corrupting than the occasional nepotistic appointment.

why modern mass liberal democracy has developed on clientelistic lines in the U.S. and meritocratic ones in Europe. In Europe, democracy, when it came, had to adapt itself to longstanding pre-democratic institutions, and to governing elites that insisted on established codes and habits. Where strong states precede democracy (as in Germany), bureaucracies are efficient and uncorrupt. Where democracy precedes strong states (as in the United States but also Greece and Italy), government can be viewed by the public as a piñata.

Fukuyama contrasts the painstaking Japanese development of Taiwan a century ago with the mess that the U.S. Congress, “eager to impose American models of government on a society they only dimly understood,” was then making of the Philippines. It is not surprising that Fukuyama was one of the most eloquent conservative critics of the U.S. invasion of Iraq from the very beginning.

What distinguishes once-colonized Vietnam and China and uncolonized Japan and Korea from these Third World basket cases is that the East Asian lands “all possess competent, high-capacity states,” in contrast to sub-Saharan Africa, which “did not possess strong state-level institutions.”

Fukuyama does not think ethnic homogeneity is a prerequisite for successful politics

the United States “suffers from the problem of political decay in a more acute form than other democratic political systems.” It has kept the peace in a stagnant economy only by dragooning women into the workplace and showering the working and middle classes with credit.

public-sector unions have colluded with the Democratic Party to make government employment more rewarding for those who do it and less responsive to the public at large. In this sense, government is too big. But he also believes that cutting taxes on the rich in hopes of spurring economic growth has been a fool’s errand, and that the beneficiaries of deregulation, financial and otherwise, have grown to the point where they have escaped bureaucratic control altogether. In this sense, government is not big enough.

Washington, as Fukuyama sees it, is a patchwork of impotence and omnipotence—effective where it insists on its prerogatives, ineffective where it has been bought out. The unpredictable results of democratic oversight have led Americans to seek guidance in exactly the wrong place: the courts, which have both exceeded and misinterpreted their constitutional responsibilities. the almost daily insistence of courts that they are liberating people by removing discretion from them gives American society a Soviet cast.

“Effective modern states,” he writes, “are built around technical expertise, competence, and autonomy.”

http://librev.com/index.php/2013-03-30-08-56-39/discussion/culture/3234-gartziya-i-problemite-na-klientelistkata-darzhava

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Williams, J. (2017, May). The Dumb Politics of Elite Condescension. NYT

https://mobile.nytimes.com/2017/05/27/opinion/sunday/the-dumb-politics-of-elite-condescension.html

the sociologists Richard Sennett and Jonathan Cobb call the “hidden injuries of class.” These are dramatized by a recent employment study, in which the sociologists Lauren A. Rivera and Andras Tilcsik sent 316 law firms résumés with identical and impressive work and academic credentials, but different cues about social class. The study found that men who listed hobbies like sailing and listening to classical music had a callback rate 12 times higher than those of men who signaled working-class origins, by mentioning country music, for example.

Politically, the biggest “hidden injury” is the hollowing out of the middle class in advanced industrialized countries. For two generations after World War II, working-class whites in the United States enjoyed a middle-class standard of living, only to lose it in recent decades.

The college-for-all experiment did not work. Two-thirds of Americans are not college graduates. We need to continue to make college more accessible, but we also need to improve the economic prospects of Americans without college degrees.

the United States has a well-documented dearth of workers qualified for middle-skill jobs that pay $40,000 or more a year and require some postsecondary education but not a college degree. A 2014 report by Accenture, Burning Glass Technologies and Harvard Business School found that a lack of adequate middle-skills talent affects the productivity of “47 percent of manufacturing companies, 35 percent of health care and social assistance companies, and 21 percent of retail companies.”

Skillful, a partnership among the Markle Foundation, LinkedIn and Colorado, is one initiative pointing the way. Skillful helps provide marketable skills for job seekers without college degrees and connects them with employers in need of middle-skilled workers in information technology, advanced manufacturing and health care. For more information, see my other IMS blog entries, such as: https://blog.stcloudstate.edu/ims/2017/01/11/credly-badges-on-canvas/

18
Apr
2017

bibliometrics altmetrics

categories: announcement, Digital literacy, educational technology, learning analytics, Library and information science

International Benchmarks for Academic Library Use of Bibliometrics & Altmetrics, 2016-17

ID: 3807768 Report August 2016 115 pages Primary Research Group

http://www.researchandmarkets.com/publication/min3qqb/3807768

The report gives detailed data on the use of various bibliometric and altmetric tools such as Google Scholar, Web of Science, Scimago, Plum Analytics

20 predominantly research universities in the USA, continental Europe, the UK, Canada and Australia/New Zealand. Among the survey participants are: Carnegie Mellon, Cambridge University, Universitat Politècnica de Catalunya the University at Albany, the University of Melbourne, Florida State University, the University of Alberta and Victoria University of Wellington

– 50% of the institutions sampled help their researchers to obtain a Thomsen/Reuters Researcher ID.

ResearcherID provides a solution to the author ambiguity problem within the scholarly research community. Each member is assigned a unique identifier to enable researchers to manage their publication lists, track their times cited counts and h-index, identify potential collaborators and avoid author misidentification. In addition, your ResearcherID information integrates with the Web of Science and is ORCID compliant, allowing you to claim and showcase your publications from a single one account. Search the registry to find collaborators, review publication lists and explore how research is used around the world!

– Just 5% of those surveyed use Facebook Insights in their altmetrics efforts.

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

11
Apr
2017

document analysis methodology

categories: qualitative research

document analysis – literature on the methodology

Bowen, G. A. (n.d.). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9, 27–40.

https://www.academia.edu/8434566/Document_Analysis_as_a_Qualitative_Research_Method

Document analysis is a systematic procedure for reviewing or evaluating documents—both printed and electronic (computer-based and Internet-transmitted) material. Like other analytical methods in qualitative research, document analysis requires that data be examined and interpreted in order to elicit meaning, gain understanding, and develop empirical knowledge(Corbin&Strauss,2008;seealsoRapley,2007).

Document analysis is often used in combination with other qualitative research methods as a means of triangulation—‘the combination of methodologies in the study of the same phenomenon’ (Denzin, 1970, p. 291)

The qualitative researcher is expected to draw upon multiple (at least two) sources of evidence; that is, to seek convergence and corroboration through the use of different data sources and methods. Apart from documents, such sources include interviews, participant or non-participant observation, and physical artifacts (Yin,1994).By triangulating data, the researcher attempts to provide ‘a confluence of evidence that breeds credibility’ (Eisner, 1991, p. 110). By examining information collected through different methods, the researcher can corroborate findings across data sets and thus reduce the impact of potential biases that can exist in a single study. According to Patton (1990), triangulation helps the researcher guard against the accusation that a study’s findings are simply an artifact of a single method, a single source, or a single investigator’s bias. Mixed-method studies (which combine quantitative and qualitative research techniques)sometimes include document analysis. Here is an example: In their large-scale, three-year evaluation of regional educational service agencies (RESAs), Rossman and Wilson (1985) combined quantitative and qualitative methods—surveys (to collect quantitative data) and open ended, semi structured interviews with reviews of documents (as the primary sources of qualitative data). The document reviews were designed to identify the agencies that played a role in supporting school improvement programs.
Glenn A. Bowen, (2009) “Document Analysis as a Qualitative Research Method”, Qualitative Research Journal, Vol. 9 Issue: 2, pp.27-40, doi: 10.3316/QRJ0902027
http://www.emeraldinsight.com/action/showCitFormats?doi=10.3316%2FQRJ0902027
Document Review and Analysis
https://www.bcps.org/offices/lis/researchcourse/develop_docreview.html

Qualitative

Semiotics (studies the life of signs in society; seeks to understand the underlining messages in visual texts; forms basis for interpretive analysis)
Discourse Analysis (concerned with production of meaning through talk and texts; how people use language)
Interpretative Analysis (captures hidden meaning and ambiguity; looks at how messages are encoded or hidden; acutely aware of who the audience is)
Conversation Analysis (concerned with structures of talk in interaction and achievement of interaction)
Grounded Theory (inductive and interpretative; developing novel theoretical ideas based on the data)

Assessment methods
http://studentresearch.ucsd.edu/_files/assessment/Assessment-Methods.pdf

Document Analysis
Document analysis is a form of qualitative research in which documents are interpreted by the researcher to give voice and meaning around an assessment topic. Analyzing documents incorporates coding content into themes similar to how focus group or interview transcripts are analyzed. A rubric can also be used to grade or score a document. There are three primary types of documents:

• Public Records: The official, ongoing records of an organization’s activities. Examples include student transcripts, mission statements, annual reports, policy manuals, student handbooks, strategic plans, and syllabi.

• Personal Documents: First-person accounts of an individual’s actions, experiences, and beliefs. Examples include calendars, e-mails, scrapbooks, blogs, Facebook posts, duty logs, incident reports, reflections/journals, and newspapers.

• Physical Evidence: Physical objects found within the study setting (often called artifacts). Examples include flyers, posters, agendas, handbooks, and training materials.

How do I analyse “Document analysis”
http://www.methodspace.com/forums/topic/how-do-i-analyse-document-analysis/

As with all research, how you collect and analyse the data should depend on what you want to find out. Since you haven’t told us that, it is difficult to give you any precise advice. However, one really important matter in using documents as sources, whatever the overall aim of your research, is that data from documents are very different from data from speech events such as interviews, or overheard conversations.So the first analytic question you need to ask with regard to documents is ‘how are these data shaped by documentary production ?’ Something which differentiates nearly all data from documents from speech data is that those who compose documents know what comes at the end while still able to alter the beginning; which gives far more opportunity for consideration of how the recepient of the utterances will view the provider; ie for more artful self-presentation. Apart from this however, analysing the way documentary practice shapes your data will depend on what these documents are: for example your question might turn out to be ‘How are news stories produced ?’ – if you are using news reports, or ‘What does this bureaucracy consider relevant information (and what not relevant and what unmentionable) ? if you are using completed proformas or internal reports from some organisation.

An analysis technique is just like a hardware tool. It depends where and with what you are working to choose the right one. For a nail you should use a hammer, and there are lots of types of hammers to choose, depending on the type of nail.

So, in order to tell you the bettet technique, it is important to know the objectives you intend to reach and the theoretical framework you are using. Perhaps, after that, We could tell you if you should use content analysis, discourse or grounded theory (which type of it as, like the hammer, there are several types of GTs).

RESEARCH METHODOLOGY IN EDUCATION
AN INTRODUCTION TO DOCUMENT ANALYSIS

http://lled500.trubox.ca/2016/244

written after Bowen (2009), but well chewed and digested.

The Use of Qualitative Content Analysis in Case Study Research

Florian Kohlbacher http://www.qualitative-research.net/index.php/fqs/article/view/75/153

1. Introduction: Qualitative vs. Quantitative Research?

excellent guide to the structure of a qualitative research

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

06
Feb
2017

trump netneutrality

categories: Digital literacy

Trump’s F.C.C. Pick Quickly Targets Net Neutrality Rules

By CECILIA KANGFEB. 5, 2017

Mr. Pai took a first swipe at net neutrality rules designed to ensure equal access to content on the internet. He stopped nine companies from providing discounted high-speed internet service to low-income individuals. He withdrew an effort to keep prison phone rates down, and he scrapped a proposal to break open the cable box market.

Mr. Pai, a former lawyer for Verizon, was elevated by Mr. Trump to the position of chairman after serving as a minority Republican member for the past three years.

The biggest target will be net neutrality, a rule created in 2015 that prevents internet service providers from blocking or discriminating against internet traffic. The rule, which was created alongside a decision to categorize broadband like a utility.

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more on net neutrality in this IMS blog
https://blog.stcloudstate.edu/ims?s=netneutrality

04
Dec
2016

computers in library conference

categories: announcement, Digital literacy, media literacy, Millennials, social media, technology literacy

computers in libraries conference

March 28-30 preconference workshops March 27 hyatt regency crystal city
arlington, va

http://conferences.infotoday.com/documents/221/CIL2017-Advance-Program.pdf

W5: Want Media Coverage? Add Press Room to Your Website

9:00 a.m. – 12:00 p.m.

Kathy Dempsey, Editor, Marketing Library Services newsletter Owner, Libraries Are Essential consultancy

Library marketers crave media attention and coverage, but most don’t know how to get it. The first step is having a Press Room as part of your library’s website. This workshop, led by a member of the media who’s also a library marketing expert, shows you how to build a Press Room that works. It includes how your library benefits from having an online Press Room, even if you don’t have a marketing department; where it belongs in your website hierarchy; what content members of the press expect to find there; SEO basics and PR tactics to lead reporters to your online Press Room; why building relationships with the media is vital; how press coverage affects your library’s usage, funding, brand recognition, and position in the community. Help ensure positive coverage by adding this strategic tool to your website.

W8: Video: Hands-On Learning & Practice

9:00 a.m. – 12:00 p.m.

Jennifer E. Burke, President, IntelliCraft Research, LLC

In this half-day workshop, a former advertising executive and trainer of strategic storytelling in marketing shares secrets on how to create video that has an impact on your community. Join her to shoot, edit, and polish a video while gathering tips, techniques, and strategies to create your own video-a medium which grabs communities in exciting new ways!

W10: Implementing an Internet of Things Infrastructure & Apps

9:00 a.m. – 12:00 p.m.

May Chang, Assistant Director, LibraryTechnology, East Carolina University

Mehdi Mohammadi, Graduate Assistant, Western Michigan University

The Internet of Things (IoT) is becoming widespread in academia as well as industry. It refers to connecting smart objects with built-in unique identifiers and sensors to communicate with each other autonomously. This enables actionable insights and ultimately makes the environment around us smarter. This workshop looks at how libraries can incorporate the IoT and reviews different aspects of developing an IoT infrastructure and creating your own application. It is based on four layers of IoT application architecture: the physical layer, the communications layer, application and services layer, and data analytics. Speakers discuss the potentials and challenges of IoT applications, including the footprint of IoT applications, i.e., a high volume of sensory data, the tools and methods for data analytics. As a case study, they focus on location-aware applications using iBeacons and smartphone sensors to show how all the IoT elements work together. Gain a better understanding of the usefulness of IoT in libraries, learn the main elements and underlying technologies of IoT applications, and understand the difference between a wide range of IoT devices, protocols and technologies to choose the right ones for your IoT application. Get budget and resource estimates and more. Come with a basic understanding of JavaScript/ HTML5/ CSS and your laptop for hands-on development practice. An instruction document will be provided for the attendees to prepare their system before the workshop.

W15: Tech Trends for Libraries in 2017 & Beyond

1:00 p.m. – 4:00 p.m.

David Lee King, Digital Services Director, Topeka & Shawnee County Public Library and Publisher, davidleeking.com

Technology has changed the face of libraries and is continuing to change how we work and how we deliver services to customers. This workshop introduces emerging technology trends and shows how those trends are reshaping library services. Examples are provided of how to incorporate these evolving trends into libraries. Attendees learn what trends to look for, find out the difference between a technology trend and a fad, and get ideas on how their library can respond to technology as it emerges.

W16: UX Design for Broader Discovery

1:00 p.m. – 4:00 p.m.

Stephanie Rosso, Principal Web Developer, Hennepin County Library

Amy Luedtke, Senior Librarian, Information Programs and Services, Hennepin County Library

Iain Lowe, BiblioCommons Inc.

While patrons have embraced using online technology to access their public library, most of these interactions are limited to borrowing transactions. If libraries are to be truly relevant in the digital world, we need to nudge patrons out of the well-worn pattern of log-in/transact /log-out and find ways to get them to linger long enough to discover the richness the library has to offer beyond borrowing items, while offering them opportunities to add their own voice to the library’s online community. This workshop explores design patterns and techniques for introducing content to patrons at appropriate moments in their learned workflows. It considers how to encourage patrons to add their voice to the library community and overcome concerns about privacy and security. It shares research and experience from BiblioCommons and Hennepin County Public Library’s efforts and looks at analogs from other domains. Workshop participants will be asked to participate actively in a hands-on session to solve a specific design challenge in teams.

My note: Ha. Even the public library understands that service goes beyond “borrowing items” and must have “patrons to add their voice.” Only in the academic library, prevails the opinion that librarians are those omnipotent and all-knowing lecturing types.

B103: Website Redesign: Techniques & Tools

1:15 p.m. – 2:00 p.m.

Dana Haugh, Web Services Librarian, Stony Brook University

Roy Degler, Associate Professor, Digital Library Services, Digital Resources and Discovery Services, Oklahoma State University

Emily R Mitchell, Librarian / Webmaster, SUNY Oswego

Join three web experts to learn about tips, tools, and techniques for taking the pain out of website redesigns. Haugh provides advice on the visual design of your next site and shows some examples of library web redesigns. Degler takes a look at why many libraries are using popular, free, CSS-based frameworks such as Bootstrap; explains how the grid layout works; and shows how the built-in responsive design layouts can deliver a site that works on desktop, smartphones, and tablets. Often the biggest challenge in redesign isn’t the visual design, content management system or coding. It’s the people and politics. Everyone thinks they know what the library website should look like, but no two people—let alone groups—can ever agree. How do you move ahead with a library redesign when you’re facing conflicting demands from the administration, co-workers, users, and stakeholders? Mitchell tackles this challenge head on and points out the weapons that we have at hand—from data to documentation; and discusses how to wield those weapons effectively to win (almost) any fight in order to build a great website. Grab lots of insights and ideas from this experienced panel.

C102: Digital Literacy & Coding Program Models

11:15 a.m. – 12:00 p.m.

Karen Walker, E-Services & Digital Access Manager, Jacksonville Public Library

Brandy McNeil, Associate Director – Tech Education & Training, The New York Public Library

Steven Deolus, Technology Training Program Coordinator, TechConnect (Technology Training Program Department), The New York Public Library

This session looks at how one library created a technology class and programming model that spans a 21-branch, 844-square-mile library system. It discusses mobile classrooms and how Chromebooks, MacBooks, tablets, and other equipment are used to create “classrooms” throughout the system. It shares how the library is focusing on members and programming for the community, for instance, the development of Spanish language, 50+ and immigrant/refugee programming. It looks at developing new programs and instructors using the 3D model from printer to pens, from tablets to coding, from core expertise to everyone. NYPL speakers discuss how coding is the new black! They discuss how to launch a coding program at your library, how to expand the age range of current coding programs, how to promote events related to your program to gain participants, how to get staff buy-in, how to educate staff, and how to create partnerships with some of the biggest names in the game. The NYPL Tech- Connect program will help you plan out all your needs to take your existing or non-existing coding programs further.

My note: one more proof that digital literacy is not “information literacy dressed in the new verbal cloth” of “digital literacy,” but entails way more topics, skills and knowledge. Information Literacy is a 1990s concept. Time to upgrade to 2016 concepts and recognize that digital literacy requires skills beyond handling information. Moreover, information today is way more complex then the skills being taught, since information from social media is more complex then information from news media and it entails technology skills, which one does not have to preside upon for handling news media

E104: From Textbook to Activism: Engaging Students in Social Issues They Care About

2:15 p.m. – 3:00 p.m.

Janie Pickett, Head Librarian, Eureka High School, Eureka, Mo.

Anna Gray, Social Studies Teacher, Eureka High School, Eureka, Mo.

recent collaborative effort between a high school social studies teacher and a school librarian transformed a “same-old” unit on social movements in the 20th century into a dynamic study of effective social activism—and how students can become effective activists. Using both primary and secondary resources, students learned to analyze social issues, then to identify the type of activism that proved effective for those issues. Next, students selected social situations important to them, analyzed the changes they sought to effect, and determined a means of activism to effect that change in practical—and often surprising—ways. The project’s design and implementation is straightforward and replicable. This session provides concrete steps to follow, specific patterns for locating learning resources, and reproducible forms that educators can carry back to their own campuses.

B202: Managing Tech & Innovation

11:45 a.m. – 12:30 p.m.

Jen Baum Sevec, Senior Metadata and Acquisitions Librarian, Library Of Congress

Brett Williams, Systems & Liaison Librarian, University of Toronto Mississauga

Sevec offers leaders at any level the opportunity to up their game by learning current management strategies for technology and innovation. Library leaders and constituents engage in the nearly constant interplay of enabling technology and innovations to explore a wealth of information and greater depth of data in the Information Age. A framework for managing this interplay is provided as well as an understanding of the dynamic lifecycle inherent in technological innovations and constituent demands. Williams provides an introduction to Wardley Value Chain Mapping, an innovative IT planning processes discussed by Simon Wardley on his blog Bits and Pieces. He shares specific examples of how this tool can be used by systems librarians, library administrators, and library IT decision makers.

B203: Finding Your Social Media Voice

1:45 p.m. – 2:30 p.m.

Meghan Kowalski, Head, Preservation, The Catholic University of America

Kirsten Mentzer, Technology Specialist, Northern Virginia Community College’s Medical Education Campus

Alexandra Radocchia Zealand, Web Editor, New Media Developer and Video Producer, Web Team, Arlington Public Library PLA, VLA, ALA, LLAMA

Lennea R. Bower, Program Specialist, Virtual Services, Montgomery County Public Libraries

This session provides an in-depth look at how to speak in social media. Each institution and organization’s social media accounts has a personality. How you say something is just as important as what you say and why you say it. Your voice on social media says a lot to your followers. If done well, your tone will help to attract and keep an audience. The wrong kind of voice will turn people away. Finding the right voice can be difficult and involves a lot of trial and error. Speakers provide tips for finding the right voice and presenting the best personality for your intended followers. Social media is no longer the “new kid on the block,” and the panel highlights the best ways to communicate content, being real, tone, and more. They showcase what kinds of tones can be used and how to find the “real voice” for your accounts, why those voices are (or are not) successful for those accounts; and how to make your chosen voice sustainable and consistent across your accounts.

C203: Migrating & Developing With Drupal

1:45 p.m. – 2:30 p.m.

June Yang, Senior Librarian, International Monetary Fund

Linda Venable, Systems Librarian, International Monetary Fund

Elizabeth Zoby, Information Specialist, PAE, National Institute of Corrections (NIC)

Billy Mathews, Web Developer, PAE, National Institute of Corrections (NIC)

Migrating to a new ILS system is not easy, and it is even more challenging when faced with a very tight deadline. Presenters share the recent experience of migrating from SirsiDynix Symphony to Alma within 5 months: what worked, what didn’t, lessons learned, and what to prepare in advance of the migration. They also share some insight about post migration work related to data cleanup, workflows review, etc. Zoby and Mathews share their development of the NIC micro-sites using Drupal, an open-source content management software, to create dynamic websites that make accessing material easy and user-friendly. Instead of having to download and shift through large PDF documents, users can access the content on easily searchable websites which can be edited by authorized users. See how the NIC Information Center is using these sites to help customers and the public access information in innovative ways.

D202: Funding Opps for Digital Library Initiatives

11:45 a.m. – 12:30 p.m.

Trevor Owens, Digital Archivist, Office of Strategic Initiatives, Library Of Congress

Nicole Ferraiolo, Program Officer, Scholarly Resources, Council on Library & Information Resources

Joel Wurl, Senior Program Officer, National Endowment for the Humanities

Discovering and deciphering guidelines for grant programs is a daunting and challenging process. This session provides an opportunity to directly hear from and ask questions about grant opportunities for digital libraries’ initiatives to program officers from different government and private funders. Following brief overviews of the relevant funding opportunities at their organizations, panelists discuss the kinds of projects that best fit their specific programs. Get suggestions on how to develop a competitive proposal and insights on the application and review process. Panelists consider themes and trends from the digital library projects that have received funding, such as digitization, open educational resources, linked data, crowdsourcing, open access publishing, emulation and virtualization, and data visualization. By bringing together representatives from different funders, this session offers a unique opportunity to connect directly with program officers and identify new opportunities and approaches for funding.

A301: Augmented Reality & Learning

10:45 a.m. – 11:30 a.m.

Ashley Todd-Diaz, Head, Special Collections & University Archives, Towson University

Earl Givens, Head, Systems & Technology, Catawba College

Art Gutierrez, Head, Technical Services, Emporia State University

Bethanie O’Dell, Virtual Learning Librarian, Emporia State University

Just when you thought the battle of augmented reality (AR) was over with Pokémon GO, libraries across the nation have been exploring additional AR options in order to meet the needs of the mobile learners walking through their doors. With the use of free AR software, four individuals team up to become the ultimate masters of AR. Hear from a panel of closely networked professionals, each with a unique story of embedding AR into specific library services directed for higher education. These stories range from embedding AR with liaison departments to incorporating AR into information literacy sessions (both online and face-to-face).

A304: Multimodal Learning: From Textbooks to Playlists

2:45 p.m. – 3:30 p.m.

Laurie Burruss, Professor, Pasadena City College

Colleges, universities, and libraries are considering adding video making, or visual literacy, as a core skill. Preparing individuals for a highly visual communication landscape requires critical thinking to offset consumerism as well as multimodal learning and cognitive skills. Researching, creating, and sharing video playlists are important ways to create personalized learning pathways and promote continuous learning. Explore a number of case studies that demonstrate the positive learning outcomes of multimodal learning in academic and corporate settings and discover how to create playlists that can be annotated, edited, and shared across teams.

B304: Raspberry Pi

2:45 p.m. – 3:30 p.m.

David Bennett, Systems Librarian, Robert Morris University

Raspberry Pi is an inexpensive computing tool that is ideal for new projects within libraries. It’s a powerful single board computer that plays high-definition video, yet it’s only the size of a credit card. The Raspberry Pi 3 was released in February of 2016, and the built-in networking options make it an exciting fit for library applications. Learn how Raspberry Pi can be used as a people counter, a dedicated OPAC, a social media tool, and more.

D302: Upping Our “Gamification”: Speaking Millennials’ Language

11:45 a.m. – 12:30 p.m.

David Folmar, Emerging Technology Librarian, Main Branch, Richmond Public Library Author, Game It Up! Using Gamification to Incentivize Your Library

Be tech-smart and culture-savvy by using game-design thinking and gaming activities to connect with current users in a fun way and draw in new ones. Hear from a library communicator who literally wrote the book on this topic. Online games are incredibly popular; libraries, book apps, and learning institutions are leveraging this to bring in new audiences and engage with existing ones in new ways. Why are they doing this, what is the benefit, and how do you make it work to promote your library? Get the answers here!

D303: Library Story in Video

1:45 p.m. – 2:30 p.m.

Jennifer E. Burke, President, IntelliCraft Research, LLC

Video is a powerful, emotional storytelling medium that plays well in social media, and its use is still fast-growing. Video can spread your library’s story, and you can do it without hiring an expensive pro. A tech-savvy info pro shares basic video facts, along with her favorite tools, tips, and techniques that almost anyone can use for creating short, compelling videos to promote library services, staffers, and resources.

My note: my mouth ran dry to repeat this to the SCSU library. In vain. 1. make a low-cost social-media type of movie of 30 sec each week/month. 2. post on a prominent place on the library web page. 3. Have web form harvest info from patrons on the issu[s] reflected in the video 4. mirror video on the social media 5. aim as ultimate goal patrons (students, faculty, staff) furbishing the video footage instead of library staff
Why is it soooo difficult to comprehend?

E302: Zero to Maker: Invention Literacy & Mobile Memory Lab

11:45 a.m. – 12:30 p.m.

Dominique China, Information Services Librarian, Brampton Library

Colleen Dearborn, Adult Services Librarian, Alsip-Merrionette Park Library, Alsip, Ill.

Invention literacy is not just about understanding how a thing is made or how it works; it is also the ability to use that knowledge to bring one’s own ideas into reality. China gives examples of how one public library is empowering children, teens, and adults to become “invention-literate” through its maker programming. Find out how a combination of high- and low-tech equipment, safe and accessible learning environments, and a unique community partnership is nurturing invention, creative confidence, innovation, and entrepreneurship. Sparked by the CIL 2016 Hawkins and Mears talk about personal digital archiving and the DCPL Memory Lab, Dearborn shares her library’s inexpensive journey to create a mobile memory lab program. She discusses the acquisition of equipment and technology, the demo classes, lesson plans about personal archiving, outreach to other community organizations, and providing classes on related topics, such as saving and uploading images, backing up files and using cloud storage, writing and self-publishing memoirs, conducting oral interviews with veterans and other family memories, coding and saving memories on a website, etc. Future plans include digitizing local history documents, a community website with links to these documents, as well as to our patrons’ digitized images, videos, interviews and memoirs.

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

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