Academic Librarianship Today
Tuesday, July 18, 2017 1:00 PM Central
Hosted by Yale University Library’s Todd Gilman, this webinar offers multiple expert perspectives on the transformation of libraries as information organizations, the influence of technology on how we provide academic information resources and services in a digital and global environment, and the various career opportunities available for academic librarians now and in the future. The speakers offer broad and diverse views, ranging from those of senior administrators and practitioners working in North American academic libraries large and small to thought leaders from recognized non-profit organizations devoted to research and strategic guidance for libraries in the digital age, to library school faculty. What emerges is a library landscape at once full of promise and exciting initiatives yet beset by seemingly insurmountable challenges-how to attract and retain the talent needed for current and future professional roles, how to keep up with ever-advancing computer technology, and how to pay for all this along with the vast quantity of research materials our ambitious and accomplished patrons demand.
Google offers now #BooleanSearch as do your campus-subscribed dbases
more on search techniques in this IMS blog
more on digital literacy in this IMS blog
FERPA for Faculty
July 19, 2017 – 1:00 to 2:30 pm EDT
Join us for an online training program that will provide faculty with critical information about FERPA, the federal statute that governs nearly all student records. Beginning with an overview of the FERPA framework, we will address issues that faculty commonly face—often without realizing the implications and risks—including:
- Posting grades
- Emailing with, and about, students
- Writing recommendation letters
- Using online tools and collaborative pedagogies
- Speaking with (helicopter) parents
- Administrators requesting student information
If you are searching for relevant scenarios and practical tips for better understanding how FERPA applies to everyday work of faculty, this online training is right for you.
Bonus Training Material and Quiz
Included in registration is a bonus lesson covering specific nuances of FERPA as it relates to faculty and an accompanying quiz which will provide a chance for you and your team to test your knowledge immediately before or after the webcast. This 20-minute training will cover:
- Taking attendance, posting grades, and other course communication
- The Do’s and Don’ts of identifying students online, in person, and on paper
more on FERPA in this IMS blog
What You Need to Know About Microcredentials
ELI Online Event | July 12, 2017 | Noon–4:00 p.m. (ET)
One in five colleges have issued digital badges, according to a recent survey.* Today, all kinds of organizations, from higher education institutions to professional associations to employers, are issuing digital microcredentials. Are you?
Join us for “Microcredentials and Digital Badging in Higher Education,” where expert presenters from various higher education, industry, and government fields will explore today’s issues. Here are just a few highlights:
Join us for an introductory webinar, “Alternative Credentialing in Higher Education,” on July 10. Both events are free and open to all EDUCAUSE members (available to purchase for nonmembers).
Register Now →
more about badges and microcredentials
Developing a Website Content Strategy
Instructor: Shoshana Mayden, Dates: July 3-28, 2017
Shoshana Mayden is a content strategist with the University of Arizona Libraries in Tucson, Arizona. She advises on issues related to website content and contributes to developing a content strategy across multiple channels for the library. She works with content managers and library stakeholders to re-write, re-think and re-organize content for the main library website, as well as develop workflows related to the lifecycle of content. She also a copy editor for Weave: the Journal of Library User Experience.
Information Architecture: Designing Navigation for Library Websites
Instructor: Laura-Edythe Coleman
Information Architecture is an essential component of user-centered design of information spaces, especially websites. Website navigation is a key design device to help users search and browse library websites and information systems. The design of Website navigation can be simple or complex, flat or deep. In all cases, website navigation should take into account information architecture (IA) best practices, common user tasks in the library domain, user research, analytics and information seeking models.
Laura-Edythe Coleman is a Museum Informaticist: her focus is on the point of convergence for museums, information, people, and technology. Knowing that societies need museums for creating and sustaining cultural memory, she strives to help communities co-create heritage collections with museums. She holds a PhD in Information Science, a Masters of Library and Information Science and a Bachelors of Fine Arts. She can be reached via Twitter: @lauraedythe, website: http://www.lauraedythe.com, or by email firstname.lastname@example.org
more on Libary web site in this IMS blog
Immerse Yourself in Learning
Realities360. The Enhanced Realities Conference
Augmented reality adds computer-generated content as a contextual overlay to the real world. This technology, often powered by devices we already carry, has enormous applications for training and development.
Virtual reality has existed for decades, but technology has finally emerged that makes it truly accessible. VR allows us to put learners in a truly immersive environment, creating entirely new opportunities for training and learning.
more on VR, AR in this IMS blog
Call for Chapters: Responsible Analytics and Data Mining in Education
• 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)
more on data mining in this IMS blog
more on analytics in this IMS blog
Abramson, a former executive editor of The New York Times and current Harvard English lecturer, recommends students read Richard Hofstadter’s “The Paranoid Style in American Politics,” first published in 1964.
James Berger is a senior Lecturer in English and American Studies at Yale University. He recommends the 2014 novel “Orfeo,” by Richard Powers.
Eric Maskin is a Harvard professor and received the 2007 Nobel Memorial Prize in Economics. Maurice Schweitzer is a professor of operations, information, and decisions at the Wharton School at the University of Pennsylvania. Both chose Michael Lewis’ “The Undoing Project.”
David B. Carter is a politics professor at Princeton University. He recommended “The Strategy of Conflict,” by Thomas Schelling, especially given the author’s recent death.
WJT Mitchell is an English and Art History professor at the University of Chicago.
He recommends a book by French philosopher Gregoire Chamayou called “A Theory of the Drone,” which attempts to understand how drones have revolutionized warfare.
Kenneth Warren is an English professor at The University of Chicago.
He recommends “Racecraft: The Soul of Inequality in American Life,” by Karen E. Fields and Barbara J. Fields
a close look at a new education and technology project. On Tuesday, May 30th – today! – from 2-3 pm EDT, we will be joined by Adam Braun, who is launching MissionU.
more on Future Trends in this IMS blog
Asynch Delivery and the LMS Still Dominate for Online Programs
By Dian Schaffhauser 05/22/17
a recent research project by Quality Matters and Eduventures, the “Changing Landscape of Online Education (CHLOE)” offers a “baseline” examination of program development, quality measures and other structural issues.
95 percent of larger programs (those with 2,500 or more online program students) are “wholly asynchronous” while 1.5 percent are mainly or completely synchronous. About three-quarters (73 percent) of mid-sized programs (schools with between 500 and 2,499 online program students) and 62 percent of smaller programs are fully asynchronous.
The asynchronous nature of this kind of education may explain why threaded discussions turned up as the most commonly named teaching and learning technique, mentioned by 27.4 percent of respondents, closely followed by practice-based learning, listed by 27.3 percent of survey participants.
Blackboard and Instructure Canvas dominated. Audio- and videoconferencing come in a “distant second,” according to the researchers. The primary brands that surfaced for those functions were Adobe Connect, Cisco WebEx, Zoom, Kaltura, Panopto, TechSmith Camtasia and Echo360.
While the LMS plays a significant role in online programming, the report pointed to a distinct lack of references to “much-hyped innovations,” such as adaptive learning, competency-based education systems, simulation or game-based learning tools. (my note: my mouth run dry of repeating every time people start becoming orgasmic about LMS, D2L in particular)
four in 10 require the use of instructional design support, three in 10 use a team approach for online course design and one in 10 outsources the work. Overall, some 80 percent of larger programs use instructional design expertise.
In the smallest programs, instructional design support is treated as a “faculty option” for 53 percent of institutions. Another 18 percent expect faculty to develop their online courses independently. For 13 percent of mid-sized programs, the faculty do their development work independently; another 64 percent may choose whether or not to bring in instructional design help. (my note: this is the SCSU ‘case’)
Among the many possible quality metrics suggested by the researchers, the five adopted most frequently for internal monitoring were:
- Student achievement of program objectives (83 percent);
- Student retention and graduation rates (77 percent);
- Program reputation (48 percent);
- Faculty training (47 percent); and
- Student engagement measures (41 percent).