Europe’s war on migration
categories: academic library
http://blog.stcloudstate.edu/refugeesandmigrants/2020/08/26/europes-war-on-migration/
https://mondediplo.com/outsidein/mapping-europe-s-war-on-immigration
Archive of ‘academic library’ category
disorganization of American higher ed
categories: academic library, collaboration and creativity
Thursday, August 27, 2PM
To RSVP ahead of time, or to jump straight in at 2 pm EDT this Thursday, click here:
This week we’re exploring the disorganization of American higher education, and wondering if its chaotic nature is really academia’s superpower. On Thursday, August 27th, from 2-3 pm EDT we’ll be joined by Stanford University professor David F. Labaree, author of A Perfect Mess: The Unlikely Ascendancy of American Higher Education.Dr. Larabee has devoted his career to the historical sociology of American education, with a particular focus on the role that consumer pressure and markets have had on schooling at all levels.
AI and ed research
Got a new open access article out on the ways AI is embedding in education research. Well-funded precision education experts and learning engineers aim to collect psychodata, brain data and biodata as evidence of the embodied substrates of learning. https://t.co/CbdHReXUiz
— Ben Williamson (@BenPatrickWill) July 24, 2020
https://www.scienceopen.com/document/read?vid=992eaf61-35dd-454e-aa17-f9f8216b381b
This article presents an examination of how education research is being remade as an experimental data-intensive science. AI is combining with learning science in new ‘digital laboratories’ where ownership over data, and power and authority over educational knowledge production, are being redistributed to research assemblages of computational machines and scientific expertise.
Research across the sciences, humanities and social sciences is increasingly conducted through digital knowledge machines that are reconfiguring the ways knowledge is generated, circulated and used (Meyer and Schroeder, 2015).
Knowledge infrastructures, such as those of statistical institutes or research-intensive universities, have undergone significant digital transformation with the arrival of data-intensive technologies, with knowledge production now enacted in myriad settings, from academic laboratories and research institutes to commercial research and development studios, think tanks and consultancies. Datafied knowledge infrastructures have become hubs of command and control over the creation, analysis and exchange of data (Bigo et al., 2019).
The combination of AI and learning science into an AILSci research assemblage consists of particular forms of scientific expertise embodied by knowledge actors – individuals and organizations – identified by categories including science of learning, AIED, precision education and learning engineering.
Precision education overtly uses psychological, neurological and genomic data to tailor or personalize learning around the unique needs of the individual (Williamson, 2019). Precision education approaches include cognitive tracking, behavioural monitoring, brain imaging and DNA analysis.
Expert power is therefore claimed by those who can perform big data analyses, especially those able to translate and narrate the data for various audiences. Likewise, expert power in education is now claimed by those who can enact data-intensive science of learning, precision education and learning engineering research and development, and translate AILSci findings into knowledge for application in policy and practitioner settings.
the thinking of a thinking infrastructure is not merely a conscious human cognitive process, but relationally performed across humans and socio-material strata, wherein interconnected technical devices and other forms ‘organize thinking and thought and direct action’.
As an infrastructure for AILSci analyses, these technologies at least partly structure how experts think: they generate new understandings and knowledge about processes of education and learning that are only thinkable and knowable due to the computational machinery of the research enterprise.
Big data-based molecular genetics studies are part of a bioinformatics-led transformation of biomedical sciences based on analysing exceptional volumes of data (Parry and Greenhough, 2018), which has transformed the biological sciences to focus on structured and computable data rather than embodied evidence itself.
Isin and Ruppert (2019) have recently conceptualized an emergent form of power that they characterize as sensory power. Building on Foucault, they note how sovereign power gradually metamorphosed into disciplinary power and biopolitical forms of statistical regulation over bodies and populations.
Sensory power marks a shift to practices of data-intensive sensing, and to the quantified tracking, recording and representing of living pulses, movements and sentiments through devices such as wearable fitness monitors, online natural-language processing and behaviour-tracking apps. Davies (2019: 515–20) designates these as ‘techno-somatic real-time sensing’ technologies that capture the ‘rhythms’ and ‘metronomic vitality’ of human bodies, and bring about ‘new cyborg-type assemblages of bodies, codes, screens and machines’ in a ‘constant cybernetic loop of action, feedback and adaptation’.
Techno-somatic modes of neural sensing, using neurotechnologies for brain imaging and neural analysis, are the next frontier in AILSci. Real-time brainwave sensing is being developed and trialled in multiple expert settings.
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more on AI in this IMS blog
https://blog.stcloudstate.edu/ims?s=artificial+intelligence
Canceling Emeritus
categories: academic library
Canceling Emeritus
Colleen Flaherty July 23, 2020
Tenure, once earned, is hard to revoke. That’s the idea behind it. Most institutions nevertheless have processes for stripping a professor of tenure where there is demonstrated incompetence, neglect of duty, academic dishonesty or serious personal misconduct.
Fewer institutions have clearly outlined processes for denuding emeritus professors of that honorary status. The University Senate at San Diego State University this week considered a proposal on adopting one.
No one at San Diego State outwardly opposes the idea of taking back emeritus status when a professor is revealed to have, say, sexually harassed someone or committed some other serious crime. Instead, what rankled professors was proposed language on revoking emeritus status “when it is determined that an individual’s conduct, before or after emeritus status has been granted, causes harm to the university’s reputation.”
Herman, who does not know Hurlbert, also linked his case to the broader “cancel culture” decried by some academics, including the co-authors of a recent (and much criticized) open letter in Harper’s magazine.
“Our cultural institutions are facing a moment of trial,” that letter says. “Powerful protests for racial and social justice are leading to overdue demands for police reform, along with wider calls for greater equality and inclusion across our society, not least in higher education, journalism, philanthropy, and the arts. But this needed reckoning has also intensified a new set of moral attitudes and political commitments that tend to weaken our norms of open debate and toleration of differences in favor of ideological conformity.”
Penn State Libraries
categories: academic library
“Penn State University Libraries will need to reduce spending on library collections by about $2.2 million for the 2020-21 fiscal year”https://t.co/HOj7fJTUy5
— Bryan Alexander (@BryanAlexander) July 11, 2020
in house made library counters
LITA listserv exchange on “Raspberry PI Counter for Library Users”
On 7/10/20, 10:05 AM, “lita-l-request@lists.ala.org on behalf of Hammer, Erich F” <lita-l-request@lists.ala.org on behalf of erich@albany.edu> wrote:
Jason,
I think that is a very interesting project. If I understand how it works (comparing reference images to live images), it should still work if a “fuzzy” or translucent filter were placed on the lens as a privacy measure, correct? You could even make the fuzzy video publicly accessible to prove to folks that privacy is protected.
If that’s the case, IMHO, it really is a commercially viable idea and it would have a market far beyond libraries. Open source code and hardware designs and sales of pre-packaged hardware and support. Time for some crowdsource funding! 🙂
Erich
On Friday, July 10, 2020 at 10:14, Jason Griffey eloquently inscribed:
I ran a multi-year project to do counting (as well as attention measurement)
called Measure the Future (http://.measurethefuture.net). That project is i
desperate need of updating….there has been some work done on it at the
> University of OK libraries, but we haven’t seen their code push et. As the
> code stands on GitHub, it isn’t usable….the installation is broken based on
> some underlying dependencies. The Univ of OK code fixes the issue, but it
> hasn’t been pushed yet. But if you want to see the general code and way we
> approached it, that is all available. > Jason
> On Jul 8, 2020, 1:37 PM -0500, Mitchell, James Ray
> <jmitchell20@una.edu>, wrote:
> Hi Kun,
> I don’t know if this will be useful to you or not, but Code4Lib journal
> had an article a couple years ago that might be helpful. It’s called
> “Testing Three Type of Raspberry Pi People Counters.” The link to the
> article is https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fjournal.code4lib.org%2Farticles%2F12947&data=02%7C01%7Cpmiltenoff%40stcloudstate.edu%7C8d2342df6f3d4d83766508d824e29f23%7C5011c7c60ab446ab9ef4fae74a921a7f%7C0%7C1%7C637299903041974052&sdata=f9qeftEvktqHakDqWY%2BxHTj3kei7idOFAJnROp%2FiOCU%3D&reserved=0
> Regards > James
My note:
In 2018, following the university president’s call for ANY possible savings, the library administrator was send a proposal requesting information regarding the license for the current library counters and proposing the save the money for the license by creating an in-house Arduino counter. The blueprints for such counter were share (as per another LITA listserv exchange). SCSU Physics professor agreement to lead the project was secured as well as the opportunity for SCSU Physics students to develop the project as part of their individual study plan. The proposal was never addressed neither by the middle nor the upper management.
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more on raspberry pi in this IMS blog
https://blog.stcloudstate.edu/ims?s=raspberry
more on arduino in this IMS blog
https://blog.stcloudstate.edu/ims?s=arduino
Mobbing in the library workplace
categories: academic library
Mobbing in the library workplace: What it is and how to prevent it
a darker definition of mobbing: a type of workplace pathology in which employees target a co-worker and engage in an ongoing campaign of disrespectful, and even hostile, behavior. Typically, mobbing behaviors are covert and insidious; the mobbing victim is excluded from normal workplace activities and communications, with the ultimate goal of forcing the victim out of the organization. Mobbing is highly stressful because the targeted individual’s social support system is undermined.
Managers may be tacit or active participants in the process. The perpetrated injustices are unfair but usually legal, and may fall within areas that are considered management prerogatives.
Often, mobbing victims are made to appear as though they are at fault, or are viewed as “crazy” or incompetent. When forced from the work group, their departure is depicted as their choice.
The concept of mobbing is not well recognized in the United States. In English speaking countries, research has focused on the concept of bullying behavior between individuals, often when a person in a more powerful position is abusive toward a subordinate or less assertive person. Mobbing, with its overlay of group dynamics, is a more sophisticated and complex set of behaviors. Mobbing is clearly a form of harassment, but in the United States this term is connected with civil rights law, and denotes harmful behavior toward persons who have a protected status, such as race, religion, gender, or national origin.
Research by Leymann and Kenneth Westhues shows that mobbing is more likely to occur in professional settings, where the work is complex, organizational goals may be ambiguous, critical thinking is encouraged, and workers have relative autonomy. Academic libraries share some or all of these characteristics, and in fact libraries can be prime settings for workplace mobbing.
Active, involved management is crucial in controlling the mobbing dynamic. Many library managers have limited management training, and may not have awareness of the concept of mobbing or experience with resolving conflict. Managers are often promoted for their technical expertise, rather than their skill in handling interpersonal matters.
A weak, poorly managed organization may provide the aggressor with opportunities to target an individual.
VR for student orientation
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
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.
iLearn2020
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”
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Wednesday, June 24 • 12:00pm – 1:00pm
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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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
Click here to remove from My Sched.
Click here to remove from My Sched.
Click here to remove from My Sched.
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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Thursday, June 25 • 9:00am – 10:00am
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
>>Access Video Presentation<<
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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Thursday, June 25 • 11:00am – 12:00pm
Click here to remove from My Sched.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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Thursday, June 25 • 12:00pm – 1:00pm
Click here to remove from My Sched.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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ISTeSSH2020
International Conference on ICT enhanced Social Sciences and Humanities 2020
- a three-day virtual conference,
- free to attend,
- the attractive topic and nice program with 17 papers presentations and a panel discussion,
- 2 workshops and 1 training,
- an ICT quiz with 500 euros prize award for the winner,
Dates of the conference: June 29th – July 1st, 2020
Jeff Clovins, Clavirate Analytics
Wednesday, June 1
Challenges to Social Sciences and Humanities
Best practices: Two Web-browser-based methods for stimuluspresentation in behavioral experiments with high-resolution timingrequirementsPablo Garaizar1&Ulf-Dietrich
(PDF) Best practices: Two Web-browser-based methods for stimulus presentation in behavioral experiments with high-resolution timing requirements. Available from: https://www.researchgate.net/publication/328012311_Best_practices_Two_Web-browser-based_methods_for_stimulus_presentation_in_behavioral_experiments_with_high-resolution_timing_requirements [accessed Jul 01 2020].
https://uk.sagepub.com/en-gb/eur/together-apart/book275359
