metadata: counts of papers by yer, researcher, institution, province, region and country. scientific fields subfields
metadata in one-credit course as a topic:
publisher – suppliers =- Elsevier processes – Scopus Data
h-index: The h-index is an author-level metric that attempts to measure both the productivity and citation impact of the publications of a scientist or scholar. The index is based on the set of the scientist’s most cited papers and the number of citations that they have received in other publications.
The era of e-science demands new skill sets and competencies of researchers to ensure their work is accessible, discoverable and reusable. Librarians are naturally positioned to assist in this education as part of their liaison and information literacy services.
Research data literacy and the library
Christian Lauersen, University of Copenhagen; Sarah Wright, Cornell University; Anita de Waard, Elsevier
Data Literacy: access, assess, manipulate, summarize and present data
Statistical Literacy: think critically about basic stats in everyday media
Information Literacy: think critically about concepts; read, interpret, evaluate information
data information literacy: the ability to use, understand and manage data. the skills needed through the whole data life cycle.
Shield, Milo. “Information literacy, statistical literacy and data literacy.” I ASSIST Quarterly 28. 2/3 (2004): 6-11.
Carlson, J., Fosmire, M., Miller, C. C., & Nelson, M. S. (2011). Determining data information literacy needs: A study of students and research faculty. Portal: Libraries & the Academy, 11(2), 629-657.
embedded librarianship,
Courses developed: NTRESS 6600 research data management seminar. six sessions, one-credit mini course
NEW ROLESFOR LIbRARIANS: DATAMANAgEMENTAND CURATION
the capacity to manage and curate research data has not kept pace with the ability to produce them (Hey & Hey, 2006). In recognition of this gap, the NSF and other funding agencies are now mandating that every grant proposal must include a DMP (NSF, 2010). These mandates highlight the benefits of producing well-described data that can be shared, understood, and reused by oth-ers, but they generally offer little in the way of guidance or instruction on how to address the inherent issues and challenges researchers face in complying. Even with increasing expecta-tions from funding agencies and research com-munities, such as the announcement by the White House for all federal funding agencies to better share research data (Holdren, 2013), the lack of data curation services tailored for the “small sciences,” the single investigators or small labs that typically comprise science prac-tice at universities, has been identified as a bar-rier in making research data more widely avail-able (Cragin, Palmer, Carlson, & Witt, 2010).Academic libraries, which support the re-search and teaching activities of their home institutions, are recognizing the need to de-velop services and resources in support of the evolving demands of the information age. The curation of research data is an area that librar-ians are well suited to address, and a num-ber of academic libraries are taking action to build capacity in this area (Soehner, Steeves, & Ward, 2010)
REIMAgININg AN ExISTINg ROLEOF LIbRARIANS: TEAChINg INFORMATION LITERACY SkILLS
By combining the use-based standards of information literacy with skill development across the whole data life cycle, we sought to support the practices of science by develop-ing a DIL curriculum and providing training for higher education students and research-ers. We increased ca-pacity and enabled comparative work by involving several insti-tutions in developing instruction in DIL. Finally, we grounded the instruction in the real-world needs as articu-lated by active researchers and their students from a variety of fields
Chapter 1 The development of the 12 DIL competencies is explained, and a brief compari-son is performed between DIL and information literacy, as defined by the 2000 ACRL standards.
chapter 2 thinking and approaches toward engaging researchers and students with the 12 competencies, a re-view of the literature on a variety of educational approaches to teaching data management and curation to students, and an articulation of our key assumptions in forming the DIL project.
chapter 4 because these lon-gitudinal data cannot be reproduced, acquiring the skills necessary to work with databases and to handle data entry was described as essential. Interventions took place in a classroom set-ting through a spring 2013 semester one-credit course entitled Managing Data to Facilitate Your Research taught by this DIL team.
chapter 5 embedded librar-ian approach of working with the teaching as-sistants (TAs) to develop tools and resources to teach undergraduate students data management skills as a part of their EPICS experience.
Lack of organization and documentation presents a bar-rier to (a) successfully transferring code to new students who will continue its development, (b) delivering code and other project outputs to the community client, and (c) the center ad-ministration’s ability to understand and evalu-ate the impact on student learning.
skill sessions to deliver instruction to team lead-ers, crafted a rubric for measuring the quality of documenting code and other data, served as critics in student design reviews, and attended student lab sessions to observe and consult on student work
chapter 6 Although the faculty researcher had created formal policies on data management practices for his lab, this case study demonstrated that students’ adherence to these guidelines was limited at best. Similar patterns arose in discus-sions concerning the quality of metadata. This case study addressed a situation in which stu-dents are at least somewhat aware of the need to manage their data;
chapter 7 University of Minnesota team to design and implement a hybrid course to teach DIL com-petencies to graduate students in civil engi-neering.
stu-dents’ abilities to understand and track issues affecting the quality of the data, the transfer of data from their custody to the custody of the lab upon graduation, and the steps neces-sary to maintain the value and utility of the data over time.
How algorithms impact our browsing behavior? browsing history? What is the connection between social media algorithms and fake news? Are there topic-detection algorithms as they are community-detection ones?
How can I change the content of a [Google] search return? Can I?
Massanari, A. (2017). #Gamergate and The Fappening: How Reddit’s algorithm, governance, and culture support toxic technocultures. New Media & Society, 19(3), 329-346. doi:10.1177/1461444815608807
CRUZ, J. D., BOTHOREL, C., & POULET, F. (2014). Community Detection and Visualization in Social Networks: Integrating Structural and Semantic Information. ACM Transactions On Intelligent Systems & Technology, 5(1), 1-26. doi:10.1145/2542182.2542193
Bai, X., Yang, P., & Shi, X. (2017). An overlapping community detection algorithm based on density peaks. Neurocomputing, 2267-15. doi:10.1016/j.neucom.2016.11.019
Zeng, J., & Zhang, S. (2009). Incorporating topic transition in topic detection and tracking algorithms. Expert Systems With Applications, 36(1), 227-232. doi:10.1016/j.eswa.2007.09.013
Zhou, E., Zhong, N., & Li, Y. (2014). Extracting news blog hot topics based on the W2T Methodology. World Wide Web, 17(3), 377-404. doi:10.1007/s11280-013-0207-7
The W2T (Wisdom Web of Things) methodology considers the information organization and management from the perspective of Web services, which contributes to a deep understanding of online phenomena such as users’ behaviors and comments in e-commerce platforms and online social networks. (https://link.springer.com/chapter/10.1007/978-3-319-44198-6_10)
ethics of algorithm
Mittelstadt, B. D., Allo, P., Taddeo, M., Wachter, S., & Floridi, L. (2016). The ethics of algorithms: Mapping the debate. Big Data & Society, 3(2), 2053951716679679. https://doi.org/10.1177/2053951716679679
Please join me September 20 for a free webinar where Dr. Sheryl Abshire, CTO of Calcasieu Parish SD and a recognized leader in K-12 technology, shares her insights on the top strategies, best practices and most valuable ideas that can reduce IT departmental costs and increase efficiencies.
What: New Ways to Measure & Leverage the Value of IT When: 09/20 @ 2:00 PM ET | 11:00 AM PT
Listen in and learn how to:
· Use data you already collect to justify needs and resources
· Create a new value proposition for IT
· Measure the strategic use of IT in the district
· Determine if your current technology is making the difference you expected
https://www.schooldude.com/ Tech support costs in K12 increased by 50% in the last four years from 14% to 21% of the technology budget. One half of the school technology leaders said that their school board understands that technology relates to district oveall goals , it is not as supportive financially. Worse, 8% felt that the school board does not believe technology is important to their district overall goals
Harvard Business Report Driving Digital Transformation. 2015 surveyed digital leaders. Driving innovation most important role breaking down internal silos
virtualization; data deluge; energy and green IT; complex resource tracking; consumerization and social software; unified communications; mobile and wireless; system density; mashups and portals; cloud computing
what is a quick recovery?
Action plan: 1. Focus on virtualization and green IT for immediate cost and flexibility benefits. 2. Look at storage virtualization, deduplication and thin provisioning. 3. Evaluate web social software to transform interactions 4. exploit mashups and cloud-based services to address immediate user needs. 5. link UC to collaboration and enterprise applications to support growth initiatives. 6. begin to track weak signals and subtle patterns – from everywhere.
managing upkeep and replacement of growing number of devices
time
perception gap (what we are doing)
tool: Insight
agentless network discovery mechanism. scanning of devices on the network. optimize hard software usage, improve planning and budgeting process with status reporting.
MDM (mobile device management). supports both BYOD and school devices. control app distribution across the network, supervise device usage, remotely manage device policy
Helpdesk: complete ticket to close helpdesk solution
++++++++++++++++++
Q&A time
technology facilitators: spend time at assigned schools; talk to teacher and try to figure out what teachers know about technology and then work the principal to customize workshops (PLCs) to build the skills based on their skills set. versus technology facilitator at every school. Help them grow their own.
Southeast Regional Conference November 6-7, 2017 University of Virginia
Conference Description and CFP The Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL) and the University of Virginia (UVa) are pleased to host the 2017 Southeast Regional AAEEBL Conference. AAEEBL is an international professional association dedicated to supporting educational leaders committed to education transformation relevant to 21st century learnings and best known for promotion of ePortfolios as a high impact practice in higher education.
Theme: Meaning-Making with Eportfolios ePortfolios provide an authentic context for learning and assessment as well as fertile ground for the exploration of the learning process itself. In this conference, we propose to explore the role of “meaning making” in the various facets of the ePortfolio building process and the way it informs the experiences of our students and our understanding of learning.
Setting cell phone expectations early is key to accessing the learning potential of these devices and minimizing the distraction factor. Liz Kolb September 11, 2017
Post a yellow button on the classroom door: Students know their cell phones should be on silent (vibrate) and placed face down in the upper right-hand corner of their desk. They will be using them in class, but not the whole time.
Post a green button on the classroom door: Students know they should have their phones turned on (either silenced or set on vibrate) and placed face up in ready position to use throughout the class.
Establishing a Class Contract
Ask your students to help you develop social norms for what is and is not appropriate cell phone use during green and yellow button times. Should they be allowed to go on their social media networks during class? Why or why not?
Ask them to brainstorm consequences and write them into a class contract.
Furthermore, about three-quarters of nonwhites (74%) get news on social media sites, up from 64% in 2016.
Twitter, YouTube and Snapchat have grown in share of users who get news on each site.
Twitter, YouTube and Snapchat have grown in share of users who get news on each site
More Americans now get news on multiple social media sites
Snapchat has by far the youngest group of news users – 82% are ages 18-29. While Facebook and YouTube are still the most popular among this age group for news overall, the makeup of the app’s news audience means that about one-in-five (21%) 18- to 29-year-olds now get news on Snapchat.
Many social media news consumers still get news from more traditional platforms
Digital badges are receiving a growing amount of attention and are beginning to disrupt the norms of what it means to earn credit or be credentialed. Badges allow the sharing of evidence of skills and knowledge acquired through a wide range of life activity, at a granular level, and at a pace that keeps up with individuals who are always learning—even outside the classroom. As such, those not traditionally in the degree-granting realm—such as associations, online communities, and even employers—are now issuing “credit” for achievement they can uniquely recognize. At the same time, higher education institutions are rethinking the type and size of activities worthy of official recognition. From massive open online courses (MOOCs), service learning, faculty development, and campus events to new ways of structuring academic programs and courses or acknowledging granular or discrete skills and competencies these programs explore, there’s much for colleges and universities to consider in the wide open frontier called badging.
Learning Objectives
During this ELI course, participants will:
Explore core concepts that define digital badges, as well as the benefits and use in learning-related contexts
Understand the underlying technical aspects of digital badges and how they relate to each other and the broader landscape for each learner and issuing organization
Critically review and analyze examples of the adoption of digital credentials both inside and outside higher education
Identify and isolate specific programs, courses, or other campus or online activities that would be meaningfully supported and acknowledged with digital badges or credentials
Consider the benefit of each minted badge or system to the earner, issuer, and observer
Develop a badge constellation or taxonomy for their own project
Consider forms of assessment suitable for evaluating badge earning
Learn about design considerations around the visual aspects of badges
Create a badge-issuing plan
Issue badges
NOTE: Participants will be asked to complete assignments in between the course segments that support the learning objectives stated above and will receive feedback and constructive critique from course facilitators on how to improve and shape their work.
Jonathan Finkelstein is founder and CEO of Credly, creator of the Open Credit framework, and founder of the open source BadgeOS project. Together these platforms have enabled thousands of organizations to recognize, reward, and market skills and achievement. Previously, he was founder of LearningTimes and co-founder of HorizonLive (acquired by Blackboard), helping mission-driven organizations serve millions of learners through online programs and platforms. Finkelstein is author of Learning in Real Time (Wiley), contributing author to The Digital Museum, co-author of a report for the U.S. Department of Education on the potential for digital badges, and a frequent speaker on digital credentials, open badges, and the future of learning and workforce development. Recent speaking engagements have included programs at The White House, U.S. Chamber of Commerce, Smithsonian, EDUCAUSE, IMS Global, Lumina Foundation, ASAE, and the Federal Reserve. Finkelstein is involved in several open standards initiatives, such as the IMS Global Learning Consortium, Badge Alliance, American Council on Education (ACE) Stackable Credentials Framework Advisory Group, and the Credential Registry. He graduated with honors from Harvard.
In addition to helping Credly clients design credential systems in formal and informal settings, Susan Manning comes from the teaching world. Presently she teaches for the University of Wisconsin at Stout, including courses in instructional design, universal design for learning, and the use of games for learning. Manning was recognized by the Sloan Consortium with the prestigious 2013 Excellence in Online Teaching Award. She has worked with a range of academic institutions to develop competency-based programs that integrate digital badges. Several of her publications specifically speak to digital badge systems; other work is centered on technology tools and online education.
EDUC-441 Mobile Learning InstructionalDesign
(3 cr.)
Repeatable for Credit: No
Mobile learning research, trends, instructionaldesign strategies for curriculum integration and professional development.
EDUC-452 Universal Design for Learning
(2 cr.)
Repeatable for Credit: No Instructionaldesign strategies that support a wide range of learner differences; create barrier-free learning by applying universal design concepts.
Studying Connections between Student Well-Being,
Performance, and Active Learning
Amy Godert, Cornell University; Teresa Pettit, Cornell University
Treasure in the Sierra Madre? Digital Badges and Educational
Development
Chris Clark, University of Notre Dame; G. Alex Ambrose, University
of Notre Dame; Gwynn Mettetal, Indiana University South Bend;
David Pedersen, Embry-Riddle Aeronautical University; Roberta
(Robin) Sullivan, University of Buffalo, State University of New York
Learning and Teaching Centers: The Missing Link in Data
Analytics
Denise Drane, Northwestern University; Susanna Calkins,
Northwestern University
Identifying and Supporting the Needs of International Faculty
Deborah DeZure, Michigan State University; Cindi Leverich, Michigan
State University
Online Discussions for Engaged and Meaningful Student
Learning
Danilo M. Baylen, University of West Georgia; Cheryl Fulghum,
Haywood Community College
Why Consider Online Asynchronous Educational Development?
Christopher Price, SUNY Center for Professional Development
Online, On-Demand Faculty Professional Development for Your
Campus
Roberta (Robin) Sullivan, University at Buffalo, State University of
New York; Cherie van Putten, Binghamton University, State
University of New York; Chris Price, State University of New York
The Tools of Engagement Project (http://suny.edu/toep) is an online faculty development model that encourages instructors to explore and reflect on innovative and creative uses of freely-available online educational technologies to increase student engagement and learning. TOEP is not traditional professional development but instead provides access to resources for instructors to explore at their own pace through a set of hands-on discovery activities. TOEP facilitates a learning community where participants learn from each
other and share ideas. This poster will demonstrate how you can implement TOEP at your campus by either adopting your own version or joining the existing project.
Video Captioning 101: Establishing High Standards With
Limited Resources
Stacy Grooters, Boston College; Christina Mirshekari, Boston
College; Kimberly Humphrey, Boston College
Recent legal challenges have alerted institutions to the importance of ensuring that video content for instruction is properly captioned. However, merely meeting minimum legal standards can still fall significantly short of the best practices defined by disability rights
organizations and the principles of Universal Design for Learning. Drawing from data gathered through a year-long pilot to investigate the costs and labor required to establish “in-house” captioning support at Boston College, this hands-on session seeks to give
participants the tools and information they need to set a high bar for captioning initiatives at their own institutions.
Sessions on mindfulness
52 Cognitive Neuroscience Applications for Teaching and Learning (BoF)
53 Contemplative Practices (BoF) Facilitators: Penelope Wong, Berea College; Carl S. Moore, University of the District of Columbia
79 The Art of Mindfulness: Transforming Faculty Development by Being Present Ursula Sorensen, Utah Valley University
93 Impacting Learning through Understanding of Work Life Balance Deanna Arbuckle, Walden University
113 Classroom Mindfulness Practices to Increase Attention, Creativity, and Deep Engagement Michael Sweet, Northeastern University
132 Measuring the Impacts of Mindfulness Practices in the Classroom Kelsey Bitting, Northeastern University; Michael Sweet, Northeastern University
