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Susan Grajek at Bryan Alexander on IT and education
Forum takes a deep dive into higher education and technology. On Thursday, March 23rd, from 2-3 pm EST we will be joined by Susan Grajek, the vice president for communities and research at EDUCAUSE
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Top 10 IT Issues, 2017: Foundations for Student Success
- Susan Grajek and the 2016–2017 EDUCAUSE IT Issues Panel Tuesday, January 17, 2017http://er.educause.edu/articles/2017/1/top-10-it-issues-2017-foundations-for-student-successThe 2017 EDUCAUSE Top 10 IT Issues are all about student success
EDUCAUSE supports early adopters in this area through the Integrated Planning and Advising for Student Success (iPASS) grant challenge, a program in which EDUCAUSE helps develop models for the field by working closely with a small number of institutions that are pioneering iPASS systems.
Issue #1: Information Security
Developing a holistic, agile approach to reduce institutional exposure to information security threats
That program should encompass people, process, and technologies:
- Educate users
- Develop processes to identify and protect the most sensitive data
- Implement technologies to encrypt data and find and block advanced threats coming from outside the network via from any type of device
Who Outside the IT Department Should Care Most about This Issue?
- End-users, to understand how to avoid exposing their credentials
- Unit heads, to protect institutional data
- Senior leaders, to hold people accountable
- Institutional leadership, to endorse, fund, and advocate for good information security
Issue #2: Student Success and Completion
Effectively applying data and predictive analytics to improve student success and completion
Predictive analytics allows us to track trends, discover gaps and inefficiencies, and displace “best guess” scenarios based on implicitly developed stories about students.
Issue #3: Data-Informed Decision Making
Ensuring that business intelligence, reporting, and analytics are relevant, convenient, and used by administrators, faculty, and students
Higher education information systems generate vast amounts of data daily (including the classroom/LMS). This potentially rich source of information is underused. Even though most institutions have created reports, dashboards, and other distillations of data, these are not necessarily useful or used to inform strategic objectives such as student success or institutional efficiency.
Issue #4: Strategic Leadership
Repositioning or reinforcing the role of IT leadership as a strategic partner with institutional leadership
CIOs have two challenges in this regard. The first is getting to the table. Contemporary requirements for IT leaders position them well for strategic leadership.18 Those requirements include expertise in management and business practices, project portfolio management, negotiation, and change leadership. However, business-savvy CIOs can alienate some academics, particularly those opposed to administrators as leaders. Worse, not all CIOs are well-equipped for a position at the executive table.
Issue #5: Sustainable Funding
Developing IT funding models that sustain core services, support innovation, and facilitate growth
Two complications have deepened the IT funding challenge in recent years. The first is that information technology is now incontrovertibly core to the mission and function of colleges and universities. The second complication is that at most institutions, digital investments and technology refreshes have been funded with capital expenditures. Yet IT services and infrastructure are moving outside the institution, generally to the cloud, and cloud funding depends on ongoing expenditures rather than one-time investments.
Issue #6: Data Management and Governance
Improving the management of institutional data through data standards, integration, protection, and governance
Data management and governance is not an IT issue. It requires a broad, top-down approach because all departments need to buy in and agree. All stakeholders (data owners as well as IR, IT, and institutional leaders) must collaboratively develop a common set of data definitions and a common understanding of what data is needed, in what format, and for what purposes. This coordination, or governance, will enable constituents to communicate with confidence about the data (e.g., “the single version of truth”) and the standards (e.g., APLU, IPEDS, CDS) under which it is collected.
Institutions often choose to approach data management from three perspectives: (1) accuracy, (2) usability, and (3) privacy. The IT organization has a role to play in creating and maintaining data warehouses, integrating systems to facilitate data exchange, and maintaining standards for data privacy and security.
Issue #7: Higher Education Affordability
Prioritizing IT investments and resources in the context of increasing demand and limited resources
Uncoordinated, redundant expenditures supplant other needed investments, such as consistent classroom technology or dedicated information security staff. Planning needs to occur at the institutional or departmental level, but it also needs a place to coalesce and be assessed regionally, nationally, and in some cases, globally, because there isn’t enough money to do everything that institutional leaders, faculty, and others want or even need to do. Public systems are making some headway in sharing services, but for the most part, local optimization supersedes collaboration and compromise.
Issue #8: Sustainable Staffing
Ensuring adequate staffing capacity and staff retention as budgets shrink or remain flat and as external competition grows
As institutions become more dependent on their IT organizations, IT organizations are more dependent on the expertise and quality of their workforce. New hires need to be great hires, and great staff need to want to stay. Each new hire can change the culture and effectiveness of the IT organizations
Issue #9: Next-Gen Enterprise IT
Developing and implementing enterprise IT applications, architectures, and sourcing strategies to achieve agility, scalability, cost-effectiveness, and effective analytics
Buildings should outlive alumni; technology shouldn’t. IT leaders are examining core enterprise applications, including ERPs (traditionally, suites of financial, HR, and student information systems) and LMSs, for their ability to meet current and future needs.
Issue #10: Digital Transformation of Learning
Collaborating with faculty and academic leadership to apply technology to teaching and learning in ways that reflect innovations in pedagogy and the institutional mission
According to Michael Feldstein and Phil Hill, personalized learning applies technology to three processes: content (moving content delivery out of the classroom and allowing students to set their pace of learning); tutoring (allowing interactive feedback to both students and faculty); and contact time (enabling faculty to observe students’ work and coach them more).
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more on IT in this IMS blog
https://blog.stcloudstate.edu/ims?s=information+technology
Compensation for creation of online courses
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I absolutely echo Kimber’s notion that a team approach to course development can actually take longer, even when one of the team members is an instructional designer. Perhaps because faculty members are used to controlling all aspects of their course development and delivery, the division of labor concept may feel too foreign to them. An issue that is similar in nature and referred to as ‘unbundling the faculty role’ is discussed at length in the development of competency-based education (CBE) courses and it is not typically a concept that faculty embrace.
Robin
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I will also confirm that the team approach to course development can take longer. Indeed it does in my experience. It requires much more “back and forth”, negotiating of who is doing what, ensuring that the overall approach is congruent, etc. That’s not to say that it’s not a worthwhile endeavor in some cases where it makes pedagogical sense (in our case we are designing courses for 18-22 year-old campus-based learners and 22+ year-old fully online learners at the same time), but if time/cost savings is the goal, you will be sorely disappointed, in my experience. The “divide and conquer” approach requires a LOT of coordination and oversight. Without that you will likely have a cobbled together, hodgepodge of a course that doesn’t meet expectations.
Best, Carine Director, Office of Instructional Design & Academic Technology Ottawa University 1001 S. Cedar St. * Ottawa, KS 66067 carine.ullom@ottawa.edu * 785-248-2510
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Breaking up a course and coming up with a cohesive design and approach, could make the design process longer. At SSC, we generally work with our faculty over the course of a semester for each course. When we’ve worked with teams, we have not seen a shortened timeline.
The length of time it takes to develop a course depends on the content. Are there videos? If so, they have to be created, which is time-consuming, plus they either need to have a transcript created or they need subtitles. Both of those can be time-consuming. PowerPoint slides take time, plus, they need more content to make them relevant. We are working with our faculty to use the Universal Design for Learning model, which means we’re challenging them to create the content to benefit the most learners
I have a very small team whose sole focus is course design and it takes us 3-4 weeks to design a course and it’s our full-time job!
Linda
Linda C. Morosko, MA Director, eStarkState Division of Student Success 330-494-6170 ext. 4973 lmorosko@starkstate.edu
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Kelvin, we also use the 8-week development cycle, but do occasionally have to lengthen that cycle for particularly complex courses or in rare cases when the SME has had medical emergencies or other major life disruptions. I would be surprised if multiple faculty working on a course could develop it any more quickly than a single faculty member, though, because of the additional time required for them to agree and the dispersed sense of responsibility. Interesting idea.
-Kimber
Dr. Kimberly D. Barnett Gibson, Assistant Vice President for Academic Affairs and Online Learning Our Lady of the Lake University 411 SW 24th Street San Antonio, TX 78207 Kgibson@ollusa.edu 210.431.5574 BlackBoard IM kimberly.gibson https://www.pinterest.com/drkdbgavpol/ @drkimberTweets
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Hello everyone. As a follow-up to the current thread, how long do you typically give hey course developer to develop a master course for your institution? We currently use an eight week model but some faculty have indicated that that is not enough time for them although we have teams of 2 to 4 faculty developing such content. Our current assumption is that with teams, there can be divisions of labor that can reduce the total amount time needed during the course development process.
Kelvin Bentley, PhD Vice President of Academic Affairs, TCC Connect Campus Tarrant County College District
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At Berkeley College, full-time faculty may develop online courses in conjunction with an instructional designer. The course is used as a master template for other sections to be assigned from. Once the course has been scheduled and taught, the faculty member receives a stipend. The faculty member would receive their normal pay to teach the developed course as part of their semester course load, with no additional royalties assigned for it or any additional sections that may be provided to students.
Regards, Gina Gina Okun Assistant Dean, Online Berkeley College 64 East Midland Avenue, Suite 2, Paramus, NJ 07652 (973)405-2111 x6309 gina-okun@berkeleycollege.edu
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We operate with nearly all adjunct faculty where >70% of enrollment credits are onlinez
With one exception that I can recall, the development contract includes the college’s outright ownership, with no royalty rights. One of the issues with a royalty based arrangement would be what to do when the course is revised (which happens nearly every term, to one degree or another). At what point does the course begin to take on the character of another person’s input?
What do you do if the course is adapted for a shorter summer term, or a between-term intensive? What if new media tools or a different LMS are used? Is the royalty arrangement based on the syllabus or the course content itself? What happens if the textbook goes out of print, or an Open resource becomes available? What happens if students evaluate the course poorly?
I’m not in position to set this policy — I’m only reporting it. I like the idea of a royalty arrangement but it seems like it could get pretty messy. It isn’t as if you are licensing a song or an image where the original product doesn’t change. Courses, the modes of delivery, and the means of communication change all the time. Seems like it would be hard to define what constitutes “the course” after a certain amount of time.
Steve Covello Rich Media Specialist/Instructional Designer/Online Instructor Chalk & Wire e-Portfolio Administrator Granite State College 603-513-1346 Video chat: https://appear.in/id.team Scheduling: http://meetme.so/stevecovello
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I’ve worked with many institutions that have used Subject Matter Experts (SMEs) to develop or provide the online course content. Most often, the institutions also provide a resource in the form of an Instructional Designer (ID) to take the content and create the actual course environment.
The SME is paid on a contract basis for provision of the content. This is a one-time payment, and the institution then owns the course content (other than integrated published materials such as text books, licensed online lab products, etc.). The SME may be an existing faculty member at the institution or not, or the SME may go on to teach the course at the institution. In any event, whoever teaches the course would be paid the standard faculty rate for the course. If the course requires revisions to the extent that a person will need to be engaged for content updates, then that can be a negotiated contract. Typically it is some fraction of the original development cost. No royalties are involved.
Hap Aziz, Ed.D. @digitalhap http:hapaziz.wordpress.com
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Within SUNY, there is some variance regarding whether a stipend is paid for development or not. In either case, since we are unionized there is policy regarding IP. IP resides with the faculty developer unless both parties agree in writing in the form of a contract to assign or share rights.
Policy statement: http://uupinfo.org/reports/reportpdf/IntellectualPropertyUpdated2016.pdf
Thank you for your feedback on this issue. Our institution does does not provide a royalty as we consider course development as a fee-for-service arrangement. We pay teams of 2-4 faculty $1000 each to develop master course shells for our high-enrollment courses. Instead of a royalty fee, I think an institution can simply provide course developers the perk of first right of refusal to teach the course when it offered as well as providing course developers with the first option to make revisions to the course shell over time.
Kelvin
Kelvin Bentley, Ph.D. Vice President of Academic Affairs, TCC Connect Campus Tarrant County College District
Once upon a time, and several positions ago, we set up a google doc for capturing all kinds of data points across institutions, like this. I’m sure it’s far out of date, but may still have some ideas or info in there – and could possibly be dusted off and oiled up for re-use… I present the Blend-Online Data Collector. This tab is for course development payment.
Kind regards,
Clark
Clark Shah-Nelson
Assistant Dean, Instructional Design and Technology
University of Maryland School of Social Work—Twitter … LinkedIn —voice/SMS: (646) 535-7272fax: 270.514.0112
Hi Jenn,
Just want to clarify…you say faculty “sign over all intellectual property rights of the course to the college.” but later in the email say “Faculty own all intellectual property and can take it with them to teach at another institution”, so is your policy changing to the former? Or, is it the later and that is what you are asking about?
I’ll send details on our policy directly to your email account.
Best,
Ellen
On Tue, Dec 6, 2016 at 9:43 AM, Jennifer Stevens <jennifer_stevens@emerson.edu> wrote:
Hello all,
I am tasked with finding out what the going rate is for the following model:
We pay an adjunct faculty member (“teaching faculty”) a set amount in order to develop an online course and sign over all intellectual property rights of the course to the college.
Is anyone doing this? I’ve heard of models that include royalties, but I personally don’t know of any that offer straight payment for IP. I know this can be a touchy subject, so feel free to respond directly to me and I will return and post a range of payment rates with no other identifying data.
For some comparison, we are currently paying full time faculty a $5000 stipend to spend a semester developing their very first online class, and then they get paid to teach the class. Subsequent online class developments are unpaid. Emerson owns the course description and course shell and is allowed to show the course to future faculty who will teach the online course. Faculty own all intellectual property and can take it with them to teach at another institution. More info: http://www.emerson.edu/itg/online-emerson/frequently-asked-questions
I asked this on another list, but wanted to get Blend_Online’s opinion as well. Thanks for any pointers!
Jenn Stevens
Director | Instructional Technology Group | 403A Walker Building | Emerson College | 120 Boylston St | Boston MA 02116 | (617) 824-3093
Ellen M. Murphy
Director of Program Development
Graduate Professional Studies
Brandeis University Rabb School
781-736-8737
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more on compensation for online courses in this IMS blog:
https://blog.stcloudstate.edu/ims?s=online+compensation
Instagram Adds Boomerang, Mention Tags, and Links to Instagram Stories: Instagram introduced two new tools “to help you make your story even more fun, Boomerang and mentions,” and announced that it’s starting “to test links inside some stories.” Boomerang, which “lets you turn everyday moments into something fun and unexpected,” can be selected as an additional format option under the Record button. Boomerang records and stitches together “a burst of photos into a mini video that plays forward and backward.” Users can also tag and mention people in stories just as they do in Instagram captions and comments. These updates for Instagram Stories are available as part of Instagram version 9.7 available for iOS in the Apple App Store. It’s also available on Android and Windows.
Facebook Opens Sponsored Messages on Messenger: As part of a larger Messenger update “designed to provide visibility into optimal entry points, enhance existing conversations and enable you to build better overall experiences,” Facebook made sponsored messages within Messenger generally available to all advertisers. According to Facebook, “sponsored messages give businesses the ability to send targeted updates, information about promotions, reminders and other relevant messages.” All Facebook advertisers can now reach people through sponsored posts and ads in the news feed and direct them to a conversation in Messenger.
Periscope Introduces New Ways to Connect With Audiences: Periscope rolled out “three new ways to connect with your audiences and the communities on Periscope – with Superfans, groups, and logging into Periscope.tv.” The new Superfans feature allows broadcasters to identify and target the top 10 “most engaged” members of their audience. Building on this information, broadcasters can now create groups where they can “broadcast to and share videos with more granular sets of people” such as friends, superfans, or a community built around specific interests. The Superfans and Groups features are available on the Periscope app for Android and iOS and on the web.
Periscope recently updated Periscope.tv with an “easier way to search, browse suggested and highlighted channels” and has just rolled out “a more complete web experience” that allows users to send hearts in any live video on Periscope.tv.
Snapchat Adds New World Lenses, Rewind Capabilities, and Support for Spectacles: With its recent updates for iOS and Android, Snapchat introduced World Lenses. Similar to Snapchat’s Selfie Lenses, the new World Lenses change your background and surroundings. According to TechCrunch, “some World Lenses will actually animate your face too and can have different effects depending on if you use your front- or rear-facing camera.” Snapchat also added the ability to rewind individual snaps and entire stories with just one swipe.
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more on social media in this IMS blog:
https://blog.stcloudstate.edu/ims?s=social+media
Code4Lib Proposed Preconference Workshops
http://2017.code4lib.org/workshops/proposed-workshops.html
Introduction to functional programming principles, including immutability, higher-order functions, and recursion using the Clojure programming language. This workshop will cover getting started with the Clojure REPL, building programs through function composition, testing, and web-development using ClojureScript.
Proposed by: Sam Popowich
This workshop will do a deep dive into approaches and recommend best practices for customizing Blacklight applications. We will discuss a range of topics, including styling and theming, customizing discovery experiences, and working with Solr.
Proposed by: Chris Beer, Jessie Keck, and Jack Reed
We all encounter failure in our professional lives: failed projects, failed systems, failed organizations. We often think of failure as a negative, but it has intrinsic value — and since it’s inevitable that we’ll eventually experience failure ourselves, it’s important to know how to accept it, how to take lessons from it, and how to grow from it professionally. Fail4Lib, now in its 5th year, is the perennial Code4Lib preconference dedicated to discussing and coming to terms with the failures that we all face in our professional lives. It is a safe space for us to explore failure, to talk about our own experiences with failure, and to encourage enlightened risk taking. The goal of Fail4Lib is for participants to be adept at failing gracefully, so that when we do fail, we do so in a way that moves us forward. This half-day preconference will consist of case studies, round-table discussions, and, for those interested in sharing, lightning talks on failures we’ve dealt with in our own work.
Proposed by: Andreas Orphanides and Bret Davidson
Intro to programming in Ruby on Rails
Proposed by: Carolyn Cole and Laney McGlohon
Amazon Web Services currently offers 58 services ranging from the familiar compute and storage systems to game development and the internet of things. We will focus on the 20-some services that you should be aware of as you move your applications to their cloud.
The morning session will be mostly overview and the afternoon session will be more practical examples and discussion. This could be broken into two sessions.
Proposed by: Cary Gordon, t/b/d, and t/b/d
FOLIO is a library services platform — infrastructure that allows cooperating library apps to share data. This workshop is a hands-on introduction to FOLIO for developers of library apps. In this tutorial you will work with your own Vagrant image through a series of exercises designed to demonstrate how to install an app on the platform and use the data sources and design elements the platform provides.
REQUIREMENTS Laptop (4GB) with Vagrant installed.
Proposed by: Peter Murray
Have an idea for an app? Want to work with FOLIO developers and others in the community on the FOLIO platform to make it happen. Come to this half-day hack-a-thon! Ideas for new developers will be posted in the project Jira, or bring your own concepts and work with others to make them reality.
REQUIREMENTS Laptop (4GB) with Vagrant installed. Attending the FOLIO Tutorial is recommended, but not required.
Proposed by: Peter Murray
Google Apps script is a server-side implementation of JavaScript which supports API calls to Google Services. This can provide an excellent platform for developing simple library applications. The libraries at Georgetown University and the University of Dayton have successfully deployed applications built with Google App Script.
In this workshop, we will step through the various types of applications that can be built with Google Apps Script.
(1) Custom cell formulas
(2) Spreadsheet Add On Functions (menu items, time based triggers)
(3) Google Apps Script as a Web Service
(4) Google Apps Script Add-Ons that can be shared globally or by domain
In this workshop, we will build sample instances of each of these types of applications (wifi-permitting) and spend some time brainstorming additional applications that would be useful for the library community.
Sample Applications: http://georgetown-university-libraries.github.io/#google-sheets
Proposed by: Terry Brady and Craig Boman
Calls to mindfulness and self care can have mixed reception in our field. While some view this important work as navel-gazing or unnecessary, it is integral to being present and avoiding burnout. Often this skewed attention to output comes at the expense of our personal lives, our organizations, our health, our relationships, and our mental well-being. Learning to prioritize self-care is an ongoing project among those who perform emotional labor. While some view the work of mindfulness as self-indulgent, it has proven to keep many on the track of being present and avoiding burnout.*
The purpose of this preconference is to provide a short introduction to self care and mindfulness with practical work we can use regardless of setting. We’ll discuss microaggressions and allyship (microaggressions being the brief and commonplace verbal, behavioral, or environmental indignities that marginalized people of various groups experience daily and allyship referring to the powerful role that individuals from privileged groups can play in supporting marginalized individuals). We will then transition to a modified unconference setting where participants can practice scenarios and learn practical solutions. Each of the presenters has different set of skills and experiences that allow for many techniques and strategies to be explored. Preconference attendees will participate in sessions like “Mentor Speed Dating” where they get to talk to and question potential mentors/mentees. They may be coached through a guided meditation or walked through a calming breathing exercise. For those looking to a more physical space, office yoga and stretching techniques may be shared depending on the outcomes of the unconference interest.
Foundational materials and articles will be shared with the registrants prior to the meeting with the option of further discussion at the workshop. An open access guide to all the resources and readings will be available after the preconference, and people will be encouraged to share additional their tools on a website.
Suggested Hashtag #c4lselfcare
* Abenavoli, R.M., Jennings, P.A., Greenberg, M.T., Harris, A.R., & Katz, D.A. (2013). The protective effects of mindfulness against burnout among educators. Psychology of Education Review, 37(2), 57-69
Proposed by: Carmen Mitchell, Lia Friedman, and Torie Quinonez
In this preconference, participants will be introduced to Virtual Reality uses in library settings, notably, by way of the VR Reading Room. Within the VR Reading Room prototype, users can collaboratively explore digital collections (e.g. HathiTrust) by way of VR headsets. Participants of this workshop will have the opportunity to experience HTC Vive functionality. The system will be setup with a prototype e-book experiment in order to model several VR affordances. Once attendees have been introduced to the HTC Vive hardware and sample project, groups of participants will have an opportunity to further brainstorm novel uses cases.
Proposed by: Jim Hahn
Python[1] has become one of the dominant languages in scientific computing and is used by researchers around the world. Its popularity is due in large part to a rich set of libraries for data analysis like Pandas[2] and NumPy[3] and tools for exploring scientific code like Jupyter notebooks[4]. Join us for this half-day workshop on the basics of using Pandas within a Jupyter notebook. We will cover importing data, selecting and subsetting data, grouping data, and generating simple visualizations. All are welcome, but some familiarity with Python is recommended, e.g. the concepts covered in the Codecademy[5] or Google[6] Python courses.
[1] https://www.python.org/
[2] http://pandas.pydata.org/
[3] http://www.numpy.org/
[4] http://jupyter.org/
[5] https://www.codecademy.com/learn/python
[6] https://developers.google.com/edu/python/
Proposed by: Bret Davidson and Kevin Beswick
Learn about the features and capabilities of Sufia, a Hydra-based repository solution. Attendees will participate in a hand-on demonstration where they deposit content, edit metadata, create collections, and explore access control options. Attendees should bring laptops with Chrome, Firefox, or Safari installed. Please plan on bringing at least one image, document, or other digital content that you’re comfortable uploading and using for demo and experimentation purposes 🙂
Proposed by: Mark Bussey and Justin Coyne
The web can be a trove of openly accessible data, but it is not always readily available in a format that allows it to be downloaded for analysis and reuse. This workshop aims to introduce attendees to web scraping, a technique to automate extracting data from websites.
Part one of the workshop will use browser extensions and web tools to get started with web scraping quickly, give examples where this technique can be useful, and introduce how to use XPath queries to select elements on a page.
Part two will introduce how to write a spider in Python to follow hyperlinks and scrape several web pages using the Scrapy framework. We will conclude with an overview of the legal aspects of web scraping and an open discussion.
You don’t need to be a coder to enjoy this workshop! Anyone wishing to learn web scraping is welcome, although some familiarity with HTML will be helpful. Part two will require some experience with Python, attendees unfamiliar with this language are welcome to stay only for part one and still learn useful web scraping skills!
Proposed by: Thomas Guignard and Kim Pham
Paper prototyping is a low-cost, structured brainstorming technique that uses materials such as paper and pencils to better understand the way users interact with physical, visual, and textual information. It can help us learn how to better think through workflows, space design, and information architecture. Session attendees will learn about the ways low-fidelity prototyping and wireframing can be used to develop ideas, troubleshoot workflows, and improve learning and interaction.
In the first half of the workshop, participants will step through activities in icon design, persona development, and task development. In the second half they will develop a low fidelity prototype and step through a guerilla usability testing process with it.
Proposed by: Ekatarina (Eka) Grguric and Andreas Orphanides
NMC Releases Horizon Project Strategic Brief on Digital Literacy
Anaheim, California (October 25, 2016) — The New Media Consortium (NMC) has released Digital Literacy: An NMC Horizon Project Strategic Brief in conjunction with the 2016 EDUCAUSE Annual Conference.
This project was launched because there is a lack of consensus across the field about how to define digital literacy and implement effective programs. A survey was disseminated throughout the NMC community of higher education leaders and practitioners to understand how digital literacy initiatives are impacting their campuses. The NMC’s research examines the current landscape to illuminate multiple models of digital literacy — universal literacy, creative literacy, and literacy across disciplines — around which dedicated programs can proliferate a spectrum of skills and competencies.
p. 8-10 examples across US universities on digital literacy organization
p. 12 Where does support for digital literacy come from your institution? Individual people
p. 13. campus libraries must be deeply embedded in course curriculum. While libraries have always supported academic institutions, librarians can play a more critical role in the development of digital literacy skills. Historically, these types of programs have been implemented in “one-off” segments, which are experienced apart from a student’s normal studies and often delivered in a one-size-fits-all method. However, an increasing number of academic libraries are supporting a more integrated approach that delivers continuous skill development and assessment over time to both students and faculty. This requires deeper involvement with departments and agreeing on common definitions of what capacities should be achieved, and the most effective pedagogical method. Librarians are tasked with broadening their role in the co-design of curriculum and improving their instruction techniques to work alongside faculty toward the common goal of training students to be savvy digital researchers. University of Arizona Libraries, for example, found that a key step in this transition required collaborating on a common instructional philosophy.
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more on digital literacy in this IMS blog:
https://blog.stcloudstate.edu/ims?s=digital+literacy
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Photo-sharing Site as Library Tool : A Web-based Survey
peer-reviewed article for Digital Library Perspectives: https://mc.manuscriptcentral.com/dlp
opportunity to user to develop a sense of ownership over the library resources.
Photo-sharing sites already have taken sharp inroads into the field of teaching-learnin encouraging a shift from teacher-led approach to user centred engagement (Kawka, et al,2012).
Introducing photo-sharing sites and integrating with other social networking sites, libraries are now making their web presence outside the “traditional web platform”. With facility of online managing and sharing of digital images, photo-sharing sites enable users to get remotely connected with others and interact with comment links. Photo-sharing sites that are commonly being used by libraries are Flickr (www.flickr.com), Instagram (instagram.com), Pinterest (in.pinterest.com), Photobucket (photobucket.com), Picasa (picasa.google.com), SmugMug (www.smugmug.com), etc (Bradley, 2007; Kroski, 2008; Salomon, 2013).
The results showed that blog and RSS are among the mostly used applications and web 0 applications are associated with overall website quality, particularly to the service quality.
Stvilia and Jörgensen (2010) suggests that controlled vocabulary terms may be
37 complemented with those user generated tags which users feel more comfortable with for information The study also reflects a growing interest among the user community to be involved in “social content creation and sharing communities in creating and enhancing the metadata of their photo collections to make the collections more accessible and visible”.
page 7-8.
2.1 Steps to increase accessibility to photo-sharing sites
a) Improve visibility: To make photo-sharing sites of the library easily visible, a direct link to library homepage is essential
p. 9
2.2 Purposes of using photo-sharing sites
a) Organising library tour
b) Community building
c) Tool for digitisation
d) Grabbing the users at their own place
e) Integrating Feeds with other application
f) Displaying new arrivals : Newly added books
g) Sharing news & events and publicize library activities
h) Archives of exhibits
i) Portal for academic and research activity: Photo-sharing sites may serve as platform tofoster teaching learning activity, particularly for those who may use these image resource sites for academic purpose
j) Experimentation : Being a relatively new approach to users service, these tools may be introduced on experimental basis to examine their proper utilisation before final implementation
k) Miscellaneous : Public library can reach out to the community physically, offer service to the traditionally underserved, homebound or people with disability, implement programmes to include marginalised section of the community and showcase its mobile outreach efforts in photo-sharing sites.
page 12-13
Before going to integrate photo-sharing site, a library should set the strategic objectives i.e., what purposes are to be served. “Purpose can provide clarity of vision when creating policies or guidelines” (Garofalo, 2013, p.28). The above discussedrange of purposes may help librarians to develop better understanding to makeinformed selection of photo-sharing utility and the nature of images to be posted through it. Goal setting should precede consideration of views of a sizeable section of all library stakeholders to know beforehand what they expect from the library.
• Once the purposes are outlined, a library should formulate policy/ guideline for photo-sharing practices, based on user requirement, staff resource, available time component and technological support base. Policy offers a clear guideline for the users and staff to decide the kind of images to be posted. A guideline is indeed essential for the optimum use of photo-sharing site. It also delineates the roles and responsibilities of the staff concerned and ensures regular monitoring of the posts. Policy may highlight fair use guidelines and allow re-use of images within the scope of copy-right.
• A best way to start is integrating an app, involving simple design with fewer images and let users be familiarized with the system. During the course of development more and more apps may be added, with more images to be posted to serve variety of purposes, depending on the institutional resource and user demand.
• Accessibility to photo-sharing site largely depends on its visibility to the audience. Icon of photo-sharing utility prominently located on website will increase the presentation of its visual identity. Library may set links to photo-sharing sites at home page or at drilled-down page.
• Being an emerging technology, photo-sharing site needs adequate exposure for optimum usage. Annotations associated to photo-sharing site will give an idea about the online tool and will guide users to better harness the application.
• Photo-sharing sites allow images to be organised in a variety of way. Categorising image resources under various topical headings at one location will improve resource identification and frees one from extensive searching.
• Regular posting of engaging images to photo-sharing site from the library and follow- up will attract users to tag and share images and strengthen community involvement with active user participation.
• “Social and informal photographs” of library staff will make them more approachable and strengthen patron-staff relationship.
• Library should seek user comments and suggestions to improve current photo-sharing application and to incorporate fresh element to library service provision. User feedback may be considered as a tool to evaluate the effectiveness of existing photo- sharing practices.
• To popularise the effort, usual promotional media like physical and online signs/ displays apart, library may use social media marketing platforms like blogs, Facebook, Twitter, etc., and increase awareness of photo-sharing tools.
• Imparting technology training may develop necessary knowledge; improve skill, and change the attitude and mindset of library professionals to handle issues related to using this web-based powered-tools and repurpose existing accessibility settings.
• To provide quick link to photo-sharing site from anywhere in the web, a library may use add-ons / plug-ins to embed image sharing tools.
• Photo-sharing site may be implemented to satisfy multiple approach options of users. A section of users use photo-sharing site to have a glimpse of the newly arrived documents, highlights of catalogue, rare books, etc. Some others may use it to find images of historical importance with context. New users may find it attractive to pay
Bibliography on Arduino use in education:
peer-reviewed
http://scsu.mn/2e8mdNh – permanent link to the SCSU online database search (Arduino + Education)
Almeida Cavalcante, M. (2013). Novas tecnologias no estudo de ondas sonoras. Caderno Brasileiro De Ensino De Física, 30(3), 579-613.
Almeida Cavalcante, M., Tavares Rodrigues, T. T., & Andrea Bueno, D. (2013). CONTROLE REMOTO: PRINCIPIO DE FUNCIONAMENTO (parte 1 de 2). Caderno Brasileiro De Ensino De Física, 30(3), 554-565.
Atkin, K. (2016). Construction of a simple low-cost teslameter and its use with arduino and MakerPlot software. Physics Education, 51(2), 1-1.
Galeriu, C., Edwards, S., & Esper, G. (2014). An arduino investigation of simple harmonic motion. Physics Teacher, 52(3), 157-159.
Galeriu, C., Letson, C., & Esper, G. (2015). An arduino investigation of the RC circuit. Physics Teacher, 53(5), 285-288.
Grinias, J. P., Whitfield, J. T., Guetschow, E. D., & Kennedy, R. T. (2016). An inexpensive, open-source USB arduino data acquisition device for chemical instrumentation. Journal of Chemical Education, 93(7), 1316-1319.
Kuan, W., Tseng, C., Chen, S., & Wong, C. (2016). Development of a computer-assisted instrumentation curriculum for physics students: Using LabVIEW and arduino platform. Journal of Science Education and Technology, 25(3), 427-438.
Kubínová, Š., & Šlégr, J. (2015). Physics demonstrations with the arduino board. Physics Education, 50(4), 472-474.
Kubínová, Š., & Šlégr, J. (2015). ChemDuino: Adapting arduino for low-cost chemical measurements in lecture and laboratory. Journal of Chemical Education, 92(10), 1751-1753.
Kubínova´, S., & S?le´gr, J. (2015). ChemDuino: Adapting arduino for low-cost chemical measurements in lecture and laboratory. Journal of Chemical Education, 92(10), 1751-1753.
López-Rodríguez, F. M., & Cuesta, F. (2016). Andruino-A1: Low-cost educational mobile robot based on android and arduino. Journal of Intelligent & Robotic Systems, 81(1), 63-76.
McClain, R. L. (2014). Construction of a photometer as an instructional tool for electronics and instrumentation. Journal of Chemical Education, 91(5), 747-750.
Musik, P. (2010). Development of computer-based experiment in physics for charging and discharging of a capacitor. Annual International Conference on Computer Science Education: Innovation & Technology, , I111-I116.
Pagliuca, G., Arduino, L. S., Barca, L., & Burani, C. (2008). Fully transparent orthography, yet lexical reading aloud: The lexicality effect in italian. Language and Cognitive Processes, 23(3), 422-433.
Park, S., Kim, W., & Seo, S. (2015). Development of the educational arduino module using the helium gas airship. Modern Physics Letters B, 29(6), -1.
Pereira, A. M., Santos, A. C. F., & Amorim, H. S. (2016). Estatística de contagem com a plataforma arduino. Caderno Brasileiro De Ensino De Física, 38(4), 1-8.
Sulpizio, S., Arduino, L. S., Paizi, D., & Burani, C. (2013). Stress assignment in reading italian polysyllabic pseudowords. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(1), 51-68.
Teikari, P., Najjar, R. P., Malkki, H., Knoblauch, K., Dumortier, D., Gronfier, C., et al. (2012). An inexpensive arduino-based LED stimulator system for vision research. Journal of Neuroscience Methods, 211(2), 227-236.
Walzik, M. P., Vollmar, V., Lachnit, T., Dietz, H., Haug, S., Bachmann, H., et al. (2015). A portable low-cost long-term live-cell imaging platform for biomedical research and education. Biosensors & Bioelectronics, 64, 639-649.
Zachariadou, K., Yiasemides, K., & Trougkakos, N. (2012). A low-cost computer-controlled arduino-based educational laboratory system for teaching the fundamentals of photovoltaic cells. European Journal of Physics, 33(6), 1599-1610.
Zubrycki, I., & Granosik, G. (2014). Introducing modern robotics with ros and arduino, including case studies. Journal of Automation, Mobile Robotics & Intelligent Systems, 8(1), 69-75.
Пионкевич, В. А. (2016). ИНСТРУМЕНТЫ ДЛЯ ОБУЧЕНИЯ СОВРЕМЕННЫМ СРЕДСТВАМ ЦИФРОВЫХ СИСТЕМ АВТОМАТИЧЕСКОГО УПРАВЛЕНИЯ НЕТРАДИЦИОННЫМИ ИСТОЧНИКАМИ ЭЛЕКТРИЧЕСКОЙ ЭНЕРГИИ НА ОСНОВЕ МИКРОКОНТРОЛЛЕРОВ. Bulletin of Irkutsk State Technical University / Vestnik of Irkutsk State Technical University, (6), 136-145.
——————————-
popular literature:
http://playground.arduino.cc/Projects/Ideas
http://www.instructables.com/id/20-Unbelievable-Arduino-Projects/
http://makezine.com/2015/03/28/20-projects-celebrate-arduino-day/
https://www.quora.com/What-would-be-a-good-idea-for-an-Arduino-innovative-project
https://www.element14.com/community/groups/arduino/blog/2014/06/06/10-awesome-arduino-projects
+++++++++++++++++++
more on Arduino in this IMS blog
https://blog.stcloudstate.edu/ims?s=arduino
Boulder Faculty Teaching with Technology Report
Sarah Wise, Education Researcher , Megan Meyer, Research Assistant, March 8,2016
http://www.colorado.edu/assett/sites/default/files/attached-files/final-fac-survey-full-report.pdf
Faculty perceive undergraduates to be less proficient with digital literacy skills. One-third think
their students do not find or organize digital information very well. The majority (52%) think
they lack skill in validating digital information.
My note: for the SCSU librarians, digital literacy is fancy word for information literacy. Digital literacy, as used in this report is much greater area, which encompasses much broader set of skills
Faculty do not prefer to teach online (57%) or in a hybrid format (where some sessions occur
online, 32%). One-third of faculty reported no experience with these least popular course types
my note: pay attention to the questions asked; questions I am asking Mike Penrod to let me work with faculty for years. Questions, which are snubbed by CETL and a dominance of D2L and MnSCU mandated tools is established.
Table 5. Do you use these in-class technologies for teaching undergraduates? Which are the Top 3 in-class technologies you would like to learn or use more? (n = 442)
|
Top 3 |
use in most of my classes |
have used in some classes |
tried, but do not use |
N/A: no experience |
| in-class activities, problems (via worksheets, tablets, laptops, simulations, beSocratic, etc.) |
52% |
33% |
30% |
6% |
30% |
| in-class question, discussion tools (e.g. Twitter, TodaysMeet, aka “backchannel communication”) |
47% |
8% |
13% |
11% |
68% |
| using online resources to find high quality curricular materials |
37% |
48% |
31% |
3% |
18% |
| iClickers |
24% |
23% |
16% |
9% |
52% |
| other presentation tool (Prezi, Google presentation, Slide Carnival, etc.) |
23% |
14% |
21% |
15% |
51% |
| whiteboard / blackboard |
20% |
58% |
23% |
6% |
14% |
| Powerpoint or Keynote |
20% |
74% |
16% |
4% |
5% |
| document camera / overhead projector |
15% |
28% |
20% |
14% |
38%
|
Table 6. Do you have undergraduates use these assignment technology tools? Which are your Top 3 assignment technology tools to learn about or use more? (n = 432)
|
Top 3 |
use in most of my classes |
have used in some classes |
tried, but do not use |
N/A: no experience using |
| collaborative reading and discussion tools (e.g. VoiceThread, NB, NotaBene, Highlighter, beSocratic) |
43% |
3% |
10% |
10% |
77% |
| collaborative project, writing, editing tools (wikis, PBWorks, Weebly, Google Drive, Dropbox, Zotero) |
38% |
16% |
29% |
12% |
43% |
| online practice problems / quizzes with instant feedback |
36% |
22% |
22% |
8% |
47% |
| online discussions (D2L, Today’s Meet, etc) |
31% |
33% |
21% |
15% |
30% |
| individual written assignment, presentation and project tools (blogs, assignment submission, Powerpoint, Prezi, Adobe Creative Suite, etc.) |
31% |
43% |
28% |
7% |
22% |
| research tools (Chinook, pubMed, Google Scholar, Mendeley, Zotero, Evernote) |
30% |
33% |
32% |
8% |
27% |
| online practice (problems, quizzes, simulations, games, CAPA, Pearson Mastering, etc.) |
27% |
20% |
21% |
7% |
52% |
| data analysis tools (SPSS, R, Latex, Excel, NVivo, MATLAB, etc.) |
24% |
9% |
23% |
6% |
62% |
| readings (online textbooks, articles, e-books) |
21% |
68% |
23% |
1% |
8% |
Table 7. Do you use any of these online tools in your teaching? Which are the Top 3 online tools you would like to learn about or use more? (n = 437)
|
Top 3 |
use in most of my classes |
have used in some classes |
tried, but do not use |
N/A: no experience using |
| videos/animations produced for my course (online lectures, Lecture Capture, Camtasia, Vimeo) |
38% |
14% |
21% |
11% |
54% |
| chat-based office hours or meetings (D2L chat, Google Hangouts, texting, tutoring portals, etc.) |
36% |
4% |
9% |
10% |
76% |
| simulations, PhET, educational games |
27% |
7% |
17% |
6% |
70% |
| videoconferencing-based office hours or meetings (Zoom, Skype, Continuing Education’s Composition hub, etc.) |
26% |
4% |
13% |
11% |
72% |
| alternative to D2L (moodle, Google Site, wordpress course website) |
23% |
11% |
10% |
13% |
66% |
| D2L course platform |
23% |
81% |
7% |
4% |
8% |
| online tutorials and trainings (OIT tutorials, Lynda.com videos) |
21% |
4% |
16% |
13% |
68% |
| D2L as a portal to other learning tools (homework websites, videos, simulations, Nota Bene/NB, Voice Thread, etc.) |
21% |
28% |
18% |
11% |
42% |
| videos/animations produced elsewhere |
19% |
40% |
36% |
2% |
22% |
In both large and small classes, the most common responses faculty make to digital distraction are to discuss why it is a problem and to limit or ban phones in class.
my note: which completely defies the BYOD and turns into empty talk / lip service.
Quite a number of other faculty (n = 18) reported putting the onus on themselves to plan engaging and busy class sessions to preclude distraction, for example:
“If my students are more interested in their laptops than my course material, I need to make my curriculum more interesting.”
I have not found this to be a problem. When the teaching and learning are both engaged/engaging, device problems tend to disappear.”
The most common complaint related to students and technology was their lack of common technological skills, including D2L and Google, and needing to take time to teach these skills in class (n = 14). Two commented that digital skills in today’s students were lower than in their students 10 years ago.
Table 9. Which of the following are the most effective types of learning opportunities about teaching, for you? Chose your Top 2-3. (n = 473)
Count Percentage
| meeting 1:1 with an expert |
296 |
63% |
| hour-long workshop |
240 |
51% |
| contact an expert on-call (phone, email, etc) |
155 |
33% |
| faculty learning community (meeting across asemester,
e.g. ASSETT’s Hybrid/Online Course Design Seminar) |
116 |
25% |
| expert hands-on support for course redesign (e.g. OIT’s Academic Design Team) |
114 |
24% |
| opportunity to apply for grant funding with expert support, for a project I design (e.g. ASSETT’s Development Awards) |
97 |
21% |
| half-day or day-long workshop |
98 |
21% |
| other |
40 |
8% |
| multi-day retreats / institutes |
30 |
6% |
Faculty indicated that the best times for them to attend teaching professional developments across the year are before and early semester, and summer. They were split among all options for meeting across one week, but preferred afternoon sessions to mornings. Only 8% of respondents (n = 40) indicated they would not likely attend any professional development session (Table 10).
+++++++++++++++++++++++++++
Teaching Through Technology
Table T1: Faculty beliefs about using digital technologies in teaching
|
Count |
Column N% |
| Technology is a significant barrier to teaching and learning. |
1 |
0.2% |
| Technology can have a place in teaching, but often detracts from teaching and learning. |
76 |
18.3% |
| Technology has a place in teaching, and usually enhances the teaching learning process. |
233 |
56.0% |
| Technology greatly enhances the teaching learning process. |
106 |
25.5% |
Table T2: Faculty beliefs about the impact of technology on courses
|
Count |
Column N% |
| Makes a more effective course |
302 |
72.6% |
| Makes no difference in the effectiveness of a course |
42 |
10.1% |
| Makes a less effective course |
7 |
1.7% |
| Has an unknown impact |
65 |
15.6% |
Table T3: Faculty use of common technologies (most frequently selected categories shaded)
|
Once a month or less |
A few hours a month |
A few hours a week |
An hour a day |
Several hours a day |
| Count |
% |
Count |
% |
Count |
% |
Count |
% |
Count |
% |
| Computer |
19 |
4.8% |
15 |
3.8% |
46 |
11.5% |
37 |
9.3% |
282 |
70.7% |
| Smart Phone |
220 |
60.6% |
42 |
11.6% |
32 |
8.8% |
45 |
12.4% |
24 |
6.6% |
| Office Software |
31 |
7.8% |
19 |
4.8% |
41 |
10.3% |
82 |
20.6% |
226 |
56.6% |
| Email |
1 |
0.2% |
19 |
4.6% |
53 |
12.8% |
98 |
23.7% |
243 |
58.7% |
| Social Networking |
243 |
68.8% |
40 |
11.3% |
40 |
11.3% |
23 |
6.5% |
7 |
2.0% |
| Video/Sound Media |
105 |
27.6% |
96 |
25.2% |
95 |
24.9% |
53 |
13.9% |
32 |
8.4% |
Table T9: One sample t-test for influence of technology on approaches to grading and assessment
|
Test Value = 50 |
| t |
df |
Sig. (2-tailed) |
Mean Difference |
95% Confidence Interval of the Difference |
| Lower |
Upper |
| In class tests and quizzes |
-4.369 |
78 |
.000 |
-9.74684 |
-14.1886 |
-5.3051 |
| Online tests and quizzes |
5.624 |
69 |
.000 |
14.77143 |
9.5313 |
20.0115 |
| Ungraded assessments |
1.176 |
66 |
.244 |
2.17910 |
-1.5208 |
5.8790 |
| Formative assessment |
5.534 |
70 |
.000 |
9.56338 |
6.1169 |
13.0099 |
| Short essays, papers, lab reports, etc. |
2.876 |
70 |
.005 |
5.45070 |
1.6702 |
9.2312 |
| Extended essays and major projects or performances |
1.931 |
69 |
.058 |
3.67143 |
-.1219 |
7.4648 |
| Collaborative learning projects |
.000 |
73 |
1.000 |
.00000 |
-4.9819 |
4.9819 |
Table T10: Rate the degree to which your role as a faculty member and teacher has changed as a result of increased as a result of increased use of technology
|
Strongly Disagree |
Disagree |
Somewhat Disagree |
Somewhat Agree |
Agree |
Strongly Agree |
| Count |
% |
Count |
% |
Count |
% |
Count |
% |
Count |
% |
Count |
% |
| shifting from the role of content expert to one of learning facilitator |
12 |
9.2% |
22 |
16.9% |
14 |
10.8% |
37 |
28.5% |
29 |
22.3% |
16 |
12.3% |
| your primary role is to provide content for students |
14 |
10.9% |
13 |
10.1% |
28 |
21.7% |
29 |
22.5% |
25 |
19.4% |
20 |
15.5% |
| your identification with your University is increased |
23 |
18.3% |
26 |
20.6% |
42 |
33.3% |
20 |
15.9% |
12 |
9.5% |
3 |
2.4% |
| you have less ownership of your course content |
26 |
20.2% |
39 |
30.2% |
24 |
18.6% |
21 |
16.3% |
14 |
10.9% |
5 |
3.9% |
| your role as a teacher is strengthened |
13 |
10.1% |
12 |
9.3% |
26 |
20.2% |
37 |
28.7% |
29 |
22.5% |
12 |
9.3% |
| your overall control over your course(s) is diminished |
23 |
17.7% |
44 |
33.8% |
30 |
23.1% |
20 |
15.4% |
7 |
5.4% |
6 |
4.6% |
Table T14: One sample t-test for influence of technology on faculty time spent on specific teaching activities
|
|
Test Value = 50 |
| t |
df |
Sig. (2-tailed) |
Mean Difference |
95% Confidence Interval of the Difference |
| Lower |
Upper |
| Lecturing |
-7.381 |
88 |
.000 |
-12.04494 |
-15.2879 |
-8.8020 |
| Preparing course materials |
9.246 |
96 |
.000 |
16.85567 |
13.2370 |
20.4744 |
| Identifying course materials |
8.111 |
85 |
.000 |
13.80233 |
10.4191 |
17.1856 |
| Grading / assessing |
5.221 |
87 |
.000 |
10.48864 |
6.4959 |
14.4813 |
| Course design |
12.962 |
94 |
.000 |
21.55789 |
18.2558 |
24.8600 |
| Increasing access to materials for all types of learners |
8.632 |
86 |
.000 |
16.12644 |
12.4126 |
19.8403 |
| Reading student discussion posts |
10.102 |
79 |
.000 |
21.98750 |
17.6553 |
26.3197 |
| Email to/with students |
15.809 |
93 |
.000 |
26.62766 |
23.2830 |
29.9724 |
++++++++++++++++++++++++++
Study of Faculty and Information Technology, 2014
http://net.educause.edu/ir/library/pdf/ers1407/ers1407.pdf
Although the LMS is pervasive in higher education, 15% of faculty said that they
do not use the LMS at all. Survey demographics suggest these nonusers are part of
the more mature faculty ranks, with a tenure status, more than 10 years of teaching
experience, and a full-professor standing.
18
The vast majority of faculty use the LMS
to conduct or support their teaching activities, but only three in five LMS users (60%)
said it is critical to their teaching. The ways in which faculty typically use the LMS are
presented in figure 8.
19
Pushing out information such as a syllabus or other handout
is the most common use of the LMS (58%), which is a basic functionality of the
first-generation systems that emerged in the late 1990s, and it remains one of the core
features of any LMS.
20
Many institutions preload the LMS with basic course content
(58%), up about 12% since 2011, and this base gives instructors a prepopulated plat
–
form from which to build their courses.
21
Preloading basic content does not appear to
preclude faculty from making the LMS part of their daily digital habit; a small majority
of faculty (56%) reported using the LMS daily, and another 37% use it weekly.
+++++++++++++++++++++++++++++
Digital Literacy, Engagement, and Digital Identity Development
https://www.insidehighered.com/blogs/student-affairs-and-technology/digital-literacy-engagement-and-digital-identity-development
+++++++++++++++++
++++++++++++++++
more on digital literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+literacy
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Wednesday, September 21, 2016
11:00 am | Central Daylight Time (Chicago) | 1 hr
Meeting number (access code): 632 474 162
https://mnscu.webex.com/mnscu/j.php?MTID=mebaec2ae9d1d25e6774d16717719008d
+++++++++++++++++++
my notes from the webinar
I am prejudiced against TI and I am not hiding it; that does not mean that I am wrong.
For me, TurnitIn (TI) is an anti-pedagogical “surfer,” using the hype of “technology” to ride the wave of overworked faculty, who hope to streamline increasing workload with technology instead of working on pedagogical resolutions of not that new issues.
Low and behold, Juan, the TI presenter is trying to dazzle me with stuff, which does not dazzle me for a long time.
WCAG 2.0 AA standards of the W3C and section 508 of the rehabilitation act.
the sales pitch: 79% of students believe in feedback, but only %50+ receive it. HIs source is TurnitIn surveys from 2012 to 2016 (very very small font size (ashamed of it?))
It seems to me very much like “massaged” data.
Testimonials: one professor and one students. Ha. the apex of qualitative research…
next sales pitch: TurnitIn feedback studio. Not any more the old Classic. It assesses the originality. Drag and drop macro-style notes. Pushing rubrics. but we still fight for rubrics in D2L. If we have a large amount of adjuncts. Ha. another gem. “I know that you are, guys, IT folks.” So the IT folks are the Trojan horse to get the faculty on board. put comments on
This presentation is structured dangerously askew: IT people but no faculty. If faculty is present, they will object that they ARE capable of doing the same which is proposed to be automated.
More , why do i have to pay for another expensive software, if we have paid already Microsoft? MS Word can do everything that has been presented so far. Between MS Word and D2L, it becomes redundant.
why the heck i am interested about middle school and high school.
TI was sued for illegal collection of paper; paper are stored in their database without the consent of the students’ who wrote it. TI goes “great length to protect the identity of the students,” but still collects their work [illegally?}
November 10 – 30 day free trial
otherwise, $3 per student, prompts back: between Google, MS Word and D2L (which we already heftily pay for), why pay another exuberant price.
D2L integration: version, which does not work. LTI.
“small price to pay of such a beauty” – it does not matter how quick and easy the integration is, it is a redundancy, which already can be resolved with existing tools, part of which we are paying hefty price for
https://d2l.custhelp.com/app/answers/detail/a_id/1668/
http://www.rubedo.com.br/2016/08/38-great-resources-for-learning-data.html
Learn data mining languages: R, Python and SQL
W3Schools – Fantastic set of interactive tutorials for learning different languages. Their SQL tutorial is second to none. You’ll learn how to manipulate data in MySQL, SQL Server, Access, Oracle, Sybase, DB2 and other database systems.
Treasure Data – The best way to learn is to work towards a goal. That’s what this helpful blog series is all about. You’ll learn SQL from scratch by following along with a simple, but common, data analysis scenario.
10 Queries – This course is recommended for the intermediate SQL-er who wants to brush up on his/her skills. It’s a series of 10 challenges coupled with forums and external videos to help you improve your SQL knowledge and understanding of the underlying principles.
TryR – Created by Code School, this interactive online tutorial system is designed to step you through R for statistics and data modeling. As you work through their seven modules, you’ll earn badges to track your progress helping you to stay on track.
Leada – If you’re a complete R novice, try Lead’s introduction to R. In their 1 hour 30 min course, they’ll cover installation, basic usage, common functions, data structures, and data types. They’ll even set you up with your own development environment in RStudio.
Advanced R – Once you’ve mastered the basics of R, bookmark this page. It’s a fantastically comprehensive style guide to using R. We should all strive to write beautiful code, and this resource (based on Google’s R style guide) is your key to that ideal.
Swirl – Learn R in R – a radical idea certainly. But that’s exactly what Swirl does. They’ll interactively teach you how to program in R and do some basic data science at your own pace. Right in the R console.
Python for beginners – The Python website actually has a pretty comprehensive and easy-to-follow set of tutorials. You can learn everything from installation to complex analyzes. It also gives you access to the Python community, who will be happy to answer your questions.
PythonSpot – A complete list of Python tutorials to take you from zero to Python hero. There are tutorials for beginners, intermediate and advanced learners.
Read all about it: data mining books
Data Jujitsu: The Art of Turning Data into Product – This free book by DJ Patil gives you a brief introduction to the complexity of data problems and how to approach them. He gives nice, understandable examples that cover the most important thought processes of data mining. It’s a great book for beginners but still interesting to the data mining expert. Plus, it’s free!
Data Mining: Concepts and Techniques – The third (and most recent) edition will give you an understanding of the theory and practice of discovering patterns in large data sets. Each chapter is a stand-alone guide to a particular topic, making it a good resource if you’re not into reading in sequence or you want to know about a particular topic.
Mining of Massive Datasets – Based on the Stanford Computer Science course, this book is often sighted by data scientists as one of the most helpful resources around. It’s designed at the undergraduate level with no formal prerequisites. It’s the next best thing to actually going to Stanford!
Hadoop: The Definitive Guide – As a data scientist, you will undoubtedly be asked about Hadoop. So you’d better know how it works. This comprehensive guide will teach you how to build and maintain reliable, scalable, distributed systems with Apache Hadoop. Make sure you get the most recent addition to keep up with this fast-changing service.
Online learning: data mining webinars and courses
DataCamp – Learn data mining from the comfort of your home with DataCamp’s online courses. They have free courses on R, Statistics, Data Manipulation, Dynamic Reporting, Large Data Sets and much more.
Coursera – Coursera brings you all the best University courses straight to your computer. Their online classes will teach you the fundamentals of interpreting data, performing analyzes and communicating insights. They have topics for beginners and advanced learners in Data Analysis, Machine Learning, Probability and Statistics and more.
Udemy – With a range of free and pay for data mining courses, you’re sure to find something you like on Udemy no matter your level. There are 395 in the area of data mining! All their courses are uploaded by other Udemy users meaning quality can fluctuate so make sure you read the reviews.
CodeSchool – These courses are handily organized into “Paths” based on the technology you want to learn. You can do everything from build a foundation in Git to take control of a data layer in SQL. Their engaging online videos will take you step-by-step through each lesson and their challenges will let you practice what you’ve learned in a controlled environment.
Udacity – Master a new skill or programming language with Udacity’s unique series of online courses and projects. Each class is developed by a Silicon Valley tech giant, so you know what your learning will be directly applicable to the real world.
Treehouse – Learn from experts in web design, coding, business and more. The video tutorials from Treehouse will teach you the basics and their quizzes and coding challenges will ensure the information sticks. And their UI is pretty easy on the eyes.
Learn from the best: top data miners to follow
John Foreman – Chief Data Scientist at MailChimp and author of Data Smart, John is worth a follow for his witty yet poignant tweets on data science.
DJ Patil – Author and Chief Data Scientist at The White House OSTP, DJ tweets everything you’ve ever wanted to know about data in politics.
Nate Silver – He’s Editor-in-Chief of FiveThirtyEight, a blog that uses data to analyze news stories in Politics, Sports, and Current Events.
Andrew Ng – As the Chief Data Scientist at Baidu, Andrew is responsible for some of the most groundbreaking developments in Machine Learning and Data Science.
Bernard Marr – He might know pretty much everything there is to know about Big Data.
Gregory Piatetsky – He’s the author of popular data science blog
KDNuggets, the leading newsletter on data mining and knowledge discovery.
Christian Rudder – As the Co-founder of OKCupid, Christian has access to one of the most unique datasets on the planet and he uses it to give fascinating insight into human nature, love, and relationships
Dean Abbott – He’s contributed to a number of data blogs and authored his own book on Applied Predictive Analytics. At the moment, Dean is Chief Data Scientist at
SmarterHQ.
Practice what you’ve learned: data mining competitions
Kaggle – This is the ultimate data mining competition. The world’s biggest corporations offer big prizes for solving their toughest data problems.
Stack Overflow – The best way to learn is to teach. Stackoverflow offers the perfect forum for you to prove your data mining know-how by answering fellow enthusiast’s questions.
TunedIT – With a live leaderboard and interactive participation, TunedIT offers a great platform to flex your data mining muscles.
DrivenData – You can find a number of nonprofit data mining challenges on DataDriven. All of your mining efforts will go towards a good cause.
Quora – Another great site to answer questions on just about everything. There are plenty of curious data lovers on there asking for help with data mining and data science.
Meet your fellow data miner: social networks, groups and meetups
Facebook – As with many social media platforms, Facebook is a great place to meet and interact with people who have similar interests. There are a number of very active data mining groups you can join.
LinkedIn – If you’re looking for data mining experts in a particular field, look no further than LinkedIn. There are hundreds of data mining groups ranging from the generic to the hyper-specific. In short, there’s sure to be something for everyone.
Meetup – Want to meet your fellow data miners in person? Attend a meetup! Just search for data mining in your city and you’re sure to find an awesome group near you.
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8 fantastic examples of data storytelling
https://www.import.io/post/8-fantastic-examples-of-data-storytelling/
Data storytelling is the realization of great data visualization. We’re seeing data that’s been analyzed well and presented in a way that someone who’s never even heard of data science can get it.
Google’s Cole Nussbaumer provides a friendly reminder of what data storytelling actually is, it’s straightforward, strategic, elegant, and simple.
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more on text and data mining in this IMS blog
hthttps://blog.stcloudstate.edu/ims?s=data+mining
