From: Jodie Borgerding [mailto:Borgerding@amigos.org] Sent: Wednesday, July 05, 2017 3:07 PM To: Miltenoff, Plamen <pmiltenoff@stcloudstate.edu> Cc: Nicole Walsh <WALSH@AMIGOS.ORG> Subject: Proposal Submission for Privacy & Security Conference
Hi Plamen,
Thank you for your recent presentation proposal for the online conference, Privacy & Security in Today’s Library, presented by Amigos Library Services. Your proposal, The role of the library in teaching with technology unsupported by campus IT: the privacy and security issues of the “third-party,” has been accepted. I just wanted to confirm that you are still available to present on September 21, 2017 and if you have a time preference for your presentation (11 am, 12 pm, or 2 pm Central). If you are no longer able to participate, please let me know.
Nicole will be touch with you shortly with additional details and a speaker’s agreement.
Please let me know if you have any questions.
Thanks!
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Jodie Borgerding Consulting & Education Services Manager Amigos Library Services 1190 Meramec Station Road, Suite 207 | Ballwin, MO 63021-6902 800-843-8482 x2897 | 972-340-2897(direct) http://www.amigos.org | borgerding@amigos.org
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Bio
Dr. Plamen Miltenoff is an Information Specialist and Professor at St. Cloud State University. His education includes several graduate degrees in history and Library and Information Science and terminal degrees in education and psychology.
His professional interests encompass social media, multimedia, Web development and design, gaming and gamification, and learning environments (LEs).
The virtuality of privacy and security on the modern campus:
The role of the library in teaching with technology unsupported by campus IT: the privacy and security issues of the “third-party software” teaching and learning
Abstract/Summary of Your Proposed Session
The virtualization reality changes rapidly all aspects of learning and teaching: from equipment to methodology, just when faculty have finalized their syllabus, they have to start a new, if they want to keep abreast with content changes and upgrades and engagement of a very different student fabric – Millennials.
Mainframes are replaced by microcomputers, microcomputers by smart phones and tablets, hard drives by cloud storage and wearables by IoT. The pace of hardware, software and application upgrade is becoming unbearable for students and faculty. Content creation and methodology becomes useless by the speed of becoming obsolete. In such environment, faculty students and IT staff barely can devote time and energy to deal with the rapidly increasing vulnerability connected with privacy and security.
In an effort to streamline ever-becoming-scarce resources, campus IT “standardizes” campus use of applications. Those are the applications, which IT chooses to troubleshoot campus-wide. Those are the applications recommended to faculty and students to use.
In an unprecedented burgeoning amount of applications, specifically for mobile devices, it is difficult to constraint faculty and students to use campus IT sanctioned applications, especially considering the rapid pace of such applications becoming obsolete. Faculty and students often “stray” away and go with their own choice. Such decision exposes faculty and students, personally, and the campus, institutionally, at risk. In a recent post by THE Journal, attention on campuses is drown to the fact that cyberattacks shift now from mobile devices to IoT and campus often are struggling even with their capability to guarantee cybersecurity of mobile devices on campus. Further, the use of third-party application might be in conflict with the FERPA campus-mandated policies. Such policies are lengthy and complex to absorb, both by faculty and students and often are excessively restrictive in terms of innovative ways to improve methodology and pedagogy of teaching and learning. The current procedure of faculty and students proposing new applications is a lengthy and cumbersome bureaucratic process, which often render the end-users’ proposals obsolete by the time the process is vetted.
Where/what is the balance between safeguarding privacy on campus and fostering security without stifling innovation and creativity? Can the library be the campus hub for education about privacy and security, the sandbox for testing and innovation and the body to expedite decision-making?
Abstract
The pace of changes in teaching and learning is becoming impossible to sustain: equipment evolves in accelerated pace, the methodology of teaching and learning cannot catch up with the equipment changes and atop, there are constant content updates. In an even-shrinking budget, faculty, students and IT staff barely can address the issues above, less time and energy left to address the increasing concerns about privacy and security.
In an unprecedented burgeoning amount of applications, specifically for mobile devices, it is difficult to constraint faculty and students to use campus IT sanctioned applications, especially considering the rapid pace of such applications becoming obsolete. Faculty and students often “stray” away and go with their own choice. Such decision exposes faculty and students, personally, and the campus, institutionally, at risk. In a recent post by THE Journal (https://blog.stcloudstate.edu/ims/2017/06/06/cybersecurity-and-students/), attention on campuses is drawn to the fact of cyberattacks shifting from mobile devices to IoT but campus still struggling to guarantee cybersecurity of mobile devices on campus. Further, the use of third-party applications might be in conflict with the FERPA campus-mandated policies. Such policies are lengthy and complex to absorb, both by faculty and students and often are excessively restrictive in terms of innovative ways to improve methodology and pedagogy of teaching and learning. The current procedure of faculty and students proposing new applications is a lengthy and cumbersome bureaucratic process, which often render the end-users’ proposals obsolete by the time the process is vetted.
Where/what is the balance between safeguarding privacy on campus and fostering security without stifling innovation and creativity? Can the library be the campus hub for education about privacy and security, the sandbox for testing and innovation and the body to expedite decision-making?
Discuss and form an opinion about the education-pertinent issues of privacy and security from the broad campus perspective, versus the narrow library one
Discuss and form an opinion about the role of the library on campus in terms of the greater issues of privacy and security
Re-examine the thin red line of the balance between standardization and innovation; between the need for security and privacy protection a
chat – slide 4, privacy. please take 2 min and share your definition of privacy on campus. Does it differ between faculty and students? what are the main characteristics to determine privacy
chat – slide 5, security. please take 2 min and share your definition of security on campus regarding electronic activities. Who’s responsibility is security? IT issue [only]?
poles: slide 6, technology unsupported by campus IT, is it worth considering? 1. i am a great believer in my freedom of choice 2. I firmly follow rules and this applies to the use of computer tools and applications 3. Whatever…
chat – slide 6, why third party applications? pros and cons. E.g. pros – familiarity with third party versus campus-required
pole, slide 6, appsmashing. App smashing is the ability to combine mobile apps in your teaching process. How do you feel about it? 1. The force is with us 2. Nonsense…
pole slide 7 third party apps and the comfort of faculty. How do you see the freedom of using third party apps? 1. All I want, thank you 2. I would rather follow the rules 3. Indifference is my middle name
pole slide 8 Technology standardization? 1. yes, 2. no, 3. indifferent
chat slide 9 if the two major issues colliding in this instance are: standardization versus third party and they have impact on privacy and security, how would you argue for the one or the other?
Dr. Steve Albrecht, author of Library Security: Better Communication, Safer Facilities, manages a training, coaching, and management consulting firm, using a dedicated and experienced team of subcontractor specialists. He is internationally known for his consulting and training work in workplace violence prevention training programs, school violence prevention, and high-risk human resources. Dr. Albrecht provides HR consulting, site security assessments, coaching, and training workshops in supervisory improvement, workplace violence prevention, harassment prevention, drug and alcohol awareness, team building, and more. He holds a B.A. in English, B.S. in Psychology, M.A. in Security Management, and a doctoral degree in Business Administration (D.B.A.). He has been a trainer for over 26 years and is a certified Professional in Human Resources (PHR), a Certified Protection Professional (CPP), a Board Certified Coach (BCC), and a Certified Threat Manager (CTM).
Session Description: Libraries don’t always need to hire a consultant to review the level of facility security. Using a structured assessment process, librarians can create a report that will help to make their building, staff, and patrons safer.
Chris Markman, MSLIS, MSIT Public Services Librarian Worcester Public Library
+++++++++++++++++++++ Defining my interests. Narrowing a topic. How do I collect information? How do I search for information?
How do we search for “serious” information?
Google and Google Scholar
Microsoft Semantic Scholar (Semantic Scholar); Microsoft Academic Search; Academicindex.net; Proquest Dialog; Quetzal; arXiv;
basic electronic (library) search information and strategies. Library research services (5 min)
using the library database, do a search on a topic of your interest.
compare the returns on your search. make an attempt to refine the search.
retrieve the following information about the book of interest: is it relevant to your topic (check the subjects); is it timely (check the published date); is it available
Strategies for conducting advanced searches (setting up filters and search criteria)
After participating in this course, you will be able to:
incorporate ever-evolving definitions of digital literacy into learning opportunities
draw upon a variety of digital resources to create digital-learning opportunities
seek additional resources that you can use in your continuing efforts to keep up with new developments in digital literacy in libraries and other learning organizations
What is digital literacy? Do you know how you can foster digital literacy through formal and informal learning opportunities for your library staff and users?
Supporting digital literacy still remains an important part of library staff members’ work, but sometimes we struggle to agree on a simple, meaningful definition of the term. In this four-week eCourse, training/learning specialist Paul Signorelli will begin by exploring a variety of definitions, focusing on work by a few leading proponents of the need to foster digital literacy among people of all ages and backgrounds. He will explore a variety of digital-literacy resources – including case studies of how we creatively approach digital-literacy learning opportunities for library staff and users, and will explore a variety of digital tools that will help to encourage further understanding of this topic.
Now, who is ready to build their digital-literacy skills and help their users become digitally literate as well?
eCourse Outline
Part 1: Digital Literacy: Initial Definitions and Explorations
An overview of various definitions of digital literacy
how the digital medium will foster engagement and enhance learning outcomes.
aware of the implications of having students post content on third-party services (those not provided or hosted by your institution).
Social media usage in the classroom intersects with both FERPA and Copyright Compliance, so keep this checklist handy as you develop your class activity.
Include details about the activity in your syllabus & course description.
Use contracts.
Link to institutional policies.
Use aliases for social media accounts.
Teach your students to use digital media responsibly.
Know where to provide assignment feedback.
Don’t use personal accounts for university business.
Understand the Terms of Service.
Estimated Hours of Learning: 28 Certificate of Completion available upon request
Learning outcomes
After participating in this eCourse, you will:
Gain experience using some of the best apps available and understand how they enable learning
Learn how to evaluate and review mobile apps
Learn how tablets complement laptops, and how their capabilities are creating new learning opportunities
Learn how apps are being used by people with special needs, and where to find additional resources for learning more
Receive guidance for creating your own app guides, offering workshops, and advising colleagues
In this 5-week eCourse, you’ll learn about the most useful apps available on tablet and mobile devices and how they can be applied in your library to create the best learning experiences for your patrons and students.
Mobile apps are empowering for people of all ages and abilities. Contrary to the popular idea that apps are only useful for “consumption,” the best apps are being used effectively as tools to enable learning and knowledge creation. In this eCourse, Nicole Hennig will show you how to incorporate apps as learning tools at your library.
Readings about security, writing, mobile apps in academia
Your thoughts on the readings (discussion forum)
Optional app review assignment
Week 3 – Reference
The Apps
Dictionaries, encyclopedias
Unit converters, maps, languages
Specialized reference apps
Subscription databases & citations
Readings & Discussion
Readings about jailbreaking, platforms, & mobile web
Apple’s iOS Human Interface Guidelines
Your thoughts on the readings (discussion forum)
Optional app review assignment
Week 4 – Multimedia
The Apps
Art viewing
Art creation
Photography and photo editing
Music listening
Music creation
Video viewing and editing
Readings & Discussion
Readings about technology & children
Your thoughts on the readings (discussion forum)
Optional app review assignment
Week 5 – Accessibility & More
Accessibility features of mobile devices
Readings & Discussion
Readings about assistive technology
Your thoughts on the readings (discussion forum)
Idea generation assignment
Ideas for using apps in library programs & services
Apps that wow
How this eCourse Works
The eCourse begins on June 5, 2017. Your participation will require approximately five to six hours a week, at times that fit your schedule. All activities take place on the website, and you will be expected to:
Read, listen to or view online content
Post to online discussion boards
Complete weekly assignments or activities
Instructor Nicole Hennig will monitor discussion boards regularly during the five-week period, lead group discussions, and will also answer individual questions. All interaction will take place on the eCourse site, which will be available 24 hours a day, 7 days a week. It’s recommended that students log into the site on the first day of class or within a few days for an overview of the content and to begin the first lesson.
Children who use smartphones, tablets, and video games for more than seven hours a day are more likely to experience premature thinning of the cortex, the outermost layer of the brain that processes thought and action, a 2018 study found. https://t.co/OJe6ZTBVkx
But others say banning laptops can be counterproductive, arguing these devices can create opportunity for students to discover more information during class or collaborate. And that certain tools and technologies are necessary for learners who struggle in a traditional lecture format.
Flanigan, who studies self-regulation, or the processes students use to achieve their learning goals, began researching digital distraction after confronting it in the classroom as a graduate instructor.
Digital distraction tempts all of us, almost everywhere. That’s the premise of Digital Minimalism: Choosing a Focused Life in a Noisy World by Cal Newport, an associate professor of computer science at Georgetown University.
The professor is upset. The professor has taken action, by banning laptops.
Bruff, whose next book, Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching, is set to be published this fall, is among the experts who think that’s a mistake. Why? Well, for one thing, he said, students are “going to have to graduate and get jobs and use laptops without being on Facebook all day.” The classroom should help prepare them for that.
When Volk teaches a course with 50 or 60 students, he said, “the idea is to keep them moving.”Shifting the focal point away from the professor can help, too. “If they are in a small group with their colleagues,” Volk said, “very rarely will I see them on their laptops doing things they shouldn’t be.”
Professors may not see themselves as performers, but if they can’t get students’ attention, nothing else they do matters. “Learning doesn’t happen without attention,” said Lang, who is writing a book about digital distraction, Teaching Distracted Minds.
One aspect of distraction Lang plans to cover in his book is its history. It’s possible, he said, to regard our smartphones as either too similar or dissimilar from the distractions of the past. And it’s important, he said, to remember how new this technology really is, and how much we still don’t know about it.
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Study: Use of digital devices in class affects students’ long-term retention of information
A new study conducted by researchers at Rutgers University reveals that students who are distracted by texts, games, or videos while taking lecture notes on digital devices are far more likely to have their long-term memory affected and to perform more poorly on exams, even if short-term memory is not impacted, EdSurge reports.
Exam performance was not only poorer for students using the devices, but also for other students in classes that permitted the devices because of the distraction factor, the study found.
After conducting the study, Arnold Glass, the lead researcher, changed his own policy and no longer allows his students to take notes on digital devices.
A nationally representative Gallup poll conducted in March showed that 42% of K-12 teachers feel that the use of digital devices in the classroom are “mostly helpful” for students, while only 28% feel they are “mostly harmful.” Yet 69% of those same teachers feel the devices have a harmful impact on student mental health and 55% feel they negatively affect student physical health.
According to a 2016 study of college students, student waste about 20% of their class time for “non-class” purposes — texting, emailing, or using social media more than 11 times in a typical day. In K-12, increased dependence on digital devices often interferes with homework completion as well.
Though the new study focused on long-term retention, past studies have also shown that indicate a negative correlation between use of digital devices during class and exam scores. A 2015 study by the London School of Economics revealed that pupils in schools that banned cell phones performed better on exams and that the differences were most notable for low-performing students.
Using laptops in class harms academic performance, study warns. Researchers say students who use computers score half a grade lower than those who write notes
findings, published in the journal Economics of Education Review in a paper, based on an analysis of the grades of about 5,600 students at a private US liberal arts college, found that using a laptop appeared to harm the grades of male and low-performing students most significantly.
While the authors were unable to definitively say why laptop use caused a “significant negative effect in grades”, the authors believe that classroom “cyber-slacking” plays a major role in lower achievement, with wi-fi-enabled computers providing numerous distractions for students.
High schoolers assigned a laptop or a Chromebook were more likely to take notes in class, do internet research, create documents to share, collaborate with their peers on projects, check their grades and get reminders about tests or homework due dates.
Blended Learning – the idea of incorporating technology into the every day experience of education – can save time, raise engagement, and increase student retention.
Lets face it, our students are addicted to their phones. Like…drugs addicted. It is not just a bad habit, it is hard wired in their brains(literally) to have the constant stimulation of their phones.
If you are interested in the research, there is a lot out there to read about how it happens and how bad it is.
a Scientific American article published about a recent study of nomophobia – on adults (yes, many of us are addicted too).
Because the questionnaire data comprised both Likert scales and open questions, they were analyzed quantitatively and qualitatively. Textual data (open responses) were qualitatively analyzed by coding: each segment (e.g. a group of words) was assigned to a semantic reference category, as systematically and rigorously as possible. For example, “Using an iPad in class really motivates me to learn” was assigned to the category “positive impact on motivation.” The qualitative analysis was performed using an adapted version of the approaches developed by L’Écuyer (1990) and Huberman and Miles (1991, 1994). Thus, we adopted a content analysis approach using QDAMiner software, which is widely used in qualitative research (see Fielding, 2012; Karsenti, Komis, Depover, & Collin, 2011). For the quantitative analysis, we used SPSS 22.0 software to conduct descriptive and inferential statistics. We also conducted inferential statistics to further explore the iPad’s role in teaching and learning, along with its motivational effect. The results will be presented in a subsequent report (Fievez, & Karsenti, 2013)
The 20th century notion of conducting a qualitative research by an oral interview and then processing manually your results had triggered in the second half of the 20th century [sometimes] condescending attitudes by researchers from the exact sciences.
The reason was the advent of computing power in the second half of the 20th century, which allowed exact sciences to claim “scientific” and “data-based” results.
One of the statistical package, SPSS, is today widely known and considered a magnificent tools to bring solid statistically-based argumentation, which further perpetuates the superiority of quantitative over qualitative method.
At the same time, qualitative researchers continue to lag behind, mostly due to the inertia of their approach to qualitative analysis. Qualitative analysis continues to be processed in the olden ways. While there is nothing wrong with the “olden” ways, harnessing computational power can streamline the “olden ways” process and even present options, which the “human eye” sometimes misses.
Below are some suggestions, you may consider, when you embark on the path of qualitative research.
excellent guide to the structure of a qualitative research
Palys, T., & Atchison, C. (2012). Qualitative Research in the Digital Era: Obstacles and Opportunities. International Journal Of Qualitative Methods, 11(4), 352-367.
Palys and Atchison (2012) present a compelling case to bring your qualitative research to the level of the quantitative research by using modern tools for qualitative analysis.
1. The authors correctly promote NVivo as the “jaguar’ of the qualitative research method tools. Be aware, however, about the existence of other “Geo Metro” tools, which, for your research, might achieve the same result (see bottom of this blog entry).
2. The authors promote a new type of approach to Chapter 2 doctoral dissertation and namely OCR-ing PDF articles (most of your literature as of 2017 is mostly either in PDF or electronic textual format) through applications such as
Abbyy Fine Reader, https://www.abbyy.com/en-us/finereader/
OmniPage, http://www.nuance.com/for-individuals/by-product/omnipage/index.htm
Readirus http://www.irislink.com/EN-US/c1462/Readiris-16-for-Windows—OCR-Software.aspx
The text from the articles is processed either through NVIVO or related programs (see bottom of this blog entry). As the authors propose: ” This is immediately useful for literature review and proposal writing, and continues through the research design, data gathering, and analysis stages— where NVivo’s flexibility for many different sources of data (including audio, video, graphic, and text) are well known—of writing for publication” (p. 353).
In other words, you can try to wrap your head around huge amount of textual information, but you can also approach the task by a parallel process of processing the same text with a tool.
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Here are some suggestions for Computer Assisted / Aided Qualitative Data Analysis Software (CAQDAS)for a small and a large community applications):
text mining: https://en.wikipedia.org/wiki/Text_mining Text mining, also referred to as text data mining, roughly equivalent to text analytics, is the process of deriving high-quality information from text. High-quality information is typically derived through the devising of patterns and trends through means such as statistical pattern learning. Text mining usually involves the process of structuring the input text (usually parsing, along with the addition of some derived linguistic features and the removal of others, and subsequent insertion into a database), deriving patterns within the structured data, and finally evaluation and interpretation of the output. https://ischool.syr.edu/infospace/2013/04/23/what-is-text-mining/
Qualitative data is descriptive data that cannot be measured in numbers and often includes qualities of appearance like color, texture, and textual description. Quantitative data is numerical, structured data that can be measured. However, there is often slippage between qualitative and quantitative categories. For example, a photograph might traditionally be considered “qualitative data” but when you break it down to the level of pixels, which can be measured.
word of caution, text mining doesn’t generate new facts and is not an end, in and of itself. The process is most useful when the data it generates can be further analyzed by a domain expert, who can bring additional knowledge for a more complete picture. Still, text mining creates new relationships and hypotheses for experts to explore further.
Pros and Cons of Computer Assisted Qualitative Data Analysis Software
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more on quantitative research:
Asamoah, D. A., Sharda, R., Hassan Zadeh, A., & Kalgotra, P. (2017). Preparing a Data Scientist: A Pedagogic Experience in Designing a Big Data Analytics Course. Decision Sciences Journal of Innovative Education, 15(2), 161–190. https://doi.org/10.1111/dsji.12125
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literature on quantitative research:
St. Cloud State University MC Main Collection – 2nd floor
AZ195 .B66 2015
p. 161 Data scholarship in the Humanities
p. 166 When Are Data?
Philip Chen, C. L., & Zhang, C.-Y. (2014). Data-intensive applications, challenges, techniques and technologies: A survey on Big Data. Information Sciences, 275(Supplement C), 314–347. https://doi.org/10.1016/j.ins.2014.01.015
meetings with Chief Learning Officers, talent management leaders, and vendors of next generation learning tools.
The corporate L&D industry is over $140 billion in size, and it crosses over into the $300 billion marketplace for college degrees, professional development, and secondary education around the world.
Digital Learning does not mean learning on your phone, it means “bringing learning to where employees are.” In other words, this new era is not only a shift in tools, it’s a shift toward employee-centric design. Shifting from “instructional design” to “experience design” and using design thinking are key here.
1) The traditional LMS is no longer the center of corporate learning, and it’s starting to go away.
LMS platforms were designed around the traditional content model, using a 17 year old standard called SCORM. SCORM is a technology developed in the 1980s, originally intended to help companies like track training records from their CD-ROM based training programs.
the paradigm that we built was focused on the idea of a “course catalog,” an artifact that makes sense for formal education, but no longer feels relevant for much of our learning today.
not saying the $4 billion LMS market is dead, but the center or action has moved (ie. their cheese has been moved). Today’s LMS is much more of a compliance management system, serving as a platform for record-keeping, and this function can now be replaced by new technologies.
We have come from a world of CD ROMs to online courseware (early 2000s) to an explosion of video and instructional content (YouTube and MOOCs in the last five years), to a new world of always-on, machine-curated content of all shapes and sizes. The LMS, which was largely architected in the early 2000s, simply has not kept up effectively.
2) The emergence of the X-API makes everything we do part of learning.
In the days of SCORM (the technology developed by Boeing in the 1980s to track CD Roms) we could only really track what you did in a traditional or e-learning course. Today all these other activities are trackable using the X-API (also called Tin Can or the Experience API). So just like Google and Facebook can track your activities on websites and your browser can track your clicks on your PC or phone, the X-API lets products like the learning record store keep track of all your digital activities at work.
3) As content grows in volume, it is falling into two categories: micro-learning and macro-learning.
4) Work Has Changed, Driving The Need for Continuous Learning
Why is all the micro learning content so important? Quite simply because the way we work has radically changed. We spend an inordinate amount of time looking for information at work, and we are constantly bombarded by distractions, messages, and emails.
5) Spaced Learning Has Arrived
If we consider the new world of content (micro and macro), how do we build an architecture that teaches people what to use when? Can we make it easier and avoid all this searching?
“spaced learning.”
Neurological research has proved that we don’t learn well through “binge education” like a course. We learn by being exposed to new skills and ideas over time, with spacing and questioning in between. Studies have shown that students who cram for final exams lose much of their memory within a few weeks, yet students who learn slowly with continuous reinforcement can capture skills and knowledge for decades.
6) A New Learning Architecture Has Emerged: With New Vendors To Consider
One of the keys to digital learning is building a new learning architecture. This means using the LMS as a “player” but not the “center,” and looking at a range of new tools and systems to bring content together.
On the upper left is a relatively new breed of vendors, including companies like Degreed, EdCast, Pathgather, Jam, Fuse, and others, that serve as “learning experience” platforms. They aggregate, curate, and add intelligence to content, without specifically storing content or authoring in any way. In a sense they develop a “learning experience,” and they are all modeled after magazine-like interfaces that enables users to browse, read, consume, and rate content.
The second category the “program experience platforms” or “learning delivery systems.” These companies, which include vendors like NovoEd, EdX, Intrepid, Everwise, and many others (including many LMS vendors), help you build a traditional learning “program” in an open and easy way. They offer pathways, chapters, social features, and features for assessment, scoring, and instructor interaction. While many of these features belong in an LMS, these systems are built in a modern cloud architecture, and they are effective for programs like sales training, executive development, onboarding, and more. In many ways you can consider them “open MOOC platforms” that let you build your own MOOCs.
The third category at the top I call “micro-learning platforms” or “adaptive learning platforms.” These are systems that operate more like intelligent, learning-centric content management systems that help you take lots of content, arrange it into micro-learning pathways and programs, and serve it up to learners at just the right time. Qstream, for example, has focused initially on sales training – and clients tell me it is useful at using spaced learning to help sales people stay up to speed (they are also entering the market for management development). Axonify is a fast-growing vendor that serves many markets, including safety training and compliance training, where people are reminded of important practices on a regular basis, and learning is assessed and tracked. Vendors in this category, again, offer LMS-like functionality, but in a way that tends to be far more useful and modern than traditional LMS systems. And I expect many others to enter this space.
Perhaps the most exciting part of tools today is the growth of AI and machine-learning systems, as well as the huge potential for virtual reality.
7) Traditional Coaching, Training, and Culture of Learning Has Not Gone Away
8) A New Business Model for Learning
he days of spending millions of dollars on learning platforms is starting to come to an end. We do have to make strategic decisions about what vendors to select, but given the rapid and immature state of the market, I would warn against spending too much money on any one vendor at a time. The market has yet to shake out, and many of these vendors could go out of business, be acquired, or simply become irrelevant in 3-5 years.
9) The Impact of Microsoft, Google, Facebook, and Slack Is Coming
The newest versions of Microsoft Teams, Google Hangouts and Google Drive, Workplace by Facebook, Slack, and other enterprise IT products now give employees the opportunity to share content, view videos, and find context-relevant documents in the flow of their daily work.
We can imagine that Microsoft’s acquisition of LinkedIn will result in some integration of Lynda.com content in the flow of work. (Imagine if you are trying to build a spreadsheet and a relevant Lynda course opens up). This is an example of “delivering learning to where people are.”
10) A new set of skills and capabilities in L&D
It’s no longer enough to consider yourself a “trainer” or “instructional designer” by career. While instructional design continues to play a role, we now need L&D to focus on “experience design,” “design thinking,” the development of “employee journey maps,” and much more experimental, data-driven, solutions in the flow of work.
lmost all the companies are now teaching themselves design thinking, they are using MVP (minimal viable product) approaches to new solutions, and they are focusing on understanding and addressing the “employee experience,” rather than just injecting new training programs into the company.
Do you know any fact checking sites? Can you identify spot sponsored content? Do you understand syndication? What do you understand under “media literacy,” “news literacy,” “information literacy.” https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/
what is social media (examples). why is called SM? why is so popular? what makes it so popular?
use SM tools for your research and education:
– Determining your topic. How to?
Digg http://digg.com/, Reddit https://www.reddit.com/ , Quora https://www.quora.com
Facebook, Twitter – hashtags (class assignment 2-3 min to search)
LinkedIn Groups
YouTube and Slideshare (class assignment 2-3 min to search)
Flickr, Instagram, Pinterest for visual aids (like YouTube they are media repositories)
As social networking platforms proliferate and more interactions take place digitally, there are more opportunities for propagation of misinformation, copyright infringement, and privacy breaches.
Empathy as a critical quality for leaders was popularized in Daniel Goleman’s work about emotional intelligence. It is also a core component of Karol Wasylyshyn’s formula for achieving remarkable leadership. Elizabeth Borges, a women’s leadership program organizer and leadership consultant, recommends a particular practice, cognitive empathy.
What is library leadership? a library leader is defined as the individual who articulates a vision for the organization/task and is able to inspire support and action to achieve the vision. A manager, on the other hand, is the individual tasked with organizing and carrying out the day-to-day operational activities to achieve the vision.Work places are organized in hierarchical and in team structures. Managers are appointed to administer business units or organizations whereas leaders may emerge from all levels of the hierarchical structures. Within a volatile climate the need for strong leadership is essential.
Leaders are developed and educated within the working environment where they act and co-work with their partners and colleagues. Effective leadership complies with the mission and goals of the organization. Several assets distinguish qualitative leadership:
Mentoring. Motivation. Personal development and skills. Inspiration and collaboration. Engagement. Success and failure. Risk taking. Attributes of leaders.
Leaders require having creative minds in shaping strategies and solving problems. They are mentors for the staff, work hard and inspire them to do more with less and to start small and grow big. Staff need to be motivated to work at their optimum performance level. Leadership entails awareness of the responsibilities inherent to the roles of a leader. However, effective leadership requires the support of the upper management.
p. 36. Developments in Technology for Academic and Research Libraries
Digital strategies are not so much technologies as they are ways of using devices and software to enrich teaching, learning, research and information management, whether inside or outside the library. Effective Digital strategies can be used in both information and formal learning; what makes them interesting is that they transcended conventional ideas to create something that feels new, meaningful, and 21st century.
enabling technologies
this group of technologies is where substantive technological innovation begins to be visible.
Internet technologies.
learning technologies
social media technologies. could have been subsumed under the consumer technology category, but they have become so ever-present and so widely used in every part of society that they have been elevated to their own category. As well-established as social media is, it continues to evolve at a rapid pace, with new ideas, tools, and developments coming online constantly.
Visualization technologies. from simple infographics to complex forms of visual data analysis. What they have in common is that they tap the brain’s inherent ability to rapidly process visual information, identify patterns, and sense order in complex situations. These technologies are a growing cluster of tools and processes for mining large data sets, exploring dynamic processes, and generally making the complex simple.
p. 38 Big Data
Big data has significant implications for academic libraries in their roles as facilitators and supporters of the research process. big data use in the form of digital humanities research. Libraries are increasingly seeking to recruit for positions such as research data librarians, data curation specialists, or data visualization specialists
p. 40 Digital Scholarship Technologies
digital humanities scholars are leveraging new tools to aid in their work. ubiquity of new forms of communication including social media, text analysis software such as Umigon is helping researchers gauge public sentiment. The tool aggregates and classifies tweets as negative, positive, or neutral.
p. 42 Library Services Platforms
Diversity of format and materials, in turn, required new approaches to content collection and curation that were unavailable in the incumbent integrated library systems (ILS), which are primarily designed for print materials. LSP is different from ILS in numerous ways. Conceptually, LSPs are modeled on the idea of software as a service (SaaS),which entails delivering software applications over the internet.
p. 44 Online Identity.
incorporated the management of digital footprints into their programming and resources
simplify the idea of digital footprint as“data about the data” that people are searching or using online. As resident champions for advancing digital literacy,304 academic and research libraries are well-positioned to guide the process of understanding and crafting online identities.
Libraries are becoming integral players in helping students understand how to create and manage their online identities. website includes a social media skills portal that enables students to view their digital presence through the lens in which others see them, and then learn how they compare to their peers.
beacons are another iteration of the IoT that libraries have adopted; these small wireless devices transmit a small package of data continuously so that when devices come into proximity of the beacon’s transmission, functions are triggered based on a related application.340 Aruba Bluetooth low-energy beacons to link digital resources to physical locations, guiding patrons to these resources through their custom navigation app and augmenting the user experience with location-based information, tutorials, and videos.
students and their computer science professor have partnered with Bavaria’s State Library to develop a library app that triggers supplementary information about its art collection or other points of interest as users explore the space