Applications for the 2018 Institute will be accepted between December 1, 2017 and January 27, 2018. Scholars accepted to the program will be notified in early March 2018.
Title:
Learning to Harness Big Data in an Academic Library
Abstract (200)
Research on Big Data per se, as well as on the importance and organization of the process of Big Data collection and analysis, is well underway. The complexity of the process comprising “Big Data,” however, deprives organizations of ubiquitous “blue print.” The planning, structuring, administration and execution of the process of adopting Big Data in an organization, being that a corporate one or an educational one, remains an elusive one. No less elusive is the adoption of the Big Data practices among libraries themselves. Seeking the commonalities and differences in the adoption of Big Data practices among libraries may be a suitable start to help libraries transition to the adoption of Big Data and restructuring organizational and daily activities based on Big Data decisions. Introduction to the problem. Limitations
The redefinition of humanities scholarship has received major attention in higher education. The advent of digital humanities challenges aspects of academic librarianship. Data literacy is a critical need for digital humanities in academia. The March 2016 Library Juice Academy Webinar led by John Russel exemplifies the efforts to help librarians become versed in obtaining programming skills, and respectively, handling data. Those are first steps on a rather long path of building a robust infrastructure to collect, analyze, and interpret data intelligently, so it can be utilized to restructure daily and strategic activities. Since the phenomenon of Big Data is young, there is a lack of blueprints on the organization of such infrastructure. A collection and sharing of best practices is an efficient approach to establishing a feasible plan for setting a library infrastructure for collection, analysis, and implementation of Big Data.
Limitations. This research can only organize the results from the responses of librarians and research into how libraries present themselves to the world in this arena. It may be able to make some rudimentary recommendations. However, based on each library’s specific goals and tasks, further research and work will be needed.
Big Data is becoming an omnipresent term. It is widespread among different disciplines in academia (De Mauro, Greco, & Grimaldi, 2016). This leads to “inconsistency in meanings and necessity for formal definitions” (De Mauro et al, 2016, p. 122). Similarly, to De Mauro et al (2016), Hashem, Yaqoob, Anuar, Mokhtar, Gani and Ullah Khan (2015) seek standardization of definitions. The main connected “themes” of this phenomenon must be identified and the connections to Library Science must be sought. A prerequisite for a comprehensive definition is the identification of Big Data methods. Bughin, Chui, Manyika (2011), Chen et al. (2012) and De Mauro et al (2015) single out the methods to complete the process of building a comprehensive definition.
In conjunction with identifying the methods, volume, velocity, and variety, as defined by Laney (2001), are the three properties of Big Data accepted across the literature. Daniel (2015) defines three stages in big data: collection, analysis, and visualization. According to Daniel, (2015), Big Data in higher education “connotes the interpretation of a wide range of administrative and operational data” (p. 910) and according to Hilbert (2013), as cited in Daniel (2015), Big Data “delivers a cost-effective prospect to improve decision making” (p. 911).
The importance of understanding the process of Big Data analytics is well understood in academic libraries. An example of such “administrative and operational” use for cost-effective improvement of decision making are the Finch & Flenner (2016) and Eaton (2017) case studies of the use of data visualization to assess an academic library collection and restructure the acquisition process. Sugimoto, Ding & Thelwall (2012) call for the discussion of Big Data for libraries. According to the 2017 NMC Horizon Report “Big Data has become a major focus of academic and research libraries due to the rapid evolution of data mining technologies and the proliferation of data sources like mobile devices and social media” (Adams, Becker, et al., 2017, p. 38).
Power (2014) elaborates on the complexity of Big Data in regard to decision-making and offers ideas for organizations on building a system to deal with Big Data. As explained by Boyd and Crawford (2012) and cited in De Mauro et al (2016), there is a danger of a new digital divide among organizations with different access and ability to process data. Moreover, Big Data impacts current organizational entities in their ability to reconsider their structure and organization. The complexity of institutions’ performance under the impact of Big Data is further complicated by the change of human behavior, because, arguably, Big Data affects human behavior itself (Schroeder, 2014).
De Mauro et al (2015) touch on the impact of Dig Data on libraries. The reorganization of academic libraries considering Big Data and the handling of Big Data by libraries is in a close conjunction with the reorganization of the entire campus and the handling of Big Data by the educational institution. In additional to the disruption posed by the Big Data phenomenon, higher education is facing global changes of economic, technological, social, and educational character. Daniel (2015) uses a chart to illustrate the complexity of these global trends. Parallel to the Big Data developments in America and Asia, the European Union is offering access to an EU open data portal (https://data.europa.eu/euodp/home ). Moreover, the Association of European Research Libraries expects under the H2020 program to increase “the digitization of cultural heritage, digital preservation, research data sharing, open access policies and the interoperability of research infrastructures” (Reilly, 2013).
The challenges posed by Big Data to human and social behavior (Schroeder, 2014) are no less significant to the impact of Big Data on learning. Cohen, Dolan, Dunlap, Hellerstein, & Welton (2009) propose a road map for “more conservative organizations” (p. 1492) to overcome their reservations and/or inability to handle Big Data and adopt a practical approach to the complexity of Big Data. Two Chinese researchers assert deep learning as the “set of machine learning techniques that learn multiple levels of representation in deep architectures (Chen & Lin, 2014, p. 515). Deep learning requires “new ways of thinking and transformative solutions (Chen & Lin, 2014, p. 523). Another pair of researchers from China present a broad overview of the various societal, business and administrative applications of Big Data, including a detailed account and definitions of the processes and tools accompanying Big Data analytics. The American counterparts of these Chinese researchers are of the same opinion when it comes to “think about the core principles and concepts that underline the techniques, and also the systematic thinking” (Provost and Fawcett, 2013, p. 58). De Mauro, Greco, and Grimaldi (2016), similarly to Provost and Fawcett (2013) draw attention to the urgent necessity to train new types of specialists to work with such data. As early as 2012, Davenport and Patil (2012), as cited in Mauro et al (2016), envisioned hybrid specialists able to manage both technological knowledge and academic research. Similarly, Provost and Fawcett (2013) mention the efforts of “academic institutions scrambling to put together programs to train data scientists” (p. 51). Further, Asomoah, Sharda, Zadeh & Kalgotra (2017) share a specific plan on the design and delivery of a big data analytics course. At the same time, librarians working with data acknowledge the shortcomings in the profession, since librarians “are practitioners first and generally do not view usability as a primary job responsibility, usually lack the depth of research skills needed to carry out a fully valid” data-based research (Emanuel, 2013, p. 207).
Borgman (2015) devotes an entire book to data and scholarly research and goes beyond the already well-established facts regarding the importance of Big Data, the implications of Big Data and the technical, societal, and educational impact and complications posed by Big Data. Borgman elucidates the importance of knowledge infrastructure and the necessity to understand the importance and complexity of building such infrastructure, in order to be able to take advantage of Big Data. In a similar fashion, a team of Chinese scholars draws attention to the complexity of data mining and Big Data and the necessity to approach the issue in an organized fashion (Wu, Xhu, Wu, Ding, 2014).
Bruns (2013) shifts the conversation from the “macro” architecture of Big Data, as focused by Borgman (2015) and Wu et al (2014) and ponders over the influx and unprecedented opportunities for humanities in academia with the advent of Big Data. Does the seemingly ubiquitous omnipresence of Big Data mean for humanities a “railroading” into “scientificity”? How will research and publishing change with the advent of Big Data across academic disciplines?
Reyes (2015) shares her “skinny” approach to Big Data in education. She presents a comprehensive structure for educational institutions to shift “traditional” analytics to “learner-centered” analytics (p. 75) and identifies the participants in the Big Data process in the organization. The model is applicable for library use.
Being a new and unchartered territory, Big Data and Big Data analytics can pose ethical issues. Willis (2013) focusses on Big Data application in education, namely the ethical questions for higher education administrators and the expectations of Big Data analytics to predict students’ success. Daries, Reich, Waldo, Young, and Whittinghill (2014) discuss rather similar issues regarding the balance between data and student privacy regulations. The privacy issues accompanying data are also discussed by Tene and Polonetsky, (2013).
Privacy issues are habitually connected to security and surveillance issues. Andrejevic and Gates (2014) point out in a decision making “generated by data mining, the focus is not on particular individuals but on aggregate outcomes” (p. 195). Van Dijck (2014) goes into further details regarding the perils posed by metadata and data to the society, in particular to the privacy of citizens. Bail (2014) addresses the same issue regarding the impact of Big Data on societal issues, but underlines the leading roles of cultural sociologists and their theories for the correct application of Big Data.
Library organizations have been traditional proponents of core democratic values such as protection of privacy and elucidation of related ethical questions (Miltenoff & Hauptman, 2005). In recent books about Big Data and libraries, ethical issues are important part of the discussion (Weiss, 2018). Library blogs also discuss these issues (Harper & Oltmann, 2017). An academic library’s role is to educate its patrons about those values. Sugimoto et al (2012) reflect on the need for discussion about Big Data in Library and Information Science. They clearly draw attention to the library “tradition of organizing, managing, retrieving, collecting, describing, and preserving information” (p.1) as well as library and information science being “a historically interdisciplinary and collaborative field, absorbing the knowledge of multiple domains and bringing the tools, techniques, and theories” (p. 1). Sugimoto et al (2012) sought a wide discussion among the library profession regarding the implications of Big Data on the profession, no differently from the activities in other fields (e.g., Wixom, Ariyachandra, Douglas, Goul, Gupta, Iyer, Kulkami, Mooney, Phillips-Wren, Turetken, 2014). A current Andrew Mellon Foundation grant for Visualizing Digital Scholarship in Libraries seeks an opportunity to view “both macro and micro perspectives, multi-user collaboration and real-time data interaction, and a limitless number of visualization possibilities – critical capabilities for rapidly understanding today’s large data sets (Hwangbo, 2014).
The importance of the library with its traditional roles, as described by Sugimoto et al (2012) may continue, considering the Big Data platform proposed by Wu, Wu, Khabsa, Williams, Chen, Huang, Tuarob, Choudhury, Ororbia, Mitra, & Giles (2014). Such platforms will continue to emerge and be improved, with librarians as the ultimate drivers of such platforms and as the mediators between the patrons and the data generated by such platforms.
Every library needs to find its place in the large organization and in society in regard to this very new and very powerful phenomenon called Big Data. Libraries might not have the trained staff to become a leader in the process of organizing and building the complex mechanism of this new knowledge architecture, but librarians must educate and train themselves to be worthy participants in this new establishment.
Method
The study will be cleared by the SCSU IRB.
The survey will collect responses from library population and it readiness to use and use of Big Data. Send survey URL to (academic?) libraries around the world.
Data will be processed through SPSS. Open ended results will be processed manually. The preliminary research design presupposes a mixed method approach.
The study will include the use of closed-ended survey response questions and open-ended questions. The first part of the study (close ended, quantitative questions) will be completed online through online survey. Participants will be asked to complete the survey using a link they receive through e-mail.
Mixed methods research was defined by Johnson and Onwuegbuzie (2004) as “the class of research where the researcher mixes or combines quantitative and qualitative research techniques, methods, approaches, concepts, or language into a single study” (Johnson & Onwuegbuzie, 2004 , p. 17). Quantitative and qualitative methods can be combined, if used to complement each other because the methods can measure different aspects of the research questions (Sale, Lohfeld, & Brazil, 2002).
Sampling design
Online survey of 10-15 question, with 3-5 demographic and the rest regarding the use of tools.
1-2 open-ended questions at the end of the survey to probe for follow-up mixed method approach (an opportunity for qualitative study)
data analysis techniques: survey results will be exported to SPSS and analyzed accordingly. The final survey design will determine the appropriate statistical approach.
Project Schedule
Complete literature review and identify areas of interest – two months
Prepare and test instrument (survey) – month
IRB and other details – month
Generate a list of potential libraries to distribute survey – month
Contact libraries. Follow up and contact again, if necessary (low turnaround) – month
Collect, analyze data – two months
Write out data findings – month
Complete manuscript – month
Proofreading and other details – month
Significance of the work
While it has been widely acknowledged that Big Data (and its handling) is changing higher education (https://blog.stcloudstate.edu/ims?s=big+data) as well as academic libraries (https://blog.stcloudstate.edu/ims/2016/03/29/analytics-in-education/), it remains nebulous how Big Data is handled in the academic library and, respectively, how it is related to the handling of Big Data on campus. Moreover, the visualization of Big Data between units on campus remains in progress, along with any policymaking based on the analysis of such data (hence the need for comprehensive visualization).
This research will aim to gain an understanding on: a. how librarians are handling Big Data; b. how are they relating their Big Data output to the campus output of Big Data and c. how librarians in particular and campus administration in general are tuning their practices based on the analysis.
Based on the survey returns (if there is a statistically significant return), this research might consider juxtaposing the practices from academic libraries, to practices from special libraries (especially corporate libraries), public and school libraries.
References:
Adams Becker, S., Cummins M, Davis, A., Freeman, A., Giesinger Hall, C., Ananthanarayanan, V., … Wolfson, N. (2017). NMC Horizon Report: 2017 Library Edition.
Andrejevic, M., & Gates, K. (2014). Big Data Surveillance: Introduction. Surveillance & Society, 12(2), 185–196.
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
Bughin, J., Chui, M., & Manyika, J. (2010). Clouds, big data, and smart assets: Ten tech-enabled business trends to watch. McKinsey Quarterly, 56(1), 75–86.
Cohen, J., Dolan, B., Dunlap, M., Hellerstein, J. M., & Welton, C. (2009). MAD Skills: New Analysis Practices for Big Data. Proc. VLDB Endow., 2(2), 1481–1492. https://doi.org/10.14778/1687553.1687576
Daniel, B. (2015). Big Data and analytics in higher education: Opportunities and challenges. British Journal of Educational Technology, 46(5), 904–920. https://doi.org/10.1111/bjet.12230
Daries, J. P., Reich, J., Waldo, J., Young, E. M., Whittinghill, J., Ho, A. D., … Chuang, I. (2014). Privacy, Anonymity, and Big Data in the Social Sciences. Commun. ACM, 57(9), 56–63. https://doi.org/10.1145/2643132
De Mauro, A. D., Greco, M., & Grimaldi, M. (2016). A formal definition of Big Data based on its essential features. Library Review, 65(3), 122–135. https://doi.org/10.1108/LR-06-2015-0061
De Mauro, A., Greco, M., & Grimaldi, M. (2015). What is big data? A consensual definition and a review of key research topics. AIP Conference Proceedings, 1644(1), 97–104. https://doi.org/10.1063/1.4907823
Eaton, M. (2017). Seeing Library Data: A Prototype Data Visualization Application for Librarians. Publications and Research. Retrieved from http://academicworks.cuny.edu/kb_pubs/115
Emanuel, J. (2013). Usability testing in libraries: methods, limitations, and implications. OCLC Systems & Services: International Digital Library Perspectives, 29(4), 204–217. https://doi.org/10.1108/OCLC-02-2013-0009
Graham, M., & Shelton, T. (2013). Geography and the future of big data, big data and the future of geography. Dialogues in Human Geography, 3(3), 255–261. https://doi.org/10.1177/2043820613513121
Hashem, I. A. T., Yaqoob, I., Anuar, N. B., Mokhtar, S., Gani, A., & Ullah Khan, S. (2015). The rise of “big data” on cloud computing: Review and open research issues. Information Systems, 47(Supplement C), 98–115. https://doi.org/10.1016/j.is.2014.07.006
Laney, D. (2001, February 6). 3D Data Management: Controlling Data Volume, Velocity, and Variety.
Miltenoff, P., & Hauptman, R. (2005). Ethical dilemmas in libraries: an international perspective. The Electronic Library, 23(6), 664–670. https://doi.org/10.1108/02640470510635746
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
Provost, F., & Fawcett, T. (2013). Data Science and its Relationship to Big Data and Data-Driven Decision Making. Big Data, 1(1), 51–59. https://doi.org/10.1089/big.2013.1508
Reyes, J. (2015). The skinny on big data in education: Learning analytics simplified. TechTrends: Linking Research & Practice to Improve Learning, 59(2), 75–80. https://doi.org/10.1007/s11528-015-0842-1
Schroeder, R. (2014). Big Data and the brave new world of social media research. Big Data & Society, 1(2), 2053951714563194. https://doi.org/10.1177/2053951714563194
Sugimoto, C. R., Ding, Y., & Thelwall, M. (2012). Library and information science in the big data era: Funding, projects, and future [a panel proposal]. Proceedings of the American Society for Information Science and Technology, 49(1), 1–3. https://doi.org/10.1002/meet.14504901187
Tene, O., & Polonetsky, J. (2012). Big Data for All: Privacy and User Control in the Age of Analytics. Northwestern Journal of Technology and Intellectual Property, 11, [xxvii]-274.
van Dijck, J. (2014). Datafication, dataism and dataveillance: Big Data between scientific paradigm and ideology. Surveillance & Society; Newcastle upon Tyne, 12(2), 197–208.
Waller, M. A., & Fawcett, S. E. (2013). Data Science, Predictive Analytics, and Big Data: A Revolution That Will Transform Supply Chain Design and Management. Journal of Business Logistics, 34(2), 77–84. https://doi.org/10.1111/jbl.12010
West, D. M. (2012). Big data for education: Data mining, data analytics, and web dashboards. Governance Studies at Brookings, 4, 1–0.
Willis, J. (2013). Ethics, Big Data, and Analytics: A Model for Application. Educause Review Online. Retrieved from https://docs.lib.purdue.edu/idcpubs/1
Wixom, B., Ariyachandra, T., Douglas, D. E., Goul, M., Gupta, B., Iyer, L. S., … Turetken, O. (2014). The current state of business intelligence in academia: The arrival of big data. CAIS, 34, 1.
Wu, X., Zhu, X., Wu, G. Q., & Ding, W. (2014). Data mining with big data. IEEE Transactions on Knowledge and Data Engineering, 26(1), 97–107. https://doi.org/10.1109/TKDE.2013.109
Wu, Z., Wu, J., Khabsa, M., Williams, K., Chen, H. H., Huang, W., … Giles, C. L. (2014). Towards building a scholarly big data platform: Challenges, lessons and opportunities. In IEEE/ACM Joint Conference on Digital Libraries (pp. 117–126). https://doi.org/10.1109/JCDL.2014.6970157
The Department of Geography & Planning, School of Public Affairs and Northland Community and Technical College announce, Dronetech RoundtableonWednesday, October 11 from 1-2:30 p.m. in the Atwood Alumni Room.
Learn about Unmanned Aircraft Systems UAS (Drones) and their future impact for tomorrow’s workforce from leading industry partners. See how you could use drones and geospatial technology in your career and enhance your competitive edge. Various drone platforms will be on display.
Presenters:
• Greg Emerick, Co-Founder, EVP Sentera. Sentera is a leading designer, developer and manufacturer of software, sensors and UAVs (Drones).
• Jonathan Beck, UAS Instructor/Program Manager, Northland Community and Technical College (NCTC)
**NCTC, in partnership with St. Cloud State’s Geography & Planning Department, earned a $600,000 grant from the National Science Foundation to advance education in geospatial information technology and unmanned aircraft systems.**
The Honor system is a phenomenon well known in many cultures across the globe and strongly presented in cultures since Ancient Greece and Rome. The concepts of honor and shame have long been associated with cultures in the Mediterranean region mostly because the first scholars to study the social impact of these concepts did so in Southern Europe. Honor has two fundamental components: birth and morality. People could gain or lose their honor by the morality of their conduct. Despite the scholarly emphasis on the Mediterranean, the concept of honor influenced social systems all over the world, and historians are beginning to detect its traces in places as different as China and Africa. The Southern Honor system can firmly be traced back in the European roots and determined to a great degree the American history of the 19th century.
This course will study the geography, history, sociology and religions, cultural and political systems of two worlds and learn to compare the findings. Based on those comparisons, lessons in gender, culture and politics will be drawn.
What is Honor and Shame system and why is it so important to know about it and recognize it
What is the connection between the Honor system in the Mediterranean and in the American South
How does the knowledge of the Honor system aim our daily actions and our global perspective
Course Goals
Students in this course will
Practice research methods and ability to find and evaluate information as well as select reliable information technologies.
Explore applications and technologies for communication and creative collaboration.
Gain practical, hands-on experience with a wide variety of research and online communication tools.
Students will demonstrate ability to research and find academically reliable information from peer-reviewed sources in the online databases, which SCSU is subscribed. Students will demonstrate ability to find and evaluate information from the Internet.
Students will demonstrate competencies in creation of textual and multimedia narratives in individual and collaborative environment.
Students will demonstrate competencies in application of technology toward creation and dissemination of textual and multimedia materials.
Attendance/Discussion Requirements
Attendance is required. If you cannot attend class, it is required to alert the instructor in advance. If the reason for the absence is an emergency, it is expected to approach the instructor and provide an explanation thereafter about the character of the emergency.
Discussion are expected. If you are shy and are hesitant to participate in class, you must compensate with the use of other communication tools (e.g., D2L Discussion List).
Assignment Descriptions
Discussions. You are expected to contribute to each class session with your ideas and your responses to the ideas of your peers. Your comments are expected in class and in between class sessions (using, e.g., D2L discussion list). Your comments must go beyond “yes, I agree,” and “no, I disagree” and provide analysis and synthesis of your thoughts.
Readings – you will be expected to contribute to each class sessions with bibliographical findings on your own.
Written responses – you will be expected to deliver four written responses to peer-reviewed articles related to topics discussed in the class sessions.
Final project – you will be expected to write and present a final project. The written part of the project will be in the realm of 4-5000 words; will adhere to academic research and style; will include a bibliography with at least 2/3 of the sources being peer-reviewed and outside of the 5000 words. The presentation can be of any multimedia form, whereas it will be peer-evaluated, but my (instructor’s) preference will be given to advance multimedia presentations (beyond PPT and using e.g. Prezy, iMovie/Moviemaker movie and/or audio narration)
All assignments should be submitted by midnight of the date on which they are due. Ten percent of an assignment’s point value will be removed for each day an assignment is late. This policy will be adjusted on a case-by-case basis if emergencies prevent you from submitting an assignment on time. In these situations, contact me as soon as is reasonable to determine how this policy can be adjusted in a way that meets your needs and is still fair to other students.
The grade book in D2L will be used to show detailed information about grades in this course. The table below shows the value of each assignment and the total number of points available.
Overall Grade
94% – 100% = A
90 % – 93.99% = A-
86% – 89.99% = B+
83% – 85.99% = B
80% – 82.99% = B-
70% – 79.99% = C
60% – 69.99% = D
59.99% or lower = F
Assignments Schedule
WEEK 1. August 28
Reading[s]:
Peruse through all articles in the D2L content area. Choose one article to your liking and be ready to reflect on it.Assignment[s]:
1. complete entry survey. 2. Prepare to present in coherent and concise manner your understanding of Honors and Shame and discuss the goals for this course. 3. Enter a short essay in the D2L discussion on how do you see applying the knowledge from this course in your future studies, research and work
Introduction. Orientation, class parameters and familiarizing with the syllabus. Questions and issues. Course goals
What is an/the Honor System? Entry Interview (D2L survey is completed and analyzed). Why explore this topic and these vastly different geographic entities (US South and the Mediterranean). Define interest in this class and interest for a project; how this class can help your studies? Your career? All over as a human being?
WEEK 2.Sept 4
Reading[s]:
BUSATTA, S. (2006). Honour and Shame in the Mediterranean. Antrocom, 2(2). 75-78. Retrieved March 19, 2013, from http://www.academia.edu/524890/Honour_and_Shame_in_the_Mediterranean
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499. (p. 24-26).
Osiek, C. (2008). Women, honor, and context in Mediterranean antiquity, 64(1), 323–337. doi:10.4102/hts.v64i1.2
Esmer, T. U. (n.d.). Honor in Ottoman and Contemporary Mediterranean Societies: Controversies, Continuities, and New Directions. conference announcement. Retrieved from http://www.h-net.org/announce/show.cgi?ID=196551
Assignment[s]: 1. Find an article on Honor and Shame. 2. Outline in two paragraphs the content of one of the three articles and in a third paragraph compare to your findings; use academic style to log your responses. If you have hesitation about your style, please check with the Write Place, your peers and me.
Why research? Work on the reading material for class
Find articles for the course.
What is academic research? What is a peer-review article? When and how research the Internet. How do I access and keep track of resources.
RefWorks versus Zotero and Mendeley
What is an academic paper. How do I write an academic paper. The Write place.
Making plans: final project
WEEK 3. Sept 11
Reading[s]:
Osiek, C. (2008). Women, honor, and context in Mediterranean antiquity, 64(1), 323–337. doi:10.4102/hts.v64i1.2
Smith, A. (2004). Murder in Jerba: Honour, Shame and Hospitality among Maltese in Ottoman Tunisia. History and Anthropology Routledge, 15(2), 107–132.
Harris, J. W. (2002). Honor, Grace, and War (But Not Slavery?) in Southern Culture. Reviews in American History, 30(1), 1–7. doi:10.2307/30031707
Assignment[s]:
Your first written response is due in the D2L dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography.
Honors and Shame from a historical perspective
Do we have a robust theory/notion about the Honor/Shame system through the centuries? Do you think tracking that model through centuries helps in the 21st century? If yes, how and if no, why?
WEEK 4. Sept 18
Reading[s]: Fernand Braudel (http://en.wikipedia.org/wiki/Fernand_Braudel) and the Annales School
Santos, N. F. (2008). Family, Patronage, and Social Contests: Narrative Reversals in the Gospel of Mark. S&J, (2). (footnote p. 200).
Hall, J. L. (1907). Half-hours in southern history. B. F. Johnson publishing co.
Harrell, L. A. (2009, December 4). It’s an honorable choice: Rebellions Against Southern Honor in William Styron’s The Confessions of Nat Turner. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/2614
Assignment[s]:
Your second written response is due in the D2L dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography.
Honors and Shame from a geographic perspective
Is there a “southern” connection (Mediterranean is the European South)? Can be Annale School be right (geography and relief determines history)? To what degree geography and geographical conditions determine such models (Honor/Shame)?
WEEK 5. Sept 25
Reading[s]: Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611.
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499 (p. 22)
Lever, A. (1986). Honour as a Red Herring. Critique of Anthropology, 6(3), 83–106. doi:10.1177/0308275X8600600305
Assignment[s]:
Your third written response is due in the D2L dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography.
Honors and Shame from a cultural perspective. Gender roles, Masculinity
Does the Honor/Shame model help understand gender roles, social status, masculinity etc.?
WEEK 6. Oct 2
Reading[s]:
Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611. (p. 593)
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499. (p. 26-27; p. 30-33).
Cohen, D. (n.d.). Insult, Aggression, and the Southern Culture of Honor: An “Experimental Ethnography.” Journal of Personality and Social Psychology, 70(5), 945–960.
Harris, J. W. (2002). Honor, Grace, and War (But Not Slavery?) in Southern Culture. Reviews in American History, 30(1), 1–7. doi:10.2307/30031707
Assignment[s]:
Your forth written response is due in the D2L dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography.
Honors and Shame from a political and social perspective
Can Honor/Shame be connected with the current political situation in Egypt, Syria, Turkey? Did Honor/Shame system influence decision in American history?
WEEK 7. Wednesday Oct 9
Assignment[s]: final project details
Start working on the final project
Present and discuss your final project: 1. Finalized title 2. Outline 3. Plan 4. Clear work distribution among group members 5. Clear way for peer assessment.
WEEK 8. Wednesday Oct 16
Assignment[s]: details on final project
Final brainstorming and start working on the project
Meeting as a whole: 1. Present group’s plan to class. 2. Share group’s ideas with class. 3. Share technology 4. Share sources 5. Share means for peer assessment
WEEK 9. Wednesday Oct 23
Assignment[s]: draft of bibliography
Class as a whole: peer review and brainstorming
Meeting as a whole: 1. Are sources reliable? 2. Are sources of academic origin (peer-reviewed)? 3. Is the bibliography adhering correctly to the formats (APA, Chicago, ALA)
WEEK 10. Wednesday Oct 30
Assignment[s]: details on presentation
Work on the final project
Meeting as a whole: 1. Presentation format 2. Share technology 3. Share ideas
WEEK 11. Wednesday Nov 6
Assignment[s]: paper draft due in D2L dropbox
Work on final project
Meeting as a whole: share group’s progress and seek other group’s feedback
WEEK 12. Wednesday Nov 13
Assignment[s]: paper draft and presentation
Work on project
Meeting as a whole: share group’s progress and seek other group’s feedback
WEEK 13. Wednesday Nov 20
Assignment[s]: paper draft due in D2L dropbox
Work on project
Meeting as a whole: share group’s progress and seek other group’s feedback
WEEK 13. Wednesday Nov 27
Work on project
Meeting as a whole: share group’s progress and seek other group’s feedback
WEEK 13. Wednesday Dec 4
Assignment[s]: paper final draft due in D2L dropbox
Cohen, D. (n.d.). Insult, Aggression, and the Southern Culture of Honor: An “Experimental Ethnography.” Journal of Personality and Social Psychology, 70(5), 945–960.
Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611.
Dussere, E. (2001). The Debts of History: Southern Honor, Affirmative Action, and Faulkner’s Intruder in the Dust. Faulkner Journal, 17(1), 37–57.
Esmer, T. U. (n.d.). Honor in Ottoman and Contemporary Mediterranean Societies: Controversies, Continuities, and New Directions. conference announcement. Retrieved from http://www.h-net.org/announce/show.cgi?ID=196551
Family, Patronage, and Social Contests.pdf. (n.d.).
Hall, J. L. (1907). Half-hours in southern history. B. F. Johnson publishing co.
Harrell, L. A. (2009, December 4). It’s an honorable choice: Rebellions Against Southern Honor in William Styron’s The Confessions of Nat Turner. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/2614
Harris, J. W. (2002). Honor, Grace, and War (But Not Slavery?) in Southern Culture. Reviews in American History, 30(1), 1–7. doi:10.2307/30031707
Hellerman. (n.d.). Reconstructing Honor in Roman Philippi. Cambridge University Press.
Herzfeld, M. (1980). Honour and Shame: Problems in the Comparative Analysis of Moral Systems. Man, 15(2), 339–351. doi:10.2307/2801675
Honor, Shame, and Social Status.pdf. (n.d.).
honor-04-Antrocom_Honour and Shame in the Mediterranean_S.pdf. (n.d.).
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499
Murder in Jerba_ Honour, Shame and.pdf. (n.d.).
Osiek, C. (2008). Women, honor, and context in Mediterranean antiquity, 64(1), 323–337. doi:10.4102/hts.v64i1.2
Women, honor, and context in Mediterranean antiquity.pdf. (n.d.).
Wyatt-Brown, B. & Milbauer, Richard J. (2004). Honor, Shame, and Iraq in American Foreign Policy. In Note prepared for the Workshop on Humiliation and Violent Conflict, Columbia University, New York, November 18-19, 2004. Presented at the Workshop on Humiliation and Violent Conflict, Columbia University, New York,. Retrieved from http://www.humiliationstudies.org/documents/WyattBrownNY04meeting.pdf
GameMaker: Studio Grades: 5–12 Pricing: Free, paid Concepts: Digital creation, programming and coding, game design
GameMaker: Studio is a robust game-making tool that appeals to both entry-level novices and game-development pros alike.
The Orchestra Grades: 6–12 Pricing: $13.99 Concepts: Music theory, memorization, listening, part-whole relationships
The Orchestra is an interactive iPad app for exploring classical music, the orchestra and orchestral instruments.
WonderBox Grades: 2–8 Pricing: Free Concepts: Design, geography, curiosity, imagination, making new creations
As its name suggests, WonderBox is an app that piques kids’ natural curiosity through video, drawing, taking pictures, messaging with family and friends and engaging in multistep challenges.
A.D.A.M. Interactive Anatomy Online is a 3D visualization and curriculum-development tool all about the human body. Teachers can select and create assignments that allow students to manipulate 3D images of the human body.
Construct 2 Grades: 7–12 Pricing: Free, paid Concepts: Digital creation, programming and coding, game design
Construct 2 is a Web-based 2D game-creation tool for students and teachers who want to get into game design without the need to know programming languages.
Set in a tropical jungle full of brightly colored fruit and animated birds, Fruity Fractions teaches fractions concepts to kids in first through third grades.
Experience explore expand. Adventure based how to collaborate in ways we have not collaborated before pedagogical guidelines internet driven
Instructor – content – design
Today: first think is design, content, instructor. So how do we design learning environments is the most important one
Guide learners as designers. Constructivism. Design for meaning. Through the power of the story.
Geotetic design a learning environment learn geography using GIS
Situated movies (student-centered learning)
Grant Earthducation go to the most remote parts of the world to align their education with their culture, instead of what the government is downing as culture
Use of phone: whoever answers instructor’s question first, gets to pose the next question to the rest of the audience.
Design based research
Self-narrative, referencing the experience real world issues in real time
the U Media Lab.
The Changing Earth. App GoX (instagram on steroids. tell their story through the app). How is this different from Google Earth
Raptor Lab (rehabilitate a raptor).
podcast pontification (audio version of blog self reflections)
Greg Steinke The U
A Digital Story Assignment using WeVideo
WeVideo is the Google response to iMovie cloud
The U is on Google email and thus google drive and all other google tools
The Center for Digital Storytelling. short videos, 3-5 min incorporate photographs with the author narration, reflection
Assignment (verbal directions). process (write a 2 page script, every page is about a minute of video), gather images that support the story; edit the script (rewrite); record audio to the script (use an app on the phone instead of WeVideo), WeVideo can edit the audio recording; edit the story, edit the photos to match the story; YourTube and/or Google+
working with faculty: is the digital story a good fit for your course? two questions: does the course have many writing assignments? does everyone have to do the same type of assignment? do you want to offer choices? do you want your students to share their work outside of the class? to you want to explore opportunities for students to develop 21 century skills?
google communities for sharing
wewideo has a tutorial at Center for Digital Storytelling
students can use the digital story for their eportfolio
the entire exercise is entirely based on mobile devices
time frame: scaffolding options
3d printing products were the tangible result of the project and the digital storytelling just the format to present
Google Drive master folder for the phone images and video; iOS apps: MoviePro, FiLMc Pro, VoiceRecord Pro (including mp3); Android: WeVideo
Storyboard template
Faculty Development Programs: Digital Storytelling Community of Practice
chemistry professor. 3D printing with different materials.
what else can be made (e.g. reaction vessel)
printing of atoms
crystalography dbase
Karen: pre-service teachers professor: how to use 3d printers and be comfortable with them. Steve Hoover. Thinkercad and Autodesk123D>
3D academy http://www.team3dacademy.com/index2.html. Pinterest board for3d Printing with resources
Lisa: graphic design. not intuitive. Rhinoceros (not free anymore). 123D strong learning curve. 3d printing will be incorporated in the curriculum. sculpture students and others don’t like fudging on the computer, but Adobe people love it. Some items takes up to 4 hours to print out. when working on the computer is difficult for some students to visualize the dimensionality.
collaborative learning opportunities.
no makerspace or fab lab. additional interest from the theater and business dept. 3d printing is connected to future work skills. new media ecology or media literacy set of skills.
the main presenter: build excitement and interest and gradually step back. how much material goes through and should we charge back. clean and maintenance involved; not too bad. better then a copier. plastic inexpensive. sizes with plastic – $25 and $50. how many project of a spool: depending on the size of the projects but considerable amount. two printers one art dept and one in the faculty dev area.
non profit visually impaired students. how 3d can make difference in special ed.
3d printing lab with access for everybody. ownership brings policy. where housed: neutral place.
only one printer is barely sufficient for faculty to figure out how to use it. purchasing two more if students and curricula to be involved.
The Balancing Act: Team-Creating an eBook as an Alternative Method for Content Delivery Tom Nechodomu, University of Minnesota
Susan Andre uses a slide titled “trust” to elucidate how the entire project was enabled. “trust” and “transparency” are sparse currency in the environment I work in. if she is right an ebook ain’t happening anytime soon at my place.
inclining habitat.
students involvement. use stipends. student artists. food for the video interviews. create a community, student centered.
people able to change the book.
copyright process; did you find it cumbersome. copyright permission center.
time span and amount of hours spent: 3-4 months per chapter.
Main speaker
David Wiley. Making Teaching and Learning Awesome with Open
MN Learning Commons
open educational resources
LUMEN
education – sharing feedback, encouragement with students passion about the discipline, yourself
open is not the same as free. free + permissions + copyright permission: 5 r = retain (make and own copies), reuse (use in a wide range of ways), revise (adapt, modify, and improve), remix (combine two or more), redistribute (share with others)
open:
free and unfettered access
perpetual, irrevocable copyright permissions
(look but don’t touch is not open)
tech enables OER permits
traditionally copyright materials on the Internet – not so good ; jet on the road
openly copyright materials on the internet _ yes: jet in the air
permission-less innovation. relatively inexpensive and broad permissions.
intellectual infrastructure of education: learning outcomes/objectives; assessments; textbooks. they are relatively expensive and narrow permissions.
so what?
open education infrastructure: open outcomes, objectives, activities, educational resources
the culture of glued legos must be eradicated. open pedagogy. open credentialing model
Subject-specific lessons – an hour of history in the morning, an hour of geography in the afternoon – are already being phased out for 16-year-olds in the city’s upper schools. They are being replaced by what the Finns call “phenomenon” teaching – or teaching by topic. For instance, a teenager studying a vocational course might take “cafeteria services” lessons, which would include elements of maths, languages (to help serve foreign customers), writing skills and communication skills.
The reforms reflect growing calls in the UK – not least from the Confederation of British Industry and Labour’s Shadow Education Secretary Tristram Hunt – for education to promote character, resilience and communication skills, rather than just pushing children through “exam factories”. (http://www.theguardian.com/education/2015/mar/20/labour-calls-time-on-exam-factory-approach-to-schooling)
(My Note/Question: so UK is ready to scrap what US pushes even harder with the STEM idea?)
More on education in Finland and its education in this IMS blog:
Since the emergence of easily accessible dynamic online mapping tools, there has been a drastic increase in geographic interest and awareness. Whether for personal, social, professional or academic uses, people are using Geographic Information System (GIS) technology to communicate information in a map format. Whether it’s using Google Earth to study urban change, or creating Google Map Mashups to deliver library resources, more and more members of society are turning to mapping programs for their visualization needs. With so many using GIS technology in their daily lives, library staff are now more than ever assisting library clients with their mapping queries.
This course will introduce students to a variety of mapping tools and GIS technologies such Google Earth and the creation of dynamic KML files; ArcGIS Online and webmap publishing; Google Fusion Tables and geocoding; and GIS fundamentals with geospatial data creation. Students will be able to apply their GIS skills in their reference work, in digitization projects, in webpages, in library instruction, and more. Through hands-on exercises, pre-recorded demonstrations and lectures, students will receive a thorough overview of mapping resources that will enhance and expose their library’s resources.
Discover some citizen mapping projects that you are interested inOR
Contribute your local knowledge to Google Map MakerANDShare with the class online
2. Google Earth Map
Please complete the tutorial and then create a map in Google Earth with the following components:
A title
A written introduction to your project
At least five placemarks, embedded with html tags, and images, if possible.
Imported KML file(s) file format by GEarth, but other apps is using it. using notepad or MS Word, one can create KML file.
screen overlay, can be text, image, anything. legend. HTML code.
A screen overlay (i.e. a legend)
areal photography.
history.
images from the library, Google is willing to buy them. citizen mapping. scanning and uploading.
geographical and societal awareness.
Gallery: 360Cities.
google street view – historical views
Google Earth Mapping
Submit online as a KML/KMZ file
I had the opportunity to experience a gizmo that can be used to display a variety of mapping projects, including citizen mapping:Science on a Sphere. It is a sphere on which you can project static maps or animations. The one I saw, in the National Oceanic and Atmospheric Administration’s facility on Ford Island in Honolulu, displayed animations showing the 2004 Indian Ocean tsunami and the 2011 tsunami in Japan, as well as airline flight paths, ocean currents, polar ice cap change over time, and many other types of geospatial data.
The Great Backyard Bird Count actually starts today and runs through Monday, February 16th. At a minimum, it only requires 15 minutes of observation on any or all the days: http://gbbc.birdcount.org/
Happy Cow is a site well-known to many vegetarians/vegans for finding restaurants which I’ve used when travelling. Users can submit reviews and/or restaurants that they’d like profiled (although the site reserves the right to approve or not the listing).http://www.happycow.net/search.html
One of the impediments to citizen mapping is the line-of-sight cell tower limitations of mobile phones, or the wifi requirements for other mobile devices. Citizen mapping in urban and suburban environments is well-served by mobile devices, but what about natural areas, dense leaf cover, or extreme topography? Even if obtaining absolute mapping coordinates isn’t the issue, much crowdsourcing assumes an ability to connect back to a central data repository (e.g., a web database, ‘the cloud’). Equipment that can interact with GPS satellites and support data capture is typically expensive and generally requires proprietary software.
wq(https://wq.io/) is a framework that is ‘device first’ and ‘offline-enabled’. It attempts to leverage several open source technologies to build an entire mobile solution that can support citizen science data collection work, and then synchronize with a central repository once the device (and operator) return to an area served by cellular or wifi networks.
I’m stretching here, so if I get stuff wrong, please don’t yell. Still, I’ll take a pass at generally describing the framework and its related technology stack.
wq relies upon python, and a web framework called django for building offline-capable web apps that can run on iOS and Android devices. These web apps, then, rely very heavily upon javascript, particularly requirejs (http://requirejs.org/) and mustache (https://mustache.github.io/), for the templates that permit quick and (somewhat) painless web application development. Data visualization relies upon d3.js (http://d3js.org/), and geography makes heavy use of Leaflet (http://leafletjs.com/) — maybe the most pertinent layer of the stack for those of us in this course. If you’re not familiar withLeaflet.js, check it out!
Finally, wq extends several other open source technologies to enable synchronizing between a central data repository and multiple mobile devices in the hands of citizen mappers. Lastly, wq employs a set of tools to more easily build and distribute customized mapping apps that can be served from Apple’s app store, Google Play, etc.
What wq intends is to allow highly specialized citizen science/citizen mapping apps to be more easily and quickly built, based upon a solid collection of aligned F/OSS tools. Ideally, an app can spin up quickly to respond to a particular need (e.g., a pipeline spill), or a specialized audience (the run up to a public comment period for a development project), or even something like a high school field trip or higher ed service learning project.
Some examples of citizen mapping projects already built upon wq are here:
store maps online, no latitude needed.
visualize geospatial data by map
spatial analysis by mapping different layers together
showing data by map, graph or chart
e.g. how many cars cross specific point
crowdsourcing: spotting butterflies, using fusion tables to map the spices and sightings http://www.theguardian.com/news/datablog/2011/mar/31/deprivation-map-indices-multiple
students: journalism, history, geography.
Georeferencing (geocoding – data, geo referencing – image)
historical air maps or photos are much more useful when they are georeferenced.
Photos from different year is difficult to lay over one another without referencing. the only reference might be the river. usually reference the four corners, but sometimes river. Using GIS program to determine the longitute/latitude for each corner. sometimes only farmland and it is impossible
“Professors do not engage students enough, if at all, when trying to innovate the classroom. It’s shocking how out of touch they can be, just because they didn’t take the time to hear their students’ perspectives.”
The article and the excellent comments underneath the article do not address the possibility of cultural differences. E.g., when article cites the German research, it fails to acknowledge that the US culture is pronouncedly individualistic, whereas other societies are more collective. For more information pls consider:
Ernst, C. T. (2004). Richard E. Nisbett. The Geography of Thought: How Asians and Westerners Think Differently … and Why. Personnel Psychology, (2), 504.
Nisbett, R. E. (2009). Intelligence and how to get it : why schools and cultures count / Richard E. Nisbett. New York : W.W. Norton & Co., c2009.
The article generalizes, since another omission is the subject-oriented character of the learning process: there are subjects, where lecture might be more prevalent and there are some where project learning, peer instruction and project-based learning might be more applicable.
