Sep
2014
30+ QR Code Resources
30+ QR Code Resources
http://www.themobilenative.org/2014/05/30-qr-code-resources.html
Digital Literacy for St. Cloud State University
http://www.themobilenative.org/2014/05/30-qr-code-resources.html
Amidst discussions at LRS and forthcoming strategic planning –
The LinkedIn Higher Education Teaching and Learning group has a discussion started:
based on the the article
from Inside Higher Ed blog: https://www.insidehighered.com/blogs/confessions-community-college-dean/spikes-stacks-and-spaces
Instructional Designer
University libraries are increasingly the ONLY place on campus that has quiet spaces, since cell-phone conversations are ubiquitous. I think a professional shushher would be a nice touch to any library. Either that, or zero-talking floors and okay-with-some-noise-floors alternating.
Information Specialist, Visiting Lecturer at University of Szeged
Today university/academic libraries have “all-inclusive services” and they are places for social life, too. In my point of view it is very important for libraries to be always ready for changes, to be regenerative, and to find new ways including the needs of next (Y, Z?) generation. A library is a third place, “a place to be”. And study. With librarians behind the scenes.
Russ B. likes this
Visiting Professor at Campbellsville University
I note many university libraries have become bistros complete with internet access and quiet rooms for students and student teams to meet and work.
…And, of course, there are books and databases. Whether students attend to those assets is an open question for me.
Vice President and Chief Information Officer at Hawaii Pacific University
I had the opportunity to spend some time in a local high school library yesterday. It was a hub of activity with a class in session, students browsing stacks, small group activities, and numerous meetings. I thought it was great to see so many students collaborating and having fun. The students were very engaged.
Stephen L. likes this
Professor at Johnson & Wales University
Top Contributor
It seems important that Matt Reed mentions both the group study areas and the individual quiet spaces in a library. In the past, university libraries tended to be places for individual quiet work. But as Russ and Sharon mention, students have meetings in libraries to work on group activities. If we pay attention to developments in higher education, student work will be increasingly collaborative rather than individual, interdisciplinary rather than narrowly focused in one disciplinary area. In the USA we can find these values set forth in places such as the AAC&U list of high-impact practices, where collaborative assignments and projects are recommended:http://www.aacu.org/sites/default/files/files/hip_tables.pdf
Some experts recommend that the most valuable things students can learn to do is work on problem-solving with other people who come from diverse backgrounds.
Libraries may need less space for stacks as printed books and periodicals are replaced with digital storage, but the need for meeting rooms and collaborative study areas may increase. And of course a coffee shop on the premises definitely helps.
Stephen L. likes this
Professor 1 at Technological University of the Philippines
What is the bearing of a library as a Learning Resource Center if not significant to the students. I think it speaks so much on the learning impact not only by the students together with the faculty. This is also the reason why the area of Library is included in institutional/programs accreditation.
http://www.themobilenative.org/2012/09/50-shades-of-mobile.html
http://www.edudemic.com/open-badges-in-education/
Higher education institutions are abuzz with the concept of Open Badges. The concept was presented to SCSU CETL some two years ago, but it remained mute on the SCSU campus. Part of the presentation to the SCSU CETL included the assertion that “Some advocates have suggested that badges representing learning and skills acquired outside the classroom, or even in Massive Open Online Courses (MOOCs), will soon supplant diplomas and course credits.”
“For higher education institutions interested in keeping pace, establishing a digital ecosystem around badges to recognize college learning, skill development and achievement is less a threat and more an opportunity. Used properly, Open Badge systems help motivate, connect, articulate and make transparent the learning that happens inside and outside classrooms during a student’s college years.”
Educational programs that use learning design to attach badges to educational experiences according to defined outcomes can streamline credit recognition.
The badge ecosystem isn’t just a web-enabled transcript, CV, and work portfolio rolled together. It’s also a way to structure the process of education itself. Students will be able to customize learning goals within the larger curricular framework, integrate continuing peer and faculty feedback about their progress toward achieving those goals, and tailor the way badges and the metadata within them are displayed to the outside world.
http://cdn.nmc.org/media/2014-nmc-horizon-report-library-EN.pdf
p. 4 new and rapidly changing technologies, an abundance of digital information in myriad formats, an increased understanding of how students learn evolving research methods, and changing practices in how scholars communicate and disseminate their research and creative work.
Engagement requires an outward focus
A liaison who understands how scholars in a particular discipline communicate and share
information with one another can inform the design and development of new publishing services, such as
digital institutional repositories.
Liaisons cannot be experts themselves in each new capability, but knowing when to call in a
colleague, or how to describe appropriate expert capabilities to faculty, will be key to the new liaison role.
an increasing focus on what users do (research, teaching, and learning) rather than on what librarians do (collections, reference, library instruction).
hybrid model, where liaisons pair their expertise with that of functional specialists, both within and outside of libraries
p. 6 Trend 1: Develop user-centered library services
Many libraries are challenged to brand such a service point, citing a “hub” or “center” to refer to services that can include circulation, reference, computer support, writing assistance, and more.
For liaisons, time at a reference desk has been replaced by anticipating recurrent needs and developing
easily accessible online materials (e.g., LibGuides, screencasts) available to anyone at any time, and
by providing more advanced one-on-one consultations with students, instructors, and researchers who
need expert help. Liaisons not only answer questions using library resources, but they also advise and
collaborate on issues of copyright, scholarly communication, data management, knowledge management,
and information literacy. The base level of knowledge that a liaison must possess is much broader than
familiarity with a reference collection or facility with online searching; instead, they must constantly keep up
with evolving pedagogies and research methods, rapidly developing tools, technologies, and ever-changing
policies that facilitate and inform teaching, learning, and research in their assigned disciplines.
Librarians at many institutions are now focusing on collaborating with faculty to develop thoughtful assignments
and provide online instructional materials that are built into key courses within a curriculum and provide
scaffolding to help students develop library research skills over the course of their academic careers
p. 7 Trend 2: A hybrid model of liaison and functional specialist is emerging.
Current specialist areas of expertise include copyright, geographic information systems (GIS), media production and integration, distributed education or e-learning, data management, emerging technologies,
user experience, instructional design, and bioinformatics.
At the University of Guelph, the liaison model was abandoned altogether in favor of a functional specialist
approach
p. 8 Trend 3: Organizational flexibility must meet changing user needs.
p. 9 provide education and consultation services for personal information management. Tools, workshops, websites, and individual consults are offered in areas such as citation management, productivity tools, managing alerts and feeds, personal archiving, and using social networking for teaching and professional development.
p. 11 data management, knowledge management and scholarly communication
digital scholarship
p. 12 Liaisons need to be able to provide a general level of knowledge about copyright, data management, the need for metadata and the ontologies available in their disciplines.
p. 13 Liaisons need to be able to provide a general level of knowledge about copyright, data management, the need for metadata and the ontologies available in their disciplines.
p. 16 replacing the traditional tripartite model of collections, reference, and instruction
http://www.ala.org/aasl/standards-guidelines/best-websites/2014
Media sharing
Digital Storytelling
Manage and organize
Social Networking and Communication
Content Resources
Curriculum Collaboration
Gaming Learning Society
https://www.gameslearningsociety.org/
Report from the intersection of Games, Learning, and Society
http://remakelearning.org/blog/2014/06/19/games-learning-society-recap/
Games, Learning and Society conference in Madison, Wisconsin. practical ideas and arguments from GLS to help you get through the roadblocks that stand between you and learning or teaching through games.
following now @valibrarian because of MineCraft http://t.co/RnwW7ahOK2
Minecraft and the library: http://blogs.curtin.edu.au/gamification/news/minecraft-and-the-library/
Library Quest Wrap-Up and Post-Game Assessment
https://babeltech.wordpress.com/2014/03/25/library-quest-wrap-up-and-post-game-assessment/
If you build it …? One campus’ firsthand account of gamification in the academic library
http://crln.acrl.org/content/74/4/208.full
Straight from CRL News
SCVNGR as a platform was attractive to us for several reasons, including UCSD’s experience. First, it incorporated gaming into students’ experience of the library, which has been widely explored and recommended as a way to engage library patrons.2,3 Second, it would enable us to connect with students early in the year without needing to commit personnel to lengthy tours and other scheduled services during a busy time.
Pls consider former IMS blog entries. Keyword: “game”:
https://blog.stcloudstate.edu/ims/?s=game
These six categories are:
From: Scanlon, Donna [mailto:dscanlon@loc.gov]
Sent: Tuesday, June 24, 2014 6:34 AM
To: ‘lita-l@ala.org’
Subject: [lita-l] Library of Congress Recommended Format Specifications
The Library of Congress announces the availability of its Recommended Format Specifications, a document describing the hierarchies of the physical and technical characteristics of creative formats, both analog and digital, which will best maximize the chances for preservation and continued accessibility of creative content. Creators and publishers have also begun to employ a wide array of intangible digital formats, as well as continuing to change and adapt the physical formats in which they work. The Library needs to be able to identify the formats which are suitable for large-scale acquisition and preservation for long-term access if it is to continue to build its collection and ensure that it lasts into the future.
The Library was able to identify six basic categories of creative output, which represent significant parts of the publishing, information, and media industries, especially those that are rapidly adopting digital production and are central to building the Library’s collections: Textual Works and Musical Compositions; Still Image Works; Audio Works; Moving Image Works; Software and Electronic Gaming and Learning; and Datasets/Databases. Technical teams, made up of experts came from across the institution bringing specialized knowledge in technical aspects of preservation, ongoing access needs and developments in the marketplace and in the publishing world, were established to identify recommended formats for each of these categories and to establish hierarchies of preference among the formats within them.
The Library will be revisiting these specifications on an annual basis. The creation and publication of these recommended format specifications is not intended to serve as an answer to all the questions raised in preserving and providing long-term access to creative content. They do not provide instructions for receiving this material into repositories, managing that content or undertaking the many ongoing tasks which will be necessary to maintain this content so that it may be used well into the future.
The Recommended Format Specifications are available at http://www.loc.gov/preservation/resources/rfs/. For more information, please contact Ted Westervelt [thwe@loc.gov].
Donna Scanlon
Electronic Resources Coordinator
Library of Congress
101 Independence Ave., SE
Washington, DC 20540
eMail: dscanlon@loc.gov
Phone: (202) 707-6235
A backchannel — a digital conversation that runs concurrently with a face-to-face activity — provides students with an outlet to engage in conversation.
In a recent article by Edutopia:
The Backchannel: Giving Every Student a Voice in the Blended Mobile Classroom. (n.d.). Edutopia. Retrieved May 28, 2014, from http://www.edutopia.org/blog/backchannel-student-voice-blended-classroom-beth-holland
Cronin, J. J. (2011). The Classroom as a Virtual Community: An Experience with Student Backchannel Discourse. Business Education Innovation Journal, 3(2), 56-65.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dbuh%26AN%3d69910193%26site%3deds-live%26scope%3dsite
Pohl, A., Gehlen-Baum, V., & Bry, F. (2012). Enhancing the Digital Backchannel Backstage on the Basis of a Formative User Study. International Journal Of Emerging Technologies In Learning, 7(1), 33.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedo%26AN%3d79851144%26site%3deds-live%26scope%3dsite
Jarrett, K., & Devine, M. A. (2010). How to use backchanneling in your classroom. Education Digest, (1), 41.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.235654153%26site%3deds-live%26scope%3dsite
Reid, A. (2011). Social media assemblages in digital humanities: From backchannel to buzz. doi:10.1108/S2044-9968(2011)0000003019
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedselc%26AN%3dedselc.2-52.0-84887477876%26site%3deds-live%26scope%3dsite
http://www.edudemic.com/guides/guide-to-twitter/
Create, Don’t Just Consume
Connect and Network
Share Your Resources
http://edudemic.com/wp-content/uploads/2012/10/education-twitter-hashtags-730×1805.jpg
Getting Connected
With these tips and tools, you’ll be able to get connected with the people that matter most to you on Twitter.
Search
Put Twitter’s massive amounts of information to work by using these search tips and tools.
Organization
With these tips and tools, you can keep all of your information on Twitter well organized.
Authority Building
Follow these tips and use these tools in order to establish yourself as an authority in your field.
Getting Value
Follow these tips to make sure you’re getting value out of your Twitter experience.
Rule #3
If you’re adding the Twitter logo to some marketing materials, here’s how to properly format it all. Same goes if you’re just adding in the Twitter Bird to other materials. Useful to know.
Rule #4
Always capitalize the T in Twitter and Tweet. Seriously. That’s a little-known rule that basically everyone doesn’t follow but it’s worth trying to remember!
See Also: A Visual Guide To Twitter For Beginners
Are you looking to figure out exactly which Twitter hashtag is the right one to follow? There’s no shortage of options and it can feel overwhelming. Sure, there’s the popular #edchat and #edtech hashtags most of us follow. But what about the more focused tags that you’re missing out on?
#edapp |
educational apps |
#elearn | I’d suggest using this rather than the longer #elearning |
#flipchat | chat platform for flipped classroom educators. See here. |
#flipclass | platform for those interested in the flipped classroom. |
#flippedclassroom | Obsolete. Use the shorter #flipclass. All about the flipped classroom |
#gbl | game-based learning |
#globalclassroom | Good for finding global collaboration / connections, sharing #globaled practice. Official chats run monthly over 3 days. Click here for schedule |
#ipadchat | name speaks for itself. See here. |