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30
Aug
2015

Digitization and Libraries

categories: announcement, Digital literacy, Digital rights management (DRM)

Digitization and Libraries
Thursday, September 10, 2015
2 PM Eastern | 1 PM Central
12 PM Mountain | 11 AM Pacific

Digitization is a rapidly growing area of librarianship. Whether you’re a community repository or you need to digitize old materials to save space, the ability to start a digitization project is becoming an essential skill for the modern librarian.
Join us for a new episode of American Libraries Live, Digitization and Libraries. Our expert panel will discuss digitization in both broad and specific terms, looking at current trends and long-term implications for the library community.
Our panel will include:
• Susanne Caro, Government Documents Librarian at University of Montana, author and frequent speaker on digitization and librarianship
• Alyce Scott, Professor, School of Library & Information Science San Jose State University
Tune in for this free, streaming video broadcast! You can pre-register here for this free event (pre-registration assures you a reminder before the event), or go to http://www.americanlibrarieslive.org on September 10 at 2:00 p.m. (Eastern) to view.
We are pleased to welcome the School of Information (iSchool) at San José State University as a sponsor for this episode. The iSchool prepares individuals for careers as information professionals. Graduates work in diverse areas of the information profession, such as user experience design, digital asset management, information architecture, electronic records management, information governance, digital preservation, and librarianship. Based in the heart of Silicon Valley, the iSchool is the best place to learn online.
The iSchool’s Master of Library and Information Science (MLIS) degree program was named Outstanding Online Program by the Online Learning Consortium. This prestigious national award recognizes the school’s commitment to delivering innovative, convenient, 100% online learning solutions for students across the globe. Find out more about the iSchool’s award-winning online educational programs at ischool.sjsu.edu.

27
May
2015

handbook of mobile learning

categories: distance learning, distributive learning, e-learning, educational technology, information technology, instructional technology, mobile learning
Routledge. (n.d.). Handbook of Mobile Learning (Hardback) – Routledge [Text]. Retrieved May 27, 2015, from http://www.routledge.com/books/details/9780415503693/

Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. Retrieved June 2, 2015, from https://www.academia.edu/5601076/A_historical_overview_of_mobile_learning_Toward_learner-centered_education

Crompton, Muilenburg and Berge’s definition for m-learning is “learning across multiple contexts, through social and content interactions, using personal electronic devices.”
The “context”in this definition encompasses m-learnng that is formalself-directed, and spontaneous learning, as well as learning that is context aware and context neutral.
therefore, m-learning can occur inside or outside the classroom, participating in a formal lesson on a mobile device; it can be self-directed, as a person determines his or her own approach to satisfy a learning goal; or spontaneous learning, as a person can use the devices to look up something that has just prompted an interest (Crompton, 2013, p. 83). (Gaming article Tallinn)Constructivist Learnings in the 1980s – Following Piage’s (1929), Brunner’s (1996) and Jonassen’s (1999) educational philosophies, constructivists proffer that knowledge acquisition develops through interactions with the environment. (p. 85). The computer was no longer a conduit for the presentation of information: it was a tool for the active manipulation of that information” (Naismith, Lonsdale, Vavoula, & Sharples, 2004, p. 12)Constructionist Learning in the 1980s – Constructionism differed from constructivism as Papert (1980) posited an additional component to constructivism: students learned best when they were actively involved in constructing social objects. The tutee position. Teaching the computer to perform tasks.Problem-Based learning in the 1990s – In the PBL, students often worked in small groups of five or six to pool knowledge and resources to solve problems. Launched the sociocultural revolution, focusing on learning in out of school contexts and the acquisition of knowledge through social interaction

Socio-Constructivist Learning in the 1990s. SCL believe that social and individual processes are independent in the co-construction of knowledge (Sullivan-Palinscar, 1998; Vygotsky, 1978).

96-97). Keegan (2002) believed that e-learning was distance learning, which has been converted to e-learning through the use of technologies such as the WWW. Which electronic media and tools constituted e-learning: e.g., did it matter if the learning took place through a networked technology, or was it simply learning with an electronic device?

99-100. Traxler (2011) described five ways in which m-learning offers new learning opportunities: 1. Contingent learning, allowing learners to respond and react to the environment and changing experiences; 2. Situated learning, in which learning takes place in the surroundings applicable to the learning; 3. Authentic learning;

Diel, W. (2013). M-Learning as a subfield of open and distance education. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.

  1. 15) Historical context in relation to the field of distance education (embedded librarian)
  2. 16 definition of independent study (workshop on mlearning and distance education
  3. 17. Theory of transactional distance (Moore)

Cochrane, T. (2013). A Summary and Critique of M-Learning Research and Practice. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.
( Galin class, workshop)

P 24

According to Cook and Sharples (2010) the development of M learning research has been characterized by three general faces a focus upon Devices Focus on learning outside the classroom He focus on the mobility of the learner

  1. 25

Baby I am learning studies focus upon content delivery for small screen devices and the PDA capabilities of mobile devices rather than leveraging the potential of mobile devices for collaborative learning as recommended by hope Joyner Mill Road and sharp P. 26 Large scale am learning project Several larger am learning projects have tended to focus on specific groups of learners rather than developing pedagogical strategies for the integration of am mlearning with him tertiary education in general

27

m learning research funding

In comparison am learning research projects in countries with smaller population sizes such as Australia and New Zealand are typiclly funded on a shoe string budget

28

M-learning research methodologies

I am learning research has been predominantly characterized by short term case studies focused upon The implementation of rapidly changing technologies with early adopters but with little evaluation reflection or emphasis on mainstream tertiary-education integration

 

p. 29 identifying the gaps in M learning research

 

lack of explicit underlying pedagogical theory Lack of transferable design frameworks

 

Cochrane, T. (2011).Proceedings ascilite 2011 Hobart:Full Paper 250 mLearning: Why? What? Where? How? http://www.ascilite.org/conferences/hobart11/downloads/papers/Cochrane-full.pdf
(Exploring mobile learning success factors http://files.eric.ed.gov/fulltext/EJ893351.pdf
https://prezi.com/kr94rajmvk9u/mlearning/
https://thomcochrane.wikispaces.com/MLearning+Praxis

Pachler, N., Bachmair, B., and Cook, J. (2013). A Sociocultural Ecological Frame for Mobile Learning. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.
(Tom video studio)

35 a line of argumentation that defines mobile devices such as mobile phones as cultural resources. Mobile cultural resources emerge within what we call a “bile complex‘, which consist of specifics structures, agency and cultural practices.

36 pedagogy looks for learning in the context of identify formation of learners within a wider societal context However at the beginning of the twentieth first century and economy oriented service function of learning driven by targets and international comparisons has started to occupy education systems and schools within them Dunning 2000 describes the lengthy transformation process from natural assets Land unskilled labor to tangible assets machinery to intangible created assets such as knowledge and information of all kinds Araya and Peters 2010 describe the development of the last 20 years in terms of faces from the post industrial economy to d information economy to the digital economy to the knowledge economy to the creative economy Cultural ecology can refer to the debate about natural resources we argue for a critical debate about the new cultural resources namely mobile devices and the services for us the focus must not be on the exploitation of mobile devices and services for learning but instead on the assimilation of learning with mobiles in informal contacts of everyday life into formal education

37

Ecology comes into being is there exists a reciprocity between perceiver and environment translated to M learning processes this means that there is a reciprocity between the mobile devices in the activity context of everyday life and the formal learning

45

Rather than focusing on the acquisition of knowledge in relation to externally defined notions of relevance increasingly in a market-oriented system individual faces the challenge of shape his/her knowledge out of his/her own sense of his/her world information is material which is selected by individuals to be transformed by them into knowledge to solve a problem in the life world

Crompton, H. (2013). A Sociocultural Ecological Frame for Mobile Learning. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.

p. 47 As philosophies and practice move toward learner-centered pedagogies, technology in a parallel move, is now able to provide new affordances to the learner, such as learning that is personalized, contextualized, and unrestricted by temporal and spatial constrains.

The necessity for m-learning to have a theory of its own, describing exactly what makes m-learning unique from conventional, tethered electronic learning and traditional learning.

48 . Definition and devices. Four central constructs. Learning pedagogies, technological devices, context and social interactions.

“learning across multiple contexts, through social and content interactions, using personal electronic devices.”

It is difficult, and ill advisable, to determine specifically which devices should be included in a definition of m-learning, as technologies are constantly being invented or redesigned. (my note against the notion that since D2L is a MnSCU mandated tool, it must be the one and only). One should consider m-learning as the utilization of electronic devices that are easily transported and used anytime and anywhere.

49 e-learning does not have to be networked learning: therefore, e-learnng activities could be used in the classroom setting, as the often are.

Why m-learning needs a different theory beyond e-learning. Conventional e-learning is tethered, in that students are anchored to one place while learning. What sets m-learning apart from conventional e-learning is the very lack of those special and temporal constrains; learning has portability, ubiquitous access and social connectivity.

50 dominant terms for m-learning should include spontaneous, intimate, situated, connected, informal, and personal, whereas conventional e-learning should include the terms computer, multimedia, interactive, hyperlinked, and media-rich environment.

51 Criteria for M-Learning
second consideration is that one must be cognizant of the substantial amount of learning taking place beyond the academic and workplace setting.

52 proposed theories

Activity theory: Vygotsky and Engestroem

Conversation theory: Pask 1975, cybernetic and dialectic framework for how knowledge is constructed. Laurillard (2007) although conversation is common for all forms of learning, m-learning can build in more opportunities for students to have ownership and control over what they are learning through digitally facilitated, location-specific activities.

53 multiple theories;

54 Context is central construct of mobile learning. Traxler (2011) described the role of context in m-learning as “context in the wider context”, as the notion of context becomes progressively richer. This theme fits with Nasimith et al situated theory, which describes the m-learning activities promoting authentic context and culture.

55. Connectivity
unlike e-learning, the learner is not anchored to a set place. it links to Vygotsky’s sociocultural approach.
Learning happens within various social groups and locations, providing a diverse range of connected  learning experiences. furthermore, connectivity is without temporal restraints, such as the schedules of educators.

55. Time
m-larning as “learning dispersed in time”

55. personalization
my note student-centered learning

Moura, A., Carvalho, A. (2013). Framework For Mobile Learning Integration Into Educational Contexts. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.

p. 58 framework is based on constructivist approach, Activity theory, and the attention, relevance and confidence satisfaction (ARCS) model http://www.arcsmodel.com/#!
http://torreytrust.com/images/ITH_Trust.pdf

to set a didacticmodel that can be applied to m-learning requires looking at the characteristics of specific devi

https://www.researchgate.net/profile/Nadire_Cavus/publication/235912545_Basic_elements_and_characteristics_of_mobile_learning/links/02e7e526c1c0647142000000.pdf
https://eleed.campussource.de/archive/9/3704

16
May
2015

social media in education

categories: Digital literacy, educational technology, social media

7 Ways Social Media Has a Role in Education

http://theinnovativeeducator.blogspot.com/2015/03/7-ways-social-media-has-role-in.html

  1. The Stats – College, Career, and Citizenship Success
    Look who’s watching:
    • 1/4 of college admissions officers consider digital footprint
    • 3/4 of human resource managers
    • 1/3 of employers reject candidates based on something found in profiles
More stats and info at https://magic.piktochart.com/output/1328944-nycdoe_create-the-digital-image-
  1. Ensuring Students Are Well Googled
    Here are some ways to get started. My note: well LinkedIn
  2. Social Credibility is the New Credentialing
     Read more about how Armond developed social credibility here.
  3. Student Learning Networks
    In the age of social media, the teacher is no longer the center of learning. The student is. One of the most important things an educator can do is support students in developing a powerful learning network. It also requires an understanding of how to effectively use these tools to connect, collaborate, and grow learning. Want to know more? 15-year-old Alex Laubscher explains here.
  4. Work More Effectively
    Social media allows you to change the paradigm from “teacher” as expert to “group” as expert. This reduces emails and increases the access to good answers and connections.  My note: it is extremely important to understand that “teacher” in this case covers librarians
  5. Connect with Experts via Twitter
    You can find a world of experts on any topic if you have literacy in using Twitter also know as “Twitteracy.”  Just know the right hashtags and how to find experts and you have the world’s best knowledge at your fingertips. It is better than any rolodex allowing you to connect anytime, anywhere, with the interested parties who are available now.
  6. Release the Amazing Work of Students from the Classroom to the World
    We hear stories in passing about the great work happening in schools, but usually it’s locked in a school or classroom or trapped on a laptop. Social media puts an end to that.  Click here to find out what it was.

More on social media in education in this blog:

https://blog.stcloudstate.edu/ims/?s=social+media+education

04
Feb
2015

GIS and GeoWeb Technologies

categories: Digital literacy, information technology, instructional technology

https://www.libraryjuiceacademy.com/moodle/login/index.php

Eva Dodsworth

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.

http://www.lib.uwaterloo.ca/locations/umd/WeekOne_2014.wmv

 

http://www.placingliterature.com/map?modal=1

http://www.lib.uwaterloo.ca/locations/umd/WeekTwo.wmv

http://www.lib.uwaterloo.ca/locations/umd/WeekThree_Part_One.mov

http://www.lib.uwaterloo.ca/locations/umd/WeekThree_Part2.mov

http://www.lib.uwaterloo.ca/locations/umd/WeekFour.mov

 

– How to enable offline maps in your Google Maps app – http://www.huffingtonpost.com/map-happy/how-to-enable-offline-maps_b_6525832.html

– Huge news – Google Earth Pro, which used to cost the public $400 is now free! What does that mean for you? Extra features! You can import GIS files, tables, and export animated movie files!  http://google-latlong.blogspot.com.es/2015/01/google-earth-pro-is-now-free.html

– Don’t live in Canada?  Too bad! Google Maps plots best tobagonning hills in Canada!http://www.ctvnews.ca/canada/google-map-plots-canada-s-best-tobogganing-hills-1.2218207

– a map of 19 countries that were named after specific people – http://www.vox.com/2015/2/1/7954179/map-countries-pe

 

Maps that shaped the world

By Paul KerleyBBC News Magazine

http://www.bbc.com/news/magazine-30840318

 

 

Content for Week Two – February 9th – February 15th

Week Two:

Podcast includes:

  • Citizen Mapping
  • OpenStreetMap – crowdsourcing
    more heads are better then one
    NYPL geomapping volunteers.

http://www.openstreetmap.org/

citizen crime reporting app for NYPD http://www.nyc.gov/html/nypd/html/crime_mapping/nyc_crime_map_introduction.shtml

when the jet disappeared, crowdsourcing for parts on the satellite maps of the ocean

potholes map

maps of the threes. emerald bug in Mnpls

http://www.fuf.net/

how does foursquare and checkins in FB and Google +fit it

  • Google Earth
  • Assignment

Podcast and Powerpoint can be accessed from:http://www.lib.uwaterloo.ca/locations/umd/JuicyLibrarianMaterial.html

Tutorials: Google Earth

Assignments:

1.       Discussion question:

Discover some citizen mapping projects that you are interested in OR

Contribute your local knowledge to Google Map Maker AND Share 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 

———————————–

wq and leaflet – a framework that could catch on
by Timothy Clarke – Thursday, February 12, 2015, 2:21 PM

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:

https://wq.io/examples/

—————–

Creating a walking tour map with Google Earth_2014

————-

Week 3

Podcast includes:

  • Geocoding
  • Georeferencing
  • Spatial Data Formats
  • Geospatial Data Online
  • Discussion Question

Podcast and Powerpoint available from: http://www.lib.uwaterloo.ca/locations/umd/JuicyLibrarianMaterial.html

Tutorials: BatchGeo (optional); Google Fusion (optional)

https://en.batchgeo.com/

enter Xcel data, and export KLM file ready for google map and/or google earth

https://support.google.com/fusiontables/answer/2571232
http://en.wikipedia.org/wiki/Google_Fusion_Tables

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

 

14
Sep
2014

Library; what should be…

categories: Blog, Library and information science

Amidst discussions at LRS and forthcoming strategic planning –

The LinkedIn Higher Education Teaching and Learning group has a discussion started:

“The library as space is becoming more important, even as students are able to log on to databases from wherever.”

based on the the article

Spikes, Stacks, and Spaces

from Inside Higher Ed blog: https://www.insidehighered.com/blogs/confessions-community-college-dean/spikes-stacks-and-spaces


  • Julie Steward    Julie

    Julie Steward

    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.

  • Andrea KiralyAndrea

    Andrea Kiraly

    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

  • Russ BarclayRuss

    Russ Barclay

    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.

  • Sharon BlantonSharon

    Sharon Blanton

    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

  • Laura GabigerLaura

    Laura Gabiger

    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

  • Dr..Myrna FernandoDr..Myrna

    Dr..Myrna Fernando

    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.

03
Jul
2014

Gaming and Education: Resources

categories: Digital literacy, gaming, hacker

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.

keywords: gamification + library in Twitter:
Readers Save Legacy Library Content by Crowdsourcing Metadata Games
http://www.gamification.co/2014/05/12/readers-save-legacy-content-by-crowdsourcing-metadata-games/What is Gamification and Why Use It in Teaching?
http://ii.library.jhu.edu/2014/05/13/what-is-gamification-and-why-use-it-in-teaching/What Does the Next-Generation School Library Look Like?
http://blogs.kqed.org/mindshift/2014/06/what-does-the-next-generation-school-library-look-like/
The library now also has reading lounge areas with comfortable modular seating, as well as tables with chairs and stools that students are free to move around; two music studios; a HackerSpace (with high-tech equipment such as a microscope, 3D printer, gaming hardware and software, and a green screen for filming) and a Maker Space that also houses a 3D printer and serves as a “hands-on” craft room where old technology can be disassembled and re-configured with other materials. In short, the Monticello Library Media Center has become a “Learning Commons.”

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

 

02
May
2014

Makerspaces

categories: Uncategorized

  1. A Librarian’s Guide to Makerspaces: 16 Resources
    http://oedb.org/ilibrarian/a-librarians-guide-to-makerspaces/
    Clustered in co-operative workshops called “makerspaces” or “hack(er)spaces,” makers build physical stuff.

    1. From Stacks to Hacks: Makerspaces and LibraryBox
      Space for Creation, Not Just Consumption
    2. Making Things in Academic Libraries
      essentially it’s a place for folks to make things, perhaps writing and illustrating a zine, using the open source Arduino computing platform to program a robot, screenprinting, or creating model houses with a 3D printer. Makerspaces often include tools and equipment that are too expensive or specialized for most people to have in their homes, as well as provide a gathering place for like-minded hobbyists to create and collaborate.”
      “Kids gather to make Lego robots; teens create digital music, movies, and games with computers and mixers; and students engineer new projects while adults create prototypes for small business products with laser cutters and 3D printers. Many libraries across the US have developed makerspaces—places to create, build, and craft—and they are experiencing increased visits and demand as a result. For public libraries, they are places to promote community engagement. For academic libraries, they are places where students and faculty feel welcome to do classwork and research.”
  2. There is a lot on Pinterest on MakerSpaces for Public Libs, but not much for Academic libraries.
  3. Lib school at Madison had a course on how to do it http://www.slis.wisc.edu/continueed-Makerspace.htm
  4. Policies, agreement form, reservation form: https://www.valdosta.edu/academics/library/depts/circulation/makerspace.php
  5. Budgeting http://www.njstatelib.org/NJLibraryMakerspaces
28
Apr
2014

What is plagiarism?

categories: Uncategorized
Martine Herzog-Evans

Follow Martine

What is plagiarism?

Law Professor at the University of Reims, FranceTop Contributor

A colleague of mine is asking us to organise a disciplinary commission for a student who, during a test (home test) quoted an author at great length. I disagree with his judgement. This in my opinion is youth caution (I’m not too sure about what I think so I protect myself with very long quotes). She did refer to the author in question and did not steal his ideas as her own. The risk for the student (who happens to be a very good one) is that she may lose the right to pass any national exam of any sort for x years. I intend to defend her at the disciplinary hearing as I happen to have supervised her for a research last year and am supervising her this year for another and know what she’s made of. The question to you all is : what constitutes plagiarism in your opinion and practice?

 

179 comments

  • Shaun JamisonShaun

    Shaun Jamison

    Law Professor & Librarian

    @ Gregg, another clue is when they don’t bother to take out the hyperlinks from the original source they didn’t credit.

  • Gregg

    Gregg Etter

    Associate Professor at University of Central Missouri

    @Shawn. the sad part is if they would have credited the source it would have been research, not plagiarism!

  • John HainsJohn

    John Hains

    Associate Professor at Clemson University

    Gregg, I get the ‘lazy’ student part. How common is it for courses to be so redundant that a paper like this could be ‘re-cycled’?

  • Gregg

    Gregg Etter

    Associate Professor at University of Central Missouri

    @ John. That’s the point. The class I was teaching was policing in a democratic society. The paper was from a juvenile justice class that was taught by another professor. The content of the two courses does not match. It becomes real obvious when you get a re-cycled criminal law paper in a hate crimes or organized crime class. Some things will transfer and all knowledge is collective. However, in organized crime if you wanted to talk about criminal law, you might talk about the application of R.I.C.O., not Marbury v Madison or Estelle v. Gamble. A person wanting to apply the principles of juvenile justice might talk about the extended rights of a juvenile under Mirranda v. Arizona, not about juvenile holding facilities or juvenile courts.

  • Dr. Murphy NmeziDr. Murphy

    Dr. Murphy Nmezi

    Professor/Academic Mentor, Pathology/Pharmacology/Biostatistics

    Apropos Howard’s response to Mihail’s question:

    I once conducted an initial interview, in virtual space, to fill one of two biostatistics faculty positions that we had. And, it is important to note that success at this interview requires that the candidate be able to answer key questions in biostatistics analysis.

    With each question, (believe me, these are basic questions that anyone with an advanced degree in a related field should be able to answer), I could distinctly hear this individual “banging away” at the keyboard in search of the answer. Obviously, this candidate wasn’t prepared for the interview, nor did s/he possess the foundational knowledge that a degree holder in a field of study must have to succeed. Was it plagiarism or not?

    Perhaps, this candidate plagiarized his/her way through college and graduate school. Who knows? But, I can confidently bet my retirement that some of these jokers are slipping, undetected, through our educational system. I will also bet that this is happening, even to a greater extent, worldwide.

    Mihails Ņ. likes this

  • Harold KatcherHarold

    Harold Katcher

    Professor at University of Maryland

    John, I for one teach four classes, human biology, human health and disease (a watered-down patho-physiology course), the biology of aging and neuroscience. Someone could submit a paper say on Alzheimer’s disease, Parkinson’s disease, any of the dementias to any of these courses, a paper on atherosclerosis to three of them etc. But what is the point of writing the papers? To present their fellow students with new information (assuming they read it) or to give the student an opportunity to learn something new and demonstrate their comprehension? For me it’s mostly the latter, and allowing recycled papers doesn’t accomplish that.
    And Dr. Nmezi I totally agree with you – for everyone we catch, how many slip through undetected?
    Most countries in the world have constitutions that when examined closely, provide all the safeguards needed by a society – but in many places those laws are not upheld (for national security’s sake – a US excuse). So all’s I’m saying is uphold those rules that are in place – softening them may help those who otherwise might not be able to complete or compete successfully in a course or program, but you a hurting the society that expects that graduates of a program will be competent in what they do.

    Dr. Murphy N. likes this

  • John HainsJohn

    John Hains

    Associate Professor at Clemson University

    Harold, I guess I was thinking in terms of courses taught by different teachers. However, four of the five lecture courses I teach are strongly related and with that in mind, I make sure that I am in control of both the content and the assessment. So I make sure that if there is some overlap in content, I do not make an assignment which allows ‘recycling’. If someone has taken a similar course at another institution and ‘recycles’ a report, I have no way to detect that. So as far as I can tell I have never had a problem with this. But my assignments are structured so that they simply can’t support ‘recycling’.

07
Nov
2013

POD conference 2013, Pittsburgh

categories: Bring Your Own Device BYOD, collaboration and creativity, epub, information technology, instructional technology, learning, mobile apps, mobile apps, mobile devices, online learning, social media, teaching, technology

http://podnetwork.org/event/pod-2013/

Conference program available in PDF and upub format, so I can have it on my laptop and on my mobile device: diminishes the necessity to carry and pull constantly a paper stack.

it is the only conference I know with 6AM yoga. Strong spirit in a strong body. LRS & CETL must find space and instructors an offer mediation + yoga opportunity for SCSU students to disconnect

1:00 – 5:00 PM excursion to Carnegie Mellon – Learning Spaces. LRS interest in Learning Commons.

From the pre-conference workshops, Thurs, Nov 7, 8:30AM – 12:00PM:
Linda Shadiow, Connecting Reflection and Growth: Engaging Faculty Stories.
This workshop seems attractive to me, since it coincides with my firm conviction that SCSU faculty must share “best practices” as part of the effort to engage them into learning new technologies.

Kenyon, Kimberly et al, Risky Business: Strategic Planning and Your Center.
This workshop might be attractive for Lalita and Mark Vargas, since strategic planning is considered right now at LRS and CETL might also benefit from such ideas.

roundtables, Thurs, Nov. 7, 1:30-2:45PM

Measuring the Promise in Learner-Centered Syllabi
Michael Palmer, Laura Alexander, Dorothe Bach, and Adriana Streifer, University of Virginia

Effective Faculty Practices: Student-Centered Pedagogy and Learning Outcomes
Laura Palucki Blake, UCLA

Laura is the assistant director http://gseis.ucla.edu/people/paluckiblake
3 time survey of freshmen. survey also faculty every 3 years.  can link this date: faculty practices and student learning
triangulating research findings. student-centered pedagogy. which teaching practices are effective in promoting student-center learning practices.
no statistical differences in terms of student learning outcomes between part-time and full-time faculty. The literature says otherwise, but Laura did not find any statistical difference.
http://ow.ly/i/3EL77
discussions is big, small group work is big with faculty
in terms of discussions, there is huge difference between doing discussion and doing it well.
this is a self-report data, so it can be biased
there are gender differences. women more likely to use class discussions, cooperative learning same, students presentations same. gender discipline holds the gender differences.  same also in STEM fields.
students evaluations of each other work. cooperative learning: it is closer gender-wise.
the more student-centered pedagogy, the less disengagement from school work.
understand on a national level what students are exposed to.
lpblake@hmc.edu
http://www.heri.ucla.edu/
wabash national data.

ePublishing: Emerging Scholarship and the Changing Role of CTLs
Laura Cruz, Andrew Adams, and Robert Crow, Western Carolina University
LORs are in Kentucky.
CETL does at least Professional Development, Resources, Eportfolios, LORSs. FLCs
Teaching Times at Penn.
model 2: around instructional technology. More and more CETL into a combined comprehensive center. about 9 are paid by IT and 11 by academic center. because of finances cuts this is the model predicted from the 90s. Why not IT? because ater they say how to use it. and how to use it effective. think outside of technology, technogogy is not the same as technology.  Teacher-scholar model: research, service, teaching.
http://ow.ly/i/3EMJl
egallery and other electronic ways to recognize productivity. Stats and survey software does NOT reside with grad studies, but with CETL, so CETL can help faculty from a glimmer of an idea to presentation and publication. Research Support Specialist.
how and where it fits into faculty development. Neutrality. Should CETL be advocates for institutional, organizational change.  Do CETL encourage faculty to take innovation and risk (change the culture of higher ed). Tenure and promotion: do we advocate that epub should count, e.g. a blog will count toward tenure.
a national publication: http://www.sparc.arl.org/resources/authors/addendum
we domenstrate that it is good school. scholarship of teaching will be good teaching.
OER? Open educational resources. SHould CETL host and participate in those? Do we participate in creating resources, which are designed to replace texbooks? Caroline has a state-wide grant to support faculty developing learning resources.
open access is controversial. the right to publish and republish. http://www.sparc.arl.org/
40% of all scholarly articles are owned by 3 publishers
Academic Social Media academic.edu and electronic journals.
CETL is the comprehensive center, the hub where people go to, so CETL can direct them to and or get together stakeholder to make things happen.
the lesson from this session for me is that Lalita and Keith Ewing must work much closer.

Evaluating the quality of MOOCs: Is there room for improvement?
Erping Zhu, University of Michigan; Danilo Baylen, University of West Georgia
reflection on “taking” a MOOC and the seven principles. how to design and teach MOOC using the seven principles.
MOOC has a lot of issues; this is not the focus, focus is on the instructional design. Both presenters are instructional designers. Danilo is taking MOOC in library and information science.
Second principle: what is a good graduate education.
about half had completed a course. Atter the 3rd week the motivation is dissipating.
Erping’s experience: Provost makes quick decision. The CETL was charged with MOOC at U of Michigan. Securing Digital Democracy. http://www.mooc-list.com/university-entity/university-michigan
Danilo is a librarian. his MOOC class had a blog, gets a certificate at the end. Different from online class is the badges system to get you involved in the courses. the MOOC instructors also had involved grad students to monitor the others. the production team is not usually as transparent as at Corsera. Sustainability. 10 week module, need to do reflections, feedback from peers. 7 assignments are too much for a full-time professional.
http://www.amazon.com/Library-2-0-Guide-Participatory-Service/dp/1573872970
http://tametheweb.com/category/hyperlibmooc/
http://tametheweb.com/2013/10/20/hyperlibmooc-library-2-013-presentation-links/

1. principle: contact btw faculty and student. Not in a MOOC. video is the only source provides sense of connection. the casual comments the instructor makes addressing the students provides this sense. Quick response. Collaboration and cooperation in MOOC environment and bring it in a F2F and campus teaching. Feedback for quizzes was not helpful to improve, since it i automated. students at the discussion board were the one who helped. from an instructional design point of view, how MOOC design can be improved.
group exercise, we were split in groups and rotated sheet among each other to log in response to 7 sheets of paper. then each group had to choose the best of the logged responses. the responses will be on the POD site.
eri week resources

Per Keith’s request

“Why Students Avoid Risking Engagement with Innovative Instructional Methods
Donna Ellis, University of Waterloo”

Excerpt From: Professional and Organizational Development Network in Higher Education. “POD Network 2013 Conference Program, Pittsburgh PA 11/7 to 11/10.” iBooks.
This material may be protected by copyright.

A quantitative study. The difficulty of group works. Various questions from the audience, the time of class (early Mrng) is it a reason to increase the students disengagement. Students pereceptions .

The teacher did. It explain why the research and this might have increased the negative perception. Summary of key barrierS.

Risk of negative consequneces

preceived lack of control

contravention of perceived norms.

fishbein and Aizen 2010

discussoon .  How faculty can design and deliver the course to minimize the barriers. Our table thought that there are a lot of unknown parameters to decide and it is good to hear the instructor nit only the researcher. How to deal with dysfunctional group members behaviors. Reflections from the faculty member how to response to the data? Some of the barriers frustrated him. Outlines for the assignments only part of the things he had done to mitigate. What are we asking students on course evaluations. Since a lot more then only negative feedback. Instructor needes more training in conflict resolution and how to run group work.

http://ow.ly/i/3Fjqt

http://ow.ly/i/3Fjpq

 

CRLT Players

Friday, Nov 8, 10:30 AM – 12:00 PM
William Penn Ballroom
7 into 15

CRLT Players, University of Michigan”

Excerpt From: Professional and Organizational Development Network in Higher Education. “POD Network 2013 Conference Program, Pittsburgh PA 11/7 to 11/10.” iBooks.
This material may be protected by copyright.

It is a burlesque and theater approach to engage students and faculty into a conversation. 10 plays in 30 min.

Discuses different topics from the plays and seek solutions as a team. How to deal with international students ( Harvard lady said ” safe places” for students) how to deal with technology or the lack of it, missed next one writing this notes and how to reward faculty in innvative things. T. Encoruage innovation, they received a letter from the provost and if they fail, it is not used in their annual evaluation

No  videotaping of this performance because the power is in conversation. Is there a franchise, like training people to do that. NSF grant was allowing them but now just pick up the idea. Sell scripts? Can have conversations about strategies how to collaborate with the theater department where to start these short vinniets. If come to campus and bring performance do they do also the follow up.
Is anger or hostility a reaction during after these presentations. How to handle it. Hostility can be productive and make sure that it is told that it is productive. Getting difficult things out there is what the theater is trying to do in a distant way. This is not a morality
how develop the work? How come up with issues. Faculty bring issues, followed by interviews, draft created we heater identifies the problem and address the issue. Preview performances with stakeholders who confirm .  There are more then. Sufficient ideas, so the organizers can choose what they see most pertinent
other ways to follow up. http://ow.ly/i/3FpI4 http://ow.ly/i/3FpJy
ecrc committee went to their meeting instead of lunch to see if I can particpirate for next year activitities. Ecrc is the acronym for the tech committee. Web site is one takes of this committee. Word press site , how the groups work, how forms work, how to connect with people and most importantly how to start communicating through the web site and cut the listserv. An attempt to centralized all info in the website rather then scattered across universities.
what is BRL? Google apps and Wikipedia as a wiki for another year until figure out if it can be incorporated in the web site. Reconceptualize how do work in the process. To groups in ecrc. Wikpaidea and web page.  And then social media with Amy?  Ecrc liaison in every POD committee to understand how to set up the committee web presence. Blackboard collaborate to do meetings and this is what liason explain to committee members. Tinyurl.com/ECRC2013
Designing Online Discussions For Student Engagement And Deep Learning
Friday, Nov 8, 2:15 PM – 3:30 PM, Roundtable
Parkview East
Danilo M Baylen, University of West Georgia”
pit must be asynchronous discussion
What is the purpose and format of the discussion. Assessment.  How the online discussion is supporting the purpose of the curriculum to the students learning
About five discussions per semester all together. Behaved part of the class culture
Format of the assignment
asynchronous discussion list. Series of questions or a case study. Is the format a sequence of responses or invite a discussions
checklist which stifles a creative discussion or just let it more free
purpose – must be part of the syllabus and it must be clear.
Meeting learning objectives.
duration
interactivity – response to other students. List of 6 different options how they can reply. what format the interactivity takes Is important issue, which has no textbook
assessment- initial posting are critical, since it gives and idea what to work on. How much points as part of the bigger picture. Yet it is the ground work for the assignment, which gets most points.
metacognitive not evaluative , give students examples from the pro regions class what a good discussion is And explain students how to. Evaluate a good discussion entry
how the question is worded and use the threaded discussion for them to reflect how they think, rather then only assess if they read the chapter. The research about online discussion is very different.
What is the  baseline.
Online course must must be set up ready before semester starts or not?
reflection for the end of the semester
SteVn brookfields critical questionaire
meet thISTI and qr standards
is reflection on the content or the process
students reflect on their own reflections
what have you learned about yourself as online learner and look for consistencies for both negative and positive reflections
“Connecting and Learning with Integrative ePortfolios: The Teaching Center’s Role
Friday, Nov 8, 3:45 PM – 5:00 PM, Roundtable
Assess critical thinking
there is a workshop by the presenters instituitions how to organize
more claims then actual evidence so Data is sought to
main issues
programmatic emportfolio. Not student presentation portfolios, but academic portfolio
e portfolio forum
http://ncepr.org
look at image of the green copy:
1. Integration and reflection
2. Social media – in community with other students , faculty, organizations
3. Resume builder
eportfolio is. Prt of the assessment. Conversation on campus. Some depts use exportfolio extensively but not happy.  Programmatic academic e portfolio to collect data
use Sakai open portfolio system
12 drepartments and six more second year.  to speak the same language, they developed a guideline, conceptual framework ( see snapshot of handout)
Curriculum mapping ( see the grid on the. Handout) took much longer then expected.
Fachlty was overwhelmed by the quantity of responses from studentses when filling out Th grid. http://ow.ly/i/3FBL3. http://ow.ly/i/3FBMP
the role of CETL. The provost at Kevin’s institution charged CETL to do the portfolio gig.
The big argument of the CETL redirector with the provost is that portfolio not only to collect data for assessment and accreditation but to provide meaningful experience for the students. EDUCAUSE report horizon, learning analytics  Scandalous headlines of students suing law schools. bad deductions made on big data. The things that matte for students must be in the portfolio and they get used to use the portfolio. Pre reflection entries by the students, which shorted the advising sessions. The advisor can see ahead of time. The advisers. Will. B the. Focus point,   The. Advising  portfolio Is becoming
portfolio must be used by faculty not only students.
Whats the by in for students.  Presentations portfolio part of. Marketing purposes. Google sites so when students leave the institutions students can ” take” the portfolio with them as we’ll go multimedia. attempts failed because platforms which can be cutozmized we’re not used   Digital identity   As CETL director not technology expect and how to learn from the faculty and that was very
documenting and learning with eportfolios.
faculty to demonstrate reflections to students and how enter into portfolio. Using rubrics. Faculty are using already tools but connecting with. Reflections.
STAR: Situation , tasks, action, response
Writing skills differentiate, but even good writers got better on reflection
how one polish a portfolio before bringing to an Employer. Student Working with career services to polish and proofread.
How much the university is responsible for an individual portfolio. How many levels of proof reading.
Poor student work reflects a poor faculty attention.
“Teaching Online and Its Impact on Face-to-Face Teaching
Friday, Nov 8, 3:45 PM – 5:00 PM, 35-Minute Research Session B
http://wikipodia.podnetwork.org/pod-2013-conference/presentations-2013/lkearns
“Groups Inform Pedagogies
Friday, Nov 8, 3:45 PM – 5:00 PM, 35-Minute Research Session A
Carnegie III
Rhett McDaniel and Derek Bruff, Vanderbilt University”
Teaching Online and Its Impact on Face-to-Face Teaching
Friday, Nov 8, 3:45 PM – 5:00 PM, 35-Minute Research Session B
Greene & Franklin
Lorna Kearns, University of Pittsburgh”

Freedom to Breathe: A Discussion about Prioritizing Your Center’s Work
Andy Goodman and Susan Shadle, Boise State University

Connecting, Risking, and Learning: A Panel Conversation about Social Media
Michelle Rodems, University of Louisville.  Conference C 9:00 AM – 10:15 AM
The use of social media in higher education
Conference C 9-11:15 AM

Panel of CETL directors and faculty. The guy from Notre dame uses word press the same way I use it. Collect questions and after the 3rd one creates blog entry and answers the next q/ s  with the URL to the blog entry NspireD is the name of. The blog

the OHIO state UCAT guy is a twitter guy. Program coordinator who manages wordpress and web site. Intersect with FB and twitter. Platforms are inteGrated, so be did not to know the technicalities. The graduate consultants are setting up. ciirdinator tried to understand how the mesh together. Can be used as conversation starters or to broadcast and share info.  Use of hashtags how to use them appropriate in twitter and FB to streamline .

Scsu problem. W don’t build it they will not come. a Tim burton version of the field of dreams.

Rachel CETL assist dir at U of Michigan.  She is out there personally likes it. Very static web page. Drupal as a content management system so the blog is part of the web page. So 2 times a week entries. One of the staff people is an editor and writes blog posts, but vetted by a second CETL staff. Auto push for the blog to the twitter. Screencasts for YouTube channel with screencasts.  Comments on the blog minimal from faculty and stat. What about students? About 1000 followers on the twitter.  What do analytics say. Hits on home page, but no idea how much time reading. The time people spend more time and using the tags .  the use of blog is less formal way to share information.  recycling in December and August a lot of material.

does anybody subscribe and do you promote RSS

the separate blog for a workshop requires interaction and that is a success

for faculty development U of Michigan is using blog recruited 50  to follow the blog.  TSam of 3 using. WordPress  For a semester and then survey. Focus group. Huge success, between 6 and 30 comments. Community with no other space on campus

how are u using social media to promote connections. elevate voices of others on campus by interviewing faculty.  At U of Michigan there was no interest to learn about what other faculty are doing. So they trashed that initiative but starTed a video narration about faculty who innovate. Videotaped and edited no hi Qual video , tagged and blog posted and this approach created more connection, because it is not text only.

What have been the obstacles and indoor failure and what have you learned?

convincing the administration that CETL than do it and it does not have to be the same quality as the web page and the printed material.  Changing the mindset. No assessment, since nothing else was working and they were ready for radical step such as blog

Same with the twitter. Taking the risk to experiment with the hashtags. Tweets can’t be approved. Need to time to build an audience, one month will not have an impact. Start with the. Notion that you are building a reposIvory noT a foRum

one of the panelist has a google spreadsheet which has information of allCETL social media sites   There are resources on how to deal with negative outcomes of using social media. Working with librarians, the Norte dame said! they will give you twenty sources. No no, no, he siad, give me your best three.

 

U of MichiGan more grad studns blog guest posts almost no faculty.

Have you considered giving them more then guest blog, but no facilitator? Let faculty once a semester do a blog post. It is not moderated but more like lead to how to do a good blog. Interview based approach is unique and does not show up somewhere elSe.

Insitutional background important in these decisions.

How often refresh the wordpress page.  How often one person is voicing and it takes a log of journalistic skills. Use the draft option to publish when there are several ideas coming at once.

Mindshift of CETL is to decrease the standards. Make it more informal. Blog post can be always fixed later. To avoid faculty false perception that this is not scholarly needs to be references. So causal tone + references.

Blog ” from students perspective” is repurposE

Risking Together: Cultivating Connection and Learning for Faculty Teaching Online
Michaella Thornton, Christopher Grabau, and Jerod Quinn, Saint Louis University
Oliver 9-11:15 AM

Space Matters! and Is There a Simple Formula to Understand and Improve Student Motivation
Kathleen Kane and Leslie A. Lopez, University of Hawaii at Manoa
Riverboat 9:00 AM – 10:15 AM

The Risks and Rewards of Becoming a Campus Change Agent
Dr. Adrianna Kezar, University of Southern California
William Penn Ballroom 10:30 AM – 12:00 PM

Branch campuses, students abroad, to more with less, completion from profit institutions

students work more but this is a good reflection on learning success

provost might ask to consolidate prof development opportunities for faculty and students instead of faculty only.

If administration is genuine understand transparent   Administration more about persuading not listening. Respect, not assuming that faculty will not accept it. If faculty will sacrifices what will faculty see the administration sacrifice on their side. Leading from the. Middle , it means collective vision for the future. Multilevel leadershup, top down efforts dont work and bottom top are fragile. Managing up  is less preferred then powering up.  It is difficult to tell administration that they miss or misunderstand the technology issue.

Four frames. Goal multi frame leadership http://www.tnellen.com/ted/tc/bolman.html. Vey much the same as Jim Collins good to great right people on the bus right trained http://www.afa1976.org/Portals/0/documents/Essentials/Creating%20Organizational%20Learning%20and%20Change.pdf

How to build coalition, different perspectives, aknowledge  the inherent conflict.

The Delphi project

 

It Takes a Campus: Promoting Information Literacy through Collaboration
Karla Fribley and Karen St. Clair, Emerson College
Oakmont 1:45 PM – 3:00 PM

Most of the attendees and both presenters were librarians

The presenters played a scatch to involve the particppaints

deifnition what is IL. https://mobile.twitter.com/search/?q=%23POD13&s=hash

http://ow.ly/i/3G00e/original

Information literacy collaborative  work with faculty to design student learning outocmes for information literacy

Guiding principles by backward course design

Where they see students struggle with research

question to students survey, what is most difficult for your and wordle.

http://ow.ly/i/3G0l6/original

self reflection ow.ly/i/3G0UH

Curriculum mapping to identify which courses are the stretigic ones to instill the non credit info litreacy

acrl assessment in action

 

Risky Business: Supporting Institutional Data Gathering in Faculty Development Centers
Meghan Burke and Tom Pusateri, Kennesaw State University
Oliver 1:45 PM – 3:00 PM Roundtable

Exploring Issues of Perceptual Bias and International Faculty
Shivanthi Anandan, Drexel University.
Heinz 3:15 PM – 4:30 PM Roundtable

Why do we need it and onoy regarding international faculty don’t in Kim Lisa wolf-wendel

susan twombly. Pointers for hiring and retention. Performance is both teaching and living. Sanitary effect.  sanitary issues not only pay rate. FLC all tenure track without citizenship they are worried about their tenure. Funding agencies, very few will fund you if you are not a citizenship

Diane Schafer  perceptual biases, graffiti. Cathryn Ross

 

Averting Death by PowerPoint! From Killer Professors to Killer Presenters
Christy Price, Dalton State College
Riverboat 4:45 PM – 6:00 PM

How to create effective mini lectures checklist for acting palnning

engage and leave lecture out. The reason why can’t move away is because some  people lecture as performance art

Make lectures mini. How long mini should be. 22 min, the age number of the person.

Emotional appeal, empathy.

Evoke positive emotions with humor.   Always mixed method research, since the narrative   Berk, r. (2000) and Sousa (2011)

ethical. Obligations and emotional appeal

acknowledge the opposition

enhance memory processing with visuals and multimedia

use guided practice by miniki zing note taking

presentationzen is a book! which need to read http://www.barnesandnoble.com/w/presentation-zen-garr-reynolds/1100391495?ean=9780321525659

Enchanted memory processing by creating mistery

address relevance

 

http://advanceyourslides.com/2011/01/28/the-5-most-memorable-concepts-from-nancy-duartes-new-book-resonate/
Death by PowerPoint:  Nancy Duarte: The secret structure of great talks
http://www.ted.com/talks/nancy_duarte_the_secret_structure_of_great_talks.html

http://www.gobookee.org/get_book.php?u=aHR0cDovL3d3dy5vcGVuaXNibi5jb20vZG93bmxvYWQvMDQ3MDYzMjAxMS5wZGYKVGl0bGU6IFJlc29uYXRlOiBQcmVzZW50IFZpc3VhbCBTdG9yaWVzIFRoYXQgVHJhbnNmb3JtIC4uLg==

Engage faculty by showing. Faculty how their presentation. Is. And how it c can be

process with clickers

Sunday Mrng session

vygotsky zone of  NAND the flipped mindset. http://t.co/vCI8TOJ7J2. Cool tweets at #pod13.

Ideas process baudler Boyd stromle 2013

I – identify the issue

D debrief the situation

A  analyze what happened

s strategize solutions and Oport unities for growth and future success

 

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