Social media has the potential to facilitate much closer relationships between libraries and their patrons. Current usage of social media by the library community generally remains ad hoc and somewhat experimental, but the uptake of these tools is accelerating, and they will likely play an increasingly important role in library service provision and outreach in the future. Taylor & Francis has produced a white paper that analyzes current practices relating social media’s use in the library and how this differs by librarian job role. The sample was taken from academic librarians around the world, which also allows us to examine differences by geographic location. The goal: to establish how librarians are currently using social media in their roles, the most useful social media tools and best applications for these tools in a library setting.
explores a variety of social media tools in terms of how they can be used to organize information and communities. Together, you will survey and use a variety of social media tools, such as Delicious, Diigo, Facebook, Goodreads, Google Hangouts, LibraryThing, Pinterest, Storify, Twitter, and more! You will also explore how social media tools can be used to organize and disseminate information and how they can be used to foster and sustain communities of learning.
With the widespread use of library technology that incorporates social media components, intelligent objects, and knowledge-sharing tools comes the ability of libraries to provide greater opportunities for patron engagement in those discovery systems through user-generated content. These features may include the ability of users to contribute commentary such as reviews, simple point-and-click rating systems (e.g. one star to five stars), or to engage in extensive discussions or other social interactions. This kind of content could transform authoritative files, alter information architecture, and change the flow of information within the library discovery system.
Across generations, concerns for privacy may dissipate with time as specific technologies take hold or as people become aware of a technology’s benefits and value those over their value for privacy.
Library Privacy Guidelines for Students in K-12 Schools
Students, teachers, and organizations will join together online to celebrate and demonstrate global collaboration on September 15, 2016. On Global Collaboration Day, educators and professionals from around the world will host connective projects and events and invite public participation. This event is brought to you by VIF International Education,Google for Education, iEARN-USA and Edmodo.
The primary goals of this 24-hour, worldwide event are to:
demonstrate the power of global connectivity in classrooms, schools, institutions of informal learning and universities around the world
introduce others to the collaborative tools, resources and projects that are available to educators today
to focus attention on the need for developing globally competent students and teachers throughout the world
Global Collaboration Day will take place on September 15 in participant time zones. Classrooms, schools, and organizations will design and host engaging online activities for others to join. Events will range from mystery location calls to professional development events to interviews with experts. All events will be collated in an online calendar viewable in participants’ individual time zones. Participants will be connected on Twitter via the hashtag #globaled16.
An optional new activity this year will be the Great Global Project Challenge. Between now and October 1, 2016, global educators will design collaborative projects using a variety of platforms in which other students and teachers may participate during the course of the 2016-2017 school year. The objective is to create and present as many globally connective projects for students and educators as possible. The final deadline for submissions into our project directory is October 1, but participants are also encouraged to do an introductory activity for their project on Global Collaboration Day as well.
Global Collaboration Day is a project of the Global Education Conference Network, a free online virtual conference that takes place every November during International Education Week. GCD, along with Global Education Day at ISTE and Global Leadership Week, are events designed to connect educators and keep global conversations going year round.
Help us spread the word. Here are some sample Tweets:
Join us for Global Collaboration Day! Details here: http://bit.ly/2016GCD #globaled16
YOUR ORG’S TWITTER HANDLE is pleased to partner with @GlobalEdCon and educators around the globe for Global Collaboration Day: http://bit.ly/2016GCD
Are you an education leader? Inspire global collaboration on Global Collaboration Day 9/15. http://bit.ly/2016GCD #globaled16
Learn more about participating in the Global Collaboration Day celebration: http://bit.ly/2016GCD #globaled16
Project hosts are sought for Global Collaboration Day. Details here: http://bit.ly/2016GCD #globaled16
Logos and Badges for Participants, Hosts, Partners and Sponsors are located here:http://bit.ly/gcdimages
Interested in serving as an outreach partner?
Send an email to Lucy Gray (lucy@globaledevents.com) indicating your interest. Include information on how you can help us get the word out to networks with 5000 members or more.
LOGIN INFORMATION:
To login to FridayLive! on February 26, 2016 starting at 1:30 pm ET
Join from PC, Mac, Linux, iOS or Android:
1st try this short URL: tlt/gs/zoom
2nd try https://zoom.us/j/2758853550
Meeting ID: 275 885 3550 https://zoom.us/j/2758853550
Description
Ever wonder if there is a better way to manage all the information to which we have access. We want to find it, filter it, organize it, consume it, store it, share it – on and offline – across all our devices – and save time and effort while we do it all.
Our guests for this session will share their work flows and associated applications they have found to be successful such as Pocket, Feedly, Evernote, DIIGO, INNO reader, etc. There will also be an opportunity for participants to share their works flows.
The TLT Group
301-270-8312
Here is a preliminary plan. We will not follow it strictly; it is just an idea about the topics we would like to cover. Shall there be points of interest, please feel free to contribute prior and during the session.
Keeping in mind the ED 610 Learning Goals and Objectives, namely:
Understand and demonstrate how to write literature review in the field of the C&I research
Understand the related research methods in both quantitative and qualitative perspectives from the explored research articles
Understand how to use searching engine to find meaningful articles
Interpret and do critical thinking in C&I research articles
lets review our search and research skills:
How do we search?
Google and Google Scholar (more focused, peer reviewed, academic content)
SCSU Library search, Google, Professional organization, (NASSP), Stacks of magazines, csu library info, but need to know what all of the options mean on that page
+++++++++++++
PICO framework to structure a question:
Population, Patient, Problem
Intervention
Comparison
Outcome
Subject Guides
Please locate theEducation (Elementary) Education (Secondary) Educational Administration and Leadership (Doctoral) Educational Administration and Leadership (Masters)
at the LRS web page: http://lrts.stcloudstate.edu/library/default.asp
Look for “Research Assistance” and scroll to
Educational Administration and Leadership or any of the four links related to education http://research.stcloudstate.edu/rqs.phtml?subject_id=122
Electronic Journals & the DOI System
What is a DOI? A Digital Object Identifier (DOI) is assigned to electronic journal articles (and selected other online content) to specifically and permanently identify and access that article. Most of the standard academic citation formats now require the inclusion of DOIs within a citation when available.
How to find a DOI: Most current academic journal articles include a DOI (usually listed on the first page of the article). Most library databases list a DOI with the record for recent academic journal articles. Most non-academic articles (including magazine and newspaper articles) as well as many older academic journal articles do not have a DOI. Crossref.org provides a DOI Lookup service that will search for a DOI based on citation information (author’s last name, journal name, article title, etc.).
How to access an article via a DOI: Use the CSU Stanislaus Library DOI Look-up for options provided by the library, including access to the full-text via the publisher’s site or a library database service when available. Other, general DOI look-up systems (CrossRef & DOI.org) usually link to the article’s “homepage” on the publisher’s site (which usually include a free abstract but full-text access is restricted to subscribers).
Ways to find research specific to doctoral student needs (ie: Ways to find dissertations, peer reviewed research sources, research-related information, etc.)
Understand the responsibilities of authorship including copyright, intellectual property, and discipline-based expectations
Where is MC 205? Per campus map, Miller Center 205 is on the second floor, direction computer lab, right-handside, pass the counter with printers on both sides. Please use this virtual reality direction map to find the room (use Google Chrome and activate QuickTime plugin).
Dreamweaver: 4 Mondays – 10-10:45AM . Jan 18, 25, Feb 1, 8 ; location MC 205. attendees cap is 5
Keywords: web development, web design, Adobe Dreamweaver
Description: Adobe Dreamweaver CC is the default web development tool on campus. In four consecutive weeks, learn the basics of Dreamweaver, web development, web design and maintaining web pages on the Web. Site map and site structure. HTML and HTML5 basics, basics of CSS, page properties, text editing, hyperlinks and images, tables, forms.
Description: In four 45 min sessions, learn the basics of image editing. A comprehensive understanding of Adobe Photoshop and its essential tools. Design and edit, adjusting images for the Internet and print outs. Learn image formats, compressions, layers. Retouching, repairing and correcting photos
Social Media in Education 9:30-10:15 AM. Feb 3, 10, 17, 24. location MC 205. attendees cap is 15
Keywords: social media, social media in education, social media and learning, social media and teaching, social media and communication, Facebook, Twitter, Instagram, LinkedIn, YouTube, Diigo, Delicious, Evernote, SideVibe, Pinterest, Vine, Snapchat, Google+, Zotero, Mendeley, blogs, wikis, podcasts, visuals, text
Description: In four 45 min sessions, structure your approach to social media and assess how to use in teaching and learning. What is social media and how to use it. How to discriminate between personal and professional use of social media. Amidst 180 most popular social media tools, acquire a robust structure to cluster them and orient yourself quick and easy, which tools fit best your teaching materials and methods to enable learning and communication with your students. Visuals versus text and how to combine them for effective communication and teaching. Policies, engagement of students. Expanding and improving research and organization of your research through social media and networking toward your research through social media.
Description: in 45 minutes we can start a conversation about identification of cheating practices and determination of what plagiarism is, considering generational differences, the evolution of the Internet. Identifying of “cheating” can provide robust boundaries for understanding students’ behavior and identifying practices and methods to alleviate such behavior, including change of teaching methods and practices.
10 basics steps to start social media. March 16, 11-11:45AM location MC 205. attendees cap is 15
Keywords: social media, social media in education, social media and learning, social media and teaching, social media and communication, Facebook, Twitter, Instagram, LinkedIn, YouTube, Diigo, Delicious, Evernote, SideVibe, Pinterest, Vine, Snapchat, Google+, Zotero, Mendeley, blogs, wikis, podcasts, visuals, text
Description: introduction to social media and its use for personal and professional purposes. Ideas and scenarios of using different social media tools in education. Hands-on exercises for using social media in teaching.
Description: Gaming and Gamification is one of the most pronounced trends in education as per the New Horizon Report. Besides the increase of participation and enthusiasm, it increases learning. Introduction to gaming and gamification by establishing definitions, learning to distinguish gaming and gamification and learning the basics of gaming and gamification in the teaching process. Hands-on exercises for introducing gaming practices in the teaching and learning process and gamifying the existing syllabi.
Description: this 45 min session is aimed to help you transition your F2F teaching to hybrid and online teaching. Learn about synchronous and asynchronous modes of teaching and communication to structure and organize your class materials and methods for better delivery. Hands-on exercises for improving content delivery, class discussions and communications among instructor and students.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request
Effective Presentations. Jan 28, 2-2:45PM. MC 205. attendees cap is 10
Keywords: presentations, PowerPoint, alternatives to PowerPoint, presentation design, presentation essentials, Prezi, SlideShare, LodeStar, Zentation, Zoho, Powtoon, Zaption, Thinglink, Haiku, Kahoot, Storify, EdPuzzle, PollDaddy, Evernote, Mammoth, SideVibe, Paddlet, Remind, Death by PowerPoint, visual literacy, media literacy, digital literacy, visuals
Description: https://blog.stcloudstate.edu/ims/2016/01/07/effective-presentations/ . These four 45 minute sessions are aimed to introduce and orient faculty, staff and students to the opulence of alternatives to PowerPoint and revisit the basics of well-tailored presentation. Hands-on exercises for improving the structure and delivery of presentation as well as the choice of presentation tools.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request
Death by PowerPoint. Feb 26, 10-10:45PM. MC 205. attendees cap is 10
Keywords: presentations, PowerPoint, alternatives to PowerPoint, presentation design, presentation essentials, Death by PowerPoint, visual literacy, media literacy, digital literacy, visuals.
Description: https://blog.stcloudstate.edu/ims/2016/01/07/effective-presentations/ . This 45 minute session is aimed to introduce and orient faculty, staff and students to the basics of PowerPoint and revisit the basics of a well-tailored presentation. Hands-on exercises for improving the structure and delivery of presentation as well as the choice of presentation tools.
Contemplative Computing or Disconnect: How to Bring Balance in Your Life by Managing well Your Technology. Feb 17. 2-2:45PM. MC 205. attendees cap is 10
Description: this 45 min session introduces faculty, staff and students to the idea of regulating the use of technology in a meaningful way. Hands-on exercises and sharing good practices on balancing the use of technology in daily life.
Videos in the classroom: fast and easy. Jan 28, 10-10:45PM. MC 205. attendees cap is 5.
Keywords: video, video editing, video manipulation, visual literacy, digital literacy, MovieMaker, iMovie, Instagram, Vine, YouTube, Kaltura
Description: this 45 min session is an orientation to the resources available for delivery of visual materials in the classroom. Hands-on experience of different basics tools on different computer platforms.
Infographics: make your projects, presentations and research credible through presentable data. Feb 10, 2-2:45PM. March 29, 10-10:45AM, MC 205. attendees cap is 10
Keywords: Piktochart, Infogr, Visualy, statistics, visual literacy, digital literacy
Description: https://blog.stcloudstate.edu/ims/2014/04/09/infographics-how-to-create-them/. This 45 min session is an orientation to the world of infographics. Short introduction to the basics of statistics and their importance in presenting a research and idea. Hands-on exercise using one of the 3 popular infographic tools.
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
Sqworl, like Delicious and Diigo, is a bookmarking tool that can be useful in the classroom. Sqworl takes a screenshot of the sites you bookmark and opens each bookmark in the same browser tab for easy navigation.
Richard Byrne demonstrates Sqworl’s visual bookmark features in his video below.
