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In the wake of NMC release regarding digital literacy, https://blog.stcloudstate.edu/ims/2016/10/25/nmc-on-digital-literacy/ (not coincidence, the author is active with NMC)
ALA is offering a webinar:
Rethinking Digital Literacy to Serve Library Staff and Users eCourse
Paul Signorelli Item Number: 1541-9124
http://www.alastore.ala.org/detail.aspx?ID=11469&zbrandid=4634&zidType=CH&zid=38811756&zsubscriberId=1026665847&zbdom=http://ala-publishing.informz.net
Asynchronous eCourse beginning November 14, 2016 and continuing for 5 weeks (includes an extension of 1 week for Thanksgiving)
Estimated Hours of Learning: 24
Certificate of Completion available upon request
Learning outcomes
After participating in this course, you will be able to:
- incorporate ever-evolving definitions of digital literacy into learning opportunities
- draw upon a variety of digital resources to create digital-learning opportunities
- seek additional resources that you can use in your continuing efforts to keep up with new developments in digital literacy in libraries and other learning organizations
What is digital literacy? Do you know how you can foster digital literacy through formal and informal learning opportunities for your library staff and users?
Supporting digital literacy still remains an important part of library staff members’ work, but sometimes we struggle to agree on a simple, meaningful definition of the term. In this four-week eCourse, training/learning specialist Paul Signorelli will begin by exploring a variety of definitions, focusing on work by a few leading proponents of the need to foster digital literacy among people of all ages and backgrounds. He will explore a variety of digital-literacy resources – including case studies of how we creatively approach digital-literacy learning opportunities for library staff and users, and will explore a variety of digital tools that will help to encourage further understanding of this topic.
Now, who is ready to build their digital-literacy skills and help their users become digital literate as well?
eCourse Outline
Part 1: Digital Literacy: Initial Definitions and Explorations
- An overview of various definitions of digital literacy
- Several components of digital literacy
- Exploring Doug Belshaw’s extensive work on defining and fostering digital literacy
Part 2: Digital Literacy: Crap Detection and Other Skills and Tools
- Exploring Howard Rheingold’s approach to crap detection and other digital literacy/net literacy skills
- Participation, collaboration, creativity, and experimentation as digital-literacy skills
- Building our digital-literacy toolkit
Part 3: Digital Literacy in Learning
- The varying digital literacy needs of our youngest students, of teens, and of adults
- Exploring various online resources supporting our digital-literacy training-teaching-learning efforts
- The myth of the digital native
Part 4: Fostering Digital Literacy: Creating Within a Digital Environment
- Creating a framework to promote digital literacy
- Designing workshops and other learning opportunities
- Keeping up in an evolving digital literacy landscape
How this eCourse Works
The eCourse begins on Monday, November 14, 2016. Your participation will require approximately six hours a week, at times that fit your schedule. All activities take place on the website, and you will be expected to:
- Read, listen to or view online content
- Post to online discussion boards
- Complete weekly assignments or activities
Instructor Paul Signorelli will monitor discussion boards regularly during the four-week period, lead group discussions, and will also answer individual questions. All interaction will take place on the eCourse site, which will be available 24 hours a day, 7 days a week. It’s recommended that students log into the site on the first day of class or within a few days for an overview of the content and to begin the first lesson.
User Requirements
Participants will need regular access to a computer with an internet connection for online message boards participation, viewing online video, listening to streaming audio (mp3 files), and downloading and viewing PDFs and PowerPoint files. ALA Editions eCourses are fully compatible with Windows and MacOs.
About the Instructor
Paul Signorelli, co-author of Workplace Learning & Leadership with Lori Reed, is a San Francisco-based writer, trainer, presenter, and consultant exploring, fostering, and documenting innovations in learning. Having earned an MLIS through the University of North Texas (with an emphasis on online learning), he remains active in the American Library Association, the New Media Consortium (educational technology), and the Association for Talent Development (formerly the American Society for Training & Development).
My note: Finally ALA is addressing a huge gap. Namely, letting conservative librarians dress information literacy with the appearance of “digital literacy.”
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more on digital literacy in this IMS blog:
NMC Releases Horizon Project Strategic Brief on Digital Literacy
Anaheim, California (October 25, 2016) — The New Media Consortium (NMC) has released Digital Literacy: An NMC Horizon Project Strategic Brief in conjunction with the 2016 EDUCAUSE Annual Conference.
This project was launched because there is a lack of consensus across the field about how to define digital literacy and implement effective programs. A survey was disseminated throughout the NMC community of higher education leaders and practitioners to understand how digital literacy initiatives are impacting their campuses. The NMC’s research examines the current landscape to illuminate multiple models of digital literacy — universal literacy, creative literacy, and literacy across disciplines — around which dedicated programs can proliferate a spectrum of skills and competencies.
p. 8-10 examples across US universities on digital literacy organization
p. 12 Where does support for digital literacy come from your institution? Individual people
p. 13. campus libraries must be deeply embedded in course curriculum. While libraries have always supported academic institutions, librarians can play a more critical role in the development of digital literacy skills. Historically, these types of programs have been implemented in “one-off” segments, which are experienced apart from a student’s normal studies and often delivered in a one-size-fits-all method. However, an increasing number of academic libraries are supporting a more integrated approach that delivers continuous skill development and assessment over time to both students and faculty. This requires deeper involvement with departments and agreeing on common definitions of what capacities should be achieved, and the most effective pedagogical method. Librarians are tasked with broadening their role in the co-design of curriculum and improving their instruction techniques to work alongside faculty toward the common goal of training students to be savvy digital researchers. University of Arizona Libraries, for example, found that a key step in this transition required collaborating on a common instructional philosophy.
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more on digital literacy in this IMS blog:
https://blog.stcloudstate.edu/ims?s=digital+literacy
Save
Bibliography on K12 learning spaces
articles in popular print:
2nd Annual Next Generation Learning Spaces Asia. (n.d.). Retrieved October 12, 2016, from
http://www.learningspacesasia.com/10 Tips For Creating Inspiring Learning Spaces Infographic. (2016, January 26). Retrieved from
http://elearninginfographics.com/10-tips-creating-inspiring-learning-spaces-infographic/Active Learning Spaces. (n.d.-a).
K-12 Blueprint. Retrieved from
https://www.k12blueprint.com/toolkits/active-learning-spacesActive Learning Spaces. (n.d.-b). Retrieved October 12, 2016, from
https://www.pinterest.com/k12blueprint/active-learning-spaces/Architecture’s Pivotal Role in the Future of K 12 Learning (EdSurge News). (2016, July 11). Retrieved October 12, 2016, from
https://www.edsurge.com/news/2016-07-11-the-secret-to-architecture-s-pivotal-role-in-the-future-of-k-12-learningBruff, D. (2013, December 19). Flexible Classrooms: Highlights from #Spaces4Learning | Center for Teaching | Vanderbilt University. Retrieved October 12, 2016, from
https://cft.vanderbilt.edu/2013/12/flexible-classrooms-highlights-from-spaces4learning/Educational Furniture : KI. (n.d.). Retrieved October 12, 2016, from
http://www.ki.com/markets/educational-furniture/Elfring, L. (n.d.). UA-AAU STEM Collaborative Learning Spaces Project. Retrieved October 12, 2016, from
http://serc.carleton.edu/StemEdCenters/prog_descriptions/138212.htmlfellow, E. S. T. E. is a senior, leadership, thought leader on digital leadership with the I. C. for L. in E. H. also runs a blog on K.-12, & Reflections, A. P. (2016, February 9). 5 Ways Digital Tools Are Transforming the Education Space [Text]. Retrieved October 12, 2016, from
http://www.edtechmagazine.com/k12/article/2016/02/5-ways-digital-tools-are-transforming-education-spaceHomeschooling Articles – Homeschool.com – The #1 Homeschooling Community. (n.d.). Retrieved October 12, 2016, from
http://www.homeschool.com/articles/LaurelSprings17/Jakes, D. (2014, August 26). All About Design – Strategies for Rethinking Learning Spaces. Retrieved October 12, 2016, from
https://www.k12blueprint.com/blog/david-jakes/all-about-design-strategies-rethinking-learning-spacesK12 Learning Space. (n.d.). Retrieved October 12, 2016, from
https://www.youtube.com/channel/UCSHJC7Ue4lYin2Y2YuJ9YKgK12 learning spaces playbook. (n.d.). Retrieved October 12, 2016, from
https://issuu.com/kberg5280/docs/k12_learning_spaces_playbookKurani, D. (2015, April 1). 10 Reasons To Re-Design Your School Space. Retrieved from
https://kurani.us/portfolio/10-reasons-to-redesign-your-school-space/Luchs, S. (2016, February 23). Using Space to Realize a Next Gen Learning Vision | NextGen Learning. Retrieved October 12, 2016, from
http://nextgenlearning.org/blog/using-space-realize-next-gen-learning-visionNew Learning Environments for 21st Century Learners. (2016, August 27). Retrieved October 12, 2016, from
http://www.bobpearlman.org/Learning21/new%20learning%20environments.htmPersaud, R. (2014, September 8). Why Learning Space Matters. Retrieved October 12, 2016, from
http://www.edutopia.org/blog/why-learning-space-matters-ramona-persaudPierce, B. D., & 08/25/15. (n.d.). 3 Ways Mobile Technology Is Transforming Learning Spaces -. Retrieved October 12, 2016, from
https://thejournal.com/articles/2015/08/25/3-ways-mobile-technology-is-transforming-learning-spaces.aspxReimagining Space, Time & Staffing. (n.d.). Retrieved October 12, 2016, from
https://library.educause.edu/resources/2016/9/reimagining-space-time-and-staffingRe-Thinking Learning Spaces | Tech Learning. (2013, October 25). Retrieved October 12, 2016, from
http://www.techlearning.com/news/0002/rethinking-learning-spaces/63044Seidel, V. P., & Fixson, S. K. (2013). Adopting Design Thinking in Novice Multidisciplinary Teams: The Application and Limits of Design Methods and Reflexive Practices: Adopting Design Thinking in Novice Teams.
Journal of Product Innovation Management,
30, 19–33.
https://doi.org/10.1111/jpim.12061Slowakiewicz, M. (2016, March 22). STEM School Learning Spaces. Retrieved from
http://www.corbettinc.com/blog/?p=3581Using Social Media as Learning Spaces. (n.d.). Retrieved October 12, 2016, from
http://www.teachhub.com/using-social-media-learning-spacesVickery. (2014, August 18). Are You Hacking Your School’s Learning Spaces? Retrieved October 12, 2016, from
http://www.middleweb.com/17033/hacking-schools-learning-spaces/peer-reviewed articles:
Razavi, M. N., & Iverson, L. (2007). Designing for privacy in personal learning spaces. New Review Of Hypermedia & Multimedia, 13(2), 163-185. doi:10.1080/13614560701709861
Jung, I., & Latchem, C. (2011). A model for e-education: Extended teaching spaces and extended learning spaces. British Journal Of Educational Technology, 42(1), 6-18. doi:10.1111/j.1467-8535.2009.00987.x
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more on learning spaces in this IMS blog
https://blog.stcloudstate.edu/ims?s=learning+space
http://www.rubedo.com.br/2016/08/38-great-resources-for-learning-data.html
Learn data mining languages: R, Python and SQL
W3Schools – Fantastic set of interactive tutorials for learning different languages. Their SQL tutorial is second to none. You’ll learn how to manipulate data in MySQL, SQL Server, Access, Oracle, Sybase, DB2 and other database systems.
Treasure Data – The best way to learn is to work towards a goal. That’s what this helpful blog series is all about. You’ll learn SQL from scratch by following along with a simple, but common, data analysis scenario.
10 Queries – This course is recommended for the intermediate SQL-er who wants to brush up on his/her skills. It’s a series of 10 challenges coupled with forums and external videos to help you improve your SQL knowledge and understanding of the underlying principles.
TryR – Created by Code School, this interactive online tutorial system is designed to step you through R for statistics and data modeling. As you work through their seven modules, you’ll earn badges to track your progress helping you to stay on track.
Leada – If you’re a complete R novice, try Lead’s introduction to R. In their 1 hour 30 min course, they’ll cover installation, basic usage, common functions, data structures, and data types. They’ll even set you up with your own development environment in RStudio.
Advanced R – Once you’ve mastered the basics of R, bookmark this page. It’s a fantastically comprehensive style guide to using R. We should all strive to write beautiful code, and this resource (based on Google’s R style guide) is your key to that ideal.
Swirl – Learn R in R – a radical idea certainly. But that’s exactly what Swirl does. They’ll interactively teach you how to program in R and do some basic data science at your own pace. Right in the R console.
Python for beginners – The Python website actually has a pretty comprehensive and easy-to-follow set of tutorials. You can learn everything from installation to complex analyzes. It also gives you access to the Python community, who will be happy to answer your questions.
PythonSpot – A complete list of Python tutorials to take you from zero to Python hero. There are tutorials for beginners, intermediate and advanced learners.
Read all about it: data mining books
Data Jujitsu: The Art of Turning Data into Product – This free book by DJ Patil gives you a brief introduction to the complexity of data problems and how to approach them. He gives nice, understandable examples that cover the most important thought processes of data mining. It’s a great book for beginners but still interesting to the data mining expert. Plus, it’s free!
Data Mining: Concepts and Techniques – The third (and most recent) edition will give you an understanding of the theory and practice of discovering patterns in large data sets. Each chapter is a stand-alone guide to a particular topic, making it a good resource if you’re not into reading in sequence or you want to know about a particular topic.
Mining of Massive Datasets – Based on the Stanford Computer Science course, this book is often sighted by data scientists as one of the most helpful resources around. It’s designed at the undergraduate level with no formal prerequisites. It’s the next best thing to actually going to Stanford!
Hadoop: The Definitive Guide – As a data scientist, you will undoubtedly be asked about Hadoop. So you’d better know how it works. This comprehensive guide will teach you how to build and maintain reliable, scalable, distributed systems with Apache Hadoop. Make sure you get the most recent addition to keep up with this fast-changing service.
Online learning: data mining webinars and courses
DataCamp – Learn data mining from the comfort of your home with DataCamp’s online courses. They have free courses on R, Statistics, Data Manipulation, Dynamic Reporting, Large Data Sets and much more.
Coursera – Coursera brings you all the best University courses straight to your computer. Their online classes will teach you the fundamentals of interpreting data, performing analyzes and communicating insights. They have topics for beginners and advanced learners in Data Analysis, Machine Learning, Probability and Statistics and more.
Udemy – With a range of free and pay for data mining courses, you’re sure to find something you like on Udemy no matter your level. There are 395 in the area of data mining! All their courses are uploaded by other Udemy users meaning quality can fluctuate so make sure you read the reviews.
CodeSchool – These courses are handily organized into “Paths” based on the technology you want to learn. You can do everything from build a foundation in Git to take control of a data layer in SQL. Their engaging online videos will take you step-by-step through each lesson and their challenges will let you practice what you’ve learned in a controlled environment.
Udacity – Master a new skill or programming language with Udacity’s unique series of online courses and projects. Each class is developed by a Silicon Valley tech giant, so you know what your learning will be directly applicable to the real world.
Treehouse – Learn from experts in web design, coding, business and more. The video tutorials from Treehouse will teach you the basics and their quizzes and coding challenges will ensure the information sticks. And their UI is pretty easy on the eyes.
Learn from the best: top data miners to follow
John Foreman – Chief Data Scientist at MailChimp and author of Data Smart, John is worth a follow for his witty yet poignant tweets on data science.
DJ Patil – Author and Chief Data Scientist at The White House OSTP, DJ tweets everything you’ve ever wanted to know about data in politics.
Nate Silver – He’s Editor-in-Chief of FiveThirtyEight, a blog that uses data to analyze news stories in Politics, Sports, and Current Events.
Andrew Ng – As the Chief Data Scientist at Baidu, Andrew is responsible for some of the most groundbreaking developments in Machine Learning and Data Science.
Bernard Marr – He might know pretty much everything there is to know about Big Data.
Gregory Piatetsky – He’s the author of popular data science blog
KDNuggets, the leading newsletter on data mining and knowledge discovery.
Christian Rudder – As the Co-founder of OKCupid, Christian has access to one of the most unique datasets on the planet and he uses it to give fascinating insight into human nature, love, and relationships
Dean Abbott – He’s contributed to a number of data blogs and authored his own book on Applied Predictive Analytics. At the moment, Dean is Chief Data Scientist at
SmarterHQ.
Practice what you’ve learned: data mining competitions
Kaggle – This is the ultimate data mining competition. The world’s biggest corporations offer big prizes for solving their toughest data problems.
Stack Overflow – The best way to learn is to teach. Stackoverflow offers the perfect forum for you to prove your data mining know-how by answering fellow enthusiast’s questions.
TunedIT – With a live leaderboard and interactive participation, TunedIT offers a great platform to flex your data mining muscles.
DrivenData – You can find a number of nonprofit data mining challenges on DataDriven. All of your mining efforts will go towards a good cause.
Quora – Another great site to answer questions on just about everything. There are plenty of curious data lovers on there asking for help with data mining and data science.
Meet your fellow data miner: social networks, groups and meetups
Facebook – As with many social media platforms, Facebook is a great place to meet and interact with people who have similar interests. There are a number of very active data mining groups you can join.
LinkedIn – If you’re looking for data mining experts in a particular field, look no further than LinkedIn. There are hundreds of data mining groups ranging from the generic to the hyper-specific. In short, there’s sure to be something for everyone.
Meetup – Want to meet your fellow data miners in person? Attend a meetup! Just search for data mining in your city and you’re sure to find an awesome group near you.
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8 fantastic examples of data storytelling
8 fantastic examples of data storytelling
Data storytelling is the realization of great data visualization. We’re seeing data that’s been analyzed well and presented in a way that someone who’s never even heard of data science can get it.
Google’s Cole Nussbaumer provides a friendly reminder of what data storytelling actually is, it’s straightforward, strategic, elegant, and simple.
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more on text and data mining in this IMS blog
hthttps://blog.stcloudstate.edu/ims?s=data+mining
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.
For more information about Global Collaboration Day, please visit our main web site. A digital flyer is also available for distribution.
Follow us on social media:
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.
New assignment this fall in Minnesota schools: deal with ‘Pokémon Go’
1. School administrator John Wetter took on an odd assignment over summer break at the request of one of his principals: Track down any PokéStops or gyms lurking on Hopkins school grounds. He asked game developer Niantic Labs to remove it from the game.
So far the game has only been blocked at sites such as the
United States Holocaust Memorial Museum in Washington, D.C.
2. Some educators are embracing the interest in “Pokémon Go” as a potential teaching tool. “Any time something becomes a big pop culture sensation, as a teacher I try to just kind of ride the coattails,”
At St. Paul’s Washington Technology Magnet School, educator Eric Gunderson made a spinoff of “Pokémon Go” that students can play on their district-issued iPads. He created it using an augmented reality app called Aurasma. He printed pictures of eggs on sheets of paper. Get the printed egg in view of the iPad’s camera, and an animated animal appears onscreen, a knockoff Pokémon.
The Minnesota Department of Education said it hasn’t gotten inquiries from school districts concerned about “Pokémon Go.” A spokesperson for the Osseo Area School District noted that students face many distractions. “Our leaders are very skilled in dealing with whatever the distraction of the day is,” the spokesperson wrote in an email.
REPORT
Unmanned Aircraft Systems (UAS), AKA drones
August 15, 2016
Sources:
- This report is based on a DVD “Drones on Campus. UAS Issues for the Higher Education Community” of February 2, 2016. The DVD contains a PDF file and flattened media file with a voice-narrated PPT based on the information from the PDF.
- The report takes into consideration the opulence of materials gathered during the last 4-5 years in the IMS blog: https://blog.stcloudstate.edu/ims?s=drones
Narrative / synopsis:
The DVD is a commercial product for sale for the Higher Ed. It is the recoding of a commercial seminar for Higher Ed, led by a lawyer (Lisa Ellman, lisa.ellman@hoganlovells.com, Twitter handle @leelellman) from the legal practice Hogan Lovells and by employee from FAA.
The information below represents the main points from the PDF / PPT presentation, as well as additional information with clarifications, which I added while working with the PDF and PPT files.
Discussion topics:
- How and when UAS can be approved for flying at SCSU
- The effect on SCSU of the domestic UAS legal framework
- Protection against rogue drones on campus
- Policymaking around UAS
FAA Modernization and Reform Act (P.L. 112-095) Reports and Plans Integration of Civil Unmanned Aircraft Systems (UAS) in the National Airspace System (NAS) Roadmap https://www.faa.gov/about/plans_reports/modernization/media/Sec.332(a).pdf
Unmanned Aircraft Systems Comprehensive Plan (Section 332 (a)(5))
https://www.faa.gov/about/plans_reports/modernization/media/Sec.332(a)(5)2.pdf
Unmanned Aircraft Systems Privacy Requirements (Section 332 (a)(5))
https://www.faa.gov/about/plans_reports/modernization/media/Sec.332(a)(5).pdf
section 333 exemptions
http://www.faa.gov/uas/getting_started/fly_for_work_business/beyond_the_basics/section_333/333_authorizations/
Small UAS Notice of Proposed Rulemaking (NPRM)
http://www.faa.gov/regulations_policies/rulemaking/media/021515_suas_summary.pdf
The term “unmanned aircraft system” means an unmanned aircraft and associated elements (including communication links and components that control the unmanned aircraft) that are required for the pilot in command to operate safely and efficiently in the national airspace system.
Federal Gov’t UAS Policymaking. FAA Reauthorization Act of 2012, FAA Rulemaking process, Federal Interagency Process, Agency-Specific Processes
UAS categorization:
- Model aircraft
- Public – UAS owned and operated by government agencies and organizations, such as public university
a public COA (certificate of waiver of authorization) is issued by the FAA to a public agency/organization for public aircraft operations
most aspects of public aircraft operations are not subject to FAA oversight
If we are a public university… can we operate UAS under a public COA?
in order to operate under a public COA< the UAS must be operated by the university for a “core governmental function, which is defined as:
“… and activity undertaken by a government, such as national defense, intelligence missions, firefighting, search and rescue, law enforcement (including transport of prisoners, detainees, and illegal aliens), aeronautical research, or biological or geological resource management.
In an FAA Office, it was clarified that “aeronautical research” must be focused on the development and testing of the UAS itself, rather than the thing being observed and monitored using the UAS.
- Civil
- Any private sector (non-governmental) operation of a drone for purposes other than recreation or hobby is considered a “civil” operation
- This category covers all commercial use of UAS, including use by private universities and colleges
Summary Grant Exemption / Blanket COA conditions and COA conditions and limitations:
- Below 200 feet
- Within visual line-of-sight of the pilot and visual observer
- At least 500 feet from nonparticipating persons, vessels, vehicles, or structures, unless certain conditions met
- Over private or controlled access property with consent
- Visual observer required
- Pilot must have an FAA issues pilot certificate and a medical certificate or DL
- Mussed give a way to all manned aircraft
SCSU must apply for section 333 exemption – FAA has granted 3.129 out of 4500 applications. FAA current goal: 50+ exemption grants per week
QA regarding exemption / blanket COA requirements
Small UAS Rule: June 2016 (IMS blog)
- Must be < 55 lbs
- Max altitude speed 500 feet / 100 mph
- Minimum visibility 3 miles
- UAS always yield right-of-way to other aircraft
- UAS cannot be operated recklessly
- Registration and marking required
- Hobbyist operators: December 21, 2015
- All UAS >.55 pounds and less than 55 pounds must be registered either using the new online system or the FAAs existing paper-based registration system before the UAS can be operated outdoors
- UAS within that right range purchased prior to December 21, 2015 must be registered by February 19, 2016
- Hobbies required to submit basic contact info, such as name, address email. Costs $5 to register hobbyist owner’s entire fleet of UAS. The FAA will issue a single CAR (certificate of aircraft registration) with one registration number that can be used for and should be put on each UAS. Every 3 years, renewal.
Boggs v Meredith. How high do airspace rights extend over private property
- Up to 83 feet in the air
- Other legal liability issues:
Mitigating UAS Legal Liabilities
- When hiring a UAS server provider
- Seek to shift and limit liability through contract
- Vendors operating UAS on university property should sing a written agreement
- Ensure the UAS service provider has adequate insurance
- When selecting a UAS model:
Who is in charge
- University should have a UAS operations manual with policies and procedures
- Permission to fly on campus (who, how and when)
- UAS operation, maintenance and inspection procedures
- Emergency procedures, accident / incident notification, reporting
- FAA recordkeeping requirements
- UAS flight activity (when, where, duration)
- Incidents/accidents involving personal injury or property damage
- Lost-link events (AKA fly-aways)
- UAS maintenance and inspection
- UAS flight crew training / qualifications
- Participant / property owner consent
- Faculty/staff/student qualifications and training
- Privacy policies, data management, retention
- Consent and notification requirements for operating near people and structures
Outline of immediate tasks:
Based on the information above:
- SCSU, LRS in particular, must decide what drone’s certificate to apply for: a. model; b. public; c.civil; or d. hobbies
- After selection of certificate type, SCSU, LRS in particular, must register the drone[s].
- SCSU, LRS in particular, must develop policies for service, operation and maintenance.
- SCSU, LRS in particular, must assign person[s] in charge of the training, maintenance and operation.
Suggestions and recommendations:
- Hosting a drone in the library.
If to adhere to the ALA call for the librarians to be the forefront of technology on campus, LRS can use the drone purchased in April 2014 to train and lend the drone for research on campus.
If LRS continues the policy of the previous dean, further suggestions below can be waved off.
- Training, maintenance and operation
Shall LRS keep the drone, the best person to conduct the training and service of the drone will be an IMS faculty. As per email correspondence attached below, please have again the rational:
– hosting the drone with Circulation (staff) does not provide the adequate academic/research services. It is expected that the foremost users will be faculty, students and then staff and the foremost use will be academic and then leisure activities. While IMS faculty can meet the “leisure activities” for all three constituency, as it has been provided by the Circulation staff until this point, the IMS faculty can also provide the research and academic service, which Circulation staff is not educated neither trained for. With that said, the point made is not against staff not participating in the effort to train and service campus with the drone; it just makes the point that charging staff with that task is limited and against the best interest of the faculty and students on campus.
– blocking the effort of IMS faculty to lead technology-oriented services on campus, LRS in particular.
Upon hiring of a “technology” librarian, previous dean Mark Vargas blocked any technology-related activities by IMS faculty: e.g. 3d printer AKA makerspace, gaming and gamification, drones, etc.
If I am to understand well, the “technology” librarian’s charge must be toward automated library systems and similar, rather than educational use of multimedia and interactivity. Blocking IMS faculty to do what they do best by freezing any of their efforts and reserving “technology” for [unknown] future leadership of the “technology” librarian is a waste of IMS faculty expertise and knowledge.
Gaming and Gamification (https://blog.stcloudstate.edu/ims/2015/03/19/recommendations-for-games-and-gaming-at-lrs/) charge by previous dean Mark Vargas to the first-year “technology” librarian revealed as obvious that giving the preference to junior faculty to “lead” an effort can become a dangerous tool in the hands of the administration to manipulate and slow down efforts of educational trends of time-sensitive character. While, as from the beginning, the collaboration of the “technology” librarian has been welcomed and appreciated, it does not make sense from any cultural or institutional perspective, to put in charge a new faculty, who does not have the knowledge and networking of the campus, less the experience and knowledge with multimedia and interactive tools as the rest of the seasoned IMS faculty. Decision and consequent refusal of the “technology” librarian to work with the IMS faculty did not contribute to improvement of the situation.
A very important point, which goes against the “consensus” efforts of the previous dean, is the fact that now the library faculty is using the newly-hired “technology” librarian to hinder further the integration of the IMS faculty as part of LRS by using her as a focal point for any technology initiative in LRS, thus further excluding the IMS faculty from LRS activities. It will help: 1. delineate the expertise parameters of the “technology” librarian and 2. have the librarian faculty think about their work with the IMS faculty, which has been a thorny issue for more than 10 years now (pretty much since the hire of the bulk of the reference librarians).
If there are questions, or the need of more information, please do not hesitate to request.
Plamen Miltenoff, Ph.D., MLIS
Professor
+++++++++++++++++++++++++++++++++++
From: Miltenoff, Plamen
Sent: Wednesday, June 22, 2016 9:44 AM
To: Banaian, King <kbanaian@stcloudstate.edu>
Subject: request to release the library drone
Dr. Banaian,
My name is Plamen Miltenoff and I am faculty with the InforMedia Services of the SCSU Library. I have worked in the last 15+ years with faculty, students and staff on educational technology and instructional design. I hold two doctoral degrees in education and four master’s degrees in history and Library and Information Science.
I have extensive background in new educational technologies, which is amply reflected in the following blog: https://blog.stcloudstate.edu/ims/. Shall more proof of my abilities is needed, here is detailed information about publications, presentations and projects, which I have accomplished: http://web.stcloudstate.edu/pmiltenoff/faculty/
In the spring of 2014, Mark Vargas purchased a drone. As per my job description and long experience working with faculty across campus with other technologies, I immediately alerted SCSU faculty who have strong interest in applying drone’s technology in their studies, research and teaching, assuming that the newly-appointed library director (Mark Vargas) will support my years-long efforts.
Due to complications with FAA regulations the drones across the country were grounded.
Mark Vargas “stationed” it with the library Access Services, a unit, which is comprised of staff only. When I approached the library staff from Access Services, they chose to not collaborate with me, but rather deflect me to Mark Vargas.
As per my email to Mark Vargas of July 21, 2015 (attachment 1), I requested an explanation and shared my feeling that SCSU faculty are being left in disadvantage after I witness the drone being used. I also asked my immediate supervisor Mark Vargas about the policies and release conditions. Unfortunately, my repeated requests remained unanswered.
As of yesterday, FAA has finally released the last version of the regulations:
https://blog.stcloudstate.edu/ims/2016/06/22/faa-final-rules-drones/
Here is extensive information on how drones can be used in education, which I collected through the years: https://blog.stcloudstate.edu/ims?s=drones
I am turning to you as the appointed administrator-in-charge of the library (attachment 2), with the request that you share the amounted paperwork regarding the drone. Mark Vargas did not share that information, despite numerous requests, e.g., if the drone is registered, etc.
I am seeking your administrative approval to pursue the completion of the paperwork and secure immediate usability of the drone, so it is available also to all interested SCSU faculty with or without my participation (as per regulations). The request is timely, since such technologies are aging quickly. Besides the depreciation of the technology, SCSU students and faculty deserves being kept with the times and explore a technology, which is rapidly becoming a mainstream, rather than novelty.
Please consider that I am the only library member with terminal degrees in education as well as extensive experience with technologies in general and educational technologies in particular. I am also the only library member with extensive network among faculty across campus. I am perceived by colleagues across campus more often as a peer, collaborator and research partner, then merely a service provider, as most of the library staff and faculty consider themselves. I am the only library member, who sits on theses and doctoral committees and the invitations to these committees are greatly based on my experience in educational technologies and my research and publishing skills. Leaving the drone in the Access Services, as appointed by the previous administrator, will result in a dormancy of technology as it has happened with numerous other technologies on this campus. It is a waste of equipment, which this university cannot afford in the respective financial times. Letting me take the lead of the drone project will secure active promotion and better application of this technology and possibly other venues (e.g. grants) to pursue further endeavors.
Thank you and looking forward to your approval.
Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
Attachment 1
From: Miltenoff, Plamen
Sent: Tuesday, July 21, 2015 5:09 PM
To: Vargas, Mark A. <mavargas@stcloudstate.edu>
Cc: Quinlan, Jennifer M. <jmquinlan@stcloudstate.edu>; Prescott, Melissa K. <mkprescott@stcloudstate.edu>; Hergert, Thomas R. <trhergert@stcloudstate.edu>
Subject: LRS drones
Mark,
Last week LRS staff was handling the LRS drones.
Did I miss email correspondence informing about the change in regulations? If so, I would like to have a copy of it.
If not, I would like to know your rational for your selective choice releasing this technology.
Per the IMS blog:
https://blog.stcloudstate.edu/ims/?s=drones&submit=Search
and direct oral and written communication with you, I have expressed strong academic interest in research of this technology for educational purposes. I have the educational background and experience for the aforementioned request.
I am asking you for access to this technology since early summer of 2014.
I would like to be informed what your plan for this technology is and when it will be open to the LRS faculty. I also would like to know when preference to LRS staff is given when technology is concerned, so I can plan accordingly.
Thank you and looking forward to hearing from you soon.
Plamen
—————-
Plamen Miltenoff, Ph.D., MLIS
Attachment 2
From: lrs_l-bounces@lists.stcloudstate.edu [mailto:lrs_l-bounces@lists.stcloudstate.edu] On Behalf Of Vaidya, Ashish K.
Sent: Monday, June 13, 2016 2:08 PM
To: lrs_l@stcloudstate.edu <lrs_l@lists.stcloudstate.edu>
Subject: [LRS_l] Interim Leadership for LRS
Dear LRS Faculty and Staff,
As you are aware, Mark Vargas has submitted his resignation as Dean of Learning Resources Services. Mark’s last day on campus was Friday, June 10, 2016.
I want to assure you that any decision about interim leadership will be made after careful consideration of the needs of the Library and the University. I will continue conversations with various individuals, including the President, to ensure we have strategic alignment in both support and oversight for LRS. LRS is committed to providing excellent services to our students, faculty, and staff, creating opportunities for knowledge, and serving the public good. I look forward to working together with you to accomplish these goals.
I expect to identify an interim dean shortly and to begin a national search this fall with an appointment to begin July 1, 2017. I have asked Greta to schedule a time for me to visit with faculty and staff in Learning Resource Service next week. In the meantime, Dean King Banaian will serve as the administrator-in-charge of LRS until June 30, 2016.
Sincerely yours,
Ashish
7 Best Practices for Deploying Lecture Capture Campuswide
Technology leaders from universities with large lecture capture implementations share their advice for rolling out the technology at scale.
By Leila Meyer 08/03/16
https://campustechnology.com/articles/2016/08/03/7-best-practices-for-deploying-lecture-capture-campuswide.aspx
1) Automate the Recording Process to Make It Effortless
The Department of Instructional Technology
Echo360 lecture capture appliances and some Sonic Foundry Mediasite appliances. While lecture capture appliances are “not cheap,” according to Lucas, they reduce the complexity for faculty and staff.
Sonic Foundry Mediasite appliances with CollegeNET 25Live scheduling software to automate the lecture capture process.
2) Focus on Implementation in Large-Capacity Classrooms
installing lecture capture appliances and high-definition cameras in the large lecture halls at UMass Lowell has helped reduce DFWs (drop, fail, withdrawal rate) in high-enrollment classes such as Calculus 1.
3) Establish Relationships with Leadership and Early Adopters
4) Ensure High-Quality Audio Recording
“You might be able to get by if you don’t see the instructor, of if they step outside the viewing angle of the camera, but if you can’t hear them, the capture is wasted. It’s critical that they pay attention to audio.”
5) Offer Flexibility for Instructors to Record Lectures Anywhere/Anytime
6) Ensure Adequate Storage and Processing on Servers
7) Engage with Other Colleges and Universities
++++++++++++++++++++
more on lecture capture in this blog:
https://blog.stcloudstate.edu/ims?s=lecture+capture
CALL FOR PROPOSALS
IOLUG Fall 2016 Conference – Let Our Powers Combine: Engage. Partner. Inspire
Friday, October 21, 2016
Indiana Wesleyan University North Campus
3777 Priority Way, Indianapolis, IN 46240
How can we join together to increase awareness of the value, impact and services provided by libraries and library professionals in the academic, public and online settings? The IOLUG Program Committee is inviting proposals around the theme of proving the value and worth of the library. Specifically, how are you demonstrating the value of your library? What emerging technologies are you using to display your contribution to your institution or community either online or in person? How can we work together to inspire a spirit of advocacy?
We encourage presentations that are practical, hands-on, and include take-awayable tools, techniques, and/or strategies that librarians can implement to improve their resources and services for students, patrons, faculty, etc. Consider the following topics:
- Promoting open educational resources (OER) and affordable learning materials
- Analytics and metrics
- Supporting diversity
- Improved service delivery and job performance
- Digital media implementation
- New library initiatives
- Innovation and community engagement
- Leadership
Please specify in your proposal whether users will be expected to bring their own devices, or if you will need the use of a computer lab.
Submit your proposal today!
Deadline is Friday, September 2
Get ideas from previous conferences at the IOLUG site.
doctoral cohort student’s request for literature: “I am looking for some more resources around the historical context of teacher evaluation.”
pre-existing bibliography:
Allen, J., Gregory, A., Mikami, A. I., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of Effective Teacher-Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary. School Psychology Review, 42(1), 76–98.
Alonzo, A. C. (2011). COMMENTARIES Learning Progressions That Support Formative Assessment Practices. Measurement, 9, 124–129. http://doi.org/10.1080/15366367.2011.599629
Baker, B. D., Oluwole, J. O., & Green, P. C. (2013). The Legal Consequences of Mandating High Stakes Decisions Based on Low Quality Information: Teacher Evaluation in the Race-to-the-Top Era. Education Policy Analysis Archives, 21(5), 1–71. http://doi.org/http://epaa.asu.edu/ojs/article/view/1298
Benedict, A. E., Thomas, R. a., Kimerling, J., & Leko, C. (2013). Trends in Teacher Evaluation. Teaching Exceptional Children. May/Jun2013, 45(5), 60–68.
Bonavitacola, A. C., Guerrazzi, E., & Hanfelt, P. (2014). TEACHERS’ PERCEPTIONS OF THE IMPACT OF THE McREL TEACHER EVALUATION SYSTEM ON PROFESSIONAL GROWTH.
Charlotte Danielson. (2016). Creating Communities of Practice. Educational Leadership, (May), 18 – 23.
Darling-Hammond, L., Wise, A. E., & Pease, S. R. (1983). Teacher Evaluation in the Organizational Context: A Review of the Literature. Review of Educational Research, 53(3), 285–328. http://doi.org/10.3102/00346543053003285
Darling-Hammond, L., Jaquith, A., & Hamilton, M. (n.d.). Creating a Comprehensive System for Evaluating and Supporting Effective Teaching.
Derrington, M. L. (n.d.). Changes in Teacher Evaluation: Implications for the Principal’s Work.
Gallagher, H. A. (2004). Vaughn Elementary’s Innovative Teacher Evaluation System: Are Teacher Evaluation Scores Related to Growth in Student Achievement? Peabody Journal of Education, 79(4), 79–107. http://doi.org/10.1207/s15327930pje7904_5
Hallgren, K., James-Burdumy, S., & Perez-Johnson, I. (2014). STATE REQUIREMENTS FOR TEACHER EVALUATION POLICIES PROMOTED BY RACE TO THE TOP.
Hattie Helen E-Mail Address, J. T., Hattie, J., & Timperley, H. (2007). The power of feedback. [References]. Review of Educational Research, .77(1), 16–7. http://doi.org/10.3102/003465430298487
Hazi, H. M. (n.d.). Legal Challenges to Teacher Evaluation: Pitfalls and Possibilities in the States. http://doi.org/10.1080/00098655.2014.891898
Ingle, W. K., Willis, C., & Fritz, J. (2014). Collective Bargaining Agreement Provisions in the Wake of Ohio Teacher Evaluation System Legislation. Educational Policy. http://doi.org/10.1177/0895904814559249
Marzano, R. J. (2012). The Two Purposes of Teacher Evaluation. Educational Leadership, 70(3), 14–19. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=83173912&site=ehost-live
Moskal, A. C. M., Stein, S. J., & Golding, C. (2016). Assessment & Evaluation in Higher Education Can you increase teacher engagement with evaluation simply by improving the evaluation system? Can you increase teacher engagement with evaluation simply by improving the evaluation system? http://doi.org/10.1080/02602938.2015.1007838
Quinn, A. E. (n.d.). The Delta Kappa Gamma Bulletin Looking a t th e B igger Picture w ith Dr. R o b ert M arzan o : Teacher E valuation and D e v e lo p m e n t fo r Im p ro ved S tu d en t Learning.
Riordan, J., Lacireno-Paquet, Shakman, N., Bocala, K., & Chang, C. (2015). Redesigning teacher evaluation: Lessons from a pilot implementation. Retrieved from http://ies.ed.gov/
Taylor, E. S., & Tyler, J. H. (n.d.). Evidence of systematic growth in the effectiveness of midcareer teachers Can Teacher Evaluation Improve Teaching?
Tuytens, M., & Devos, G. (n.d.). The problematic implementation of teacher evaluation policy: School failure or governmental pitfall? http://doi.org/10.1177/1741143213502188
Wong, W. Y., & Moni, K. (2013). Teachers’ perceptions of and responses to student evaluation of teaching: purposes and uses in clinical education. http://doi.org/10.1080/02602938.2013.844222
my list of literature:
Avalos, B., & Assael, J. (2006). Moving from resistance to agreement: The case of the Chilean teacher performance evaluation. International Journal of Educational Research, 45(4-5), 254-266.
Cowen, J. M., & Fowles, J. (2013). Same contract, different day? an analysis of teacher bargaining agreements in Louisville since 1979. Teachers College Record, 115(5)
Flippo, R. F. (2002). Repeating history: Teacher licensure testing in Massachusetts. Journal of Personnel Evaluation in Education, 16(3), 211-29.
Griffin, G. (1997). Teaching as a gendered experience. Journal of Teacher Education, 48(1), 7-18.
Hellawell, D. E. (1992). Structural changes in education in England. International Journal of Educational Reform, 1(4), 356-65.
Hibler, D. W., & Snyder, J. A. (2015). Teaching matters: Observations on teacher evaluations. Schools: Studies in Education, 12(1), 33-47.
Hill, H. C., & Grossman, P. (2013). Learning from teacher observations: Challenges and opportunities posed by new teacher evaluation systems. Harvard Educational Review, 83(2), 371-384.
Hines, L. M. (2007). Return of the thought police?: The history of teacher attitude adjustment. Education Next, 7(2), 58-65.
Kersten, T. A. (2006). Teacher tenure: Illinois school board presidents’ perspectives and suggestions for improvement. Planning and Changing, 37(3-4), 234-257.
Kersten, T. A., & Israel, M. S. (2005). Teacher evaluation: Principals’ insights and suggestions for improvement. Planning and Changing, 36(1-2), 47-67.
Korkmaz, I. (2008). Evaluation of teachers for restructured elementary curriculum (grades 1 to 5). Education, 129(2), 250-258.
Lamb, M. L., & Swick, K. J. (1975). Historical overview of teacher observation Educational Forum.
Maharaj, S. (2014). Administrators’ views on teacher evaluation: Examining Ontario’s teacher performance appraisal. Canadian Journal of Educational Administration and Policy, (152)
Naba’h, A. A., Al-Omari, H., Ihmeideh, F., & Al-Wa’ily, S. (2009). Teacher education programs in Jordan: A reform plan. Journal of Early Childhood Teacher Education, 30(3), 272-284.
Ornstein, A. C. (1977). Critics and criticism of education Educational Forum.
Pajak, E., & Arrington, A. (2004). Empowering a profession: Rethinking the roles of administrative evaluation and instructional supervision in improving teacher quality. Yearbook of the National Society for the Study of Education, 103(1), 228-252.
Stamelos, G., & Bartzakli, M. (2013). The effect of a primary school teachers, trade union on the formation and realisation of policy in Greece: The case of teacher evaluation policy. Policy Futures in Education, 11(5), 575-588.
Stamelos, G., Vassilopoulos, A., & Bartzakli, M. (2012). Understanding the difficulties of implementation of a teachers’ evaluation system in greek primary education: From national past to european influences. European Educational Research Journal, 11(4), 545-557.
Sullivan, J. P. (2012). A collaborative effort: Peer review and the history of teacher evaluations in Montgomery county, Maryland. Harvard Educational Review, 82(1), 142-152.
Tierney, W. G., & Lechuga, V. M. (2005). Academic freedom in the 21st century. Thought & Action, , 7-22.
Turri, M. (2014). The new italian agency for the evaluation of the university system (ANVUR): A need for governance or legitimacy? Quality in Higher Education, 20(1), 64-82.
VanPatten, J. J. (1972). Some reflections on accountability Journal of Thought.
Vijaysimha, I. (2013). Teachers as professionals: Accountable and autonomous? review of the report of the justice Verma commission on teacher education. august 2012. department of school education and literacy, ministry of human resource development, government of India. Contemporary Education Dialogue, 10(2), 293-299.
Vold, D. J. (1985). The roots of teacher testing in America. Educational Measurement: Issues and Practice, 4(3), 5-7.
Wermke, W., & Höstfält, G. (2014). Contextualizing teacher autonomy in time and space: A model for comparing various forms of governing the teaching profession. Journal of Curriculum Studies, 46(1), 58-80.
Ydesen, C., & Andreasen, K. E. (2014). Accountability practices in the history of Danish primary public education from the 1660s to the present. Education Policy Analysis Archives, 22(120)
