Mar
2016
Digital Literacy for St. Cloud State University
Introduction to Digital Humanities for Librarians
Instructor: John Russell
Dates: April 4-29, 2016
Credits: 1.5 CEUs
Price: $175
http://libraryjuiceacademy.com/112-digital-humanities.php
Digital humanities (DH) has been heralded as the next big thing in humanities scholarship and universities have been creating initiatives and new positions in this field. Libraries, too, have moved to create a presence in the digital humanities community, setting up centers and hiring librarians to staff them. This course is designed as an introduction for librarians or library school students who have little or no exposure to DH and wish to be better positioned to offer DH support or services in a library setting. Participants will read and discuss DH scholarship, learn about frequently-used software, and think about why and how libraries and librarians engage DH. While I will encourage participants to explore more complex computing approaches (and I will support those who do as best I can), this course does not presuppose computing skills such as programming or use of the command line and will not ask participants to do much more than upload files to websites or install and use simple programs. Participants should have an interest and background in humanities scholarship and humanities librarianship and while the readings will focus on activities in the United States, our discussions can be more geographically wide-ranging.
Objectives:
– A basic knowledge of what digital humanities is and how it effects scholarship in the humanities disciplines.
– Exposure to core tools and approaches used by digital humanists.
– An understanding of how libraries and librarians have been involved with digital humanities.
– Critical engagement with the role of librarians and libraries in digital humanities.
This class has a follow-up, Introduction to Text Encoding
http://libraryjuiceacademy.com/133-text-encoding.php
John Russell is the Associate Director of the Center for Humanities and Information at Pennsylvania State University. He has been actively involved in digital humanities projects, primarily related to text encoding, and has taught courses and workshops on digital humanities methods, including “Introduction to Digital Humanities for Librarians.”
Read an interview with John Russell about this class:
http://libraryjuiceacademy.com/news/?p=769
You can register in this course through the first week of instruction (as long as it is not full). The “Register” button on the website goes to our credit card payment gateway, which may be used with personal or institutional credit cards. (Be sure to use the appropriate billing address). If your institution wants us to send a billing statement or wants to pay using a purchase order, please contact us by email to make arrangements: inquiries@libraryjuiceacademy.com
Instructor: John Russell
Dates: May 2-27, 2016
Credits: 1.5 CEUs
Price: $175
This course will introduce students to text encoding according to the Text Encoding Initiative (TEI) Guidelines. Why should you care about text encoding or the TEI Guidelines? The creation of digital scholarly texts is a core part of the digital humanities and many digital humanities grants and publications require encoding texts in accordance with the TEI Guidelines. Students in this course will learn about the use-cases for text encoding and get a basic introduction to the principles of scholarly editing before moving on to learning some XML basics and creating a small-scale TEI project using the XML editor oXygen. We will not cover (beyond the very basics) processing TEI, and students interested in learning about XSLT and/or XQuery should turn to the LJA courses offered on those subjects. Participants should have some experience with digital humanities, as this course is intended as a follow up to the Introduction to Digital Humanities for Librarians course.
Objectives:
John Russell is the Associate Director of the Center for Humanities and Information at Pennsylvania State University. He has been actively involved in digital humanities projects, primarily related to text encoding, and has taught courses and workshops on digital humanities methods, including “Introduction to Digital Humanities for Librarians.” Interview with John Russell
This is an online class that is taught asynchronously, meaning that participants do the work on their own time as their schedules allow. The class does not meet together at any particular times, although the instructor may set up optional synchronous chat sessions. Instruction includes readings and assignments in one-week segments. Class participation is in an online forum environment.
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Spatial Data Analyst & Curator
University Libraries / U-Spatial
University of Minnesota
Overview
The University of Minnesota Libraries and U-Spatial (https://uspatial.umn.edu/) seek a knowledgeable and proactive Spatial Data Analyst & Curator to advance the Libraries’ efforts in the areas of geospatial projects, geospatial data curation and management, and digital spatial humanities. Residing in the John R. Borchert Map Library, the Spatial Data Analyst & Curator works under the management and direction of the University Libraries, which holds institutional responsibility for supporting the products and processes of scholarship through the collection, provisioning, and preservation of information resources in all formats and media. As such, the work of the Spatial Data Analyst & Curator uses a life-cycle data management approach to serve the specific needs of the spatial data creator/user community while ensuring that processes and methods employed are strongly aligned with enterprise strategies and systems.
Required Qualifications include a Master’s degree in library/information science from an American Library Association accredited library school, GIS-related field, or equivalent combination of advanced degree and relevant experience, as well as experience with geographical information systems, including/especially Esri’s ArcGIS software, experience with scripting languages, such as Python or JavaScript, and experience with metadata creation, schema, and management.
For complete description, qualifications and to apply, go to: http://z.umn.edu/ulib362
The University of Minnesota is an Equal Opportunity Educator and Employer.
—
Ryan Mattke
Head, John R. Borchert Map Library
University of Minnesota
S-76 Wilson Library
309 19th Ave South
Minneapolis, MN 55455
Email: matt0089@umn.edu
Web: http://www.lib.umn.edu/borchert
Phone: 612.624.5757
ORCID: http://orcid.org/0000-0001-8816-9289
More on flipped classroom in this IMS blog:
https://blog.stcloudstate.edu/ims/?s=flipped&submit=Search
Flipped classroom. (2016, March 22). In Wikipedia, the free encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Flipped_classroom&oldid=711368580
The Flipped Class: Overcoming Common Hurdles by Edutopia:
http://www.edutopia.org/blog/flipped-learning-toolkit-common-hurdles-jon-bergmann
Helps kids who were absent, stay current.
Helps kids who don’t get the lesson the first time in class.
Good resource for teacher assistants or student support staff who may not know the curriculum or may not know what to focus on.
Can attach Google spreadsheets or other online quizzes to check for comprehension, along with the video link sent to students
Zuber, W. J. (2016). The flipped classroom, a review of the literature. Industrial & Commercial Training, 48(2), 97-103. doi:10.1108/ICT-05-2015-0039 http://www.emeraldinsight.com/doi/full/10.1108/ICT-05-2015-0039
although learning styletheories serve as a justification for different learning activities it does not provide the necessarytheoretical framework as to how the activities need to be structured (Bishop and Verleger, 2013). p. 99
One observation from the literature is there is a lack of consistency of models of the FCM (Davieset al.,2013, p. 565) in addition to a lack of research into student performance, (Findlay-Thompson andMombourquette, 2014, p. 65; Euniceet al., 2013) broader impacts on taking up too much of thestudents’time and studies of broader student demographics. In another literature review of the FCM,Bishop and Verleger concur with the observation that there is a lack of consensus as to the definitionof the method and the theoretical frameworks (Bishop and Verleger, 2013). p. 99
Flipped Classrooms’ may not have any impact on learning:
https://blog.stcloudstate.edu/ims/2013/10/23/flipped-classrooms-may-not-have-any-impact-on-learning/
Gross, B., Marinari, M., Hoffman, M., DeSimone, K., & Burke, P. (2015). Flipped @ SBU: Student Satisfaction and the College Classroom. Educational Research Quarterly, 39(2), 36-52.
we found that high levels of student engagement and course satisfaction characterised the students in the flipped courses, without any observable reduction in academic performance.
Hotle, S. L., & Garrow, L. A. (2016). Effects of the Traditional and Flipped Classrooms on Undergraduate Student Opinions and Success. Journal Of Professional Issues In Engineering Education & Practice, 142(1), 1-11. doi:10.1061/(ASCE)EI.1943-5541.0000259
It was found that student performance on quizzes was not significantly different across the traditional and flipped classrooms. A key shortcoming noted with the flipped classroom was students’ inability to ask questions during lectures. Students in flipped classrooms were more likely to attend office hours compared to traditional classroom students, but the difference was not statistically significant.
Heyborne, W. H., & Perrett, J. J. (2016). To Flip or Not to Flip? Analysis of a Flipped Classroom Pedagogy in a General Biology Course. Journal Of College Science Teaching, 45(4), 31-37.
Although the outcomes were mixed, regarding the superiority of either pedagogical approach, there does seem to be a trend toward performance gains using the flipped pedagogy. We strongly advocate for a larger multiclass study to further clarify this important pedagogical question.
Tomory, A., & Watson, S. (2015). Flipped Classrooms for Advanced Science Courses. Journal Of Science Education & Technology, 24(6), 875-887. doi:10.1007/s10956-015-9570-8
https://fcw.com/Articles/2016/03/21/what-no-one-tells-a-new-cio.aspx
1. You don’t know nearly enough about your agency
2. There’s nothing quite like federal acquisition
3. Your time is not your own
4. Tech expertise is necessary but not sufficient
5. Government doesn’t have to be intransigent
6. You need to make friends — fast
7. It could be the best job you’ve ever had
February 28, 2016 in Volume 6, Dr. Hope J. Hartman
the author explores the importance of understanding the multidimensional of cultural diversity and inclusion and how this understanding can be used by professors and instructors to more effectively develop varied instructional strategies which will allow them to teach with better cultural responsiveness. The author describes a variety of approaches she has used in highly diverse classrooms with undergraduate and graduate teacher education students.
Teaching with cultural responsiveness means applying strategies for culturally responsive teaching in my own courses. Teaching for cultural responsiveness means that students, pre and in-service teachers, should implement culturally responsive teaching strategies with their own preK-12 or higher education students.
Maturity
Both pre and in-service teachers are aware of culturally specific behavioral norms that result in discrepancies between the culture of many black students and the culture of the classroom. To address this gap, my students learn strategies for “culturally responsive social skills instruction” specifically designed for black adolescent males
Intelligence
Learning about this research helps students realize that even when they think that they are being responsive to cultural differences, they might be blinded by a cultural lens of invalid assumptions, causing them to lose sight of important cultural differences that can affect thinking and learning.
Cultural Identity
Everyone should realize that cultural stereotypes affecting identity go beyond race and ethnicity. For many people, their identity as adults is defined by their careers.
Gender identity/sexual orientation
Making LGBTQ resources and discussions a formal part of the curriculum helps to create a safe and accepting environment for the LGBTQ community, including not only people who identify as such, but also their parents, relatives, friends and teachers.
Special needs learners
http://2016libtechconference.sched.org/event/69f9/come-on-down-gaming-in-the-flipped-classroom#
gamification for the enthusiasm. credit course with buffet. the pper-to-peer is very important
gaming types
affordability; east to use; speed to create.
assessment. if you want heavy duty, SPSS kind of assessment, use polldaddy or polleverywhere.
Kahoot only Youtube, does not allow to upload own video or use Kaltura AKA Medispace, text versus multimedia
Kahoot is replacing Voicethread at K12, use the wave
Kahoot allows to share the quizzes and surveys
Kahoot is not about assessment, it is not about drilling knowledge, it is about conversation starter. why do we read an article? there is no shame in wrong answer.
the carrot: when they reach the 1000 points, they can leave the class
Kahoot music can be turned off, how short, the answers are limited like in Twitter
Quizlet
screenshot their final score and reach 80%
gravity is hard, scatter start with. auditory output
drill game
Teach Challenge.
1st day is Kahoot, second day is Team challange and test
embed across the curriculum
gaming toolkit for campus
what to take home: have students facing students from differnt library
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Putting it all together: a holistic approach to utilizing your library’s user data for making informed web design decisions
In the age of Big Data, there is an abundance of free or cheap data sources available to libraries about their users’ behavior across the many components that make up their web presence. Data from vendors, data from Google Analytics or other third-party tracking software, and data from user testing are all things libraries have access to at little or no cost. However, just like many students can become overloaded when they do not know how to navigate the many information sources available to them, many libraries can become overloaded by the continuous stream of data pouring in from these sources. This session will aim to help librarians understand 1) what sorts of data their library already has (or easily could have) access to about how their users use their various web tools, 2) what that data can and cannot tell them, and 3) how to use the datasets they are collecting in a holistic manner to help them make design decisions. The presentation will feature examples from the presenters’ own experience of incorporating user data in decisions related to design the Bethel University Libraries’ web presence.
data tools: user testing, google analytics, click trakcer vendor data
questions:
is there a dashboard tool that can combine all these tools?
optimal workshop: reframe, but it is more about qualitative data.
how long does it take to build this? about two years in general, but in the last 6 months focused.
Instructors: Jessica Olin, Director of the Library, Robert H. Parker Library, Wesley College; and Holly Mabry, Digital Services Librarian, Gardner-Webb University.
Starting Monday, April 11, 2016, running for 6 weeks
Register Online, page arranged by session date (login required)
Universal Design is the idea of designing products, places, and experiences to make them accessible to as broad a spectrum of people as possible, without requiring special modifications or adaptations. This course will present an overview of universal design as a historical movement, as a philosophy, and as an applicable set of tools. Students will learn about the diversity of experiences and capabilities that people have, including disabilities (e.g. physical, learning, cognitive, resulting from age and/or accident), cultural backgrounds, and other abilities. The class will also give students the opportunity to redesign specific products or environments to make them more universally accessible and usable. By the end of this class, students will be able to…
https://www.jisc.ac.uk/inform-feature/the-death-of-the-digital-native-23-feb-2016
educators need to figure out what they need to do. Are you trying to have a conversation? Are you simply trying to transmit information? Or are you, in fact, trying to have students create something?
Answer those pedagogical questions first and then – and only then – will you be able to connect people to the kinds of technologies that can do that thing.
The ‘digital native’ is a generational metaphor. It’s a linguistic metaphor. It’s a ridiculous metaphor. It’s the notion that there is a particular generation of people who are fundamentally unknowable and incomprehensible.
There are policy implications: if your university philosophy is grounded in assumptions around digital natives, education and technology, you’re presupposing you don’t have to teach the students how to use tech for their education. And, furthermore, it will never be possible to teach that faculty how to use that technology, either on their own behalf or for their students.
A very different paradigm is ‘visitor and resident‘. Instead of talking about these essentialised categories of native and immigrant, we should be talking about modes of behaviour because, in fact, some people do an awful lot of stuff with technology in some parts of their lives and then not so much in other parts.
How much of your university practice is behind closed doors? This is traditional, of course, gatekeeping our institutions of higher education, keeping the gates in the walled campuses closed. So much of the pedagogy as well as the content of the university is locked away. That has implications not just for potential students but also from a policy perspective – if part of the problem in higher education policy is of non-university people not understanding the work of the university, being open would have really great potential to mitigate that lack of understanding.
I would like to see our universities modelling themselves more closely on what we should be looking for in society generally: networked, open, transparent, providing the opportunity for people to create things that they wouldn’t create all by themselves.
I understand the rationale for gatekeeping, I just don’t think that there’s as much potential with a gatekept system as there is with an open one.
There are two huge problems with the notion of “student expectations”: firstly, the sense that, with the UK’s new fee model, students’ ideas of what higher education should be now weigh much more heavily in the institutions’ educational planning. Secondly, institutions in part think their role is to make their students “employable” because some politician somewhere has said the university is there to get them jobs.
Students coming into higher education don’t know much about what higher education can be. So if we allow student expectations to set the standard for what we should be doing, we create an amazingly low bar.
The point of any educational system is not to provide citizens with jobs. That’s the role of the economy.
Universities are not vocational
Institutions can approach educational technology in two very different ways. They can have a learning technology division that is basically in charge of acquiring and maintaining educational technology. Or they can provide spaces to develop pedagogy and then think about the role of technology within that pedagogy.
Classified revisions accepted by secret Fisa court affect NSA data involving Americans’ international emails, texts and phone calls
The FBI has quietly revised its privacy rules for searching data involving Americans’ international communications that was collected by the National Security Agency, US officials have confirmed to the Guardian.
Pro Domo Sua: Are We Puppets in a Wired World? Surveillance and privacy revisited…
More on privacy in this IMS blog:
https://blog.stcloudstate.edu/ims/page/2/?s=privacy&submit=Search
more on surveillance in this IMS blog:
https://blog.stcloudstate.edu/ims/?s=surveillance&submit=Search
By David Nage 02/25/16
Are you ready to deal with “denial of sleep” attacks? Those are attacks using malicious code, propagated through the Internet of Things, aimed at draining the batteries of your devices by keeping them awake.