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Emerging Trends and Impacts of the Internet of Things in Libraries

Emerging Trends and Impacts of the Internet of Things in Libraries

https://www.igi-global.com/gateway/book/244559

Chapters:

Holland, B. (2020). Emerging Technology and Today’s Libraries. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 1-33). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch001

The purpose of this chapter is to examine emerging technology and today’s libraries. New technology stands out first and foremost given that they will end up revolutionizing every industry in an age where digital transformation plays a major role. Major trends will define technological disruption. The next-gen of communication, core computing, and integration technologies will adopt new architectures. Major technological, economic, and environmental changes have generated interest in smart cities. Sensing technologies have made IoT possible, but also provide the data required for AI algorithms and models, often in real-time, to make intelligent business and operational decisions. Smart cities consume different types of electronic internet of things (IoT) sensors to collect data and then use these data to manage assets and resources efficiently. This includes data collected from citizens, devices, and assets that are processed and analyzed to monitor and manage, schools, libraries, hospitals, and other community services.

Makori, E. O. (2020). Blockchain Applications and Trends That Promote Information Management. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 34-51). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch002
Blockchain revolutionary paradigm is the new and emerging digital innovation that organizations have no choice but to embrace and implement in order to sustain and manage service delivery to the customers. From disruptive to sustaining perspective, blockchain practices have transformed the information management environment with innovative products and services. Blockchain-based applications and innovations provide information management professionals and practitioners with robust and secure opportunities to transform corporate affairs and social responsibilities of organizations through accountability, integrity, and transparency; information governance; data and information security; as well as digital internet of things.
Hahn, J. (2020). Student Engagement and Smart Spaces: Library Browsing and Internet of Things Technology. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 52-70). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch003
The purpose of this chapter is to provide evidence-based findings on student engagement within smart library spaces. The focus of smart libraries includes spaces that are enhanced with the internet of things (IoT) infrastructure and library collection maps accessed through a library-designed mobile application. The analysis herein explored IoT-based browsing within an undergraduate library collection. The open stacks and mobile infrastructure provided several years (2016-2019) of user-generated smart building data on browsing and selecting items in open stacks. The methods of analysis used in this chapter include transactional analysis and data visualization of IoT infrastructure logs. By analyzing server logs from the computing infrastructure that powers the IoT services, it is possible to infer in greater detail than heretofore possible the specifics of the way library collections are a target of undergraduate student engagement.
Treskon, M. (2020). Providing an Environment for Authentic Learning Experiences. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 71-86). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch004
The Loyola Notre Dame Library provides authentic learning environments for undergraduate students by serving as “client” for senior capstone projects. Through the creative application of IoT technologies such as Arduinos and Raspberry Pis in a library setting, the students gain valuable experience working through software design methodology and create software in response to a real-world challenge. Although these proof-of-concept projects could be implemented, the library is primarily interested in furthering the research, teaching, and learning missions of the two universities it supports. Whether the library gets a product that is worth implementing is not a requirement; it is a “bonus.”
Rashid, M., Nazeer, I., Gupta, S. K., & Khanam, Z. (2020). Internet of Things: Architecture, Challenges, and Future Directions. In Holland, B. (Ed.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 87-104). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch005
The internet of things (IoT) is a computing paradigm that has changed our daily livelihood and functioning. IoT focuses on the interconnection of all the sensor-based devices like smart meters, coffee machines, cell phones, etc., enabling these devices to exchange data with each other during human interactions. With easy connectivity among humans and devices, speed of data generation is getting multi-fold, increasing exponentially in volume, and is getting more complex in nature. In this chapter, the authors will outline the architecture of IoT for handling various issues and challenges in real-world problems and will cover various areas where usage of IoT is done in real applications. The authors believe that this chapter will act as a guide for researchers in IoT to create a technical revolution for future generations.
Martin, L. (2020). Cloud Computing, Smart Technology, and Library Automation. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 105-123). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch006
As technology continues to change, the landscape of the work of librarians and libraries continue to adapt and adopt innovations that support their services. Technology also continues to be an essential tool for dissemination, retrieving, storing, and accessing the resources and information. Cloud computing is an essential component employed to carry out these tasks. The concept of cloud computing has long been a tool utilized in libraries. Many libraries use OCLC to catalog and manage resources and share resources, WorldCat, and other library applications that are cloud-based services. Cloud computing services are used in the library automation process. Using cloud-based services can streamline library services, minimize cost, and the need to have designated space for servers, software, or other hardware to perform library operations. Cloud computing systems with the library consolidate, unify, and optimize library operations such as acquisitions, cataloging, circulation, discovery, and retrieval of information.
Owusu-Ansah, S. (2020). Developing a Digital Engagement Strategy for Ghanaian University Libraries: An Exploratory Study. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 124-139). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch007
This study represents a framework that digital libraries can leverage to increase usage and visibility. The adopted qualitative research aims to examine a digital engagement strategy for the libraries in the University of Ghana (UG). Data is collected from participants (digital librarians) who are key stakeholders of digital library service provision in the University of Ghana Library System (UGLS). The chapter reveals that digital library services included rare collections, e-journal, e-databases, e-books, microfilms, e-theses, e-newspapers, and e-past questions. Additionally, the research revealed that the digital library service patronage could be enhanced through outreach programmes, open access, exhibitions, social media, and conferences. Digital librarians recommend that to optimize digital library services, literacy programmes/instructions, social media platforms, IT equipment, software, and website must be deployed. In conclusion, a DES helps UGLS foster new relationships, connect with new audiences, and establish new or improved brand identity.
Nambobi, M., Ssemwogerere, R., & Ramadhan, B. K. (2020). Implementation of Autonomous Library Assistants Using RFID Technology. In Holland, B. (Ed.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 140-150). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch008
This is an interesting time to innovate around disruptive technologies like the internet of things (IoT), machine learning, blockchain. Autonomous assistants (IoT) are the electro-mechanical system that performs any prescribed task automatically with no human intervention through self-learning and adaptation to changing environments. This means that by acknowledging autonomy, the system has to perceive environments, actuate a movement, and perform tasks with a high degree of autonomy. This means the ability to make their own decisions in a given set of the environment. It is important to note that autonomous IoT using radio frequency identification (RFID) technology is used in educational sectors to boost the research the arena, improve customer service, ease book identification and traceability of items in the library. This chapter discusses the role, importance, the critical tools, applicability, and challenges of autonomous IoT in the library using RFID technology.
Priya, A., & Sahana, S. K. (2020). Processor Scheduling in High-Performance Computing (HPC) Environment. In Holland, B. (Ed.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 151-179). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch009
Processor scheduling is one of the thrust areas in the field of computer science. The future technologies use a huge amount of processing for execution of their tasks like huge games, programming software, and in the field of quantum computing. In real-time, many complex problems are solved by GPU programming. The primary concern of scheduling is to reduce the time complexity and manpower. Several traditional techniques exit for processor scheduling. The performance of traditional techniques is reduced when it comes to the huge processing of tasks. Most scheduling problems are NP-hard in nature. Many of the complex problems are recently solved by GPU programming. GPU scheduling is another complex issue as it runs thousands of threads in parallel and needs to be scheduled efficiently. For such large-scale scheduling problems, the performance of state-of-the-art algorithms is very poor. It is observed that evolutionary and genetic-based algorithms exhibit better performance for large-scale combinatorial and internet of things (IoT) problems.
Kirsch, B. (2020). Virtual Reality in Libraries. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 180-193). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch010
Librarians are beginning to offer virtual reality (VR) services in libraries. This chapter reviews how libraries are currently using virtual reality for both consumption and creation purposes. Virtual reality tools will be compared and contrasted, and recommendations will be given for purchasing and circulating headsets and VR equipment. Google Tour Creator and a smartphone or 360-degree camera can be used to create a virtual tour of the library and other virtual reality content. These new library services will be discussed along with practical advice and best practices for incorporating virtual reality into the library for instructional and entertainment purposes.
Heffernan, K. L., & Chartier, S. (2020). Augmented Reality Gamifies the Library: A Ride Through the Technological Frontier. In Holland, B. (Ed.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 194-210). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch011
Two librarians at a University in New Hampshire attempted to integrate gamification and mobile technologies into the exploration of, and orientation to, the library’s services and resources. From augmented reality to virtual escape rooms and finally an in-house app created by undergraduate, campus-based, game design students, the library team learned much about the triumphs and challenges that come with attempting to utilize new technologies to reach users in the 21st century. This chapter is a narrative describing years of various attempts, innovation, and iteration, which have led to the library team being on the verge of introducing an app that could revolutionize campus discovery and engagement.
Miltenoff, P. (2020). Video 360 and Augmented Reality: Visualization to Help Educators Enter the Era of eXtended Reality. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 211-225). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch012
The advent of all types of eXtended Reality (XR)—VR, AR, MR—raises serious questions, both technological and pedagogical. The setup of campus services around XR is only the prelude to the more complex and expensive project of creating learning content using XR. In 2018, the authors started a limited proof-of-concept augmented reality (AR) project for a library tour. Building on their previous research and experience creating a virtual reality (VR) library tour, they sought a scalable introduction of XR services and content for the campus community. The AR library tour aimed to start us toward a matrix for similar services for the entire campus. They also explored the attitudes of students, faculty, and staff toward this new technology and its incorporation in education, as well as its potential and limitations toward the creation of a “smart” library.

VR for student orientation

my note: the LITA publication about the Emporia State University (see below) pursues the same goals of the project two SCSU librarians, Susan Hubbs, MLIS, and Plamen Miltenoff, Ph.D. MLIS, have developed:

This library orientation was an improved version of Plamen Miltenoff’s 2014-2016 research project with numerous national and international publications and presentations: https://web.stcloudstate.edu/pmiltenoff/bi/
E.g.:
Miltenoff, P. (2018). AR, VR, and Video 360: Toward New Realities in Education by Plamen Miltenoff. In J.-P. Van Arnhem, C. Elliott, & M. Rose (Eds.), Augmented and Virtual Reality in Libraries. Retrieved from https://rowman.com/ISBN/9781538102909
https://www.slideshare.net/aidemoreto/video-360-in-the-library
https://www.slideshare.net/aidemoreto/scsu-augmented-reality-library-tour-122152539
https://www.slideshare.net/aidemoreto/vr-library
https://www.slideshare.net/aidemoreto/intro-to-xr-in-libraries-137315988
https://www.slideshare.net/aidemoreto/xr-mission-possible
https://www.slideshare.net/aidemoreto/library-technology-conference-2018
and the upcoming LITA workshops:
http://www.ala.org/lita/virtual-reality-augmented-reality-mixed-reality-and-academic-library

Virtual Reality as a Tool for Student Orientation in Distance Education Programs

A Study of New Library and Information Science Students

ABSTRACT

Virtual reality (VR) has emerged as a popular technology for gaming and learning, with its uses for teaching presently being investigated in a variety of educational settings. However, one area where the effect of this technology on students has not been examined in detail is as tool for new student orientation in colleges and universities. This study investigates this effect using an experimental methodology and the population of new master of library science (MLS) students entering a library and information science (LIS) program. The results indicate that students who received a VR orientation expressed more optimistic views about the technology, saw greater improvement in scores on an assessment of knowledge about their program and chosen profession, and saw a small decrease in program anxiety compared to those who received the same information as standard text-and-links. The majority of students also indicated a willingness to use VR technology for learning for long periods of time (25 minutes or more). The researchers concluded that VR may be a useful tool for increasing student engagement, as described by Game Engagement Theory.

AUTHOR BIOGRAPHY

Brady Lund, Emporia State University

Brady Lund is a doctoral student at Emporia State University’s School of Library and Information Management, where he studies the intersection of information technology and information science, among other topics.

web browsing history

https://www.facebook.com/aboutness/posts/10218894782575532

Senate Votes to Allow FBI to Look at Your Web Browsing History Without a Warrant

https://www.vice.com/en_us/article/jgxxvk/senate-votes-to-allow-fbi-to-look-at-your-web-browsing-history-without-a-warrant

The US Senate has voted to give law enforcement agencies access to web browsing data without a warrant, dramatically expanding the government’s surveillance powers in the midst of the COVID-19 pandemic.

The power grab was led by Senate majority leader Mitch McConnell as part of a reauthorization of the Patriot Act, which gives federal agencies broad domestic surveillance powers.

“Today the Senate made clear that the purpose of the PATRIOT Act is to spy on Americans, no warrants or due process necessary,” Dayton Young, director of product at Fight for the Future, told Motherboard.

https://twitter.com/search?q=fbi%20browsing%20history&src=typed_query

https://www.reddit.com/search/?q=fbi%20browsing%20history

https://www.facebook.com/search/top/?q=fbi%20browsing%20history&epa=SEARCH_BOX

 

AR and gamification European project

Osello, A., Rapetti, N., Del Guidice, M., Guinea, A. M., Ronzino, A., Ugliotti, F., & Migliarino, L. (2015). AUGMENTED REALITY AND GAMIFICATION APPROACH WITHIN THE DIMMER PROJECT. INTED2015 Proceedings, 2707–2714. https://www.academia.edu/29582198/AUGMENTED_REALITY_AND_GAMIFICATION_APPROACH_WITHIN_THE_DIMMER_PROJECT

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more on AR in this IMS blog
https://blog.stcloudstate.edu/ims?s=augmented+reality

more on gamification in this IMS blog
https://blog.stcloudstate.edu/ims?s=gamification

jigsaw classroom

https://www.jigsaw.org/

The jigsaw classroom is a research-based cooperative learning technique invented and developed in the early 1970s by Elliot Aronson and his students at the University of Texas and the University of California. Since 1971, thousands of classrooms have used jigsaw with great success.

STEP ONE

Divide students into 5- or 6-person jigsaw groups.

The groups should be diverse in terms of gender, ethnicity, race, and ability.

STEP TWO

Appoint one student from each group as the leader.

Initially, this person should be the most mature student in the group.

STEP THREE

Divide the day’s lesson into 5-6 segments.

For example, if you want history students to learn about Eleanor Roosevelt, you might divide a short biography of her into stand-alone segments on: (1) Her childhood, (2) Her family life with Franklin and their children, (3) Her life after Franklin contracted polio, (4) Her work in the White House as First Lady, and (5) Her life and work after Franklin’s death.

STEP FOUR

Assign each student to learn one segment.

Make sure students have direct access only to their own segment.

STEP FIVE

Give students time to read over their segment at least twice and become familiar with it.

There is no need for them to memorize it.

STEP SIX

Form temporary “expert groups” by having one student from each jigsaw group join other students assigned to the same segment.

Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group.

STEP SEVEN

Bring the students back into their jigsaw groups.

STEP EIGHT

Ask each student to present her or his segment to the group.

Encourage others in the group to ask questions for clarification.

STEP NINE

Float from group to group, observing the process.

If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it’s best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.

STEP TEN

At the end of the session, give a quiz on the material.

Students quickly come to realize that these sessions are not just fun and games but really count.

rethinking gamification

Ruffino, P., & Fizek, S. (n.d.). Rethinking Gamification. Retrieved from https://www.academia.edu/7544496/Rethinking_Gamification

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more on gamification in this IMS blog
https://blog.stcloudstate.edu/ims?s=gamification

Gamification can be approached in at least two ways. First, as a general process in which games and playful experiences are understood as essential components of society and culture.

Sebastian Deterding, Rilla
Khaled, Lennart Nacke and Dan Dixon have proposed a tentative history of
the term: “ ‘gamification’ as a term originated in the digital media industry.
The first documented use dates back to 2008, but gamification only entered
widespread adoption in the second half of 2010”

Jane McGonigal’s work, expounded in her contribution at the TED
Talk series in 2010, is also concerned with “selling” gamification to corporations.
In her book Reality is Broken. p.9  In her understanding, gamification is a concept that describes a new age where gamers can collectively use their problem-solving skills not only
to solve puzzles within a digital game but also to approach social and political
issues in the real world. Gaming, according to McGonigal’s vision,
could and should play a redeeming role. Game designers could become the
new social entrepreneurs, and citizens become gamers. From this perspective,
gamification thus becomes a technique for enabling greatly ambitious
change.

p. 10 Consumer loyalty, issues related to finance and governance, workers’ productivity, training and development – these are only some of the areas that are allegedly being positively revolu tionised by the emergence of gamification

As outlined by Ian Bogost in several contexts (2011a, 2011b), gamificatio has little to do with the design of games (or an allegedly salvific process), and much more with the exploitation of consumers. It frustrates the practice of game design and reduces playing to a stimulus-response experience

p. 11 Niklas Schrape proposes looking, through Foucault, at how gamification might work as a method to regulate individuals and their social lives. It also works as a pleasant regulator of behaviour because it offers positive feedback (rewards, leaderboards, etc.) rather than
negative penalties (fines, prison, etc.).

Ruffino looks at the work of Tim Ingold and his reading of Bergson and Heidegger and argues that participation, dwelling and co-existence could be seen as alternative ways of thinking about engagement: less as a transitive process that goes from games to their players and more as an in transitive status that needs to be narrated in order to be of any value

Foursquare alters the experience of moving about on the streets of a city and establishes a form of communication based on bodily proximity

p. 12 Joost Raessens examines how gamification could be seen in the context of a more general “ludic turn”, which affects society and culture at many different levels. This century, Raessens notes, has seen several different kinds of “turns”: We have seen the linguistic turn, the digital, followed by the material one and many others. To what extent could we say that we are now experiencing a playful turnp.

p. 14 the definition of gamification as the use of game elements in a non-game context.
Philippette suggests the very idea that games that can influencethe non-game context could be re-interpreted following Henriot’s theories on play (https://www.academia.edu/16293099/Gamification_Rethinking_playing_the_game_with_Jacques_Henriot

Counter-gamification is not a precise practice; it is not defined in guidebooks, workshops, or tutorials. It is instead a form of appropriation of playful elements by artists in order to promote radical and oppositional values.

p. 15 Fizek’s proposal is to expand the concept of play and fun and to introduce new forms of engagement in the practice of gamification

If the endgame approach were applied to gamification, Nicholson argues, we could see very different ways of designing and playing. The author explores these alternative modes of gamifying things through a text that offers both a theoretical understanding of gamification and exceptionally useful suggestions for designers.

p. 16 an eudaimonic view of gamification could bring a “good” way of living and
playing, one where joy and satisfaction are at the centre of a responsible practice. Gamification, according to Deterding, could become the name of a play practice that truly helps human beings in fulfilling their own lives and those of others

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More on Bogost in this IMS blog
https://blog.stcloudstate.edu/ims?s=bogost

Jennifer Newstead privacy Facebok

Facebook’s new general counsel is a Trump adviser who helped author Patriot Act

infamous former Bush administration lawyer John Yoo wrote in his 2006 book that Newstead was the “day-to-day manager of the Patriot Act in Congress”.

The Patriot Act was passed in the wake of the 9/11 attacks and brought in a series of new federal crimes related to terrorism. The legislation was broad and much of the government’s expanded surveillance powers stemmed from parts of the act. It enabled, among other things, the controversial Section 215, which was used to justify the National Security Agency’s phone records collection programme.

It also had a “roving wiretap” provision, which allowed government to place a tap on all of an individual’s personal devices based purely on the approval of the notoriously permissive Foreign Intelligence Surveillance Court.

As The Verge points out, the Patriot Act also initiated the practice of “national security letters”, a procedure by which intelligence agencies can informally request data without any kind of court or ex parte authorisation, citing threats to national security. Facebook fields thousands of these requests every year, the content of which is generally subject to gag orders and therefore remains publicly unknown. In her capacity as general counsel, Newstead will be able to approve or deny these requests.

https://www.cnet.com/news/facebook-makes-official-who-helped-write-patriot-act-its-top-lawyer/

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more on privacy in this IMS blog
https://blog.stcloudstate.edu/ims/2019/04/22/data-interference/

https://blog.stcloudstate.edu/ims?s=privacy

Hololens in academic library

Blurred Lines—between virtual reality games, research, and education

http://library.ifla.org/2133/

p. 5 a LibGuide was created that provided a better description of the available software for both the Microsoft Hololens and the HTC Vive and also discussed potential applications for the technology.

Both the HTC Vive and the Hololens were made bookable through the library’s LibCalendar booking system, streamlining the booking process and creating a better user experience.

When the decision was made to bring virtual and augmented reality into the McGill University Library, an important aspect of this project was to develop a collection of related software to be used alongside the technology. In building this software collection a priority was placed on acquiring software that could be demonstrated as having educational value, or that could potentially be used in relation to, or in support of, university courses.

For the Microsoft Hololens, all software was acquired through Microsoft’s Online Store. The store has a number of educationally relevant HoloLens apps available for purchase. The app ARchitect, for example, gives a basic sense of how augmented reality could be used for viewing new building designs. The app Robotics BIW allows user to simulate robotic functions. A select number of apps, such as Land of the Dinosaurs and Boulevard, provide applications for natural history and art. There were a select number of apps related to science, mathematics and medicine, and others with artistic applications. All of the HoloLens applications were free but, compared to what is available for virtual reality, the experiences were much smaller in size and scope.

For the HoloLens, a generic user account was created and shared with person who booked the HoloLens at the time of their booking. After logging into this account – which could sometimes prove to be a challenge because typing is done using the headset’s gesture controls – the user could select a floating tile which would reveal a list of available software. An unresolved problem was that users would then need to refer to the HoloLens LibGuide for a detailed description of the software, or else choose software based on name alone, and the names were not always helpful.

For the Microsoft HoloLens, the three most popular software programs were Land of the Dinosaurs, Palmyra and Insight Heart. Insight Heart allow users to view and manipulate a 3D rendering of a high-resolution human heart, Land of the Dinosaurs provided an augment reality experience featuring 3D renderings of dinosaurs, and Palmyra gave an augmented reality tour of the ancient city of Palmyra.

p. 7 Though many students had ideas for research projects that could make use of the technology, there was no available software that would have allowed them to use augmented reality in the way they wanted. There were no students interested in developing their own software to be used with the technology either.

p. 8 we found that the Microsoft HoloLens received significant use from our patrons, we would recommend the purchase of one only for libraries serving researchers and developers.

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Getting Real in the Library: A Case Study at the University of Florida

Samuel R. Putnam and Sara Russell GonzalezIssue 39, 2018-02-05

Getting Real in the Library: A Case Study at the University of Florida

As an alternative, Microsoft offers a Hololens with enterprise options geared toward multiple users for $5000.

The transition from mobile app development to VR/AR technology also reflected the increased investment in VR/AR by some of the largest technology companies in the world. In the past four years, Facebook purchased the virtual reality company Oculus, Apple released the ARKit for developing augmented reality applications on iOS devices, Google developed Google Cardboard as an affordable VR option, and Sony released Playstation VR to accompany their gaming platform, just to name a few notable examples. This increase of VR/AR development was mirrored by a rise in student interest and faculty research in using and creating new VR/AR content at UF.

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Arnhem, J.-P. van, Elliott, C., & Rose, M. (2018). Augmented and Virtual Reality in Libraries. Rowman & Littlefield.
https://books.google.com/books?id=PslaDwAAQBAJ&lpg=PA205&ots=HT7qTY-16o&dq=hololens%20academic%20library&lr&pg=PA214#v=onepage&q=hololens%20academic%20library&f=false
360 degree video in library instruction
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Hammady, R., & Ma, M. (2018). Designing Spatial UI as a Solution of the Narrow FOV of Microsoft HoloLens: Prototype of Virtual Museum Guide. In Proceedings of the 4th International AR & VR Conference 2018. Springer. Retrieved from https://eprints.staffs.ac.uk/4799/
‘HoloMuse’ that engage users with archaeological artefacts through gesture-based interactions (Pollalis, Fahnbulleh, Tynes, & Shaer, 2017). Another research utilised HoloLens to provide in-situ assistant for users (Blattgerste, Strenge, Renner, Pfeiffer, & Essig, 2017). HoloLens also used to provide magnification for low vision users by complementary finger-worn camera alongside with the HMD (Stearns, DeSouza, Yin, Findlater, & Froehlich, 2017). Even in the medical applications, HoloLens contributed in 3D visualisation purposes using AR techniques (Syed, Zakaria, & Lozanoff, 2017) and provide optimised measurements in medical surgeries(Pratt et al., 2018) (Adabi et al., 2017). Application of HoloLens extended to visualise prototype designs (DeLaOsa, 2017) and showed its potential in gaming industry (Volpe, 2015) (Alvarez, 2015) and engaging cultural visitors with gaming activities (Raptis, Fidas, & Avouris, 2017).
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van Arnhem, J.-P., & Spiller, J. M. (2014). Augmented Reality for Discovery and Instruction. Journal of Web Librarianship, 8(2), 214–230. https://doi.org/10.1080/19322909.2014.904208

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Evaluating the Microsoft HoloLens through an augmented reality assembly application
Proceedings Volume 10197, Degraded Environments: Sensing, Processing, and Display 2017; 101970V (2017) https://doi.org/10.1117/12.2262626
Event: SPIE Defense + Security, 2017, Anaheim, California, United States
To assess the HoloLens’ potential for delivering AR assembly instructions, the cross-platform Unity 3D game engine was used to build a proof of concept application. Features focused upon when building the prototype were: user interfaces, dynamic 3D assembly instructions, and spatially registered content placement. The research showed that while the HoloLens is a promising system, there are still areas that require improvement, such as tracking accuracy, before the device is ready for deployment in a factory assembly setting.
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Pollalis, C., Fahnbulleh, W., Tynes, J., & Shaer, O. (2017). HoloMuse: Enhancing Engagement with Archaeological Artifacts Through Gesture-Based Interaction with Holograms. In Proceedings of the Eleventh International Conference on Tangible, Embedded, and Embodied Interaction (pp. 565–570). New York, NY, USA: ACM. https://doi.org/10.1145/3024969.3025094
https://www.researchgate.net/publication/315472858_HoloMuse_Enhancing_Engagement_with_Archaeological_Artifacts_through_Gesture-Based_Interaction_with_Holograms
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Gračanin, D., Ciambrone, A., Tasooji, R., & Handosa, M. (2017). Mixed Library — Bridging Real and Virtual Libraries. In S. Lackey & J. Chen (Eds.), Virtual, Augmented and Mixed Reality (pp. 227–238). Springer International Publishing.
We use Microsoft HoloLens device to augment the user’s experience in the real library and to provide a rich set of affordances for embodied and social interactions.We describe a mixed reality based system, a prototype mixed library, that provides a variety of affordances to support embodied interactions and improve the user experience.

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Dourish, P. (n.d.). Where the Action Is. Retrieved November 23, 2018, from https://mitpress.mit.edu/books/where-action
embodied interactions
Computer science as an engineering discipline has been spectacularly successful. Yet it is also a philosophical enterprise in the way it represents the world and creates and manipulates models of reality, people, and action. In this book, Paul Dourish addresses the philosophical bases of human-computer interaction. He looks at how what he calls “embodied interaction”—an approach to interacting with software systems that emphasizes skilled, engaged practice rather than disembodied rationality—reflects the phenomenological approaches of Martin Heidegger, Ludwig Wittgenstein, and other twentieth-century philosophers. The phenomenological tradition emphasizes the primacy of natural practice over abstract cognition in everyday activity. Dourish shows how this perspective can shed light on the foundational underpinnings of current research on embodied interaction. He looks in particular at how tangible and social approaches to interaction are related, how they can be used to analyze and understand embodied interaction, and how they could affect the design of future interactive systems.

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Pollalis, C., Fahnbulleh, W., Tynes, J., & Shaer, O. (2017). HoloMuse: Enhancing Engagement with Archaeological Artifacts Through Gesture-Based Interaction with Holograms. In Proceedings of the Eleventh International Conference on Tangible, Embedded, and Embodied Interaction (pp. 565–570). New York, NY, USA: ACM. https://doi.org/10.1145/3024969.3025094
HoloMuse, an AR application for the HoloLens wearable device, which allows users to actively engage with archaeological artifacts from a museum collection
pick up, rotate, scale, and alter a hologram of an original archeological artifact using in-air gestures. Users can also curate their own exhibit or customize an existing one by selecting artifacts from a virtual gallery and placing them within the physical world so that they are viewable only using the device. We intend to study the impact of HoloMuse on learning and engagement with college-level art history and archeology students.
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Dugas, Z., & Kerne Andruld. (2007). Location-Aware Augmented Reality Gaming for Emergency Response Education: Concepts and Development. ResearchGate. Retrieved from https://www.researchgate.net/publication/242295040_Location-Aware_Augmented_Reality_Gaming_for_Emergency_Response_Education_Concepts_and_Development

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Library Spaces II: The IDEA Lab at the Grainger Engineering Library Information Center

https://prism.ucalgary.ca/bitstream/handle/1880/52190/DL5_mischo_IDEA_Lab2.pdf

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more on Hololens in this IMS blog
https://blog.stcloudstate.edu/ims?s=hololens

Does AI favor tyranny

Why Technology Favors Tyranny

Artificial intelligence could erase many practical advantages of democracy, and erode the ideals of liberty and equality. It will further concentrate power among a small elite if we don’t take steps to stop it.

https://www.theatlantic.com/magazine/archive/2018/10/yuval-noah-harari-technology-tyranny/568330/

YUVAL NOAH HARARI  OCTOBER 2018 ISSUE

Ordinary people may not understand artificial intelligence and biotechnology in any detail, but they can sense that the future is passing them by. In 1938 the common man’s condition in the Soviet Union, Germany, or the United States may have been grim, but he was constantly told that he was the most important thing in the world, and that he was the future (provided, of course, that he was an “ordinary man,” rather than, say, a Jew or a woman).

n 2018 the common person feels increasingly irrelevant. Lots of mysterious terms are bandied about excitedly in ted Talks, at government think tanks, and at high-tech conferences—globalizationblockchaingenetic engineeringAImachine learning—and common people, both men and women, may well suspect that none of these terms is about them.

Fears of machines pushing people out of the job market are, of course, nothing new, and in the past such fears proved to be unfounded. But artificial intelligence is different from the old machines. In the past, machines competed with humans mainly in manual skills. Now they are beginning to compete with us in cognitive skills.

Israel is a leader in the field of surveillance technology, and has created in the occupied West Bank a working prototype for a total-surveillance regime. Already today whenever Palestinians make a phone call, post something on Facebook, or travel from one city to another, they are likely to be monitored by Israeli microphones, cameras, drones, or spy software. Algorithms analyze the gathered data, helping the Israeli security forces pinpoint and neutralize what they consider to be potential threats.

The conflict between democracy and dictatorship is actually a conflict between two different data-processing systems. AI may swing the advantage toward the latter.

As we rely more on Google for answers, our ability to locate information independently diminishes. Already today, “truth” is defined by the top results of a Google search. This process has likewise affected our physical abilities, such as navigating space.

So what should we do?

For starters, we need to place a much higher priority on understanding how the human mind works—particularly how our own wisdom and compassion can be cultivated.

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more on SCSU student philosophy club in this IMS blog
https://blog.stcloudstate.edu/ims?s=philosophy+student+club

Accessible Media, Web and Technology Conference

Accessing Higher Ground – Accessible Media, Web and Technology Conference

Virtual Agenda November 14-16, 2018

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Not So Fast: Implementing Accessibility Reviews in a University’s IT Software Review Process

  • Crystal Tenan, IT Accessibility Coordinator, NC State University
  • Bill Coker, Software Licensing Manager, NC State University

Summary

In this presentation, we will provide an overview of NC State’s IT Purchase Compliance process and focus on the accessibility review process. We will discuss the process of implementation, important considerations for working with the campus community and vendors, and the impact of the IT Purchase Compliance process on campus.

Abstract

Before a university purchases software, it should review the software to ensure it complies with university standards and follows Federal and State guidelines for security and accessibility. Without review, there is a higher risk that purchases put sensitive university data at risk, do not meet the needs of the campus population with disabilities, or require integration with enterprise level applications.

In a joint effort between the Office of Information Technology, the Office of General Counsel and the Purchasing Department, NC State University implemented a process to review purchases of software prior to issuing a purchase requisition.

In this presentation, we will provide an overview of NC State’s IT Purchase Compliance process and focus on the accessibility review process. We will discuss the process of implementation, important considerations for working with the campus community and vendors, and the impact of the IT Purchase Compliance process on campus.

Keypoints

  1. Participants will learn the importance of software reviews prior to purchasing.
  2. Participants will be exposed to an example format of how to structure a software review process.
  3. Participants will learn techniques for collaborating with various campus departments for software reviews.

(handouts available: ask me)

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Math Accessibility in Word, Canvas, Conversion and More!

  • Paul Brown, Vice President, Texthelp
  • Rachel Kruzel, Assistive Technology & Accommodations Specialist, Augsburg University

Rachel Kruzel: Free and Low Cost Accessibility Tools (March 2018) https://vimeo.com/259224118

Link to Resources at Augsburg: http://www.augsburg.edu/class/groves/assistive-technology/

Session Details

  • Length of Session: 1-hr
  • Format: Lecture
  • Expertise Level: Beginner
  • Type of session: General Conference

Summary

This session will overview Texthelp’s exciting math accessibility program, EquatIO. Learn how students and professors easily insert math into Word, Canvas, and more as well as make STEM textbook conversion a much easier process. Augsburg’s Rachel Kruzel will provide an inside look into how EquatIO is making math accessible across her campus.

Abstract

EquatIO is Texthelp’s game-changing math software program that gives students and professors multiple means of producing, engaging with, and expressing math with ease. This session will overview how to easily insert math into Microsoft Word, Canvas, and other programs as well as how it can save valuable time and resources in STEM textbook conversion. The program’s core features including math-to-speech, speech-to-math, math prediction, math OCR capabilities and many other tools will be demonstrated, helping empower students in this traditionally challenging area. Attendees will not only learn the program, but also how they can gain free access to its premium features as well as assist their students in utilizing the freemium and premium tools.

Keypoints

  1. Math accessibility is here!
  2. EquatIO is a digital math solution for all students and staff.
  3. Save time and resources in STEM textbook conversion.

Disability Areas

All Areas, Cognitive/Learning, Vision

Topic Areas

Alternate Format, Assistive Technology, eBooks, Faculty Instruction/Accessible Course Design, Including Accessibility in Curriculum, Information Technology, Uncategorized, Web/Media Access

Speaker Bio(s)

Paul Brown

Paul Brown has been in education for 20 years as a teacher, technology coach, manager, and currently is a Vice President at Texthelp. Paul’s team oversees the successful implementation of the Read&Write and EquatIO product lines. Paul is a Cleveland Browns fan for life and asks for your pity ahead of time. He and his family live in Edina, MN.

Rachel Kruzel

Rachel Kruzel, ATP, is the Assistive Technology & Accommodations Specialist at Augsburg University in Minneapolis, Minnesota, and is a RESNA Certified Assistive Technology Practitioner (ATP). She has over 8 years of experience working in in the CLASS Office (Disability Resources) focusing on assistive technology, educational technology, transitioning from K-12 to higher education, academic accommodations implementation, and digital, electronic, and web accessibility. Rachel has presented both regionally and nationally on a variety of topics about assistive technology, as well as accessibility, transition, assistive technology tools such as the QIAT-PS and specific software program demonstrations and trainings, as well as general consultation with students, parents, schools, and organizations. She also provides consulting and direct consumer support through assistive technology consultation and the implementation process.

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“We don’t have enough staff assigned to making IT accessible!”

Summary

How often do we hear people say this or feel this way ourselves? In this session the speaker will engage with attendees on promising practices for making the most of limited resources toward a more accessible IT environment on campus.

Abstract

How often do we hear people say this or feel this way ourselves? In this session the speaker will engage with attendees on promising practices for making the most of limited resources toward a more accessible IT environment on campus. Topics will included but not be limited to convening a high level task force of key stakeholders on campus, developing policies and guidelines, offering training on accessibility within other training opportunities, presenting at regularly occurring meetings and special interest groups, developing partnerships, supporting a group of IT accessibility liaisons to extend the reach of central services, securing funds to proactively caption videos and remediate inaccessible documents (particularly those that are high impact/use), providing online resources for specific target groups, and purchasing accessibility tools for campus-wide use. The speaker will provide examples and the audience will contribute their own ideas, experiences, and lessons learned.

Keypoints

  1. Organizations promoting accessible IT on campuses are often under staffed.
  2. Promising practices have been developed at some schools for maximizing the impact of available resources.
  3. Promising practices have been developed at some schools for maximizing the impact of available resources.

Disability Areas

All Areas

Topic Areas

Administrative/Campus Policy, Information Technology, Uncategorized

Speaker Bio(s)

Sheryl Burgstahler

Dr. Sheryl Burgstahler founded and directs the DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center and the ATC (Access Technology Center) as part of her role as Director of Accessible Technology Services at the University of Washington (UW). These centers promote (1) the support the success of students with disabilities in postsecondary education and careers and (2) the development of facilities, IT, services, and learning activities that are welcoming and accessible to individuals with disabilities. The ATC focuses efforts at the UW; the DO-IT Center reaches national and international audiences with the support of federal, state, corporate, foundation, and private funds. Dr. Burgstahler is an affiliate professor in the UW College of Education. She developed and taught the Accessibility and Compliance in Online Education online course offered by Rutgers University and currently teaches graduate courses in applications of universal design in higher education at City University of New York and Saint Louis University.

(handouts available: ask me)

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Evaluating and Repairing Word and PowerPoint Files

Summary

In this hands-on workshop, learn to evaluate and repair common accessibility issues in Microsoft Word and PowerPoint.

Abstract

Both Word and PowerPoint contain a very useful accessibility checker that can identify many potential accessibility issues within a document. However, like any automated checker, there are also many issues that it cannot detect–accessibility evaluation is always a combination of evaluation tools and manual checks.

During this workshop, participants will practice evaluating and repairing many common accessibility issues of Word and PowerPoint files. We will use practice files and a printable evaluation checklist to evaluate Word docs and Power Point slides.

Keypoints

  1. Learn to use the built-in Microsoft Office Accessibility Checker
  2. Identify accessibility issues that must be analyzed manually
  3. Practice evaluating and repairing the accessibility of Word and PowerPoint files

Disability Areas

All Areas

Topic Areas

Uncategorized, Web/Media Access

Speaker Bio(s)

Jonathan Whiting

o: Jonathan Whiting is the Director of Training at WebAIM, based at Utah State University. His main passion is helping others learn to make the web more accessible to people with disabilities. Jonathan is also currently involved in the GOALS Project, a program to assist institutions of Higher Education in improving their accessibility system-wide. With a Master’s Degree in Instructional Technology and over fifteen years of experience in the field of web accessibility, Jonathan has published dozens of articles, tutorials, and other instructional resources. He has traveled extensively to train thousands of web developers and other professionals who develop or maintain web content.

(handouts available: ask me)

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Powerful Presentation Skills for the Accessibility Professional

  • Christa Miller, Director of Inclusive Media Design, Virginia Tech

Summary

As subject matter experts in disabilities and accessibility, we are often called upon to provide training and professional development to others. However, it is uncommon for us to receive formal training in this area ourselves. Through discussion and small group activities, participants will explore and practice techniques for giving presentations

Abstract

As accessibility and disability professionals we are well equipped with the content knowledge needed to provide motivation, or justification on the what, why and how of accessibility. Unfortunately, we are often called upon to provide this to experts in a wide range of unrelated fields who do not intrinsically know what it means “to be accessible”. Not only is the audience challenging to reach, but the content challenges the audience on multiple levels. That being said, by using best practices for training adult learners, accessibility training can become a pleasure.

This session aims to provide techniques and practice on critical presentation skills for accessibility professionals including but not limited to: increasing audience engagement, developing powerful slides and visuals, checking your work for accessibility, and practicing before presenting.

Keypoints

  1. Presentations by accessibility professionals should exemplify best practice for accessibility
  2. Successful presentations are part performance and part technical know-how
  3. Accessibility presentations should contain more application and practice than background information

Disability Areas

All Areas

Topic Areas

Administrative/Campus Policy, Faculty Instruction/Accessible Course Design

Speaker Bio(s)

Christa Miller

Christa Miller is a proud Virginia Tech Hokie and is currently the Director of Inclusive Media Design. She first became interested in assistive technologies (AT) while earning her BS in Electrical Engineering. Her passion for accessible technology and universal design then led her to pursue her MS in Industrial Systems Engineering, concentrating in Human Factors Engineering.

Between 2006 and 2018, Christa has worked in many roles for Assistive Technologies, part of Technology-enhanced Learning and Online Strategies (TLOS). Notable among these was as the lead Braille Transcriber for Braille Services, an initiative to provide in-house production of Braille materials for the University for which she received the Excellence in Access and Inclusion Award in 2012. Her unique knowledge of the tools and technologies needed to produce Braille for Science, Technology, Engineering, and Mathematics (STEM) courses has led her to consult with disability service providers from many other post-secondary institutions and share that knowledge at national conferences.

In her current role, Christa has enjoyed co-leading a several professional development programs aimed at providing Teaching Faculty, Instructors and Graduate Teaching Assistants with the knowledge, skills and confidence necessary to create inclusive learning environments.

(handouts available: ask me)

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IT Colleagues: from Accessibility Newbies into Accessibility Auditors

  • Kristen Dabney, Assistive Technology Instruction Specialist, Tufts University

Summary

Tufts Student Accessibility Services office created accessibility testing guidelines designed to help IT professionals complete basic accessibility audits for digital products before they are purchased.

Abstract

As Tufts implemented its accessible procurement protocol, the need for a streamlined accessibility audit process became crucial. For a university to be proactive and evaluate product accessibility before purchase, a comprehensive auditing system must be in place. These audits (completed by our SAS-trained IT team) provide a more in-depth view than that described by a vendor’s VPAT. This simple to use guide enhanced campus-wide buy-in while also making forward progress on procurement audits. Attendees will learn the process used to initiate and develop these guidelines, the arguments successfully used to get the procurement process firmly in the IT office, the training process for IT auditors and best practices for sustainability beyond the initial training workshop. This session will conclude with a walk though of an example application using the guidelines developed by Tufts Student Accessibility Services office.

Keypoints

  1. Training guide for IT professionals new to testing accessibility
  2. Quick walk through Accessibility Audit process
  3. Accessibility Review Instructions + Vendor Accessibility Report Checklist (WCAG 2.1 standards)

Disability Areas

All Areas

Topic Areas

Administrative/Campus Policy, Assistive Technology, Information Technology, Uncategorized

Speaker Bio(s)

Kristen Dabney

Kristen Dabney graduated from Grinnell College with a degree in Physics, and later from University of Connecticut with a Postsecondary Disability Services Certification since the Physics degree wasn’t saying “I’m interested in accessibility” loud enough. She currently works as an Assistive Technology Instruction Specialist at Tufts University.

(handouts available: ask me)

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Social media and accessibility

  • Gian Wild, Ms, AccessibilityOz

Summary

Gian Wild goes through the accessibility issues of each of the four main social media sites (Facebook, Twitter, YouTube and LinkedIn) and discusses ways that you can make sure your social media content is accessible.

Abstract

Social media accessibility is an incredibly important tool in modern society. It is not just the young who access social media, with close to 30% of people over the age of 65 interacting on social networking sites, and 50% of people aged 50 – 64. As the percentage of recruiters who use LinkedIn is now 95%, social media is becoming an essential part of negotiating the current working environment. The main reason why social media is not accessible is that social networking sites and apps are almost continually refreshed. Facebook sometimes changes twice a day. This, coupled with a lack of a formal testing process, means that what may be accessible today may be literally gone tomorrow.

Keypoints

  1. Social media networks cannot be relied upon to be accessible
  2. A number of easy things you can do to make your social media more accessible
  3. The most improved and the most accessible social media networks of 2018

Disability Areas

All Areas

Topic Areas

Uncategorized, Web/Media Access

Speaker Bio(s)

Gian Wild

Gian works in the area of web accessibility: making sure web sites and mobile apps can be used by people with disabilities. She spent six years contributing to the international set of web accessibility guidelines used around the world and is also the CEO and Founder of AccessibilityOz. With offices in Australia and the United States, AccessibilityOz has been operating for five years. Its clients include the Department of Prime Minister and Cabinet, Gold Coast 2018 Commonwealth Games, Optus, Seek and Foxtel. A 2017 Australian of the Year award nominee, Gian splits her time between Australia the US. A regular speaker at conferences around the world, in 2015 she presented to the United Nations on the importance of web accessibility at the Conference of State Parties to the Convention on the Rights of Persons with Disabilities.

(handouts available: ask me)

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I Was Wrong! Build Your Successful Accessibility Program by Learning from My Mistakes

Angela Hooker, Microsoft

Summary

Whether or not you’re new to the field, when you manage an accessibility program, you can fall into common traps–but there’s no need to! Learn from my observations and old mistakes! Get tips for running a successful program and avoiding poor management choices, poor policy, poor planning, and more that can hinder your program.

Abstract

So, you’re leading an accessibility program…how’s that working out?

If you’re a new accessibility program manager or a seasoned pro, you can still make rookie mistakes. I sure have, and that’s after over 16 years of running accessibility and user experience programs!

Has your laid back nature defeated your process-driven “evil twin”? Does your site’s written content defeat the accessibility features that your other team members created? Are you unsure why your developers still “don’t get it”? Do your leaders avoid you and conversations about accessibility, except to say that “It’s great!”? Or perhaps your web management direction–when it comes to overall content, design, and development choices–doesn’t quite support the needs of your audience, and you’re not sure where things are going wrong.

My experience from the corporate and government sectors will help you plan your program, whether it’s for a higher education, corporate, or government environment. Get on track with process, program management, setting proper expectations, and more to help you drive great user experiences and real accessibility across your organization.

Keypoints

  1. Learn the common mistakes in creating and sustaining an accessibility program and how to avoid them.
  2. Understand the importance of setting boundaries for accepting and establishing program responsibilities.
  3. Get tips to manage the overall content, design, development, and testing–which drive your program’s success.

Disability Areas

All Areas

Topic Areas

Uncategorized, Web/Media Access

Speaker Bio(s)

Angela Hooker

Angela Hooker is a Senior Accessibility Product Manager at Microsoft, where she’s built a center of expertise for accessibility, user experience, and universal design. She’s brought her web management, development, design, accessibility, and editorial and content management expertise to the government and private sector for over 20 years. Angela also advocates for role-based accessibility and believes that teaching people how to incorporate principles of accessibility in their everyday work creates a sustainable program and produces the most accessible user experiences. In addition to accessibility and universal design, she supports plain language and web standards. Angela speaks on and writes about accessibility, user experience, and plain language.

(handouts available: ask me)

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Trending Tech Tools: What’s New, What’s Improved & What’s on the Horizon for Assistive Technology & Accessibility Tools

  • Rachel Kruzel, Assistive Technology & Accommodations Specialist, Augsburg University

Summary

The field of Assistive Technology and Accessibility is constantly changing. Tech giants are making more frequent updates to their products. As a result, knowing the latest updates is essential. Assistive Technology and Accessibility software updates from major tech companies such as Texthelp, Sonocent, and Microsoft, as well as free and low cost tools to support students on campus will be featured and shown.

Abstract

Both the Assistive Technology and Accessibility fields are constantly changing. Software companies are soliciting user feedback continuously and deciding which suggestions are the most important to develop and update. These updates and developments are released every six to twelve weeks. Much of this AT is central for students to access courses and curriculum in an accessible way. This presentation will focus on the most recent updates from the major assistive technology companies who are making waves in the tech field. The latest releases from companies like Texthelp, Sonocent, Microsoft, as well as other tech giants will be shown. Free and low cost assistive technology tools that are on the cutting edge or are strong supports for students will be featured in this session as well. Participants will leave with updates to tools they are using to support students on their campuses and ideas on how to use these tools on campus to implement both Assistive Technology and Accessibility.

Keypoints

  1. Assistive technology companies are releasing product updates every six to twelve weeks on average.
  2. Latest updates and features to commonly used Assistive Technology tools in higher education will be shown.
  3. Both for-purchase and free/low cost assistive technology tools can be easily implemented to support students.

Disability Areas

All Areas

Topic Areas

Assistive Technology, Uncategorized

Speaker Bio(s)

Rachel Kruzel

Rachel Kruzel, ATP, is the Assistive Technology & Accommodations Specialist at Augsburg University in Minneapolis, Minnesota, and is a RESNA Certified Assistive Technology Practitioner (ATP). She has over 8 years of experience working in in the CLASS Office (Disability Resources) focusing on assistive technology, educational technology, transitioning from K-12 to higher education, academic accommodations implementation, and digital, electronic, and web accessibility. Rachel has presented both regionally and nationally on a variety of topics about assistive technology, as well as accessibility, transition, assistive technology tools such as the QIAT-PS and specific software program demonstrations and trainings, as well as general consultation with students, parents, schools, and organizations. She also provides consulting and direct consumer support through assistive technology consultation and the implementation process.

(handouts available: ask me)

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The Big Ten Academic Alliance’s Shared Approach to Procurement and Vendor Relations

  • Bill Welsh, Rutgers University
  • Charlie Collick, Director of IT Accessibility, Rutgers University
  • Nate Evans, Manager, Digital Content & Accessibility, Michigan State University

Summary

Learn how the Big Ten Academic Alliance is working together to develop policies, processes and procedures for procurement of accessible IT as well as assisting each other with managing vendor relationships that can foster better product accessibility within the Big 10. Also, each presenter will share their own institutions practices in this area.

Abstract

The Big Ten Academic Alliance are working together through a CIO sponsored group called the Information Technology Accessibility Group to leverage their coalition in regards to the accessibility of IT products purchased. The presenters will provide insight into their current collaborative efforts and share the four goals that the ITAG/Procurement Working Group is developing to improve best practices and shared basic standards for accessibility in IT procurement processes. This partnership has identified the following four goals to address IT accessibility: 1.Education & Marketing 2. Shared Solicitation Requirements for IT purchases 3. Standardize Evaluation 4. Leverage the BTAA purchasing power to work with vendors to improve accessibility and develop shared repository of IT accessibility evaluations. Participants will discover methods of alignment, and see how shared approaches to vendor relationship management can leverage economy of scale and foster vendor commitment.

Keypoints

  1. Product accessibility best practices
  2. Establishing product accessibility repositories
  3. There are resources available in this arena for others to utilize and assist in developing

Disability Areas

All Areas

Topic Areas

Administrative/Campus Policy, Information Resources, Information Technology, Uncategorized

Speaker Bio(s)

Bill Welsh

Bill is the Associate VP of Rutgers Access and Disability Resources. He has worked at Rutgers since 2013. Previously, he worked at Penn State University (1999-2013) and Drexel University (1994-1999) as Director of Disability Services

Charlie Collick

Charlie is the Director of IT Accessibility at Rutgers University. He is responsible for the accessibility of all enterprise academic and administrative technology and digital content. He also serves as Director of Software Site Licensing where he is responsible for vetting all central funded technology purchases for the University and the distribution of the licenses to staff, faculty, and students. Charlie has been an employee of Rutgers OIT since 2008. Before serving in his current role, Charlie was the Acting Director of Teaching and Learning with Technology where he lead a team of instructional designers, education technologists, and LMS support staff. His professional experience includes accessibility, instructional design, instructional technology, functional management, organizational development, strategic planning, and technology procurement. His broad technical background spans general IT, applications and systems support, web design and development, and the delivery of related services.

Nate Evans

Nate works with students, faculty, staff, and administrators across the institution to help create more inclusive environments, and shape better digital experiences. He leads Michigan State University’s digital accessibility program, and the Digital Content & Accessibility team to provide central support and resources, and to measure digital accessibility improvement.

(handouts available: ask me)

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Not Another Lecture-Style Presentation

  • Brad Held, Accessible Technology Coordinator, University of Central Fl

Summary

Disability Professionals struggle to garner interest for their presentations or workshops. Just getting faculty or staff to register for their training doesn’t guarantee that the topics will be practiced. In this presentation, the presenter will share tips for designing a memorable educational experience that doesn’t involve a projector/clicker.

Abstract

As accessible technology experts, we often find it difficult to fill the seats at our presentations. This might be because of the topics we discussed are overwhelmingly complicated to understand, or because attendees do not believe enough students are affected by our subject matter. Regardless of the reason, the attendee doesn’t always leave with a lasting memory of how they can create access to their environment. What if we could take some of the visual elements of our technology and incorporate it with inclusive principles, then design an experience that is FUN? Based on the popular escape room game concept, you can challenge teams to be locked in a room full of barriers. Have them escape by identifying and removing the barriers within the room with more accessible approaches within the time allotted. UCF will share their design secrets for creating an escape room activity that will have your entire institution buzzing. The presentation will end with an interactive demonstration.

Keypoints

  1. How to create a different activity other than a lecture style presentation
  2. Designing a memorable experience involving accessibility.
  3. Incorporating accessible technology and inclusive principle.

Disability Areas

All Areas

Topic Areas

Other, Uncategorized

Speaker Bio(s)

Brad Held

Brad Held has been the Assistant Director – Accessible Technology for the Student Accessibility Services office at University of Central Florida (UCF) for the past four years. He earned his Bachelor’s degree in Applied Biotechnology at the University of Georgia in 2006. Prior to arriving at UCF, Brad worked in Assistive Technology for almost ten years: four years in a public school K-12 setting with Gwinnett County Public Schools in Georgia and five years in higher-education at The University of Georgia and The University of South Carolina. He is certified in Assistive Technology Applications. Aside from helping UCF students received academic supports, Brad also has a learning disability. Brad uses his personal experience to aid students in being active participants in the accommodation process.

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Interactive 3d printed tactile campus maps

  • Holly Lawson, Assistant Professor, Portland State University
  • Shiri Azenkot, Assistant Professor, Cornell Tech
  • Lei Shi, PhD Student, Cornell Tech
  • Michael Cantino, Research Assistant, Portland State University

Summary

This presentation introduces the Markit and Talkit iOS software, which enables an individual to add text or audio annotations to a 3d printed model. Presenters share the use of this toolkit with 3d printed tactile maps.

Abstract

Recent advances in 3d printing technology have made tactile models more available to individuals who are visually impaired. With grant funding from the National Science Foundation, we have developed and field-tested iOS technology that empowers individuals to modify models by adding audio or text annotations. Using this technology, a modified model can provide voice output or display a description of a model component when it is touched by a user. In this session, we will introduce the 3d printing technology and its application with 3d printed tactile maps for use with individuals with visual impairments at Portland State University and Portland Community College.

Keypoints

  1. interactive 3d printed models can provide greater access to campus environments than traditional tactile maps
  2. interactive 3d printed maps can be customized to include wayfinding information most pertinent to the user
  3. the use of interactive 3d printed models is a cost effective solution for institutes of higher education

Disability Areas

Mobility, Vision

Topic Areas

Assistive Technology, Uncategorized

Speaker Bio(s)

Holly Lawson

Dr. Holly Lawson is an Assistant Professor at Portland State University and

the coordinator of the Visually Impaired Learner program. Since 1994, she has worked in the VIL field, beginning as a residential instructor for the Texas School for the Blind and Visually Impaired and then the Peace Corps in Morocco. Her master’s and PhD are from the University of Arizona where she held several positions in teaching and research. She came to PSU in 2014, having previously worked as an assistant professor and the coordinator for the Virginia Consortium of Teacher Preparation in Vision Impairment at George Mason University.

Shiri Azenkot

Dr. Shiri Azenkot is an Assistant Professor at the Jacobs Technion-Cornell Institute at Cornell Tech, Cornell University, and a field member in the Information Science Department. She is also an affiliate faculty member in the Computer Science Department at the Technion–Israel Institute of Technology. Currently, her research is funded by the NSF, AOL, Verizon, and Facebook. Before arriving at Cornell Tech, she was a PhD student in Computer Science & Engineering at the University of Washington, where she was advised by Richard Ladner and Jacob Wobbrock. Shiri has received the UW graduate medal (awarded to just one PhD candidate at the university each year), a National Science Foundation Graduate Research Fellowship, and an AT&T Labs Graduate Fellowship.

Lei Shi

Lei Shi is a fourth-year Ph.D. student at Cornell University and an AOL fellow at Cornell Tech, where he is advised by Shiri Azenkot. His research interests lie in the fields of accessibility, human-computer interaction, and design. Specifically, he explores how to combine 3D printing technologies and innovative design to help people. Previously, Lei got his bachelor degree in Electrical Engineering from Zhejiang University, with a double degree in Industrial Design.

Michael Cantino

Michael Cantino worked in K-12 special education for 11 years before coming to Portland Community College in 2017. During that time, he specialized in supporting students with behavioral challenges, Autism Spectrum Disorder, and students with visual impairments. Michael is a Library of Congress certified braille transcriber and is skilled in the production of tactile graphics and 3D models for visually impaired learners. At PCC, Michael provides a broad range of supports for students experiencing disabilities, with a focus on assistive technology, alternative formats, and in-class supports. In addition to his work at Portland Community College, Michael is also a Research Assistant at Portland State University where he is studying the use of interactive 3D models to support visually impaired learners.

(handouts available: ask me)

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The Power of PDF

Instructional designers, document developers, analysts QA

Naveesha  and Sachun Gupta

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more on UDL in this IMS blog
https://blog.stcloudstate.edu/ims?s=udl

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