Librarians in universities, colleges, and community colleges can establish, assess, and link
academic library outcomes to institutional outcomes related to the following areas:
student enrollment, student retention and graduation rates, student success, student
achievement, student learning, student engagement, faculty research productivity,
faculty teaching, service, and overarching institutional quality.
Assessment management systems help higher education educators, including librarians, manage their outcomes, record and maintain data on each outcome, facilitate connections to
similar outcomes throughout an institution, and generate reports.
Assessment management systems are helpful for documenting progress toward
strategic/organizational goals, but their real strength lies in managing learning
outcomes assessments.
to determine the impact of library interactions on users, libraries can collect data on how individual users engage with library resources and services.
increase library impact on student enrollment.
p. 13-14improved student retention and graduation rates. High -impact practices include: first -year seminars and experiences, common intellectual experiences, learning communities, writing – intensive courses, collaborative assignments and projects, undergraduate research, Value of Academic Libraries diversity/global learning, service learning/community -based learning, internships, capstone courses and projects
p. 14
Libraries support students’ ability to do well in internships, secure job placements, earn salaries, gain acceptance to graduate/professional schools, and obtain marketable skills.
librarians can investigate correlations between student library interactions and their GPA well as conduct test item audits of major professional/educational tests to determine correlations between library services or resources and specific test items.
p. 15 Review course content, readings, reserves, and assignments.
Track and increase library contributions to faculty research productivity.
Continue to investigate library impact on faculty grant proposals and funding, a means of generating institutional income. Librarians contribute to faculty grant proposals in a number of ways.
Demonstrate and improve library support of faculty teaching.
p. 20 Internal Focus: ROI – lib value = perceived benefits / perceived costs
production of a commodity – value=quantity of commodity produced × price per unit of commodity
p. 21 External focus
a fourth definition of value focuses on library impact on users. It asks, “What is the library trying to achieve? How can librarians tell if they have made a difference?” In universities, colleges, and community colleges, libraries impact learning, teaching, research, and service. A main method for measuring impact is to “observe what the [users] are actually doing and what they are producing as a result”
A fifth definition of value is based on user perceptions of the library in relation to competing alternatives. A related definition is “desired value” or “what a [user] wants to have happen when interacting with a [library] and/or using a [library’s] product or service” (Flint, Woodruff and Fisher Gardial 2002) . Both “impact” and “competing alternatives” approaches to value require libraries to gain new understanding of their users’ goals as well as the results of their interactions with academic libraries.
p. 23 Increasingly, academic library value is linked to service, rather than products. Because information products are generally produced outside of libraries, library value is increasingly invested in service aspects and librarian expertise.
service delivery supported by librarian expertise is an important library value.
p. 25 methodology based only on literature? weak!
p. 26 review and analysis of the literature: language and literature are old (e.g. educational administrators vs ed leaders).
G government often sees higher education as unresponsive to these economic demands. Other stakeholder groups —students, pa rents, communities, employers, and graduate/professional schools —expect higher education to make impacts in ways that are not primarily financial.
p. 29
Because institutional missions vary (Keeling, et al. 2008, 86; Fraser, McClure and
Leahy 2002, 512), the methods by which academic libraries contribute value vary as
well. Consequently, each academic library must determine the unique ways in which they contribute to the mission of their institution and use that information to guide planning and decision making (Hernon and Altman, Assessing Service Quality 1998, 31) . For example, the University of Minnesota Libraries has rewritten their mission and vision to increase alignment with their overarching institution’s goals and emphasis on strategic engagement (Lougee 2009, allow institutional missions to guide library assessment
Assessment vs. Research
In community colleges, colleges, and universities, assessment is about defining the
purpose of higher education and determining the nature of quality (Astin 1987)
.
Academic libraries serve a number of purposes, often to the point of being
overextended.
Assessment “strives to know…what is” and then uses that information to change the
status quo (Keeling, et al. 2008, 28); in contrast, research is designed to test
hypotheses. Assessment focuses on observations of change; research is concerned with the degree of correlation or causation among variables (Keeling, et al. 2008, 35) . Assessment “virtually always occurs in a political context ,” while research attempts to be apolitical” (Upcraft and Schuh 2002, 19) .
p. 31 Assessment seeks to document observations, but research seeks to prove or disprove ideas. Assessors have to complete assessment projects, even when there are significant design flaws (e.g., resource limitations, time limitations, organizational contexts, design limitations, or political contexts); whereas researchers can start over (Upcraft and Schuh 2002, 19) . Assessors cannot always attain “perfect” studies, but must make do with “good enough” (Upcraft and Schuh 2002, 18) . Of course, assessments should be well planned, be based on clear outcomes (Gorman 2009, 9- 10) , and use appropriate methods (Keeling, et al. 2008, 39) ; but they “must be comfortable with saying ‘after’ as well as ‘as a result of’…experiences” (Ke eling, et al. 2008, 35) .
Two multiple measure approaches are most significant for library assessment: 1) triangulation “where multiple methods are used to find areas of convergence of data from different methods with an aim of overcoming the biases or limitations of data gathered from any one particular method” (Keeling, et al. 2008, 53) and 2) complementary mixed methods , which “seek to use data from multiple methods to build upon each other by clarifying, enhancing, or illuminating findings between or among methods” (Keeling, et al. 2008, 53) .
p. 34 Academic libraries can help higher education institutions retain and graduate students, a keystone part of institutional missions (Mezick 2007, 561) , but the challenge lies in determining how libraries can contribute and then document their contribution
p. 35. Student Engagement: In recent years, academic libraries have been transformed to provide “technology and content ubiquity” as well as individualized support My Note: I read the “technology and content ubiquity” as digital literacy / metaliteracies, where basic technology instructional sessions (everything that IMS offers for years) is included, but this library still clenches to information literacy only.
In the past, academic libraries functioned primarily as information repositories; now they are becoming learning enterprises (Bennett 2009, 194) . This shift requires academic librarians to embed library services and resources in the teaching and learning activities of their institutions (Lewis 2007) . In the new paradigm, librarians focus on information skills, not information access (Bundy 2004, 3); they think like educators, not service providers (Bennett 2009, 194) .
p. 38. For librarians, the main content area of student learning is information literacy; however, they are not alone in their interest in student inform ation literacy skills (Oakleaf, Are They Learning? 2011). My note: Yep. it was. 20 years ago. Metaliteracies is now.
p. 41 surrogates for student learning in Table 3.
p. 42 strategic planning for learning:
According to Kantor, the university library “exists to benefit the students of the educational institution as individuals ” (Library as an Information Utility 1976 , 101) . In contrast, academic libraries tend to assess learning outcomes using groups of students
p. 45 Assessment Management Systems
Tk20
Each assessment management system has a slightly different set of capabilities. Some guide outcomes creation, some develop rubrics, some score student work, or support student portfolios. All manage, maintain, and report assessment data
p. 46 faculty teaching
However, as online collections grow and discovery tools evolve, that role has become less critical (Schonfeld and Housewright 2010; Housewright and Schonfeld, Ithaka’s 2006 Studies of Key Stakeholders 2008, 256) . Now, libraries serve as research consultants, project managers, technical support professionals, purchasers , and archivists (Housewright, Themes of Change 2009, 256; Case 2008) .
Librarians can count citations of faculty publications (Dominguez 2005)
.
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Tenopir, C. (2012). Beyond usage: measuring library outcomes and value. Library Management, 33(1/2), 5-13.
methods that can be used to measure the value of library products and services. (Oakleaf, 2010; Tenopir and King, 2007): three main categories
Implicit value. Measuring usage through downloads or usage logs provide an implicit measure of value. It is assumed that because libraries are used, they are of value to the users. Usage of e-resources is relatively easy to measure on an ongoing basis and is especially useful in collection development decisions and comparison of specific journal titles or use across subject disciplines.
do not show purpose, satisfaction, or outcomes of use (or whether what is downloaded is actually read).
Explicit methods of measuring value include qualitative interview techniques that ask faculty members, students, or others specifically about the value or outcomes attributed to their use of the library collections or services and surveys or interviews that focus on a specific (critical) incident of use.
Derived values, such as Return on Investment (ROI), use multiple types of data collected on both the returns (benefits) and the library and user costs (investment) to explain value in monetary terms.
Are you seeing enrollments change? Which technologies hold the most promise? Will your campus become politically active? What collaborations might power up teaching and learning?
the big technological issues for the next year?
robotics? automation in education? big data / analytics?
organizational transformation. David Stone (Penn State) – centralization vs decentralization. technology is shifting everywhere, even the registrar. BA – where should be the IT department? CFO or Academic Department.
difference between undergrads and grad students and how to address. CETL join center for academic technologies.
faculty role, developing courses and materials. share these materials and make more usable. who should be maintaining these materials. life cycle, compensation for development materials. This is in essence the issues of the OER Open Education Resources initiative in MN
BA: OER and Open Access to Research has very similar models and issues. Open access scholarship both have a lot of impact on campus finances. Library and faculty budges.
Amanda Major is with Division of Digital Learning as part of Academic Affairs at UCF: Are there trends in competency-based learning, assessing quality course and programs, personalized adaptive learning, utilizing data analytics for retention and student success? BA: CBL continue to grow at state U’s and community colleges.
BA for group discussions: what are the technological changes happening this coming year, not only internally on campus, but global changes and how thy might be affecting us. Amazon Dash button, electric cars for U fleet, newer devices on campus
David Stone: students are price-sensitive. college and U can charge whatever they want and text books can raise prices.
95 percent of larger programs (those with 2,500 or more online program students) are “wholly asynchronous” while 1.5 percent are mainly or completely synchronous. About three-quarters (73 percent) of mid-sized programs (schools with between 500 and 2,499 online program students) and 62 percent of smaller programs are fully asynchronous.
The asynchronous nature of this kind of education may explain why threaded discussions turned up as the most commonly named teaching and learning technique, mentioned by 27.4 percent of respondents, closely followed by practice-based learning, listed by 27.3 percent of survey participants.
While the LMS plays a significant role in online programming, the report pointed to a distinct lack of references to “much-hyped innovations,” such as adaptive learning, competency-based education systems, simulation or game-based learning tools. (my note: my mouth run dry of repeating every time people start becoming orgasmic about LMS, D2L in particular)
four in 10 require the use of instructional design support, three in 10 use a team approach for online course design and one in 10 outsources the work. Overall, some 80 percent of larger programs use instructional design expertise.
In the smallest programs, instructional design support is treated as a “faculty option” for 53 percent of institutions. Another 18 percent expect faculty to develop their online courses independently. For 13 percent of mid-sized programs, the faculty do their development work independently; another 64 percent may choose whether or not to bring in instructional design help. (my note: this is the SCSU ‘case’)
Measuring Quality
Among the many possible quality metrics suggested by the researchers, the five adopted most frequently for internal monitoring were:
Student achievement of program objectives (83 percent);
Student retention and graduation rates (77 percent);
Children who use smartphones, tablets, and video games for more than seven hours a day are more likely to experience premature thinning of the cortex, the outermost layer of the brain that processes thought and action, a 2018 study found. https://t.co/OJe6ZTBVkx
But others say banning laptops can be counterproductive, arguing these devices can create opportunity for students to discover more information during class or collaborate. And that certain tools and technologies are necessary for learners who struggle in a traditional lecture format.
Flanigan, who studies self-regulation, or the processes students use to achieve their learning goals, began researching digital distraction after confronting it in the classroom as a graduate instructor.
Digital distraction tempts all of us, almost everywhere. That’s the premise of Digital Minimalism: Choosing a Focused Life in a Noisy World by Cal Newport, an associate professor of computer science at Georgetown University.
The professor is upset. The professor has taken action, by banning laptops.
Bruff, whose next book, Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching, is set to be published this fall, is among the experts who think that’s a mistake. Why? Well, for one thing, he said, students are “going to have to graduate and get jobs and use laptops without being on Facebook all day.” The classroom should help prepare them for that.
When Volk teaches a course with 50 or 60 students, he said, “the idea is to keep them moving.”Shifting the focal point away from the professor can help, too. “If they are in a small group with their colleagues,” Volk said, “very rarely will I see them on their laptops doing things they shouldn’t be.”
Professors may not see themselves as performers, but if they can’t get students’ attention, nothing else they do matters. “Learning doesn’t happen without attention,” said Lang, who is writing a book about digital distraction, Teaching Distracted Minds.
One aspect of distraction Lang plans to cover in his book is its history. It’s possible, he said, to regard our smartphones as either too similar or dissimilar from the distractions of the past. And it’s important, he said, to remember how new this technology really is, and how much we still don’t know about it.
++++++++++
Study: Use of digital devices in class affects students’ long-term retention of information
A new study conducted by researchers at Rutgers University reveals that students who are distracted by texts, games, or videos while taking lecture notes on digital devices are far more likely to have their long-term memory affected and to perform more poorly on exams, even if short-term memory is not impacted, EdSurge reports.
Exam performance was not only poorer for students using the devices, but also for other students in classes that permitted the devices because of the distraction factor, the study found.
After conducting the study, Arnold Glass, the lead researcher, changed his own policy and no longer allows his students to take notes on digital devices.
A nationally representative Gallup poll conducted in March showed that 42% of K-12 teachers feel that the use of digital devices in the classroom are “mostly helpful” for students, while only 28% feel they are “mostly harmful.” Yet 69% of those same teachers feel the devices have a harmful impact on student mental health and 55% feel they negatively affect student physical health.
According to a 2016 study of college students, student waste about 20% of their class time for “non-class” purposes — texting, emailing, or using social media more than 11 times in a typical day. In K-12, increased dependence on digital devices often interferes with homework completion as well.
Though the new study focused on long-term retention, past studies have also shown that indicate a negative correlation between use of digital devices during class and exam scores. A 2015 study by the London School of Economics revealed that pupils in schools that banned cell phones performed better on exams and that the differences were most notable for low-performing students.
Using laptops in class harms academic performance, study warns. Researchers say students who use computers score half a grade lower than those who write notes
findings, published in the journal Economics of Education Review in a paper, based on an analysis of the grades of about 5,600 students at a private US liberal arts college, found that using a laptop appeared to harm the grades of male and low-performing students most significantly.
While the authors were unable to definitively say why laptop use caused a “significant negative effect in grades”, the authors believe that classroom “cyber-slacking” plays a major role in lower achievement, with wi-fi-enabled computers providing numerous distractions for students.
High schoolers assigned a laptop or a Chromebook were more likely to take notes in class, do internet research, create documents to share, collaborate with their peers on projects, check their grades and get reminders about tests or homework due dates.
Blended Learning – the idea of incorporating technology into the every day experience of education – can save time, raise engagement, and increase student retention.
Lets face it, our students are addicted to their phones. Like…drugs addicted. It is not just a bad habit, it is hard wired in their brains(literally) to have the constant stimulation of their phones.
If you are interested in the research, there is a lot out there to read about how it happens and how bad it is.
a Scientific American article published about a recent study of nomophobia – on adults (yes, many of us are addicted too).
Top 10 IT Issues, 2017: Foundations for Student Success
Susan Grajek and the 2016–2017 EDUCAUSE IT Issues Panel Tuesday, January 17, 2017http://er.educause.edu/articles/2017/1/top-10-it-issues-2017-foundations-for-student-successThe 2017 EDUCAUSE Top 10 IT Issues are all about student success
Developing a holistic, agile approach to reduce institutional exposure to information security threats
That program should encompass people, process, and technologies:
Educate users
Develop processes to identify and protect the most sensitive data
Implement technologies to encrypt data and find and block advanced threats coming from outside the network via from any type of device
Who Outside the IT Department Should Care Most about This Issue?
End-users, to understand how to avoid exposing their credentials
Unit heads, to protect institutional data
Senior leaders, to hold people accountable
Institutional leadership, to endorse, fund, and advocate for good information security
Issue #2: Student Success and Completion
Effectively applying data and predictive analytics to improve student success and completion
Predictive analytics allows us to track trends, discover gaps and inefficiencies, and displace “best guess” scenarios based on implicitly developed stories about students.
Issue #3: Data-Informed Decision Making
Ensuring that business intelligence, reporting, and analytics are relevant, convenient, and used by administrators, faculty, and students
Higher education information systems generate vast amounts of data daily (including the classroom/LMS). This potentially rich source of information is underused. Even though most institutions have created reports, dashboards, and other distillations of data, these are not necessarily useful or used to inform strategic objectives such as student success or institutional efficiency.
Issue #4: Strategic Leadership
Repositioning or reinforcing the role of IT leadership as a strategic partner with institutional leadership
CIOs have two challenges in this regard. The first is getting to the table. Contemporary requirements for IT leaders position them well for strategic leadership.18 Those requirements include expertise in management and business practices, project portfolio management, negotiation, and change leadership. However, business-savvy CIOs can alienate some academics, particularly those opposed to administrators as leaders. Worse, not all CIOs are well-equipped for a position at the executive table.
Issue #5: Sustainable Funding
Developing IT funding models that sustain core services, support innovation, and facilitate growth
Two complications have deepened the IT funding challenge in recent years. The first is that information technology is now incontrovertibly core to the mission and function of colleges and universities. The second complication is that at most institutions, digital investments and technology refreshes have been funded with capital expenditures. Yet IT services and infrastructure are moving outside the institution, generally to the cloud, and cloud funding depends on ongoing expenditures rather than one-time investments.
Issue #6: Data Management and Governance
Improving the management of institutional data through data standards, integration, protection, and governance
Data management and governance is not an IT issue. It requires a broad, top-down approach because all departments need to buy in and agree. All stakeholders (data owners as well as IR, IT, and institutional leaders) must collaboratively develop a common set of data definitions and a common understanding of what data is needed, in what format, and for what purposes. This coordination, or governance, will enable constituents to communicate with confidence about the data (e.g., “the single version of truth”) and the standards (e.g., APLU, IPEDS, CDS) under which it is collected.
Institutions often choose to approach data management from three perspectives: (1) accuracy, (2) usability, and (3) privacy. The IT organization has a role to play in creating and maintaining data warehouses, integrating systems to facilitate data exchange, and maintaining standards for data privacy and security.
Issue #7: Higher Education Affordability
Prioritizing IT investments and resources in the context of increasing demand and limited resources
Uncoordinated, redundant expenditures supplant other needed investments, such as consistent classroom technology or dedicated information security staff. Planning needs to occur at the institutional or departmental level, but it also needs a place to coalesce and be assessed regionally, nationally, and in some cases, globally, because there isn’t enough money to do everything that institutional leaders, faculty, and others want or even need to do. Public systems are making some headway in sharing services, but for the most part, local optimization supersedes collaboration and compromise.
Issue #8: Sustainable Staffing
Ensuring adequate staffing capacity and staff retention as budgets shrink or remain flat and as external competition grows
As institutions become more dependent on their IT organizations, IT organizations are more dependent on the expertise and quality of their workforce. New hires need to be great hires, and great staff need to want to stay. Each new hire can change the culture and effectiveness of the IT organizations
Issue #9: Next-Gen Enterprise IT
Developing and implementing enterprise IT applications, architectures, and sourcing strategies to achieve agility, scalability, cost-effectiveness, and effective analytics
Buildings should outlive alumni; technology shouldn’t. IT leaders are examining core enterprise applications, including ERPs (traditionally, suites of financial, HR, and student information systems) and LMSs, for their ability to meet current and future needs.
Issue #10: Digital Transformation of Learning
Collaborating with faculty and academic leadership to apply technology to teaching and learning in ways that reflect innovations in pedagogy and the institutional mission
According to Michael Feldstein and Phil Hill, personalized learning applies technology to three processes: content (moving content delivery out of the classroom and allowing students to set their pace of learning); tutoring (allowing interactive feedback to both students and faculty); and contact time (enabling faculty to observe students’ work and coach them more).
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more on IT in this IMS blog https://blog.stcloudstate.edu/ims?s=information+technology
how data is produced, collected and analyzed. make accessible all kind of data and info
ask good q/s and find good answers, share finding in meaningful ways. this is where digital literacy overshadows information literacy and this the fact that SCSU library does not understand; besides teaching students how to find and evaluate data, I also teach them how to communicate effectively using electronic tools.
connecting people tools and resources and making it easier for everybody. building collaborative, open and interdisciplinary
robust data computational literates. developing workshops, project and events to practice new skills. to position the library as the interdisciplinary nexus
what are data: definition. items of information, facts, traces of content and form. higher level, conception discussion about data in terms of social effects: matadata capturing information about the world, social political and economic changes. move away the mystic conceptions about data. nothing objective about data.
the emergence of IoT – digital meets physical. cyber physical systems. smart objects driven by industry. . proliferation of sensor and device – smart devices.
what does privacy looks like ? what is netneutrality when IoT? library must restructure : collaborate across institutions about collections of data in opien and participatory ways. put IoT in the hands of make and break things (she is maker space aficionado)
make and break things hackathons – use cheap devices such as Arduino and Pi.
data literacy programs with higher level conception exploration; libraries empower the campus in data collection. data science norms, store and share data to existing repositories and even catalogs. commercial services to store and connect data, but very restrictive and this is why libraries must be involved.
linked data and dark data
linked data – draw connections around online data most of the data are locked. linked data uses metadata to link related information in ways computers can understand.
libraries take advantage of link data. link data opportunity for semantics, natural language processing etc. if hidden data is relative to our communities, it is a library responsibility to provide it. community data practitioners
dark data
massive data, which cannot be analyzed by relational processing. data not yield significant findings. might be valuable for researchers: one persons trash is another persons’ treasure. preserving data and providing access to info. collaborate with researchers across disciplines and assist decide what is worth keeping and what discarding and how to study.
rich learning experience working with lined and dark data enable fresh perspective and learning how to work with data architecture. data literacy programming.
in context of data is different from open source and open projects. the social side of data science . advising researchers on navigation data, ethical compilations.
open science movement .https://cos.io/ pushing beyond licences and reframe, position ourselves as collaborators
analysis and publishing ; use tools that can be shared and include data, code and executable files.
reproducibility and contestability https://www.lib.ncsu.edu/events/series/summer-of-open-science
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.
silos, IT barrier, focusing on student success, retention, server space is cheap, if
promotion and tenure for faculty can include incentive to work with the librarian
lack of fear, changing the mindset.
deep collaboration both within and cross-consortia
don’t rely on vendor solutions. changing mindset
development = oppty (versus development as “work”)
private higher education is PALNI
3d virtual picture of disastrous areas. unlock the digital information to be digitally accessible to all people who might be interested.
they opened the maps of Katmandu for the local community and they were coming up with the strategies to recover. democracy in action
i can’t stop thinking that the keynote speaker efforts are mere follow up of what Naomi Klein explains in her Shock Doctrine: http://www.naomiklein.org/shock-doctrine: a government country seeks reasons to destroy another country or area and then NGOs from the same country go to remedy the disasters
A question from a librarian from the U about the use of drones. My note: why did the SCSU library have to give up its drone?
Douglas County Library model. too resource intensive to continue
Marmot Library Network
ILS integrated library system – shared with other counties, same sever for the entire consortium. they have a programmer, viewfind, open source, discovery player, he customized viewfind community to viewfind plus. instead of using the ILS public access catalogue, they are using the Vufind interface
Caiifa Enki. public library – single access collection. they purchase ebooks from the publisher and they are using also the viewfind interface. but not integrated with the library catalogs. Kansas public library went from OverDrive to Viewfind. CA State library is funding for the time being this effort.
types of content – publisher will not understand issue, which clear for librarians
PDF and epub formats
purchase content –
title by title selection – academia is tired of selections. although it is intended to buy also collections
library – owned ( and shared collections)
host content from libraries – papers in academic lib, genealogy in pub lib.
options in license models .
e resource content. not only ebooks, after it is taken care of, add other types of digital objects.
instead of replicate, replacement of the commercial aggregators,
Amigos Shelf interface is the product of the presenter
instead of having a young reader collection as SCSU has on the third floor, an academic library is outsourcing through AMigos shelf ebooks for young readers
Harper Collins is too cumbersome and the reason to avoid working with them.
security issues. some of the material sent over ftp and immediately moved to sftp
decisions – use of internal resources only, if now – amazon
programmer used for the pilot. contracted programmers. lack of the ability to see the large picture. eventually hired a full time person, instead of outsourcing. RDA compliant MARC.
ONIX, spreadsheet MARC.
Decision about who to start with : public or academic.
attempt to keep pricing down –
own agreement with the customers, separate from the agreement with the Publisher
current development: web-based online reading, shared-consortial collections and SIP2 authentication
The purely episodic nature of Snapchat works to promote timely engagement and audience retention through consistent sharing of snaps. By combining the longevity of your feed posts with the 24-hour duration of your story segments, you can generate urgency while providing consistent and engaging content for your Instagram followers. Bottom line: Snapchat relies on 24-hour stories from users, providing content that is purely episodic and temporary to viewers. Instagram content can be delivered episodically through stories or more permanently through the feed.
#2: How Filters Compare
Snapchat Geofilters for Location-Based Snaps
When you want a customized geofilter to reflect an event or location, Snapchat geofilters will frame your image or video snaps with branding and themes. While large organizations often sponsor geofilters on a bigger scale (think the Olympics or national holidays), Snapchat also lets you create and use your own geofilter.
Snapchat Face-Mapping and Motion Filters for Creative Snaps
Instagram Filters for Various Coloring Effects
Bottom line: Instagram story filters are limited to overall color, contrast, and lighting adjustments. Snapchat filters provide more options for customization, motion, and branding from the filters themselves.
#3: How Hashtags Work
At present, you can use hashtags in your Instagram and Snapchat stories to indicate segment topics or commentary. However, the hashtags don’t provide any functionality for users. In other words, users can’t tap a hashtag to search for that term within the app.
This report is based on a DVD “Drones on Campus. UAS Issues for the Higher Education Community” of February 2, 2016. The DVD contains a PDF file and flattened media file with a voice-narrated PPT based on the information from the PDF.
The DVD is a commercial product for sale for the Higher Ed. It is the recoding of a commercial seminar for Higher Ed, led by a lawyer (Lisa Ellman, lisa.ellman@hoganlovells.com, Twitter handle @leelellman) from the legal practice Hogan Lovells and by employee from FAA.
The information below represents the main points from the PDF / PPT presentation, as well as additional information with clarifications, which I added while working with the PDF and PPT files.
Discussion topics:
How and when UAS can be approved for flying at SCSU
The effect on SCSU of the domestic UAS legal framework
Public – UAS owned and operated by government agencies and organizations, such as public university a public COA (certificate of waiver of authorization) is issued by the FAA to a public agency/organization for public aircraft operations most aspects of public aircraft operations are not subject to FAA oversight If we are a public university… can we operate UAS under a public COA?
in order to operate under a public COA< the UAS must be operated by the university for a “core governmental function, which is defined as:
“… and activity undertaken by a government, such as national defense, intelligence missions, firefighting, search and rescue, law enforcement (including transport of prisoners, detainees, and illegal aliens), aeronautical research, or biological or geological resource management.
In an FAA Office, it was clarified that “aeronautical research” must be focused on the development and testing of the UAS itself, rather than the thing being observed and monitored using the UAS.
Civil
Any private sector (non-governmental) operation of a drone for purposes other than recreation or hobby is considered a “civil” operation
This category covers all commercial use of UAS, including use by private universities and colleges
Summary Grant Exemption / Blanket COA conditions and COA conditions and limitations:
Below 200 feet
Within visual line-of-sight of the pilot and visual observer
At least 500 feet from nonparticipating persons, vessels, vehicles, or structures, unless certain conditions met
Over private or controlled access property with consent
Visual observer required
Pilot must have an FAA issues pilot certificate and a medical certificate or DL
Mussed give a way to all manned aircraft
SCSU must apply for section 333 exemption – FAA has granted 3.129 out of 4500 applications. FAA current goal: 50+ exemption grants per week
QA regarding exemption / blanket COA requirements
Small UAS Rule: June 2016 (IMS blog)
Must be < 55 lbs
Max altitude speed 500 feet / 100 mph
Minimum visibility 3 miles
UAS always yield right-of-way to other aircraft
UAS cannot be operated recklessly
Registration and marking required
Hobbyist operators: December 21, 2015
All UAS >.55 pounds and less than 55 pounds must be registered either using the new online system or the FAAs existing paper-based registration system before the UAS can be operated outdoors
UAS within that right range purchased prior to December 21, 2015 must be registered by February 19, 2016
Hobbies required to submit basic contact info, such as name, address email. Costs $5 to register hobbyist owner’s entire fleet of UAS. The FAA will issue a single CAR (certificate of aircraft registration) with one registration number that can be used for and should be put on each UAS. Every 3 years, renewal.
Boggs v Meredith. How high do airspace rights extend over private property
Up to 83 feet in the air
Other legal liability issues:
Trespass
Nuisance
Mitigating UAS Legal Liabilities
When hiring a UAS server provider
Seek to shift and limit liability through contract
Vendors operating UAS on university property should sing a written agreement
Ensure the UAS service provider has adequate insurance
Incidents/accidents involving personal injury or property damage
Lost-link events (AKA fly-aways)
UAS maintenance and inspection
UAS flight crew training / qualifications
Participant / property owner consent
Faculty/staff/student qualifications and training
Privacy policies, data management, retention
Consent and notification requirements for operating near people and structures
Outline of immediate tasks:
Based on the information above:
SCSU, LRS in particular, must decide what drone’s certificate to apply for: a. model; b. public; c.civil; or d. hobbies
After selection of certificate type, SCSU, LRS in particular, must register the drone[s].
SCSU, LRS in particular, must develop policies for service, operation and maintenance.
SCSU, LRS in particular, must assign person[s] in charge of the training, maintenance and operation.
Suggestions and recommendations:
Hosting a drone in the library.
If to adhere to the ALA call for the librarians to be the forefront of technology on campus, LRS can use the drone purchased in April 2014 to train and lend the drone for research on campus.
If LRS continues the policy of the previous dean, further suggestions below can be waved off.
Training, maintenance and operation
Shall LRS keep the drone, the best person to conduct the training and service of the drone will be an IMS faculty. As per email correspondence attached below, please have again the rational:
– hosting the drone with Circulation (staff) does not provide the adequate academic/research services. It is expected that the foremost users will be faculty, students and then staff and the foremost use will be academic and then leisure activities. While IMS faculty can meet the “leisure activities” for all three constituency, as it has been provided by the Circulation staff until this point, the IMS faculty can also provide the research and academic service, which Circulation staff is not educated neither trained for. With that said, the point made is not against staff not participating in the effort to train and service campus with the drone; it just makes the point that charging staff with that task is limited and against the best interest of the faculty and students on campus.
– blocking the effort of IMS faculty to lead technology-oriented services on campus, LRS in particular.
Upon hiring of a “technology” librarian, previous dean Mark Vargas blocked any technology-related activities by IMS faculty: e.g. 3d printer AKA makerspace, gaming and gamification, drones, etc.
If I am to understand well, the “technology” librarian’s charge must be toward automated library systems and similar, rather than educational use of multimedia and interactivity. Blocking IMS faculty to do what they do best by freezing any of their efforts and reserving “technology” for [unknown] future leadership of the “technology” librarian is a waste of IMS faculty expertise and knowledge.
Gaming and Gamification (https://blog.stcloudstate.edu/ims/2015/03/19/recommendations-for-games-and-gaming-at-lrs/) charge by previous dean Mark Vargas to the first-year “technology” librarian revealed as obvious that giving the preference to junior faculty to “lead” an effort can become a dangerous tool in the hands of the administration to manipulate and slow down efforts of educational trends of time-sensitive character. While, as from the beginning, the collaboration of the “technology” librarian has been welcomed and appreciated, it does not make sense from any cultural or institutional perspective, to put in charge a new faculty, who does not have the knowledge and networking of the campus, less the experience and knowledge with multimedia and interactive tools as the rest of the seasoned IMS faculty. Decision and consequent refusal of the “technology” librarian to work with the IMS faculty did not contribute to improvement of the situation.
A very important point, which goes against the “consensus” efforts of the previous dean, is the fact that now the library faculty is using the newly-hired “technology” librarian to hinder further the integration of the IMS faculty as part of LRS by using her as a focal point for any technology initiative in LRS, thus further excluding the IMS faculty from LRS activities. It will help: 1. delineate the expertise parameters of the “technology” librarian and 2. have the librarian faculty think about their work with the IMS faculty, which has been a thorny issue for more than 10 years now (pretty much since the hire of the bulk of the reference librarians).
If there are questions, or the need of more information, please do not hesitate to request.
Plamen Miltenoff, Ph.D., MLIS
Professor
+++++++++++++++++++++++++++++++++++
From: Miltenoff, Plamen Sent: Wednesday, June 22, 2016 9:44 AM To: Banaian, King <kbanaian@stcloudstate.edu> Subject: request to release the library drone
Dr. Banaian,
My name is Plamen Miltenoff and I am faculty with the InforMedia Services of the SCSU Library. I have worked in the last 15+ years with faculty, students and staff on educational technology and instructional design. I hold two doctoral degrees in education and four master’s degrees in history and Library and Information Science.
I have extensive background in new educational technologies, which is amply reflected in the following blog: https://blog.stcloudstate.edu/ims/. Shall more proof of my abilities is needed, here is detailed information about publications, presentations and projects, which I have accomplished: http://web.stcloudstate.edu/pmiltenoff/faculty/
In the spring of 2014, Mark Vargas purchased a drone. As per my job description and long experience working with faculty across campus with other technologies, I immediately alerted SCSU faculty who have strong interest in applying drone’s technology in their studies, research and teaching, assuming that the newly-appointed library director (Mark Vargas) will support my years-long efforts.
Due to complications with FAA regulations the drones across the country were grounded.
Mark Vargas “stationed” it with the library Access Services, a unit, which is comprised of staff only. When I approached the library staff from Access Services, they chose to not collaborate with me, but rather deflect me to Mark Vargas.
As per my email to Mark Vargas of July 21, 2015 (attachment 1), I requested an explanation and shared my feeling that SCSU faculty are being left in disadvantage after I witness the drone being used. I also asked my immediate supervisor Mark Vargas about the policies and release conditions. Unfortunately, my repeated requests remained unanswered.
I am turning to you as the appointed administrator-in-charge of the library (attachment 2), with the request that you share the amounted paperwork regarding the drone. Mark Vargas did not share that information, despite numerous requests, e.g., if the drone is registered, etc.
I am seeking your administrative approval to pursue the completion of the paperwork and secure immediate usability of the drone, so it is available also to all interested SCSU faculty with or without my participation (as per regulations). The request is timely, since such technologies are aging quickly. Besides the depreciation of the technology, SCSU students and faculty deserves being kept with the times and explore a technology, which is rapidly becoming a mainstream, rather than novelty.
Please consider that I am the only library member with terminal degrees in education as well as extensive experience with technologies in general and educational technologies in particular. I am also the only library member with extensive network among faculty across campus. I am perceived by colleagues across campus more often as a peer, collaborator and research partner, then merely a service provider, as most of the library staff and faculty consider themselves. I am the only library member, who sits on theses and doctoral committees and the invitations to these committees are greatly based on my experience in educational technologies and my research and publishing skills. Leaving the drone in the Access Services, as appointed by the previous administrator, will result in a dormancy of technology as it has happened with numerous other technologies on this campus. It is a waste of equipment, which this university cannot afford in the respective financial times. Letting me take the lead of the drone project will secure active promotion and better application of this technology and possibly other venues (e.g. grants) to pursue further endeavors.
and direct oral and written communication with you, I have expressed strong academic interest in research of this technology for educational purposes. I have the educational background and experience for the aforementioned request.
I am asking you for access to this technology since early summer of 2014.
I would like to be informed what your plan for this technology is and when it will be open to the LRS faculty. I also would like to know when preference to LRS staff is given when technology is concerned, so I can plan accordingly.
Thank you and looking forward to hearing from you soon.
As you are aware, Mark Vargas has submitted his resignation as Dean of Learning Resources Services. Mark’s last day on campus was Friday, June 10, 2016.
I want to assure you that any decision about interim leadership will be made after careful consideration of the needs of the Library and the University. I will continue conversations with various individuals, including the President, to ensure we have strategic alignment in both support and oversight for LRS. LRS is committed to providing excellent services to our students, faculty, and staff, creating opportunities for knowledge, and serving the public good. I look forward to working together with you to accomplish these goals.
I expect to identify an interim dean shortly and to begin a national search this fall with an appointment to begin July 1, 2017. I have asked Greta to schedule a time for me to visit with faculty and staff in Learning Resource Service next week. In the meantime, Dean King Banaian will serve as the administrator-in-charge of LRS until June 30, 2016.
“Schools are beginning to use data and analytics (D&A) to enhance areas such as enrollment, budgeting and fundraising,” according to “Embracing Innovation,” KPMG’s 2015-2016 Higher Education Industry Outlook Survey of 102 senior higher education leaders
An April 2015 white paper from Oracle, “Improving Higher Education Performance with Big Data,” points to diverse use cases that could drive D&A initiatives, from student acquisition and retention to research optimization to operational efficiency.
The U.S. Bureau of Labor Statistics backs that up, predicting that employment of statisticians will grow 34 percent between 2014 and 2024. Not surprisingly, the bureau notes, that is “much faster than the average for all occupations.”
Educational Intelligence and the Student Lifecycle – Leveraging Predictive Analytics for Profit in Higher Education
This presentation will begin on Wednesday, August 12, 2015 at 02:00 PM Eastern Daylight Time.
Wednesday, August 12, 2015 02:00 PM EDT
This webinar will provide an overview of the student lifecycle – from lead generation to job placement. You will learn what the components are and how student data can be leveraged for competitive gain through the use of predictive analytics tools. While these technologies have been in use by other industries for many years, especially in the area of assessing consumer demand, higher education is a relatively late adopter. As an example of benefit, colleges and universities can deploy them to determine which students are most at risk for attrition and – armed with deep, historical data – craft segment-specific retention strategies designed to compel them to persist toward degree completion. During this session, Eduventures analysts will provide concrete examples of how predictive analytics has been used within the student lifecycle at a variety of institutions, citing interviews with practitioners, that led to measurable performance improvements. To conclude, we will uncover the benefits of sharing data amongst key stakeholders to the ultimate gain of the institution and its constituents.
Speakers:
Jeff Alderson
Principal Analyst
Max Woolf
Senior Analyst
Audience members may arrive 15 minutes in advance of this time.
by Amy Burroughs
