Code4Lib 2018 is a loosely-structured conference that provides people working at the intersection of libraries/archives/museums/cultural heritage and technology with a chance to share ideas, be inspired, and forge collaborations. For more information about the Code4Lib community, please visit http://code4lib.org/about/.
The conference will be held at the Omni Shoreham Hotel in Washington, DC, from February 13, 2018 – February 16, 2018. More information about Code4lib 2018 is available on this year’s conference website http://2018.code4lib.org.
+++++++++++++++++++++++
Mark Gill and Plamen Miltenoff proposal:
Gamification of Library Orientation and Instruction
Abstract
The rapid advent in the technologies of augmented and virtual reality (VR) in the last several years and the surge down in price creates possibilities for its increasing and ubiquitous application in education. A collaboration by a librarian and VR specialist led to testing opportunities to apply 360 video in academic library orientation. The team seeks to bank on the inherited interest of Millennials toward these technologies and their inextricable part of a growing gaming environment in education. A virtual introduction via 360 video aims to familiarize patrons with the library and its services: http://bit.ly/VRlib. I short Surveymonkey survey following the virtual introduction assesses learning outcomes and allows further instruction when necessary. Patrons can use any electronic devices from desktop to any size mobile devices. Patrons can also watch in panorama mode, and are provided with goggles if they would like to experience the VR mode.
The next step is an introduction to basic bibliographic instruction, followed by a gamified “scavenger hunt”-kind of exercise, which aims to gamify students’ ability to perform basic research: http://bit.ly/learnlib. The game is web-based and it can be played on any electronic devices from desktops to mobile devices. The game is followed by a short Google Form survey, which assesses learning outcomes and allows further work shall any knowledge gaps occur.
The team relies on the constructivist theory of assisting patrons in building their knowledge in their own pace and on their own terms, rather than being lectured and guided by a librarian only.
This proposal envisions half a day activities for participants to study the opportunities presented by 360 video camera and acquire the necessary skills to collect quickly useful footage and process it for the library needs. The second half of the day is allocated for learning Adobe Dreamweaver to manipulate the preexisting “templates” (HTML and jQuery code) for the game and adapt the content and the format to the needs of the participants’ libraries.
Mr. Gill is a Visualization Engineer for the College of Science and Engineering and runs the Visualization Laboratory. He has worked for several major universities as well as Stennis Space Center and Mechdyne, Inc. He holds a Masters of Science in Software Engineering.
Dr. Miltenoff is part of a workgroup within the academic library, which works with faculty, students and staff on the application of new technologies in education. Dr. Miltenoff’s most recent research with Mark Gill is on the impact of Video 360 on students during library orientation:http://web.stcloudstate.edu/pmiltenoff/bi/
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 use of AR/VR in educational settings is on the rise, paving the way for new careers and a workforce trained to embrace technology.
If projections stay on track, the global spending on educational AR/VR is expected to rise from $1.8 billion to $12.6 billion over the next four years.
the International Data Corporation (IDC) released a report indicating that the pandemic has fueled an impressive forecast of worldwide expenditures on AR/VR, which are expected to grow from $12 billion in 2020 to $72.8 billion by 2024.
rom completing spinal surgery to training at a high-tech facility, such as the University of Nebraska Medical Center’s Davis Global Center, which has AR/VR and holographic technologies among its many offerings.
Cabada, E., Kurt, E., & Ward, D. (2021). Constructing a campus-wide infrastructure for virtual reality. College & Undergraduate Libraries, 0(0), 1–24. https://doi.org/10.1080/10691316.2021.1881680
As an interdisciplinary hub, academic libraries are uniquely positioned to serve the full lifecycle of immersive environment needs, from development through archiving of successful projects. As and informal learning environment that or discipline neutral and high traffic, the academic library can serve as a clearinghouse for experimentation and transmission of best practices across colleges.
these foundational questions:
1. What VR infrastructure needs do faculty and researchers have?
2. Where is campus support lagging?
3. What current partnerships exist?
4. What and where is the campus level of interest in VR?
As marketing for workshops and programs can be challenging, particularly for large institutions, data was collected on where workshop participants learned about Step Into VR. The responses show that users learned of the workshops from a variety of ways with email ( 41 % ) as the most cited method (Figure 4). These marketing emails were sent through distributed listservs that reached nearly the entire campus population. Facebook was called out specifically and represented the second largest marketing method at 29% with the library website, friends, instructors, and digital signage representing the remaining marketing channels.
While new needs continue to emerge, the typical categories of consultation support observed include:
• Recommendations on hardware selection, such as choosing the best VR headset for viewing class content
• Guidance on developing VR applications that incorporate domain-specific curricular content
• Support for curricular integration of VR
• Recommendations on 360 capture media and equipment for documenting environments or experiences, such as the GoPro Fusion and Insta360 One X
• Advice on editing workflows, including software for processing and rendering of 360 content
Alex Fogarty
p. 9
While many library patrons understand the basic concepts of recording video on a camera, 360 cameras present a large divergence from this process in several primary ways. The first is a 360 camera captures every direction at once, so there is no inherent “focus,” and no side of a scene that is not recorded. This significantly changes how someone might compose a video recording, and also adds complexity to post-production, including how to orient viewers within a scene. The second area of divergence is that many of these devices, especially the high-end versions, are recording each lens to a separate data file or memory card and these ftles need to be combined, or “stitched,” at a later time using software specific to the camera. A final concern is that data ftles for high-resolution 3 D capture can be huge, requiring both large amounts of disk space and high-end processors and graphic cards for detailed editing to occur. For example, the Insta360 Pro 2 has 6 sensors all capable of data recording at 120 Mbps for a grand total of 720 Mbps. This translates into 43.2 gigabytes of data for every minute o
The Go had to be paired with a phone to enable it to work. How can that possibly be an option in a school with many dozens of headsets? Content had to either go through the Oculus Go Store, which is being shut down at this very moment, or side-loaded through an odd “Developer Mode” access, which is extremely difficult when dealing with large numbers of headsets. Even something as mundane as printing the serial number of that VR device on the headstrap, which can easily be mixed up with other headsets, is a troubling and odd choice to make. Those serial numbers are very important when bulk loading content onto a number of devices at a time, which is the only way they can be managed by school IT departments, and once again shows a lack of understanding of the needs from within schools.
Of course, there is also the elephant in the room… Facebook.
Facebook is not content to use the contact information you willingly put into your Facebook profile for advertising. It is also using contact information you handed over for security purposes and contact information you didn’t hand over at all, but that was collected from other people’s contact books, a hidden layer of details Facebook has about you that some have come to call “shadow contact information.”
nearly 300,000 others kept an eye on the YouTube channel of 29-year-old Millie Weaver, a former correspondent for the conspiracy theory website Infowars, who offered right-wing analysis to her followers in a live-stream that carried on for almost seven hours the day after the election.
Among a myriad of other definitions, Noor (2016) describes Virtual Reality (VR) as “a computer generated environment that can simulate physical presence in places in the real world or imagined worlds. The user wears a headset and through specialized software and sensors is immersed in 360-degree views of simulated worlds” (p. 34).
Noor, Ahmed. 2016. “The Hololens Revolution.” Mechanical Engineering 138(10):30-35.
Weiss and colleagues wrote that “Virtual reality typically refers to the use of interactive simulations created with computer hardware and software to present users with opportunities to engage in environments that appear to be and feel similar to real-world objects and events”
Weiss, P. L., Rand, D., Katz, N., & Kizony, R. (2004). Video capture virtual reality as a flexible and effective rehabilitation tool. Journal of NeuroEngineering and Rehabilitation, 1(1), 12. https://doi.org/10.1186/1743-0003-1-12
Henderson defined virtual reality as a “computer based, interactive, multisensory environment that occurs in real time”
Rubin, 2018, p. 28. Virtual reality is an 1. artificial environment that’s 2. immersive enough to convince you that you are 3. actually inside it. ”artificialenvironment ” could mean just about anything. The photograph is an artificial environment of video game is an artificial environment a Pixar movie is an artificial environment the only thing that matters is that it’s not where are you physically are. p. 46 “VR is potentially going to become a direct interface to the subconscious”
p. 225 Virtual reality: the illusion of an all-enveloping artificial world, created by wearing an opaque display in front of your eyes.
From: https://blog.stcloudstate.edu/ims/2018/11/07/can-xr-help-students-learn/ : p. 10 “there is not universal agreement on the definitions of these terms or on the scope of these technologies. Also, all of these technologies currently exist in an active marketplace and, as in many rapidly changing markets, there is a tendency for companies to invent neologisms around 3D technology.” p. 11 Virtual reality means that the wearer is completely immersed in a computer simulation.
There is no necessary distinction between AR and VR; indeed, much research
on the subject is based on a conception of a “virtuality continuum” from entirely
real to entirely virtual, where AR lies somewhere between those ends of the
spectrum. Paul Milgram and Fumio Kishino, “A Taxonomy of Mixed Reality Visual Displays,” IEICE Transactions on Information Systems, vol. E77-D, no. 12 (1994); Steve Mann, “Through the Glass, Lightly,” IEEE Technology and Society Magazine 31, no. 3 (2012): 10–14.
++++++++++++++++++++++
Among a myriad of other definitions, Noor (2016) describes Virtual Reality (VR) as “a computer generated environment that can simulate physical presence in places in the real world or imagined worlds. The user wears a headset and through specialized software and sensors is immersed in 360-degree views of simulated worlds” (p. 34). Weiss and colleagues wrote that “Virtual reality typically refers to the use of interactive simulations created with computer hardware and software to present users with opportunities to engage in environments that appear to be and feel similar to real-world objects and events.” Rubin takes a rather broad approach ascribing to VR: 1. artificial environment that’s 2. immersive enough to convince you that you are 3. actually inside it. (p. 28) and further asserts “VR is potentially going to become a direct interface to the subconscious” (p. 46). Most importantly, as Pomeranz (2018) asserts, “there is not universal agreement on the definitions of these terms or on the scope of these technologies. Also, all of these technologies currently exist in an active marketplace and, as in many rapidly changing markets, there is a tendency for companies to invent neologisms.” (p. 10)
Noor, Ahmed. 2016. “The Hololens Revolution.” Mechanical Engineering 138(10):30-35.
Rubin, P. (2018). Future Presence: How Virtual Reality Is Changing Human Connection, Intimacy, and the Limits of Ordinary Life (Illustrated edition). HarperOne.
Weiss, P. L., Rand, D., Katz, N., & Kizony, R. (2004). Video capture virtual reality as a flexible and effective rehabilitation tool. Journal of NeuroEngineering and Rehabilitation, 1(1), 12. https://doi.org/10.1186/1743-0003-1-12
How have you experienced the teachers move from face to face to online learning?
What is the biggest challenge created by the transition ?
How have you managed the challenge?
What are opportunities for instructors , regarding the transition to online learning ?
What have you done to ensure a smooth transition?
As previously mentioned the core of my arguments centre around the TPACK model. Based on the TPACK I propose that the move to online learning must be supported by the instatement of a Professional Development Program.
