katep: March 2010 Archives

Horizon Report 2010

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horizonreport_2010.jpgAs I was reading the report I want to take a look back and see the evaluation of the reports. So here is a brief list--The first two for each year are in the "1 year or less for time-to-adoption," the next two are in the 2-3 years and then the last two are 3-5 years.

2010:
Mobile Computing
Open Content
Electronic Books
Simple Augmented Reality
Gesture-Based Computing
Visual Data Analysis





2009: (IT Council and SED sponsored a talk around this Horizon Report last year)
Mobiles
Cloud Computing
Geo-Everything
The Personal Web
Semantic-Web Applications
Smart Objects

2008:
Grassroots Video
Collaboration Webs
Mobile Broadband
Data Mashups
Collective Intelligence
Social Operating Systems

2007:
User Created Content
Social Networking
Mobile Phones
Virtual Worlds
New Scholarship and Emerging Forms of Publication
Massively Multiplayer Educational Gaming

2006:
Social Computing
Personal Broadcasting
The Phones in Their Pockets
Educational Gaming
Augmented Reality and Enhanced Visualization
Context-Aware Environments and Devices

I was most interested in the near term trends and as I was reading the 2010 report I circled phrases that were meaningful to me:
  • abundance of resources...is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing.
  • People want to be able to work, learn, and study whenever and wherever they want
  • A faster approach is often perceived as a better approach....people want easy and timely access to...information
  • informal learning..."just in time" learning and "found" learning
  • need to emphasize critical inquiry and mental flexibility and provide students with necessary tools for those tasks
  • digital literacy must be less about tools and more about ways of thinking and seeing, and of crafting narrative
  • information is everywhere; the challenge is to make effective use of it
  • skills related to finding, evaluating, interpreting, and repurposing the resources they are studying in partnership with their teachers
  • Open content shifts the learning equation in a number of interesting ways; the most important is that its use promotes a set of skills that are critical in maintaining currency in any discipline--the ability to find, evaluate, and put new information to use.
  • supported open learning

Questions:
What would it look like if the Libraries created tools to help students and faculty in "skills related to finding, evaluating, interpreting, and repurposing the resources they are studying in partnership with their teachers"

What is our role in ensuring instructors and faculty have the skills discussed in this report?

What would it look like if the Libraries used "supported open learning"?


inms.jpg"The Rise of Networked Individuals" by Lee Rainie, director, Pew Internet & American Life Project

Thursday, 22 April 2010, 4:00 pm to 5:00 pm

Location: 100 Rapson Hall [map]

The Institute for New Media Studies is co-sponsoring this event with the Institute for Advanced Study, the Social Networks Research Collaborative, and the Office of Information Technology. 

Lee Rainie, director of the Pew Research Center's Internet & American Life Project, will discuss the latest research findings of his project on people's use of social media (social networking sites, blogs, Twitter, YouTube, and, yes, even email). Learn how technology has affected some of the ways people learn, make decisions, and seek and offer social support to others.

He and sociologist Barry Wellman describe this as a "new social operating system." Lee and Rainey will highlight the ways in which those who use participatory media are changing how communities of all kinds form and perform.

http://www.inms.umn.edu/events/view.asp?id=150

ACCESS proposal for MN K-16

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New proposal for K-12 in Minnesota. A number of U of M folks were on this task force: 

ACHIEVING COLLEGE AND CAREER‐READINESS FOR EVERY STUDENT'S SUCCESS
A PROPOSAL FOR A NEW HIGH SCHOOL ASSESSMENT AND ACCOUNTABILITY SYSTEM FOR MINNESOTA
COLLEGE AND CAREER‐READY POLICY INSTITUTE ASSESSMENT WORKING GROUP

"The Achieving College and Career‐readiness for Every Student's Success (ACCESS) assessment and accountability system proposed in this report utilizes multiple measures of learning to determine a student's eligibility to earn a high school diploma."

"in a broader sense its work was part of an ongoing effort to reposition Minnesota's educational and economic systems for success in the global Information Age. In that context, during the task force meetings members often discussed two related trends that are reshaping life in Minnesota today and that will have a dramatic affect on the future of the state and its citizens...."

"The first trend is the growing connection between education and economic success... The second trend that is remaking Minnesota is rapid demographic change. The percentages of students of color and low‐income students are rising rapidly in Minnesota's elementary and secondary schools, while the proportions of white and middle and upper‐income students is declining. Since 1989‐90, the number of students of color enrolled in Minnesota schools has doubled, totaling over 195,000 students. The numbers of low‐income students and students whose first language is not English are rising rapidly as well."

aacu.jpgReport posted on AAC&U news...
"The 2009 ACT National Curriculum Survey, Focusing on the Essentials for College and Career Readiness, included data collected from more than 7,500 middle school, high school, college, and college remedial instructors of English, mathematics, reading, and science about the skills being taught at each grade level, and which skills are considered essential for college."

"Important results of the 2009 survey included the fact that high school teachers tend to overstate their students' readiness for college-level reading; that both high school and college instructors believe that readiness for college and readiness for workforce training require comparable skills; and that high school educators report that they reduce academic expectations for non-college-bound students."

Access full report: http://www.act.org/research/policymakers/pdf/NationalCurriculumSurvey2009.pdf

On page 75...
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Is facebook a learning tool?

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facebook.jpgWhile I am not going to tackle that question in this post....I did see an interesting blog post linked from the eCommunication Blog that talks about how to measure your facebook page traffic. Has anyone done any analysis of this sort of stuff?

This semester we have created a facebook page for the Peer Research Consultants. As far as I can tell we haven't gotten much traffic--yet. Become a fan if you like.

New Alexandria

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alexandria.jpgToward a New Alexandria:Imagining the future of libraries.
The New Republic
March 12, 2010
Lisbet Rausing

Here a few quotes that jumped out at me from this article. I wish there was a bit more about the use/teaching in addition to the ideas on the collection itself.

"To do research, only one in a hundred American college students turn first to their university catalogue. Over 80 percent turn first to Google."

"Scholars have traditionally gated and protected knowledge, yet also shared and distributed it in libraries, schools, and universities. We have stood for a republic of learning that is wider than the ivory tower, and now is the time to do so again. We must stand up, as the Swedes say, for folkbildningsidealet, that profoundly democratic vision of universal learning and education."

"We must first understand that the nature of the library is changing."

"The obstacles to a true and electronic Reformation are real, but perhaps also caused by the continuation of "business as usual," perhaps ultimately founded in the mental difficult that older folk have imaginatively re-drawing work practices, as well as organizational and legal "silos." Remember Henry Ford's comment: "If I had asked my customers what they wanted, they would have asked for a better horse carriage."


In February, we began to offer the option to use Desk Tracker (you still have the option
of using the User Ed Stats). When you log into Desk Tracker you should
see a tab labeled "Instruction." Use this tab to collect information on
your workshops, tours, orientations, and course-integrated instruction
sessions. The purpose of this form is to collect information about the
session. If there are multiple instructors be sure to only enter the
session once. For more information go to:
https://wiki.lib.umn.edu/AP/DeskTrackerInstructionFAQ .

Here are some of the statistics we have collected from February 1, 2010
to March 12, 2010:

Type of Sessions:
Course Integrated: 43
General/non-course specific: 23
Orientation/Tour: 1
Other: 1

Total Number of Sessions: 68

Total Attendees: 1445

Measure of Gravity

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Have you seen this?

The Gravity of a Library

"The gravity of a library can be calculated thus:

Formula to calculate library gravity

where G (gravity) is equal to the sum of C (collections) and S (services) multiplied by P (personnel) divided by F (facilities), which, in this case, is an expression of facilities inadequacy (higher inadequacy results in lower gravity).

Typically, a library organization will seek to balance these factors in order to maximize gravity, but many are willing to sacrifice several factors (facilities, service, and investment in quality personnel, for example) in order to invest in one (collections, let's say). It is clear that all of the quality accrued through collections, services, and personnel can be undone by shabby furniture, dirty restrooms, antiquated computers, and poorly shelved materials."


I wish instruction had been pulled out as a separate part since I think it can contribute a great deal to the gravitational pull of the Libraries. What do you think?


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Information Literacy: A Neglected Core Competency
By Sharon A. Weiner


"Key Takeaways"
  • College students think of information seeking as a rote process and tend to use the same small set of information resources no matter their question.
  • Information literacy is essential for lifelong learning and empowers individuals and societies.
  • Our educational system should expose students to information literacy from elementary school through postsecondary education so that it is a habit of mind they can call upon throughout their lives.
  • Collaborative efforts between faculty, librarians, technology professionals, and others can develop students who graduate with information literacy competency.

Researchers at the Information School at the University of Washington released an important and thought-provoking report in late 2009: "Lessons Learned: How College Students Seek Information in the Digital Age."1 The study confirms and expands on the results of other reports. Its particular value is the size of the population studied, the diversity of institutions represented, and the use of both a survey and follow-up interviews for data collection.

The findings are troubling. College students think of information seeking as a rote process and tend to use the same small set of information resources no matter what question they have:

  • The primary sources they use for course work are course readings and Google.
  • They rely on professors to be "research coaches" for identifying additional sources.
  • They use Google and Wikipedia for research about everyday life topics.
  • They tend not to use library services that require interacting with librarians.

And although they begin the research process engaged and curious, they become frustrated and overwhelmed as it progresses.

The results of the study suggest that many college students view their educational experience as one of "satisficing" -- finding just enough information that is "good enough" to complete course assignments. They miss opportunities that college education provides for exploration, discovery, and deep learning.

Have you noticed the poster presentations in Wilson, Walter, Biomed, and Magrath Libraries?  Do you want to see what sort of high-quality research our undergraduates are conducting?  Please volunteer to help judge posters during the Undergraduate Research Symposium.  The posters displayed in the Libraries are selected by a group of volunteers from the Libraries, who spend part of the day of the Symposium evaluating the posters and talking with the student-presenters.  The Symposium is on Wednesday, April 21, 2010 in Coffman Union.  We need volunteers from all subject areas.

The time commitment for this effort is around three to five hours including:
1. a pre-symposium meeting to clarify evaluation criteria
2. attending part of the Symposium
3. a post-symposium meeting to choose the posters for display

If you're interested in volunteering, please contact Kate Peterson via telephone at 6-3746 or email at: katep@umn.edu by March 19, 2010.  Learn more about the Undergraduate Research Symposium at: http://www.research.umn.edu.floyd.lib.umn.edu/undergraduate/index.html.
Web Conferencing with Camtasia Relay
Wednesday, March 10, 2010
3:00 pm to 4:30 pm
Room S30B, Wilson Library

Camtasia Relay (a.k.a. Class Capture) is designed to capture live workshops, presentations, training sessions, conferences, or meetings and make them available to watch later.  Camtasia Relay records your audio and whatever happens on the computer screen, such as demonstrations or Power Point.  The OIT (Office of Information Technology) supported software connects with Media Mill for storage and re-purposing of recordings (such as flash video, YouTube, iPod and more).

In this ninety-minute "TechShop" (part technology demonstration and part discussion) we will explore specific examples of how Camtasia Relay is used and consider ways it might fit into your work life, such as recording a training session for a student employee who can't make it for the live event, to create a short video on a procedure to teach another staff member, or to record a library workshop so users can go back over content.  The recording can also be embed into a blog, web page, or guide.  Coffee and cookies will be available to sweeten our interests and our discussion.

Two ways to participate:
- Register for the session at: https://onestop2.umn.edu/training/courseDetail.jsp?course=LB0261
- Watch via UMConnect at: https://umconnect.umn.edu/techshop2

Spring TechShops are the second phase of the highly successful Fall 2009 Emerging Tech Expo.  This spring, the IT (Information Technology) Council and Staff Education and Development (SED) are sponsoring a series of five technology workshops to further explore the application of technology within the Libraries environment.

About this Archive

This page is an archive of recent entries written by katep in March 2010.

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