Student Study Space: the entrepreneurial model (my visit to TechPad) - The Ubiquitous L... - 1 views
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I was fascinated by this concept of a 24 hour, co-working, commons environment, which obviously has some library parallels. And if you know me, then you know that I’ve been obsessed with startup culture lately, so I had to go check it out. At VT we are in the initial stages of renovation planning and so I am absorbing design ideas from everywhere possible— especially non-library environments.
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Zoning based on needs (meet with clients, meet with team, work alone, etc) Encouragement (see others working, inspires you to want to be successful too) Assistance (on-site metering) Common Experiences (webinars, dining, games)
Student success courses catch on, slowly, at community colleges | Inside Higher Ed - 0 views
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Community colleges can improve graduation rates by offering a course that teaches students how to navigate college with lessons on study skills, time management and how to find the bursar's office. Yet while "student success" courses are increasingly common, resistance remains strong at many community colleges.
Journal of Librarianship and Scholarly Communication | Pacific University Library - 0 views
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"The Journal of Librarianship and Scholarly Communication seeks to share useful innovations, both in thought and in practice, with the aim of encouraging scholarly exchange and the subsequent benefits that are borne of scrutiny, experimentation and debate. As modes of scholarly communication, the technologies and economics of publishing and the roles of libraries evolve, it is our hope that the work shared in the journal will inform practices that strengthen librarianship and that increase access to the "common Stock of Knowledge.""
NISO Releases Updated Draft of SERU: A Shared Electronic Resource Understanding for Pub... - 0 views
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The National Information Standards Organization (NISO) announces the availability of a draft update of SERU: A Shared Electronic Resource Understanding for public comment (NISO RP-7-201X) through February 19, 2012. SERU offers publishers and libraries the opportunity to save both the time and the costs associated with a negotiated and signed license agreement for e-resources by both content provider and customer agreeing to operate within a framework of shared understanding and good faith. The SERU framework provides a set of common understandings for parties to reference as an alternative to a formal license when conducting business.
10 Amazing Uses for Wolfram Alpha - How-To Geek - 0 views
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Enter two terms with a vs in between them and you’ll get a comparison. For example, you could compare websites to see the differences in traffic between them.
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Enter a type of food and Wolfram Alpha will provide you with its nutrition information. You don’t have to stop at one — enter multiple types of food and Wolfram Alpha will compare them for you.
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Ask where you are and Wolfram will use your IP address to track you down. You can also enter an IP address into the box and Wolfram will track that IP address down and tell you where it is.
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Glorious Generalist: Report on "Copyright and Fair Use in the Digital Age" - 0 views
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The first part of the program was a chance to learn the details about the Code of Best Practices for Fair Use in Academic and Research Libraries, which was published in January 2012 as a joint project of the Association of Research Libraries, Center for Social Media at American University and the Program for Information Justice and Intellectual Property at American University. The second part of the program was from Creative Commons on “Fair Use and Copyright in the Age of the Internet.” (I will probably get those notes done too at some point). I am presenting below the notes I took during the meeting, but you can follow the first presentation at the ARL site, as well as find a lot more information and the actual code at arl.org/fairuse.
British Library: going beyond books | Culture professionals network | Guardian Professi... - 0 views
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As this is a new initiative for the library, we're currently talking to as many creative practitioners as possible about how the library can shape services for them. We recently organised mentoring days, focus groups and networking events with partners such as Sheffield Doc/Fest
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There's been a real buzz around the British Library recently – for the first time in March we held the Spring Festival, a five day celebration of creativity, fashion and design aimed at the creative industries. There was a lot on show, including a spring market, LATE event with 50 artists working in the front hall and a vintage knitting event – over 1,700 people took part.
Ithaka :: Taking Steps Toward "Interactive Learning Online" - 0 views
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“Barriers to Adoption of Online Learning Systems in US Higher Education,” an Ithaka S+R report released today and funded by the Bill & Melinda Gates Foundation, highlights the challenges to be overcome by institutions so that they can take advantage of online learning technologies, and explores why highly interactive online systems have yet to take hold in any substantial way.
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“As online learning systems of this kind are developed, however, a critically important question will be who is going to control the student usage and performance data,” added Mr. Guthrie. “On the web, all actions and behaviors can be tracked and analyzed. These data are critical to refinement of these systems and to our overall understanding of how people learn. These data should not be privatized.”
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“Barriers to adoption of these systems vary greatly. Perhaps most importantly, most current systems that are highly interactive do not allow faculty to customize content to suit their specific needs. Faculty are also concerned that online education might distance them from their students. Finally, very little good data exist on the effectiveness of existing highly interactive online systems.”
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Hack Your Learning Spaces? - ProfHacker - The Chronicle of Higher Education - 0 views
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I propose a THATCamp session in which we think about ways to hack campus space. And I mean hack in the most generous sense of the term. How can we use these spaces in ways they weren’t designed for? How can we turn their flaws—bolted down desks, windowless rooms, tiered seating, and so on—into advantages (or at least neutralize them)? How can we turn institutional places into dwelling spaces that we inhabit and habituate? I was initially thinking mostly of classrooms—because I have taught in dreadfully designed rooms—but I’d extend this idea to include all campus spaces. And I’d like our hacks to go beyond the simply practical (though we need those too) to include what amounts to philosophical and ideological hacks.
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What would a temporary autonomous zone look like on campus? …in the student union? …in your classroom? How can we change attitudes about what can or can’t be done in certain spaces? What’s the most surprising thing we can do with a campus space, and conversely, what’s the most predictable thing we can do in a new way?
Embedded Librarianship in the LMS Survey Results - 1 views
Some interesting comments from a listserv message... ---------- Forwarded message ---------- From: Burke, John J. <burkejj@muohio.edu> Date: Thu, Mar 15, 2012 at 9:03 AM Subject: [...
Can You Put that in the Form of a Question? | Inside Higher Ed - 0 views
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One of their assignments is to interview a researcher in their field. This year, since the students had a nice mix of majors from across the curriculum, we used reports from the interviews as an opportunity to analyze on how research traditions vary from one discipline to another and how these experts’ processes differ from those of non-experts.
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One thing that many students remarked on as they reported on their interviews: the activities that define research are enormously varied from one discipline to another. The process a researcher goes through to examine the historical context in which Shakespeare wrote one of his history plays is a world apart from what a researcher does to develop a new vaccine or what an ethnographer does when studying an isolated culture in Brazil.
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The scientists all had co-authors; the social scientists were a mix of solo and collaborative projects, and the humanists all performed solo acts. And yet, it became clear that all of them were working within an ongoing conversation. None of them was doing work that didn’t draw on and respond to the work of others.
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"I teach a course in the spring called Information Fluency... It's an upper division undergraduate course pitched to students who are planning to go to graduate school, giving them a chance to learn more about the way the literature of their field works as well as generally how to use library and internet tools for research."
Active Learning Spaces - Steelcase (PDF) - 0 views
Learning Space Toolkit - 0 views
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"North Carolina State University (NCSU) Libraries and its Distance Education and Learning Technology Applications (DELTA) are partnering with strategic consultants brightspot strategy and DEGW to design, share, and promote an updated model for institutions to plan and support technology-rich informal learning spaces. This Learning Space Toolkit will include a roadmap to guide the process along with tools and techniques for assessing needs, understanding technology, describing spaces, planning and delivering support services, and assembling space, technology, and services to meet needs, even as they change."
Walking away from the American Chemical Society - 0 views
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tl;dr: SUNY Potsdam will not be subscribing to an American Chemical Society online journal package for 2013. We will instead be using a combination of the Royal Society of Chemistry content, ACS single title subscriptions, the ACS backfile, and ScienceDirect from Elsevier** to meet our chemical information needs. We're doing this because the ACS pricing model is unsustainable for our institution and we were unable to find common ground with the sales team from the ACS. Instead, we explored other options and exercised them. You could do the same if you find yourself in a position similar to ours as ACS standardizes their pricing, and maybe together we can make enough choices to make our voices heard in meaningful ways.
Pedagogy and Space: Empirical Research on New Learning Environments (EDUCAUSE Quarterly... - 0 views
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In the new technology-enhanced learning spaces at the University of Minnesota, students outperformed final grade expectations relative to their ACT scores. When instructors adapted their pedagogical approach to the new space by intentionally incorporating more active, student-centered teaching techniques, student learning improved. Students and faculty had positive perceptions of the new learning environments but also had to adjust to the unusual classrooms.
Make Space: How to Set the Stage for Creative Collaboration - 0 views
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book from d.school at Stanford University "Appropriate for designers charged with creating new spaces or anyone interested in revamping an existing space, this guide offers novel and non-obvious strategies for changing surroundings specifically to enhance the ways in which teams and individuals communicate, work, play-and innovate. This work is based on years of classes and programs at the d.school including countless prototypes and iterations with d.school students and spaces."
A Post-LMS World (EDUCAUSE Review) | EDUCAUSE - 1 views
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According to Babson Survey Research Group, 65 percent of all reporting higher education institutions said that online learning was a critical part of their long-term strategy, and over 6.1 million students took at least one online course during the fall 2010 term—an increase of 560,000 students over the previous year.
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A post-LMS world does not suggest that the LMS is obsolete but, rather, that the practice of evaluating learning outcomes through a traditional LMS as the sole means for knowledge acquisition is obsolete. The original design of the LMS was transactional and largely administrative in nature, hence the “M” in “LMS.” The function of the traditional LMS is to simplify how learning is scheduled, deployed, and tracked as a means to organize curricula and manage learning materials.
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LMS 3.0 design focuses on four essential applications: learning grids; e-learning intelligence; content clouds; and open architecture.
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Unbundling Higher Education | From the Bell Tower - 0 views
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You can still buy albums, but what Jobs and Apple did was completely unbundle how music is sold. We now buy just those songs we prefer from individual artists, and create our own playlists. Now apply that idea to higher education.
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but for the most part only a single institution can provide the whole bundle. This makes a great deal of sense for accreditation purposes. If your university is accredited, then every course and degree earned from it has the seal of approval. Now a new group of providers are bringing courses to the market, and their goal is to do to higher education what Apple did to music.
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What they all have in common is unbundling. None offers degrees, and even if they did there’s no accreditation to back them up. In time that barrier will likely be eradicated. Recall that for-profit online universities once faced challenges obtaining accreditation in many states, but it is a thing of the past. Their growth was unstoppable, and in time states and accrediting agencies has to capitulate.
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