Group items tagged

Purpose - Society may be on the verge of a revolutionary phase of mobile device use in higher education generally and in libraries in particular. This paper seeks to address this issue. Design/methodology/approach - Through an examination of trends and technological developments in the area of mobile devices and a review of the potential of mobile devices, the paper analyzes the potential of mobile devices in academic libraries. Findings - Most college students own cell phones and laptops and the capabilities of these and other devices are expanding. Research limitations/implications - Libraries have the opportunity to extend new types of services to users of mobile devices and to develop, license, or otherwise make available scholarly content that is configured for mobile devices. Ideally, libraries will become part of an institutional planning process for the development of services for mobile devices. Practical implications - The more pervasive use by students of smartphones, the uptake of e-book readers, and the increasing use of mobile devices in some areas of the curriculum all have implications for libraries. Social implications - Some writers in this area believe that the increased capabilities of mobile devices could lead to new forms of engagement with student learning; this possibility can be embraced by academic libraries that seek to be strong partners in the teaching and learning process of their institution. Originality/value - The paper synthesizes developments and provides suggestions for the future. [Abstract from ESC ProQuest Research Library database] Link: http://search.proquest.com.library.esc.edu/pqrl/docview/200472713/abstract/66E4668274504CDCPQ/1?accountid=8067 Lippincott, J. K. (2010). A mobile future for academic libraries. Reference Services Review, 38(2), 205-213. doi:http://dx.doi.org/10.1108/00907321011044981

From Gale: Within the academic library community, copyright is an area of critical importance and growing interest. As the landscape of information creation and delivery continues to change, interpretation of existing copyright guidelines, including Fair Use, has become less clear, and new laws have been passed. Scholarly communication issues, involving digital collections, institutional repositories, and consortial agreements are among the many evolving areas--along with authors' rights--that require copyright awareness and support. As a result, many campuses are establishing copyright offices, often within their libraries. Such services are invaluable to their constituents. In the following article, Donna Ferullo shares some of her experience in managing a university copyright office. She also offers insight to other institutions that may be considering providing such a service.-

Cao, M. (2014). Understanding learners' experience in MOOCs: a review of literature. Retrieved from http://repositories.lib.utexas.edu/handle/2152/26325 Abstract "MOOCs have become a popular topic in the educational field since 2008. This report reviews the literature from 2008 to March 2014 on the development of MOOCs with a focus on learners' experience. By looking into the topics researchers have been investigating, this review identifies eight themes on this topic: (1) Platforms and Technology, (2) Instructional Materials and Assessment, (3) Instructors, (4) Participants' demographics, (5) Motivation and Engagement Patterns, (6) Self-directed Learning and Learner Interaction, (7) Blended Education, and (8) Completion rates. The review also indicates that MOOC course design (pedagogies, technical support, assessment and instructors) and learner characteristics (motivation, engagement levels, self-directed learning and digital literacy) influence learners' experience. Possible future research questions are also proposed in this report." (p.1) This report is a literature review for a masters by a student at University of Texas at Austin. At the time of writing (March 2014) the author found relatively few references focusing on learners' experience in MOOCs from scholarly journals- 15 in total and she reported on them. These articles disproportionately analyzed cMOOCs as compared with xMOOCs and in both cases data was drawn from relatively early courses. Most references cover only one course. The report identifies 8 themes to categorize the articles' content: (1) Platforms and Technology, (2) Instructional Materials and Assessment, (3) Instructors, (4) Participants' demographics, (5) Motivation and Engagement Patterns, (6) Self-directed Learning and Learner Interaction, (7) Blended Education, and (8) Completion rates. Analysis shows that all these categories are inter-related and affect each other. The author identifies 5 areas for further r

Macleod, B. H., Haywood, J., & Woodgate, A. (2015). Emerging patterns in MOOCs: Learners, course designs and directions. TechTrends, 59(1), 56-63. Retrieved from http://eds.b.ebscohost.com.library.esc.edu/eds/pdfviewer/pdfviewer?vid=2&sid=452639d7-274a-43d4-9d76-6f20356bc6e1%40sessionmgr115&hid=111 Abstract "Engagement with Massive Open Online Courses (MOOCs) at the University of Edinburgh has emerged from its strategic priorities to explore and innovate in the area of online and technologically supported approaches to teaching and learning. This paper provides an account of analysis aimed at understanding who Edinburgh MOOC learners are, who elects to participate and the aspirations of that population, and the place that the MOOC will occupy in the University's online learning ecology. The analysis addresses a number of predictions that have been made about MOOCs since 2012, including their use for providing educational opportunities to the disadvantaged; global uptake of online learning; growth of an 'educational imperialism'; and the claim that 'MOOCs are for male geeks', and concludes with some observations about the University of Edinburgh's future plans in this space." (p.56) This is a peer reviewed academic article from TechTrends by University of Edinburgh. It analyzes the university's experience with MOOC learners after delivering 6 MOOCs on the Coursera platform, twice each. It presents analysis from 150K questionnaire respondents reflecting 600,000 enrolled learners. Some comparisons are made between the Coursera learners with newer platforms namely FutureLearn (UK) and Rwaq, a Saudi Arabian platform in Arabic. The sample of 20% of MOOC learners is considered representative of Coursera learners generally. Good graphics show results of an

EDU-681102 - Module 1, Week 2. Mark Ness, 3rd article

Hi Mark, Really interesting area that you are studying. Simulation-based medical teaching seems to make sense but apparently the issue relates to cost. As someone who knows little about medical training outside what I watch on TV shows, I would be interested to know how integrated simulation already is in medical training vs practice on real patients? . It would appear that simulation if expensive would be an area where several institutions might wish to collaborate in order to maximize the use of the equipment and technology. Is that realistic?

This article is about evaluating a program to expand library service to the visually impaired. This is also relevant to our module in that it is exploring access for patrons with 2 distinct disadvantages. 1) Access for special needs - expanding service to the visually impaired. 2) Rural South Africa - providing access to people in economically depressed areas. In the article, librarians are trained especially to accommodate visually impaired patrons.

Kizilcec, R. F., Piech, C. and Schneider, E. (2013). Deconstructing disengagement: analyzing learner subpopulations in massive open online courses. In Proceedings of the Third International Conference on Learning Analytics and Knowledge (pp. 170-179). New York, NY, USA: ACM. doi:10.1145/2460296.2460330 The abstract begins as follows: "As MOOCs grow in popularity, the relatively low completion rates of learners has been a central criticism. This focus on completion rates, however, reflects a monolithic view of disengagement that does not allow MOOC designers to target interventions or develop adaptive course features for particular subpopulations of learners. To address this, we present a simple, scalable, and informative classification method that identifies a small number of longitudinal engagement trajectories in MOOCs." This peer reviewed conference paper goes on to describe how they classified learners and using data analytics from 3 courses as well as survey data from learners they developed 4 classifications. Of these classifications in addition to those who completed the courses, the auditors were of interest. They proceeded to suggest possible areas where the MOOC approaches could be adapted and tested to meet the needs of learners such as auditors. They also considered ways of increasing access and equity.

Internet, social media and mobile phone usage has show increases of 4 to 13 percent in 2018 based upon their global digital suite of reports. This article is a barrage of data sets on internet usage broken down into a variety of specific areas. Comparisons globally show significant universal increases in usage. Part of their study shows older users joining social media. Facebook shows users aged 65 and above has increased by almost 20 percent in the last 12 months.

A few areas where the rapid development of AI may outstrip our ability to deal with ethical implications

A summary of 4 key findings regarding technology use in the US. Survey results and their implications are discussed as well as highlights on states that are successful in these areas.

Ho, A. D., Reich, J., Nesterko, S., Seaton, D. T., Mullaney, T., Waldo, J., & Chuang, I. (2014). HarvardX and MITx: The first year of open online courses (HarvardX and MITx Working Paper No. 1). Retrieved from http://ssrn.com/abstract=2381263 The report analyzes in detail the interaction between the students and courses and draws conclusions based on the findings and suggests further research. One of the insights that makes MOOCs quite different than traditional classroom courses is the usage patterns. The authors pointed out that "[n]ew metrics, far beyond grades and course certification, are necessary to capture the diverse usage patterns in the data. A simple comparison of grades and viewed content shows thousands of users who fit a range of profiles. Of particular interest may be those students who accessed substantial course content but did not participate in assessments." (Ho, et al., 2014, p. 3.)

To Marian: I never really paid that much attention to MOOCs until you presented all this information on them. I suppose distance learning and MOOCs are the wave of the future. I am going to have to learn a lot more about MOOCs to understand where higher education may well be going -- at least at the undergraduate level.

Marian: We have an unusual culture where I work. If there is work, it comes with a price. We have many faculty who feel that they need to be paid a lot more to develop in this platform model. 100 students in a course is hard for them to imagine, but much of the grading can be automated. I would like to encourage the use of MOOCs for a few reasons, but I have two that are of value to the education industry. The first is students who are unsure of their educational goals can take advantage of the free or very low cost access to content to see if the path is for them. Second, there seems to be an opportunity for increased enrollment. This is an area that many institutions across the nation are struggling with. Having so much more online availability and larger classes could be part of the solution.

Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas--superintendents, supervisors, principals, teachers, professors of education, and school board members.

Plagiarism is an area of increasing concern for written ChE assignments, such as laboratory and design reports, due to ease of access to text and other materials via the internet. This study examines the application of plagiarism screening software to four courses in a university chemical engineering curriculum.

Abstract - Program assignments are traditionally an area of serious concern in maintaining the integrity of the educa- tional process. Systematic inspection of all solutions for pos- sible plagiarism has generally required unrealistic amounts of time and effort. The "Measure Of Software Similarity" tool developed by Alex Aiken at UC Berkeley makes it pos- sible to objectively and automatically check all solutions for evidence of plagiarism. We have used MOSS in several large sections of a C programming course. (MOSS can also handle a variety of other languages.) We feel that MOSS is a major innovation for faculty who teach programming and recom- mend that it be used routinely to screen for plagiarism.

The purpose of this paper is to determine how students at the University of Regina would like to interact with the library on their mobile devices and how to best construct a mobile site to suit the university community's needs. Design/methodology/approach - A survey was designed to gather feedback from the university community on their use of mobile devices and how they would want to use the library's resources and services via their mobile device. This survey also attempts to better understand how academic libraries can provide effective mobile services. A questionnaire was developed and distributed to several Canadian academic libraries. Its purpose was to discover what other institutions were doing with mobile technologies. Findings - The survey found that 95.4 percent of students that responded to the survey had a smartphone and 75 percent of them used their mobile phone to access the web. The survey indicated that the library catalogue was the most popular resource chosen to become mobile enabled. The questionnaire distributed to other Canadian academic libraries showed that some libraries were designing and building web apps, while others were creating native apps. Originality/value - With the increase of mobile technology availability and the demand for accessible mobile content, it is imperative that libraries examine how they can provide services to their patrons within this medium in order to continue to provide valuable services. Mobile technologies are constantly changing, so continuous assessment in this area is of importance. [Abstract from ProQuest Research Library Database (at ESC)] Link: http://search.proquest.com.library.esc.edu/pqrl/docview/1317291149/816AB54A77F845FAPQ/1?accountid=8067 Nowlan, G. (2013). Going mobile: Creating a mobile presence for your library. New Library World, 114(3), 142-150. doi:http://dx.doi.org/10.1108/03074801311304050

This paper aims to provide quantitative and qualitative data on students' use of mobile devices and to consider the benefit of academic mobile library services to students. Design/methodology/approach - Initial mobile library research included an online survey that attracted 1,716 participants. This was followed up with two discussion groups of six undergraduate and five postgraduate students. The survey followed-on from an earlier survey conducted by the University of Edinburgh's Information Services (IS) in March 2010. Findings - The dramatic growth of smartphone ownership among students in an eight-month period was surprising: a 17 per cent increase between March and November 2010. In addition, 68 per cent of students who plan to change their mobile handset would upgrade to a smartphone. Research limitations/implications - As students were unable to provide feedback on University of Edinburgh's own mobile library services, their feedback is speculative and subject to change. Practical implications - The paper provides evidence for libraries to determine the value of developing their own mobile services. It also demonstrates the proliferation of mobile device usage within the university and library context and indicates which services students would find most useful on a mobile device. Originality/value - The paper provides insight into a rapidly moving area of technology as demonstrated through the research. The increasing use of mobile devices among students is important to acknowledge. The role of the academic library is to embrace changing student behaviour by providing services optimised for mobile devices. [Abstract from ProQuest Research Database (at ESC)] Link: http://search.proquest.com.library.esc.edu/pqrl/docview/888252676/62B2CB0524347BEPQ/1?accountid=8067 Paterson, L., & Low, B. (2011). Student attitudes towards mobile library services for smartphones. Library Hi Tech, 29(3), 412-423. Retrieved from http://search.proquest.com.library.esc.edu/

Although many libraries already offer some type of reference service geared toward people who use mobile devices, they generally focus on the reference transaction and not on some of the broader aspects of service, including availability of content for mobile devices and relationship of the library's services to mobile initiatives on campus. Asking the right questions during the planning process can assist librarians in clarifying their goals for the service, identifying units to work with on campus, and determining whether the service is successful. This is a rapidly developing area and flexibility is key. [ABSTRACT FROM AUTHOR] [Abstract from ESC Academic Search Complete database] Link: http://eds.a.ebscohost.com.library.esc.edu/ehost/detail/detail?vid=22&sid=777400f5-917a-43a0-83b8-26cdc83f8315%40sessionmgr4003&hid=4103&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=49153076&db=a9h Lippincott, J. K. (2010). Mobile Reference: What Are the Questions?. Reference Librarian, 51(1), 1-11. doi:10.1080/02763870903373016

The purpose of this paper is to explore the students' opinion of Jawaharlal Nehru University (JNU), New Delhi, regarding the use and success of mobile technology in the library environment for providing better services by library and their expectations from the library through mobile technology. Design/methodology/approach - A survey was conducted through a well-structured and precise questionnaire circulated personally among 200 students studying in Jawaharlal Nehru University for the academic session 2012-2013. Findings - The majority of students are in favor of using mobile technology for better services, and it is expected by the students that services should be provided to them by libraries through mobile technology. Furthermore, the study also explores the students' opinion on improved services using mobile technology. Research limitations/implications - The geographical area of study was confined to the students of the JNU, New Delhi, purely regarding their opinion on use and success of mobile technology by the library. The research results are limited to this environment only. Originality/value - The paper highlights the students' opinion of JNU regarding the use of mobile technology by the library for better services, and further it also explores the expectations of students from the library through this technology. [Abstract from ProQuest Research Library Database (at ESC)] Link: http://search.proquest.com.library.esc.edu/pqrl/docview/1633960190/D4F687B968B342A3PQ/1?accountid=8067 Kumar, A. (2014). Students opinion about the success of mobile technology in libraries. New Library World, 115(9), 471. Retrieved from http://search.proquest.com/docview/1633960190?accountid=8067

This is an annotated bibliography comparing digitization (i.e., "creating digital surrogates of paper-based sources") as a form of artifact preservation to the preservation of digital resources (i.e., archiving digitally created sources). Articles included in the bibliography share a common idea that institutions need to commit to collaborating if digitization of artifacts is to be completed satisfactorily. Cox (2008) states in the abstract that "archival security is not just about guarding against theft and vandalism; it is about accountability and ethics and the potential challenges to archives and archivists" (p. 12). According to Cottrell (1999), digital archiving "technologies have created new ethical dilemmas in librarianship. Four possible areas of concern are identified: privacy and confidentiality, acquisitions and collection development, archiving and preservation, and deskilling and gender bias" (p. 11).

Feedback for open access in academic libraries. Literature review. For the past nine months, Graham Stone and Jill Emery have been promoting OAWAL: Open Access Workflows for Academic Librarians on a blog site, through Facebook[TM], through Twitter[TM], and at in-person events in both the USA and UK to raise awareness of open access management issues in academic libraries and in an attempt to crowdsource best practices internationally. The in-person meetings used a technique known as the H Form, which can be applied to other areas of academic librarianship. This overview outlines the current project, focusing on feedback received, highlights some of the changes that have been made in response to that feedback, and addresses future plans of the project.