Tilting at Windmills: Policy Battles Won, Lost or Long Since Forgotten, 2015

http://deepblue.lib.umich.edu/bitstream/2027.42/117519/1/2015 Tilting at Windmills.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/117519/2/2015 Tilting at Windmills_bhl-c8a06335.pdfDescription of 2015 Tilting at Windmills.pdf : OriginalDescription of 2015 Tilting at Windmills_bhl-c8a06335.pdf : Preservation versio

Tilting at the Windmills: Policy Battles Won, Lost, or Long Since Forgotten

http://deepblue.lib.umich.edu/bitstream/2027.42/114394/1/2015 Tilting at Windmills.pd

Call Number

Call Number is a twice yearly (spring and fall) magazine of the College of Information at the University of North Texas. The periodical contains information about professors, news in the departments, and the school's alumni

NMC Horizon Report: 2017 Library Edition

What is on the five-year horizon for academic and research libraries? Which trends and technology developments will drive transformation? What are the critical challenges and how can we strategize solutions? These questions regarding technology adoption and educational change steered the discussions of 77 experts to produce the NMC Horizon Report: 2017 Library Edition, in partnership with the University of Applied Sciences (HTW) Chur, Technische Informationsbibliothek (TIB), ETH Library, and the Association of College & Research Libraries (ACRL). Six key trends, six significant challenges, and six developments in technology profiled in this report are poised to impact library strategies, operations, and services with regards to learning, creative inquiry, research, and information management. The three sections of this report constitute a reference and technology planning guide for librarians, library leaders, library staff, policymakers, and technologists

Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge

Given the abundance of open education initiatives that aim to make educational assets freely available online, the time seems ripe to explore the potential of open education to transform the economics and ecology of education. Despite the diversity of tools and resources already available -- from well-packaged course materials to simple games, for students, self-learners, faculty, and educational institutions -- we have yet to take full advantage of shared knowledge about how these are being used, what local innovations are emerging, and how to learn from and build on the experiences of others. Opening Up Education argues that we must develop not only the technical capability but also the intellectual capacity for transforming tacit pedagogical knowledge into commonly usable and visible knowledge: by providing incentives for faculty to use (and contribute to) open education goods, and by looking beyond institutional boundaries to connect a variety of settings and open source entrepreneurs.These essays by leaders in open education describe successes, challenges, and opportunities they have found in a range of open education initiatives. They approach -- from both macro and micro perspectives -- the central question of how open education tools, resources, and knowledge can improve the quality of education. The contributors (from leading foundations, academic institutions, associations, and projects) discuss the strategic underpinnings of their efforts first in terms of technology, then content, and finally knowledge. They also address the impact of their projects, and how close they come to achieving a vision of sustainable, transformative educational opportunities that amounts to much more than pervasive technology.Contributors:Richard Baraniuk, Randy Bass, Trent Batson, Dan Bernstein, John Seely Brown, Barbara Cambridge, Tom Carey, Catherine Casserly, James Dalziel, Bernadine Chuck Fong, Richard Gale, Gerard Hanley, Diane Harley, Mary Huber, Pat Hutchings, Toru Iiyoshi, David Kahle, M. S. Vijay Kumar, Andy Lane, Diana Laurillard, Stuart Lee, Steve Lerman, Marilyn Lombardi, Phil Long, Clifford Lynch, Christopher Mackie, Anne Margulies, Owen McGrath, Flora McMartin, Shigeru Miyagawa, Diana Oblinger, Neeru Paharia, Cheryl Richardson, Marshall Smith, Candace Thille, Edward Walker, and David WileyAbout the Editors:Toru Iiyoshi is Senior Scholar and Director of the Knowledge Media Lab at the Carnegie Foundation.M. S. Vijay Kumar is Senior Associate Dean and Director of the Office of Educational Innovation and Technology at MIT

Proceedings of the 12th International Conference on Digital Preservation

The 12th International Conference on Digital Preservation (iPRES) was held on November 2-6, 2015 in Chapel Hill, North Carolina, USA. There were 327 delegates from 22 countries. The program included 12 long papers, 15 short papers, 33 posters, 3 demos, 6 workshops, 3 tutorials and 5 panels, as well as several interactive sessions and a Digital Preservation Showcase

Proceedings of the 12th International Conference on Digital Preservation

The 12th International Conference on Digital Preservation (iPRES) was held on November 2-6, 2015 in Chapel Hill, North Carolina, USA. There were 327 delegates from 22 countries. The program included 12 long papers, 15 short papers, 33 posters, 3 demos, 6 workshops, 3 tutorials and 5 panels, as well as several interactive sessions and a Digital Preservation Showcase

The Lived Experiences of 24/7 Connectivity on Secondary Educators

Student access to the Internet has dramatically increased during the first decade of 2000. A recent study indicated that over 85% of US teens have regular access to a cell phone (Rideout et al., 2010). The cell phone coupled with an Internet plan has created the smart phone. This technology allows students to decide when and where they want to learn. This new connectedness has created a new phenomenon for classroom teachers; the ability to connect with their students in a 24/7 environment. This phenomenological study explored the lived experiences of five urban/suburban teachers in the Metro-Milwaukee area who routinely connect with kids 24/7 for educational purposes to examine what the impact of this phenomenon has on the teachers. The significance of this study was to shed light on the experiences of teachers who use technology to teach students when and where the students are ready to learn. There has been little or no research on this phenomenon given the newness of the technology. The teachers\u27 stories shed light on their experiences using a variety of software products to connect with students in an effort to increase student engagement and achievement. This study examined five high schools and is not generalizable to all high schools. The findings of this study revealed that teachers and students find a benefit to being able to connect with each other outside of the traditional classroom. Five themes, Connections; Firm Boundaries; Support - Administrative and Technological; Staff Development Needed; and The Evolving Classroom, and seventeen sub-themes were explored to determine implications for practice. Six implications for practice were identified: establishment of boundaries, time commitment needed, administrative and technological support, effective and meaningful staff development, curriculum development, and policy development. The study concludes with a list of recommendations for administrators and teachers who wish to explore opportunities to connect with students in a 24/7 learning environment