IATUL News Alerts
Wednesday, 29 May 2013 2:53:39 p.m.
Produced by ELI and NMC each year, the Horizon Report describes six areas of emerging technology that will have significant impact on higher education and creative expression over the next one to five years. The areas of emerging technology cited for 2013 are:
Time to adoption: One Year or Less
- Massively Open Online Courses
- Tablet Computing
Time to adoption: Two to Three Years
- Games and Gamification
- Learning Analytics
Time to adoption: Four to Five Years
- 3D Printing
- Wearable Technology
Go to source:
Wednesday, 29 May 2013 2:47:10 p.m.
Providing access to digital resources enables scientists to ask and answer questions in ways they could not in the past. There is increasing interest and research in how to create the infrastructure necessary to support science data and its use, and the field of Earth Science is joining the conversation. As part of a series of domain-specific workshops hosted by EarthCube, a National Science Foundation program, the Cyberinfrastructure for Sedimentary Geology workshop was held on March 25 and 26, 2013 in Salt Lake City, Utah. Representatives from the sedimentary community gathered to discuss cyberinfrastructure issues relating to Earth Science data and the future development of the EarthCube program. During the workshop, participants discussed challenges to conducting scientific research in this domain; identified current resources; and discussed the potential impact of EarthCube on the future of research and pedagogy. Workshops such as this one are important to the field of information and library science, as they offer opportunities for interdisciplinary collaboration. Library professionals have expertise and experience to add to the conversation as EarthCube moves forward.
Go to source:
Wednesday, 29 May 2013 2:47:10 p.m.
A major survey of UK Academics released today examines the attitudes of researchers and practitioners working within higher education. It sheds light on their behaviours, including their reliance on digital technologies, the Internet and open access.
The survey, funded and guided by Jisc and RLUK and conducted on their behalf by the not-for-profit research organisation Ithaka S+R, received 3,498 responses, (a response rate of 7.9%). The survey covers a range of areas from how academics discover and stay abreast of research, to their teaching of undergraduates. How they choose research topics and publication channels, to their views on learned societies and university libraries, and their collections.
Overarching themes are an increasing reliance on the Internet for their research and publishing activities and the strong role that openness is playing in their work. Key findings include:
- Access limitations
- Use of open resources
- The Internet as starting point
- Following one’s peers
- Emergence of e-publications
Wednesday, 29 May 2013 2:45:12 p.m.
Each time a teacher or a learner interacts with an Open Educational Resource (OER), these interactions produce data. This "interaction data" includes "artifact data" routinely captured during any online interaction by Web server logs (e.g., users' browsers, users' IP addresses) and "social data" created during Web 2.0-style interactions with resources (e.g., tags, comments, ratings, favorites). Interaction data can serve a number of purposes in a period of increased interest worldwide in OERs quality and uptake. First, interaction data is a valuable source of analytics about OERs and typical audience profiles. Second, combined with metadata, interaction data can enhance searching, ranking, and recommendations of learning resources. However, obtaining this data is not always easy since OERs, in particular, are generally dispersed among different systems where the interactions between resources and their users take place. This paper describes approaches to unlocking, collecting and aggregating this interaction data.
Go to source:
Wednesday, 29 May 2013 2:33:44 p.m.
ARL has published Research Library Issues (RLI) no. 280, which features articles on open educational resources (OERs) as an alternative to traditional textbooks, ARL's e-book licensing effort, and research library trends as shown by the ARL Statistics. A pre-publication version of the article about OERs was released earlier this year.
Wednesday, 29 May 2013 2:27:00 p.m.
Open educational resources (OER) are learning and teaching materials, freely available online for anyone to use. Examples include full courses, course modules, lectures, games, teaching materials and assignments. They can take the form of text, images, audio, video and may even be interactive.
Teachers, learners and the general public can access and make use of open educational resources, irrespective of their location or affiliation with any particular institution. Open educational resources are shared via the websites of education providers and through public services like i-Tunes U
Individuals and organisations can create and share their own open educational resources. Once released, the resources can be used by a learner, reused by a teacher, remixed with other resources or repurposed to create new educational materials. While it is not essential to embrace all aspects – release, use, reuse and repurposing – involvement with one aspect tends to lead naturally to another.
Releasing open educational resources is not simply about putting learning and teaching material online; it involves making the material available in a genuinely open way. Creative Commons or similar licenses are used so that the creator of the resources can retain copyright, while others can copy, distribute, and make some uses of their work.
Go to source:
Wednesday, 29 May 2013 2:22:52 p.m.
Ithaka S+R US Faculty Survey has focused since its inception on capturing an accurate picture of faculty members' practices, attitudes, and needs. In the fifth triennial cycle, fielded in fall 2012, the survey focused on research and teaching practices broadly, as well as the dissemination, collecting, discovery, and access of research and teaching materials. Findings from this cycle of the Ithaka S+R US Faculty Survey will provide colleges and universities, libraries, learned societies, and academic publishers with insight into the evolving attitudes and practices of faculty members in the context of substantial environmental change for higher education.
The development of the 2012 questionnaire was guided by an advisory committee of librarians, publishers, policy makers, and a scholarly society executive. The overall project was supported by some 20 colleges and universities, learned societies, and publishers / vendors.
Major topics covered by the survey include:
- Research processes
- Teaching practices
- Scholarly communications
- The library
- Scholarly societies
In addition to the report of findings which is available for download, the underlying dataset is being deposited with ICPSR for preservation and access.
Go to source:
Friday, 17 May 2013 3:35:01 p.m.
The International Association of Scientific and Technological University Libraries is calling for interested and qualified candidates to serve on its board of directors.
IATUL is looking for candidates to represent the Americas on its board of directors, the executive body of IATUL responsible for the further development of the association.
According to the IATUL constitution ordinary and affiliated members may propose representatives for election. Nominations shall name the candidate and shall show evidence of the candidate's consent. The nomination must have a proposer and seconder, who must both be official representatives of a member institution. The decision as to who shall be invited to join the board will be made by the board and presented to the general assembly for approval at the annual conference. New board members will be expected to take up their office on the 1 January of the following year. Members of the board are elected for a term of three years, and shall be eligible for immediate re-election to one additional term.
Candidates are expected to take an active part in the endeavours of the IATUL Board of Directors, especially by attending board meetings and taking on responsibilities related to assigned tasks and roles on the board.
Nominations may be sent to the IATUL office (email@example.com
) by the end of June 2013 and name the candidate, who must be the official representative of his or her institution. Please use the nomination form attached.
On behalf of the IATUL Board of Directors
Wednesday, 27 March 2013 10:05:51 a.m.
SPARC has released a new community resource for research funders entitled, “Implementing an Open Data Policy”. This primer addresses key issues that these organizations encounter when considering the adoption and implementation of an open data policy. The guide covers big-picture topics such as how to decide on the range of activities an open data policy should cover. It also delves into areas of very specific concern, such as options for where data can be deposited, and how privacy and other concerns can be managed.
SPARC has worked with funding organizations with increasing frequency on a number of fronts recently, as interest in open access and open data has continued to grow. The genesis of this interest is twofold. First, many funders invest in research in order to speed the pace of scientific discovery, encourage innovation, enrich education, and to enhance the public good. These funders recognize that one way to attain these goals is to make their research outputs - and their supporting data - available as quickly and as openly as possible. Second, both open access and open data offer very real practical benefits for these organizations. Many of these research funders rely on private contributions to support our activities. Disseminating research outputs and data in a highly visible manner promotes sharing, discussion, and encourages follow-up science. It’s a clear way to demonstrate the effective use and stewardship of the funds entrusted to the organization.
Go to source:
Wednesday, 27 March 2013 10:04:16 a.m.
JISC’s Ben Showers sends a message from the future explaining library systems in 2020 and offers advice on improving the student experience.
Increasingly, the distinction between services provided by libraries and the technologies of companies like Microsoft, Amazon and Google, are blurring or disappearing entirely. For users there is no distinction. The expectations of students using library services are measured against the services they receive from these corporate providers. For libraries (and the wider university or college) to meet and exceed expectations, the library needs to learn from and use the tools and techniques so effectively employed by these companies.
Go to source: http://www.jisc.ac.uk/inform/inform36/LibrariesOfTheFuture.html
Page 1 of 39