One of my main research interests focuses on information perspectives of digital volunteering in humanitarian aid. My work with colleagues Dr. Nina Laurie, Chair in Development, Newcastle University, UK and Dr. Matt Baillie-Smith, Professor of Development, Northumbria University, UK concerns international medical volunteering. Cross-disciplinary collaboration (medical, geography, sociology and information science) is urgently needed to better understand global health volunteering. My expertise in crisis information management helped my colleagues (mentioned above) to identify a gap in their work and, as a result, we have discussed ways in which we can take forward a joint agenda on information/knowledge sharing and digital volunteering in international development settings.
Our analysis of the data culled from the #hyperlibMOOC experience continues. As part of the dissemination, I was very happy to co-author an exploration of large scale learning environments with our research assistant and SJSU SoI graduate Margaret Campbell, Teacher Librarian, Twin ridges Elementary School District, Nevada County, San Jose, California, in the Spring/Summer 2015 issue of the Queen’s University Education Letter.
As part of the Library 2.015 Conference the SJSU iSchool sponsored the first annual Spring Summit, the Emerging Future: Technology and Learning, on April 30. During the half-day event three expert panels along with more than 400 participants explored the rapid advances in technology and learning models.
Thomas Schween approached me about being his LIBR 298 supervisor during spring semester. I heartily agreed since his topic was of great interest to me. I wanted to post something to the CIRI blog because I want my colleagues and other SJSU/School of Information students to see the value and benefits in working with a student on a 298 Special Studies.
After being an online instructor for nearly 13 years with a wealth of anecdotal “evidence” to suggest strategies for engaging students in active learning, I was part of an investigative team that conducted a comparative research study using the Community of Inquiry (COI) survey. The results of the study provided data to suggest that teaching presence–one of the elements in the COI–has a positive effect on learning outcomes and student satisfaction in online courses.
A couple of months ago I gave a talk at SJSU Gateway PhD students’ virtual residency about how to set the research agenda. To prepare for that talk, I looked back in the past 11 years and thought about how I have been planning, conducting and disseminating my research since I was a doctoral student. I was able to summarize a few useful (hopefully) tips from my experience and share them with our PhD students. I’m posting them here too.
The movement of administrative systems towards cloud-based solutions is swift and institutions are struggling to understand, train, staff and support appropriately. Enterprise Resource Planning (ERP) systems are found throughout government and commercial enterprises and, in higher education, take shape as the financial, human resources and student systems that help administer the business of the university. For example, the ERP on a college campus is the software used in Admissions, Financial Aid, Student Records, Student Accounts as well as the self-service functionality which students use to view grades, apply/accept financial aid, review account balance, run degree progress reports, request official transcripts, and so forth.
I had the pleasure of attending the recent ALISE conference to participate on a juried panel called “From Research to Practice: Transforming LIS Professionals into Self‐Confident Leaders.” The panel co-presenters were Maria Otero-Boisvert and Mary-Jo Romaniuk, both from the San José Gateway PhD program, with iSchool Professors Emiriti, Ken Haycock, and Bill Fisher providing introductions and moderation.
As many of you know, I teach LIBR 254 Information Literacy and Learning almost every semester. Between 2007 and 2013 this class was called LIBR 287 Information Literacy, and about a year ago I went through the process to get the class its own number. This class is designed to teach aspiring information professionals to teach others how to find, use, and evaluate information efficiently.
This semester I taught a new course: LIBR 284: Tools, Services, and Methods for Digital Curation. Throughout the semester my students were immersed in ways to manage data and digital objects over the course of their lifecycle, to ensure they remain understandable, accessible, and useable over time. Web archiving is one way to do exactly that, but why is it necessary? Here’s a sobering reason, from Brewster Kahle (founder of the Internet Archive): “The Web was not designed to be preserved. The average life of a Web page is about 100 days.”