Transcript Dynamic Diagrams Design for Understanding

Shall We Dance?
Issues & Opportunities in collaborativelydeveloped networked information
Michael Roy,
Director of Academic Computing Services & Digital Library Projects
Wesleyan University
[email protected]
1
July 17, 2015
"It took only twenty five years for the
overhead projector to make it from the
bowling alley to the classroom. I'm
optimistic about academic computing;
I've begun to see computers in bowling
alleys."
--George Landow
Hypertext: The convergence of contemporary critical
theory and technology, 1991
2
July 17, 2015
3
July 17, 2015
Overview
›
›
Framework for thinking about collaboration
4 collaborative projects (3 of them from
NITLE schools)
•
•
•
•
›
ArtSTOR
REALIA
IDEAS
LoLa Exchange
Issues, opportunities, and challenging
alternative models for strategizing about
networked information
4
July 17, 2015
Who are we in this room?
supporters of supporters
supporters
casual users
power users
contributors
organizers
5
July 17, 2015
Framework for thinking about collaborative ventures
•
•
•
•
•
•
•
•
•
•
•
Is it relevant to my campus?
Where did the idea come from?
Who is using it?
How are they using it?
How are they assessing it?
How big is it?
How big will it be?
What is the (business) model for sustainability?
Is it of high quality?
How does one get rewarded for contributing?
How much does it cost? (Money, Support time, Development Time,
Faculty time)
• Do the tools for manipulating the content work in a variety of
educational settings?
• How does it integrate into the general computing environment?
6
July 17, 2015
7
July 17, 2015
ArtSTOR
›
›
›
›
Who: Mellon/Ithaka
What: Hundreds of thousands of highquality digital images, and software to work
with those images (pan, zoom, compare,
work-offline)
Where: www.artstor.org
Why: To provide a means for colleges and
universities to deliver high-quality images to
their students in a cost-effective manner
8
July 17, 2015
ArtSTOR & NITLE
›
›
›
›
›
Seminars
Use-cases
Visual literacy
Digital Asset Management Strategies
Faculty reception of tools and content
9
July 17, 2015
10
July 17, 2015
Introduction to Realia
›
›
›
Who: ACS, ACM, GLCA
What: REALIA: Rich Electronic Archive for
Language Instruction Anywhere, Database
developed through a collaboration of faculty,
librarians and technologists from Global
Partners institutions. (+/- 1,000 images)
Where: http://www.realiaproject.org
11
July 17, 2015
Rationale for Realia
Why:
•Strong mandate from language faculty
•Generation of visually-oriented students
•Authentic materials best promote cultural literacy
•Serves a multiplicity of student learners: images
can serve at all levels of language instruction, in
culture courses, in preparation for study abroad
programs
12
July 17, 2015
Realia Philosophy
›
Archive significant images with cultural
information and pedagogical suggestions
›
Ensure quality through
peer-review and editorial
assistance
›
Capture the present while
preserving the past
›
Free for educational use
13
July 17, 2015
14
July 17, 2015
IDEAS
Who: Colorado College, Earlham College, Lake
Forest College, St. Olaf College
What: IDEAS Project: Image Database to
Enhance Asian Studies (1,300 images)
Where: http://ideas.midwest-itc.org/
How: ContentDM, MITC-support
15
July 17, 2015
What can I do with IDEAS?
›
›
›
›
›
›
›
Search by keyword: e.g., buddha, rice, "Great Wall"
Use a clickable map to find all the images for a particular country
Limit your search to a particular IDEAS collection (i.e., CC's
Japanese Religions collection, Lake Forest's Indian Religions
collection, etc.)
Do an advanced search to find words in particular metadata fields,
or to do more complex combined searches
Eventually the IDEAS Topic search will help people find images
around a small "controlled vocabulary" of subject headings.
In the classroom: choose a group of images ahead of time and
save to "My Favorites"; use these images to illustrate a lecture.
As an assignment: have students choose images around a topic
and write or present on those images.
16
July 17, 2015
How does IDEAS work?
›
›
›
ContentDM: IDEAS uses the digital collection management software
CONTENTdm to store all the images and data, and to create the
web interface for the database.
Metadata document: It is impossible to find images in a database
unless they have good "metadata," or descriptive information. The
more uniform and accurate that metadata, the easier it should be for
people to find things in the database.
MITC support: MITC, the Midwest Instructional Technology Center,
has supported the project all along, funding the meetings, licensing
CONTENTdm, hosting the web site, paying for student assistants,
etc. They have also supplied expertise through their personnel,
particularly Manuel Rendon and Alex Wirth-Cauchon.
17
July 17, 2015
What are the future plans for IDEAS?
›
›
›
›
Refine the search and display of the website.
Refine the metadata standard to ensure accurate, consistent
descriptions of images.
Add more images.
Work with faculty to understand how to make this a better tool for
classroom use.
18
July 17, 2015
19
July 17, 2015
LoLa Exchange
›
Who: Wesleyan, Connecticut College,
Trinity College, and other NE schools
›
What: learning object referatory (40 items)
›
Where: http://www.lolaexchange.org
›
Why: Make Learning Objects and their uses
more widely known
20
July 17, 2015
22
July 17, 2015
LoLa Editorial Process
Music.lolaexchange.org
Paid
Cataloger
Music
Editors
General editor
Interested
Unpaid
User
InfoLit
Editors
Infolit.lolaexchange.org
General
Editors
23
July 17, 2015
LoLa Architecture
Google scholar
merlot
worldcat
lola
dspace
oai
metalib
blackboard
24
July 17, 2015
Federated Search Architecture
Google scholar
merlot
cms
worldcat
Fed search
(metalib)
lola
realia
ideas
artstor
25
July 17, 2015
Challenge: Discovery
26
July 17, 2015
Challenge: Metadata
›
›
›
›
›
›
Semantic search
Folksonomies (e.g flickr)
Google
Google images
Trove.net (RLG)
Lionshare (p2p)
Is metadata worth all the trouble? What value
does it really add? Who has time to create
it?
27
July 17, 2015
Get current design
28
July 17, 2015
Over the last decade, American higher education has
created a doughnut IT infrastructure: all periphery and no
center. We have invested in the machinery but not in the
teachers and the scholars to make that machinery
worthwhile in the classroom and in scholarship. The
massive investment in networks and computers will not
pay off until we fill in the hole, until we work together to
create content.
From “Why IT Has Not Paid Off As We Hoped (Yet)”
By Edward L. Ayers and Charles M. Grisham
EDUCAUSE Review, vol. 38, no. 6 (November/December 2003): 40–51.
29
July 17, 2015
Thanks!
›
›
›
Slides (including references) at
http://mroy.web.wesleyan.edu/talks/nitle-oregon05/
Reach me:
Michael Roy
[email protected]
30
July 17, 2015