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Digital Fair

U-Spatial: Support for Spatial Research

  • Francis Harvey, Associate Professor, Geography, Environment and Society; U-Spatial Director, fharvey@umn.edu
  • Len Kne, U-Spatial Associate Director, U-Spatial, lenkne@umn.edu
  • Agata Miszczyk, Research Assistant, U-Spatial, miszc001@umn.edu

U-Spatial provides support for spatial research. Specifically, U-Spatial helps eliminate duplication and fragmentation of scientific resources, and provides a framework of data, equipment, expertise, and resources that benefits all researchers working with spatial related sciences and creative activities. The need for infrastructure support for the spatial sciences and creative activities has been apparent for some years, but the opportunity to build a broad-based infrastructure across traditional disciplinary and college boundaries has come much more recently. (uspatial.umn.edu)

Best Practice Resources for eLearning: Quality Matters, eLearning Toolkit, Sloan Quality Scorecard, and the Digital Campus

  • Susan Engelmann, Associate to Director, Office of eLearning, susane@umn.edu
  • Sandra Ecklein, eLearning Analyst, Office of eLearning, sandra@umn.edu
  • Larry Coyle,  eLearning Specialist, Office of eLearning, ldc@umn.edu

The Office of eLearning, part of the newly created Provost’s Center for Educational Innovation, will feature national and U of M resources that faculty, staff, and graduate students can use to learn about best practices for the design and development of blended and online learning. Quality Matters is the nationally recognized rubric used to evaluate the design of online and blended courses. Sloan’s Quality Scorecard provides a comprehensive method for assessing readiness in delivering online courses and programs. The eLearning Toolkit and Digital Campus Just for Faculty resources provide access to local resources for faculty and U of M academic units. (digitalcampus.umn.edu/faculty)

Why Should an Academic Use Twitter?

  • Chris Cramer, Professor, CSE and Department of Chemistry, cramer@umn.edu

The social media tool Twitter offers many opportunities for academics to enhance their teaching, scholarship, and public engagement, both within and outside of one’s home institution. I’ll discuss my own experience as well as success stories I’ve observed from others. (https://twitter.com/ChemProfCramer)

Toward Digital Diasporas: The Case of Somali Youth

My dissertation research explores how digital technology and social media engage immigrant and refugee youth in documenting their histories. I examine two digital archival projects developed at the University of Minnesota with undergraduate and graduate students, faculty and staff. “Minnesota 2.0” is an archive of Hmong, Mexican, and Somali Facebook group discussions and “Sheeko: Somali Youth Oral Histories” is a video collection of interviews with Somali youth between the ages of 18-26 in Minneapolis and London. I argue that digital technologies facilitate collaborative, community-engaged research and scholarship. (www.ihrc.umn.edu)

Connect Online Learning Environments for Writing: With these tools, students don’t have to write alone.

  • Colleen Manchester, Assistant Professor, Carlson School of Management, cmanch@umn.edu
  • Joe Moses, Senior Lecturer, Department of Writing Studies, moses004@umn.edu
  • Amie Norden, Instructional and Learning Technologies, Carlson School of Management, anorden@umn.edu

Learn how to combine Moodle tools and Google Apps for Education to support these learning outcomes for student writers: Improved productivity/Improved quality/Progress tracking/Timely completion/Culture of writing/Project ownership/Positive writing experience (https://ay13.moodle.umn.edu/course/view.php?id=2880)

eMargin: Moodle-Supported Text Annotation

Reporting on the actual utility of eMargin, a Moodle plug-in that enables student annotation of texts. eMargin is “designed to offer a digital equivalent of the marginalia associated with the academic study of texts, from underlining and colour-coded highlighting, to notes and comments on particular parts of the page.” (http://emargin.bcu.ac.uk/)

Research Data Management and Curation Services from the University Libraries

  • Lisa Johnston, Co-Director of the University Digital Conservancy – University Libraries, ljohnsto@umn.edu

The University Libraries are here to assist you with research data management issues through best practices, training, and services to address data sharing and preservation issues. We offer consultation and expert advice on writing data management plans (now required by some granting agencies) and a free Certificate Training program in Data Management aimed at graduate students. This poster describes the tools and solutions for the creation, storage, analysis, dissemination, and preservation of UMN-created research data that are now offered by the libraries. (https://www.lib.umn.edu/datamanagement)

University Digital Conservancy: The Digital Home for Theses & Dissertations at the University of Minnesota

  • Erik Moore, University Archivist & Co-Director, University Digital Conservancy, moore144@umn.edu

The University Digital Conservancy is the University of Minnesota’s institutional repository and provides access to scholarship, presentations, and data created by the University community. In this role the Digital Conservancy serves as the official and permanent home for theses and dissertations at the University. Benefits of the service include open access to your thesis/dissertation, enhanced discoverability and return results in Google Scholar, a permanently accessible link for citations, statistics on use, and long-term digital preservation of the work. The Digital Conservancy accepts a variety of file formats and can provide expert advice on how to manage associated data and supplementary files. (http://conservancy.umn.edu)

Fugitive Bits: Preservation and Access of Electronic Historical Records

  • Lara Friedman-Shedlov, Description Archivist, Kautz Family YMCA Archives, University Libraries, ldfs@umn.edu
  • Carol Kussmann, Digital Preservation Analyst, Digital Preservation and Repository Technologies, University Libraries, kussmann@umn.edu
  • R. Arvid Nelson, Archivist, Electronic Records Strategist, Charles Babbage Institute, University Libraries, nels0307@umn.edu

Increasingly, historical records traditionally collected, preserved, and made accessible by the Archives and Special Collections (ASC) department exist only in digital form. The Libraries are working to increase our capacity to manage this material and make it available for research. In the process, we need to acquire new tools and technologies and develop new workflows.

This poster describes some of the types of materials the ASC is working with, questions that need to be asked, as well as the tools and developing workflows needed to process, preserve, and make electronic records available to researchers and other users.

DASH: Digital Arts + Sciences + Humanities

  • Justin Schell, Digital Humanities Specialist, University of Minnesota Libraries, schel115@umn.edu

In this presentation I will discuss the emerging digital tools and methods that DASH focuses on, including data and text mining, mapping, crowdsourcing, data visualization, critical code studies, and more. In addition, I will highlight the community-building efforts that DASH does to connect those who use these tools and methodologies on campus. (www.lib.umn.edu/dash)

A River Atlas, Mapping the Mississippi and a Sense of Where You Are

River Life’s River Atlas is a searchable, curated collection of the people, places, and projects of significance on our home river and around the world. The River Atlas is developed with free (or nearly free) tools, and is flexible, exportable, robust, and deliverable to almost all platforms and devices in current use. (http://riverlife.umn.edu/river-atlas)

Text messaging as feedback tool in a large-lecture mathematics course

  • Bryan Mosher, Director of Undergraduate Studies, School of Mathematics, mosher@umn.edu

Sequences, Series, and Foundations is a mathematics course that serves as a transition from calculus to upper-division mathematics and is taken by about 180 students per semester. The large class size and the increased rigor of the course inhibit students from asking questions during lecture. This presentation is a progress report on the continuing use of text messaging as a tool for increasing the number and quality of questions from students in and out of the lecture for this course. (www.math.umn.edu/~mosher)

Redesigning a Masters Program to Integrate Personalized Learning Networks (PLNs)

  • Ann Hill Duin, Professor & DGS, Writing Studies,  ahduin@umn.edu
  • Joe Moses, Senior Lecturer and Assistant DGS, Writing Studies, moses004@umn.edu
  • Abram Anders, Assistant Professor, UMD, Labovitz School of Business and Economics, adanders@d.umn.edu

Personal Learning Networks (PLNs) frame an intentional online strategy for developing social and technical networks in support of lifelong learning and professional development. In this presentation we outline qualities of networked learning, present example PLNs, and share how we have used these concepts for redesigning tools in support of masters students. In short, use of PLNs increases connectedness among learners, professionals, and the broader community. (http://z.umn.edu/pln)

Is it “Just Data”? - Data in the Age of Digital Scholarship

  • Alexander Fink, PhD Student, Youth Studies, School of Social Work; HASTAC Scholar

This session is meant to spark thinking about corresponding shifts in the definitions, uses, and creation of “data” in the digital age, with the goal of lodging the capacities to use data ethically into digital capacity building for graduate education. This presentation will briefly present a framing of these alternative views of data, offer some examples to draw out new tensions, and pose questions to the work of building digital capacity in graduate education where data is concerned. (http://bit.ly/DataInTheDigitalAge)

MOOCs and the International Student Experience

MOOCs have attracted millions of international students, accounting for the majority of MOOC participants. Through a series of surveys, various online focus groups, and interviews, this presentation highlights international student’s perspectives on MOOCs while overviewing common opinions about MOOCs potential for international students and characteristics of participants according to our study. While open courses are available to anyone with an Internet connection, additional barriers limit greater participation. International students were also on average more likely to complete a MOOC successfully, and express greater interest in continuing their education with the MOOC provider and the university.

The Minnesota Digital Library and the Digital Public Library of America

  • Jason Roy, Director, Digital Library Services, University Libraries, jasonroy@umn.edu

A poster highlighting the role of the Minnesota Digital Library, a statewide collaboration of over 160 cultural institutions, in support of the Digital Public Library of America. The DPLA brings together the riches of America’s libraries, archives, and museums, and makes them freely available to the world. (http://dp.la)

Ojibwe People’s Dictionary

  • Jason Roy, Director, Digital Library Services, University Libraries, jasonroy@umn.edu

The Ojibwe People’s Dictionary is a searchable, talking Ojibwe-English dictionary that features the voices of Ojibwe speakers. It is also a gateway into the Ojibwe collections at the Minnesota Historical Society. Along with detailed Ojibwe language entries and voices, you will find beautiful cultural items, photographs, and excerpts from relevant historical documents. Whenever possible, we provide examples of documents in the Ojibwe language. This resource was funded by the Arts & Cultural Heritage Legacy Amendment and is a collaboration between the Department of American Indian Studies, University Libraries, and the Minnesota Historical Society. (http://cla.umn.edu/ais/undergraduate/dakota-ojibwe-language-programs/ojibwe-language-program)

Digital Course Packs

  • Treden Wagoner, Academic Technologist, CEHD Academic Technology Services, twagoner@umn.edu
  • Danika Stegeman, Electronic Reserves Coordinator, U of M Libraries, steg0049@umn.edu

Course materials such as textbooks and course packs are becoming increasingly expensive for students, and faculty are presented with increasingly confusing options for incorporating relevant content into their courses. How can libraries help? This poster presentation discusses the Digital Course Pack project at the University of Minnesota, the goals of which are to streamline the course readings creation process for instructors, integrate library content into course curriculum, present materials in the campus course management system (Moodle), include royalty-based readings when necessary, and save students money. (https://www.lib.umn.edu/services/dcp)

Digging in Papyri in a Digital Age

  • Philip Sellew, Professor, Classical and Near Eastern Studies, psellew@umn.edu
  • Jessica Shao, PhD Student, Classical and Near Eastern Studies, shaox111@umn.edu

Report on work in progress involving crowd-source transcription of digitized images of ancient documents mounted on the Web. These are remnants of daily life in Egypt in Greek and Roman times - letters, tax receipts, land leases, sales contracts and the like. We are especially interested in uncovering the fabric of lives lived by ordinary residents of Egyptian towns under Roman rule, many of whom convert to the new religion Christianity.

Sparking, Engaging, and Capturing Video-based Group Discussions in Online Education

This presentation will examine the missing elements of student interaction in fully online classrooms; the differences in student interaction in hybrid classrooms; and how using video-based communication tools, such as Flipgrid, can boost community and social presence for both. In addition, we will discuss how Flipgrid can be used to create an informal space for interaction in any learning environment (including face-to-face classrooms) by extending discussion beyond the classroom. (http://flipgrid.com)

Exploring the Zooniverse: Research with Crowdsourced Data

Crowdsourcing is a trending term these days that generally refers to problem solving through the “wisdom of the crowd” typically via tasks posted on the internet - literally outsourcing to the crowd. While crowdsourcing has caught fire in the business community, how can it be used in higher education and research?

The Zooniverse is an online citizen science platform enabling over one million people world-wide to crowdsource solutions to research problems. Find out about how researchers at UMN work with the data from these Zooniverse projects, making discoveries in fields as diverse as astronomy, ecology and digital humanities; and how we are piloting the use of these projects in the classroom. (zooniverse.org)

Teaching with Moodle

  • Lauren Marsh, Academic Technology Consultant, Academic Technology Support Services, lauren@umn.edu

Learn about resources available in support of course design and teaching in Moodle. Got a question about teaching with Moodle? Ask an academic technology consultant! (http://www.oit.umn.edu/academic-support/)

Development of a Graduate Level Cross-Institutional Course to Foster an Understanding of Translational Sciences

With diminishing resources and the need for institutional expertise, it is challenging to offer high-quality graduate coursework for small numbers of students within programs of a limited size. Developing collaborative courses through a consortium has the potential to solve this problem by leveraging online technologies to connect faculty content experts and student learners. In this session, the design, implementation, and outcomes of a Topics in Translational Science course developed between the Universities of Pittsburgh, North Carolina, and Minnesota will be presented.

Academic Technology Services at the University of Minnesota

  • Keith Brown, Academic Technology Consultant, Academic Technology Support Services, brown299@umn.edu

Are you interested in using technology to advance your teaching, learning and research goals? Learn about campus-based support and resources for digitally rich academic efforts at the University of Minnesota.

My Experience with MOOCs

  • Michael Oakes, Associate Professor, Division of Epidemiology & Community Health, oakes007@umn.edu

This presentation will discuss my experience developing and running MOOC on Social Epidemiology in the early summer of 2013. I view MOOCs not as replacements for classroom teaching, but rather somewhat interactive digital textbooks for (hopefully) the whole world to see and enjoy. I dream that universities will be evaluated by their research and teaching, including MOOCs, instead of football team rankings.

Shaping Classroom Policies to Support (Wise) Use of Personal Devices for Learning

  • Ilene Dawn Alexander, Learning & Teaching Consultant, Center for Teaching and Learning, alexa032@umn.edu

Once you’ve determined that you want to incorporate technology tools to support teaching and learning in your course and classroom, how will you develop course and classroom policies related to classroom climate and academic integrity, to accessibility and privacy? This presentation focuses on key questions, select resources, and sample policy statements. (http://morelearning4morestudents.com)

Twitter & Technology in Higher Education: Revisiting Rogers & the Technology Acceptance Model

This project engaged University of Minnesota instructors in exploring Twitter as a tool for teaching and learning. Qualitative data collected from focus groups during the project helped elicit some common concerns and sense of opportunity that arose as instructors explored the tool. The data also allow us to revisit more general models of technology adoption and technology acceptance and apply them with greater nuance to higher educational contexts. The results go beyond Twitter itself, and center more broadly on “essential attributes” that instructors find desirable in technologies used for teaching and learning. (http://www.tc.umn.edu/~alink)

Imagination, Interaction, and Reflection in Online Discussion Forums

The presenter will describe his use of storytelling, role playing, and low stakes reflective writing in the online environment in order to illustrate how Moodle can be used to encourage students to engage creatively with course content and with each other. Examples will be drawn from both online and face-to-face courses in the Preparing Future Faculty curriculum and will include excerpts of student reactions to the various strategies