EDUCAUSE Day 1
Neely:
Basic information (commercial?) about Sun which I didn’t know—including a good thing to think about when you are planning to acquire something: what is the barrier to exit? Will you be stuck?
He attributed quote, but I didn’t get to whom: Open source is like a free puppy: now what do you do with it?
Good distinction between “the science of teaching and the art of teaching”—one is easier to do with technology?
Leveraging Guest Accounts:
https://weblogin.umich.edu -- they teach students to always look for url if they are being asked to log in
After implementing portal, they realized they needed guest accounts (more for outsiders who were collaborators than walkins). Looked at user account continuum, from unaffiliated to applicants/visiting scholars to alumni to faculty/staff to students
Considered shibboleth—but many agreements with schools not participating.
Decided that Michigan would take the burden of their setup, and they created “Friend”. Using only your e-mail address, you can self create an account, decentralized authorization, easy to support. Basically you are authorized by other systems, but at least you’re there, ready to go.
They clear out data every term, 56000 guest accts as of October 2005, 62% from a .com e-mail address. You get an e-mail message back with token and url, then you go there and use token to set password. Someone needs to authorize you if you are to get much in the way of services.
v.2 is xml: application writers can initiate account creation, e.g., send invitation, allows end-to-end account creation. Occasional trouble with SPAM, potential for phishing less because return reply goes nowhere. New version released yesterday! (CoSIGN)
James Hilton: Says I own copyright to my notes about this.
Two framings of future: dawn or perfect storm
Disruptive forces operating on higher ed:
- technology and unbundling: in any industry, IT tends to disrupt, e.g., banks, mass media, publishing (interesting: we use internet to find out, kids use it to publish). Unbundled content, but recording industry still thinks about albums…. Unbundling in higher ed: rip, mix and burn, but at least revising and resubmitting not a problem! Challenges: digital divide (not so much economic as between faculty and students); which students are we losing (is curriculum perceived as irrelevant?); models of authorship; archiving interactive scholarship. Unbundles cost and price: recording industry wishes all songs weren’t $.99, but that they could charge more for popular ones (interesting, since usually volume drives price down!) We are a very bundled institution: for example we count on big classes so that we can also run small seminars.
- “Producer push” to “demand pull”—moving from mass marketing to search, from lecture to exploration
- Arrival of ubiquitous access: google print. Asked alumni at Michigan what they remembered: football, residence halls, library, usually one professor: two of these are in danger of no longer being necessary to higher ed. But knowledge is what you do with information: you need to explore, interact, much more complicated than just access. But we have profited from fact that we were gateways to access—and that’s gone!
- Emergence of pure property view of ideas: most people don’t understand basic ideas of copyright, not about protecting authors and property, but to promote learning (nice quote from Jefferson—need to look up). “Fair use guidelines are garbage” – they were attempting to set a floor, treated by many as ceiling. You pay a royalty each time you buy a blank video or audio tape. Many questions about who owns student projects and data.
Hope/opportunities?
- digital repositories
- creative commons
- mass digitization projects
- cost curves and managing to abundance
- open source
LIBIT discussion:
Need to sign up for listserv at www.educause.edu/groups/libit
Issues and questions: info/learning commons
- We need one, but what is it?
- Is it done to bring people back to the library?
- Maybe it’s to facilitate seamless work done from concept to final production
- What’s the impact of wireless on this?
-- Software pulls them in (otherwise they’d have to buy?)
- Need other equipment besides computers: editing, etc.
- do you just collocate, or do you change administration?
- How do skills (of IT and library staff) need to change?
-- IT needs customer service, librarians need multimedia/tech skills
- Maybe an MOU, who contributes what and when?
- Middlebury (administratively merged): IT student workers are busy, library students aren’t and there are salary issues
- What’s a fair way to prioritize computers for those doing homework? (maybe get help from student government?)
- Everyone has laptops, but they don’t always bring them (62% have3, 17% bring according to one) Circulate them?
What’s essential to have?
- Scanning
- Staff: content and technology
- Documentation (well, only if short, just in time)
- Group study/other individualized spaces
- Power
- Ergonomic furniture
- Lighting
- Printing/output devices/plotters
- Media viewing/editing
- Can faculty use it? Interesting debate: they’re just taking up computers and they have them!; neither group is comfortable in the other’s space. But what about model of library ref desk: both are comfortable being served there.
- Faculty office hours in cybercafé (might work somehow if we had attractive space?)
More discussion/ideas:
- Add link to Ask a Librarian to IT help page (and then hold to same service metrics as IT is for getting back to people?)
- Perception sometimes is “Librarians don’t do software”: what’s wrong with this!!
- Librarians are expensive. You staff IT help with students and then escalate to professionals, couldn’t this work better?
- Faculty fight back: Are you trying to turn library into student union?
- Have a “technology free” floor
- Other topics: look into videoserver (product name?), does advancement (those who “catalog” pictures, know about ArtSTOR?
- Should librarians get involved in organizing, indexing, standardizing information no matter what type: invoices? Admissions data? Why not—why purchase inefficient software, reinvent wheel, deny that expertise?
Basic information (commercial?) about Sun which I didn’t know—including a good thing to think about when you are planning to acquire something: what is the barrier to exit? Will you be stuck?
He attributed quote, but I didn’t get to whom: Open source is like a free puppy: now what do you do with it?
Good distinction between “the science of teaching and the art of teaching”—one is easier to do with technology?
Leveraging Guest Accounts:
https://weblogin.umich.edu -- they teach students to always look for url if they are being asked to log in
After implementing portal, they realized they needed guest accounts (more for outsiders who were collaborators than walkins). Looked at user account continuum, from unaffiliated to applicants/visiting scholars to alumni to faculty/staff to students
Considered shibboleth—but many agreements with schools not participating.
Decided that Michigan would take the burden of their setup, and they created “Friend”. Using only your e-mail address, you can self create an account, decentralized authorization, easy to support. Basically you are authorized by other systems, but at least you’re there, ready to go.
They clear out data every term, 56000 guest accts as of October 2005, 62% from a .com e-mail address. You get an e-mail message back with token and url, then you go there and use token to set password. Someone needs to authorize you if you are to get much in the way of services.
v.2 is xml: application writers can initiate account creation, e.g., send invitation, allows end-to-end account creation. Occasional trouble with SPAM, potential for phishing less because return reply goes nowhere. New version released yesterday! (CoSIGN)
James Hilton: Says I own copyright to my notes about this.
Two framings of future: dawn or perfect storm
Disruptive forces operating on higher ed:
- technology and unbundling: in any industry, IT tends to disrupt, e.g., banks, mass media, publishing (interesting: we use internet to find out, kids use it to publish). Unbundled content, but recording industry still thinks about albums…. Unbundling in higher ed: rip, mix and burn, but at least revising and resubmitting not a problem! Challenges: digital divide (not so much economic as between faculty and students); which students are we losing (is curriculum perceived as irrelevant?); models of authorship; archiving interactive scholarship. Unbundles cost and price: recording industry wishes all songs weren’t $.99, but that they could charge more for popular ones (interesting, since usually volume drives price down!) We are a very bundled institution: for example we count on big classes so that we can also run small seminars.
- “Producer push” to “demand pull”—moving from mass marketing to search, from lecture to exploration
- Arrival of ubiquitous access: google print. Asked alumni at Michigan what they remembered: football, residence halls, library, usually one professor: two of these are in danger of no longer being necessary to higher ed. But knowledge is what you do with information: you need to explore, interact, much more complicated than just access. But we have profited from fact that we were gateways to access—and that’s gone!
- Emergence of pure property view of ideas: most people don’t understand basic ideas of copyright, not about protecting authors and property, but to promote learning (nice quote from Jefferson—need to look up). “Fair use guidelines are garbage” – they were attempting to set a floor, treated by many as ceiling. You pay a royalty each time you buy a blank video or audio tape. Many questions about who owns student projects and data.
Hope/opportunities?
- digital repositories
- creative commons
- mass digitization projects
- cost curves and managing to abundance
- open source
LIBIT discussion:
Need to sign up for listserv at www.educause.edu/groups/libit
Issues and questions: info/learning commons
- We need one, but what is it?
- Is it done to bring people back to the library?
- Maybe it’s to facilitate seamless work done from concept to final production
- What’s the impact of wireless on this?
-- Software pulls them in (otherwise they’d have to buy?)
- Need other equipment besides computers: editing, etc.
- do you just collocate, or do you change administration?
- How do skills (of IT and library staff) need to change?
-- IT needs customer service, librarians need multimedia/tech skills
- Maybe an MOU, who contributes what and when?
- Middlebury (administratively merged): IT student workers are busy, library students aren’t and there are salary issues
- What’s a fair way to prioritize computers for those doing homework? (maybe get help from student government?)
- Everyone has laptops, but they don’t always bring them (62% have3, 17% bring according to one) Circulate them?
What’s essential to have?
- Scanning
- Staff: content and technology
- Documentation (well, only if short, just in time)
- Group study/other individualized spaces
- Power
- Ergonomic furniture
- Lighting
- Printing/output devices/plotters
- Media viewing/editing
- Can faculty use it? Interesting debate: they’re just taking up computers and they have them!; neither group is comfortable in the other’s space. But what about model of library ref desk: both are comfortable being served there.
- Faculty office hours in cybercafé (might work somehow if we had attractive space?)
More discussion/ideas:
- Add link to Ask a Librarian to IT help page (and then hold to same service metrics as IT is for getting back to people?)
- Perception sometimes is “Librarians don’t do software”: what’s wrong with this!!
- Librarians are expensive. You staff IT help with students and then escalate to professionals, couldn’t this work better?
- Faculty fight back: Are you trying to turn library into student union?
- Have a “technology free” floor
- Other topics: look into videoserver (product name?), does advancement (those who “catalog” pictures, know about ArtSTOR?
- Should librarians get involved in organizing, indexing, standardizing information no matter what type: invoices? Admissions data? Why not—why purchase inefficient software, reinvent wheel, deny that expertise?
posted by Elizabeth at 9:02 PM
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