This document provides an environmental scan for Concordia University's digital strategy committee. It discusses key characteristics of successful digital strategies, including focusing on people, culture, leadership, organizational alignment, data, and technology. Specifically, it emphasizes that digital strategies should continuously develop digital skills, set bold goals, be agile and user-oriented, support well-being during change, enable collaboration, define a clear vision and purpose, align various organizational elements, promote data literacy, and develop technology to support users and processes. The document also discusses lessons from other universities' digital initiatives and strategies.
Digital Strategy Environmental Scan for the Concordia University Digital Stra...Megan Hurst
Athenaeum21 (A21) is pleased to announce the public release of the “Digital Strategy Environmental Scan” report. The report was commissioned by the Concordia University Digital Strategy Committee, and has been publicly shared via its website. The committee is charged with creating a path-breaking digital strategy for Concordia University and has undertaken work “to determine what actions we need to take to become a next-generation university that embraces the digital reality of our students, faculty, researchers, staff and life in general.”
Concordia University selected A21 to research higher education institutions’ and industries’ approaches to strategically managing all aspects of digital transformation. The committee charged A21 with conducting a broad and deep examination of how and why digital strategies in a range of organizations succeed, and also why they “fail.” A21 conducted a literature review, web review, and interviews with thought leaders and practitioners in digital transformation and digital literacy in higher education, non-profits, and corporations. Interviewees included Dr. Jill Leafstedt, of Teaching and Learning Innovations, California State University, Channel Islands; digital literacy researcher and expert Dr. Monica Bulger; Michael Edson of the UN Live Museum; Dr. Gerald Kane, digital transformation researcher and professor of business at Boston College; Daniel Greenstein of the Bill and Melinda Gates Foundation; Dr. Melissa Highton, of the University of Edinburgh; Sarah Knight, Jisc; and Tore Burheim, University of Bergen.
A21 defines “digital strategy” as “a plan of action for the adoption of institutional processes and practices to transform the organization and culture to effectively and competitively function in an increasingly digital world.” The report provides examples of successful practices undertaken by organizations actively managing digital transformation in Canada, the United States and Europe, as well as examples of so-called “failure.” The answers as to why digital strategies succeed or fail are complex, but all hinge on six key elements that A21 identified during the research phase: People, Culture, Leadership, Organizational Alignment, followed by Data, and Technology.
Technology is not the Answer: Why "digital" is not the most important aspect ...Megan Hurst
Shortly after its establishment in 1970, researchers at Xerox Parc invented the personal computer, complete with graphical user interface, windows, icons and a mouse. Yet, Xerox completely failed to successfully market and sell the personal computer and is still today known for making photocopiers and mainframes. In 1975, an employee at Kodak built the first digital camera. In 2012, Kodak filed for bankruptcy, having had its photographic film business disrupted by competitors invested heavily in promoting the "new" technology of digital photography. So why do large organizations (including academic institutions) fail to evolve with the times? And what is your strategy for supporting evolution and innovation in your organization? How do you adapt to and benefit from change and new ideas? In 2018, Athenaeum21 was commissioned to conduct an environmental scan of how and why digital strategies in a range of organizations succeed, and also why they "fail." We define "digital strategy" as "a plan of action for the adoption of institutional processes and practices to support and/or transform the organization and culture to effectively and competitively function in an increasingly digital world." Our research included a literature review, web review, and interviews with thought leaders and practitioners in digital transformation and digital skills-building in higher education, non-profits, and corporations. The report we produced provides examples of successful practices undertaken by organizations actively managing digital transformation and benefiting from their investments in innovation in Canada, the United States and Europe, as well as examples of so-called "failed" digital strategies. The answers as to why digital strategies succeed or fail are complex, but all hinge on six key elements that we identified during the research: 1. People, 2. Culture, 3. Leadership, 4. Organizational Alignment, followed by 5. Data, and 6. Technology. We will present our findings and model, with examples of how and why people, culture, leadership, and organizational alignment are more important for digital transformation than data and technology. We would like to have a robust discussion of how this model fits with your own local context.
Slides from a research seminar presented at the University of the Sunshine Coast. The slides trace through how Strategic Doing developed and how existing scholarly research explains why this model works.
2020 EDUCAUSE Horizon Report ™
Teaching and Learning Edition .
Anticipating the future is human nature. As anyone
who has tried meditation knows, staying in the present
is surprisingly difficult because our minds spend so
much time reflecting on the past or anticipating the future.
Humans are planners, worriers, and dreamers, and those plans,
worries, and dreams are rooted in our mental constructs of the
future. For sixteen years, the Horizon Report has provided
a construct of the future of educational technology in higher
education, based on a structure of three time horizons.
Anticipating the future is risky. As any science fiction reader or
future-enthusiast knows, extricating present-state experience
from visions of the future is very difficult.1
The track record
of predictions—whether about the stock market, the World
Series, world events, or technology—is generally so poor that
it’s a wonder anyone dares to make them. With technology in
particular, we tend to overestimate its short-term impact and
underestimate its long-term impact.2
The Horizon Report has
provided ample documentation of predictions, from educational
technology experts, of the future impact of educational
technology on teaching, learning, and creative inquiry.
Unfortunately, its track record has been described as fair to
middling.3
Why would EDUCAUSE bother to continue this
publication if its level of accuracy is so low?
Digital Strategy Environmental Scan for the Concordia University Digital Stra...Megan Hurst
Athenaeum21 (A21) is pleased to announce the public release of the “Digital Strategy Environmental Scan” report. The report was commissioned by the Concordia University Digital Strategy Committee, and has been publicly shared via its website. The committee is charged with creating a path-breaking digital strategy for Concordia University and has undertaken work “to determine what actions we need to take to become a next-generation university that embraces the digital reality of our students, faculty, researchers, staff and life in general.”
Concordia University selected A21 to research higher education institutions’ and industries’ approaches to strategically managing all aspects of digital transformation. The committee charged A21 with conducting a broad and deep examination of how and why digital strategies in a range of organizations succeed, and also why they “fail.” A21 conducted a literature review, web review, and interviews with thought leaders and practitioners in digital transformation and digital literacy in higher education, non-profits, and corporations. Interviewees included Dr. Jill Leafstedt, of Teaching and Learning Innovations, California State University, Channel Islands; digital literacy researcher and expert Dr. Monica Bulger; Michael Edson of the UN Live Museum; Dr. Gerald Kane, digital transformation researcher and professor of business at Boston College; Daniel Greenstein of the Bill and Melinda Gates Foundation; Dr. Melissa Highton, of the University of Edinburgh; Sarah Knight, Jisc; and Tore Burheim, University of Bergen.
A21 defines “digital strategy” as “a plan of action for the adoption of institutional processes and practices to transform the organization and culture to effectively and competitively function in an increasingly digital world.” The report provides examples of successful practices undertaken by organizations actively managing digital transformation in Canada, the United States and Europe, as well as examples of so-called “failure.” The answers as to why digital strategies succeed or fail are complex, but all hinge on six key elements that A21 identified during the research phase: People, Culture, Leadership, Organizational Alignment, followed by Data, and Technology.
Technology is not the Answer: Why "digital" is not the most important aspect ...Megan Hurst
Shortly after its establishment in 1970, researchers at Xerox Parc invented the personal computer, complete with graphical user interface, windows, icons and a mouse. Yet, Xerox completely failed to successfully market and sell the personal computer and is still today known for making photocopiers and mainframes. In 1975, an employee at Kodak built the first digital camera. In 2012, Kodak filed for bankruptcy, having had its photographic film business disrupted by competitors invested heavily in promoting the "new" technology of digital photography. So why do large organizations (including academic institutions) fail to evolve with the times? And what is your strategy for supporting evolution and innovation in your organization? How do you adapt to and benefit from change and new ideas? In 2018, Athenaeum21 was commissioned to conduct an environmental scan of how and why digital strategies in a range of organizations succeed, and also why they "fail." We define "digital strategy" as "a plan of action for the adoption of institutional processes and practices to support and/or transform the organization and culture to effectively and competitively function in an increasingly digital world." Our research included a literature review, web review, and interviews with thought leaders and practitioners in digital transformation and digital skills-building in higher education, non-profits, and corporations. The report we produced provides examples of successful practices undertaken by organizations actively managing digital transformation and benefiting from their investments in innovation in Canada, the United States and Europe, as well as examples of so-called "failed" digital strategies. The answers as to why digital strategies succeed or fail are complex, but all hinge on six key elements that we identified during the research: 1. People, 2. Culture, 3. Leadership, 4. Organizational Alignment, followed by 5. Data, and 6. Technology. We will present our findings and model, with examples of how and why people, culture, leadership, and organizational alignment are more important for digital transformation than data and technology. We would like to have a robust discussion of how this model fits with your own local context.
Slides from a research seminar presented at the University of the Sunshine Coast. The slides trace through how Strategic Doing developed and how existing scholarly research explains why this model works.
2020 EDUCAUSE Horizon Report ™
Teaching and Learning Edition .
Anticipating the future is human nature. As anyone
who has tried meditation knows, staying in the present
is surprisingly difficult because our minds spend so
much time reflecting on the past or anticipating the future.
Humans are planners, worriers, and dreamers, and those plans,
worries, and dreams are rooted in our mental constructs of the
future. For sixteen years, the Horizon Report has provided
a construct of the future of educational technology in higher
education, based on a structure of three time horizons.
Anticipating the future is risky. As any science fiction reader or
future-enthusiast knows, extricating present-state experience
from visions of the future is very difficult.1
The track record
of predictions—whether about the stock market, the World
Series, world events, or technology—is generally so poor that
it’s a wonder anyone dares to make them. With technology in
particular, we tend to overestimate its short-term impact and
underestimate its long-term impact.2
The Horizon Report has
provided ample documentation of predictions, from educational
technology experts, of the future impact of educational
technology on teaching, learning, and creative inquiry.
Unfortunately, its track record has been described as fair to
middling.3
Why would EDUCAUSE bother to continue this
publication if its level of accuracy is so low?
An Initial Conceptualization of Virtual Scenario PlanningRochell McWhorter
Recent disruptive events introduced high volatility and uncertainty into the contemporary organizational environment whereby well-established organizations found scenario planning useful to craft strategy. However, because scenario planning is typically a very costly endeavor, it is less accessible to new startups, small businesses, non-profits, and large-scale organizations that could greatly benefit. We propose an initial conceptual model whereby sophisticated technologies that typically enable virtual events be utilized to facilitate virtual scenario planning activities for real-time participation from geographically disbursed locations reducing expenses and providing access to one of HRD’s strategic learning tools. This article will be of particular interest to those involved in formulating organizational strategy including those where costs of face-to-face scenario planning and other forms of strategic initiatives are either time or cost prohibitive. Note: This is the last author’s copy of this paper. The final definitive copy of this work is available online at: http://adh.sagepub.com/content/early/2014/04/30/1523422314532096.abstract?rss=1 and will soon be available in print in the Advances in Developing Human Resources Journal, 2014.
Organisations often use enterprise architecture (EA) as a bridging method to align their business and Information Technology (IT) strategies. As a result, different available industrial enterprise architecture frameworks are adopted and used by these organisations to facilitate the EA implementation process. However, EA effort is presumed to be very costly and often takes a long time to implement before one can realize its benefits. It is also imperative to indicate that if the deployment of these EA frameworks is not well interpreted, challenges that can lead to the whole architecture implementation process being fruitless can be encountered. This study was conducted with the primary aim to understand the effects of government wide enterprise architecture framework (GWEA) implementation in the South African government departments through the use of diffusion of innovation (DOI) theory.
A presentation about a few current consumer trends and how they may apply to charities, covering AR (but not VR), data and AI, transparency and growth hacking.
Data visualization has become increasingly more important and sits at the center of how people learn about and experience the world. We process information about politics, business insights and every day decisions through “visual soundbites”. As data journalists, we have incredible power to both positively influence as well as misguide conversations with the choices that we make when presenting graphical results.
In this presentation, we will share some of the best practices that help deliver stories that matter and avoid creating those that mislead.
In August 2013, a multidisciplinary group gathered at the Rockefeller Foundation’s Bellagio Center to address the theme of “Community Resilience Through big data and Technology.” Creative and critical thinkers were selected from the technology sector, academia, the arts, humanitarian and ecological spheres. Over ten days, we explored how data could be used to help build community resilience in the face of a range of stresses — environmental, political, social and economic. Large data collection and analysis may support communities by providing them with timely feedback loops on their immediate environment. However, the collection and use of data can also create new vulnerabilities and risks, by enabling discriminating against individuals, skewing evidence, and creating dependencies on centralized infrastructure that may increase a system’s vulnerability. After analyzing these risks and opportunities, we developed a framework to help guide the effective use of data for building community-driven resilience. In this framework, we propose six domains: ethics, governance, science, technology, place and sociocultural context. We believe that by considering all six domains together, organizations can safeguard against predictable failures by exposing project weaknesses from the outset rather than in hindsight.
An Initial Conceptualization of Virtual Scenario PlanningRochell McWhorter
Recent disruptive events introduced high volatility and uncertainty into the contemporary organizational environment whereby well-established organizations found scenario planning useful to craft strategy. However, because scenario planning is typically a very costly endeavor, it is less accessible to new startups, small businesses, non-profits, and large-scale organizations that could greatly benefit. We propose an initial conceptual model whereby sophisticated technologies that typically enable virtual events be utilized to facilitate virtual scenario planning activities for real-time participation from geographically disbursed locations reducing expenses and providing access to one of HRD’s strategic learning tools. This article will be of particular interest to those involved in formulating organizational strategy including those where costs of face-to-face scenario planning and other forms of strategic initiatives are either time or cost prohibitive. Note: This is the last author’s copy of this paper. The final definitive copy of this work is available online at: http://adh.sagepub.com/content/early/2014/04/30/1523422314532096.abstract?rss=1 and will soon be available in print in the Advances in Developing Human Resources Journal, 2014.
Organisations often use enterprise architecture (EA) as a bridging method to align their business and Information Technology (IT) strategies. As a result, different available industrial enterprise architecture frameworks are adopted and used by these organisations to facilitate the EA implementation process. However, EA effort is presumed to be very costly and often takes a long time to implement before one can realize its benefits. It is also imperative to indicate that if the deployment of these EA frameworks is not well interpreted, challenges that can lead to the whole architecture implementation process being fruitless can be encountered. This study was conducted with the primary aim to understand the effects of government wide enterprise architecture framework (GWEA) implementation in the South African government departments through the use of diffusion of innovation (DOI) theory.
A presentation about a few current consumer trends and how they may apply to charities, covering AR (but not VR), data and AI, transparency and growth hacking.
Data visualization has become increasingly more important and sits at the center of how people learn about and experience the world. We process information about politics, business insights and every day decisions through “visual soundbites”. As data journalists, we have incredible power to both positively influence as well as misguide conversations with the choices that we make when presenting graphical results.
In this presentation, we will share some of the best practices that help deliver stories that matter and avoid creating those that mislead.
In August 2013, a multidisciplinary group gathered at the Rockefeller Foundation’s Bellagio Center to address the theme of “Community Resilience Through big data and Technology.” Creative and critical thinkers were selected from the technology sector, academia, the arts, humanitarian and ecological spheres. Over ten days, we explored how data could be used to help build community resilience in the face of a range of stresses — environmental, political, social and economic. Large data collection and analysis may support communities by providing them with timely feedback loops on their immediate environment. However, the collection and use of data can also create new vulnerabilities and risks, by enabling discriminating against individuals, skewing evidence, and creating dependencies on centralized infrastructure that may increase a system’s vulnerability. After analyzing these risks and opportunities, we developed a framework to help guide the effective use of data for building community-driven resilience. In this framework, we propose six domains: ethics, governance, science, technology, place and sociocultural context. We believe that by considering all six domains together, organizations can safeguard against predictable failures by exposing project weaknesses from the outset rather than in hindsight.
Running head: ADAPTIVE LEADERSHIP 1
ADAPTIVE LEADERSHIP 4
Adaptive Leadership
Student’s Name
Institution Affiliation
Adaptive Leadership
According to Heifetz and Donald (2001), an adaptive leadership is the kind of leadership where there is the mobilization of the people in order to carry out the tough challenges for the purpose of success. These challenges that needs to be mobilized are divided into adaptive challenges and the technical fixes. Before taking action to find the solution to this challenges, it is important to diagnose the adaptive verses the technical challenges. The diagnosis enables the adaptive leadership to know the exact method that should be used to solve the challenge successful. This is because, the adaptive challenges requires the team or the individual to learn the new techniques that will be used to solve the problem (Savage, n.d.). This means that the individuals to be used in giving solutions are required to alter their believes, loyalties and the values. But on the other hand, the technical fixes only needs the knowledge of the expert to solve the problem within a short period of time (Savage, n.d).
In the career that I am pursuing, an example of the adaptive challenge that I am wrestling with is the use of the blended learning program to increase the knowledge and the skills of the employees. It is among the many adaptive challenges as it requires the employees to alter with their daily activities and the strategies. But this can be made different by the use of the following four competencies. With the diagnosis situation competence, a deeper understanding of the situation together with the different interpretations has to be done (Heifetz, & Linsky, 2002). Understanding the blended learning program well will enable the employment of the good techniques that will not inconvenience the workers. This is followed by managing self where the where the assumptions about the strengths and the weakness are evaluated concerning the situation. This will help in reducing the challenges by knowing whether to maintain the program or not from the strength and the weakness that is has. From this program, we can see that there are a lot of the strength to reap from it hence it is of benefit to the organization and the personal level. Next we have intervene skillful where the program is analyzed to see if there are chances of making progress from it (Heifetz, & Linsky, 2004). From our challenging program, we can see that it has to be partaken because it helps in making the progress through the gained skills and knowledge. Lastly energizing others where they are made to be interested to attend the learning program so that they can gain more knowledge and skills (Heifetz, & Linsky, 2004).
References
Heifetz, A. R. & Donald L. L. (2001 ...
Driving Digital Transformation in Higher Education. 2020 EDUCAUSE Horizon Reporteraser Juan José Calderón
Driving Digital Transformation in Higher Education . 2020 EDUCAUSE Horizon Report™ | Teaching and Learning Edition. D. Christopher Brooks, EDUCAUSE
Mark McCormack, EDUCAUSE
June 2020
This report profiles key trends and emerging technologies and practices shaping the future of teaching and learning and envisions a number of scenarios and implications for that future. It is based on the perspectives and expertise of a global panel of leaders from across the higher education landscape.
Draft Concept Note for Discussion during the Platform meeting (Accra, 5 April 2013)
Produced by a team composed of ECDPM staff, an ECDPM Programme Associate and two African experts
Applying TQM in Social Projects -Children rights and youth participation as t...InterMedia Consulting
Is it possible to deliver a “Toyota-type” social service?
That is the question that led us to start a research on TQM, lean production methods and children participation. This article is the first article draft, intended to be a “provocative” piece of information that gathers without any kind of scientific design, data from different sources.
Evaluating Impact: NLab, Amplified Leicester, and creative innovation via soc...Dr Sue Thomas
SEMINAR: Evaluating Impact: NLab, Amplified Leicester, and creative innovation via social media
Wednesday 8th June 2011, 4pm at the Institute of Creative Technologies De Montfort University, Leicester, UK .
Since 2005, DMU has initiated a series of projects which share a common focus of exploring social media as a means of stimulating creative innovation in business, non-profit, and community life in and around Leicester. They include NLab and CreativeCoffee Club (funded by HEIF, the Higher Education Innovation Fund) and Amplified Leicester (funded by NESTA, the National Endowment for Science, Technology and the Arts). Professor Sue Thomas has devised and directed these activities across the Faculty of Humanities and the Institute of Creative Technologies.
Emergence has been a dominant feature of all the projects and, despite being driven by different agendas, each has informed the shaping of the others. An important element has been the creation and evolution of spaces, both physical and intellectual, which support:
* the application of academic research to real-life problems
* the connection of cutting-edge research into social media innovation with local creative businesses
* the creation of a network linking De Montfort University with small businesses, non-profits, and local agencies
Dr Souvik Mukherjee has evaluated the impact of these projects both in relation to their importance for the Research Excellence Framework and with regard to indications of future developments building on current achievements. In the process, he has also gleaned valuable insights into the REF Impact agenda which will be of interest to colleagues in a wide range of disciplines.
Dr Mukherjee is a Research fellow in the Department of Media, Film and Journalism in the Faculty of Humanities. He is currently involved in analysing the impact of social media projects on communities, especially in relation to business innovation and transliteracy. Having completed his PhD on storytelling in New Media, especially focusing on videogame narratives, Souvik has published and presented papers on a range of related topics. Besides New Media, he also takes a keen interest in e-learning and has been involved in analysing online media and virtual learning network usage in higher education. After completing his project at DMU, Souvik intends to return home to India to develop New Media research networks there.
Emerging Participatory Research Methods for Digital Health CommunicationsAlex Bornkessel
This presentation was given as a part of the Health Communication Capacity Collaborative's (HC3) Health Communication Innovation Webinar Series. Many of the research methods highlighted however can also apply beyond the realm of just health communication and into other areas and across a diverse set of population groups.
Recording is located at: http://www.healthcommcapacity.org/blog/hc3-innovation-webinar-2-research-methodologies
Gender Equality and Big Data. Making Gender Data Visible UN Global Pulse
This report provides background context on how big data can be used to facilitate and assess progress towards the SDGs, and focuses in particular on SDG 5 – “Achieve gender equality and empower all women and girls”. It examines successes and challenges in the use of big data to improve the lives of women and girls, and identifies concrete data innovation projects from across the development sector that have considered the gender dimension.
Crowdsourcing: a new tool for policy-making?Araz Taeihagh
Crowdsourcing is rapidly evolving and applied in situations where ideas, labour, opinion or expertise of large groups of people are used. Crowdsourcing is now used in various policy-making initiatives; however, this use has usually focused on open collaboration platforms and specific stages of the policy process, such as agenda-setting and policy evaluations. Other forms of crowdsourcing have been neglected in policymaking, with a few exceptions. This article examines crowdsourcing as a tool for policymaking, and explores the nuances of the technology and its use and implications for different stages of the policy process. The article addresses questions surrounding the role of crowdsourcing and whether it can be considered as a policy tool or as a technological enabler and investigates the current trends and future directions of crowdsourcing.
Businesses are increasingly embracing the dynamics of digital technologies, as they communicate with interested parties about their responsible initiatives through corporate websites, social media platforms and other interactive channels. Therefore, a quantitative study involving 202 owner-managers investigates their attitudes toward stakeholder engagement through digital media. The research methodology involved the integration of previously tried and tested measurement tools from the technological acceptance model, the pace of technological innovation and corporate social responsibility (CSR) items, to better understand the rationale for using digital media to communicate with stakeholders on the organization’s responsible behaviors. The results have indicated that there was a positive and significant relationship between the perceived “ease of use” and “usefulness” of online media. The findings also revealed that the younger owner-managers were increasingly using ubiquitous technologies as opposed to their older counterparts. This contribution implies that all businesses, particularly the smaller ones, could improve their relationships with stakeholders if they use digital media to communicate about their responsible behaviors.
Similar to Digital Strategy Environmental Scan for the Concordia University Digital Strategy Committee (20)
Are Digital Humanities Projects Sustainable? A Proposed Service Model for a D...Christine Madsen
Many universities are facing difficult choices about how to sustain, preserve, and/or archive their (often) hundreds of digital humanities (DH) projects that have reached the conclusion of their funding or support. In 2018, Athenaeum21 carried out an in-depth analysis of the functional requirements of DH projects at the University of Oxford. This included extensive interviews with DH project leads, followed by technical and functional analysis for more than 30 DH projects.
Our research has uncovered a more robust and detailed picture of how both active and retired DH projects differ from the most common research data management and preservation models, and of their unique technical sustainability and preservation issues. In response to these diverse needs, we propose a layered service model for creating a sustainable digital humanities technology infrastructure. Breaking down the functional requirements into “layers” acknowledges the differing life cycles of different technologies and allows for the potential of a distributed, organization-wide solution.
The Future of Finding, for the Digital Humanities Workshop at OxfordChristine Madsen
Good resource discovery tools are not simply about making research easier and faster, but about facilitating the creation, preservation and discovery of knowledge by enabling new modes of research, especially across disciplines. In 2014 the University of Oxford began a robust and unique program of activities to improve discovery of and access to its intellectual assets: garden, museum and library collections, open educational resources and research outputs and data. With over 100 libraries, five museums, botanic gardens and an arboretum at the University, Oxford has been working to find world-leading solutions for connecting students and researchers at Oxford (and abroad) with the collections that are available to them. The University also aimed to make its resources more findable by the wider community, to increase engagement with its world-class collections and research. A year-long research study revealed the nuances of why incoming researchers and students struggle to find relevant collections and found that simply providing better search tools across existing metadata will not improve the situation. Therefore, the University has set out to scope entirely new approaches discovery, exploring new tools and approaches to enable students and researchers at Oxford and abroad to understand the scope of collections held by the University and to find them quickly and efficiently. A current project seeks to create an innovative working prototype that balances users’ needs for cognitive maps against wide-ranging types, and robustness, of data.
Linking the Strategic with the Micro: A Survey of the Assessment Landscape in...Christine Madsen
Between 2015 and 2017, the presenters have interviewed more than 75 library directors and leaders, library assessment practitioners, and academic experts on four continents about library assessment and its current state in their institutions. The results reveal a varied landscape, with libraries in widely varying stages of assessment performance and readiness. This paper will draw a picture of the current landscape of library assessment based on the data gathered in these interviews. The authors will focus specifically on the continuum between micro and strategic assessment and share the lessons learned from diverse institutions and geographies about how to build a culture of assessment.
Assessing the Impact of the Library in the Research EcosystemChristine Madsen
Libraries play an increasingly comprehensive role in the research lifecycle, yet metrics and measures (both qualitative and quantitative) that illustrate the fundamental role and impact of the library in research still need to be developed. Research libraries need first to define the values by which they want to be measured, rather than trying to manifest those values from the data that they have traditionally collected. To this end, the Association of Research Libraries (ARL) underwent a visioning process for its assessment program between February and October 2017. The goal of this project was to develop a forward-looking program that advances the organizational outcomes of the 21st century research library. One result of the visioning process was a clearly elaborated need for research libraries to demonstrate their function in advancing and collaborating in the research enterprise. Rather than trying to define “impact” and “value” independently, the new ARL assessment program will set the context for understanding and communicating the stories of the research library to external stakeholders and provide the tools for members to tell this story locally. At the heart of this work is a framework that aims to draw a map of the landscape of services and functions provided across all research libraries. The comprehensive framework, and proposed new data points, will help research libraries translate their values into measures. The presenters will demonstrate how this collaboratively developed (and evolving) framework paints a map of the research library assessment landscape and how it will be used to understand and measure the role of the library in supporting institutional missions.
Sue Baughman - ARL
Christine Madsen & Megan Hurst - Athenaeum21
The Future of Finding at the University of Oxford: CNI Fall 2016Christine Madsen
Catriona Cannon
Deputy Librarian & Keeper of Collections
University of Oxford
Christine Madsen
Co-Founder & Chief Innovation Officer
Athenaeum21
Good resource discovery tools are not simply about making research easier and faster, but about facilitating the creation, preservation and discovery of knowledge by enabling new modes of research, especially across disciplines. In 2014 the University of Oxford began a robust and unique program of activities to improve discovery of and access to its intellectual assets: garden, museum and library collections, open educational resources and research outputs and data. With over 100 libraries, five museums, botanic gardens and an arboretum at the University, Oxford has been working to find world-leading solutions for connecting students and researchers at Oxford (and abroad) with the collections that are available to them. The University also aimed to make its resources more findable by the wider community, to increase engagement with its world-class collections and research. A year-long research study revealed the nuances of why incoming researchers and students struggle to find relevant collections and found that simply providing better search tools across existing metadata will not improve the situation. Therefore, the University has set out to scope entirely new approaches discovery, exploring new tools and approaches to enable students and researchers at Oxford and abroad to understand the scope of collections held by the University and to find them quickly and efficiently. A current project seeks to create an innovative working prototype that balances users’ needs for cognitive maps against wide-ranging types, and robustness, of data.
The Future of Finding: Resource Discovery @ The University of OxfordChristine Madsen
The report is the culmination of a one-year multi-strand research project, and examines how users of the museums and libraries at the University of Oxford find the information they need (known as “resource discovery”), current practices among other institutions, and trends and possibilities for resource discovery in the future.
Athenaeum21 led the end-user research and needs assessment portion of the project, and then led the synthesis and analysis of the data across all of the research strands, making the recommendations and writing the final report. The report defines the resource discovery strategy for the University for the next 5 years.
Introduction to the Oxford Collections Visualization ProjectChristine Madsen
The overall goals of this project are 1) to provide an overall visualization of all the collections at Oxford that are available to students, faculty, and staff without having to create item-level metadata for everything; 2) to provide a new and innovative type of resource discovery for Oxford’s collections that is not dependent upon search. The aim of this pilot stage of the the project is to provide a working prototype that will demonstrate the feasibility of both.
Library Futures & the Importance of Understanding Communities of UsersChristine Madsen
In 2010 I finished a two year ethnographic study of that aimed at understanding how the digitization of rare texts is changing scholars’ work and in turn how it is changing their relationship with the library. I will present some highlights from the findings of that research and discuss more recent research to understand the future of libraries by understanding communities of users. In other words, what can we learn from Tibetan Buddhists, the Parakuyo Maasai, and the CTOs of our top technology companies about how to build the library of the future?
This presentation was the 2013 Breslauer Lecture at UCLA GSEIS.
Data-Informed Decision Making for Digital ResourcesChristine Madsen
This session will provide three case studies of assessment and evaluation programs in libraries--one past, one current, and one future. The cases use three different modes of data gathering and analysis and show the power of understanding user needs and how well your organization is meeting them.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Digital Strategy Environmental Scan for the Concordia University Digital Strategy Committee
1. Digital Strategy
Environmental Scan
for the Concordia University Digital Strategy Committee
Prepared by Christine Madsen and Megan Hurst
Athenaeum2l
www.athenaeum21.com
June 2018 | Public Version