This document summarizes the Library Impact Data Project, which aimed to show correlations between library usage data (books borrowed, e-resources accessed) and student attainment across multiple universities. Phase 1 found statistical significance between library usage and grades. Phase 2 added more student data points and found further correlations with demographics. The project aims to create a shared analytics service to allow libraries to analyze usage and benchmark against peers. Key areas for the next phase include developing an intuitive dashboard, addressing ethical issues around profiling individuals, and integrating additional data sources.
1) The document summarizes a project that aimed to prove a statistically significant correlation between student library usage data (book borrowing, e-resource access, library visits) and student attainment across multiple universities.
2) Initial findings from statistical tests performed on data from partner libraries implied a relationship between usage and attainment, though not cause and effect.
3) If completed, the project aimed to release its findings and data to help other institutions benchmark library impact on student outcomes.
Presented in the workshop session "What Bioinformaticians Need to Know about Digital Publishing Beyond the PDF" at ISMB 2013 in Berlin. https://www.iscb.org/cms_addon/conferences/ismbeccb2013/workshops.php
The document discusses enhancing the usability of libraries through an evidence-based approach. It defines usability as being easy to use, useful, and pleasant to use. There are three types of librarianship discussed - "lollipop librarianship" which focuses only on what patrons want, "broccoli librarianship" which focuses only on what is good for patrons, and evidence-based librarianship which seeks to integrate user needs, practitioner experience, and research evidence. The document advocates applying an evidence-based practice approach to evaluate and improve the usability of library services and resources.
This document summarizes findings from faculty surveys about use of scholarly monographs. It finds that monographs remain very important to researchers, especially in humanities. While e-book usage is growing, print still dominates for in-depth reading. Searching and skimming are easier digitally. Over time more believe e-books could replace print, though humanities remain less convinced. The document also notes historians' heavy reliance on Google Books for discovery and access.
This document discusses different tools that administrators can use to access student data: Data Mentor, NySTART, and Cognos. It provides information on the type of data each tool contains, who has access, and how to access each tool. It then gives examples of using each tool to analyze student performance data and identify gaps or trends. The document aims to help administrators explore how these tools can support efforts to improve student achievement.
The Value of Purchasing E-books From A Large PublisherAaron K. Shrimplin
This document summarizes a usage analysis of e-books from Oxford University Press that were made available through OhioLINK's Electronic Book Center between 2008-2011. Key findings include:
- A small number of frequently used titles accounted for the majority of downloads, following the Pareto principle.
- Long tail titles with few uses constituted a small percentage of total downloads.
- Subject areas like business and economics had higher usage than other subjects.
- Usage increased over time, showing the value of perpetual access through big deal packages.
- The analysis suggests that selecting only popular subject collections or titles could provide good value and savings compared to purchasing entire big deal packages.
Sherif presentation richard nurse new templateRichard Nurse
1) The study analyzed usage data from eResources at the Open University, a distance learning institution, to determine if there was a relationship between library resource usage and student success, as has been found at traditional universities.
2) The results showed that students who passed modules accessed library eResources twice as often as students who failed. Further statistical analysis found a significant association between higher levels of eResource access and better student results.
3) The findings suggest that even in a digital library environment, higher student engagement with library resources is still correlated with academic success, as seen in other university studies.
The document discusses various methods for assessing libraries, including surveys, questionnaires, focus groups, observation, usability studies, and ROI calculations. It provides examples of assessment tools like LibQUAL+, which uses surveys to measure user perceptions of service quality across three dimensions: affect of service, information control, and library as place. The document emphasizes that assessment is important for strategic planning, decision-making, program evaluation, advocacy, and regular service improvements in libraries.
1) The document summarizes a project that aimed to prove a statistically significant correlation between student library usage data (book borrowing, e-resource access, library visits) and student attainment across multiple universities.
2) Initial findings from statistical tests performed on data from partner libraries implied a relationship between usage and attainment, though not cause and effect.
3) If completed, the project aimed to release its findings and data to help other institutions benchmark library impact on student outcomes.
Presented in the workshop session "What Bioinformaticians Need to Know about Digital Publishing Beyond the PDF" at ISMB 2013 in Berlin. https://www.iscb.org/cms_addon/conferences/ismbeccb2013/workshops.php
The document discusses enhancing the usability of libraries through an evidence-based approach. It defines usability as being easy to use, useful, and pleasant to use. There are three types of librarianship discussed - "lollipop librarianship" which focuses only on what patrons want, "broccoli librarianship" which focuses only on what is good for patrons, and evidence-based librarianship which seeks to integrate user needs, practitioner experience, and research evidence. The document advocates applying an evidence-based practice approach to evaluate and improve the usability of library services and resources.
This document summarizes findings from faculty surveys about use of scholarly monographs. It finds that monographs remain very important to researchers, especially in humanities. While e-book usage is growing, print still dominates for in-depth reading. Searching and skimming are easier digitally. Over time more believe e-books could replace print, though humanities remain less convinced. The document also notes historians' heavy reliance on Google Books for discovery and access.
This document discusses different tools that administrators can use to access student data: Data Mentor, NySTART, and Cognos. It provides information on the type of data each tool contains, who has access, and how to access each tool. It then gives examples of using each tool to analyze student performance data and identify gaps or trends. The document aims to help administrators explore how these tools can support efforts to improve student achievement.
The Value of Purchasing E-books From A Large PublisherAaron K. Shrimplin
This document summarizes a usage analysis of e-books from Oxford University Press that were made available through OhioLINK's Electronic Book Center between 2008-2011. Key findings include:
- A small number of frequently used titles accounted for the majority of downloads, following the Pareto principle.
- Long tail titles with few uses constituted a small percentage of total downloads.
- Subject areas like business and economics had higher usage than other subjects.
- Usage increased over time, showing the value of perpetual access through big deal packages.
- The analysis suggests that selecting only popular subject collections or titles could provide good value and savings compared to purchasing entire big deal packages.
Sherif presentation richard nurse new templateRichard Nurse
1) The study analyzed usage data from eResources at the Open University, a distance learning institution, to determine if there was a relationship between library resource usage and student success, as has been found at traditional universities.
2) The results showed that students who passed modules accessed library eResources twice as often as students who failed. Further statistical analysis found a significant association between higher levels of eResource access and better student results.
3) The findings suggest that even in a digital library environment, higher student engagement with library resources is still correlated with academic success, as seen in other university studies.
The document discusses various methods for assessing libraries, including surveys, questionnaires, focus groups, observation, usability studies, and ROI calculations. It provides examples of assessment tools like LibQUAL+, which uses surveys to measure user perceptions of service quality across three dimensions: affect of service, information control, and library as place. The document emphasizes that assessment is important for strategic planning, decision-making, program evaluation, advocacy, and regular service improvements in libraries.
On May 10-11th, Katherine attended the first annual EBSCO User Group meet in the US city of Boston. Katherine was there on the invitation of the EBSCO User Group committee, made up of university librarians and EBSCO staff. This two day conference was inspired by the UK and Nordic user groups and this first meet-up was a great opportunity for Librarians from all over the US to come together and talk about how they are using EDS. Katherine an update on the major topics and trends which came up in the conference, and give some insight into the role of the EBSCO User Group in the US and the differences between the US and UK usage of EDS, and this lead into a wider discussion about changing role of Librarians in the UK and US.
Webometrics is a quantitative analysis of universities' web presence and impact. It ranks universities based on (1) Activity, which measures presence, excellence, and openness, and (2) Visibility, which measures links and impact. The ranking considers millions of web pages and links to provide a multidimensional view of university performance and influence online. However, it is limited by not distinguishing institution types and having a bias towards larger, more research-focused universities. Proper web naming practices are also important for visibility.
The document discusses using data and learning analytics to inform library investments and improve the student learning experience. It outlines an workshop on collecting and analyzing various data points like library usage, citations in reference managers, and quotes from readings. The goal is to move beyond typical metrics like satisfaction surveys and attendance to actual learning data that can better predict student outcomes and transform support. Privacy, transparency and monitoring versus engagement are important ethical considerations to discuss.
Open Learning Analytics panel at Open Education Conference 2014Stian Håklev
The past five years have seen a dramatic growth in interest in the emerging field of Learning Analytics (LA), and particularly in the potential the field holds to address major challenges facing education. However, much of the work in the learning analytics landscape today is closed in nature, small in scale, tool- or software-centric, and relatively disconnected from other LA initiatives. This lack of collaboration, openness, and system integration often leads to fragmentation where learning data cannot be aggregated across different sources, institutions only have the option to implement "closed" systems, and cross disciplinary research opportunities are limited. Beyond the immediate concerns this fragmentation creates for educators and learners, a closed approach dramatically limits our ability to build upon successes, learn from failures and move beyond the "pockets of excellence (and failures)? approach that typifies much of the educational technology landscape.
The potential benefits of openness as a core value within the learning analytics community are numerous. Learning initiatives could be informed by large scale research projects. Open-source software, such as dashboards and analytics engines, could be available free of licensing costs and easily enhanced by others, and OERs could become more personalized to match learners' needs. Open data sets and reproducible papers could rapidly spread understanding of analytical approaches, enabling secondary analysis and comparison across research projects. To realize this future, leaders within the learning analytics, open technologies (software, standards, etc.), open research (open data, open predictive models, etc.) and open learning (OER, MOOCs, etc.) fields have established a "network of practice" aimed at connecting subject matter experts, projects, organizations and companies working in these domains. As an initial organizing event, these leaders organized an Open Learning Analytics (OLA) Summit directly following the 2014 Learning Analytics and Knowledge (LAK) conference this past March as means to further the goal of establishing "openness' as a core value of the larger learning analytics movement. Additional details on the Summit and those involved can be found at: http://www.prweb.com/releases/2014/04/prweb11754343.htm.
This panel session will bring together several thought leaders from the Open Learning Analytics community who participated in the Summit to facilitate an interactive dialog with attendees on the intersection of learning analytics and open learning, open technologies, open data, and open research. The presenters represent a broad range of experience with institutional analytics projects, an open source development consortium, the sharing of open learner data, and academic research on open learning environments.
With big data research all the rage, how are librarians being asked to engage with data? As big data research takes off across Business, Science, and the Humanities, librarians need to understand big data and the issues around its storage and curation. How can it be made accessible? What tools and resources are required to use and analyze big data? In this webinar, panelists Caroline Muglia and Jill Parchuck share how big data is being used on their campuses and how they, as librarians, are supporting the sourcing and storage of this data.
This document provides an overview of webometrics and sentiment analysis techniques. It discusses using tools like Webometric Analyst to gather data from sites like YouTube, Twitter, and blogs. Sentiment analysis can study sentiment in YouTube comments and major media events on Twitter. Networks of YouTube video replies can reveal discussion patterns and demographic information. Large-scale YouTube analysis can discover usage patterns and behaviors.
Understanding the Depth of Google Scholar and its Implication for Webometrics...Idowu Adegbilero-Iwari
A presentation on Google Scholar, webometrics ranking of higher institutions and Open Access to research publications. The presentation details the parameters Google scholar uses for indexing research publications and the implication of that for the visibility of scholars, their institutions and their webometrics rank.
Moneyball, Libraries, and more - Ithaka collections presentationGreg Raschke
1) The document discusses how baseball management's use of analytics and data-driven decision making can inform how research libraries manage collections in a digital environment.
2) It advocates shifting from traditional supply-side collection management to a demand-driven model based on analyzing actual user data and behaviors.
3) The document provides examples from North Carolina State University of how data analysis, statistical modeling, and evidence-based practices can help optimize collections expenditures and better meet user needs.
The document discusses a Webometrics report on the performance of Turkish universities in web rankings. It finds that no Turkish university ranks in the top 500 globally and provides some explanations for this, including biases against non-English content, lack of internationalization, and duplicate domains. It suggests Turkish universities could improve their rankings by increasing the amount and quality of web content, especially research outputs, teaching materials, and content in English.
Promoting Open Access and Open Educational Resources to FacultyNASIG
Heather Crozier, presenter
Student debt is a compelling issue and many institutions are investigating solutions to ease the financial burdens of their students. Increasing the use of open educational resources benefits students by reducing course costs. Adopting OER in the classroom allows faculty more freedom in choosing instructional tools. Faculty also benefit from open access publishing by increasing their exposure. However, on the campus of a small, private institution, attendance at workshops to spread awareness and increase the use of these materials was minimal. Faculty had the perception that free resources could not be the same quality as traditional resources. In order to dispel this myth, the Electronic Resources Librarian and Educational Technology Manager collaborated to create custom one hour sessions for individual departments, leveraging library/faculty liaison relationships and the expertise of the office of educational technology. In the session, faculty learn more about open access publishing options, the value of open educational resources, the quality of many open educational resources, and where to find these resources. The session uses the course management system to both disseminate the information shared in the session and create a forum for departments to share resources with each other. Through the CMS, faculty gain access to vetted resources. All attendants have editing privileges within the site after the workshop, allowing them to curate course-specific lists for sharing and future reference. Pilot sessions have been well received and wider implementation is planned for the next academic year.
Online Data Analysis for Librarians using SDA and the General Social SurveyCelia Emmelhainz
This presentation overviews the difference between raw and aggregate data, when tables are useful vs. running an analysis of microdata, and how librarians could analyze data from the General Social Survey (GSS) via the SDA (survey documentation and analysis) interface. For a presentation at Maine Academic Libraries Day, 2015.
Bibliometrics, Webometrics, Altmetrics, Alternative metrics.Andrea Scharnhorst
DANS is an institute of the Royal Netherlands Academy of Arts and Sciences (KNAW) and the Netherlands Organization for Scientific Research (NWO) that focuses on digital archiving and long-term accessibility of research data. The presentation discusses the development of metrics to measure science over time, including bibliometrics, altmetrics, and new types of metrics for research assessment. It argues that metrics should be tailored to their purpose and granularity of analysis, and that qualitative research should complement quantitative metrics. New research information systems and ontologies can help understand science dynamics if they clearly communicate their scope and limitations.
LASI13-Boston Charles Lang, Garron HillaireLA-Boston
This document discusses learning analytics and topics presented at the Learning Analytics Summer Institute (LASI) in Boston. It provides an overview of key topics like data collection from log parsing and virtual machines, complex inquiry and real-time data aggregation, learning curve analysis, social network analysis, nanogenetic learning analytics, multi-modal analytics, and collaboration sensing through network analysis of eye-tracking data. References are also provided for further reading on approaches like linked data analysis, affective states prediction, and orchestrating complex inquiry.
Supporting the use of data: From data repositories to service discoveryMathieu d'Aquin
The document discusses supporting the use of data through repositories and service discovery. It provides the example of the MK Data Hub, which allows users to find, share, develop, and get data as well as create applications. Ongoing work involves developing ontological representations of data characteristics like exploitability and applicability, as well as policies and rights. Service discovery requires adequate representation of both available data services and data, including licensing and policy aspects.
Getting the Most Out of Your E-Resources: Measuring Successkramsey
The document discusses measuring the usage and success of electronic resources. It provides an overview of NISO and standards they develop, including COUNTER and SUSHI. SUSHI allows for automated gathering of COUNTER usage reports to make collecting data easier for libraries. The document also discusses applying usage data, privacy concerns, and areas for future development.
Web Traffic and Campus Trends: A Multi-Institutional AnalysisLaura Zeigen
This document summarizes a project analyzing web traffic logs from three academic institutions - Portland State University, University of Oregon, and Oregon Health & Science University. The project aimed to see if traffic patterns differed based on institution type and identify common metrics for evaluating academic library websites. Key findings included traffic closely following academic terms at PSU and UO but not OHSU. Unique visitors and page views also differed significantly between institutions. Further analysis of top pages showed libraries' homepages accounted for 32-38% of traffic at PSU and UO but only 4% at OHSU. The document concludes by discussing challenges in comparing data and implications for website design and services.
Why the Library needs IT, and maybe vice-versa - Dermot FrostCONUL Conference
The Library and IT departments at Trinity College Dublin have evolved to recognize the benefits of collaboration over working independently. While the Library originally handled IT needs in-house, growing complexity required specialized expertise from IT. Now, the Library and IT work together, with each bringing domain knowledge to projects. For key systems like the Library Management System and Research Support System, the Library defines requirements while IT provides technical support. This collaboration allows both departments to better serve users and make efficient use of resources.
On May 10-11th, Katherine attended the first annual EBSCO User Group meet in the US city of Boston. Katherine was there on the invitation of the EBSCO User Group committee, made up of university librarians and EBSCO staff. This two day conference was inspired by the UK and Nordic user groups and this first meet-up was a great opportunity for Librarians from all over the US to come together and talk about how they are using EDS. Katherine an update on the major topics and trends which came up in the conference, and give some insight into the role of the EBSCO User Group in the US and the differences between the US and UK usage of EDS, and this lead into a wider discussion about changing role of Librarians in the UK and US.
Webometrics is a quantitative analysis of universities' web presence and impact. It ranks universities based on (1) Activity, which measures presence, excellence, and openness, and (2) Visibility, which measures links and impact. The ranking considers millions of web pages and links to provide a multidimensional view of university performance and influence online. However, it is limited by not distinguishing institution types and having a bias towards larger, more research-focused universities. Proper web naming practices are also important for visibility.
The document discusses using data and learning analytics to inform library investments and improve the student learning experience. It outlines an workshop on collecting and analyzing various data points like library usage, citations in reference managers, and quotes from readings. The goal is to move beyond typical metrics like satisfaction surveys and attendance to actual learning data that can better predict student outcomes and transform support. Privacy, transparency and monitoring versus engagement are important ethical considerations to discuss.
Open Learning Analytics panel at Open Education Conference 2014Stian Håklev
The past five years have seen a dramatic growth in interest in the emerging field of Learning Analytics (LA), and particularly in the potential the field holds to address major challenges facing education. However, much of the work in the learning analytics landscape today is closed in nature, small in scale, tool- or software-centric, and relatively disconnected from other LA initiatives. This lack of collaboration, openness, and system integration often leads to fragmentation where learning data cannot be aggregated across different sources, institutions only have the option to implement "closed" systems, and cross disciplinary research opportunities are limited. Beyond the immediate concerns this fragmentation creates for educators and learners, a closed approach dramatically limits our ability to build upon successes, learn from failures and move beyond the "pockets of excellence (and failures)? approach that typifies much of the educational technology landscape.
The potential benefits of openness as a core value within the learning analytics community are numerous. Learning initiatives could be informed by large scale research projects. Open-source software, such as dashboards and analytics engines, could be available free of licensing costs and easily enhanced by others, and OERs could become more personalized to match learners' needs. Open data sets and reproducible papers could rapidly spread understanding of analytical approaches, enabling secondary analysis and comparison across research projects. To realize this future, leaders within the learning analytics, open technologies (software, standards, etc.), open research (open data, open predictive models, etc.) and open learning (OER, MOOCs, etc.) fields have established a "network of practice" aimed at connecting subject matter experts, projects, organizations and companies working in these domains. As an initial organizing event, these leaders organized an Open Learning Analytics (OLA) Summit directly following the 2014 Learning Analytics and Knowledge (LAK) conference this past March as means to further the goal of establishing "openness' as a core value of the larger learning analytics movement. Additional details on the Summit and those involved can be found at: http://www.prweb.com/releases/2014/04/prweb11754343.htm.
This panel session will bring together several thought leaders from the Open Learning Analytics community who participated in the Summit to facilitate an interactive dialog with attendees on the intersection of learning analytics and open learning, open technologies, open data, and open research. The presenters represent a broad range of experience with institutional analytics projects, an open source development consortium, the sharing of open learner data, and academic research on open learning environments.
With big data research all the rage, how are librarians being asked to engage with data? As big data research takes off across Business, Science, and the Humanities, librarians need to understand big data and the issues around its storage and curation. How can it be made accessible? What tools and resources are required to use and analyze big data? In this webinar, panelists Caroline Muglia and Jill Parchuck share how big data is being used on their campuses and how they, as librarians, are supporting the sourcing and storage of this data.
This document provides an overview of webometrics and sentiment analysis techniques. It discusses using tools like Webometric Analyst to gather data from sites like YouTube, Twitter, and blogs. Sentiment analysis can study sentiment in YouTube comments and major media events on Twitter. Networks of YouTube video replies can reveal discussion patterns and demographic information. Large-scale YouTube analysis can discover usage patterns and behaviors.
Understanding the Depth of Google Scholar and its Implication for Webometrics...Idowu Adegbilero-Iwari
A presentation on Google Scholar, webometrics ranking of higher institutions and Open Access to research publications. The presentation details the parameters Google scholar uses for indexing research publications and the implication of that for the visibility of scholars, their institutions and their webometrics rank.
Moneyball, Libraries, and more - Ithaka collections presentationGreg Raschke
1) The document discusses how baseball management's use of analytics and data-driven decision making can inform how research libraries manage collections in a digital environment.
2) It advocates shifting from traditional supply-side collection management to a demand-driven model based on analyzing actual user data and behaviors.
3) The document provides examples from North Carolina State University of how data analysis, statistical modeling, and evidence-based practices can help optimize collections expenditures and better meet user needs.
The document discusses a Webometrics report on the performance of Turkish universities in web rankings. It finds that no Turkish university ranks in the top 500 globally and provides some explanations for this, including biases against non-English content, lack of internationalization, and duplicate domains. It suggests Turkish universities could improve their rankings by increasing the amount and quality of web content, especially research outputs, teaching materials, and content in English.
Promoting Open Access and Open Educational Resources to FacultyNASIG
Heather Crozier, presenter
Student debt is a compelling issue and many institutions are investigating solutions to ease the financial burdens of their students. Increasing the use of open educational resources benefits students by reducing course costs. Adopting OER in the classroom allows faculty more freedom in choosing instructional tools. Faculty also benefit from open access publishing by increasing their exposure. However, on the campus of a small, private institution, attendance at workshops to spread awareness and increase the use of these materials was minimal. Faculty had the perception that free resources could not be the same quality as traditional resources. In order to dispel this myth, the Electronic Resources Librarian and Educational Technology Manager collaborated to create custom one hour sessions for individual departments, leveraging library/faculty liaison relationships and the expertise of the office of educational technology. In the session, faculty learn more about open access publishing options, the value of open educational resources, the quality of many open educational resources, and where to find these resources. The session uses the course management system to both disseminate the information shared in the session and create a forum for departments to share resources with each other. Through the CMS, faculty gain access to vetted resources. All attendants have editing privileges within the site after the workshop, allowing them to curate course-specific lists for sharing and future reference. Pilot sessions have been well received and wider implementation is planned for the next academic year.
Online Data Analysis for Librarians using SDA and the General Social SurveyCelia Emmelhainz
This presentation overviews the difference between raw and aggregate data, when tables are useful vs. running an analysis of microdata, and how librarians could analyze data from the General Social Survey (GSS) via the SDA (survey documentation and analysis) interface. For a presentation at Maine Academic Libraries Day, 2015.
Bibliometrics, Webometrics, Altmetrics, Alternative metrics.Andrea Scharnhorst
DANS is an institute of the Royal Netherlands Academy of Arts and Sciences (KNAW) and the Netherlands Organization for Scientific Research (NWO) that focuses on digital archiving and long-term accessibility of research data. The presentation discusses the development of metrics to measure science over time, including bibliometrics, altmetrics, and new types of metrics for research assessment. It argues that metrics should be tailored to their purpose and granularity of analysis, and that qualitative research should complement quantitative metrics. New research information systems and ontologies can help understand science dynamics if they clearly communicate their scope and limitations.
LASI13-Boston Charles Lang, Garron HillaireLA-Boston
This document discusses learning analytics and topics presented at the Learning Analytics Summer Institute (LASI) in Boston. It provides an overview of key topics like data collection from log parsing and virtual machines, complex inquiry and real-time data aggregation, learning curve analysis, social network analysis, nanogenetic learning analytics, multi-modal analytics, and collaboration sensing through network analysis of eye-tracking data. References are also provided for further reading on approaches like linked data analysis, affective states prediction, and orchestrating complex inquiry.
Supporting the use of data: From data repositories to service discoveryMathieu d'Aquin
The document discusses supporting the use of data through repositories and service discovery. It provides the example of the MK Data Hub, which allows users to find, share, develop, and get data as well as create applications. Ongoing work involves developing ontological representations of data characteristics like exploitability and applicability, as well as policies and rights. Service discovery requires adequate representation of both available data services and data, including licensing and policy aspects.
Getting the Most Out of Your E-Resources: Measuring Successkramsey
The document discusses measuring the usage and success of electronic resources. It provides an overview of NISO and standards they develop, including COUNTER and SUSHI. SUSHI allows for automated gathering of COUNTER usage reports to make collecting data easier for libraries. The document also discusses applying usage data, privacy concerns, and areas for future development.
Web Traffic and Campus Trends: A Multi-Institutional AnalysisLaura Zeigen
This document summarizes a project analyzing web traffic logs from three academic institutions - Portland State University, University of Oregon, and Oregon Health & Science University. The project aimed to see if traffic patterns differed based on institution type and identify common metrics for evaluating academic library websites. Key findings included traffic closely following academic terms at PSU and UO but not OHSU. Unique visitors and page views also differed significantly between institutions. Further analysis of top pages showed libraries' homepages accounted for 32-38% of traffic at PSU and UO but only 4% at OHSU. The document concludes by discussing challenges in comparing data and implications for website design and services.
Why the Library needs IT, and maybe vice-versa - Dermot FrostCONUL Conference
The Library and IT departments at Trinity College Dublin have evolved to recognize the benefits of collaboration over working independently. While the Library originally handled IT needs in-house, growing complexity required specialized expertise from IT. Now, the Library and IT work together, with each bringing domain knowledge to projects. For key systems like the Library Management System and Research Support System, the Library defines requirements while IT provides technical support. This collaboration allows both departments to better serve users and make efficient use of resources.
Incentivization and collaboration: playing with the flipped model in embedded...CONUL Conference
The document describes an academic librarian's attempts to implement a flipped classroom model for information literacy sessions. In their initial sessions with undergraduate science students, the librarian asked students to complete pre-work before the session which seemed successful. However, later attempts with business students were less successful when instructors did not communicate the pre-work expectations. Additional attempts saw mixed results, with attendance generally better than pre-work completion. The librarian's most successful session used digital badges and an online pre-work module as incentives, suggesting incentives may be key to getting students to engage with pre-work in a flipped model.
Getting the edge: Library and Career Development Centre collaboration to help...CONUL Conference
The document discusses collaboration between libraries and career development centres to help students develop employability skills. It provides an overview of workshops and resources that libraries can offer to help students with career research, staying up to date on companies and competitors, and developing digital literacy skills. The benefits of collaboration are outlined as helping students improve employability skills and find jobs, securing the library's role in developing graduate attributes, emphasizing the transferable nature of digital literacy, helping career advisors expand available resources, and opening the door to further collaboration opportunities.
Creative Zone / Blackstone LaunchPad - Valerie KingCONUL Conference
The document describes the creation of the Creative Zone/Blackstone LaunchPad space at University College Cork. It involved collaboration between the library, building and estates, Blackstone LaunchPad, and various faculties and students. The space was designed to be flexible and encourage creativity, ideation, and collaboration. In the first year of operation, it has been well-used for group work, consultations, events, and relaxing activities. Lessons learned include taking time with the vision, researching user needs, having champion supporters, and maintaining flexibility to evolve over time within budget constraints.
Pilot thesaurus of Irish folklore: a collaborative project by the Digital Rep...CONUL Conference
The document describes a pilot thesaurus of Irish folklore terms created through a collaborative project between the Digital Repository of Ireland and the National Library of Ireland. It provides guidelines for constructing thesauri and describes how they analyzed terms, structured the hierarchy, and developed relationships as part of the pilot thesaurus, which covers many aspects of Irish life. It also discusses potential future collaboration and development of the thesaurus internationally and with other Irish cultural heritage organizations.
CAVAL: an Australian collaborative experience, Michelle AgarCONUL Conference
CAVAL is a collaborative organization established in 1978 that provides services to university libraries in Australia to support access to information resources. It offers services such as cataloging, collection storage, and statistics collection. CAVAL operates two high-density storage facilities, CARM1 and CARM2, which house shared print collections and materials from member libraries to reduce costs. While collaboration provides economies of scale and expertise, it also faces challenges such as upfront investment costs and concerns about ceding control over collections. The document discusses both the benefits and challenges of the CAVAL collaborative model.
Watch, listen, learn: understanding the undergraduate research process throug...CONUL Conference
The document summarizes an ethnographic study of final year undergraduate research behavior. It discusses the rationale, methodology, and key findings of the study. The study used observation and interviews over 6 weeks to examine how 5 undergraduate students from different disciplines and generations organize, evaluate, and conduct their research. It identified themes around managing time and space for research, dealing with uncertainty in the research process, and relying on peer support networks. The study provided insights into student diversity and how cultural factors like "library anxiety" influence research behaviors. It also reflected on the challenges of conducting ethnographic research with students.
Why Ireland needs a CONUL Union Catalogue, Eoin McCarneyCONUL Conference
Eoin McCarney argues that Ireland needs a CONUL union catalogue to share resources and collections across libraries. A union catalogue would allow for collaborative storage, collection management, digitization and collection development. It could move most print collections to shared management in a few years. By 2027, the collections of each library may effectively belong to all libraries. However, collaboration also presents challenges related to workload, costs, and ensuring access.
The Evolution of Information literacy in Galway Mayo Institute of Technology ...CONUL Conference
Presented at CONUL conference, June 2016, Athlone, Ireland by Margaret Waldron, Bernie Lally, Maura Stephens, Kathryn Briggs, Helen Flatley, Galway Mayo Institute of Technology
This was a presentation delivered at the 10th Northumbria Conference in York during July 2013. It provides a background, and introduction and overview to the Library Analytics and Metrics Project (LAMP) work that Jisc, Mimas (University of Manchester) and University of Huddersfield are collaborating on.
The project will develop a prototype shared library analytics service for UK universities and colleges.
The document discusses gaining business intelligence from user activity data in libraries and higher education institutions. It outlines challenges in collecting and analyzing comprehensive user data from different systems. The Open University perspective is that most students do not visit physical libraries and sign up for individual courses rather than degrees. However, the university has significant online user traffic that could provide insights if integrated across various learning and library systems. Overcoming cultural, technical, and data challenges will be key to developing a comprehensive view of user activity data.
Function follows form: the paradigmatic potentialities of recommender systems and the role of paradata in effective user engagement with open education
But Were We Successful: Using Online Asynchronous Focus Groups to Evaluate Li...Andrea Payant
USU launched a program in 2016 to connect researchers seeking federal funding with librarians to assist them with data management. This program assisted over 100 researchers, but was it successful? Our presentation will discuss how we evaluated the success of this program using online asynchronous focus groups (OAFG) in conjunction with a traditional survey. Our cross-institutional research team will share our findings as well as the challenges and successes of using OAFGs to assess library services.
Scholarly Metrics in Specialized SettingsElaine Lasda
Presentation for the Bibliometric and Research Impact Community (BRIC) of Canada on case studies of research impact in specialized settings. Focus on Michigan Publishing by co-presenter Rebecca Welzenbach
Big data has the potential to transform nursing education and healthcare. It allows analysis of large, diverse datasets to reveal patterns and trends. Nursing has a long history of using data to improve patient care. Now, with big data and analytics, insights can be gained from vast amounts of structured and unstructured data from various sources. This can help personalize learning and predict outcomes. However, challenges include technical issues, privacy concerns, and developing a data-driven culture. With collaboration across sectors and letting the data speak, big data can advance nursing knowledge and the learning healthcare system.
This document summarizes a presentation about how data and predictive analytics are changing expectations around accountability and student success in post-secondary education. It discusses how predictive modeling can identify at-risk students, but predicting risk is not enough - institutions must also link predictions to interventions. The presentation also explores opportunities to generate new insights from data and leverage online learning to fulfill its promise by embracing analytics. The PAR Framework collaborative aims to help institutions improve effectiveness and outcomes through common data definitions, benchmarks, predictive models, and an intervention inventory tool.
There are many online and in-person courses available for librarians to learn about research data management, data analysis, and visualization, but after you have taken a course, how do you go about applying what you have learned? While it is possible to just start offering classes and consultations, your service will have a better chance of becoming relevant if you consider stakeholders and review your institutional environment. This lecture will give you some ideas to get started with data services at your institution.
The real challenge in the modern world is not producing information or storing information,
but apt and proper use of information by people. Since volume of information is growing in leaps
and bounds, the information needs of users are becoming more and more diverse and complex. In
this changing context information providers are facing a lot of challenges to capture, process, store
and disseminate the available information for actual users. The user studies provide a clear
understanding of the actual information needs of the user in order to readjust the existing
information systems or chose new ones. Various models of information needs and informationseeking behaviour have been discussed. Each modelrepresents a different but an overlapping or
similar approach to information seeking behavior of users. In order to satisfy the information need,the user actively undergoes the information seeking processes. Some factors like physiological,emotional, learning and demographic, etc. also deeply influence information seeking behaviour i.e.
some people have to face some obstacles. These barriers may be economic, social, environmental,
time related or geographical.Effectiveness of a professional depends upon dissemination and use of right information at
right time. Information and communication technologies have changed the way in which thelibraries provide their services. Users study provide deeperunderstanding of access to their
collections and services .The need and behavior of their users and satisfaction ratio of users are
new assessment techniques of libraries. Therefore an effort has been made to how determineinformation need and information seeking behavior of users.
Information Experience Lab, IE Lab at SISLTIsa Jahnke
Founded in 2003
The Information Experience Laboratory, IE Lab – is a usability and user experience lab …
… with the mission to improve learning technologies, information and communication systems.
We here present the IE Lab and methods .
The document discusses the role of libraries and information professionals in the era of big data and open data. It defines key terms like big data and open data. It outlines opportunities for libraries to support issues around data availability, findability, interpretability, reusability, and curation. New roles are emerging for information professionals in managing data, building infrastructure, providing advisory services and training. Challenges include budget, technical requirements, and conveying value. Recommendations include developing skills in data science, advocating for open science, and cultivating skills to support community research practices.
Ellen Wagner, Executive Director, WCET.
Putting Data to Work
This session explores changing data sensibilities at US post-secondary institutions with particular attention paid to how predictive analytics are changing expectations for institutional accountability and student success. Results from the Predictive Analytics Reporting Framework show that predictive modeling can identify students at risk and that linking behavioral predictions of risk with interventions to mitigate those risks at the point of need is a powerful strategy for increasing rates of student retention, academic progress and completion.
presentation at the 15th annual SLN SOLsummit February 27, 2014
http://slnsolsummit2014.edublogs.org/
The Career Explorer: helping young people with educational choices and career...Jisc
The Career Explorer is a new collaborative service between HESA, Jisc, Prospects, and UCAS to provide personalized career guidance to prospective university students. The innovative analytical tool will guide students with information to help inform their choices about future studies and careers. It will demystify pathways from subject choice through higher education and into careers. The tool utilizes key datasets and expertise to improve student experience and outcomes.
My presentation given at the Association of Subscription Agents annual conference, Feb 2013.
It was titled Understanding how researchers and practitioners use STM information, but the specific theme was understanding how to design information products and services for researchs and practitioners against a background of information abundance (aka information overload).
This document summarizes the key challenges in understanding researchers' behaviors and needs regarding information for their work. It discusses how the volume of research is increasing yet costs are rising, placing more importance on cost-effectiveness. It also examines researchers' information gathering process, the types of content and services they require, and who provides these resources, with questions around sustainability. Skills development is another area explored in terms of user needs and who provides training. In conclusion, more understanding is still needed around digital information use while balancing constraints on funding with growing research volumes.
1) The document discusses big data and learning analytics in education, including how it has been featured in the NMC Horizon Report from 2010-2013. It describes how big data can be used for educational research purposes such as modeling student knowledge, behavior, experiences, profiling student groups, and analyzing learning components and instructional principles.
2) Examples of learning analytics in practice are provided, including Purdue University's Signals project, Saddleback Community College's personalized learning system, and analytics tools used at other universities.
3) Potential applications of learning analytics discussed include using data to provide insights into student reading habits, facilitating anonymous peer feedback and grading in writing courses, and capturing data to engage students in interactive teaching situations.
This document discusses evaluating and selecting online resources. It begins by introducing the presenters and their interests in usage measurement and the concept of electronic resource usage in libraries. It then discusses how collection practices have shifted from a supply-side to a demand-driven model where use and demand analysis drive decisions. The document advocates for a data-driven approach using multiple variables like usage statistics, user feedback, and quality metrics to make large decisions. It outlines an agenda to discuss understanding e-resource use and value as well as negotiations. Finally, it questions how to best measure use and the value of understanding use as a complex process rather than just a number.
This document discusses the importance of libraries using data and metrics to inform decision making and communicate their value. It notes that while librarians are good at collecting statistics, they often lack the ability or willingness to analyze, interpret, and apply the data. Without using data to take action or inform strategies, it has little value beyond justifying budgets. The document provides examples of how libraries can select peer institutions for benchmarking, analyze trends over time, and use multiple data sets to understand user needs and behaviors. It emphasizes telling "stories" combined with data ("Stories + Stats") to communicate effectively with stakeholders.
Deriving value from analytics requires much more than purchasing technology. University of Kentucky's analytics journey utilized fostering a bottom-up emergent community of practice as well as top-down organizational maneuvers. This presentation shares different aspects of the University of Kentucky score.
The New Metrics: conference presentationElaine Lasda
This document discusses innovative uses of research impact indicators and metrics. It provides examples of how research institutions like the University of Michigan Publishing, EPA Research Triangle Park, and the National Center for Atmospheric Research have used metrics to demonstrate the broader impact and value of research to various stakeholders. It also outlines some of the shared challenges these institutions face in gathering and contextualizing impact data, as well as opportunities for librarians to play a leadership role in these efforts through skills in project management, data analysis, and relationship building. Overall, the document argues that understanding and communicating research impact can help validate funding and build partnerships across organizations.
This session will demystify (generative) AI by exploring its workings as an advanced statistical modelling tool (suitable for any level of technical knowledge). Not only will this session explain the technological underpinnings of AI, it will also address concerns and (long-term) requirements around ethical and practical usage of AI. This includes data preparation and cleaning, data ownership, and the value of data-generated - but not owned - by libraries. It will also discuss the potentials for (hypothetical) use cases of AI in collections environments and making collections data AI-ready; providing examples of AI capabilities and applications beyond chatbots.
CATH DISHMAN, CENYU SHEN,
KATHERINE STEPHAN
Although scholarly communications has become more open, problems with predatory and problematic publishers remain. There are commercial providers of lists, start-up/renegade Internet lists of good/bad and the researchers, publishers and assessors that try to understand and process what being on/off a list means to themselves, their careers and their institutions. Still, these problems persist and leaves many asking: where is the list?
Christina Dinh Nguyen, University of Toronto Mississauga Library
In the world of digital literacies, liaison and instructional librarians are increasingly coming to terms with a new term: algorithmic literacy. No matter the liaison or instruction subjects – computer science, sociology, language and literature, chemistry, physics, economics, or other – students are grappling with assignments that demand a critical understanding, or even use, of algorithms. Over the course of this session, we’ll discuss the term ‘algorithmic literacies,’ explore how it fits into other digital literacies, and see why it as a curriculum might belong at your library. We’ll also look at some examples of practical pedagogical methods you can implement right away, depending on what types of AL lessons you want to teach, and who your patrons are. Lastly, we’ll discuss how librarians should view themselves as co-learners when working with AL skills. This session seeks to bring together participants from across the different libraries, with diverse missions/vision/mandates, to explore ways we can all benefit from teaching AL. If time permits, we may discuss how text and data librarians (functional specialists) can support the development of this curriculum.
David Pride, The Open University
In this paper, we present CORE-GPT, a novel question- answering platform that combines GPT-based language models and more than 32 million full-text open access scientific articles from CORE. We first demonstrate that GPT3.5 and GPT4 cannot be relied upon to provide references or citations for generated text. We then introduce CORE-GPT which delivers evidence-based answers to questions, along with citations and links to the cited papers, greatly increasing the trustworthiness of the answers and reducing the risk of hallucinations.
Cath Dishman, Cenyu Shen, Katherine Stephan
Although scholarly communications has become more open, problems with predatory and problematic publishers remain. There are commercial providers of lists, start-up/renegade Internet lists of good/bad and the researchers, publishers and assessors that try to understand and process what being on/off a list means to themselves, their careers and their institutions. Still, these problems persist and leaves many asking: where is the list?
This plenary panel will discuss the problems of “predatory” publishing and what, if anything, publishers, our community and researchers can do to try and help minimise their abundancy/impact.
eth Montague-Hellen, Francis Crick Institute, Katie Fraser, University of Nottingham
Open Access is a foundational topic in Scholarly Communications. However, when information professionals and publishers talk about its future, it is nearly always Gold open access we discuss. Green was seen as the big solution for providing access to those who couldn’t afford it. However, publishers have protested that Green destroys their business models. How true is this, and are we even all talking the same language when we talk about Green?
Chris Banks, Imperial College London, Caren Milloy, Jisc,
Transitional agreements were developed in response to funder policy and institutional demand to constrain costs and facilitate funder compliance. They have since become the dominant model by which UK research outputs are made open access. In January 2023, Jisc instigated a critical review of TAs and the OA landscape to provide an evidence base to inform a conversation on the desired future state of research dissemination. This session will discuss the key findings of the review and its impact on a sector-wide consultation and concrete actions in the UK and beyond.
Michael Levine-Clark, University of Denver, Jason Price, SCELC Library Consortium
As transformative agreements emerge as a new standard, it is critical for libraries, consortia, publishers, and vendors to have consistent and comprehensive data – yet data around publication profiles, authorship, and readership has been shown to be highly variable in availability and accuracy. Building on prior research around frameworks for assessing the combined value of open publishing and comprehensive read access that these deals provide, we will address multi-dimensional perspectives to the challenges that the industry faces with the dissemination, collection, and analysis of data about authorship, readership, and value.
Hylke Koers, STM Solutions
Get Full Text Research (GetFTR) launched in 2020 with the objective of streamlining discovery and access of scholarly content in the many tools that researchers use today, such as Dimensions, Semantic Scholar, Mendeley, and many others. It works equally well for open access content as it does for subscription-based content, providing researchers with recognizable buttons and indicators to get them to the most up-to-date version of content with minimal effort. Currently, around 30,000 OA articles are accessed every day via GetFTR links.
Gareth Cole, Loughborough University, Adrian Clark, Figshare
Researchers face more pressure to share their research data than ever before. Owing to a rise in funder policies and momentum towards more openness across the research landscape. Although policies for data sharing are in place, engagement work is undertaken by librarians in order to ensure repository uptake and compliance.
We will discuss a particular strategy implemented at Loughborough University that involved the application of conceptual messaging frameworks to engagement activities in order to promote and encourage use of our Figshare-powered repository. We will showcase the rationale behind the adoption of messaging frameworks for library outreach and some practical examples.
Mark Lester, Cardiff Metropolitan University
This talk will outline how a completely accidental occurrence led to brand new avenues for open research advocacy and reasons for being. This advocacy has occurred within student communities such as trainee teachers, student psychologists and (especially) those soon losing access to subscription-based library content. Alongside these new forms of advocacy, these ethical example of AI use cases has begun to form a cornerstone of directly connecting the work of the library to new technology.
Simon Bell, Bristol University Press
The UN SDG Publishers Compact, launched in 2020, was set up to inspire action among publishers to accelerate progress to achieve the Sustainable Development Goals by 2030, asking signatories to develop sustainable practices, act as champions and publish books and journals that will “inform, develop and inspire action in that direction”.
This Lightning Talk will discuss how our new Bristol University Press Digital has been developed as part of our mission to contribute a meaningful and impactful response to this call to action as well as the global social challenges we face.
Using thematic tagging to create uniquely curated themed eBook collections around the Global Social Challenges, Bristol University Press Digital responds directly to the need to provide the scholarly community access to a comprehensive range SDG focussed content while minimising time and resource at the institution end in collating content and maintaining collection relevance to rapidly evolving themes
Jenni Adams, University of Sheffield, Ric Campbell, University of Sheffield
Academic researchers are becoming increasingly aware of the need to make data and software FAIR in order to support the sharing and reuse of non-publication outputs. Currently there is still a lack of concise and practical guidance on how to achieve this in the context of specific data types and disciplines.
This presentation details recent and ongoing work at the University of Sheffield to bridge this gap. It will explore the development of a FAIR resource with specialist guidance for a range of data types and will examine the planned development of this project during the period 2023-25
TASHA MELLINS-COHEN
COUNTER & Mellins-Cohen Consulting, JOANNA BALL
DOAJ, YVONNE CAMPFENS
OA Switchboard,
ADAM DER, Max Planck Digital Library
Community-led organizations like DOAJ (Directory of Open Access Journals), COUNTER (the standard for usage metrics) and OA Switchboard (information exchange for OA publications) are committed to providing reliable, not-for-profit services and standards essential for a well-functioning global research ecosystem. These organizations operate behind the scenes, with low budgets and limited staffing – no salespeople, marketing teams, travel budgets, or in-house technology support. They collaborate with one another and with bigger infrastructure bodies like Crossref and ORCID, creating the foundations on which much scholarly infrastructure relies.
These organizations deliver value through open infrastructure, data and standards, and naturally services and tools have been built by commercial and not-for-profit groups that capitalize on their open, interoperable data and services – many of which you are likely to recognize and may use on a regular basis.
Hear from the Directors of COUNTER, DOAJ and OA Switchboard, as well as a library leader, on the role of these organizations, the challenges they face and why support from the community is essential to their sustainability.
CAMILLE LEMIEUX
Springer Nature
What is the current state of diversity, equity, and inclusion in the scholarly publishing community? It's time to take a thorough look at the 2023 global Workplace Equity (WE) Survey results. The C4DISC coalition conducted the WE Survey to capture perceptions, experiences, and demographics of colleagues working at publishers, associations, libraries, and many more types of organizations in the global community. Four key themes emerged from the 2023 results, which will be compared to the findings from the first WE Survey conducted in 2018. Recommendations for actions organisations can consider within their contexts will be proposed and discussed.
Rob Johnson, Research Consulting
Angela Cochran, American Society of Clinical Oncology
Gaynor Redvers-Mutton, Biochemical Society
Since 2015, the number of self-published learned societies in the UK has decreased by over a third, with the remaining societies experiencing real-term revenue declines. All around the world, society publishers are struggling with increased competition from commercial publishers and the rise of open access business models that reward quantity over quality. We will delve into the distinctive position of societies in research, examine the challenges confronting UK and US learned society publishers, and explore actionable steps for libraries and policymakers to support the continued relevance of learned society publishers in the evolving scholarly landscape.
Simon Bell, Clare Hooper, Katharine Horton, Ian Morgan
Over the last few years we have witnessed a seismic shift in the scholarly ecosystem. Three years since outset of the COVID pandemic and the establishment UN Publishers Compact, this is discussion-led presentation will look at how four UK Universities Presses have adopted a consultative and collaborative approach on projects to support their institutional missions, engage with the wider scholarly community while building on a commitment to make a meaningful difference to society.
This panel discussion will combine the perspectives of four UK based university presses, all with distinct identities and varied publishing programs drawn from humanities, arts and social sciences, yet with a shared recognition and value of the importance to collaborate and co-operate on a shared vision to support accessibility and inclusivity within the wider scholarly community and maintain a rich bibliodiversity.
While research support teams are generally small and specialist in nature, an increased demand of its service has been observed across the sector. This is particularly true for teaching-intensive institutions. As a pilot to expand research support across ARU library, the library graduate trainee was seconded to the research services team for a month. This dialogue between the former trainee and manager will discuss what the experience and outcomes of the secondment were from different perspectives. The conversation will also explore the exposure Library and Information Studies students have to research services throughout their degree.
TIM FELLOWS & EMILY WILD, Jisc
Octopus.ac is a UKRI funded research publishing model, designed to promote best practice. Intended to sit alongside journals, Octopus provides a space for researcher collaboration, recording work in detail, and receiving feedback from others, allowing journals to focus on narrative.
The platform removes existing barriers to publishing. It’s an entirely free, open space for researchers, without editorial and pre-publication peer review processes. The only requirement for authors is a valid ORCiD ID. Without barriers, Octopus must provide feedback mechanisms to ensure the community can self-moderate. During this session, we’ll explore Octopus’ aims to foster a collaborative environment and incentivise quality.
David Parker, Publisher and Founder, Lived Places Publishing
Dr. Kadian Pow, Lecturer in Sociology and Black Studies & LPP Author, Birmingham City University
Natasha Edmonds, Director, Publisher and Industry Strategy, Clarivate
Library patrons want to search for and locate authors by particular identity markers, such as gender identification, country of origin, sexual orientation, nature of disability, and the many intersectional points that allow an author to express a point-of-view. Artificial Intelligence, skilled web researchers, and data scientists in general struggle to achieve accuracy on single identity markers, such as gender. And what right does anybody have to affix identity metadata to an author other than the author theirselves? And what of the risks in disseminating author identity metadata in electronic distribution platforms and in library catalog systems? Can a "fully informed" author even imagine all the possible misuses of their identity metadata?
More from UKSG: connecting the knowledge community (20)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
1. Shining a light on our analytics and usage data
Ben Showers, Jisc
Joy Palmer, Mimas
Graham Stone, University of HuddersfieldThis work is licensed under a
Creative Commons Attribution 3.0
Unported License
5. To support the hypothesis that…
“There is a statistically significant correlation across a
number of universities between library activity data
and student attainment”
6. Library Impact Data Project 1
Original data requirements for each student:
• Final grade achieved
• Number of books borrowed
• Number of times e-resources were accessed
• Number of times each student entered the library, e.g. via a
turnstile system that requires identity card access
• School/Faculty
7. – Showed a statistical
significance between:
• Final grade achieved
• Number of books
borrowed
• Number of times e-
resources were accessed
– Across all 8 partners
Library Impact Data Project 1
8. Library Impact Data Project
Phase I looked at over 33,000 students across 8 universities
Phase II looked at around 2,000 FT undergraduate students at
Huddersfield
9. Library Impact Data Project 2
Now with additional data:
• Demographics
• Discipline
• Retention
• On/off campus use
• Breadth and depth of e-resource usage
• UCAS points (entry data)
• Correlations for Phase 1
10. Library Impact Data Project 2
Conclusions:
• We showed statistical significance for demographics such as
age, gender, ethnicity and country of origin
• We showed statistical significance across top level subjects
and within these disciplines
• We showed a connection between library use and retention
• We showed the depth and breadth of a collection may make
a difference
11. Drivers for change 1And we know all this is firmly on
Libraries’ radars
Our survey:
How important will analytics be to
academic libraries now and in the
future, and what is the potential for a
service in this area?
12. What about sharing your data about usage with other
institutions?
There’s a significant appetite for analytics services….But hesitation over
sharing entry data and other student data than other forms of usage
data.
Only 46% would be willing to share data if the institution was named.
But if institutional identity can be anonymised, that changes to 91%
16. Can we collect data from institutions and create tools that allow
libraries to analyze how their resources are being used, when
and by whom?
17. Can this dashboard also give institutions the tools to
compare or even benchmark usage
against other institutions?
What about the benefits of scale?
18. What data can we use and get a hold of?
UCAS data, loan data, eResource logins..
(but not data on usage of individual items)
(yet)
21. A brief (important) word on ethics
Should we be holding and analyzing this kind of data?
• Data protection issues & ‘Big brother’ concerns
• All students pay the same fees – shouldn’t they be treated the same?
But what if we didn’t do this
• What would the reaction be if it was found that we had this data but didn’t act
on it?
• We have a duty to care for the individual wellbeing of our students
22.
23. Working with the API to present the data…
How should users work with the data?
What do they want to be able to do?
What do they do?What does the system do?
24. The Epic User Stories
• connect the library with the university
mission
• contribute to the institutional analytics
effort
• demonstrate value added to users
• ensure value from major investments
• develop investment business cases
• impact student measures of
satisfaction, such as NSS
• address measures of equality and
diversity of opportunity
• inform / justify library policy and
decisions as evidence led
• engage stakeholders in productive
dialogue
• identify basket of measures covering
all key areas
• inform librarian professional
development
• enable the sector to understand the
questions to be answered
28. JiscLAMP –What did we achieve?
• LAMP project outputs
– We managed to clean up and process the data from all of
the partners
– We created a prototype – our analytics engine
– We performed a benchmarking exercise
• We showed that the idea of a shared library analytics service
was feasible
29. What can we do with the data?
» We can demonstrate usage by cohorts:
› Department
› Degree name
› Course
› Course ‘type’?
› Gender/Ethnicity/Nationality/Disability/Age
› Level of attainment
› Attendance mode (full time/part time)
› UCAS points
30. What can we do with the data?
And we can demonstrate correlations between usage and
attainment, usage and cohort (and attainment and cohort)
31.
32.
33.
34. And we can potentially signal if
findings are statistically significant or not…
35. But where exactly does the user journey and workflow begin?
Within the system or outside of it?
36. How much do we assume the user is analysing the data?
And much analysis should the tool perform on behalf of the end
user?
37. » Here’s a simple question:
How do humanities and social
science students use books? *
*All the data used in this presentation is completely made up.Any resemblance
to real university library usage data, living or dead, is purely coincidental.
38. » And a simple answer
Humanities bigger users than
social sciences
40. » What about other factors?
In both disciplines, full-time
students borrow more books
than part-time ones
The difference is smaller for
social scientists than for
humanities students
Part-time students seem quite
similar across disciplines
41. » Who’s not borrowing?
So although the means were
fairly similar (2.9 to 2.3),
proportionally there are lots
more social scientists who have
never borrowed a book.
42. » Who’s not borrowing?
There’s clearly a big problem
with part-time students in the
humanities
In the social sciences, everyone
is equally in need of help
Social science part-timers are
more likely to borrow books
than humanities part-timers –
why might that be?
43. » Who’s not borrowing?
Shows median borrowing
(humanities = 3, social sciences = 2)
Shows upper and lower quartiles
Shows max and min values
Standard way of describing data –
but is it useful here?
44. Where do we go from here? Phase 2
» We have funding for
Phase 2
» We’re now testing the
‘ugly prototype’
» Currently putting
together the new
project and marcomms
plan
45. » Make the data beautiful and
compelling….
› Develop a dashboard UI
through iterative testing
and development
Our key areas for focus 2014-15
46. » Usage data to ‘profile’
individuals, e.g. for REF
or intervention
purposes?
› What are the ethical
or legal issues?
Our key areas for focus 2014-15
47. » eResource item level
usage and the current
approach of the UK
Access Management
Federation
› Is it possible to crack
that nut?
Our key areas for focus 2014-15
48. » NSS data and SCONUL
stats. Integration would
be of major value.
› How can we bring
that data into scope?
Our key areas for focus 2014-15
49. » Data literacy
› What does it mean?
Who needs it?
› What needs to be
automated and what
needs to be taught as
a skillset?
Our key areas for focus 2014-15
50. » Benchmarking.
› The killer app?
› Is there a business
case for the service if
it doesn’t provide the
capability to compare
across institutions?
› How would this work?
Our key areas for focus 2014-15
51. JiscLAMP – Phase 2
• Workshop with SCONUL (London 7 May 2014)
• Key contacts/relationships for next phase
– HESA (NSS)
– Shibboleth/Athens
– SCONUL (performance group)
• Developing the business case and model
52. How can you get involved?
» Follow and comment on our
blog:
http://jisclamp.mimas.ac.uk
» Attend a LAMP workshop
(tba)
» Become a data contributor!
› email: b.showers@jisc.ac.uk
› email joy.palmer@manchester.ac.uk
› email g.stone@hud.ac.uk
Editor's Notes
Background image – something along the lines of data visualisations
So. How did we get here?Before I get into the details of the LAMP project I want to give a bit of background and context. Jisc has been involved in looking at activity or usage data and how we can exploit it for some time now. Back in 2007we started looking at activity data and personalisation, when it was clear that models of consumption were being completely turned on their head by the likes of AmazonAnd of course right from the beginning we’ve been interested in how this might apply to the context of the library, and particularly the discovery interface.…to improve existing services…to gain insights into user behaviour…to measure the impact of the library
And while Huddersfield was the only institution experimenting with data to quite this extent, of course all of this has been very much on most Library’s radars for a while now. Indeed, some of the more competitive library system vendors are building in analytics tools so that some usage data can be tracked on an institutional level.Just over a year ago we worked with RLUK and SCONUL to conduct a survey to fully understand how important analytics will be to academic libraries now and in the future, and to see also what opportunities there might be for a shared service in this area.
61 institutions responded to the survey, so a pretty good sample. What we were particularly interested in was the appetite libraries and institutions had for sharing their data.We found that while there was obvious appetite for analytics services, no surprise there, there was more hesitation over sharing usage data. These concerns were around being ‘named’ and sharing (potentially) sensitive information that could be distorted. In other words, the data might not tell a story an institution wants to tell (think headline: ‘most chemistry majors who get a first never step foot in the library.’ that sort of thing!).But this concern diminished if there were reassurances that institutional identity could be anonymised. Respondents could see the value in sharing for purposes such as profiling and benchmarking.
We asked people whether this was a key priority. Most people felt that it was an ’important but not essential’ strategic priority
But this changed when we asked about the next 5 years, where most felt that it would become a top priortiy.So this is clearly an area for potential opportunity and growth
Cue the Library Analytics and Metrics or LAMP project. We started our work early last year, following on from the survey results and also the work of the Library Impact Data project
An innovations project, we wanted to explore whether we Can “collect data from institutions and create tools that allow libraries to analyze how their resources are being used, when and by whom.Many systems vendors are already providing tools in some of these areas, but while they can provide stats on usage, what they can’t do is demonstrate which resources are being used by which different groups. They can’t tell you how resources are being used by first year law students, or second year students from China for example, orby students who were close to failing the previous year.The ability to work with UCAS data allows us to do this and so provide significantly more value to the tools
What we’re also interested in though is what the benefits of scaling this activity up might be. Can we also provide institutions to compare and benchmark against one another? Is this another area where we can add value, but exploiting the potential of this being an above campus, shared service?
But of course there are a great deal of unknowns we had to work through first to assess the feasibility of all this.The first key challenge is around getting the data, which sits in different systems and is often ‘managed’ by different parts of the institution, particularly the UCAS data.The data we needed (and knew could be available from most institutions, at least from somewhere) was that precious UCAS data (so we can identify the characteristics of users), but we also needed loan data, and eResource logins. What we didn’t take was usage of individual items, at least not for now. I’ll come back to that.
When we initially put feelers out to find out who might be able to work with us on this, we though we might get 2 or 3. But we were very pleased to end up with six institutions, all of whom could provide us with the data we needed and who agreed to trial this with us.
The next phase of work was really around data wrangling. Getting the data (or getting the person who can get the data and the permission to use the data)Analysing, normalising, and then developing an API for presenting the data in a visualisation dashboard.
Because without a graphical visualisation dashboard, this is what your visualisation tool looks like.(and actually this is a spreadsheet showing how we’re normalising fields such as ‘ethnicity’ or country of origin)
And it’s been in developing the API and considering the requirements of that API that we’ve come into our most challenging and interesting phase of work.In doing this we’ve needed to ask questions about how users work with the data. What do they want to be able to do?And then there are more fundamental questions over what analysis the user undertakes, and what the system does on behalf of the user, which I’ll also come back to
And it’s been in developing the API and considering the requirements of that API that we’ve come into our most challenging and interesting phase of work.In doing this we’ve needed to ask questions about how users work with the data. What do they want to be able to do?And then there are more fundamental questions over what analysis the user undertakes, and what the system does on behalf of the user, which I’ll also come back to
And here’s our first basic wireframe, which starts to think in more detail about functionality and the different tasks that users might want to accomplish (for example, tracking usage by discipline or demographics such as country or ethnicity).But this was still very much exploratory work, and although this looks sensible, as we discovered, the devil is very much in the detail.
First and foremost we’ve had to work within the constraints of the data that we had.Here is what we *can* do with the data from those institutions.
And here are some screen shots of the very basic prototype as it’s functioning right now, with live data. So here is a pie chart demonstrating loans activity among students studying for a bachelors in psychology, broken down by genderApparently women borrow a lot more – or do they? Or are there simply more women in that discipline? What story is this data actually telling? I’ll let Ellen get into these types of issues
For example, we can potentially signal if findings are statistically significant or not.So is usage by female psychology students from the first graph something to take a note of or not? This is something we’re going to integrate into the tool into the next phase – the ability to know if what you’re seeing is significant or now.
I’m going to walk you through how complicated it is to structure the service in a way that it actually answers the question the user wants to ask. Here’s a fairly simple question which we know from the use cases and job stories is a fairly common interest (although the things people compare will vary)
The answer is pretty straightforward (the data is made up by the way, you can tell because it is so tidy, humanities have borrowed more books, in this time period, than social sciences
But of course this might be because there are more humanities students than social science students – so in fact what the user might really want to know is the average use per student. If we calculate this, we can see that humanities is still the bigger users, but the difference is less obvious than with the simple presentation of counts. Would the user know that this is what they want, though, when they first ask the question? Would they think about the number of users and how it might affect the total books borrowed?
And of course there are other factors to take into account besides discipline which might affect usage. For example, mode of study might change how thinkgs look – unsurprisingly, in our example it does! In both disciplines, full time students are bigger borrowers than part time ones. But the difference is smaller for social scientists than for humanities students.
And remember the original question – how do humanities and social science students use books? Well, what about people who aren’t using books at all? Nothing we’ve looked at so far tells you anything about them, but it’s probably quite important to know. This graph shows us that although the mean use was fairly similar in both subjects, there are a lot more social scientists who have never borrowed a book
We can get even more fancy – this is a boxplot, which is a fairly common way of showing the distribution of a dataset. It shows the median average (basically of you lined up, say, 100 data points in numerical order from low to high, the median is the value that would appear in position 50) and the upper and lower quartiles (again, all your data points lined up but in this case the values that appear at the position 75 and 250 and also the maximum and minimum values - 100 and 1 in the lineup). People who are familiar with statistics would get a lot of useful information from this chart – but is it just going to be confusing to the non-expert user?
Can usage data be used to ‘profile’ individuals, e.g. for REF or intervention purposes? What are the ethical or legal issues?eResource item level usage. Is it possible to crack that nut? How are other countries tackling this? And is this service viable without that data?NSS data and SCONUL stats. How can we bring that data into scope and help streamline reporting processes?Data literacy. What does it mean? Who needs it? What needs to be automated and what needs to be taught?Benchmarking. The killer app? We need data first…