Showing posts sorted by relevance for query horizon. Sort by date Show all posts
Showing posts sorted by relevance for query horizon. Sort by date Show all posts

18 Mar 2013

2013 Horizon Report

The latest edition of the Horizon report was unleashed on the wider public last month which, as every year, represents a forecast about technological developments that are likely to mainstream in teaching, learning and research within the context of higher education.

This year, six trends were prioritised according to three distinct time-do-adoption horizons that cover a total of five years. The report introduces each topic by definition including its particular relevance in teaching and learning. This is followed by a brief discussion (which very much represents the most beneficial aspect of the report) and specific examples, i.e. how the particular technology is already used. An annotated list of suggested readings concludes each area.

Time-to-adoption horizon: One Year or Less 
Massively Open Online Courses (MOOCS)
Over the past year, MOOCS have gained massive traction in terms of public awareness. They’re free of charge and generally of high quality reaching thousands of learners who engage with them in a suspended time- and space continuum. The crux here is that the MOOCS model combines and leverages a mix of pedagogies and learning tools through blended learning, open education resources and crowd sourced interaction. Presently, Coursera, edX and Udacity are the main operators out there.

Tablet Computing
Tablets are distinct from smartphones, e-readers or tablet PCs. They are intuitive in their functionality and lend themselves quite well to teaching and learning environments due to their portability and variability. Check out "How a classroom of IPads Changed My Approach to Learning".

Time-to-adoption horizon: Two to Three Years
Games and Gamification
Recreational interactive games have proven themselves to increase critical thinking, creative problem-solving, and teamwork. The same skills are required in the education setting. A working example would be the game "10 Downing Street", which simulates economic policy making. A library example would be the HML-IQ Library Orientation Game.

Learning Analytics
The idea here is to tap into large student-related data sets (e.g. derived from student information systems and course management systems via sophisticated tracking tools) in order to build better pedagogies, target at-risk student populations and provide more personalised learning experiences. An example here would be the Open Learning Initiative at Carnegie Mellon.

Time-to-adoption horizon: Four to Five Years
3D Printing
This refers to the creation of physical objects from three-dimensional digital content (e.g. compute aided tomography (CAT), computer-aided design (CAD) and X-ray crystallography). Its potential rests in "a more authentic exploration of objects that may not be readily available to universities" (Horizon Report, 2013: 29). An example would be the field of Architecture and Design.

Wearable Technology
This represents devices that "integrate naturally" with its carrier (person). Google's Project Glass would be a well-publicised example. Another interesting example is the Robotic Suit that supports its wearer when carrying out physically demanding tasks.

Make sure to check out the Horizon Project Navigator; the site refers to a variety of specific projects and examples that exploit emerging technologies.

21 Feb 2012

2012 Horizon Report

It’s 2012 now and the 2011 Horizon Report is yesterday’s news.

The new 2012 Horizon Report suggests six technologies with considerable potential for our focus areas of education and interpretation.

Time-to-Adoption Horizon: One Year or Less
  • Tablet computing (presents new opportunities to enhance learning experiences, i.e. for one-to-one learning, but also as a feature-rich tool for field and lab work, often times replacing far more expensive and cumbersome devices and equipment. Tablets supplement smartphones and are not considered a replacement. Ronan posted a piece a while back about Information literacy and the iPAD)
  • Mobile apps (the ubiquitous presence of always-connected mobile devices means that higher  education institutions are now designing apps tailored to educational and research needs across the curriculum. Check out Best of Mobile Higher EdWeb)
Time-to-Adoption Horizon: Two to Three Years
  • Game-based learning (research continues to demonstrate its effectiveness for learning, particularly with regard to its ability to foster collaboration and engage students deeply in the process of learning. An example is 3D Game Lab, a personalised learning platform that uses quest-based learning and game mechanics)
  • Learning analytics (is about joining a variety of data gathering tools and analytic techniques to study student engagement, performance, and progress in practice, with the goal of using what is learned to revise curricula, teaching, and assessment in real time. An example is SoLAR's Open Learning Analytics Course, a free online course that provides an introduction to learning analytics)
Time-to-Adoption Horizon: Four to Five Years
  • Gesture-based computing (enables students to learn by doing, i.e. by moving the control of computers from a mouse and keyboard to the motions of the body, facial expressions, and voice recognition via new input devices. An example is Mudpat, which enables localised haptic feedback when interacting with a touchscreen device)
  • The Internet of Things (refers to a category of small devices or methods that enable an object to be assigned a unique identifier via IPv6. Smart objects are interconnected items in which the line between the physical object and digital information about it is blurred. An example is the use of RFID student cards for attendance tracking

6 Mar 2014

2014 Horizon Report

As with previous years, this year’s Horizon report highlights developments in emerging technologies likely to bear heavily on teaching and learning in the higher education context over the next five years.

The report was compiled by a 53-strong technology expert panel and is informed by solid primary and secondary research.

The following key trends are featured:
1) Fast trends: driving changes in higher education over the next one to two years
        a. Growing ubiquity of social media
        b. Integration of online, hybrid, and collaborative learning
2) Mid-range trends: driving changes in higher education within three to five years
        a. Rise of data-driven learning and assessment
        b. Shift from students as consumers to students as creators
3) Long-range trends: driving changes in higher education in five or more years
        a. Agile approaches to change
        b. Evolution of online learning

Various challenges were identified (see pp. 20-33 of the report) dividing into solvable (low digital fluency of faculty and relative lack of rewards for teaching), difficult (competition from new model of education and scaling teaching innovations) and wicked challenges (expanding access and keeping education relevant).

The following technology developments (not to be confused with the above trends) are also identified:
1) Time-to-adoption horizon: one year or less
        a. Flipped classroom
        b. Learning analytics
2) Time-to-adoption horizon: two to three years
        a. 3D printing
        b. Games and gamification
3) Time-to-adoption horizon: four to five years
        a. Quantified self
        b. Virtual assistants

Source: campustechnology.com
The idea of the flipped classroom (or reverse instruction) is something I find hugely interesting simply because it empowers the learner immensely. Classroom time is used to gain deeper understanding of a given subject, which is introduced and then followed up upon outside of the classroom (e.g. by means of listening to podcasts, watching video lectures and reading up on course materials etc.). The student manages and takes control of his own learning; the teacher can better adapt instructional approaches to individuals’ needs. Classroom time is used to apply theory, e.g. group projects are tackled in the classroom whilst teachers supervise and focus on individual students’ needs.

There’s a lot of readily available material out there (see Kahn’s academy or Jorum for example) that can be curated and used in addition to creating content from scratch (e.g. self-recorded video lectures and screencasts). See Xerte Online Toolkits (free software) for creating online presentations and interactive learning materials.

An interesting example of the flipped classroom in action is an initiative at Queensland School of English: Using the flipped classroom model to encourage effective reading of literary texts.

19 Dec 2011

2011 Horizon Report

Most (...some, all, none) of you will have come across the annual Horizon report (a research venture established back in 2002) filed by NMC & ELI. It charts the landscape of emerging technologies for teaching, learning, research, creative inquiry, and information management in the higher education environment (NMC, 2011).

The report represents a well-informed guessing exercise on technologies expected to enter the mainstream within three adoption horizons over the next 5 years (2011-2015). Poring over a pool of technologies and armed with research reports, a team of experts selected six contenders. The good thing about this report is that it provides insights into practical application models, tagged resources and suggested lists of further readings for each technology itemised. It's well worth your while taking a closer look.

Emerging technologies to watch out for are listed below: 

Near-term horizon (within the next twelve months):
- Electronic books
- Smart phones (enable ubiquitous access to information, social networks, tools for learning and productivity)

Mid-term horizon (within two to three years):
- Augmented reality (layering of information over a view or representation of the normal world)
- Game-based learning (single-player, small-group card and board games, multi-player online games)

Far-term horizon (within four to five years):
- Gesture-based computing (moves the control of computers from a mouse and keyboard to the motions of the body via new input devices)
- Learning analytics (joining of data-gathering tools and analytic techniques to study student engagement, performance, and progress in practice)

A key challenge right across the board is keeping up with the rapid proliferation of information, software tools, and devices. What technology should be trialled, let alone adopted, in a given library? Naturally, audiences and circumstances (financial and otherwise) dictate choice, as well as appropriate staffing that can handle new-technology traffic.

See also below informative, albeit cheesy summary presentation... 

14 May 2015

Open access & research data management: Horizon 2020 and beyond (UCC, 14th-15th April 2015)

Guest post by Maura Flynn, Breeda Herlihy and Ronan Madden, all UCC Library

Speakers and Organisers day 1. Picture courtesy of Richard Bradfield

This two-day training event was held in UCC in April, and was jointly hosted by UCC Library, UCC Research Support Services, Teagasc and the Repository Network of Ireland (RNI). The first of its kind to be held in Ireland, the event introduced attendees to the concepts of open research and research data management within the context of Horizon 2020. With speakers from the U.K. and Ireland sharing best practice, the event was an invaluable learning experience, and timely in the context of Horizon 2020’s Open Data Pilot.

To stage the event, the project team was successful in securing funding from the FP7 funded FOSTER project. FOSTER (Facilitate Open Science Training for European Research) is a two-year EU funded project which aims to promote & ‘foster’ open science in research, and to optimise research visibility and impact and the adoption of EU open access policies.

Research data management (RDM) generally refers to the processes of organising, structuring, storing, and preserving the data used or generated during a research project. Numerous factors are now influencing the drive for open data, but chief among them is the influence of funders seeking transparency and a demonstration of the wider impact of the research they are financing. In Horizon 2020 a limited pilot on open access to research data is being implemented, with participating projects required to develop a Data Management Plan (DMP). There is an expectation that this trend of research funding programmes requiring data management plans is set to continue, as has been happening in the U.K.

In addition to compliance, RDM benefits researchers and institutions through the potential for re-use of data, and the opportunity to demonstrate research excellence. Many institutions are taking a lead by establishing research data policies and seeking to coordinate cross-campus approaches to gathering and maintaining data. This often involves research support services, IT teams, libraries and researchers working together. However, RDM has been described by Cox et al. (2014) as a ‘wicked problem’, complex and difficult to define, requiring solutions that are flexible and pragmatic. RDM is still in the early stages at many Irish institutions, and this event offered an opportunity to learn from others and to draw on the expertise of those who are further down the road. It was a chance also for making connections within and across institutions in Ireland and the U.K.

David O'Connell opening Day 1. Picture courtesy of Richard Bradfield

Day 1: ‘Open research in H2020: how to increase your chances of success’

The first day was targeted to researchers and small and medium enterprises interested in developing Horizon 2020 proposals. David O’Connell, Director of Research Support Services, UCC, provided the opening remarks, mentioning that as former chief editor of ‘Nature Reviews Microbiology’ he has had a long interest in open access publishing, and a strong interest now in the application of open access to research data.

The project team were lucky to have support and guidance from Martin Donnelly from the Digital Curation Centre (DCC). The DCC is a UK-based world-leading centre of expertise in digital information curation, providing expert advice to higher education. Martin played an invaluable advisory role in the run-up to the event. Although he was unable to attend due to unavoidable reasons, he provided four recorded presentations for the event at short notice. Day 1 began with his first presentation: an overview of Open Science and Open Data in Horizon 2020. He started by providing a background to open access and RDM, looking back at open access in FP7, before looking at open science in Horizon 2020, and the specifics of the open data pilot.

Joe Doyle, Intellectual Property Manager, Enterprise Ireland, provided a background to how intellectual property relates to both innovation and collaboration, describing IP as a bridge between the creative and the commercial. Open access can generate greater collaboration, but it is important to acknowledge that what is free to access is not necessarily free to use without limits. Open access and patents can work hand-in-hand, as patents are about disclosing data. While they can’t be copied, much can be learned from previous innovations.

Jonathan Tedds, Senior Research Fellow, Department of Health Sciences, University of Leicester, spoke of RDM from the perspective of researchers, giving examples of projects he has been involved in, and issues encountered. He originally became convinced of the benefits of data sharing through his work as an astronomer, when he would ‘stitch together’ data he had generated for re-use. He cited the Royal Society (2012) report ‘Science as Open Enterprise’ suggesting that publishing articles without making data available is a form of scientific malpractice, and he noted that the number of papers based upon reuse of archived observations now exceeds those based on the use described in the original proposal. However researchers in many fields, especially those involved in smaller projects, need help to comply with funder requirements. He emphasised the iterative nature of research and data management planning, and the challenge of sustaining research software, not just the underlying data. The HALOGEN project was a good example of combining different kinds of data from different fields, achieved by creating a central scalable database infrastructure to support the project. The BRISSkit project involved developing software to link applications to create a data warehouse of anonymised (consented) patient data. It brings bed-side patient data to university researchers to be used for new biomedical research.

Group shot. Picture courtesy of Richard Bradfield


In the afternoon, Martin Donnelly’s second presentation focussed on data management plans (DMPs), providing an overview of these and their benefits. He went on to outline various data related policies and requirements in Europe and elsewhere, plus the supports and resources that are available to those writing DMPs, including those provided by the DCC. He demonstrated the DMPonline tool, which was created by the DCC, and can be customised by institutions. It can be used by researchers at the point of application and throughout the research project, and can be used for sharing and co-writing plans.

Brian Clayton, Research Cloud Service Manager, UCC, spoke of RDM as a work-in-progress at UCC. He described current UCC research cloud paid services which include data storage and compute services. The service has expanded to offer elements of data management, and a draft RDM policy is currently awaiting University committee approval. The aspiration is that RDM services can be provided at zero-cost to the researcher. Many outstanding issues will need to be explored, particularly in regard to data sharing, metadata, and who will carry out the various roles within the University.

Peter Mooney, Environmental Research Scientist, Environmental Protection Agency, looked back at over a decade of RDM at the EPA. As far back as 2004 the EPA made a commitment to researchers they were funding, that they would preserve data free of charge, and be responsible for long term management and infrastructure. The SAFER data archive was launched in 2006, linking data to papers and reports. Collaboration with researchers has been key to its success and development. Data reporting is now an essential element of the reporting process on EPA funded projects. He outlined some of the lessons learned, and suggested that open data is often misunderstood by researchers, and metadata is often a mystery, or seen as a burden. Modelling data correctly at the start of a project increases usability, and researchers would benefit from understanding the basics of relational databases. As an example, he cited over-reliance on Excel rather than using databases. He also cautioned against long embargo periods which only serve to make data lose relevance.

The final speaker of the day was Evelyn Flanagan, Data Manager at the UCC Clinical Research Facility, who spoke of her role as a data manager in clinical trials. She discussed how core principles of data management are a fundamental element of good clinical practice (GCP), before providing a thorough description of the ‘data sequence’ from protocol design right through to the report writing stage. She examined each stage of the process, including database design for case report forms (CRF), the importance of good metadata, data collection and data entry procedures. Like the previous speakers she stressed the value of DMPs at the early stages of a project, and how they underpin good practice at each stage of the data sequence.


John Fitzgerald opening Day 2. Picture courtesy of Richard Bradfield
Day 2: ‘Research data management – institutional needs, targets and training’

The second day of the event was aimed at institutional support staff who can provide support to researchers engaging with RDM. Many speakers came from the UK where the policies of the UK research funders (RCUK) require researchers to engage with RDM. In Ireland, the open data pilot in Horizon 2020 is the first signal that research performing institutions here will have to address RDM in the coming years.

John FitzGerald, University Librarian and Head of Information Services, UCC, gave the opening remarks mentioning how RDM will ‘challenge us as professionals with broadly curatorial problems’ as we seek to ‘manage the ecosystem in which data exists’. The first invited speaker of the day, Martin Donnelly of the DCC, provided a clear overview into RDM for support staff. Although unable to attend the event in person, Martin provided a recorded presentation which was very well received by those present.

Stuart McDonald, Research Data Management Service Co-ordinator, University of Edinburgh, spoke about their comprehensive approach to RDM services which began early in 2008 with a JISC funded pilot project. There were some audible gasps when he outlined the resourcing and staffing of the RDM programme at Edinburgh where £1.2 million has been allocated via internal funding. Aside from the resourcing, it was also illuminating to see how Edinburgh approaches data management before, during and after research. They are now investigating how to ensure that systems used for data management do not duplicate effort required by researchers which they will undoubtedly be happy to hear about.

David McElroy, Research Services Librarian at the University of East London, demonstrated how they have used Eprints, their existing institutional repository software, to create a new data repository, Data.uel. Publications archived in their open access publications repository are then linked to underlying data archived in their data repository. This of course ensures traceability and reproducibility of research. It was really useful to see the repository development path taken from decision making and planning to functional and metadata specifications and right through to mock ups and branding.

The third speaker, Jonathan Greer highlighted how Queens University Belfast is taking an ‘incremental approach’ to RDM services as they seek to align the plans and policies of the institution with the practice of their researchers. He offered some consolation to those uninitiated in RDM services by relaying how challenging it can be to roll out a service in such a complex area.

In the afternoon, Gareth Cole, Research Data Manager at Loughborough University and formerly of the University of Exeter, outlined how both university libraries approached the delivery of training and support. This was very useful as it became clear throughout the day that there is no one size fits all approach to RDM services.

Julia Barrett, Research Services Manager, UCD Library, summarised how she has shaped their research services to facilitate effective data management and sharing in UCD. It was encouraging to see the potential for a range of services which the library can offer and Julia has categorised these into ‘Discover’; ‘Create / Analyse’; ‘Manage’ and ‘Disseminate / Publish’ services.

Louise Farragher, Information Specialist, Health Research Board, introduced the PASTEUR4OA project which seeks to align open access policies across Europe. While an earlier question from the audience queried the effectiveness of lots of policy, Louise was quick to reinforce the message that policy is a good starting point for open access adoption.

Finally Dermot Frost, Research IT services at Trinity College Dublin, gave an engaging account of his experiences of developing the technical infrastructure for the Digital Repository of Ireland (DRI). The DRI is a ‘green-field repository’, to be launched publicly in June 2015 at DPASSH and is Ireland’s trusted repository for humanities and social sciences data. The DRI has had a large inter-disciplinary project team and Dermot stressed that while the language barrier (tech vs. non-tech) can be challenging, it was very useful for the exchange of ideas to have different people on board.

Q&A featuring Day 2 speakers. Picture courtesy of Richard Bradfield

Overall take home messages

1. Challenging: developing RDM services can be challenging due to the complexity and variety of research data. However, it is possible to learn from established services at other institutions. All speakers were very open to sharing their own experiences, tools and resources for late adopters of RDM services. All highlighted the well-established services available in the UK e.g. Digital Curation Centre as well as various online tools and resources which can be reused.

2. Planning: it is essential to plan out a roadmap after first establishing an understanding of the needs of the stakeholders. Stuart McDonald discussed the Data Audit Framework used at Edinburgh to identify research data assets and their management before developing an RDM policy and service. Dermot Frost mentioned that a ‘repository needs data to justify its existence’ and so the DRI has a stakeholder advisory group to ensure that depositors were involved from the planning stages.

3. Cross campus collaboration required: due to the complexity of RDM, the different types of stakeholders involved and emerging funder requirements, coordination across the institution is essential for an effective approach to service development.

4. Planning at the research project level: the importance of DMPs in the early stages of projects was emphasised by all Day 1 speakers. They ensure good data management practice at each stage of the research process.

References

Cox, A.M., Pinfield. S., & Smith, J. (2014). Moving a brick building: UK libraries coping with research data management as a ‘wicked’ problem. Journal of Librarianship and Information Science, 46 (4), 299-316. doi:10.1177/0961000614533717

Royal Society. (2012). Science as Open Enterprise. Retrieved from https://royalsociety.org/policy/projects/science-public-enterprise/Report/

10 Apr 2015

Open access and research data management: Horizon 2020 and beyond

Guest post by Breeda Herlihy, manager of Cora, The Institutional Repository of UCC 





This week sees the running of a two day training event at UCC Library which will introduce attendees to the concepts of open research and research data management within the context of Horizon 2020. The event has been organised jointly by UCC Library together with UCC Research Support Services, Teagasc and the Repository Network Ireland (RNI). The hosting of the event in UCC Library was made possible through funding from the FP7 funded FOSTER project. FOSTER aims to set in place sustainable mechanisms for EU researchers to foster open science in their daily workflow. 
Both days of the event are aimed at different audiences and bring speakers from across Ireland and the UK to Cork to share their experiences with research data management and all it entails. The second day will be of particular interest to librarians since it is designed for staff who support research data management in research performing institutions. This day has been accredited by the Library Association of Ireland for Continuing Professional Development (CPD).
Registration for the event has closed but proceedings can be followed via Twitter using the hashtags #rdmucc and #fosteropenscience. Slides and recorded presentations will be made available after the event on the FOSTER website. 
Day 1. Tuesday 14th April. Open research in H2020:  how to increase your chances of success 

The first day is targeted to researchers and Small and Medium-Sized Enterprises (SMEs) interested in developing Horizon 2020 proposals and will provide: 
• An overview of open science and open data in Horizon 2020 
• Case study from a research project successfully using research data management principles 
• Case studies from current Irish services engaged with research data management including the Environmental Protection Agency and the UCC Clinical Research Facility

Day 2. Wednesday 15th April. Research data management – institutional needs, targets and training
The second day is aimed at institutional support staff including library staff, IT services, research support staff and project managers and will provide: 
• An introduction to research data management 
• Case studies of existing institutional research data management services including University of Edinburgh, University of East London, Loughborough University, Queens University Belfast and University College Dublin. 
• Information on how to support researchers at research performing institutions

A detailed programme for both days is available here 
For more information please contact cora@ucc.ie 

13 Mar 2015

2015 Horizon Report

The twelfth edition of the annual Horizon Report was released in February. As every year its purpose is to survey for six trends, six challenges and six developments around key technology initiatives that are likely to find traction and adoption among higher education institutions over a five-year time horizon (2015-2019). Essentially, the review aims to guide universities and colleges in their learning technology adoption and decision making at strategic and application levels.

The Horizon Report is commissioned by the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI); it is produced by a 56-strong panel of technology experts from a variety of professional backgrounds.

Quantimetric Self-Sensing apparatus (Source: Wikipedia)
This post highlights this year’s trends and challenges and points towards some subjectively picked cited examples in the field. 

Trends accelerating technology adoption in higher education
1.    Advancing cultures of change and innovation (five or more years)
This topic refers to the idea that higher education institutions are ideally placed to drive innovations by encouraging student creativity and collaboration through an emphasis on new-technology adaption.
Example: Report to the European Commission on New Modes of Learning and Teaching in Higher Education (European Commission, October 2014.) The European Commission’s High-Level Group on the Modernization of Higher Education has created guidelines for governments and institutions to develop comprehensive strategies at both the national and institutional level for the adoption of new modes of learning and teaching.
2.    Increasing cross-institution collaboration (five or more years)Collaboration and collective action among higher education institutions aims to establish a better deal for learners in order to increase accessibility and quality in education. 
Example: Competency-Based Education Network. The Competency-Based Education Network is a group of colleges and universities based in the United States working to address challenges in designing, developing, and scaling competency-based degree programs.
3.    Growing focus on measuring learning (three to five years)
The creation of data-driven learning and assessment is of growing interest to high ed. institutions as this can lead to building better pedagogies, which in turn improve student success and course completion rates.
Example: Code of Practice for Learning Analytics (A literature review of ethical and legal issues). The complex ethical and legal issues surrounding student data are creating barriers to the development and adoption of learning analytics. In response, this review draws from 86 publications to express the questions raised on the subject, and extract the ethical principles that can be used to advise a code of practice.
4.    Proliferation of Open Educational Resources (OERs) (three to five years)
OERs create opportunities to tap into and re-use/adapt well-designed digital learning content, including full courses, course materials, modules, textbooks, videos, tests, software etc.
Example: Open Washington is an open educational resources network managed by the Washington State Board for Community and Technical Colleges and is dedicated to providing pathways for faculty to learn, find, use, and apply OER.
5.    Increasing use of blended learning (one to two years)
Despite the rapid rise (and burnout) of MOOCS, blended learning (the combination of online and face-to-face tuition) is something higher education institutions are increasingly exploring.
Example: What is E-Learning? This overview of online learning describes how it has evolved over time and provides examples of both form-based and free-form authoring tools, methods for tracking learner results, and more.
6.    Redesigning learning spaces (one to two years)
More institutions embrace the idea of the flipped classroom and other strategies, such as facilitating project-based interactions and cross-disciplinary problem solving, in an attempt to rearrange learning environments for student-centred active learning.
Example: The Evolving Classroom: Creating Experiential Learning Spaces. Meshing technology with classroom elements such as furnishings, lighting, and writing surfaces is helping educators create an environment that allows near-ubiquitous use of computers and networked devices, as well as facilitating experiential learning through simulations and collaborative projects.

Challenges impeding technology adoption in higher education
1.    Blending formal and informal learning (solvable challenge = we understand them and know how to solve)
The trouble with blended learning is the difficulty in acknowledging and qualifying non-formal learning that happens beyond the controlled environment of the classroom. Measuring such learning experiences also represents a challenge.
Solution example: Open Education Resources and the Rising Importance of Non-Formal and Informal Learning. (IFLA, accessed 4 January 2015) In a review of literature of social trends, IFLA highlighted that increasing use of OER will intensify the need for recognizing skills gained informally by learners.
2.    Improving digital literacy (solvable challenge = we understand them and know how to solve)
Lack of consensus on what comprises digital literacy hinders many higher education institutions from formulating adequate policies and programmes that address this issue. Further, it is important to understand that digital literacy skills differ amongst audiences. Teachers require a different skill-set as opposed to learners.
Solution example: Journal of Digital and Media Literacy (JoDML). JoDML is an academic, peer-reviewed journal that seeks to examine the ways people use technology to create, sustain, and impact communities on local, national, and global levels.
3.    Personalising learning (difficult challenge = we understand them but solutions are elusive)
Personalised learning denotes educational programmes and supports that address the learning needs of the individual. The problem is to create solutions that are informed by data-driven approaches via learning analytics (although this approach is rapidly evolving).
Example: Personalized Learning Changes Everything. The University of Maine at Presque Isle’s proficiency-based learning approach allows students to choose how they learn best and progress at their own speed, demonstrating their knowledge regardless of whether the learning takes place online, in the classroom, or through an off-campus internship.
4.    Teaching complex thinking (difficult challenge = we understand them but solutions are elusive)
Complex thinking refers to the application of systems thinking and the ability to deconstruct ideas that result from interacting applications and their individual components over time. Logical analysis and organisation of data, for example, is one area that informs complex higher-order thinking. The challenge here is to introduce complex thinking to students that have not yet had exposure to these modes of problem solving.
Example: UW Interactive Data Lab. Faculty and students at the University of Washington’s Interactive Data Lab design new interactive systems for data visualization and analysis for domains ranging from large-scale text analysis to population genomics.
5.    Competing models of education (wicked challenge = complex to even define, much less address)
Multidimensional learning through formal and informal online approaches combined with human interaction (e.g. via MOOCS) creates considerable competition with traditional on-campus and/face-to-face methods. A shift towards competency-based education, which tracks student skills instead of accumulated credits, also upsets current orthodoxy. Combined they challenge the appeal of traditional education and make it hard for non-performing universities to compete successfully.
Example: Are We Ready for Innovation? A Bold New Model for Higher Education. San Jose State has proposed a framework that universities can use to transform their undergraduate education offerings in ways that adapt to the modern educational landscape.
6.    Rewarding teaching (wicked challenge = complex to even define, much less address)
Emphasis in higher education institutions is increasingly placed on institutional research imperatives rather than teaching quality. Research quantity and concomitant quality are often considered more important than an individual instructor’s teaching talent and skill. The scholarly imprint is everything.  How could this problem be addressed?
Example: Student Outcomes Assessment Among the New Non-Tenure-Track Faculty Majority. This paper presents three current courses of action for campus leaders to consider that would allow them to foster more robust assessment models to support the work of today’s faculty and improve conditions facing non-tenure-track faculty.

Important developments in educational technology for higher education
1.    Bring your own device/technology -- BYOD/T (one year or less)
This refers to the practice of students bringing their own devices (laptops, smartphones etc.) to learning environments, e.g. the classroom, library or student commons. This is already a very familiar sight and increasingly common in higher education. Encouraging BYOD/T policies in higher education settings potentially increases productivity among students.
Practice example: BYOD at King’s College London. King’s College London implemented a private cloud platform that allows students and faculty from 150 countries to use their own devices to access a virtual desktop.
Further reading: Preparing for the BYOD Invasion on Your Campus. This list of guidelines describes how universities can prepare for BYOD while balancing critical security needs by conducting an in-depth analysis of network visibility and security, creating a policy that enables remote registration and guest access, and communicating that policy effectively.
2.    Flipped classroom (one year or less)
The flipped classroom model rearranges how learning takes place in the sense that ownership of learning shifts onto the student. It overlaps with blended learning, inquiry-based learning, and other instructional approaches that are designed for flexibility.
Practice example: Flipped and Blended Learning Course. The University of British Columbia created a course on flipped learning that outlines teaching philosophies aligned with the model and explores four case studies. The course provides three discussion activities to promote dialog between educators on the utility of the approaches.
Further reading: BU Collaboration and Network Enhanced Course Transformations. Boston University has developed and begun implementing a new flipped course model that depends on building local, collaborative learning communities of faculty, graduate, and undergraduate students in departments and colleges.
3.    Makerspaces (two to three years)
Makerspaces are about realising innovative design and creativity. A practical library based example is NUI Maynooth’s 3D printing service. Makerspaces encourage higher-order problem solving through hands-on design, construction and iteration.
Practice example: Digital Media Commons Design Labs. The University of Michigan’s Design Labs allow students to bridge disciplines as they collaborate on projects. Student content experts serve as consultants who can help guide research and learning activities as well as prototyping.
Further reading: The Maker Movement and the Humanities: Giving Students A Larger Toolbox. This article underscores that makerspaces, though often tightly tied to STEM departments, are also an integral part of liberal arts education.
4.    Wearable Technology (two to three years)
Wearable technologies are relatively well established in the consumer sector, see e.g. the smart watch as a manifestation of the quantified self, which is to be regarded with a most critical eye. Higher education institutions also experiment with this aspect of applied technology.
Practical example: E-Textile/Wearable Education Incubator. The E-Textile/Wearable Research Team at New Jersey City University is exploring educational applications of wearable technology and e-textiles. They are working to build technical capacity among non-technical educators to teach with e-textile kits.
Further reading: Imagining the Classroom of 2016, Empowered by Wearable Technology. A technologist envisions applications of wearable devices in learning environments, such as creating instructional videos. He also advises that university leaders will need to begin factoring in wearable technology for BYOD policies.
5.    Adaptive learning technologies (four to five years)
The idea is that data driven learning technologies adapt to the intellectual needs of the individual learner by providing relevant learning materials and supports at the point of need. Two adaptive learning approaches can be considered: the first reacts to individual learner data and adapts instructional material accordingly; the second leverages aggregated data across a large sample of learners for insights into the design and revision of syllabi.
Practical example: Flat World Education. Education content and software company Flat World Education partnered with Brandman University in California to offer an online, competency based business administration degree using deep adaptive learning technologies.
Further reading: The Great Adaptive Learning Experiment. Conclusions gathered from early adopters of adaptive learning technologies, including Arizona State University and Rio Salado College, have contributed to a growing body of research in support of adaptive learning.
6.    The internet of things (four to five years)
The IoT connects objects of the physical world with the world of information via the web. The launch of TCP/IPv6 back in 2006 made this possible. Think of the needs of your fridge that talks to you via your smartphone.  In higher education, “hypersituating” refers to the ability of IoT to amplify learning on the go.
Practical example: University of Wisconsin Internet of Things Lab. The University of Wisconsin Internet of Things Lab is a campus hub for learning, research, and hands-on experimentation to discover and demonstrate applications of the Internet of Things.
Further reading: How Universities Are Adapting To The Internet Of Things Revolution. This article explores how the academic world is leading the way in IoT innovation both in the classroom and through research.

The full report can be accessed here.


 

24 Mar 2014

2014 LIR Seminar

This year’s LIR seminar revolved around the themes of Open Access and Open Source in Irish academic libraries. An eclectic mix of speakers addressed an equally eclectic mix of seminar attendees gathered in a lecture room at Trinity College Dublin, School of Nursing and Midwifery.

First up was Niamh Brennan who gave an interesting and engaging overview of Open Access initiatives within the wider European context. On reflection, this was my favourite and most valuable talk of the day (there’s another one which I will refer to later).

Niamh reminded us about the strident advances Open Access publishing has made over the years by going through Suber’s timeline of the Open Access Movement. I suppose J. Austen was appropriately quoted in this context: “The distance is nothing when one has a motive”.

The timeline operated as a prelude to the showcasing of current OA activities and relevant organisations in Europe and Ireland, some of which are highlighted below:

SPARC (the Scholarly Publishing and Academic Resources Coalition) = an international alliance of academic and research libraries working to create a more open system of scholarly communication. SPARC is involved in OA education, advocacy and incubation activities. The SPARC Open Access Newsletter & Forum will keep you up to date on OA news and analyses of the open access movement.

FOSTER (FACILITATE OPEN SCIENCE TRAINING FOR EUROPEAN RESEARCH) = a two year project which aims to set in place sustainable mechanisms for EU researchers to FOSTER OPEN SCIENCE in their daily workflow, thus supporting researchers optimising their research visibility and impact, the adoption of EU open access policies in line with the EU objectives on Responsible Research & Innovation.

PASTEUR40A (Open Access Policy Alignment Strategies for European Union Research) = aims to support the European Commission’s Recommendation to Member States of July 2012 that they develop and implement policies to ensure Open Access to all outputs from publicly-funded research.

Science Europe = is an association of European Research Funding Organisations (RFO) and Research Performing Organisations (RPO), based in Brussels (founded in Berlin, Oct. 2011).

euroCRIS =  euroCRIS is a not-for-profit organisation, dedicated to the development of Research Information Systems and their interoperability.

OpenAIRE = operates an electronic infrastructure for handling peer-reviewed articles as well as other important forms of publications (pre-prints or conference publications). This is achieved through  a portal that is the gateway to all user-level services offered by the e-Infrastructure established, including access (search and browse) to scientific publications and other value-added functionality (post authoring tools, monitoring tools through analysis of document and usage statistics).

DRIVER = is a multi-phase effort whose vision and primary objective is to establish a cohesive, pan-European infrastructure of Digital Repositories, offering sophisticated functionality services to both researchers and the general public.

Niamh emphasised the role of libraries to support researchers in their bids to securing research funding, as well as their role in archiving and making openly accessible research output.

Horizon 2020 got an extended, special mention in this regard, with a focus on the “Guidelines on Open Access to Scientific Publications and Research Data in Horizon 2020” (see in particular sections 29.2 - Open access to scientific publications, and 29.3 - Open access to research data).

On a more local footing, the Repository Network Ireland provides a support framework for Irish repository operators. Open Access Ireland provides information on Irish OA activities and advocates for open access publication in Ireland.

Next up came Jim Foran (IT Sligo) and Maeve McCauley (LIT) who spoke about their experiences in collaborating on the union repository, Connacht Ulster Alliance Repository (CUA) (the full presentation is available here).

Glenn Wearen spoke about the vast array of open source (& closed source) software packages used by HEAnet in support of their services. He noted that various considerations of whether open source is viable to HEAnet IT services come into play: 1) cost (support requirements of open sources vs. licence fees), 2) infrastructure requirements (on-site/off-site hosting), 3) open standards (integration of open protocols with commercial products), 4) maintenance standard of a given open source solution (is it widely deployed and well maintained). The full presentation can be accessed here.

Helen Fallon and Anne O’Brien talked about their experience in creating the Ken Saro-Wiwa Audio Archive, which was launched in November 2013. The archive represents a series of recorded interviews with various individuals (including Owens Wiwa, brother of Ken) close to the leader of the Movement for the Survival of the Ogoni People (MOSOP). The archive is hosted with Soundcloud.

Anne and Helen gave valuable advice on the creation of audio archives. The full presentation is available here.

Yvonne Desmond (DIT) spoke about portals in the context of open access. The function of the Digital Commons’ discipline wheel was explained. The wheel is a visual aggregator of full-text content from all DC IRs.

After lunch, Scott Wilson of OSS Watch spoke about decision making variables that “buyers” of free software should consider. Check out the resources section of their website for more details and tools. The site also hosts a section a list of open source software options for education institutions.

Niamh Walker-Headon provided us with an interesting Prezi about implementing and using Open Source software at ITT library. Her presentation will give you a good overview of successfully implemented OS packages + a host of links to OS resources.

David Kane from WIT showcased his home-made solution which simplifies the online submission of materials to their ePrints repository. See presentation here. His deposit helper is available on GitHub.

Padraic Stack and Hugh Murphy (NUIM) reflected on their experience of extending access to Teresa Deevy’s papers through a virtual exhibition space using Omeka. This was a most interesting talk as it highlighted not only the advantages of Omeka (easy setup-up, good range of plug-ins, Dublin Core extended, light-weight repository environment), but also its drawbacks (restricted number of themes to choose from, small developer community). Check the full presentation here.

Jennifer Collery (UCD) presented on her experience in setting up an OER plagiarism tutorial based on ITT’s version. The idea was to re-purpose and tweak something good already out there, rather than re-inventing the wheel. Check out her presentation and listed OER resources including Jorum, OER Commons, MERLOT and Wiki Educator among others.

The day finished with three lightening talks:
  1. Deirdre Judge / IADT. See presentation here. Her presentation covered extended open access to the physical library space.
  2. David Kane / WIT reflected on his experience of assembling a scanner using an open source blueprint. Total cost: 500 Euro. Capacity: 120 pages per minute.
  3. Michael Ladisch / UCD spoke about ORCID (Open Researcher and Contributor ID). This is a most interesting proposition to the wider research and library community and well worth pursuing for your own institutional context.

16 Jul 2013

Online education steaming ahead...

The recently published 2013 Horizon Report emphasized that online education remains a popular key trend in education delivery formats, of which the MOOC model sticks out in particular marking the future ahead.

Some online education statistics as stated in the infographic below (US market):
- 6,700.000 students enrolled in at least one online course (= 32% of all higher education enrolment)
- 3,000.000 students enrolled in a full-time online college
- 89% of public four-year universities and colleges offer online courses
- 72% completion rate for students who take online courses at a community college
- 10:1 ratio at which online colleges are growing compared to traditional colleges

MOOC statistics (US market):
- 2.6% of universities currently offer a MOOC
- 9.4% of universities have MOOCs in the planning stage
- 33,000+ students enrolled, on average, per class
- 2,000.000 approximate total enrolment across Coursera, edX, and Udacity

With regard to full-blown accreditation of MOOCs, the MOOC2DEGREE initiative represents a first step into the right direction. On the local horizon, IT Sligo will offer it's very own MOOC (a 6-week course in Lean Six Sigma Quality), Ireland's first, starting from September. However, no credits will be given.


1 Nov 2016

SWOT analysis for libraries - a compilation piece

Wikimedia


I asked a number of librarians, and those from related fields, what they saw as the main SWOT(s) facing libraries and librarians. Here are their replies below. I asked for one each, but librarians being the helping profession we are some provided more than one. I decided to use all that people supplied.

Consequently it is a rather long piece.

To make it a more manageable read I have therefore grouped the individual replies into separate fields - so all Strengths are together and so on for Weaknesses, Opportunities and Threats. If you have any comments please leave them in the comments section below. It would be good to get a library wide discussion on what faces our profession and our thoughts on how equipped we are to cope with what faces us as we move forward in a time of great and fast moving change.

Strengths


Our strength is our curiosity and need to learn. Any new technology, trend or cultural shift, we are on it, finding out how it works, what it is, what the advantages are, and sharing what we've learned.
Librarians' openness to all new developments and opportunities.

Strong community
"hideous creatures of unimaginable power" (dedicated, committed and knowledgeable)
Excellent service ethos
Respected and valued by our users
Our collections

The statistics completely juxtapose the narrative around libraries; usage may be reducing but it is nevertheless HUGE. People need and use libraries *all the frigging time*.
Passion - committed staff who believe in what we do

Highly educated, motivated and impassioned professionals
Strong emerging leaders and advocates
Strong values of equality in information and access
Capable of harnessing new technology and trends
Skilled at managing complex information in any subject
Strong on community development

The resilience and adaptability that libraries and librarians have demonstrated over the last 10 years is a real strength and something that we should reflect on, appreciate and continue to draw on. Of course “doing more with less” runs the risk of losing steam, but it is nonetheless an asset. If managed wisely this will continue to be a strength, although it is not an excuse to stop fighting for more.
Strength of Library is resilience;  capability and leadership that is increasingly evident on a global and national platform e.g.  taking lead on excellent provision of space, Open Access and scholarly communications agenda.

Inherent interdisciplinary. Libraries sit at the crossroads of every discipline, library and information science is concerned with the skills and capabilities that cut across fields of study

Library space – potential and willingness to adapt space to accommodate user demand for multi-function space, even though this is happening very slowly it is moving in the right direction.

Unfortunately for the librarians and info pros, a strength is actually being at a lower billing rate than an attorney or other practitioner and the argument can be made that quality research can be billed to a client to recoup overhead costs. It's the ultimate making lemonade out of lemons, if you can't change the pay scale at least you can emphasise job security to an organisation.

Well educated
Adaptable in a range of environments / subjects
User Focused
Aware of Research and Research Processes
Brilliant Support and professional network

The main strength that I see with Public Libraries is their place within the community and their ability to adapt to that community. And I think that that versatility is mainly down to the staff at the public counters. Their  knowledge from the floor, in their dealings with library users is invaluable. When things work well, the crucial information that they collate in terms of what works, what doesn't and what might work, in all kinds of different areas of the service, feeds up to those setting strategies and can really influence the direction that the library service takes.

One of the most promising strengths is the ever growing skill set of librarians, especially in the area of services for researchers in academic institutions - bibliometrics, etc.

 Drive to understand the perspective of the user.

More librarians getting out there and being published and presenting. We can do more and have real research impact, aim for the ISI journals.
The health (profile and get it done attitude) of our libraries after the recession, we hunkered down and while we had reduced budgets we latched on to the free  (Social Media and online promotion of collections) and the big issues (Publishing, Scholarly Comms) with aplomb.
Our buildings are huge opportunities to do more work with our communities – they are only busy really during semester time and that means 3- 4 months a year when they are quiet. They can offer us great potential.

Openness to change, a neutral and inclusive service, passionate professionals who care about their work, a profession that is not afraid to try new things and take risks

Social media acumen on the part of librarians is a key strength at the moment in the library profession. Social media commentary from a variety of sources is challenging the hierarchical staffing structures of the library profession. Twitter for example has given a strong voice to library personnel at all levels. Social media is also an invaluable CPD tool and has also been harnessed to defend the library profession in the wake of closures etc. (UK public library sector etc.)

The pre eminent strength of libraries is, more often than not the staff and this tends to be a consistent feature irrespective of type of library. I often think that people don’t realise how much work goes into ensuring that a group of library staff remains engaged, proactive and energised – and this effort is undertaken by all sides of this equation; staff, management and so on. But everyone says ‘staff’ (don’t they?) -so, I am going to riff on that slightly and say that a really interesting and useful strength is actually ‘openness’ –both philosophically (libraries as open, neutral, non-proscriptive spaces) but also by staff in terms of trying new things, accommodating change and facing a consistently changing future.

A highly educated workforce, with a ‘learn-all’ rather than a ‘know-all’ attitude, willing to keep up-skilling throughout their working lives.

Curiosity and imagination. I think without these anyone in the profession is probably in the wrong profession but anyone who has them will always be wondering what's coming next and have the imagination to tether those possibilities to existing conundrums.

Willingness to reinvent ourselves

We as librarians see every threat as an opportunity and every weakness as a chance to rebuild. That our ability to not lose face in the ever changing environment around us, be it in employment, budget cuts, or the ascent of digital culture. We as librarians have and always will find a solution or a new way to address the problem and continue to grow, adapt and change.
A strength that public libraries in particular have is their community and how that particular community can come together in solidarity and continue to show the value of their library is amazing. 

Weaknesses


Weaknesses are our modesty, we are so happy to provide the best service imaginable, but rarely expect credit or recognition.
Training which does not encourage adventurousness & risk-taking.

Ineffectual and inward looking professional body (In Ireland anyway)
No representation of many library professionals
Tendency to work in silos
A snobbish and exclusionary tendency among
Poor at advocating
Poor at marketing
Cliched perception (by everyone) of what we actually do
Cliched perception (by decision makers) that we can be replaced by Google/Amazon
Not self-funded: (where does *your* library budget come from)

The way we communicate our value is often only marginally more effective than shouting into the void.
A perceived lag or tension between the rate of innovation and the capacity of the Library to deliver the type of integrated services staff, researchers, students want, where and when they want it.

Low on managers and leaders at senior organisational and political decision making levels
(mis)perception of the library profession
Lack of media / communication skills in profession
Perception of library / information services as extra, not necessary
Over reliance on process
Hierarchy (in public organisations)

Persistent positioning as an Academic Service rather than an Academic Unit in its own right. Losing out on the opportunity to approach other academics as colleagues, because of the structural disparity in the ways that libraries and librarians are treated in the academic landscape.
The lack of a shared mission and vision for librarianship in Ireland, and in particular for advocacy, is certainly a weakness facing libraries. By shared, I mean a mission in which a diverse range of those in the profession have participated in forming it and are therefore invested in it. Although great at collaboration, more cooperation between libraries would be a benefit, and solidarity across sectors could be improved on. This is greatly hindered by not having an open and transparent forum in which all in the profession can participate. Communication through official channels is cumbersome and slow, and this is a source of frustration for many.

These continue to include parallel thinking and a lack of cooperation between libraries of academic institutions. Issues such as collaborative storage come to mind here.

Book ordering-the length of time it takes from when a book is ordered to when it arrives on the shelves is far too long.
Decision making by senior management- Senior management either makes poor decisions or delays making decisions for so long that it has negative a negative impact on the services provided by the library and on staff morale.
The support that the library service receives from the community. Clearly people still value their library, and feel that it's important that it keeps running

The association with books. Libraries have never been about books, but information. However, if you say library=books when books become less important, by implication, so do libraries. We need to break that old assumption of what a library is.
Prioritisation: so much to be done libraries often find making choice or dropping things difficult but time and resources limited

The weakness that I see as being most worrying at present is the way in which public library service indicators are collected. This is hastening our demise, and not just in Ireland but also in the UK. So much of what we do is just not counted. And so much of what we do is very difficult to quantify. Return on Investment studies try to quantify the value of the services that Public Libraries make available to communities using cost-benefit analysis and these should be used widely because what is being used at present is not accurate.
Too isolated- not integrated with other professions or depts.
Lack of leadership- LAI Representative Body but focused on CPD and Networking made up of volunteers
Too focused on helping without getting credit- altruistic but also makes us invisible

Perceptions of redundancy. Users within an organisation may not realize all what the library does and that puts the library in a vulnerable position. It's the never ending saga of proving value and demonstrating the LIS skill set. Companies may make decisions to cut library and research functions if they can't see them and/or experience them. Practice those elevator pitches and get in people's faces (in a good way!) to let them know the expertise and services available. It needs to be a message on repeat, the more they hear it - the greater chance of it sinking in.

Change is glacial.

Library staffing structures remain excessively hierarchical and require review. As a profession we should rigorously explore organisations where HR satisfaction scores are high and we should emulate their flatter, team based approaches which are underpinned by a culture of experimentation, blue sky thinking and innovation. 2. We do not have a future libraries project nationally in one of our academic institutions. See Futurelib project at Cambridge University (https://futurelib.wordpress.com/). Such an initiative provides head space to contemplate and map out the future direction of libraries which is key re securing the future of the library profession itself.

Lack of visibility/voice outside our own profession,

The first instinct again is to say ‘funding’ or ‘money’, and these are huge. You can however sometimes find a creative solution and we have a tradition of surmounting financial limitations. So I am going to go philosophical again and say ‘closed minds’. In almost any library that you look at and admire for their creativity, and their innovation there is probably twice as much that didn’t happen due to a closed mind or a constrained vision. Understanding why this occurs is critical if we are to move on both individually and collectively

Inward focus: Librarians seem to keep talking among themselves, rather than reaching out to other professional bodies, to government and to society at large. For this reason, the contribution of libraries to social inclusion, education, health, cultural heritage and many other issues continues to go unnoticed outside the profession.

The flip-side to this curiosity and imagination is that we can become invested in too many things and spread ourselves too far too thinly. How much do we have to be Star Trek (to explore strange new worlds, to seek out new life and new civilisations, to boldly go where no man has gone before)?

Lack of funding

Librarians are fighting for libraries today more than ever. And I think one of the weakness may lie in us not showing off more. Be it a qualified or unqualified librarian we all need to show off our skills to the people, to show them we are more than what we are perceived as be it a paper back book or a desk clerk. It is a profession a huge global group of really highly skilled people. We need to teach others what we are capable of.


Opportunities


Opportunities in libraries are the growth in need for library professionals in so many different sectors.
Where everything is in constant flux, anything is possible and we can fill so many vacuums.
 Chance to reinvigorate professional body
Chance to be advocates for digital privacy
Chance to champion digital literacy
More inter-sectoral collaboration
Chance to be more entrepreneurial and self-reliant
Better outreach
Librarians as educators

3D printers for all! Just kidding. Opportunities are context-specific, they’re community specific. I can’t think of one opportunity that would apply across all library contexts. It’s about understanding the lifestyle of your community, discovering what they need (which they can’t always tell you themselves) but which they don’t have, and plugging that gap. For some, that might even be the kind of experimental technology space typified by 3D printers; for others that would have no impact at all.
CONUL’s growing profile and ability to influence national policy.

Within a relatively small research and academic community in Ireland we are in an excellent position to devise and implement robust strategies for how our research outputs are made available. Real progress is being made across Europe in terms of how institutions approach Open Access, but we are also at a point where we can learn from some of their stumbling blocks too. The recent news that the Irish Universities have collectively become members of the Open Library of Humanities is heartening. We need to maintain a momentum towards pursuing truly Open channels of research dissemination, and work together with researchers to achieve an environment where this is not just a priority, but the norm.

Tremendous opportunities to improve the ability of scholars and the public alike to interact with each other and with information through new models of publishing; new mechanisms of collecting, storing, cataloguing, and disseminating information; and new modes of discovery and use.

Increasing acceptance of need for lifelong learning / need for information literacy all stages is changing
Growth of importance of data and data analytics
Growing interest in digital preservation / digital humanities
Changing role of library spaces (maker spaces, coderdojo, learning labs, exhibitions)
Growth in Open Access and Open Data
Growing demand for strong evidence base for healthcare guidelines and policy

For LIS pros who aren't tech savvy, learn more about technology. Think of ways to connect with your users on the technology they use, or introduce them to new tech. For LIS pros already tech savvy, learn more about security and the threats to a library's system. People have perceptions of libraries being a relic. Show them how libraries are current. Many libraries have already done this, so follow their lead and examples.

The exploiting of unique and existing library collections to showcase the potential for future donations. Also the potential for more cooperation not only with library users and stakeholders but also with local communities 

 The current highly visible concern around the ethical necessity of open practice and publishing, and the financial crisis in scholarly communication makes the fact that libraries are ideally positioned, both in their history and in their orientation towards access and dissemination, to play a vital role in the new present and future of scholarly communication. The most innovative rooms discussing what scholarship looks like and where it can live, and how people can find and use it, those rooms contain librarians (among other people)

Research Data Management –the library seems to be establishing itself as prime stakeholders in this area and it is adding a new dimension to the service we provide. It also positions the library well at college level.
The increasing amount of information available. We can help our community by assisting them in understanding it, finding it, validating it and using it. Our role should be to improve our community, and this gives us a great 'in' to do just that.

The big opportunity for public libraries now is to really sell their product. Many public library services have already started to do this very well but not all. In most cases we are doing really well in terms of the services that we run but selling requires a different expertise than most library workers are used to. A shift in thinking is required and also focused, expert training for library workers.

Because of strengths we can move into new areas such as Research Data Management
We are involved in research and publishing- need to do this on a more collaborative basis and with non library people

Engaging with our users (whomever and wherever they are) is easier than ever

The recruitment embargo means we have an ageing team in many of our academic libraries.
In addition, career progression opportunities in academic libraries are so limited that we have a real stagnation in terms of outlook, skill set and perhaps even in our ‘routines/habits’.
Having the same leadership in place before and after the recession might be viewed as a good thing, steady hands that guided us through but organisations need to look at how they are structured in order to be ready for the threats ahead in higher ed.

Our customers are changing; more international students, more mature students, more 4th level research students. Are we ready for them? How can we get ready? What’s our mobility strategy?
increasingly complex information and learning environment makes our expertise ever more relevant and attractive

We occupy a key gap between people and communities, information and new technologies, and consequently as well-placed to take ownership of new and emerging services and developments in this area when nobody else often is, exploit and build links with libraries across different sectors to learn from each other and to strengthen and unify the library network and voice in Ireland

Open access journals published by Libraries. Librarians have the skillset academically and technically to produce high quality peer reviewed academic journals. This activity also enhances engagement between academics and library staff. We should incorporate into postgraduate library programmes modules such as Librarian as Publisher to prepare graduates for what will be a growth area in terms of employment for librarians in the future.

Librarians should consider applying to research funds such as Horizon 2020. Traditionally we support academics who apply to these research funds. Horizon 2020 requires a bid to have three partners from three different countries. Librarians actively network across geographic zones. Our work encompasses areas that are of interest re the Horizon fund such as social exclusion, education, technology etc. Librarians are ideally poised to win research income to fund continued innovation etc.

Green Libraries: Libraries are ideally positioned to reduce carbon emissions regarding photocopying, printing and re inculcating in library users an environmentally proactive mind set. Libraries could in fact spearhead environmental initiatives institution wide

This varies depending on the type of library, but the one common opportunity for us is that it is increasingly possible to show tangible benefit from what libraries do. Linking our work to impact will never show the breadth of relevance and benefit to our mission, but it does speak to funders in a language they understand. And (for better or worse!) it is possible to focus on the areas which resonate most with different funding groups

Libraries could become central to the Open Science agenda by putting the necessary infrastructure in place to support open access and open research data, up to and including open access publishing.

I view libraries as being a slow-moving river (with mass but it takes time to change direction) but those in them I see as a giddy brook (jumping swiftly). I wish libraries could harness the energy of those in them to react faster to changes

Collaboration with other academic/student support champions

We have so many opportunities, the change in how people are using libraries today is slowly changing how librarians work. We are getting out from behind the desk, we are talking (loudly) to our patrons, we are evolving and so are our libraries.

Threats


Threats are very evident in sectors that are experiencing financial difficulty, mostly in the public sector, but some academic institutions also. Unfortunately libraries usually take the biggest hit, when economic cuts have to be made,  and in particular it's the staff and services that suffer, rather than the infrastructure.

Public perception is still that we only stamp books and are obsolete as a result of Google.  But as Neil Gaiman says, Google can find you 100,000 answers - a librarian gets you the correct one.
Valuable skills and innovation, particularly technical skills, are at risk of being lost to emigration or other sectors due to restrictions on hiring. As both public libraries and the entire higher education sector continue to experience squeezed budgets, staffing levels are reduced or stagnate, and innovation is at risk of being curtailed.

Open Libraries
Deprofessionalisation
Declining literacy levels ("Read a book, nah, I'll watch 'The X-Factor' instead!")
Budget cuts
The Dunning-Krueger effect affecting library usage levels ("it's all on the Internet now, innit")

The Tories are systematically destroying most good things, libraries included, and the ramifications of Brexit are going to make this much worse for everyone in not just in the UK but with a knock-on effect on Ireland too. When money is tight it always seems to be the vulnerable, or the mechanisms that support the vulnerable, that get hit first.

Bad attitudes. There are so many threats to chose from, but a bad LIS pro attitude will sink every strength and opportunity - and will just contribute to a weakness. Be proactive. Be positive. Engaging with users and other LIS people is a professional skill. You can work to improve your public speaking and other engagement skills. You can go at your own pace and make the adjustments you need to be successful at it, but being quiet is no longer a librarian virtue, but a detriment to our profession. Go out there and be positive and be loud.

Lack of strong professional body
Lack of positive representation in media and public perception
Competition from commercial information services
Lack of funding
Economic and political uncertainty
Isolationism (guilty of talking to ourselves)
Technological bandwagon jumping

Failure to obtain adequate library budget to meet user and institutional expectations due to inability or will to evolve services so leading to third parties entering library ‘space’.

The Library tendency to wait to be invited means that these important conversations have too many chances to bypass libraries and librarians. It's crucial that people working within and on behalf of libraries insert themselves in conversations, generate their own research and perspectives, and connect explicitly with the work of other scholars in other fields. Librarians talking amongst themselves will not change library practice, and not change for the better the practices of academia generally

Financial constraints- but I guess that’s the same for everyone.
The perception by students that everything is available on Google.
Staffless services

Outdated unchecked assumptions as to what libraries are and what librarians can do. It's up to us to change that, but I think a lot of librarians want to keep the status quo; not all, but a fair proportion.

Brexit – I see it as both an opportunity and a threat Martin as it will bring greater numbers of students to our shores but will we be able to meet all of their needs    
Native ingenuity and ability to upskill and respond will be again our strength in moving in to the 2020s.

Leadership training is predominately offered to middle/senior library managers. Leadership should be a module in all postgraduate library programmes to ensure that graduates have the skills to strategically plan for but also defend the library professionally. We also need more emerging leadership programmes like the one offered by the American Library Association. http://www.ala.org/education careers/leadership/emerging leaders Until a culture of leadership pervades all levels of librarianship including library assistant, the profession is always vulnerable when closures and cuts loom. 2. Not promoting our worth and skillset to organisations outside of libraries is a threat re employment opportunities for librarians. Many organisations could benefit from employing a librarian and don’t realise it. Perhaps the Career Development Group of Ireland could engage with non-traditional library employers in this regard via a seminar or a social media campaign
Failure to continue to develop emerging skills eg data mgt - if we don't others will provide this support to our users

Threats to future funding, replacement of staff by automated services

The greatest threat facing Public Libraries in Ireland is undoubtedly the advent of Staffless / 'Open' / 'My Open' Libraries. This will change the very ethos of the public library and it will turn what is currently a democratic space into one which is completely undemocratic since it will exclude so many people. Yes, it is up and running in Denmark but contrary to what we have been told, it was introduced there as a result of public service reform - in 1996 there were 845 public library service points & 57 book mobiles in Denmark. By 2013, 17 years on, there were 450 libraries and of these 180 were staffless. More have since opened.
So the number  of libraries in Denmark has almost halved. The staffless model was used there to keep libraries open.
This isn't about  extending access for Irish people. This is about setting up a system that will allow the centralisation of library services to become formalized. Libraries in rural towns will suffer most. In urban areas people can choose to avoid the staffless regime due to greater staffed hours, and they have certainly been shown to do this in the pilot project as the embarrassing usage figures indicate. But in rural towns where libraries may only be staffed for a small number of hours per week, library users will be forced to use this system even if they don't want to. Librarians should be very wary of what they are being told about this because so much of what has been reported can be shown to be false.

These continue to include perennial funding issues, and the priorities of top brass which don't factor in the library.  Silo thinking by library staff and departments is still prevalent within libraries as well.

Staffless Libraries
Not enough confidence
We only talk to ourselves... need outside perspective
Other suppliers of information
Invisibility = Disposability

Libraries/librarians seen as becoming irrelevant in a rapidly changing HE landscape.

The fact that we increasingly live in a society where libraries are expected to justify not just their impact, but their very existence. It wouldn’t be an exaggeration to call this a real nadir in civilised history and in conjunction with the wilful dismissal of learning and expertise shown recently in some areas suggests that any group engaged in teaching, fostering open minded enquiry and (critically) actively encouraging an open society is going to struggle to continue to prosper.

By not communicating better what libraries contribute to society, and the skills and expertise that librarians have, we are in danger of seeming unnecessary or obsolete.

I think libraries are uncertain as to where to situate themselves and how to keep current. If we don’t know who our community is or what the needs of the community are, then how can we deliver to meet those needs? As time progresses any potential community is used to dismissing us because we lack relevancy.

Misperceptions of what a Library can offer (by students and staff internal and external to the Library)

Money! But at the same time that doesn't seem to be stopping libraries from rebuilding. Money is being found elsewhere, through funding, grant schemes etc. Librarians are seeing the threats at every corner, but they are also seeking the opportunities that lie elsewhere so our profession, and our buildings can survive and flourish. More importantly so our users do not lose the most important aspect society has.

And finally an answer to perhaps tie this all together:

Libraries have huge, largely untapped, potential to know more about their users and to be recognised experts on how they read, learn, collaborate and communicate.
Instead we largely focus on pushing services out to our users - resources, training, support - but we tend not to get enough feedback. Every intersection with our users must be a two way transaction. If we don't do this we will run out of fuel. This is impoverishing us and it's a dead end.
Libraries already are sitting on an abundance of data on their users which we to put to use: to share it, to interpret it, to connect it to other data sets. A lot of our quantitative data is rarely shared and our qualitative data, like the front desk staff’s years of experience about what our users love or hate about our services, is too often tacit knowledge never formally collected or shared.
Valuable intelligence can sit on a librarian’s PC and if disseminated at all, might just be a bullet point in an internal report.
We need to be systematic in collecting and interpreting information about how our users work. But we have a professional responsibility to do this ethically and transparently. This must be intrinsic to our work at all levels. Not a side project we dip into at off peak times.

Thanks


Contributors to this piece in no particular order:


Thank you all...


Posted on Tuesday, November 01, 2016 | Categories: