This post contains the lecture notes I will be using in an honors level undergraduate class. Remember, the library offers a Business Research Portal.
1. Is there information on the Internet?
Lecture; 10 minutes
Synthesis: Information (or more precisely: facts, opinions and data) is contained in documents. Documents may be posted on the Internet or published in electronic or print venues accessible through subscriptions or other forms of payment. A successful search for information implies thinking about (1) the motivations of those creating documents (e.g.: the goal) and their (2) expectations about posting on the internet or publishing in paid-for venues (e.g.: the source).
2. Compare articles
Activity; 10 minutes; Compare articles from various sources: blog, magazine, trade journal, Wikipedia, subject encyclopedia and scholarly journal
Focus: distinction between free or invisible (library) web
Synthesis: all articles are not created for the same audiences. Academic or peer-reviewed articles are the standard way to publish research results. University students are groomed to craft academic articles through writing papers as part of the requirements for their classes
3. Academic articles: structure and editorial process of scholarly communication
Lecture; 10 minutes
Synthesis: Structure & Editorial process of scholarly communication.
Structure of an academic article: research questions; conceptual framework; hypothesis/objectives and method; data & analysis; conclusion (very similar to an academic paper)
Process: peer review
4. Tools & strategies
Activity: 20 minutes
Transforming concepts to keywords for database searching
Compare Google Scholar and a library article database
Working from a known item – read the bibliography and explore related articles. Locate the article in a database and obtain keywords
Data sources on the Internet – be mindful of secrets
Here is a bibliography on the topic of research in Canadian universities. In no particular order, I’ve tried to incorporate some sub-themes, namely graduate students; research support; international; innovation. I’ve grouped results based on the type of source, such as trade associations, government reports and academic articles.
Trade Associations & Think Tanks
(Criteria: reports in English from the last 5 years issued by Canadian organisations. Method: Google with a focus on PDF files and keywords such as research, innovation, university)
(Using Google and Publications Canada’s search engine. Because universities are governed by provinces in Canada, I also looked to Québec. I included here reports provided by Concordia University, my employer, to government agencies. OECD also had some interesting reports, but not UNESCO.)
Science Canada. Collaboration between Federal Research Funding Organizations: Policies and Guidelines. Multiple pages. Retrieved from: http://www.science.gc.ca/eic/site/063.nsf/eng/h_1E7A5F18.html (list of cross sectorial issues important to all disciplines, including open access and research data management)
Statistics Canada, 2016. Higher Education Research and Development Estimates (HERD). Multiple Websites. Retrieved from: http://www.statcan.gc.ca/imdb-bmdi/5109-eng.htm (yearly data, last updated on June 2016. Click on “related products” and explore publications, CANSIM data and The Daily for various reports and datasets)
(Using Concordia University Library‘s Discovery layer, I searched for canad* AND universit* AND (research* or innovat*) and filtered for peer-reviewed articles from the last 5 years. I reviewed the first 50 hits and selected articles based on perceived relevance.)
Moore, Gabriel, et al. “Implementing Knowledge Translation Strategies in Funded Research in Canada and Australia: A Case Study.” Technology Innovation Management Review 6.9: 16-27. Retrieved from: https://timreview.ca/article/1016
SÁ, CRESO M., and ANDREW KRETZ. “Technology Commercialization as University Mission: Early Historical Developments at the University of Toronto.” Technology & Culture 57.1: 119-43. Retrieved from: https://muse.jhu.edu/article/611802
(ebook) Lacroix, Robert, Louis Maheu, and Paul Klassen translator, eds. Leading Research Universities : Autonomous Institutions in a Competitive Academic World. Montreal Quebec ;aKingston Ontario; Ottawa, Ontario: McGill-Queen’s University Press; Canadian Electronic Library. Retrieved from: http://clues.concordia.ca/record=b3231050
(ebook, original edition) Lacroix, Robert, and Louis Maheu, Les Grandes universités De Recherche : Institutions Autonomes Dans Un Environnement Concurrentiel. Montréal, Québec: Les Presses de l’Université de Montréal. Retrieved from: http://clues.concordia.ca/record=b3293016
A colleague of mine used a tool call Padlet in a classroom setting during a presentation to foster open collaboration with attendees. Padlet is a collaborative website which allows posting small tidbits of information in a series of “wall-like” pages. A bit like a community board filles with sticky notes of links, videos and the like.
If you fiddle with the access settings of a padlet site, you can create a semi-open collaborative activity with a class.
Here is a quick tutorial I found on Youtube:
In fact, this tool reminds me of this interesting list of iPad apps presented at this training event in my university:
The Knight Foundation has already granted us “prototype” funding last year to create our alpha prototype, codenamed Alice (family pictures on the proposal page). Now, we want to develop and test our library videogame system with partner libraries (Brooklyn NY, San José CA, Civilla in Detroit and with the Indigenous Futures communities in the North) over the next few years. The Knight Foundation focusses on the USA and rest assured that we will be seeking support to deploy our system in Canada and elsewhere!
Because the News Challenge uses an “open” community based evaluation process (in addition to a formal review), you can help in some very simple ways:
1. Please click on the link to get the page view count up.
2. Register an account on the system to either “heart” the proposal or leave a comment. Some useful comments could be “I would love for my local public library to have indie/digital games” or, if you are a game maker, “I would love for libraries to add my game to their collection” (or some variation thereof). Of course, please feel free to add your own comment!
3. Forward this email to anyone who believes that libraries should have Game Clubs and Indie Games.
The Comment phase of the granting cycle closes in about 2 week.
On a more personal note, my ambition is to strengthen libraries everywhere by devising an open social computing platform so that everyone can play and make games. This will also help libraries acquire and preserve digital content through open markets (fixing some pesky collective action & copyright & technological issues). I am blessed with a myriad of colleagues at Concordia who also share this vision and are willing to embark on this quest!
Thanking you in advance for your support of our project,
Here is an the abstract of an interesting article looking at student prefeferences between lecture capture versus screencasting published in the International Journal of E-Learning and Distance Education:
Students’ Preferences for Types of Video Lectures: Lecture Capture vs. Screencasting RecordingsAlaa Sadik
The use of online videos as a supplement to traditional lectures or as a way to reach students at remote sites has become increasingly popular in higher education. Faculty and university technology centers have focused on approaches to recording and distributing online video lectures over the last ten years. Regardless of learning outcomes, the purpose of this study was to investigate students’ preferences for lecture capture and screencasting recordings as a supplement to classroom lectures. A questionnaire about video lecture format preferences was used to collect data about students’ preferences in two courses over a three-year period. The overall findings indicated that the majority of students rated screencasting recordings as better than lecture capture recordings in many aspects of video quality and usefulness. Factors affecting students’ preferences for screencasting and the implications of this preference have been reported.
I have been trying out and testing different models to create instructional tutorials for the past few years. I provided an account of my last iteration in a post on this blog, called “Anatomy of a YouTube Tutorial” and “My gear to record a session“. I think I may have figured out a better way to do this, essentially optimizing the production cycle of the videos.
The gist of my most recent idea is still to use QuickTime on my Mac, an ancient MacBook Pro, but with a twist. Remember that QuickTime allows you to record the screen as well as make a video directly from your Mac using the on board camera and mic (I bought a self standing USB mic because the on broad mic sucks).
In that sense, I launch QuickTime and select File > New video. A window opens where I see myself in front of my Mac. I place this window in the corner of my screen and position my browser on the left and I fill the gap on the top right corner with a text file where I can place information (such as the outline of the talk).
The idea is to then launch File > New Screen Recording and the screen recording catches the “mirror image” of the video on the corner of my screen (I never actually record the video of my face, I just use the image of it in the corner).
Here is what the screen looks like:
The point here is that I can generate one simple video file with 3 screens on it: a browser (or any other document), a text file (or any other filler information (actually, this could be a PPT, a script or anything really) and my face.
The only issue is that the table I use is not super stable and my laptop screen tends to wobble if I am not delicate in typing or putting my hands on the table. But this seems like a way to generate tutorials with minimal editing required..
My team of engineers are working hard on building a functioning prototype. We have selected a “stripped down” Linux distribution running Kodi as a platform. We picked some generic controllers, a hard plastic case and a mini-computers running on solid state memory (the Gygabyte Brix in fact).
They will hopefully deliver a first version of the device by late June. We will also deliver all our code via the usual open source venues (not sure which actually, but my team is keen on contributing their work back to the community quickly).
Afterwards, my team and I hope to visit with 2 public library systems: Montreal and Austin public libraries. We aim to discuss this project with library employees (administrators, professionals and staff), game developers and patrons. I have ethnographers working on our research instruments.
So, my team is busy with the work our grant has funded and we should have some tangible results in a month or so.
Please let me know if you have questions, ideas or comments, I am most interested in them! My email is: o.NOSPAMcharbonneau@concordia.ca (note to humans: please remove all capital letters from my email address to reach me).