Do you have our upcoming Google calendar session on your calendar?

This Thursday afternoon we’ll talk about this easy tool that can help you organize your time and share information with colleagues or students. Learn about basic and advanced calendar features, as well as appointment slots and invitations, that will: make your availability visible (or not) to others, help you streamline advising and other sign-ups, and keep everybody on the same page about time, location, and attendance for planned events. We’ll show you how to sync your calendar with your phone and to control automated reminders.

Plus a special bonus for productivity nerds: calendar integration with other apps such as Todoist and Wunderlist!

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Participating in the Open Access Movement

How do you become a part of the open access movement?

What makes it [Open Access] possible is the internet and the consent of the author or copyright-holder.

From Peter Suber’s Very brief introduction to Open Access.

Fortunately, Information Services has the internet and sharing platform (Digital Commons) figured out for you. Determining the copyright-holder is a little more complicated. By default, you own the copyright to all your creative work as soon as it is recorded (online or in print). If your work was published in a journal, you needed to sign at least *some* of the copyright over to the publisher so they could distribute the work. Unfortunately, in many cases, authors actually transfer ALL rights associated with their work to the publisher, or certainly more rights than the publisher actually needs. Depending on the rights you granted the publisher, you may not be legally allowed to distribute your scholarship via Digital Commons or other online repositories like ResearchGate or Academia.edu, provide copies to colleagues or students(!), or reuse parts of it in upcoming publications (like books!).

How do you know?

If you signed a Copyright Transfer Agreement, read the document carefully and ask your publisher to clarify any language that you don’t understand. If you no longer have a copy of that agreement, we can use databases like Sherpa/Romeo to search for a journal and find “a summary of permissions that are normally given as part of each publisher’s copyright transfer agreement.

Attend our workshop today (4:15pm, Davis Classroom) where we will help you determine which articles, conference presentations, and other research can be made openly available in Digital Commons.

Impact of Open Access

I’m a young researcher from Guatemala who has been asked by a national TV channel to talk about climate change and hurricanes in an interview. Having access to this highly relevant article gave me the chance to prepare for the interview and provide the most science-based information. Thanks!!

Director at a research institute in Guatemala, from MIT’s OA Stories

I work and do my PhD in a small institute, and even though it’s connected to a quite big university it’s often hard for me to find certain papers. So thank you for providing this service.

A student in the Czeck Republic, from MIT’s OA Stories

Inspiring stories about how OA has helped people across the world abound. Read stories from people around the world that used openly available articles made available through Harvard and MIT to achieve goals. Or peruse bePress’s 100 Stories of Impact report to learn about the impact of OA to institutions, authors, and readers.

At Connecticut College, faculty research in our institutional repository has been downloaded 33,332 times. Of those, 45% (or 14,890) downloads are from the United States, with the remaining downloads coming from 175 countries. Top countries include the UK, China, Canada, India, and Germany. 

Upload your work to Connecticut College’s digital repository, Digital Commons, and make your research available to a global audience. Our repository works directly with Google and other search engines to maximize the visibility of your work. Attend our workshop tomorrow at 4:15pm in the Davis Classroom and learn how we can help you contribute to this movement.

Open Access Week 2017

Happy Open Access Week 2017! Still not sure what we mean by Open Access, or how it relates to your research, teaching, or the college in general? Open Access is a complex issue and constantly in flux due to innovations and changes in technology, federal and state policies, grant funding agency requirements, for-profit and non-profit publishing stipulations, and the culture and expectations of the Academy. This week, through a series of posts, we will explain Open Access with special attention paid to our local environment at Connecticut College.

OA Defined

According to Peter Suber, “Open Access (OA) literature is digital, online, free of charge, and free of most copyright and licensing restrictions. What makes it possible is the internet and the consent of the author or copyright-holder.” Tomorrow’s post will discuss Suber’s last statement in more detail. In the meantime, this video does a nice job of summarizing the history of publishing and the need for Open Access.

Maximizing the Visibility of Your Research Workshop

Map of download locations from Digital Commons @ Conn College

Let us help you get your research to the broadest audience possible! Institutional repositories like Digital Commons work directly with Google and other search engines to maximize the visibility of your work. Putting your published research in Digital Commons is an easy, effective way to increase access to your work by making it available to a worldwide community of researchers who might not otherwise have access to expensive databases. Bring a CV to this workshop and library staff will help you determine which articles, conference presentations, and other research can be made openly available in Digital Commons.

Join us on Wednesday, October 25, 4:15-5:00 in the Davis Classroom (main floor, Shain Library).  Register (recommended but not required) by filling out the registration form or by emailing Jessica McCullough.

Need tech help? Want to learn something new?

Lynda logoLynda.com is available to all students, faculty and staff at Connecticut College. Recommend this resource of thousands of courses to students by sending them links to specific courses, or including it as a resource on your syllabus. You can also find courses related to skills you hope to develop, for personal or professional reasons. If you don’t have to time to watch the courses now, add them to a playlist to view at a later date (Fall break is coming up!). Here are some suggestions for how to take advantage of this amazing resource:

  • Take notes while you watch a course. The “Notebook” feature lets you type notes as you watch. Notes are linked to that point in the video, so you can easily find and re-watch those sections! You can even export your notes into a Word or Google Doc, a helpful strategy if you are summarizing points of a course and want to keep a record in your personal files.
  • Make playlists of courses. Create a playlist for a class. Or for yourself when you have a chance to learn something new. You can create as many playlists as you like!
  • Bookmark video clips for future reference. As you watch a course, click on the bookmark icon in the “Contents” area for those videos you want to return to. I watch the same 3 video clips on InDesign every semester, and bookmarks make it easy for me to find the parts I need quickly.
  • Subscribe to the email list. New courses are being added weekly, some in surprising areas. To keep updated, subscribe to the email notification. After logging in, scroll to the bottom of the page and click on “Manage email preferences.” I subscribe to every type of email notification and I rarely get more than one email a week.

Have questions? Feel free to contact me and I’ll be happy to help you use lynda.com effectively!

Upcoming September Events

We hope to see you at some of our upcoming events this month. Beverages and snacks are provided, as well as friendly colleagues and interesting conversation! Feel free to register or just stop by as your schedule allows.

Thursday! Joint Session with the Center for Teaching & Learning 

Helping Students Read Effectively: In Print & Online – Email Tanya Schneider to Register
Thursday Sept 14, 8:45-10:15 AM| Hood Dining Room, Blaustein Humanities Center
Reading is a significant part of our students’ learning on campus, and much of this work takes place outside of class. How can we effectively guide their efforts to make sure that they are reading effectively and preparing well to reflect on their reading during class? How does reading online and in print differ, and how can we teach students to read carefully and critically in different media? This joint session with Instructional Technology will help us all consider methods that colleagues are already implementing and other approaches that we may want to share with our students.

Technologies for Teaching & Research Workshops

Reflect, Integrate, Demonstrate: Student Digital Portfolios – Register
Tuesday, September 19, 2:00 – 3:30 | Advanced Technology Lab
As we build a curriculum that asks students to reflect upon and integrate their coursework and co-curricular activities, several members of of our teaching and learning community are experimenting with digital portfolios as a space for this work. Through digital portfolios, students can archive artifacts that document and demonstrate their path through their education. Narrative explanations and curated examples make clear why they selected courses, a major or pathway, as well as what they learned and accomplished. We will demonstrate platform options and end with a discussion and leave with ideas for future implementations.

Media Literacy and Fake News – Register
Tuesday, September 26, 2:00 – 3:30 | Davis Classroom
Authorship, authority and credibility.  How do we help our students distinguish a more-credible resource from a less-credible one? What is media literacy and why do our students need to understand it? We will offer assignment ideas and class activities faculty can use to incorporate media literacy into their courses.

Reading Group

Debates in the Digital Humanities
Thursdays 2:30-3:30: September 21, October 26 & November 30
Advanced Technology Lab
Texts Available Online

Should liberal arts campuses do digital humanities? What is the role of teaching and learning in digital humanities? How are the digital humanities impacting your field? How do the digital humanities engage with, improve, and/or perpetuate problems of social justice? Debates in the Digital Humanities addresses these questions and many more. We will read some chapters together, and others of your choosing, based on your own interests.

Attend one session or all three! Please let Lyndsay Bratton know if you are interested in attending any of the meetings, so that planned readings can be communicated.

Welcome Back! Instructional Technology Office Hours

Activity is picking up on campus and we are looking forward to seeing you soon!

If you need help or motivation to work on your courses, drop in during our Instructional Technology Office Hours next Wednesday, August 23rd.  Members of the Instructional Technology staff will be available on Wednesday, August 23rd from 10:00AM – 2:00PM in the Advanced Technology Lab (Shain Library). We can answer questions on Moodle, WordPress, Computer Labs, Google Apps, or whatever else is on your mind. Bring your own computer or use one of ours in the Advanced Technology Lab and get last-minute class preparation done. We will have coffee and tea.

 

 

Summer = Reading Time!

Classes are over, grades are in, Camp Teach & Learn is winding down. Were you too busy this year to read all our blog posts? Not to fear! Here is a recap of everything published this year by category to help you catch up.

Active and project based learning

Social Media

Open Educational Resources

Tools

Digital Scholarship

Flipped and blended learning

See you at Camp Teach & Learn!

Will you be at Camp Teach & Learn next week? If so we look forward to seeing you at the following sessions!

Reflect, Integrate, Demonstrate: Student Digital Portfolio Pilots
Wednesday 24 May 2:30 PM to 4:00 PM

As we build a curriculum that asks students to reflect upon and integrate their coursework and co-curricular activities, several members of our teaching and learning community are experimenting with digital portfolios as a space for this work.  Through digital portfolios, students can archive artifacts that document and demonstrate their path through their education.  Narrative explanations and curated examples make it clear why they selected courses, a major or pathway, as well as what they learned and accomplished.  Faculty and staff who have used portfolios or participated in the pilot will share their experiences and sample student portfolios will be demonstrated.  We will end with a discussion and leave with ideas for future implementations.

Session leaders: Laura Little and Jessica McCullough; discussants include Amy Dooling, John Madura, Ariella Rotramel, and Sarah Queen.

Open Access & Digital Commons
Thursday 25 May 10:30 AM to 12:15

Did you know that most journals allow you to make previously published articles freely available over the internet?  Archiving your research in an institutional repository like Digital Commons makes it accessible to researchers who don’t have access to expensive databases and can make it more readily discoverable by those who do. Bring a c.v. or list of publications to this workshop and we will show you how to determine which articles can be made open access and how we can make your research as widely available as possible through Digital Commons.  We will also discuss some of the author features that make Digital Commons a practical, useful, and appealing platform for your research.

Developing Digital Humanities Projects:The Why and the How of Digital Scholarship
Thursday 25 May 1:30 PM to 3:30 PM

Does digital humanities (DH) research have the same outcomes as traditional research? Does DH appear to require more effort to reach the same end goals? Why do digital humanities?

This session will focus on how digital scholarship projects can enhance student engagement and lend students useful new skillsets (both technical and critical), all while helping you achieve your pedagogical goals. Hear from faculty about why and how they integrated digital projects—mapping, online exhibitions, and computational analysis of data mined from digitized texts—into their humanities courses, what worked well, and what students gained from the experience.

Discussants include: Lyndsay Bratton, Karen Gonzalez Rice, Emily Morash, and Ariella Rotramel.