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Shall We Dance?

Issues & Opportunities in collaboratively-developed networked information. Shall We Dance?. Michael Roy, Director of Academic Computing Services & Digital Library Projects Wesleyan University michael.roy@wesleyan.edu.

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Shall We Dance?

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  1. Issues & Opportunities in collaboratively-developed networked information Shall We Dance? Michael Roy, Director of Academic Computing Services & Digital Library ProjectsWesleyan Universitymichael.roy@wesleyan.edu

  2. "It took only twenty five years for the overhead projector to make it from the bowling alley to the classroom. I'm optimistic about academic computing; I've begun to see computers in bowling alleys." --George Landow Hypertext: The convergence of contemporary critical theory and technology, 1991

  3. Overview • Framework for thinking about collaboration • 4 collaborative projects (3 of them from NITLE schools) • ArtSTOR • REALIA • IDEAS • LoLa Exchange • Issues, opportunities, and challenging alternative models for strategizing about networked information

  4. Who are we in this room? supporters of supporters supporters casual users power users contributors organizers

  5. Framework for thinking about collaborative ventures • Is it relevant to my campus? • Where did the idea come from? • Who is using it? • How are they using it? • How are they assessing it? • How big is it? • How big will it be? • What is the (business) model for sustainability? • Is it of high quality? • How does one get rewarded for contributing? • How much does it cost? (Money, Support time, Development Time, Faculty time) • Do the tools for manipulating the content work in a variety of educational settings? • How does it integrate into the general computing environment?

  6. ArtSTOR • Who: Mellon/Ithaka • What: Hundreds of thousands of high-quality digital images, and software to work with those images (pan, zoom, compare, work-offline) • Where:www.artstor.org • Why: To provide a means for colleges and universities to deliver high-quality images to their students in a cost-effective manner

  7. ArtSTOR & NITLE • Seminars • Use-cases • Visual literacy • Digital Asset Management Strategies • Faculty reception of tools and content

  8. Introduction to Realia • Who: ACS, ACM, GLCA • What: REALIA: Rich Electronic Archive for Language Instruction Anywhere, Database developed through a collaboration of faculty, librarians and technologists from Global Partners institutions. (+/- 1,000 images) • Where:http://www.realiaproject.org

  9. Rationale for Realia • Why: • Strong mandate from language faculty • Generation of visually-oriented students • Authentic materials best promote cultural literacy • Serves a multiplicity of student learners: images can serve at all levels of language instruction, in culture courses, in preparation for study abroad programs

  10. Realia Philosophy • Archive significant images with cultural information and pedagogical suggestions • Ensure quality through peer-review and editorial assistance • Capture the present while preserving the past • Free for educational use

  11. IDEAS Who: Colorado College, Earlham College, Lake Forest College, St. Olaf College What: IDEAS Project: Image Database to Enhance Asian Studies (1,300 images) Where:http://ideas.midwest-itc.org/ How: ContentDM, MITC-support

  12. What can I do with IDEAS? • Search by keyword: e.g., buddha, rice, "Great Wall" • Use a clickable map to find all the images for a particular country • Limit your search to a particular IDEAS collection (i.e., CC's Japanese Religions collection, Lake Forest's Indian Religions collection, etc.) • Do an advanced search to find words in particular metadata fields, or to do more complex combined searches • Eventually the IDEAS Topic search will help people find images around a small "controlled vocabulary" of subject headings. • In the classroom: choose a group of images ahead of time and save to "My Favorites"; use these images to illustrate a lecture. • As an assignment: have students choose images around a topic and write or present on those images.

  13. How does IDEAS work? • ContentDM: IDEAS uses the digital collection management software CONTENTdm to store all the images and data, and to create the web interface for the database. • Metadata document: It is impossible to find images in a database unless they have good "metadata," or descriptive information. The more uniform and accurate that metadata, the easier it should be for people to find things in the database. • MITC support: MITC, the Midwest Instructional Technology Center, has supported the project all along, funding the meetings, licensing CONTENTdm, hosting the web site, paying for student assistants, etc. They have also supplied expertise through their personnel, particularly Manuel Rendon and Alex Wirth-Cauchon.

  14. What are the future plans for IDEAS? • Refine the search and display of the website. • Refine the metadata standard to ensure accurate, consistent descriptions of images. • Add more images. • Work with faculty to understand how to make this a better tool for classroom use.

  15. LoLa Exchange • Who: Wesleyan, Connecticut College, Trinity College, and other NE schools • What: learning object referatory (40 items) • Where:http://www.lolaexchange.org • Why: Make Learning Objects and their uses more widely known

  16. LoLa Editorial Process Music.lolaexchange.org PaidCataloger Music Editors General editor Infolit.lolaexchange.org Interested Unpaid User InfoLit Editors General Editors

  17. LoLa Architecture Google scholar merlot dspace worldcat lola oai metalib blackboard

  18. Federated Search Architecture Google scholar merlot worldcat cms Fed search (metalib) lola ideas artstor realia

  19. Challenge: Discovery

  20. Challenge: Metadata • Semantic search • Folksonomies (e.g flickr) • Google • Google images • Trove.net (RLG) • Lionshare (p2p) Is metadata worth all the trouble? What value does it really add? Who has time to create it?

  21. Get current design

  22. Over the last decade, American higher education has created a doughnut IT infrastructure: all periphery and no center. We have invested in the machinery but not in the teachers and the scholars to make that machinery worthwhile in the classroom and in scholarship. The massive investment in networks and computers will not pay off until we fill in the hole, until we work together to create content. From “Why IT Has Not Paid Off As We Hoped (Yet)” By Edward L. Ayers and Charles M. Grisham EDUCAUSE Review, vol. 38, no. 6 (November/December 2003): 40–51.

  23. Thanks! • Slides (including references) at http://mroy.web.wesleyan.edu/talks/nitle-oregon05/ • Reach me: • Michael Roymichael.roy@wesleyan.edu

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