Participants in this session will be able to fully attend any three of the presentations below. The moderators will introduce the format and then open breakout rooms, one for each of the presentations below. Attendees will then be able to join the breakout room for a presentation topic of their choice. Those with updated Zoom clients can move themselves to the breakout room, otherwise they can ask the moderators to move them. After about 15 minutes of presentation and discussion, participants will be returned to the main room, and the same breakout rooms and choices will again be offered, allowing participants to move to a different presentation of their choice. After about 15 minutes, this will repeat for a third and final round.
Presentations included in this session:
11 Research Impact Things
Kara Jones, Fiona Glasgow
11 Research Impact Things’ is a collection of modules for upskilling librarians on the use of a range of metrics around research impact.
The AUS Scholarly Communications Librarian worked through the IATUL ‘Things’ (https://iatulimpactthings.info/) with our librarians.
Delivered in 5 online sessions over two months, we used live demonstrations, etherpad notes and guest speakers to engage librarians.
Consequently, librarians felt more comfortable dealing with enquiries on these topics, and understood the Scholarly Communications Librarian role and responsibilities better.
This session will provide an overview of the ‘11 Research Impact Things’ for AMICAL colleagues to upskill themselves or their organizations.
Expansion of research support services from the library: Research funding information service
Sara Pérez, Isabel Hurtado
In a post-Covid context where the economy has impacted all sectors, including education, it is essential to rethink the role of universities, as well as that of libraries. The library’s commitment to developing more services and resources to support researchers is a potential instrument for bringing the library closer to professors. After a brief presentation of the research services in our case, as well as in other libraries, we would like to generate a little debate in relation to the provision of library support to researchers, with a special focus on the research funding information service.
Helping teachers adjust to use of technology in teaching
Relating to the teaching and learning experiences of the last year, it becomes clear that the use of technology dominated education, finding teachers running to forcibly adjust. Educating the educators to use technology to effectively cover their approach on teaching and the needs of their students is of essence. A necessary synergy between technology departments, administration and faculty is of crucial importance to achieve this. This session discusses a model that will help teachers adjust and employ technology for their own and their students’ benefit.
Longing for “normality”? Faculty engagement & the challenges of blended learning post-crisis
This session explores strategies for engaging faculty around blended learning possibilities. Improving public health prognoses in some countries raise the prospect of some institutions or departments abandoning online teaching. Beyond questions of the timing or degree of such a change, faculty opinion is divided in its assessment. Some joyfully await a return to the “normal” they knew. Others fear a return to the status quo ante would erase lessons and possibilities for teaching and learning opened up by the pandemic. This interactive session explores strategies and areas for building inter-faculty dialogue and engagement as institutions exit emergency remote teaching.
Oral history collection at AUCA: Accessing memories of Soviet past
Jyldyz Bekbalaeva, Aijamal Sarybaeva
The presentation will showcase the first oral history collection at AUCA. The team of faculty and students undertook a project to collect testimonies of the Soviet past across the country. The team collaborated with Library and IT Department to archive and to make accessible a collection of selected interviews via the Omeka.
We will talk about project implementation: collecting oral histories; data management and preservation; creating public archive collection; dealing with ethical issues and others. The project is among very few archival initiatives countrywide aiming to preserve and showcase Soviet-era memories through oral histories.
Resisting datafication in the digital classroom
In this presentation, I explore the processes of excessive datafication in online teaching. Remote learning tends to recreate the physical classroom in the digital environment through technological affordances. In its current form, online teaching often privileges visibility in the ubiquitous use of cameras, presents a sense of curated authenticity, and encourages instructors to police students in the digital classroom. This tech-capitalist datafication feeds the commodification of content in the digital sphere. Without being techno-pessimistic, I argue that we need to create networks of resistance to counter these tendencies of datafication and avoid being implicitly ableist, classist, sexist, and racist.
Strengthening multiliteracies through departmental collaborations
Emilienne Idorenyin Akpan, Omachi Okolo
Transitioning to college can be daunting especially with regards to the rigors and expectations of academic writing. On campus, learning resources collaboratively provide the requisite support for college-level skills in reading, writing, research and digital and information literacy.
Using a first-year composition course, we will demonstrate how the research plan for an argumentative essay enhanced quality departmental collaboration. The instructor explained the writing style; the librarian provided guidance with DIL provisions; and the writing center oversaw the outlines and first draft of the essay. The takeaway is how constructive partnerships meet student-centered, course-specific and support services goals.
The use of Hypothesis for sequencing and scaffolding writing assignments
Tatevik Zargaryan, Elitza Kotzeva
We will show how to integrate Hypothesis in the online learning system (at AUA we are using Moodle) and set up reading assignments. Then, we will show how teachers can use the social annotation tool to scaffold larger writing assignments by creating manageable tasks in a step-by-step sequence. To this end, we will share ideas on how to help students prepare for class, participate actively in the class discussion with their annotations, and use their notes from Hypothesis to finish a larger writing assignment.