Discussion on Online Learning

4 05 2013
Reposting from Bboard — all are welcome!
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The Technology and Learning discussion group will meet for our last Spring 2013 session on Monday, May 6th, from 6:00pm-7:15pm in LSC238. All University community members are welcome to attend.

For this week’s discussion, which will be moderated by CTLE staff member Brian Snapp, we’ll be focusing in on online learning: e.g., can online discussions foster critical thinking? can they improve writing and communications skills? To prepare for the discussion, Brian suggested browsing some of the articles on Eloquentia Perfecta in the latest issue of Conversations (http://epublications.marquette.edu/conversations/).

We’ll wrap up with a big picture discussion of technology issues and opportunities in higher education and talk about whether or not we’d like to continue the discussion group in Fall 2013.





Identity Finder and confidential data

14 04 2013

At our last TAG meeting, IT Services Director Jim Franceschelli and Information Security Director Adam Edwards invited faculty feedback on their Identity Finder Proposal on Automated Scans. For those just joining us, Identity Finder software scans your (Windows) computer for sensitive, unsecured Personally Identifiable Information (PII). The Information Security Office and IT Client Services are jointly proposing implementation of weekly, automated, required Identity Finder scans (see the proposal for details). During the meeting, TAG members shared some concerns about scheduling and performance effects. After the meeting, we received additional concerns from Bryan Burnham (Psychology), a member of the Institutional Review Board, that Identity Finder scans of machines storing human research subject data or client files (from a counseling practice, for example) would breach subject confidentiality. Concerns are paraphrased here:

There are privacy issues related to data collected on human research subjects that must be considered before automated Identity Finder scans of machines can occur. Specifically, we (IRBs, DRBs, PIs – primary investigators) ensure complete and total privacy of our human research subjects’ data, especially sensitive information (names, emails, Royal IDs, social security numbers), some of which is undoubtedly stored on computer hard drives. [The same is true for client files maintained by counselors or clinicians.]

“Subject confidentiality” means that knowledge of a person’s participation in a research study is between the human subject and only the PI. That is, a subject is guaranteed by the PI that knowledge of their participation as well as their personal and sensitive data will not be open or available to any third party – meaning anyone not associated with the research project. The automated Identity Finder scans would, in effect, view confidential human research subject data and client information that, by definition, cannot be viewed by others.

It should be noted that the Identity Finder reports that the Information Security office receives are redacted, showing a masked version of a potentially problematic file and the location where it was found, and are only accessible to the Information Security Director (Adam) and the Information Security Engineer (Scott Finlon). However, Bryan noted that the scan itself is the issue: third parties (including other University divisions/employees and University-owned software) are not allowed to access or see confidential subject information.

Bryan, Jeremy, Kristen, Adam, and Scott got together on Friday to get a better understanding of this issue and what options there might be for general campus implementation of automated Identity Finder scans without violating subject confidentiality.

We discussed a few options that IR and TAG  could consider for Identity Finder, each with varying advantages/disadvantages. A significant complication, however, is that at this point we don’t know how many researchers on campus have this kind of data, where it’s stored (faculty, staff, student, and/or lab machines? cloud storage?), and whether it’s encrypted or otherwise protected against security breaches (malicious or inadvertent). Bryan stressed that researchers are responsible for their own data and for ensuring subject confidentiality, and neither the IRB nor the University can impose or require specific data management practices, at least under current IRB policies.

Scott noted that the Identity Finder question is only the top layer of broader issues of privacy, security, and digital records management on campus, and that research data stored on a researcher’s hard drive or in cloud storage could be vulnerable to external attack. Both Adam and Scott mentioned that Identity Finder, used appropriately, could help researchers protect subject confidentiality by locating vulnerable information and prompting the researcher to take further steps towards securing it. We agreed, though, that educating researchers about data security and encouraging more secure data management practices (encryption, password protection, etc) will be a longer, more involved, and more inclusive conversation – but a conversation that needs to happen nonetheless.

Next steps: Bryan will bring this discussion to the IRB at their April 16th meeting for additional input and will share any relevant guidelines from grant agencies (e.g., Department of Health & Human Services), and his and others’ own digital data management practices. Adam and Scott will reach out to Identity Finder and other university security offices re: how others have handled this issue. They are willing to continue discussing accommodations for researchers storing sensitive data, if we can find all of them or somehow get them to self-identify. TAG might be able to help survey the faculty on this question (yes/no/unsure) – multiple outlets should be used to try to catch everyone’s attention. The IRB, ORSP, and TAG may want to coordinate a faculty forum on this topic.

We’re still early on in this discussion, so please contact TAG if you have any insight, concerns, or questions that we might not have considered yet.

 





Announcements from the Office of Planning and Information Resources

12 04 2013

Jerry DeSanto, Vice-President for Planning and CIO of The University of Scranton, recently sent an email to the campus community about changes in Planning and Information Resources (PIR). First, IT Services has undergone a restructuring. There is now a new group responsible for “Field Services” which is responsible for hands-on support for any devices across the university, from mobile to classroom technology. The new organizational chart can be found here.

Second, the PIR Tactical plan for the 2013-2016 timeframe is now avaailble here. Information Resources lists as one of its four major goals “Supporting Innovation in Teaching and Learning”. To this end, IR intends to:

  • Extend lecture capture use and capabilities;
  • Explore next generation learning management tools;
  • Consultation and support for the Rehabilitation Center building project;
  • Refine long-term plan for supporting classroom technologies; and
  • Partner with colleges on unique needs and campus standards.

TAG is looking forward to working the PIR in all the these initiatives and invites all faculty to take an active role and voice in the implementation of these technologies supporting our teaching and learning.





Lecture Capture workshop

12 04 2013

Announcement from the CTLE about next week’s Faculty to Faculty workshop on lecture capture, featuring outgoing TAG co-chair Jeremy Sepinsky:

Join us for the following Faculty Advancement Series event. Please register (under “Faculty Advancement-Fac & Staf”) if you plan to attend. Lunch will be served.

Recording Your Lectures: Avenues, Applications, and Opportunities
Dr. Jeremy Sepinsky, Physics
Tuesday, April 16, 11:30 am – 1:00 pm in LSC 590

There are a lot of reasons why you might want to record the lectures you give in the classroom, from sick students to sick faculty, from lecture reviews to pre-recorded content. Jeremy will give us a demonstration of the lecture capture facilities available in the Loyola Science Center along with how he has been incorporating them into his class for the past two semesters. Afterwards, we hope for a lively discussion of the many possible uses of this technology as we move forward.





Technology and Learning Discussion on MOOCs

11 04 2013

Just a reminder that the Technology and Learning discussion group will reconvene on Monday, April 15, 6:00pm-7:15pm-ish in LSC 238 for our MOOC discussion (the one we had to postpone due to snow). All University community members are welcome, so feel free to spread the word!





Ithaka S+R US Faculty Survey 2012

11 04 2013

The 2012 report from the Ithaka S+R US Faculty Survey, which tracks attitudes and practices of faculty members at American colleges and universities, just came out this week. It’s a little library-centric but touches on many issues related to teaching, research, and scholarly communication. It’s long (70+ pages) but a relatively quick read:

Download Report

If you don’t have time to skim the full report, here are some excerpts that may be of particular interest to TAG:

Teaching

  • Small but non-trivial shares of respondents use technology in their undergraduate teaching. But while most recognize the availability of resources to help them do so, many respondents do not draw upon resources beyond their own ideas or feel strongly motivated to seek out opportunities to use more technology in their teaching.

Conducting Research

  • Collaboration — The prevalence of collaborative research varies significantly by discipline. Virtually all of the scientists reported that they have collaborated with others at some point in their career, while only two-thirds of humanists had done so.
  • Data Preservation and Reuse — About four out of five respondents indicated that they build up some kind of collections of “scientific, qualitative, quantitative, or primary source research data.” But while scholars across disciplines build up collections of relevant research data—of whatever type may by appropriate for their field and research—in the course of their work, few turn to established solutions for preserving these materials aſter a given project ends (see Figure 37). Four out of five respondents strongly agreed that “I preserve these materials myself, using commercially or freely available soſtware or services.”
  • Digital Research — We asked faculty members if they would like to “more deeply” integrate digital research activities and methodologies into their work. About half strongly agreed that they did, while about 20% strongly disagreed. A relatively greater share of humanists (about a third) strongly disagreed with this statement than did scientists and social scientists (about one in ten)… Among those who indicated they were interested in more deeply integrating digital research activities and methodologies, more than three quarters of respondents indicated that each of the [types of support] listed—more time, more conceptual help in understanding how digital research activities and methodologies can be thoughtfully integrated into their research, or technical support for implementing digital research activities and methodologies—would be very important to them.
  • Digital Humanities — A far smaller share of humanists than of social scientists and scientists indicated that any of these digital methods were very important to their research. Even methods that are believed to be specifically applicable in the digital humanities, such as text mining or GIS mapping, are reported to be utilized by only a minority of humanists.

Disseminating Research

  • Publication — Respondents tend to value established scholarly dissemination methods, prioritizing audiences in their sub-discipline and discipline, and those of lay professionals, more so than undergraduates or the general public. Similarly, they continue to select journals in which to publish based on characteristics such as topical coverage, readership, and impact factor. Finally, respondents tend to value existing publisher services, such as peer review, branding, and copy-editing, while expressing less widespread agreement about the value of newer dissemination support services offered by libraries that are intended to maximize access and impact.
  • Journal Selection/Open Access — The fact that the journal “makes its articles freely available on the internet, so there is no cost to purchase and read” remains among the lowest priorities to scholars in selecting a publication venue; only about a third of respondents indicated this was a very important factor.
  • Faculty Web Pages — A third of respondents indicated that they receive support in the form of having a public web presence [“a public webpage that lists links to my recent scholarly outputs, provides information on my areas of research and teaching, and provides contact ifnormation for me”] managed for them.




my.scranton.edu service has returned

8 04 2013

Access appears to be back to normal.





my.scranton.edu and royaldrive.scranton.edu are down

8 04 2013

If you need access to either of these, they are not currently accessible via classroom computers. There is no eta for remediation. Please plan your classes today accordingly!





Academic webserver to be decommissioned

8 04 2013

Robyn Dickinson sent out the note below in regards to the academic webserver on Monday. If you have active webpages or content on the server that you need access to, please remove it and/or contact TAG immediately. We will do our best to help you find a new home for your data. Since the server has been a target for malicious attacks, your data is already at risk! If you do not do anything, you will lose access to anything stored on that server. If you have any questions, please contact your tag representative or email tag-members@royallists.scranton.edu.

Thanks for your prompt attention!

Previously, you received a notice from our division that we had planned to decommission the public facing server academic.scranton.edu in the summer of 2012. In the past, this server housed web pages for the University’s academic departments, related organizations, and individual faculty. Academic administration and department pages have now been converted into the University’s web content management system (CMS). What remains are primarily individual faculty web pages and a few other organizations; we have identified each of you as still having active web pages residing on this server.
Recent vulnerability scans of this server have identified multiple weaknesses in the operating system. Due to these vulnerabilities, this server has become the target for attacks from foreign countries seeking to access our enterprise computer systems. I am writing to alert you that we will now be taking steps to remove public facing access to this server as of June 15, 2013. This means that after June 15, you will only be able to access the web pages that remain on this server from within our own network on campus. On August 15, 2013 the server will be retired and you will no longer be able to access any of its content.

Faculty members should watch for additional information about this transition coming from the Faculty Technology Advisory Committee (TAG) and can send questions to TAG-members@scranton.edu If you would like assistance moving your web pages into the University’s web Content Management System (CMS), please contact Aileen McHale from the Center for Teaching and Learning Excellence (CTLE) at aileen.mchale@scranton.edu. Training for staff and faculty on how to use the web CMS is also available through IT Services by contacting Jack Williams, our IT Training Specialist, at jack.williams@scranton.edu to sign up for a class.

I appreciate your attention to this matter,





Luminis (my.scranton) upgrade moved to summer

27 03 2013

This announcement has been up in the my.scranton portal for a few days, but reposting here since TAG has been talking about the upgrade for a while. The upgrade to Luminis 5, originally scheduled for spring break, has been delayed until Summer 2013:

The my.scranton portal will get a new look this summer.  The Portal Team has been consulting with various faculty, staff and student groups to make many improvements to the portal.  For example, Self Service is moving to the Home tab and the Student tab will allow easy access to grades and registration.

Watch for more information as we get closer to the Go Live date.