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Technology
"Open Internet" tools series - Chapter One: Google Docs
The following is the first in a semi-irregular series of posts on Internet tools and utilities. We'll start with a well-known, yet oft-misunderstood tool: Google Docs.
I hope one or more of the featured tools might be of use to you. These are written from my particular professional vantage point, i.e., that of a librarian, teacher, and manager. Note that I do NOT necessarily view myself as a technophile; rather than spending hours pounding on the computer, I'd really rather be reading a book or baffing golfing balls. Thus it's hoped that these tools will make your "screen time" hours more efficient and productive, rather than more numerous.
The posts in this series give info and background on a few common "open" Internet tools. All these tools have the following in common:
- They are available "free" on the Internet (although an initial sign-up, also free, is usually required)
- They have some utility in the world of the Internet, education, and libraries
- I, personally, use each of these tools regularly
- Google Docs: http://docs.google.com
- Example of how I use it: http://bit.ly/RO6Kd
- My first use: late 2007
- Purposes for which I use it: Post syllabus, shared editing of documents, easy net-based display of documents (especially good for presentations, a.ka., "powerpoint") Good for students sharing their work with me or with each other. If you have a Netbook, or other laptop, you could easily replace MS Office with this far-reaching set of tools. Way easier to use than a Wiki!
- Biggest drawback: Well, you are storing your work on Gooooogle... if you have qualms about this, that's fine, but I'm amazed by people who rail about the evil Google owning the world, while they carry laptops with $500 copies of MS Office... and they've never sent Google a dime.
Have other thoughts? Other tools? Post your comment below.
Tool for next time: Netvibes!
"Open Internet" tools series - Chapter Three: bit.ly
The following is the third in a semi-irregular series of posts on Internet tools and utilities. Today's tool is truly one of my favorites! It will help you both communicate and track information (as well as make Web addresses shorter): bit.ly
It's hoped that these tools will make your "screen time" hours more efficient and productive, rather than more numerous. All the tools featured in this series have the following in common:
- They are available "free" on the Internet (although an initial sign-up, also free, is usually required)
- They have some utility in the world of the Internet, education, and libraries
- I, personally, use each of these tools regularly
3: bit.ly
- Example of how I use it: http://bit.ly/nbm7P
- My first use: February(?) 2009
- How and why I use it: If you want to make a URL shorter, there are many options. First, though, why would you want to make a URL shorter at all? Well, there's Twitter and other instant messaging/microblogging services that only allow you a limited number of characters; a long URL can easily take up an entire Twitter post (140 characters max). Also, sometimes long URLs "wrap" in e-mails, making it difficult for the recipient to re-create your link.
- How: Using any of the URL-shorteners is simple; you just go to the site (tinyurl.com is the "granddaddy," and still very popular) and paste your "long" URL into the window, and click on a button. I find bit.ly to be superior for this purpose because a) it keeps track of all your links (once you've setup an account, which takes maybe 15 seconds), b) most importantly, it tracks how many clicks(!!!) each link gets, as well as when and where they came from, in real time, and c) it seems to keep getting better and better! (Just one example: In the short time since I started using it, they've added the total number of clicks for each URL to your "main" page (see my example above) as well as "previews" of where the links lead). At a certain level, I could see a personal bit.ly account serving as a "poor person's delicio.us," that is, an easy way to keep track of where you've been on the InterWeb, while sharing selected sites (it has a direct interface with Twitter and other 2.0 utilities) with your online buds.
- Drawbacks: Not too many (and they may have fixed these by the time you read this) but, it is occasionally (certainly not regularly, like Twitter!) unstable, especially as it has to do with "metrics," i.e., the numbers, timeline, and demographics of your links. (It would also be nice to get more systematic metrics, e.g., the TOTAL number of hits all your links got, but that is probably asking a lot for a free service?!?)
Previous tool: Netvibes
Tool for next time: drop.io
"Open Internet" tools series - Chapter Two: Netvibes
The following is the second in a semi-irregular series of posts on Internet tools and utilities. Today's tool will help you both organize and communicate information: Netvibes.
It's hoped that these tools will make your "screen time" hours more efficient and productive, rather than more numerous. The posts in this series give info and background on a few common "open" Internet tools. All these tools have the following in common:
- They are available "free" on the Internet (although an initial sign-up, also free, is usually required)
- They have some utility in the world of the Internet, education, and libraries
- I, personally, use each of these tools regularly
2: Netvibes: http://www.netvibes.com
- Example of how I use it: http://bit.ly/8h24b
- My first use: early 2008
- Purposes for which I use it: Netvibes is free "portalling" software, that is, a utility to bring together resources and web pages and so on, and store and display them all in one spot. Once you create an account, it has both a "public" and "private" side, so if you want to organize some private pages and resources and bookmarks, you use the "private" side (visible to only you), while the "public" pages can be used to easily share and showcase information with others. Netvibes is so versatile and easy to use, that, for the course linked above, I basically used it in lieu of a course management system! Most of the student's work was posted there, although I couldn't, of course, post grades. Also note, that I gave the students perhaps five to ten minutes of instruction on how to do the basics (click on "Add Content," then "Essential Widgets" gets the basics)
- Biggest drawback: It IS one more thing to remember to check, but, if you have a specific Web communications purpose (such as creating a rudimentary personal e-portolio) you will remember...
Have other thoughts? Other tools? Post your comment below.
Previous tool: Google Docs
Tool for next time: bit.ly
Cowles Library Offers “No Pressure” Informational Sessions
11 September, 10 to 11 a.m.
WHERE: Cowles Library Electronic Classroom
(ask at Cowles Library Main Floor Information Desk if you need directions)
WHO: Anyone who provides, or supports, classroom instruction at Drake.
Library session leaders will include:
Liga Briedis, Sean Stone, Bruce Gilbert
WHY:
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Learn more about how to incorporate Library resources into your class
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Learn what services and resources the Library has to support your teaching
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Become more “green” and have the Library digitize handouts and readings
If you want to learn about any/all of these, in a relaxed atmosphere, this is the session for you!
WHAT: Specifically, these sessions will cover useful tips on:
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How to provide links to one of the Library's thousands of e-books or tens of thousands of electronic journals for your courses;
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What you need to do to provide easy, copyright-compliant electronic access (“e-reserves”) to your course readings;
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How to integrate Library resources (including a Librarian!) into your BlackBoard pages;
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The “basics” of Interlibrary loan, Refworks, e-reserves, etc.
All in a comfortable atmosphere, where any question you might have is appropriate. And, refreshment WILL be provided!
WHAT ELSE? That's it! No prep required! (If you DO want to RSVP, call x4821, or email bruce.gilbert@drake.edu , but it's not a requirement).
E-Books at Drake
E-BOOKS at Drake make up a large collection of full-text online-accessible content. They are found by searching our regular online catalog. They are mostly recently published non-fiction research-quality books. Most are navigable through their tables of contents and by page number. All e-books are accessible off-campus. Ebrary and NetLibrary e-books support highlighting, note-taking, and bookshelf creation through their free accounts.
Ebrary - A large collection (more than 60,000 titles) of e-books. Click on the “URL” in the book record to view the e-book. A small plug-in for your Internet browser is required; you will be prompted to download the correct plug-in if it is not in place. (Ebrary plug-in: You'll need to install a Windows plugin or the Mac plugin the first time you use it) Once you can display an ebrary e-book, you may read it as long as you like. Ebrary allows printing five pages at a time, with up to 30 pages per log-in.
Netlibrary – Another large collection of e-books. Click on the “URL” in the book record to view the e-book. No changes to your computer are required. After 15 minutes you will be asked to “check out” the e-book. To check it out, you must create a free netLibrary account. Click on “Create A Free Account” in the upper right corner of the NetLibrary home page or book page to create your account. You must be on the Drake campus to create the account. Once you have an account, you may check out NetLibrary e-books for 3 days at a time, with the option to renew. NetLibrary does not support printing or downloading of its e-books.
If you are off campus, your Drake ID and PIN will allow you to view NetLibrary and ebrary e-books.
EBL or E-Book Library. To see the book, click the “URL” on the short catalog record. Your Drake ID and PIN will be required whether you are on-campus or off. EBL books may be read online or downloaded for offline reading. Portions of EBL e-books may be printed.
Online Reference Books - Cowles Library has access to three large collections of online encyclopedias and several online Reference Books. The large collections are:
•CREDO Reference (244 titles)
•Gale Virtual Reference Library (100+ titles)
•Oxford Reference Online (100+ titles)
Other Online Reference Books are: Access Science, Access Pharmacy, African-American Studies Center, AMA Manual of Style, Black Studies Center, Britannica Online, Cambridge Histories Online, Consumer Lab, Eighteenth Century Collections Online, Encyclopedia of Associations, Facts & Comparisons, In the First Person, Mental Measurements Yearbook, Original Sources, Oxford Art Online, Oxford Islamic Studies Online, Oxford Music Online, and the United States Serials Set.
Find the online Reference Books under "online databases" on the Cowles web page.
EBook Library (EBL) comes to Cowles!
Cowles Library announces an innovative new approach to building its collection, letting users decide which electronic books to purchase. The Library has added access to 25,000 e-books, available through the on-line catalog.
Cowles Library announces the availability of new academic content by being one of the first universities in the Mid-West and the nation to implement a Demand Driven Acquisitions pilot. This new approach in the selection of material for the library is in partnership with EBL (Ebook Library Corporation). EBL offers titles from over 320 leading Academic and Professional Publishers. The titles selected for inclusion in the Cowles catalog are geared to support Drake’s academic programs and curriculum.
EBL’s Demand Driven Acquisition model allows Cowles Library to make un-owned titles visible to users in the library catalog. Users discover titles like they would any other books they wish to use. At point-of-use, the library will be charged a pay-per-use fee, and on the 4th use will automatically purchase the item. “We view the EBL model as an exciting new service to the students, faculty, and staff of Drake University,” says Cowles Library Dean, Rod Henshaw. “While we have provided access to e-books for more than a decade, providing "on-demand" access to many thousands more titles is a significant development in our collection model. After all, today's scholars expect "on-demand" services in other parts of their lives; why should electronic texts be any different?” Cowles Library has a long history of technological innovation to support user services, from an initial Library Web site launched in 1994, to our current Web presence, which is powered by Open Source software and facilitates user feedback. EBL's user-driven model is an important addition to this rich tradition of service-driven progress at Cowles Library.
Kari Paulson, President of EBL says, “We are delighted to see our Demand-Driven model being adopted in the Mid-West by such innovative institutions as Cowles Library. Especially in times of economic restraint, this model provides a very efficient and cost-effective way for libraries to open access to a great range of content to students while ensuring funds are allocated to resources that are truly needed. ”
Internet Tools, Part IV: Drop.io
The following is the fourth in a semi-irregular series of posts on Internet tools and utilities. Today's tool takes the pain and mystery out of file sharing. It will help you share information and comments; it has improved over time, and is amazingly versatile: drop.io
It's hoped that these tools will make your "screen time" hours more efficient and productive, rather than more numerous. All the tools featured in this series have the following in common:
- They are available "free" on the Internet (although an initial sign-up, also free, is usually required)
- They have some utility in the world of the Internet, education, and libraries
- I, personally, use each of these tools regularly
4: drop.io
- Example of how I use it: http://drop.io/cowlesdemo
- My first use: February 2008
- How and why I use it: If you have a large file and want to share it with a friend, colleague, or even a vendor, you'll want to know how to use drop.io First, why not just use e-mail? Let me count the ways! For one, e-mail is notoriously insecure. Moreover, many email systems block files over a certain size, or of a certain type (files with a ".zip" or ".exe" extension (that is, the last three characters in the file name) are common files that get blocked). Finally, if you care about the health of the Internet (or your email account!) at all, remember that email is an extremely inefficient way to share files; e-mail attachments, sent from one system to another, create copies all over the place, and then they pile up in your account, using up your quota!
- How: Setting up a drop.io "drop" is very easy. Once you go to the drop.io homepage, you simply choose a name for your "drop," select one or more files, and create it! Then, you choose an "admin" password (so you'll be able to change options, such as the layout of files, or when the "drop" expires) and supply an email address. That's it! Is your total file size bigger than 100 MB? No problem! Create a second, third, or more additional "drops"!
- This "upfront" simplicity masks a lot of features, however! Once you've shared the "drop" with whomever you wish, they may add their own files, add comments, re-arrange the files, etc. (You control how much they can do, when you are logged in as "admin"; look for the "settings" link which is a little hard to find on the upper right-hand of the page) Most file types (such as .pdf or .jpg or even video such as .avi) allow the user to "preview" the content; that is, they can see what the file consists of BEFORE they download it. "Settings" mode has all kinds of different stuff, including how many times the drop has been accessed. Drop.io is so potentially versatile, I have used it as a de facto course management system; way whippier than BlackBoard!
- Drawbacks: The limitation of 100 MB for the "free" version is a potential issue, I suppose, but how often do you share individual files over 100 MB? (Sure, you could get there pretty quick with video files, but that's what vimeo and YouTube are for!) Another caveat: Although you are getting a certain amount of privacy by using drop.io, it is NOT an excuse for copyright violation, so don't use it to share pirated mp3s!
- Also (and this may seem like an odd thing to complain about) for a simple tool, it really has a LOT of different options; when you're in "Admin" mode, as a result, you may overlook the "basic" stuff (such as how to change a password, or the name of the "drop") because of all these different options (is setting up a different flower-colored background REALLY that important for file sharing?) drop.io has recently added all kinds of "collaboration" tools, such as "chat" and so on (a la Google Docs) but that's not why I use it. This is picking nits, I know, but it's a common issue: A tool is "good enough" for a specific service, but then "creeping featurism" comes in, and after a while, you forget why it was useful in the first place!
Previous tool: bit.ly
Tool for next time: picnik
Open Access Initiative: Open Science Directory
The world of publishing continues to be transformed by (among other things) the Open Access Initiative or OAI. Cowles Library has been a longstanding proponent of this trend, as demonstrated by eScholarShare, our scholary "open" repository of publications by Drake students, faculty, and staff.
This is a trend that continues to accelerate, as Universities and Libraries continue to react against the skyrocketing costs of "traditional" publishing models. One concrete, and useful, example is the Open Science Directory (not just about science!) that I have described elsewhere. In addition to being a useful source for virtually anyone doing research, this project has a laudable goal: making research available to scientists and others in the developing world.
Spending too much time on Facebook?
The benefits of the social utility Facebook as a means of staying in touch with friends and making new social and professional connections have been widely touted by its users.
Despite these benefits however, Boston University sophomore Brendan Gauthier decided that he would take leave of Facebook, a process he details in this article in the Boston University campus publication BU Today.
We are interested in your reactions to his decision and whether you would consider taking similar action?
Who gets the RFP for Innovation? Musings on Openness and "the Cloud"
From RFPs to FAIUIBA
Our campus is looking at potential alternatives to a campus-wide system (for the purposes of this piece, it's irrelevant which one), and, in the way of all post-modern organizations, is developing an RFP (Request for Proposal).
As I say, this is a time-honored tradition; you want a new service, or the replacement of an existing one, you "buy" one, and in organizational parlance, that means a "purchase process" consisting of: RFI (Request for Information), followed by an RFP, then a review of received proposals, followed by a purchase, followed by the culminating FAIUIBA (Forget About It Until It Breaks Again; and yes, I did just make up that acronym, but anyone who works with organizational IT knows I'm not describing a mythical creature!) at which time the cycle begins again.
However, gentle readers, I am not stretching a point or telling you anything you don't already know when I stress that the phrase "time-honored tradition" is nowadays more of a shibboleth than laudatory; and one would think this would be especially true in the fast-moving world of Information Technology. Yet it is perhaps here, more than any other service area, where the tradition dies hardest.
Open is here to stay
The great "open" movements that are already transforming education, as well as society at large, are little recognized when it comes to the "purchase process" described above. (Keeping in mind, of course, that all the "open" movements are co-mingled with that giant conceptual cloud: "cloud computing," wherein you get your tech services and software from non-campus resources). Let's take one small component of the "open" environment: Open Source Software. If you are reading this post on the Web, it was created on server-side Open Source Software (in this case, Drupal; which means the software was developed by no single individual or company, but by a universe of like-minded developers; and that it cost us Zero Dollars to test, "buy," download, and install). Chance are about 50-50 you are reading this post on an Open Source Web client (Firefox is the most widespread one). You are then free to download this text into an Open Source desktop application (such as Open Office's Writer)
So, I can create, read, download, and re-format everything for/from a Web page, all without any money changing hands, all dependent on no corporation, but rather a group of like-minded developers whose only inherent interest is to make a better product. Sweet, huh?
Where's the Rub, bub?
So, when it comes to selecting a new University service (e.g., Course Management System, Content Management System, Integrated Library System, email system, etc.) why wouldn't your search begin with Open Source Software?
Well, there are a number of reasons, but today I'll concentrate on one: And that is, in most instances, Open Source has neither the same place at the table, nor the same advocacy, as does commercial software. And the reason is simple: By its very nature, Open Source is dependent on a spirit of innovation, and a strong user base; the developer's goal is to share their work. Commercial software is dependent upon a sales team, who innundate us all with mail (electronic and paper), phone calls, advertising, etc; their goal is for you to buy their product, because once you do, you won't switch, at least not for a long time. (Don't forget FAIUIBA!)
Becoming the voice of the Open
So, how do we get Open Source (as well as its kindred movements, Open Access, Open Educational Resources) its proper place at the table? Only by calling our institutions to task, namely: If we claim we want to nurture innovation, "transformation," and places where experimentation and education go hand-in-hand, then we have no choice: Alternatives beyond those presented by salespeople must be explored, encouraged, and given room to grow.
And if you've read this far, one last suggestion: If you find yourself on an academic committee that is formulating, or evaluating, an RFP, do something radical: Remind your colleagues that the "P" in RFP stands for "Proposal" instead of "Purchase." If you can get that radical idea across, try to at least broach the idea that "free" is not all bad, and supporting those who are in favor of innovation and sharing is not terrible, either.





