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Web 2.0 and Emerging Learning Technologies/Online Books

= The Role of Online Books and Libraries =

Information and Reference Service
Introduction

As institutions that document the human record, libraries existed as early as the third millennium B.C.E. (Krummel, 2002). Libraries and librarians play a role in collecting, preserving, conserving, organizing books and prints for effective use by their patrons. This commitment has been fulfilled for thousands of years until recently due to the rapid growth of knowledge. Because we are in an information age, a frenetic era which has resulted in an information overload beyond an individual’s control, librarians stand fast and stick to their traditional commitment of making information available to their communities and users. They will effectively provide a vast array of information services and apply information technologies to the services for their diverse users. This article presents basic concepts of information and reference services in American libraries.

The Challenge: Information Age i It seems impossible not to mention information age while we discuss information and reference services in libraries. It has changed the world dramatically and tremendously. Information age or the so called information era has great impacts on the modern world. Daniel Bell published his book - The Coming of Post-Industrial Society in 1973. He identified the coming of information age with revolution which would mark a complete break with the industrial past (Harris, 2002). The following passage explains why the age is so challenged and unique:

"The sum total of humankind’s knowledge is doubled from 1750-1900. It doubled again from 1900-1950. Again from 1960-65. It has been estimated that the sum total of humankind’s knowledge has doubled every five years since then…It has been further projected that by the year of 2020, knowledge will double every 73 days (as cited in Gillani, 2003)."

We are living in a time when knowledge is doubled every five years. We treasure the value of knowledge because it is a representation of human wisdom and intelligence. In the past, knowledge was well kept in print and saved in libraries. Now, it is no longer one organization's role to manage such huge amount of knowledge. Libraries are unable to control how information is preserved or accessed. This has resulted in a cultural shift. Instead of libraries and librarians being the gatekeepers to information, information is now readily available.

According to Bell, information age is a name given to a period after the industrial age and it has been used to refer to the present economic era. Several revolutionary inventions generate the birth of this new era. Samuel F.B Morse’s invention of electrical telegraph in 1837 is considered the beginning of the information age. With this device, information can travel distances in seconds. Others inventions such as the typewriter, calculator, telephone, radio, and television were followed by his invention. Since the 1980s, personal computers have become available. With a personal computer, the user can easily produce and access information. We entered the era of “information age” in 1980. Information has become accessible via the Internet all over the world. In 1989, the invention of the World Wide Web made the Internet really take off as a global network. In order to transfer and retrieve information on the Internet, digital format has been quickly adopted by users. Texts, images, sounds, movies, and all kinds of media are digitized. Now, the Internet is the ultimate place to accelerate the flow of relevant information. These revolutionary spread of integrated digital communication systems has dramatically complicated and influenced modern society (Harris). Now, information can be presented in various formats other than print and it can be transferred long distance within a click.

It was never considered that humankind had the ability to create more information than individuals can absorb (Gillani, 2003). With such amount knowledge and limited budgets, libraries had difficulties in keeping collections and patron’s needs in balance, and failed to keep up with information technology. Debates on libraries and librarian’s role in the era had been going on for decades in the late 20th century. The information revolution has put great pressure on libraries as they try to find their way through this dramatic and rapid shift. Fortunately, it didn’t take too much time for librarians to confirm their mission and to adopt information technology which not only has its impact on library services such as providing digital information, but also changes library development from inner and outer aspects. Nowadays, almost every library provides Internet access to its patrons via wireless connects and dozens of personal computers available to the general public and librarians today use an astonishing array of resources as they connect people with information and ideas (Harmon, Charles, and Symons).

Information as Commodity

As mentioned earlier, Bell’s prediction has come true. He pointed out that the information society would be characterized by a change from a goods-producing to an information-producing society. He also believed that information would come to represent the most important commodity sold in the new electronically linked world marketplace (Harris, 2005). Two decades later, his prediction was confirmed by Bill Gates, the president of Microsoft, who noted in his 1995 book titled "The Road Ahead" that digital information had indeed become a central commodity in a massive global information marketplace. Nowadays, a person who doesn’t know about using a computer and searching on the Internet is considered computer illiterate. It becomes more and more difficult to locate a piece of information without having some information literacy or digital literacy skills. Information overload even causes information anxiety. Many users are even willing to pay to find information efficiently. Information and information services have become commodities that users unwillingly purchase. The term, “Electronic Commerce”, interprets commercial transactions that use any electronic communications facilities. However, it is widely adopted in the 1990s to describe business transactions involving the Internet.

By the early 1990s, several factors began to make the idea of commerce over the Internet both feasible and attractive. A related development was the improved capability and availability of U.S. and international telecommunications infrastructures, including the gradual introduction of digital technologies. Networked microcomputers were replacing mainframes and were generally accessible to businesses. Uniform packaged software platforms (operating systems) were widely adopted. The Internet began to establish itself as a global network, and in 1991, the set of instructions underlying the World Wide Web (WWW) were written. This allowed both the display of graphics as well as text on the web pages and the introduction of "hyperlinks," allowing easy movement from one web-page or site to another. This was further enhanced in 1993 by the development of Mosaic, the first "browser" (and predecessor to Netscape Navigator). With these changes, the Internet has become more "consumer friendly." Then, in 1995, the National Science Foundation (NSF) surrendered its role in managing the Internet to private enterprise, opening up its full commercial potential (Taylor, 2002). As of 2000, the businesses primarily receiving profits from use of the Internet were companies facilitating electronic commerce, rather than the online businesses themselves. It is clear nonetheless that there is an extraordinary expansion of e-commerce around the world. This global growth of electronic commerce has raised significant regulatory and legal issues at the national and global levels. The resolution of these issues may either facilitate or hinder the growth of e-commerce.

In the late 20th century, digital information had indeed become a central commodity in a massive global information marketplace. The emergence of digital information such as e-books, e-journals, and hypertext writing systems appears to be “rapidly undermining previous commitments to the print-on-paper communication system that played such a fundamental part in constituting the libraries of the world” (Taylor, 2002). Issues such as preservation, conservation, distribution, ownership, and copyright of digital information, as well as training library personnel and users required comprehensive consideration to make further movement. It is also true that the commodification of information and privatization of information delivery system may lead abandonment of the idea of information as a public good. Librarians and others remain skeptical of the idea that it is conducive to the democratic process (Harris).

Through close collaboration with experts of information technology and sharing resources and experiences with other librarians improves the quality of the services provided. It seems everyone now concurs with information as a commodity, but many people still remain troubled by the implications of the dramatic and relentless commodification of information.

Information and Reference Services in Library

According to Standard Committee, Reference and Adult Service Division, the outline of library services includes information service at a desk, interlibrary service, bibliographic service, correspondence, document service, and orientation and instructional service (as cited in Katz and Tarr, 1978). It should be noted that the information services mentioned above is being used in the broadest sense of the term library services and includes all traditional reference and information services.

Reference service is one of several library services. The term "reference service" is defined as personal assistance provided to library users seeking information (Huling, 2002). Samuel Rothstein (1961) noted "May I remind you that in the United States of less than a century ago the library still took no responsibility whatsoever for the provision of personal assistance to its users." He called reference service the new dimension in librarianship in his article. Librarians, or reference librarians, usually start reference service from an interview at a reference desk with their library users. Through the interviews they identify what the user needs and what information might be helpful for the user. Reference service enlarges library services and provides interaction between librarians and their users. Yet, there are some challenges to put it into practice in the field. Rothstein pointed out that “help” is a great tent of a word that embraces an enormous range and variety of activities. For example, questions related to medical and legal issues (Crocker) may twist the virtue of reference service. Wyer (1930) identified three concepts of reference work: conservative, liberal, and moderate philosophy. The conservative philosophy instructs users in how to find the information on their own. The liberal philosophy holds that the reference librarian should locate the information for the user and provide it in the form needed. The moderate philosophy recognizes that maximum assistance will be offered based on a combination of library staffing, resources, time factors, and user need. The latter approach balances the instructional function with the full-service mode. Debates on these issues raged in the 1960s and 1970s, but they have abated as reference librarians have determined that a balanced approach takes into account the needs of the user at a particular time.

Traditionally, reference service is offered in a face-to-face environment at a reference (information) desk. With revolutionary information and communication technologies, reference service now can be available via telephone, e-mail, and some web-based applications. Meanwhile, libraries also develop complex systems that consist of many procedures and functions which have included acquisition of materials, cataloging and classification, circulation and interlibrary loan, serials management, and reference services (Beheshti,2002).

Francis J. Witty introduced some excellent collections of reference books. He mentioned that reference collection is the fourth most used collection after general stacks: periodicals, newspapers, and reserve. Reference collection includes the following heading listed in alphabetical order: Agriculture, Astronomy, Bibliography -Catalogs, Biography, Calendars-Almanacs, Cookery-Dietetics, Dictionaries, Encyclopedias-Encyclopedic Learning, Epitomes, Folklore-Marvels, Genealogy, geography –Travel-Foreign Customs, Grammar, History-Annals-Chronological Tables, Law, Literature, Mathematics, Medicine, Political Science-Government, Technology-Engineering. Reference books as well as the other collections in libraries are gradually digitized. Michael Levy’s study concluded that by the year 2020 some 90 percent of books sold would be published as e-books.

With more and more digital collections and online service, libraries burst with speed connecting users and information. As Huling noted that modern libraries provide a strong link between the highly technological information environment and the users, advising on search strategies that help the user to focus the topic better and evaluate the information even as the user is able to access library catalogs and databases from home, office, and school.

The Future: Digital Library

An example of a totally digital and commercial library would be Microsoft's http://Corbis.com. This huge database comprises the largest collection of digital art and photography in the world, and half a million individuals visit this digital art library each day via the Internet. In the past, the library was a building that was expensive to build and operate. Being in the digital era when someone might think books are dead, with or without a physical environment, a digital library is definitely the future (Harris).

References

American Library Association, Reference and Adult Service Division,Evaluation of Reference and Adult Service Committee. (1995). The reference assessment manual. Ann Arbor, MI: Pierian Press.

Beheshti, J. (2002). Library Automation. In Jorge Reina Schement (Ed.), Encyclopedia of Communication and Information, Vol. 2. (549-553). New York: Macmillan Reference USA. Retrieved December 01, 2007, from Gale Virtual Reference Library via Thomson Gale:

Gillani, B. B. (2003). Learning theories and the design of e-learning environments. New York: University Press of America

Huling, N. (2002). Reference Services and Information Access. In Jorge Reina Schement (Ed.), Encyclopedia of Communication and Information, Vol. 3. (867-874). New York: Macmillan Reference USA. Retrieved December 01, 2007, from Gale Virtual Reference Library via Thomson Gale:

Harris, M. H. (2002). Libraries, Functions and Types of. In Jorge Reina Schement (Ed.), Encyclopedia of Communication and Information, Vol. 2. (531-538). New York: Macmillan Reference USA. Retrieved October 21, 2007, from Gale Virtual Reference Library via Thomson Gale: http://find.galegroup.com/gvrl/infomark.do?&contentSet=EBKS&type=retrieve&tabID=T001&prodId=GVRL&docId=CX3402900153&source=gale&userGroupName=indianastateuniv&version=1.0 >

Katz, B. and Tarr A. (1978). Reference and information service. Metuchen, NJ: Scarecrow Press.

Krummel, D. W. (2002). Libraries, History of. In Jorge Reina Schement (Ed.), Encyclopedia of Communication and Information, Vol. 2. (539-541). New York: Macmillan Reference USA. Retrieved October 21, 2007, from Gale Virtual Reference Library via Thomson Gale: http://find.galegroup.com/gvrl/infomark.do?&contentSet=EBKS&type=retrieve&tabID=T001&prodId=GVRL&docId=CX3402900154&source=gale&userGroupName=indianastateuniv&version=1.0

Taylor, R. D. (2002). Electronic Commerce. In Jorge Reina Schement (Ed.), Encyclopedia of Communication and Information, Vol. 1. (290-295). New York: Macmillan Reference USA. Retrieved October 21, 2007, from Gale Virtual Reference Library via Thomson Gale: http://find.galegroup.com/gvrl/infomark.do?&contentSet=EBKS&type=retrieve&tabID=T001&prodId=GVRL&docId=CX3402900089&source=gale&userGroupName=indianastateuniv&version=1.0 Information Age, Retrieved November 10, 2007, from Wikipedia  http://en.wikipedia.org/wiki/Information_age

Integrating Library Resources into Course Management Systems
Introduction

New technologies and programs for learning are transforming higher education institutions at an unprecedented rate. Libraries have been the mainstay in colleges and universities around the world for centuries. It is here that the learner can seek, find, rummage through, and summarize knowledge resources. It is here that learners feel the presence of thought leaders in any discipline they desire. It is here that the starting point for millions of inspired individuals takes place each day. Yet it is also a place in trouble and in need of revisioning so that libraries can lead and support the learning quests of the twentyfirst century.

One area of obvious change and transformation in higher education is the emergence of blended and fully online learning. But it is not just the emergence, but the quick embracing of it by tens of thousands of learners as well as countless educators, policy makers, and other world leaders. Universities have fashioned new undergraduate, master's, and doctoral degrees as well as certificate programs. As colleges and universities increase the number of online courses and hybrid or blended courses that they offer, it is imperative that the library finds ways to support this new type of teaching and learning environment. If libraries fail to provide support, they risk being regarded as irrelevant at a time when they may be able to offer services and support in ways that were unimaginable in the past. In the OLCOS Roadmap 2012 (2007), libraries are viewed as an inhibitor in that they may have difficulty finding their place a technology-focused world - that is, unless they learn to better adapt to online environments and the behaviors exhibited in these spaces. Further, as more online resources become available, libraries must find ways to purchase and market these resources to students in both hybrid and distance education courses. With so much information freely available, it is also important for libraries to assist students in evaluating the information available. This is particularly true when reviewing and selecting online sources that can be written by anyone.

The library can play a major role in assisting students in becoming critical thinkers and life-long learners. However, to be successful, they must take advantage of new technologies and the learning preferences of digital natives as well as digital immigrants such as the so called "Baby Boomers." In order to adequately support the 21st century classroom, libraries must know what students and faculty want or need from the library. To determine students needs, the library must first understand them--their culture, learning preferences, technology backgrounds and experiences, and learning goals. Through online and traditional face-to-face courses, colleges and universities are now serving a wide variety of students. Students currently enrolled in academic institutions are extremely different from students in college 20 or 30 years ago. Those enrolled in courses now are nontraditional students such as Baby Boomers (born between 1946 and 1964), as well as students referred to as the Net Generation, or those born after 1980 (Hartman, Moskal & Dziuban, 2005; Oblinger & Oblinger, 2005).

The Net Generation (Net Gen), also referred to as Digital Natives, are students that are “accustomed to multimedia environments: figuring things out for themselves without consulting manuals; working in groups; and multitasking” (Lippincott 2005. Net Gen students are comfortable with technology and spend a lot of time using social software such as Facebook, MySpace, and instant messaging. Net Gen students often prefer instant messaging and text-messaging to e-mail. In addition, these students “are more comfortable with image-rich environments than with text...and will refuse to read large amounts of text” (Oblinger & Oblinger, 2005). They also prefer to learn through by discovery instead being told. It should be noted that any person that uses technology heavily will exhibit characteristics of the Net Generation regardless of age (Oblinger & Oblinger, 2005). Christopher Dede (2005) at Harvard also recognizes the effects of technology on individuals, regardless of their generation, and refers to the formation of a neomillennial learning style.

Different students have different needs. This can be seen in the dissimilarities between Baby Boomers and Net Gen students. For example, Baby Boomers did not grow up with technology and sometimes have trouble getting technology to work for them. They are also used to being told how to find or locate information. When these students return to school they are most interested in convenience and flexibility, and ultimately obtaining a degree or certificate. In addition, they report being generally satisfied with online courses. This is in contrast to traditional-age students who are often interested in the social aspects of college. (Oblinger & Oblinger, 2005). The challenge for librarians, as well as everyone in higher education, is to provide meaningful learning to digital natives who are technologically-savvy, as well as Baby Boomers who may not be as comfortable navigating various online arenas. Libraries have to provide instruction and other services that will address the needs of both groups of students - individuals who very often want information in different formats.

While younger students tend to be more visual and like to explore instead of being told information, they also want personalized assistance. In addition, these students expect services to be relevant to their needs and available at the point of need. To help deal with this challenge, the Association of College and Research Libraries, a professional organization which focuses on issues important to libraries in higher education, adopted the “Guidelines for Distance Learning Library Services”. Many libraries use these guidelines when developing and evaluating services for distance education students. Among other things, these guidelines recommend that distance education students receive access to services and resources that are comparable to those received by students and faculty in traditional face-to-face courses.

Course Management Systems

The current trend in libraries to support e-learning and hybrid courses is by incorporating library services and resources into Course Management Systems (CMS). CMS are online software applications that assist faculty in using technology. They typically include discussion boards, online chat, and email. Syllabi, announcement boards, and digital drop boxes are also available to help instructors manage course information for individual classes (Gibbons, 2005a). While the term CMS itself is extremely common, these types of software applications are referred to by many names, including virtual learning environments (VLEs), course-management software packages, course management systems, learning-management software, e-Courseware, and virtual courses (Gibbons, 2005a).

Since students frequently use CMS to access course information, libraries have begun to support student learning by incorporating their own component into the CMS. Another reason why libraries are investigating the addition of library services to CMS is that students are more interested in resources that are applicable to a particular course. While it is true that libraries frequently set up their websites to support student research based on discipline, this does not help students who are looking for specific resources and may not think of materials in terms of particular disciplines (Reeb & Gibbons, 2004). Because of this, libraries have realized that their services and resources must be incorporated into the CMS, as the CMS can “serve as the door to the library” (Gibbons 24).

In her article “Strategies for the Library: CMS Integration Barriers,” Gibbons discusses two ways of incorporating the library into the CMS: at the macro-level and micro-level. At the macro-level, the library is added to the CMS in a more basic manner. A link to the library’s web site or online catalog can be added to the main menu; alternatively, a subject guide relevant to the course can added to the CMS (Gibbons 24). Libraries can also create videos or podcasts that explain how to use resources or teach students concepts such as effective search strategies. These resources can then be added to the CMS for students to access. The CMS can also be set up to allow students to instant message librarians. This would allow students to easily send messages to the librarian when they need help.

Students who visit the library’s web site may find it difficult to locate the appropriate resources. By adding these features to the CMS, students are able to quickly locate library resources and communicate with a librarian. While these tools can also be put on the library’s web site, many students may not visit the library’s web site when doing research. Instead, they may first go to Google or another search engine. In the end, adding a library component to the CMS may result in more students using library resources. When this occurs in large scale or small scale online learning initiatives, the role of the is definitely enhanced.

While the macro-level integration is a way to easily incorporate the library into a course, that alone merely provides general support designed for a large group of students. Certianly, some students may find this to be beneficial; however, it is not the personalized and individualized assistance that many Net Gen students desire. One way to provide more fine-grained (i.e., micro-level) or personalized assistance to these students is through a course guide instead of a subject guide. A course guide can include a list of specific resources appropriate for a particular class. At Indiana University at Bloomington, for example, librarians create course guides that often include the librarian’s contact information, recommended key words, and a list of the best resources for locating materials for course assignments.

Another innovative approach that may satisfy the needs of the Net Gen students is known as the “embedded librarian.” The Community College of Vermont is one institution that allowed librarians to be teaching assistances for online courses. In this situation, the librarians participated in discussion forums related to research assignments. The librarians were also able to post research tips, as well as set up online discussion forums explaining their role and inviting students to ask questions. These services were ones that the students at this institution appreciated and responded to in a positive manner. For this type of program to be successful, however, the library needs to have the support of faculty – individuals who traditionally are not accustomed to having librarians involved in their courses. Those involved in the program also found that this service is more successful when faculty encourage students to take part in the discussions. Additionally, it is critical to provide access to the librarians at the point of need, such as when students are working on a research paper (Matthew and Schroeder 61).

Other ways librarians can interact with students is through virtual office hours. Details about this service can be conveyed to students in three ways: first, librarians who have course privileges can send an email message to students notifying them of their hours; second, an announcement can be posted to the CMS; and third, the librarians can ask instructors to convey this information to the students. Gibbons discusses Cox’s suggestion of sending out a notice as to the time the librarian will be logged in and asking students to stop by to discuss their research (Gibbons 31). To accommodate the greatest number of individuals, librarians can contact students to determine what days and times would fit their schedules. If possible, librarians can also have office hours more than once a week.

In order to serve the needs of certain types of students, after-hours and more informal sessions may be needed. Because Net Gen students as well as non-traditional students may stay up until the early morning hours, librarians can assist by offering reference beyond the normal hours. For distance education students, it may be important for librarians or support staff to hold office hours in the evening or at night. During mid-terms and final exams, the librarian can schedule “night owl hours” to appeal to students who need help at the last minute. If an online course has social interaction activities such as coffeehouse hours, librarians can join in these activities, as well.

There are many benefits related to the micro-level integration of library services into the CMS. Because students may view these materials as part of the course, they may be more likely to utilize library services if they are embedded into the CMS. Also, librarians who are successful in establishing a positive relationship with students through their interactions in the CMS can be helpful contacts in the future should a librarian not be part of the ensuing courses. Due to the increased exposure to and familiarity with these resources and services, students may also seek out the library in general such when doing research in the future.

While there are many positive aspects associated with this approach, it is important to keep in mind some of the challenges librarians may face, as well. For example, the primary disadvantage of adding a library presence to the CMS is that it is extremely time consuming. Most librarians do not have time to serve as an embedded librarian or hold virtual office hours. While creating course pages can be less demanding, it too can be time consuming depending on the tools available in the library. However, some librarians have found that an efficient way to create a customized guide is by building on a more generic one. Instead of creating totally new guides for each course, the librarian can add or remove resources as necessary from a generic guide. The micro approach also requires the librarian to rely on the faculty member. If faculty members do not allow the librarian to take part in the course in a meaningful way, then it does not benefit the student.

Course Management Systems Frequently Used At Institutions of Higher Education

Marketing Library Services

Regardless of the approach used, macro or micro, it is important for librarians to market their services. The library often offers services that faculty and students (both face-to-face and those taking courses at a distance) do not realize exist. In a study on Pennsylvania State University’s World Campus (note: Penn State World Campus courses are conducted at a distance), the results indicate that students were “relatively uninformed of the wealth of library resources and services afforded them”(Moyo & Cahoy 352). However, if students know about the services, then they are more likely to use them.

One method for marketing the services is to do so via the CMS. The CMS administrator can include campus news and updates in a highly visible location, such as the main menu. Library news and offerings can be added to the campus news section to allow students to learn of new services (Lawrence 237). The library can also add an RSS feed to the CMS to enable students to subscribe to news updates. In addition, the librarian can add an RSS feed to individual course pages that would allow students to be notified when the page is updated. If the instructor already has an RSS feed, the librarian can ask the instructor to add library content to the feeds. Ultimately, the hope is that these actions will increase the likelihood that the students will access library generated content.

As mentioned earlier, part of the library’s success relies on faculty buy-in. Students are more likely to use the library if the faculty member requires or recommends the use of library materials and services to students. Instructors spend a substantial amount of time with students and can be an effective means of generating interest in the library.

Conclusion

While Course Management Systems may require more work for librarians due to the responsibility of creating and updating tutorials and guides that are added to the CMS, when effectively planned out, designed, and integrated, librarians will have a stronger connection to faculty and students. To create customized guides, librarians will need to have a deeper understanding of individual courses, which will result in librarians communicating more frequently with instructors (Gibbons 44). As a result of the close contact with faculty, librarians will also know when course offerings change and when instructors decide to take a new approach to teaching a course. Librarians who have a more intimate knowledge of courses can order materials that will benefit the courses being taught, which will also improve the collection development for that subject.

At a time when the relevancy of libraries are often questioned in higher education--especially in situations wherein higher education is being required to constantly assess the teaching and learning environments--a CMS can offer librarians a way to remain relevant to both students and faculty. Through increased interaction, both students and faculty will be able to see the difference a librarian can make in courses. This type of presence also sends a message to students and faculty that the library is concerned with their needs. To more fully realize the potential of libraries in the CMS, librarians need to encourage library vendors to utilize OpenURL options and allow feeds to be generated from electronic resources (Gibbons 45) Moreover, librarians need to form a partnership with faculty, as well as the Information Technology department, to be active in the development of the CMS and promote the addition of library services into the CMS whenever possible.

We are in a world rich with information and learning opportunities. With proper vision and leadership, libraries will continue to offer access to these resources for the vast majority of learners. This is a key point since the number of learners continues to proliferate each year with additional fully online and blended learning opportunities. As such, the role of the library in this online world should simultaneously rise in prominence as well. We will see.

References

Dede, C. (2005). Planning for neomillennial learning styles: Implications for investments in technology and faculty. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the net generation. Retrieved November 29, 2007, from:

Geser, G. (Ed.). (2007, January). Open educational practices and resources: OLCOS Roadmap 2012. Retrieved November 29, 2007, from

Gibbons, S. (2005a, June). “Course-management systems.” Library technology reports, 7-11. 19 November 2007 <.>

Gibbons, S. (2005b, June). “Strategies for the library: CMS integration barriers.” Library Technology Reports 24-32. 19 November 2007 <.>

Gibbons, S. (2005c, June). “Going forward.” Library technology reports, 44-45. 19 November 2007 <.>

Hartman, J., Moskal, P., & Dziuban, C. (2005). “Preparing the academy of today for the learner of tomorrow.” In D. G. Oblinger and J. L. Oblinger (Eds,), Educating the Net Generation. Boulder, CO: EDUCAUSE, 6.1-6.11.

Lawrence, D. H. (2006). “Blackboard on a shoestring: Tying courses to sources.” Journal of Library Administration 45(1/2), 245-265. 6 October 2007 <.>

Lippincott, J. K. (2005). “Net generation students and libraries.” Educating the net generation. Eds. Diana G. Oblinger and James L. Oblinger. Boulder, CO: EDUCAUSE, 13, 1-13.

Matthew, V., Schroeder, A. (2006). “The embedded librarian program.” EDUCAUSE Quarterly 29(4), 61-65. <.>

Mutinta M. L., & Cahoy, E. S. (2006). “Library use in the e-learning environment: A profile of Penn State' s World Campus faculty and students.” Journal of Library Administration 45(3/4), 339-359. <.>

Oblinger, D. G., & Oblinger, J. L. (Eds.). (2005). Educating the Net Generation. Boulder, CO: EDUCAUSE, 6.1-6.11.

Reeb, B., & Gibbons, S. (2004) “Students, librarians, and subject guides: Improving a poor rate of return.” Libraries and the academy 4(1), 123-130. 16 November 2007.

The Librarian’s Role in supporting Online Learning : How the Librarian can support online courses
Introduction

The rapid evolution of information technology has contributed to more information exchange and information needs from library and librarian. In the new digital age, students need to find and use various online resources. And in this technology-focused era, information literacy is gaining importance. In the 21st century, librarians face more challenges due to recent technology growth; thus, necessitating a professional and user's depth dependence more than was experienced just 10 years ago. How can we play the role of Librarian 2.0 in supporting online learning? These are issues that are discussed in this section.

The Role of Librarian 2.0

In light of the rapid evolution of technology and information, today’s librarian must learn how to use and access information through the latest technologies, such as RSS, wikis, blog, podcasting, and open access resources. As David Lee King (2007) suggests, those who are a Librarian 2.0 have a Library 2.0 job. To King, this is obvious. He states that if the job consists of implementing emerging web 2.0 technologies and other trends, then the individual is probably a Librarian 2.0. In some cases, the job title may be different, but part of the tasks involves the implementation of emerging trends regardless. This could be as part of the librarians’ job or activities they do as part of their professional interests. Alternatively, the use of these technologies may not be part of the job. In the librarians’ personal time, they may author a blog, set up a Facebook account, or monitor multiple instant messenger accounts.

Stephen Abram (2006), Vice President for Innovation at the SirsiDynix, believes that the Librarian 2.0 understands their users at a deeper level, understands end users in terms of their goals and aspirations, workflows, and social and content needs. In other words, he considers the Librarian 2.0 to be a “guru of the information age” (Abram, 2006). To summarize, Abram points out that the Librarian 2.0 strives to do the following: understand the power of the Web 2.0 opportunities; learn the major tools of Web 2.0 and Library 2.0; and combine e-resources and print formats. Abram also notes that the Librarian 2.0 is container and format agnostic; is device independent and uses and delivers to everything from laptops to PDAs to iPods. He also notes that these individuals develop targeted federated searches and adopts the OpenURL standard; connect people and technology and information in context; doesn’t shy away from non-traditional cataloging and classification and chooses tagging, tag clouds, folksonomies, and user-driven content descriptions and classifications where appropriate.

Moreover, Abram argues that the these librarians embrace non-textual information and the power of pictures, moving images, sight, and sound; understand the “long tail” and leverages the power of old and new content; and see the potential in using content sources like the Open Content Alliance, Google Print, and Open WorldCat. And finally, Abram ends his list by suggesting that those who fit the Librarian 2.0 model connect users to expert discussions, conversations, and communities of practice and participates there as well; use the latest tools of communication (such as Skype) to connect content, expertise, information coaching, and people; use and develops advanced social networks to enterprise advantage; connect with everyone using their communication mode of choice – telephone, virtual reference, i.e. Skype, IM, SMS or email just to name a few; encourage user driven metadata and user developed content and commentary; and understands the wisdom of crowds and the emerging roles and impacts of the blogosphere, Web syndicasphere and wikisphere. Are you beginning to prepare to become a Librarian's 2.0? Did you think Stephen Abram’s suggestions will difficult to accomplish? In the next paragraph, I will introduce the skills and traits of the Librarian 2.0.

The Skill of Librarian 2.0

Technology is changing rapidly, and with these new devices come an increase in the amount of information that is available. This in turn places more demands on the reader. How do individuals prepare to become a Librarian 2.0 and support the user’s online learning needs? Those who want to become a Librarian 2.0 and focus on reference services can follow Michael Stephens’ (2007) outline of Librarian 2.0 skills. He argues individuals who are classified as a Librarian 2.0 must do the following:  Librarian 2.0 plans for his users: This librarian bases all planning and proposals for services, materials and outreach on user needs and wants, and tells users how resources and funds will be expended. Librarian 2.0 embraces Web 2.0 tools: This librarian uses Instant Messaging (such as AIM, MSN, Yahoo, Google talk messengers）to meet users in their space online, builds weblogs and wikis as resources to further the mission of the library, and provide RSS service to announce the newsletters, and mashes up content via API (Application Program Interface) to build useful Web sites. Librarian 2.0 controls techno lust: This librarian does not worship blindly information and technology. This librarian uses technology to meet the needs of users and improve the users' experience. Librarian 2.0 makes good, yet fast decisions: This librarian recognizes how quickly the world and library users change with advancing technology. Librarian 2.0 is a trend spotter: This librarian seeks out information and news that may impact future services, and understands the impact of technology on users. Librarian 2.0 gets content: This librarian understands that the future of libraries will be guided by how users access, consume and create content. In addition, this librarian will help users become their own programming director for all of the content available to them.

Conclusion

After reading the pronouncements made by individuals, such as Stephen Abram and Michael Stephens, will librarians have a clearer understanding of the Librarian's 2.0 or have confidence to become a Librarian 2.0? The work by Stephen Abram and Michael Stephens can be used as a strategy guide, and both authors provide suggestions that can serve as a good model for any level library of librarian. If individuals in this profession are prepared to adopt the role and acquire the skills of a Librarian 2.0, then it is likely that they will be in a position to provide good service and suitable online instruction for their users. Although using new technology as a teaching tool can be an extremely laborious process, helping users find the information they need is an essential part of the librarians’ mission.

References

Abram, S. (2006). Web 2.0, library 2.0, and librarian 2.0: Preparing for the 2.0 world. SirsiDynix OneSource. Retrieved December 1, 2007, from

King, D. L. (2007, August 1). Am I a 2.0 librarian and the library 2.0 spectrum. Retrieved December 1, 2007, from

Stephens, M. (2007). You gotta hold on: Creating socially present web-services in libraries. Retrieved December 6, 2007, from


text:
Web 2.0 and Emerging Learning Technologies/GIS

=Use of Geographic Information Systems, Visualization Tools, and Online Maps =

Geographic Information Systems and Mapping in the Web 2.0 Environment
Technology “Behind the Scenes”

Introduction

As computing and satellite sensors have advanced in the past few decades, Geographic Information Systems (GIS), Global Positioning Systems (GPS,) and Remote Sensing (RS) have vastly improved our ability to map our world and the universe. With interactive maps, mobile devices using GPS and easily downloadable spatial datasets, humans can analyze and track movements, behaviors, and choices in unprecedented ways. The world of the twenty-first century is one of extensive information and resource access and filtering; GIS, GPS, and RS are fast becoming a significant component of it. It is likely that in a decade or less, each of us will rely on such systems on at least a daily basis, if not in nearly every decision. How humans welcome, exploit, and train for such capabilities will be interesting.

This subchapter discusses the technologies that will be available in Web 2.0 environments and how these technologies can provide reliable network transmission of geographic information (GI) for determining what is occurring in the realm of the environmental issues as well as public health and safety.

As with most modern technology, the descriptive names of protocols and tools are compressed into acronyms, which provide little information and increase the gulf between technicians and practitioners. Thus, this chapter begins with explanations of the most commonly used acronyms, while letting the glossary explain uncommon acronyms that are not spelled out in the text. After wading through the alphabet soup of the technology, we examine how these protocols and tools are being used in innovative ways to deliver and use spatial data effectively. Finally, the chapter closes with the promise of the GI tools that are being developed in Web 2.0 and 3.0 (i.e., the semantic web) technologies. As we now enter this geographically rich future, an even more interesting future is emerging just in front beaconing us inside.

Background on protocols

Like all modern day technologies, acronyms appear to be the mainstay of those behind Web 2.0 technology and our ability to access geospatial data. Before considering the geographic data transmission, we will examine some protocols and processes behind Web 2.0 technologies as well as the three most common acronyms that surfaced during research for this chapter.

The first, XML or Extensible Markup Language, provides a language that allows structured data sharing between diverse information systems, especially sharing across the Internet. In addition, XML allows developers to define formatting tags as they deem necessary. A second acronym, Simple Object Access Protocol (i.e., SOAP), stands for an XML protocol that transfers minimal amounts of code via HTTP – the common Web transfer protocol. The third acronym, Ajax or AJAX, stands for Asynchronous JavaScript and XML. Ajax is used to develop interactive and responsive Web applications, which allows a single Web page to asynchronously send and receive responses to multiple XML requests that dynamically update the page’s content. Ajax is a method that allows minimal data exchange with servers and does not require the page to be completely redrawn each time a user changes her request.

As seen in the next section, developers are consistently attempting to increase the speed of delivery of Web 2.0 applications. Speed and interoperability is important in the exchange of large geospatial data sets and leads to another set of acronyms associated with GIS.

Background on Geographic Information and Web 2.0 technology

The International Standards Organization Technical Committee (ISO/TC211) oversees the minute engineering and technical details of sharing GI data (Aydin, 2007). However, for the majority of developers and technicians, the Open Geospatial Consortium (OGC, formerly known as the Open GIS Consortium) works on GIS industry standards. OGC is an open source group that is attempting to design workable standards, disseminate information, and increase interoperability between all GI interest groups. The OGC has undertaken of multi-phase OGC Web Services (OWS) initiative to specify and standardize geospatial Web services and architecture that support the development of Web location based services (LBS) and geoprocessing applications. This open source group has already set standards for OpenGIS Geography Markup Language (GML) for vector geographic data and numerous Web services: Web Map Service (WMS), Web Feature Service (WFS), and Web Coverage Service (WCS).

Aydin (2007) provided critical suggestions for how Open GIS standards can be improved so that the schema of GML, some data models and data exchange is less complicated and more efficient. He also recommended that the standards be fully articulated and clear. Thus, he indicated that some of the standards found on the OGC website were not as easily implemented as indicated by the easy downloads of the standards [opengeospatial.org/standards website ]. Of course, it is ease of download combined with ease of use that will foster increased understanding and use.

Cha, Hwang, Chang, Kim, and Lee (2007) examined both the client and server sides of the delivery times of three varieties of SOAP: (1) the standard SOAP; (2) SwA/MIME (SOAP with Ajax/Multimedia Internet Message Extensions); and (3) SOAP/MTOM (Message Transmission Optimization Mechanism). Cha et al. found that the latter was the fastest overall, probably because it used a protocol known as XOP (XML-binary Optimized Packaging).

GI Applications and use of Web 2.0 technologies

Gratsias, Frentzos, Delis, and Theodoridis (2005) classified LBSs according to whether or not the client (which they term the query object) and the data that the client attempted to access were either stationary or moving. If one or both of the two were moving, which represents three out of the four possible categories, they proposed using a “find me” service. These researchers also classified “find the nearest,” “guide me,” “get-together,” and routing services. A trajectory service predicts where the client or data object will be located in the future. These researchers concluded that some of these classes or types were covered in existing structures, but some – particularly the trajectory type – have created challenges in how that data is stored, queried and indexed.

Castelli, Rosi, Mamei, and Zambonelli (2007) examined how context-aware services can be integrated and delivered with information from RFID tags or network sensors to an individual’s mobile device. Their simple W4 model (“who, what, where and when”) was designed to allow the individual to send their information to the network and determine if it will be published to other individuals in their immediate surroundings. In addition, the individual has the capability of determine the type of data and information they receive about their surroundings. The authors described a scenario where the individual could keep a digital journal of his/her trip by having a GPS device running context-aware services and connecting with RFID tags that are planned (or are already installed) at most national monuments and international tourism sites. Such tourist and outdoor education sites are a natural fit for these services. They will likely be standard for finding information in history when people explore parks, waterways, museums, monuments, and various exhibits. Educational possibilities are endless, but first, issues related to standards, information tagging, data storage and update, costs, speed, time, familiarity, and access must be addressed.

In a recent OGC white paper, Reed (2006) proposed a tagging (or geo-enabling) standard using GeoRSS (Really Simple Syndication). The GeoRSS feeds would encode and associate location information with web content. Though the examples focused on people placing themselves or their activities on a map, the GeoRSS might work well for network-enabled sensors to report back information that is identified by location.

A similar “sensor web” of network-enabled environmental sensors was described in another OGC white paper by Botts, Percivall, Reed, and Davidson (2006). These researchers suggested that such a web could bring together distributed sensors that record a wide variety of environmental and safety information and make that data available for the internet. The OGC project, called "Sensor Web Enablement" (SWE), proposed that OGC members create a new infrastructure that uses open standards for exploiting sensors that are already connected to the Internet. They suggested that members might use network-enabled sensors that included “flood gauges, air pollution monitors, stress gauges on bridges, mobile heart monitors, Webcams, satellite-borne earth imaging devices and countless other sensors and sensor systems” (Botts et al., p. 4). The proposed SWE framework would be comprised of a number of other data and service specifications, including Sensor Model Language (SensorML).

In his Master's thesis proposal, Lu (2003) outlined the potential to connect various environmental sensors – from pH meters to rain gauges – to the Internet using CMOS communication devices. Thus, networks of environmental sensors in remote or harsh locations could monitor the health of the global environment and send out alerts when conditions moved outside an acceptable range.

Nickerson and Lu (2004) developed the Sensor Web Language (SWL) to extend OGC’s SensorML by simplifying the language to allow for connection to, and transfer information over, low-powered wireless sensor networks. They reported that SWL could communicate with servers, Web browsers, gateways, and sensors. Adding new or recalibrated sensors on the network only required a recompilation of the SWL code. Their prototype system has not yet been tested under the environmental conditions for which these low-powered wireless networked sensors were designed. As a next step in their research, they will test a system of 19 sensors that monitor a freshwater bog.

Scientists at the Nansen Environmental and Remote Sensing Center demonstrated that open source code could be used to integrate information from environmental sensors, including satellite imaging sensors. Their research represented the second pilot study of a decision support system called DISPRO, which was designed to monitor water quality along the coasts of several European countries. The researchers used three-tiered architecture (i.e., client, middleware, data layer) and OGC open source coding to integrate and disseminate information from such disparate sources as satellite sensors, ocean circulation models, and in situ monitors such as the ferrybox sensor. This low-cost version of DISPRO was able to analyze the data to predict dangerous water quality conditions, such as algal blooms. In addition, the client end only required a web browser. Thus, these authors felt that DISPRO would be an inexpensive and effective tool for the Global Monitoring for Environment and Security (GMES) organization (Hamre, Sandven,& Tuama, 2005).

In another GIS study that used a client-side web browser, Chinese researchers were interested in an inexpensive and efficient means of providing spatial data about the forests of China to those who have little ability to access the information. In 2007, Li, et al. demonstrated that sustainable forest management decisions could be made using available OGC-compliant open source GIS code, inexpensive hardware and web-based map services. They used a scalable, four-tiered framework of client layer, web layer, application layer and “back end” or database layer. With the open source software, they built a client web interface that was effectively and easily queried.

Environmental issues are keenly on people’s minds as disasters such as Hurricane Katrina and the 2007 wildfires in California are analyzed from web browsers. For example, if someone searches on “California wildfires” into Google maps, the system calls up a series of satellite images with the fires pinpointed. Many people are using Google Earth and other “earth browsers” to examine the globe from space. These systems use XML file types known as Keyhole Markup Language (KML) that allow for three-dimensional display of geo-referenced data (i.e., data associated with spatial coordinates). Public Participatory Geographic Information Systems (PPGIS) are bringing people together to make decisions about the locations where they live and work. The social networking and decision-making ability of such systems has not only increased citizen’s awareness of their environment, they have also come together to discuss public health and safety.

In the realm of health care and GI, Boulos and Wheeler (2007) discussed mapping mashups that use RSS or tagged feeds to locate events on an interactive map. These researchers gave the example of HEALTHmap, which is a world-wide disease-monitoring web-based map. Other common social networking tools were identified as helpful for communicated health messages and interacting with the public, but the authors were clear that miscommunication in an unmonitored environment was a real danger.

In an editorial that reviewed social networking technologies in health and medicine, Giustini (2006) suggested that Web 2.0 technologies were changing the face of the industry. He promoted a blog called “Clinical Cases and Images,” in which the blogger has relevant information that has been verified by medical librarian bloggers. Additionally, he discussed the use of RSS feeds for doctors to receive up-to-date content and suggested that medical wikis might be a good way for doctors to communicate with one another. He also stated that, “The notion of a medical Wikipedia – freely accessible and continually updated by doctors – is worthy of further exploration” (Giustini, p. 1284). In addition, he warned that inflexibility in the light of these new – and freely available – social networking tools may lead to obsolescence of many traditional medical systems and practices.

Web 3.0 and GI

It is always critical to discuss next steps in any chapter, but, in particular, one wherein the technologies are still evolving. For instance, Boulos and Wheeler (2007) discussed the future of the Web 3.0, which is also known as the semantic Web. These authors explained that Web 3.0 technologies will add encoded meta data that can be read by computers to improve the human-computer interface (HCI) by allowing computing devices to identify the intention of the content as it is being processed. Thus, users will be more in control of how information is organized and presented. Combined with sensor webs and context-aware services, Web 3.0 can revolutionize fields such as environmental science and tourism. Thus, users can “browse” the world in a highly interactive and intelligent manner.

There are many directions for geographic information systems and other visualization tools in helping users in myriad settings from medical to educational to recreational. Creating, documenting, and using such devices and services will definitely bring about a wave of change for how human live, work, and learn.

References

Aydin, G. (2007). An overview of the Open Geospatial Consortium standards and their use in Community Grids Laboratory. Technical Report February 23, 2007. Retrieved October 13, 2007, from http://grids.ucs.indiana.edu/ptliupages/publications/galip-ogc-report.doc

Boulos, M. N. K., & Wheeler, S. (2007). Web 2.0 in health and health care education. Health Information and Libraries Journal, 24, 2-23.

Castelli, G., Rosi, A., Mamei, M., & Zambonelli, F. (2007). A simple model and infrastructure for context-aware browsing of the world. PerCom'07. Proceedings of the Fifth Annual IEEE International Conference on Pervasive Computing and Communications. Retrieved September 28, 2007, from http://csdl.computer.org/dl/proceedings/percom/2007/2787/00/27870229.pdf

Cha, S.-J., Hwang, Y.-Y., Chang, Y.-S., Kim, K.-O., & Lee, K.-C. (2007). Integrating Ajax into GIS web services for performance enhancement. In Y. Shi, et al. (Eds.), ICCS 2007, Part II. (562–568). Berlin: Springer-Verlag.

Gratsias, K., Frentzos, E., Delis, V., & Theodoridis, Y. (2005). Towards a taxonomy of location based services. In K.-J. Li and C. Vangenot (Eds.), W2GIS 2005. (19 – 30). Berlin: Springer-Verlag.

Giustini, D. (2006). How Web 2.0 is changing medicine. British Medical Journal, 333, 1283-1284. Retrieved October 14, 2007, from http://bmj.com/cgi/content/full/333/7582/1283

Hamre T., Sandven S. and Tuama E. O. (2005). DISMAR: Data integration system for marine pollution and water quality. 31st International Symposium on Remote Sensing of Environment. St. Petersburg, Russia.

Li, S.M., Saborowski, J., Nieschulze, J., Li, Z.-Y., Lu, Y.-C., & Chen, E.-R. (2007). Web service based spatial forest information system using an open source software approach. Journal of Forestry Research, 18(2), 85-90.

Lu, J. (2003). ''Software Architecture for Environmental Sensor Webs. Thesis proposal for MCS pegree program'', University of New Brunswick. Retrieved October 18, 2007, from http://web.archive.org/web/20070310183814/http://www.cs.unb.ca/research-groups/geoidesw/PDFs/jingProposal.pdf

Nickerson, B. G., & Lu, J. (2004). A language for wireless sensor webs. Proceedings of the Second Annual Conference on Communication Networks and Services Research. Retrieved October 17, 2007, from http://csdl.computer.org/dl/proceedings/cnsr/2004/2096/00/20960293.pdf

Geographic Information Systems and Mapping in the Web 2.0 Environment

Cheng-hong Liao

Institute of Education

The Program of Learning Technology

National Chiao-Tung University, Taiwan

Background

In Taiwan, most people are very unfamiliar with GIS (Geographic Information System) this term. If you have accessed site or location on the Internet, obtained the necessary information through the electronic map on a computer - commonly known as e-map, can you believe that you already have been a GIS users? Regardless of when and where, people have been immediately access to the necessary geospatial information in the critical moment through the Internet, wireless communications, notebook or handheld computer. For example ： Where is the most closed pharmacy? Which section is traffic congestion? How to change the way to go? How to arrange for the most cost-effective delivery route? All of these are highly efficient application of GIS.

The definition of GIS

The full name of GIS is Geographic Information System, a complete set of GIS operating system have huge information space, it can not only to show the electronic maps, but also has a detailed information to prepare for inquiries, and let people to operate, overlap, reorganize, isolate, analysis any kind of space information clearly on the computer screen. They can see all of their living environment and surrounding on GIS. GIS is a new technology, which involves covering the academic basis of the map, computer and information science, geography, surveying, remote sensing, mathematics, statistics and commercial data processing. In the application, can be broadly classified into six types: Location Inquiries: Such as "Where is the most closed McDonald?" Condition Inquiries: Such as "How many kinestone book stores in Taipei city?" Trend to explore: "How about Taiwan's cities and counties with population growth trends in distribution in the past 20 years?" The best Routing arrangement: The most efficient inter obtained two points, such as Express daily delivery service at the most economical way. Model analysis (Pattern): The best choice of garbage burial site assessment, the relationship between wildlife habitat activities and the scope. The predictability of the virtual model (Modeling): Such as oil spills, where does the pollution spread to in 24 hours, 48 hours or even a week later?

GIS and Web2.0

GIS only can operating unilateral in Web1.0 era, users connected to the mainframe through the Internet, they received the information on the Internet provided by host, they can not choosing the information they need,but only received information unilateral； However, in Web2.0 era, such a situation was totally changed, users can choosing the information they need filful on the Internet, interacted with host through the website, got the information simply and quickly, they were no longer restricted in one-way sourced of information by the host, it was the biggest changes and applications of GIS after Web2.0 era.

GIS and the theme maps

From the above, we can see the "inquiry" is just the most basic GIS function, high-level analysis application is the major function of GIS, it plays an vary important role in GIS. The kind of spatial analysis often through the "topic map" (thematic maps) overlapping to reached. Whatever you can think about, like people, things, places, any single topic information can be visual, with a map to show that the phenomenon of inter-entity or distribution. Such a unit map caused by investigating the same type of information, it called the topic map. Unlike traditional paper maps, GIS maps separates two functions "Information display" and "Information Storage" from paper map : different topics such like topography, land use, vegetation, roads all are stored separately; by the help of GIS, you can not only circle area but also make up the topic maps, you can see the electronic map displayed again that is transferred from paper maps. Because of GIS with the characteristic to let people to "see" the information what he want to see, and to identify a clear visual effect, which is impossible for traditional paper map absolutely. Over the past 20 years, computer mapping technology advancing by leaps and bounds, statistical data together with the existing map, field observation, aerial photography, satellite images and telemetry records for the application of geographic information analysis, the development could provide unlimited space. Today, as number plate, street, population density, school district, crime rate, hotel restaurant distribution all can be made up to a digital theme map individually. These single topic maps greatly increase the flexibility of application of geographic analysis. Through operating GIS, you can update information at any time, increasing or screening theme arbitrarily, operating analysis and producing your own electronic map on the screen in a short time. More importantly, by investgating the theme of the map, you may be able to find the relationship some individual incidents. (feedback by chen-feng Lee:From preceding argumentation, a real GIS systems need based on a large and instant database. Users redraw a theme map with the information display technology according to their demand. However, how to make a large and instant database? As to idea of web2.0, It perhaps can be established through numerous web2.0 users.

Look around the world to see GIS

GIS originated in North America. In 1965, the United States showed quantitative data with statistical graphics on map, it can not only show characteristics information quickly and efficiently, but also link different parameters to do simple analysis, GIS became a infrastructure in plan of urban development and resources management. Canada started to building Canada Geographic Information System in 1966, the system is called the earliest geographic information system. In 1985, North America has more than 1,000 sets of GIS-related application system. Taiwan formally promoted GIS in 1987, and promote units including the Ministry of Economy, Council of Agriculture, Environmental Protection Department, the Directorate General of Budget, Secretary, the Construction and Phlanning Administration, the Ministry of Communication and the local government, there is not any high-level independent department at present, but also lack of national GIS Research Laboratory Center, GIS development is greatly restricted, most system still stay in initial stage. However, if GIS is just a simple electronic map, it is not a true GIS.

Summary

GIS is a collection of computer hardware, software, and geographic data for capturing, managing, analyzing, and displaying all forms of geographically referenced information. Environmental studies, geography, geology, planning, business marketing, and other disciplines have benefited from GIS tools and methods. Together with cartography, remote sensing, global positioning systems, photogrammetry, and geography, the GIS has evolved into a discipline with its own research base known as geographic information sciences. An active GIS market has resulted in lower costs and continual improvements in GIS hardware, software, and data. These developments will lead to a much wider application of the technology throughout government, business, and industry. GIS and related technology will help analyze large datasets, allowing a better understanding of terrestrial processes and human activities to improve economic vitality and environmental quality.

(feedback by Yi-Jie Chen:I was minor in geography in my university study stage, and I took the introduction to GIS course at fourth grades. At that course, I used GIS software to analyze the amusement parks in Taiwan for my final report. I think GIS is really important for our daily life. In the era of web 2.0, such as google earth and GPS navigation system in our vehicle, are all in connection with GIS. Maybe in the future, we will got the destination more easily and will not got lost anymore.)

--- Reference

Chou, Yue-Hong,1997, Exploring spatial analysis in Geographic Information Systems, Onword: Santa Fe. David Ebdon, 1977, Statistics in geography: a practical approach, Oxford: B. blackwell.

Donald, J, 2007. GIS as a web 2.0 education tool. ESRI International Users Conference.

John Silk, 1979, Statistical concepts in geography, London; Boston: Allen and Unwin

A picture is worth a thousand words - Incorporating the Capabilities of Geographic Information Systems (GIS) into the Web 2.0 Learning Environment
A picture is worth a thousand words - Incorporating the Capabilities of Geographic Information Systems (GIS) into the Web 2.0 Learning Environment

People love maps and pictures! Where things happen is just as important as when and why they happen. Geographic Information Systems (GIS) allow for the display of information in a space and time format. Enabling GIS features to interact with Wiki's, Blogs, Web Pages, and other Web 2.0 functions greatly increases the scope and depth of the Web 2.0 learning experience and allows patterns and trends that may otherwise not have been apparent to emerge. GIS is an integral part of life, and students are very familiar with the concepts. Students use GPS navigation systems in their cars and computer aided mapping programs like Google Maps on a regular basis. Extending GIS functionality into the classroom is a logical step, and will greatly enhance any learning environment. This chapter will outline the functions and capabilities of GIS systems and demonstrate how to incorporate GIS functionality into your Web 2.0 learning experience. Wiki maps, Google Mash-ups, and other tools that incorporate GIS into the collaborative learning environment of Web 2.0 will be explored.

So what exactly does GIS offer to the education community? Well, for starters, GIS is more than just an electronic map, it is more than just a neat, flashy picture. For example the picture shown here is an aerial photo taken from the website {http://maps.live.com/ Microsoft Local Live] The image is of my hometown, Monterey, VA. Many people would consider this a use of GIS, but it is not! It’s just a picture. GIS is much more, GIS offers the ability to geographically and temporally display and analyze data or information, and in doing so, trends, patterns and insights that are not readily identifiable become apparent. Here is a simple example taken from the website of the City of Spokane, WA, that shows the level of crime reported throughout the city. Using the GIS tools you could display different time periods, different types of crimes, and their location in relation to various neighborhoods, addresses, and landmarks, making it extremely easy to see what neighborhoods to avoid, and when to avoid them! Using GIS software you could also incorporate other characteristics such as age, income, and population density, for further research and analysis. Given these few examples, it is clear that the possibilities are endless. GIS is certainly not a new tool; in fact, it been around in one form or another for a very long time, and doesn’t even require computers. One of the earliest examples of GIS that I remember being introduced to was during an elementary school field trip to my local volunteer fire department. Displayed on the wall of the fire station was a large map of the town. Underneath the map was a listing of all the streets in the town, with a switch next to each. When the switch was flicked, small lights on the map would illuminate the location of that particular street. In 1972, this was cutting edge technology, as far as a second grader was concerned. We have certainly come a long way since then. Now, when a person calls 911 from their home phone, the operator instantly can display on a map exactly where that call came from. If they call from a cell phone, the operator can get a close fix on the position based on the signal strength and proximity to cell towers. So how does this all apply to, learning? Well GIS is firmly enmeshed into the Web 2.0 learning environment. Wiki maps, “Mash-Ups”, Geo-caching, and other integrated GIS Web services all offer unlimited possibilities for education and learning, and the technology is growing at an incredible pace.

So, what’s a wiki map? A wiki map is a website that contains a map that is usually editable by just about anyone. A user can go into the wiki map, and add information about geographic places and features that they find relevant. This information might include images, web links, and comments. They can also edit the entries of others, and add comments. Here is an example of a wiki map from wikimapia. I created an entry for the apartment complex that I live in, Barclay Square Apartments, and added a few comments, click on the link and add a comment letting me know you visited. While in the wiki, I also took the time to check out a few of the retail establishments that people had created entries for in my neighborhood, as well as Bloomington South High School.

The beauty of wiki maps is that it easily brings the versatility and functionality of a complex GIS system right to the desktop. Users do not need any special software or training. How might this be used in Education? Well, one way would be to have students create entries about historical locations, and then share them with others and encourage feedback and comment. For example, students in an American History class might create entries for the major battles of the Civil War or strategic locations at different dates. The entries might include biographical information on the generals involved, actual descriptions of the battle, images, and web links to historical articles and information on the site. Students could publish these entries and the edit entries of others while working in collaboration with students from schools all over the country. "Mash-ups” are similar to Wiki maps, with the exception that they usually don’t allow editing by the general public. Mash-ups are also not as user friendly, requiring a small amount of programming knowledge to create, and a server to host them. Unless you love comedy and teach geography, here is an example of an arguably, useless, Mash-up titled, “The Geography of Seinfeld" “Mash-ups” might be used in education in a fashion similar as wiki maps, with the main difference being the restricted editing capabilities “inherent with mash-ups” Here is an example of a more educational nature, a mash-up that plots the day to day travels of elephants in Africa, complete with photos and blog entries.

Tracking elephants in Africa sounds complicated and exotic, but the technology is involved is actually relatively simple. A more mundane high school science project might involve attaching GPS tracking devices to local wildlife, and then plotting and analyzing the day-to-day travels and activities. Here is a story about how a group of high school students in Cle Elum, Washington teamed up with the Department of Fish and Wildlife to track and analyze the migratory habits of cougars in the Cascade Mountains.

Another example of using GIS and GPS enabled tracking devices involves a high school in Mississippi that undertook a project to improve local school bus service. By carefully analyzing the routes and schedules of the buses, and comparing them with the actual travels, as recorded on GPS transceivers, improvements in both time and fuel costs were realized. Projects like these allow students to combine various subjects and incorporate problem solving and analytical skills into the traditional classroom environment. Another interesting educational activity that Web 2.0 integration with GIS allows is Geo-Caching. Geo-caching is an activity in which a “cache” location is described, usually on an interactive website, and the participant goes out into the real world and attempts to locate that “cache.” Within the cache, will usually be a small item or token which the participant who finds it exchanges for one of his own. The location description may be given in GPS coordinates, or it may be a series of clues and problems that the participant must figure out. The participant often leaves comments on the interactive web site about the adventures he encountered while searching for the cache.

There are myriad higher order thinking skills involved in a geo-caching experience. For instance, geo-caching applications for education and learning include the use of coordinates and map reading as well as problem solving skills. Geo-caching can also be used in conjunction with other subjects such as science and history, to provide for a modern day scavenger hunt. Caches could be established at various areas in a state park or wildlife area that highlight scientific or historical subjects that students are learning about. For example if you wanted to teach about the ecology of wild cranberry bogs, you might locate caches in and around an actual bog. Another added benefit of geo-caching is that it gets students physically active. Rather than sitting in a classroom and listening to lectures, the students are outside, leaning and exploring. Which might you remember more, a lecture and slide show about bogs, or the experience of actually traipsing though the mud and muck of one?

The final application I wish to mention is the incorporation of GIS display tools into Websites and Blogs. With very little difficulty, a map can be added that displays where everyone who visits the Blog or website is coming from. Why is this so important in education? As I stated previously, a picture is worth a thousand words. It is one thing to say that Borat is reading your Blog from the far of land of Kazakhstan, but how many people really know where Kazakhstan is? (In case you are wondering, click HERE)Even if the educational subject you are teaching has nothing to do with Geography, exposing your students to the locations of various names and places within the world cannot help but enrich their lives. Here is an example from my own R685 class blog I have no idea why anyone from California, Taiwan, or Australia is reading my Blog, but at least I know where they are. Here is another example, but this time, the blog is incorporated into the map. This blogger not only posts his random thoughts, but has his blog configured to show his location as well. This technology could also be used in live chat rooms. Not only would you know what your classmates are saying you would know where they were saying it from. The social networking site Meetro is a good example of this.

This chapter has touched on just a few of a plethora of possibilities that Web 2.0 and GIS offer the education community. What impresses me the most is the ease with which GIS can be incorporated into Web 2.0? For too many years, the realm of GIS has been shrouded in mystery. The software and applications were very complex, and finding people who actually knew how to use if effectively was extremely difficult. The Web 2.0 changes all of that. GIS can be incorporated and mastered by even the most novice user. Many of the applications are open source, allowing more even more flexibility and innovation. It is a fast and ever changing world out there, but with GIS and Web 2.0, we can always keep better track of it and share what we learn with others! Hi ho, hi ho, it's off to GIS we go!

References:

Brown, P (2005). Cultivating community from the classroom. American Forests, Retrieved October 1, 2007, from http://www.americanforests.org/productsandpubs/magazine/archives/2005summer/feature2_1.php

Caris, J (2006, May 1). Support model puts gis on the map at smith college. Transformations, Retrieved October 10, 2007, from http://www.nitle.org/index.php/nitle/content/download/1314/10092/version/7/file/2006_5_1_caris.pdf

Donald, J (2007). GIS as a web 2.0 education tool. ESRI International Users Conference, Retrieved October 8, 2007, from http://gis.esri.com/library/userconf/educ07/educ/papers/pap_1846.pdf

Fargher, M (2006). Putting gis in its place: proactive approaches for classroom beginners. ESRI International User's Conference, Retrieved October 14, 2007, from http://gis2.esri.com/library/userconf/educ06/papers/educ_1461.pdf Garrett, R (2007). Geocaching: a high-tech treasure hunt. education.com, Retrieved October 4, 2007, from http://www.education.com/magazine/article/geocaching_tech_treasure/

Gonzales, M (2003, February 1). The new gis landscape. Intelligent Enterprise, Retrieved October 5, 2007, from http://www.intelligententerprise.com/030201/603feat1_1.jhtml;jsessionid=0BDC4O4AMUH0UQSNDLOSKH0CJUNN2JVN?_requestid=925069

Kinkaid, S (2007). Geocachers on new learning path. Bismark Tribune, Retrieved October 14, 2007, from http://www.bismarcktribune.com/articles/2005/10/23/news/life/104036.txt

Newcombe, N (2006). A plea for spatial literacy. Retrieved October 2, 2007, from University of Southern California Web site: http://www.usc.edu/dept/geography/undergrad/a_plea_for_spatial_literacy.html

Pegg, M (2007, October 10). Google maps mania. Retrieved October 14, 2007, from Google maps mania Web site: http://googlemapsmania.blogspot.com/

Rael, P (200, march 7). Mapping new visions of history with GIS. Retrieved October 6, 2007, from Bodoin College Web site: http://www.bowdoin.edu/news/archives/1academicnews/001962.shtml

Walsh, E (2007, March 6). Web 2.0 and beyond - changing the map, anywhere, any device. Geospatial Information & Technology Association, Retrieved October 1, 2007, from http://web.archive.org/web/20071117035533/http://www.espatial.com/pdf/GITA_2007_Eamon_Walsh.pdf

Wanner, S (2004, December 5). Fits, starts, and headway: the implementation of geographic information systems technology and methods in beginning and advanced high school geography courses. Retrieved October 12 2007, from USGC Rocky Mountain Mapping Center Web site: http://rockyweb.cr.usgs.gov/outreach/headway.html

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


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Web 2.0 and Emerging Learning Technologies/Innovative Pedagogies

Innovative Pedagogies with web 2.0 Technologies
Innovative Pedagogies with web 2.0 Technologies 1 The  changing  roles of technology in teaching 1.1 Connotative changes: From “content propagating” to “content interaction” Although “Innovative Pedagogies with Technologies” has almost become a cliche, yet as the advent of web 2.0 and the gradual maturity  of various application tools, this sentence might have its new meaning. In the early days of the development of web 2.0, when interactive technology is not  yet widely used by people, the application forms of technology in pedagogy  include the following ways (as in table 1). Table 1 The application forms of web 2.0 in pedagogy of the early days (Summarized by Lee Chen-feng, 2007)  3  Internet resource  From table 1, we can find only items 3-3 and 3-4 are considered highly interactive.? The interactivity to be incorporated in the Internet is similar to what proposed by  the Constructivism. The constructivism holds the beliefs that the society group intelligence is very important in affecting and helping the learning. That is, the practice of group intelligence, such as cooperative learning, can usually  achieve the instructional goals more efficiently and effectively. For instance, this chapter was finished on the E-campus 3 learning platform, one  course-management software created by the National  Chiao Tung  University in Taiwan. Before uploading this chapter onto this Web 2.0 wikibook, I had been encouraged to  post a draft on a discussion board, in order to soliciting suggestions from the  teacher and the peers. The open and public discussions might have in turn resulted in critical changes in my writings with its friendly collaborative  functions. Therefore, my experiences of the writing process can be seen a best practice of using collaborative tools to accelerate the learning outcome in a  limited time. 1.2 Functional  Changes: From “content presentation tools” to “content boardrooms” Today, to meet the learning needs of information-oriented society, we might be able to expand the explanation scope  of the social constructivism. Siemens (2007) has proposed one learning concept of “In digital age, we can learn by using various external application  equipments” (p. 30-31)., We can imagine that external group intelligence is  like the information or knowledge interconnection network provided by the  series-connected information network. For instance, we can access knowledge from Google scholar. Google scholar is a knowledge-index of database which exists in the service equipment of Google company. But, it’s entity exist in the other service equipments of Internet. It may be argued that knowledgeable articles are the group intelligence created by public. In the past, if an individual wants to learn through the help of external group intelligence, it  must be completed through face-to-face interpersonal interaction. In the digital era, one can learn through the external group intelligence via  Internet. Teachers and students can thus access to and update the knowledge they need at any time through the real display of the group intelligence  exhibited by various of technology applications under the concept of web 2.0 in the external application  equipments. This group intelligence seems to be a collection place of individual intelligence. Therefore, to the modern people, what is learning? Can we say that learning is to maintain and manage our own internal and external  knowledge network? Thus, in order to facilitate efficient and effective learning, if the teacher can introduce technology tool that bears the concept  of web 2.0 during the planning of learning strategy, it is going to be very  helpful to the achievement of this goal. 2 The changing technology’s role accelerate the changing in learning 2.1 Users increase influences the learning patterns changing Due to its highly interactive natures, users of Web 2.0 technologies increase quickly – those web 2.0 tools are often represented  in the forms of blogs, wiki, podcast internet photo album, video blog, RSS  Browser, Memo Pad, etc. As the public gradually use Web 2.0 tools in such  interactive way. It represent that there are more and more people communicate with others via interactive technology. Of course,? these people also include teachers and students. The appearance may develop from a certain climate to a communicative pattern for daily life. Thus, the technology applications with Web 2.0 not only an information collector or a dispensable teaching-aided media for the teacher,  but also it may become a very important factor for the learning patterns  changing. For instance, the teacher can preserve syllabuses and establish forum on one's own blog. We know today’s students, those who are considered digital natives in digital age, prefer or are used to anonymous talk among teachers and  students in Internet. The students can avoid some besetments in this way. These besetments are like teacher's authority, non-coordination relation between  teachers and students, etc. However, in the teaching activities of digital era,  no doubt, technology has now occupied a very important place in addition to  teachers and students. 2.2 The philosophical view and characteristics of interactive technology Teachers and students are both the main role in the classroom of ancient era. The teaching tools which are like little blackboard are just a second role in a classroom corner. Nowadays, due to the advent of Web 2.0 technology, technology makes the teaching tools be a main role,. Thus, in this article, we consider the role of technology is a general name for all  the tools used in the classroom “from the ancient era to today”. But technology is no longer just a second role. Due to the advancement in the technology itself, the role of technology in teaching activity is gradually positioned as  learning partner to most people. For example, Jonassen (2000) had proposed that learners should shift from “learning from computer” to “learning with computer”. However, the role of technology is still like a learning partner on the side. Today, due to the application evolution of technology in the digital era, a philosophical concept of “people-based” has now gradually been replaced by “computer-based”  paradigm. It is a way of thinking that is based on a user-centric belief. The performance of technology itself is no longer the focus. Technology is only seen as a tool to achieve the learning or pedagogical goals. Since the focus is to achieve interaction and sharing among learners, technology usually appears in concise form so that the users  can use them easily and barrier-free. All these changes have made technology become the same importance element with teacher and student in the teaching  activity. Technology is no longer just a second role of the green leaf beside the red flower.

3 The applications and impact of interactive technology in teaching 3.1 The learning structure and pedagogies with interactive technology In this section, we can further describe the rationale of “Interactive and sharing technology” can be as euqally important  as the teacher and student in the new pedagogy thinking.  For the teachers, technology with Web 2.0 can be used as teacher’s knowledge-management tool and media for multiple sides  dialogue. In a hybrid teaching environment, discussion facilitated online can transfer to reflection and discussion face to face, resulting in collective meaning-making.  For the students, Web 2.0 can be used as convenient way for learning from course designed by teacher and open platform  for discussion among classmates and teacher. For the interactions between students and teachers, the features of Web 2.0 can  promote the coordinated cooperation between teachers and students. It is not only can be used as new meeting place for knowledge innovation but also can be  used as the base of social action (As in figure 2).

3.2 Making the most of interactive technology in teaching In the learning architecture shown in Figure 2, teachers and students can all position themselves in the central learning  positions with the aids of interactive technology. Each member participating in the pedagogical process, either from the aspects of learning or  information-sharing, will have freedom or equal opportunities for participation. This equal opportunity in learning will definitely optimize the effectiveness and the efficiency in the entire teaching process. 4 Conclusion Drucker (1999) had proposed that the factor to accelerate sociological development. He believed that it is not that technology, or information technology,? but that is the information to play a role in the rapid sociological development. Just let technology get back to its role of serving the meaningful use or inquiry by people. People can use various forms of technology for communication, free of charges. However, as we can see, the pedagogies are changing along with the role changes of technology. These pedagogical changing is shown as follows:  Learning can be more efficient and effective with the aids of technology. Teachers, students, and technology play a role throughout the learning process.
The change has been prominent from the teacher-centered to the student-centered  practice.

 '''It is a very concise and organized statement of the changes of instructors’ and students’ role with web 2.0 technologies. Along with the general description of future trends of teaching and learning, some specific examples and application cases might help reader to have a better picture of what is really going on with those technologies.'''

5 Closing Remarks Since the use of Web 2.0 in teaching is to achieve the learning goal more efficiently and effectively, educators and  researchers also need to consider the following aspects during their daily  practices, as described in the following sections of this wikibook.

Student Generated Content, Peer-To-Peer Learning, Connectionism

Instructional Design Models and Emerging Learning Technologies

Assessing and Evaluating the Impact of Web 2.0 and Emerging Learning Technologies

Research on the Impact and Effectiveness of the Web 2.0 and Emerging Learning  Technologies

Professional Development and Overcoming Instructor and Administrative Assistance

 Reference Jonassen, D. H. (2000). Computers as mindtools for schools. Prentice Hall, Inc. New   Jersey.

Siemens, G. (2006). Connectivism: Learning Theory or Pastime of the Self-Amused?

Drucker, P. (1999). Management Challenges for the 21st Century ,Harper Business