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NISO Training Series

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24 Matching Videos
The digital information environment means that users engage with content and services in ways that the assessment community is still trying to identify and understand. New and nuanced metrics can help tell a deeper story of impact for libraries. In this session, we will examine the complex issue of data privacy and ethics in the context of library assessment, with case studies drawn from altmetrics, learning analytics, community-based assessment, ebooks, and OER. Questions that will frame our discussion include: What privacy concerns does following user data in that context raise for those responsible for assessment? What are the logistics of gathering that data? What are we collecting, and for what purpose?
Perhaps the most theoretical of all the training sessions, this final segment will be addressing more nebulous questions. What information products and services require new metrics? What data might provide insights? Who controls that data? There is a need for collaboration between various stakeholder communities in developing useful and constructive metrics. How can that be accomplished? What techniques or tools are needed?
This session further delves into the available data derived from library activity; this might encompass everything from data gathered through the library web site to sensor data arising from traffic within the library. How is the library assessing programs offered? What data arises from mobile devices when delivering location based services? How to evaluate student learning outcomes in the context of the library?
Once the individual charged with assessment has inventoried available data and collected any additional data needed, the next step is to select appropriate software for working with that data. This session will outline a range of APIs, plug-ins, and other available software (Excel, Tableau, MINES for Libraries, etc.) that allow professionals to “get their hands dirty” in productively working with the data.
Having collected and studied the needed data, what might be the best means of developing a narrative? Training participants will focus in this session on how to explain the story being told by the data. This segment may involve case studies from different institutions to discuss what works in a particular example or what may be missing. The session may include discussions of data visualization, the role of assessment in strategic planning, as well as how to use the story in activities of advocacy and outreach.
This segment of our assessment training series will engage registrants in thinking creatively about what data might be used and applied to the areas of investigation. Beyond simple counts, what might be interesting statistical techniques in considering the data. How to identify and describe a correlation as apart from causation? What represents a reliable benchmark? What metrics should be a part of determining the benchmark? How best to approach those resistant to such metrics as reliable indicators?
This second session will address the starting point of any assessment activity – an understanding of what data may be available to the investigator, what additional data may be needed and the process of research design. The lecturer will touch on privacy concerns in the gathering of data as well as the challenges of collecting and working with data contained in third-party provider systems.
This opening session will provide the rationale for and benefits of assessment training. Administrators, librarians and others working in the academic environment need to base decisions on user and usage data gathered from a variety of library services and systems. This initial overview lays the ground work for understanding what’s different about library assessment in the 21st century, the variety of means for conducting assessment in the library, the skill sets needed, and the challenges to be faced – whether those be issues of handling sensitive personal data or unanticipated resistance from co-workers.
During this session, participants will hear from two librarians working across sectors, discussing their experiences in managing projects for both the library as well as the university press.
Eugene Spiegle has an extensive background as an educator, teaching and training project management. He will summarize the state of the art in project management, both as an evolving field and as an opportunity for further training and certification.
What constitutes effective project management? Why is it so useful for information professionals to become familiar with and conversant in the processes of project management? This initial overview addresses the benefits and value of project management skills and a context for the rest of the webinar and the discussions that follow. Maureen Adamson will review major approaches from predictive to agile, core concepts, language and terminology as background. We will also review the overall structure of the rest of the webinar, starting with simple projects with clear goals as a foundational understanding, to be followed by more complex projects and situations later in the webinar.
A successful project always begins with a clear statement of objectives agreed upon by all stakeholders. How is this defined and documented? What type of project is it, i.e. clear goals or does it involve considerable uncertainty or change? What resources are needed? How do you form teams and communicate effectively, especially when work cuts across organizational lines? This second session will show attendees how to correctly define and document project goals, establish preliminary milestones and indicators of success. Attendees will come away with understanding how to identify key stakeholders and recognize potentially intangible motivations for the project.
Up to this point, the only time constraints put on the project are based on expectations and broad estimates. In predictive project management, the practical realities of the plan are now entered into a formalized project planning system. What work can be done independently and what work relies on task completion by other members? Where do milestones lie on the calendar when based on completion of tasks? What is the critical path and how can you make adjustments? The advantages to using software involve the ability to use it organically as a tool to negotiate with stakeholders through ‘what if’ planning steps.
The project is now in motion and the most challenging part is the execution. You can now use all the planning work to help manage it, including comparing the real to the ideal of your plan, and the ability to make changes as required. How do you support your team members when there are bumps in the road, or circumstances shift? We’ll review managing communications with the team and with stakeholders on an ongoing basis, followed by effectively closing a project. With an understanding of the basics of a predictive planning process, this session will entail a conversation with Kristine Sunda.
By now, participants will understand elements and likely many questions regarding how to apply this to your particular circumstances and projects. Participants are likely to have many questions that go beyond the basics, whether how to manage multiple projects, or the unique complexities of large organizations. We will be asking participants to send us these questions, to be addressed during this session, with the goal of tailoring this session with an expert to those questions.
This session delves deeper into creating a project plan. For illustration, we will review how to set up a simple predictive (‘waterfall’ style) project plan. What functional skills are needed to do the work? How do you build your team? What types of time commitments will you be requesting and for what tasks? How do you define the roles and responsibilities? How do you negotiate for resources with stakeholders, handle meetings and communications? Your preparedness in thinking through such issues and communicating with decision makers and team members will be critical to success.

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