Hello everybody! In today's video, I'm going to tell you about the problem this app can't run on your PC, why it appears and how to fix it, and about smart screen function, which can be one of the causes why you see such a message, why Windows has such a function and how it can be configured or disabled. Hello friends! In our channel and blog you will find solutions to any problem from installing an operating system or configuring it to fix impossible bugs and errors or optimizing mobile gadgets. Our specialists will answer any questions you ask in your comments under the videos or articles. If you see such a message, it means there is a compatibility error. The application you are trying to install is incompatible with the operating system Windows 10. For example, if you try installing an older version of the program developed for an older version of Windows, say Windows XP. In this case, you can try running this application in the compatibility mode. To do it, right-click on it, select properties, compatibility, and then choose either run compatibility troubleshooter, which will search for problems and suggest you to try recommended settings, or if you know for which version of the operating system it is intended, check the box next to run this program in compatibility mode 4 and select the appropriate version of the operating system. Then click Apply and try starting the program. Otherwise, you can go to the official website of such program and try to find a newer version compatible with your operating system. If it doesn't help, return to Compatibility tab and check the box next to run this program as an administrator. That's because you may have this problem if you don't sign in as administrator. Check this opportunity, and if it really happened that way, switch to the administrator account and try installing the programming game. You can run a program as an administrator by right-clicking on it and selecting Run as administrator. If the program can't be solved that way, check the witness of your operating system. If you are using the 32-bit Windows and trying to run a 64-bit version of the program, the error should have been expected. Similarly, if you're trying to install a 32-bit program onto a 64-bit Windows 10, this error may also take place. You can check this aspect by opening the computer's properties. Go to File Explorer, right-click on this PC and select Properties. You can find this information in the line system type. If the program comes from witness, there is only one solution. You've got to find the proper version of the necessary application and install it. Other causes of the problem may be in completely downloaded program viruses. Try downloading the application again or do it from a different source. There is a special video in our channel about removing viruses. And if you see a notice saying this operation has been canceled due to restrictions in effect of this computer, please contact your system administrator. This application is most likely disabled. Watch another video on how to fix it. Find all the links below this video. The error you notice this app can't run on your PC can be false. That's why if the advice I have given you in this video didn't help you and you still face this error and you still need to run this app despite the warning, try disabling smart screen filter. To do it, click on the Start menu. Go to Settings, Update and Security, Windows Defender, open Windows Defender Security Center, App and Browser Control. Here disable Check Apps and Files, Smart Screen for Microsoft Edge and Smart Screen for Microsoft Store Apps by checking the Off option. After that, files and apps will not be checked anymore. You can try disabling the filter with Register Editor and with Local Group Policy Editor. To open the registry, press the T shortcut Windows plus R and type Reggedit. After doing anything to the registry, remember that your actions can have irreversible consequences. Windows may begin working with errors, some apps or programs may not be able to start, the operating system can crash or have problems when booting. Before you start modifying the registry, I recommend creating a backup just in case. You can watch one of our videos to see how to do it properly. Find the link in the description. You'll have to create a file in the registry and to do it, follow the path – HKLocalMachine, Software, Policies, Microsoft, Windows, System. Right-click and select from the menu New, Deword 32-bit Value. Name it Enable Smart Screen, open it and set the value as 0 and then click OK. Now close the registry editor and restart the system. After that, Smart Screen will be disabled. To enable it, just delete this file from the registry by right-clicking on it and selecting the Delete option. If editing the registry is a difficult task for you, you can create a registry key. I've already shown you how to create such a file in the video on Task Manager, so you can find the link in the description as usual. To disable Smart Screen, type the following code. To enable Smart Screen again, the code is different. The first code creates an Enable Smart Screen registry file, while the second code removes the file. Unfortunately, you can't use Local Group Policy Editor in Windows 10 Home Edition, but in other versions, just press Windows Plus R and type gpedit.msc. The Local Group Policy Editor window will open. Then go to Computer Configuration, Administrative Templates, Windows Components, Windows Defender Smart Screen. There are two sections, Explorer and Microsoft Edge. Each of them contains a policy setting, Configure Windows Smart Screen, that allows you to enable or disable the filter. Open it, set the value to Disabled and click Apply, then OK to save the changes. Repeat the same steps for Microsoft Edge. After saving the changes, close Local Group Policy Editor and the Smart Screen filter will be disabled. After you install the necessary application, don't forget to turn the Smart Screen on. With the Disabled filter, your system is vulnerable to threats, and when the filter is on, you'll improve its security. Smart Screen can also be disabled in Microsoft Edge. For that matter, go to the menu, Settings, View Advanced Settings, and scroll down until you see Help Protect Me from malicious signs and downloads with Smart Screen filter and disable it. If you see errors again, the problem must be in the application itself, not on the filter. If you need to run an old DOS program on game, use the DOS box emulator. There is a special video guide about it in our channel, and I will give the link in the description.


How can you connect with more of your ideal clients? There are essentially two actions you need to be taking. One action is to be talking about things that your ideal clients are interested in. So your content has to be relevant for your ideal clients. And this is why I talk so much about the importance of content and the importance of practicing the creating of content so you can learn over time what is relevant for your ideal client. So that's one is saying something that your ideal clients care about, okay? That's related to your expertise, related to your business. That's one thing you need to be doing. The second thing you need to be doing is distributing that content to where your ideal clients are. So you need to showing up where your ideal clients are hanging out. And I'm gonna talk about online because this way you don't have to go anywhere outside to try to network and try to meet your clients physically. You can just do it from wherever you are, wherever you live and work or wherever you travel, you can always do this online. So that's the distribution of your content to the right places. So let me talk a bit about distribution and I'll go back to the relevance part. How do you distribute your content to the right places? I'll give you two of my favorite ways right now, the simplest ways. One is using Facebook ads. Facebook ads, many marketers agree right now is the cheapest and easiest way to get your message out to the people who are most likely to want your message. Now, even though it is the cheapest and easiest way, it still takes practicing and learning. I hear people telling me all the time, oh George, I tried Facebook ads and it didn't work. Well no, Facebook ads work amazingly. It works amazingly well for me and for the clients of mine who learn how I do it and practice it, it works great. You have to learn how to do it, okay? If you're interested, I actually teach a whole course. I believe in it so much. I teach a whole course on Facebook ads. But whether you're learning from me or from somebody else, learning Facebook ads is really, really worthwhile for the distribution of your content. And then the second way I mentioned is to trade with another service provider, another content provider who has a piece of content that they're proud of, that you think would be great for your audience. And same thing, if you have a piece of content you're proud of, they think would be great for their audience, then you can trade the promotion of it.  Doesn't matter how large or small your audience is, you can do this kind of trade with a peer, with somebody who has a similar audience size. So that's the distribution part of it. But still, now that you're working on the distribution part you still need to be talking about something that your audience cares about. If you've got a bit of an audience, you're posting things on social media but they're not responding. People aren't responding to your content. There's one of two reasons. You're not posting it to the right people, which again I'm talking about, Facebook ads is better and trading with content providers who have a similar audience, those are better ways to make sure you're talking to the right people. And then the second thing is you need to be saying something that they care about. If you're talking to the right people but they're still not responding, I'll be honest with you, you're not saying something that's interesting enough for them. Now, you'll notice if you say a lot of different things some things that you say are going to be interesting for people, they're gonna respond and some things they won't.  So just you have to be honest with yourself and notice the pieces of content you're proving out there that are working and especially content that's related to your expertise and to your business. It's people say, well, George, whenever I post pictures of my dog or my cat, it's popular. Yeah, but if it's not related to your business, that it doesn't matter. It has to be something that your ideal clients are engaging with and is related to your expertise or to your business. That's the combination we're looking for for content that matters. So I hope this is helpful. As always, I'll have more thoughts in the notes of the video, but just remember to ask yourself these questions. Am I showing up where my ideal clients are? Okay, for example, through skillful use of Facebook ads and trading with other content providers with a similar audience. Am I distributing my content wisely? And two is, am I noticing how to create content that is engaging for my ideal audience? Am I practicing trying, creating content in different ways and then noticing and then doing more of what works, doing less of what's not working? Am I doing these things? If you are doing these things, then you are, I bet you are connecting with more and more of your ideal clients over time. As always, I'm open to your questions and I wish you well.


Do you want to be a part of the Seattle SuperSonics if it was available to you at some point in your life? Without a doubt. That franchise for one is an iconic brand within the NBA. I feel like that market is a basketball market that needs the influence of the NBA team in that city. So to continue to inspire that city and produce more and more basketball players, because I believe that. I believe if the city has the NBA team, you'll get more and more kids inspired to want to become NBA players as opposed to not having a team. And it's a franchise I've played for, so I have some pride for it. And I believe it will be back. I believe it will be a part of expansion in the league and to help run the team and help guide the team. As they come back into the league, I would absolutely love that. You know, when I retire, obviously I would, that's a dream come true. That's probably one of the only things that I would really lock in like I was playing again. You know, it would feel close to that.


Thailand has been through a dramatic round of elections over the weekend. The main opposition party, if you can call it so, the move forward party which has pitched itself as a rebel organization, as an anti-establishment organization has emerged as the biggest force in the House of Representatives, which is the lower House of Parliament. Coming second is the Puthai Party, which is also an opposition party. And this means that the pro-military junta, pro-establishment forces which are so powerful in Thailand for so long have actually come a distant third. But this does not mean that these two opposition parties in alliance will be immediately able to follow the government. In fact, there's a very complex process of government formation. We're going to be talking about this process today. We're going to be talking about what the election might signify, might symbolize for the people of Thailand, what lies ahead for them. To talk about all this, we have with us Ketanath Vrabavan, who is an activist with the Thailand Office of Focus on the Global South. Thank you so much for joining us. Thank you Prasann. Very happy to be here. It was quick today. Right. So start with, could you maybe just tell us about the government process I was talking about, which is that, OK, the elections were held for the House of Representatives. That's the lower House of Parliament. Now, it does look like the two biggest parties together, that is move forward party and Puthai Party do have a majority in that house. But why are we not sure they may not form the government? Yes, that's totally a big question for us. In the past, you can remember the election in 2019, even though Puthai Party got the majority vote, but they are unable to form the majority government that time. So the pro-establishment and the pro-kunta government try everywhere they can to be in power, to stay in status quo. And this time, it's remained the same that the pro-democracy comes as a consensus of the Thai people. But then we are not so sure due to the legal structure of the previous Kunta government that they lied ahead. And together with the independent, so-called independent organization, but lead by the pro-establishment kind of architecture, they try to perhaps file a way to throw down the pro-democracy movement emerging for progressive agenda. So in these coming days, the Pitha government from move forward parties try every way they can, and together with Puthai Party, they try to make sure that they will try every way to work together to assert people's will in this election. So as you say already that we got the majority vote and they try to form 309, I think, MP seats in order to form the majority government first. All right, so is this going to also maybe take us to the how this process works in terms of, I believe there is also a Senate which together and the two houses together decide the government, but why is it not clear as of yet? Exactly. So the senators, they are in the higher house. So the lower house have the 500 seats and together with the senators, 256, this will form the MPs in Thailand. And by law, it says that the MP with the approval from the house will have 376 representatives voting in supportive to form the government. And for now, for the past election, the senators show every way that they can that they will not support any prime minister that come from the pro-democracy side. So this time again, because they are still in power, the senators, I think they clearly showed a way that they would not in any way support the person who have the progressive stance. And they try every way to frame that pro-democracy government equal the one who would try to throw down the monarchy and try to establish kind of another turbulence in the country. So again, the senator will not be very much supportive of people's bill and that very much our concern for now, how Thailand with majority votes from the people can form the pro-democracy government even though we have the slight political, maybe earthquake for pro-democracy when a consensus of Thai people already. Right, I believe the senators were all appointed by the previous military junta government if I'm not mistaken as well. Exactly, exactly. So this is, I would say the legal architecture previously lied for the status quo to remain in power. And I'm not sure if I can say it's lucky but then the clause in the constitution, there will be out of power by next year in May. So that means that in any chance, we have pretty much a hope for the people to move forward to mobilize for democracy. Yeah, without the senator in power. Right, so let's go a bit in detail into the results. We do know, for instance, that the largest party is the move forward party. And like I said, it has pitched itself as it is appealed on the issues of anti-military sentiment. It has tapped into that. It has talked about, it has actually recruited a lot of people who were part of the anti-monarchy protests that took place over the past couple of years. So how did it pitch itself to people in Thailand and what would its key agenda points? For the results first, move forward party got 153 if I'm not mistaken, seats in the climate at the moment as for the provisional results and Kua Tai got 141 seats in the climate. And another thing that observers in Thailand see is that even though they got taken the seats, but the percentage of people vote for them is still slightly not a majority. For example, out of 39 million votes come out, I think 11 million votes for future move forward party. So that means that for the district voters, 25% go to move forward party and 36 go to the party list candidates. So that's mean if move forward party try to advocate for very progressive issues, for example, the very sensitive one on monarchy reform, it means that they would need to aware that even though they got very slight, like very earthquake of victory, but then maybe some people still keeping up to understand their issues. So that means that there's a lot of communication on the policies that move forward party need to taken forward after the election. And yeah, as for the agenda they try to bring in, not only the Les Mages reform, they also try to put the military out of politics. So all the big issues are there on the table and some coalition parties may not totally agree with all of them. I would say that that's also a rough road ahead for them internally and externally in order to form government. Right, but also to sort of understand their agenda a bit further in terms of many of the demands that are often raised by people's movements and organizations, for instance, we know that intercept the question of inequality, the question of withdrawal of some of the reforms that we talk about. Has the party taken a stand on some of these long life, for instance, economic policies? And I think they make sure that their policy are not populist policy. They try to argue that move forward party goes for the social welfare policy. And for example, they try to guarantee some standard minimum welfare policy for each sectors, for the newborn babies, for the aging persons in Thailand, for example. And in every debate that goes to, they try to back up with research, how inflation makes the calculation, why Thailand need to step up every year, for example, in order to increase minimum wages and how they try to light up for the standard income for example. So I think their argument will say that what Thailand needs is not the populist policy anymore, but some kind of standard in order to guarantee social welfare, not just the social safety net. That's interesting. So let's look at the other side of the picture. We know that the opposition suffered quite a huge blow. Prime Minister Prayu Chan Ocha himself, his party itself, quite performing quite poorly. So what do you think led to these right wing forces actually suffering such a huge defeat because I believe the highest scoring, the highest right wing parties around 70 seats is something from Romney Stakin. That's a very important question. And I think we try to monitor very well how the reaction from their sides are going on. But at the moment, what we can see clearly that the election results can show that maybe people will not totally agree with all the progressive agenda on the table. What the consensus we have at the moment is that people are tired of the old regime and the old gods in the Thailand politics for eight years. So I think in some way, people would not have that kind of maybe a radical feeling of that this new agenda on the table is not for them. I think they will try to see here what are they offering for the people. And it's just clearly for them that people are open to more democratic, more inclusive kind of process. And yesterday, I think Pita, the prime minister candidate at the moment from Move Forward Party, he tried to be very clear that Thailand, yeah, we are on the concurring of conflicts for a long time. And he's understand that everything can be resolved peacefully. And one of the things that people can do is to transmit this through the parliamentary process. So that can be one thing that people can make sure. However, the proposal can be transmitted to the parliamentary processes. And finally, just to sort of also go through quickly what seemed to be the demands of the progressive sectors of society, so to speak, the trade unions, the farmers movements. At this point, what is their approach to the world? How are they seeing the election? What are the kind of issues they think need to be addressed first? I think one thing that Move Forward tried to make sure all the time is that they try to also invite representatives from this sector to be on the party itself, to represent themselves, to voice their demands. And I think they pretty welcome the victory of Move Forward Party. Yeah, we can see, I think on number 405, party list candidate, he directly come from the trade union representative. And also, I think we have many supporters from peasant movement that they announce, I think officially to endorse Move Forward and future Forward even before the position, the agenda. And then I think people from the activist sectors regards Move Forward Party as some kind of political, yeah, their political movement, yeah, for them to be able to fit in their demands directly. So I think they're pretty welcome and they also endorse other progressive party, even though they didn't get seat, for example, the commoner party that originally came from the Northeast. Yeah, I think people are looking forward for the multi-party system in Thailand and then we cannot, yeah, tolerate any more un-democratic processes. So we look forward into more meaningful participation. And then I think Move Forward would not only be the party or only be the single party for democracy in the future. There will be more, I think detailed party offering many demands for the people in the future very soon. Thank you so much for talking to us, giving us a quick and very precise update of what's happening in Thailand. It's really a complicated picture. Like you said, the first question itself is who's going to form the government that itself determines a lot of things. If, you know, if future, if Move Forward Party comes to power, what its positions are on a lot of issues still remains very unclear again, as you said. Nonetheless, you know, some interesting times ahead. So to speak, thank you so much for talking to us. Thank you so much, Prasad. And that's all we have time for today. Keep watching People's Dispatch.


Okay, greetings folks. As you all know, and you can see on the screen, I'm made angel. Let me get myself centered here on the screen from hypothesis and sorry for the late start, but as usual, we had a little bit of technical difficulties which seems to be happening in every session today, which is fine. No, no, we won't point fingers, no pointing fingers. It's all good. We've all had technical difficulties, especially over this last year when we've been asked to do so much unusual things, even though we're also used to it, there's still the possibility of national. Yes, it's national technical difficulties days for any point in time. So here we are. At any rate, I'm so honored and pleased to be able to have these folks here with us today for this informal featured educated office hours. And so we have with us here Miriam Cortez Cooper, who's from the Rocky Mountain University of Health Professionals. I myself am a Colorado native, so I'm very happy to have Colorado represented in the house.  No, everybody says that Rocky Mountain is actually in Utah. Oh my gosh. Well, as a Coloradan, I'm gonna have to take a little bit of umbrage with that given that the Rocky Mountains don't extend over to Utah, but we're gonna let that slip for now. And so I'd also like to introduce Karen Nichols, who's from Boise State. And so we're at least representing the West here, though I'm actually located in Portland, Oregon right now. So we have multiple Western states at play here. And before I kind of launch things off with our invited guests here, I just wanna say that this session, we've really tried to design this to be a kind of informal drop-in kind of almost like coffee hour where folks who have experience using social annotation can kind of talk with folks who maybe are less experienced and we can kind of talk about maybe things around pedagogy or practice. There's a separate session that just ended that's sort of for more technical details. So hopefully we won't have to delve into that too much, although we're always willing to entertain a technical question. And so I thought I'd start by kicking things off with Miriam and ask you if you would just briefly describe what your role is at your institution and how you came to know about social annotation and start using it in your practice? Yeah, I am an associate professor and teach in a number of courses that are all related to forming doctoral students in physical therapy to their entry-level students. And really somebody came to me and said, hey, look, you wanna try out this new tool? That's really how it came down to. And I was excited to try it because I love having articles, journal articles that our students would have to read. And it was always kind of an issue that when students are first learning how to read an article, like how do you go about it? And so it was just a really easy way for me to highlight and say, oh, this is really important. So I started off there with just highlighting and getting students kind of used to that to then posing questions in the margin for students to have to answer. And then also having, and then eventually also using it as discussion points for students to have in small groups. So that's kind of how I got into it was just somebody asked me, you wanna try it out? And I'm always willing to try anything. So that's how I did it. Oh, that's great. And it's really, I know that your institution was one of the first sort of institutions that was focused on medical education that adopted hypothesis formally. And so you guys are kind of pioneers in that respect. And it's really been interesting to see other institutions focused on medical teaching and learning have sort of picked it up. So we'll still warrant that in a second, but let me give Karen a chance to basically do the same thing and just introduce yourself. Let us kind of know what it is you do on a day-to-day basis there at Boise State and maybe talk about how you got to know social annotation and started using it. Sounds great. I teach in the business school at Boise State and I teach in management. Predominantly strategic management, but I also have an innovation and change course. And I'm a recent academic. I lived in the software industry before and I love all software tools and I'm more useful the better. So it was a, I teach fully online courses to non-traditional students. And I'm not a huge fan of textbooks. So I like OER materials, but I was like, how can I get the sound of a guns to read it? And I was searching for a tool and our center for teaching and learning put on a workshop and included in it was a blurb on hypothesis. And I thought, oh, this is good because, hey, I can get them to read it. You have to post, annotate twice per each article. I can do something like that and say, you've got to do something. And lo and behold, they did. So I don't know if I'm going to answer your next question name, but they went so far above and beyond what I expected, what I asked for. And I was fairly vague with my, you have to annotate twice per article. And that's all I said. And they were going into these paragraphs and writing it. So last fall when we moved online, I tried it with my MBA course and they're not as pliable potentially as undergrads. I better be careful here. I don't know, it's in our audience. But they went full in and they did the same thing. And I'm just like, I have no idea what the magic of the tool is, but I'm in. I'm sold. That's great. And I also, Karen, behind you, I see a guitar and I'm wondering if do you do musical numbers at all too during your work? It's a cello. Oh, a cello, even better. It's a cello and I have set myself the task of teaching myself the cello. Lessons would be much better. So at the moment, I also enjoy the view of the cello. Oh, got it. I can do a twinkle, twinkle, that's it. That's right. Well, maybe. More than I can do. Yeah, that's more than I can do too. Maybe we can have a little, I think we might not all know the words though. So maybe we can have a little session a little bit. I've heard that the cello is the instrument that is closest in tone to the human voice. And so I actually went to a yo-yo ma concert once. He's pretty good cellist. I've heard. Kind of. Yeah. Well, what I really love here is that we've got two folks who are really focused on kind of professional disciplines. And social annotation and hypothesis in particular have sort of maybe had their deepest roots in English and composition as disciplines and kind of branched out from there into other kinds of humanities and social studies work. But I have always had it in my mind that it's really in a lot of the professional disciplines where social annotation can become really, really valuable because I had actually originally thought of law where so much of law is about deep textual analysis and interpretation, right? But reading is really fundamental to every discipline. And in the professional disciplines in particular it seems like so much of what is necessary. And I'll get your thoughts on this in just a second. But so much of what is necessary is for students to start to learn how to work in it, think through professional situations and issues and concepts in a group setting with other colleagues whereas some of the other disciplines may call for more kind of solo activity, if you will. And so I'm wondering if you've found the social aspects of the annotation to be particularly fruitful in that kind of professional setting and maybe start with Karen, I don't know. Unless you're not ready. No, that's fine. I don't think I've taken full advantage of that yet. So it is happening organically. So this point in time, the way I'm using the tool is I'm kind of have at it, here's my expectations and go to town. And I've been really surprised at the conversations that have happened. So a personal post, there'll be replies, they'll go back and forth. And I've been super impressed at how that's happened. I think one of the things that I like about it, I'm not totally gonna answer your question, Nate, but it's that I can group together articles and they're not academic articles, Mary, I'm just to be and I love your idea that I've already been thinking about how I'm going to use that. But I'm using more like HBR, Harvard Business Review, just some of the more popular press articles on the profession of business. And I can put them together from different sources with different viewpoints so we can get that juxtaposition and they can discuss it between themselves. So like here's one that's for, here's one that's against. How about it, go enjoy and read. So that's kind of been my approach. It's worked amazingly well so far.  Just by the virtue of the material that you pick, the students that you have and the affordances of the tools. So that's awesome. What about you, Miriam, do you have the social aspects set up? They have just because oftentimes you get students that don't want to be wrong. And so if you pose a question, there's a one right answer and when you're really trying to get away from that, when I pose questions in the margins of papers, like I said, I highlight it, put a question and I have them in groups. And so then they, because we have 50 students, so having 50 students all annotate on the same question just becomes crazy. So I get them into sections. So they're usually like five students or so in each of these different sections. And so they can have these discussions within their own sections when we look at those. And they can do it asynchronously. So I can just put that out as an assignment and have these questions and then students can answer them. And there's not this feeling of like, oh, there's only one right answer. They just are voicing their opinion in a way that is related to the question I put. And there's just no bad feelings about it. If I could just add on to that too. I tend to teach non-traditional students and that ability to share their experiences really, really comes out in the annotating in me. Oh man, and this happened to me, hopefully slightly more professionally phrased, but not all the time. They can give their examples and really get that social learning, which is awesome. And I find happens remarkably often considering it's not a requirement of the assignment. Yeah, on occasion when I, like I said, if I'm looking at like social determinants of health or something that's a lot more, that's not as cut and dry as some of the sciences are, then definitely there are those shared experiences that you're talking about, Karen. I think one of them was looking at the impact of sleep on overall health quality. And so some of the things you're talking about was like, okay, well, think about multifamily homes and is a person sleeping in their own bed, how many kids or how many people are running around and what's the outside noise and what's the ambient lighting, like all of those sorts of stuff in there or it's just a lot of really nice chatter and discussion in that article about that aspect. Yeah, something that every human being can sort of relate to, right? This is how much sleep one gets and whether or not it's enough. And what impacts it and like, okay, your partner snores, okay, maybe too much information on that. But just everybody sharing stuff about like, oh, yeah, okay. Something I can relate to and add on to. Yeah, that makes a lot of sense. And so Miriam, you talk about kind of delving into some more cut and dried science, which I'm sure is a big part of your studies there. Are you reading mostly in textbooks or are they scientific articles or what kind of materials are you assigning in those cases? Yeah, there's scientific articles. And so for them, it's a new thing to do as well and to start parsing through that, what is good about it, what is not so good. And it's a wonderful way, it's a wonderful tool to start teaching them. And again, they're not so much in that instance where I'm using it for the first time for them to start looking at an article and critically appraise an article that it's easy for me to highlight and put things up there for them to see before then I have them to start doing the same thing. So. It sounds like you do a lot of preceding of the work, like adding your own questions to kind of get the discussion going. Right. Got it. Yeah, well, a real deep scientific article is a pretty, it's a kind of reading that not a lot of people have had a lot of practice doing. So I can imagine that some guidance there works well and it's like we've heard other educators talk about how the practice of reading is sort of an assumed skill but there are different kind of models and templates for how to approach reading in different contexts like with maybe scientific articles. And so it seems like you're kind of using it in this mode where you're kind of modeling a certain, you're calling attention to ways that one might read this article that can lead them down a path that they may not have traveled before. Can I ask Maryam a question? Sure, yeah. No, this is a free form discussion. Maryam, when you say the term was seeding, you're doing the pre-work. Are you able to copy that from course to course or do you do it each time you teach the class separately? Oh, it has been fun learning how to get it from one course to the next. But no, because I'll have 15, 20 annotations on an article and I'm like, oh, I do not want to do that twice. So Matt from, I guess from, you know, I annotate has helped me go through the back door on Canvas and be able to copy over my stuff. So it can be done. He has helped me twice in doing it. And I think now on the third time I'll be able to do it by myself, but I'm not 100% sure. That's very interesting just because I kind of like to do that. But yes, the prep work sounds a little bit daunting. Yeah, yeah, it's been awesome. You've, I think you're probably talking about my colleague Matt Dricker who works a hypothesis in our support. Sorry, yes. Yeah, no, no problem. And, you know, you've hit on something that I think as an organization we've realized and that's that there is this need to kind of have templates or templated readings that you might move from course to course or from reading to reading if you have multiple groups, like in your case. And so the work that you've been doing, working that out now is gonna be really helpful for us to figure out how to make it into a tool that everybody can use more easily. So we really thank you for that assistance and trying to get it right because it's so hard to design software to do something if you don't have real kind of, you know, examples of what people need in front of you. And so you've brought one to us. So thank you for that. And maybe Karen will be bringing more. Well, you know, we've got a couple of questions now from the audience and I'm gonna bring this one up on stage here from Chris so we can all see it and read it. I'll read it out loud. So depending on what and how they're annotating, I'm curious if Miriam has noticed that the visual part of annotation has helped in the memory aid and students practical work. This can be done in other settings as well, but in this text-only environment, you know, maybe even like thinking about the idea of the degree to which highlighting something helps, maybe having a conversation into it might help. Yeah, you know, that's a really great question. And I haven't assessed that like, okay, so is learning better when they are doing that, highlighting and responding and answering questions.  I think it maybe is less daunting when I do that, but I haven't really said, oh, do students learn that or do more students get that answer or get that question right? Because they were engaged in it would seem to make sense of doing that. It's a good question. Yeah, and feel free to jump in if you have anything to add in any of these, Karen. I've got another question teed up for you though, so yeah, and I would just follow up with that, that there's just starting to be a lot more deep research into what the impact of social annotation is on various kinds of student success. And so that question about whether or not the act of annotating can have an effect on other student performance, you know, or assessments is kind of an open question so far. There's tons of anecdotal evidence that there's a lot of benefit to it, but the really rigorous studies are just kind of starting to kick off now, including one that's happening at Indiana University. And it's just the first year or the first semester of it is coming to a close or just came to a close, I guess, this spring. And so we'll start to see some outputs of that. It is in the English composition discipline as opposed to, you know, the medical, but I'll put a link in just a second about that too. And we've had a scholar in residence, Rami Kaldir over the past year who's been helping kind of foster educators who have research questions and to try to think through how those might be pursued in a kind of more formal way. It gets, as you know, it gets pretty complicated with IRB and, you know, all the different kinds of things that one might do if one's gonna really do a formal study. So Karen, another question has come up here from John and I'm gonna pull it up on, say, this one is short, but maybe sweet. Have you ever used social annotation to practice case analysis? And I haven't, and that's primarily just because I don't use the case method for teaching. I think it would be an excellent tool to do so. I think getting the students, whether they be in teams as Miriam's done or doing it individually, my classes tend to be smaller. I tend to be certainly below 30, but I think it would be an excellent tool to discuss cases and get into the depths and keep pushing each other as the students go through it. But one thing, I just wanna go back, Nate, on whether there's a benefit for the social annotation. So one of the clear reasons why I wanted to use this, well, there was a couple reasons. What was discussion boards? Can I be really blunt? We still have blackboards. Discussion boards. Technically this is being recorded, but because these are like, oh, we've got that, we've got that one. So discussion boards, I find for me, are a real challenge unless I'm in there two or three times a day, nudging them and egging them on, and I'm going, oh my goodness, this wasn't my thought of a full-time job was to keep students going in the discussion board. It's really hard to get them engaged in a discussion board, any kind of thing like that. So I actually do use a separate tool. I'm not sure if I'm allowed to mention it, but for discussions separately. Okay, and then I have the social annotation and it's meant to really focus on the reading. And what I've noticed, A, the discussions all over have improved, and B, their assignments and their work. Just because they're actually reading, I have a better discussion board tool, I have a social annotation, I'm giving them lots of opportunities to think and talk and integrate their learning. And then when I have to grade their assignments, it's just so much better. So from my perspective, it's a total win. Do I have actual proof? Mine probably would be grading time, just because their assignments are better. And I'm focusing on the finer grading elements that you need to better critically analyze this versus you don't understand that term, go back and read the text. So it's just a different level of discussion that I'm having with the students, with the vast majority of the students. This is not the panacea or the silver bullet, but it definitely is a super strong tool. I think that's my long answer to a multiple questions. Yeah, no, that's really interesting. So again, more anecdotal evidence, if you will, that there's kind of an improvement. And I'm interested, particularly in this element of how the fact that there's a new way to engage with reading has led to these other kind of benefits, even in discussion forums, right? And in the assignments as well. And it's almost as if we've been assigning readings for centuries, millennia, right? But it's always been difficult to motivate people to get deeply involved with them. And when they do, it's difficult to know that they have, except through the degree to which they can bring it out in an essay or an assignment or a test, right? And so this is one of the things that attracts me to social annotation as an educator is just this idea that it gives us a new powerful way to actually make it worthwhile to read, right? Like it gives people a new motivation to actually wanna go to the text and read it. I can grade it, they provide grades, they can enjoy the camaraderie. And even for the fully online courses, I'm actually gonna use it in my in-person MBA class in the fall. So I'll let you know how it goes because I'm wondering what their feeling about it will be. So an MBA, professional MBA, which means again, non-traditional students, they either buy in or they don't. There's not a whole bunch of middle ground. So we'll see what happens. That sounds like my group of students, Karen, they either buy in or they don't. And mine are all face-to-face class. So mine, I do this with my face-to-face classes. Yeah, I was actually gonna follow up on that a little bit. And maybe start with you, Miriam. So because a lot of people, I think, especially over this past pandemic year, have really used social annotation, mostly in like an asynchronous remote context, right? So could you talk a little bit about how you weave it into a synchronous face-to-face class? Yeah, and it's not really all that different than getting small groups together asynchronously instead of doing breakout sessions or whatever. Well, you find in that too, but anyway. But yeah, so they could, and this was actually before hypothesis developed, the ability to create sections in Canvas and then have the small ones. I would get the students together. They would discuss the information and then they would type their responses from their group and then another, of course, I had five or six groups around the room. So everybody was typing in and kind of having that conversation that they were doing it on the side first. But I mean, even face-to-face as a class prep assignment could be part of that, like Karen said, I am not a fan of the discussion boards in general. And so if I could have an article and the students have a discussion on the article, I would much, much prefer that and see that than to have a discussion board on Canvas. Yeah, that makes sense. It's like, I guess the thing that I always come back to is how so often in a discussion board you are talking about something in a text, right? Or maybe you're related back to something in a text and yet it's not there, the text isn't there. And so you have to go somewhere else and maybe copy something or if try to, some complicated reference to it or something that's so handy just to kind of move that whole discussion, right? Right. Yeah, and I'm wondering too, Karen, if you say that when it comes to the fall, you are gonna have a face-to-face class and you're thinking to also use social annotation there. Do you think it'll be different than, you'll use it differently than you have been remotely? I don't think so. I'm just curious as to how it be received. So in, how do I express this? I teach the professional MBA capstone class and it's an awful lot of hands-on working on a project in teams. So traditionally this class didn't have a lot of reading associated with it. It was more, we've learned it through the MBA now we're going to apply. And yeah, they still need to do some reading. This is my third, you're teaching a class now. So I'm very confident that we still need to do some reading. And again, I can prep them just like Miriam was saying. It's a pre-class warm-up. It's go ahead and read the articles and a tape before you come to class so that we're all on the same footing is the goal. When everybody was online, they expected to do online work. I think they still will. I think they'll still be fine with it. I've found it wonderful that really I've had to do zero prep, zero training, zero anything with a tool. There's just a link. It's click on the link and annotate. And I think pretty well, I do give them links to the help menus and things like that. But I haven't had to do a thing. And I don't think I've had to answer a question yet unless I've goofed up the PDF. And I have done that a couple of times. Easy to do. You shouldn't blame yourself. The PDFs can be tricky, right? And that's what I like just because I can put them all together and it's a little bit tidier. I'm old school. Who knows which way, but it works out. It's just been such a good tool. I am hoping that the students in the fall will just go, oh yeah, this works fine. It takes me a couple of hours. I go through it and now I'm ready for class. One thing that we've heard some other educators say even here at the conference is how it's a little bit like a flip classroom situation in the sense that if the students are doing reading beforehand with social annotation, there's kind of a layer of discussion that happens maybe even before you get into that synchronous discussion about it. And so that when you finally do come together, whether it's face-to-face or online to talk about it live, you're actually starting from a different place than you might have been before because there's been that social annotation conversation going already. Is that? Totally. I'm totally assumptive that they have done the readings and they know what I'm talking about. So I think again, the compliance, it's probably not correct, but 99% of students do it. So it seems to be an easy task. I either willing to do it, they're able to do it and they do it well. That makes sense. Well, here's another question to shift gears a little bit. I'll bring it up on stage for Mark and I'm gonna rephrase it even a little bit. I'm breaking this into two questions, Mark. So forgive me if I'm misinterpreting here. But so one question that I'm sort of curious about is how if you have grading or assessment attached to the act of social annotation itself, so are there like assigned numbers of annotations that need to be made in order to get a grade or is it a class participation kind of thing? And then the second question is maybe this thing about getting credit for prior learning, which is somewhat of a separate issue. So maybe Miriam, can we start with you about your assessment practices here? Yeah, and I really have just been as more participation. So of course, when I first started using it, it was like, okay, I wanna see five highlights and you can just, in the reason why you highlighted it, just something really basic, just try it. And then I was like, okay, let's graduate to the next level. And that's like you, like I said, need to answer a question, but it was really totally on participation and not, okay, you got five points if you completed the assignment. And of course I would scroll through everybody's to kind of see, but I wasn't grading quality of the responses that I will say. Our students tend to be quality students anyways that they're gonna give me, they're not gonna give me junk. So that's more than probably the nature of my students. So definitely did not have anything other than participation points. Got it. And I don't know if there's any prior learning credit in your institution, maybe not for medical stuff. Yeah, no, not really. Thought the kind of thing where, yeah, I treated it by own headache. Can I get prior learning experience for that? Yeah. What about you, Karen? Do you, how do you work the social annotation into the actual assessment in your course? And then what about the prior learning question as a separate thing? So I think I'm kind of where Miriam said she started with, which is I do give points and I do tell them how many annotations I expect. I'm both an easy marker and a bit of a hard marker, i.e. if they do the work, I'll give them 100%, no problem with that. But if I say I want an annotation per article and they try and put the five annotations in the first two pages of the first article, yeah, they get credit for half an article. So I pay enough attention, this might be a little bit of an outline, but I find if I nail them first, early on in the class, things go really smoothly after. So I've learned to grade hard in the early stages and then I can relax by the end and we're all happier. I don't do the quality with grades, i.e. because if they do the work, they get 100% so I won't give them more. But the student has now put a marker and I try and let the students know, it's easier to do in a face-to-face classroom. But if I know your name at the end of three weeks, it's either really, really good or really, really bad. And the social annotation is a way to make it really, really good. So even though you can't get more than 100%, you've now got my attention and that's kind of fun because the learning and the teaching will go to a different level. So I can't give them points, but I do try to provide some way to incentivize them to work a little bit harder or go beyond. Yeah, Karen, I agree because it's usually embedded in an assignment when I give that. And so the feedback on the assignment can just be high praise. It can be like, wow, you're doing some really nice critical thinking. I like how you're doing this and you just give high praise and that will continue.  What I'm looking for is for you to wrap your game up just a little bit more. I want to see this, I want to see that. And that's just the gestalt kind of piece. That makes sense. I think people are getting a really good handle on how this was working in both of your practices. I'm wondering if anybody in the audience would actually like to join us on stage and be part of the conversation because we also have that ability. It doesn't just have to be my giant talking head and these nice folks. And while we're waiting, if you all want to think about that, I saw that Shana, who I know is a, I believe at the University of Minnesota Twin Cities, she had gestured toward this anecdote that folks are saying that they get 10 minutes back in class from social annotation that are sort of, is not spent maybe on the basic parts of the reading anymore or something like that. I see a lot of nodding. I was gonna say, I think I get two to three hours of grading back a week because I teach condensed courses. So I teach seven weeks instead of 15 weeks for the fully online. But just because they've ran the material, it's just so nice. So now when I asked for the assignment, they're actually at least better using it. We've just clicked up a level and it's fantastic. Let's head pounding. My forehead's filling out now. It's not quite so fast. All of that keeps the wrinkles down on my, when I do it to myself. So I, you know, that's actually maybe the first time I've heard that, particularly that way, Karen, where this idea that, I mean, some people talk about, well, some instructors talk about social annotation being a bit of a burden because it's this new area where you have to spend time interacting, right? Where you might not be replacing anything but adding it in. And so it's more work. But what I hear you see saying, Karen, is this idea of the actual, the time spent grading going down because people have done the reading. And I think that's the first time I've heard that. I mean, some of the other folks on our team might have heard it from someone else, but I think we're constantly in conversations with educators having this dialogue about, well, does, is it gonna make my work easier or is it gonna make it harder? Is it gonna be more for me to do, right? And what I'm hearing from you is it's actually maybe decreased the decrease. Yeah, I find now we've been using Blackboard and the integration of hypothesis and Blackboard from my perspective was very good. We're moving to campus in the fall. So we'll see. So I might need to hold off a little bit on that, but I do believe just having that nuts and bolts that they've read the materials. And in the annotating, I'm not asking for a 10 an article. So it's not like I can still guarantee that they've read every paragraph, but they had to do something. So at least I'm better prepared. And it's fairly easy for me if I read an assignment and it's just totally off base. It's okay, you didn't do the readings, go back. So I find it less frustrating, quicker time. And actually, I may be mispronounced your name. I'm not sure if it's Shauna or Shayna. Sorry about that. I should know better, but yeah, she's agreeing that that's what they're seeing the same kind of thing in Minnesota. And that actually led me to like a whole other question and that is, oh, first I wanted to say Karen, that I think you'll find the transition from Blackboard to Canvas to be probably better even, only because we've been able to do some things in the Canvas environment that we haven't been able to do in the Blackboard environment. And Canvas is actually a little bit easier to work with from a tool integration standpoint. And so we have a tendency to roll new things out there first and then bring them to the other LMSs later. So you may, I'm hoping fingers crossed that you'll be happily surprised when you get onto Canvas. Not that we're trying to plug Canvas here or anything. Every LMS is fine or agnostic when it comes to that. So, but that led me to this other kind of idea and question that I'm wondering what you guys think about. And that's whether or not, just as teachers in your practice, if by using social annotation and kind of getting that extra level of engagement around the reading or at least knowing that there's that level of engagement about the reading and being able to kind of make it visible and interact with it. Is that changing what you think about assigning as readings at all and maybe start with Miriam? I don't know. I'm just throwing this at you out of the blue so you might need to think about it. I think if I understand you correctly that you're asking if the fact that the students will be doing social annotation, if that changes like what article I pick for them to read. Exactly. Yeah, and I would say, no, I'm not that exciting. I mean, I don't have really typically controversial readings or so there are a lot more cut and dry. So I would say no, some that would be richer for social annotation versus I'd say no. I'm sure Karen probably has a lot. Might have a different take on it, but no. Potentially. First off, I'll say that I love OER, so Open Educational Resources. And so hypothesis can, I don't wanna say mimic, but do some of the things that the big textbook publishers are trying to do, i.e. to make sure that students actually read the materials, but this isn't a more social environment. I get to choose the readings, I get to put them together. I'm currently developing a course on entrepreneurial management, and it's all the boring nuts and bolts stuff. And I'm really looking for a two hypothesis with that, because I am putting in some readings that are, I wanna say theoretically scaffolded, i.e. I'm hoping that they are scaffolded there in my brain. Let's see what the students think about it. So easier, harder, harder, and I have one where I take five articles, which is a fair bit for undergrads who are in a condensed course, but I'm hoping that they'll be able to help each other go. But wait, isn't this the same concept that we used in the first article? And I told them that there would be multiple concepts and terminologies, but we'll see how it will work. So I'm hoping the answer is yes, and that I don't think I would have had the nerve to give them these readings without the social annotation capabilities of that. There's no wrong answer. I can write in here, what the heck is this all about? And I actually don't get dinged by the instructor. Other students come in and help me figure it out. So yeah, I'll let you know how it goes. Yeah, interesting.  Yes, so I have been and I know there's other ways to do it, but I make it one assignment so I can group everything together. And I think that's still a small vestige of my control issues. I am being slightly silly, so. No, not at all. I'm really totally appreciating your perspective here. I'm just, oh, I really wanna, would you be willing to come up on stage, Shauna? So you can at least correct your pronunciation, my pronunciation of your name. You're saying all sorts of good stuff in chat. Oh, wait, we have a raised hand. Yes, that means that we can invite her up on stage. So I'm gonna bring her up on stage so she can finally school me on how to say her name correctly. Hello, we see you and hear you. I'll move to my other camera. I'm sorry, I don't mean, I'm sorry I'm putting so many comments, but your Miriam and Karen, your comments are just making me put so many ideas through my head. So I really appreciate this conversation. And Nate, you were right. It is Shauna, so spot on. Okay, great. I respond to anything, so. Oh yeah, me too. I'm just like, don't call me late for dinner. So actually while you're here, Shauna, if you could explain a little bit about what your focus is in Minnesota, like what is your work like? And kind of answering the same question about how you got involved with social annotation. Yeah, sure, happy to. Well, I'm an academic technologist, so I'm not faculty, I'm not teaching, but I support all of those of you who are. And we got involved, we had been pursuing hypothesis before the pandemic came, and then when the pandemic hit, we said we need something else to add, you know, to give faculty another tool in their toolbox for teaching. And so we did a pilot with hypothesis, and hypothesis was fantastic. I work in the College of Liberal Arts. We have 14,000 students on the Twin Cities campus at the University of Minnesota. We did a very limited pilot, which is what let me, which is why we did these evaluations. We did evaluations both in the fall semester and spring as a way to decide if we were going to pass the university for some money to support this. So that's where we did focus groups with faculty who used it. We had constant contact with them through the semester and did student evaluations. So that's where my reflections are coming from, is from these, we had about 30, I would say 30 to 35 faculty use it each semester about there. Interesting, and is that faculty across different kinds of discipline? I mean, I know you're in liberal arts and sciences, but... Yeah, liberal, philosophy, history, languages, world languages, English, composition, religion, I said. You know, that actually brings me to a question that could be a really big help to me, Shana. Maybe if you could help. We are having a world languages panel here, and we have some really great faculty who are gonna be joining that. But the one thing that I'm missing because I had somebody pull out is somebody, a world language teacher who's working in a language that doesn't use a Latin alphabet. I don't know if you have anyone. I did not have anyone try that. Oh, no, I did. I did have a Russian in Russian. I did have a Russian professor. Yeah, do you think they would be willing to, at the very last minute, pop into something? Let me pop a mini-mail-in-city. Okay, no pressure. If nothing else I could get some feedback from him, I'll be there tomorrow, so. Okay, great. Trying not to take over the comments again. Oh, no, I mean, this office hours is supposed to be exactly this where we just kind of casually get together. And so I really appreciate that you've been so active. And I'll just say that one of the reasons, when it comes to world languages, obviously you can annotate any text that is annotatable in any language can be the target of annotation. And even there are some difficulties in languages that move in different directions, so up and down or right to left as opposed to left to right, but it's all sort of solvable. But one of the real big strengths is the annotations themselves can actually hold almost anything, certainly in terms of language, any alphabet, any language in those alphabets, also equations, and you may have also been using pictures and videos that I was gonna actually ask about that. I see that we're actually getting really close to the end of the hour and you guys probably all have other stuff to do. And so I'll just stop with that and say, and I'll ask all three of you now that Sean is up here too, starting with Miriam, Miriam, do you have a favorite annotation that you've come across that you could kind of talk about that you've seen a student do? Putting you on the spot, boom. Yeah, I don't know. One that really stood out. Like I said, I can't think of one in particular, like I said, I really enjoyed the annotations on the sleep. Just all of that discussion was really, it was good. And have your students mostly been making textual annotations or have there been things like pictures or videos or equations? Mostly all textual. I'm the one that will add in other links to other articles or links to other entities. If the article mentions something that I don't think that they'll be familiar with, then I'll go out and get that resource and put it in the annotation. Right, yeah, linking is the, seems like one of the first kind of advanced things to learn is making a connection out to another text. What about you, Karen? Do you have a favorite annotation that you've come across? So in one of the weeks, you just have to talk, we're in business, right? You have to talk about leaderships and supervisors. So the stories that come out are just great fun about the best and the worst bosses that they've had current, past and sometimes even they're thinking about the future. So those are probably some of the best ones that I've read. I don't have any off the top. Off the cuff. Yeah, well, we wouldn't want to violate student privacy. If you ask again, I just might go back and start getting a collection of the best annotations. Yeah, well, we wouldn't want to violate the student privacy either. And do you find your students going beyond text in any of their annotations? No. No, so something to go for, non-traditional students, which tends to mean, even though we call them non-traditional, it tends to mean they're very traditional. So it tends to be very word-based. But yes, I should try and get them beyond. I am also very word-based. So it fits with my being, but I will keep nudging them. The links are a great idea. Bonus marks for links. I just might try that. Yeah, great. What about in Minnesota, Shana? Have you seen it in the end? I know that you may not see them day-to-day in your work, but. I don't see it day-to-day, but I'm in regular conversation with faculty who are using it and the focus groups and the meetings we've been doing. So yes, there are some who have been really encouraging using the linking, absolutely, but the dance class that they talked about in the research section, she really encouraged them to find video to express and illustrate what they were talking about. So I love the images and we've really been encouraging it to get beyond text. Yeah, that's really, when I heard there was a dance class, sorry, go ahead. Yeah, oh, I think students struggle in other technology, I use students really struggle to be able to use visuals to explain their thinking or to explain how they're thinking and analyzing visuals. So I love the meshing of annotation of a text with visuals. I was just thinking, I could get them to put in a chart, find a chart, because we're about data and the visualization of data, not quite as nice as dance, but it could work, find a chart that represents this article. Oh, that could be fun. Yeah, thank you. You can also sometimes seed this activity. I've seen some educators do this where they'll start off the term with a very informal annotation thing just to get everybody's feet wet. And it'll almost, I don't want to say it's a joke, but it's like a very light piece of reading that's maybe related to your discipline, but isn't a deep reading. And the goal is just to have them annotate it with images that express their reactions to different parts, just as a kind of practice that, because the image linking in images can be a little bit tricky. It's not as obvious as it might seem at first. So giving people a little bit of practice can be a good thing. Well, I know it's, we've now hit the top of the hour. And so I only recently learned what that meant. I, the top of the hour means the hands are at the top of the clock. I guess I was raised by Wolf. So anyway, we didn't have a lot of clocks. Thank you all so much for coming here. I really appreciate it was a great discussion. And I welcome you to please be in touch. If you have questions for hypothesis, you know, I hopefully how to get a hold of our support. I know that Matt is a special favorite of some people and he's with us. So thank you so much.  Great. Thank you. Thank you.


Welcome to this Information Services Today webinar on Managing Data, Communications, and Marketing. This webinar addresses content from Part 4, Managing Information Organizations, specifically focusing on Chapters 26 and 27. This webinar is part of a 10 webinar series representing the diverse authors and topics of the second edition of my book, Information Services Today, an Introduction. As the editor, I am thrilled to be presenting this webinar series in conjunction with my book, Information Services Today, an Introduction. Hearing directly from the contributing authors as they reflect and share their insights on today's information landscape is a unique opportunity to glean from their expertise, both the opportunities and challenges that lie ahead on the horizon. Stephen Bell stated that it's important for leaders to harness their own creative potential, but they should also pay attention to creating the right culture and environment that leads to a creative library organization as a whole. Part 4, Managing Information Organizations explores the profession's ethical code and the ideals of intellectual freedom, including how those principles have been challenged in the past and how they are likely to be the focus of controversy in the future. It also examines some legal issues related to information access such as copyright and information licensing. Chapter 26 demonstrates the importance of data management and data analysis for information professionals and provides different techniques and tools for recovery, preservation, visualization, and data governance. Chapter 27 discusses the factors that affect interpersonal communication and the skills needed for information professionals to become effective communicators. Of tremendous value to this book are its contributing authors. These authors were specifically chosen for their expertise, passion, and commitment, not only to the field of information science, but also to the professional development of tomorrow's information leaders. I would like to now introduce the panel for today's webinar. Dr. Frank Cervone is the Director of Information Technology and College Information Security Officer for the School of Public Health at the University of Illinois at Chicago. His expertise includes more than 25 years of leadership in libraries and information organizations developing systems and services that have helped to advance teaching, learning, and the management of knowledge and information. Dr. Sue W. Alman teaches courses in interpersonal communication and marketing public relations for information professionals at the San Jose State University School of Information. She is the author of Chapter 27, Communication, Marketing, and Outreach Strategies. There are six key themes for the second edition of Information Services today, an introduction. Chapters 26 and 27 address four of those key themes. These chapters all provide an overall state of the field beginning with the history of the information organization and key influencers to forecasting future trends and issues that will require information professionals to remain forward thinking. They also address how libraries and information centers will remain valuable entities in their communities, but to thrive, they will need to remain creative, innovative, and technologically advanced. Additionally, they address new competencies, roles, and opportunities for information professionals, and they address challenges and key issues of the field and for the sustainability and essentialness of the information organization. So Frank and Sue, what is your interpretation of these themes and how do you specifically relate to your chapter's content? Frank, let's begin with you. So I think when we think about data management and data analysis, one of the aspects of this that I think is the most interesting is that it really is very contextual in that it depends significantly on the nature of the organization and what role people play in that particular organization. As the amount of data has expanded, this has become one of the largest issues that organizations are facing because our concept of data is evolving. So in the past, we used to think of data in very defined terms. So for example, in a library, we thought about mark records in a commercial organization, we thought about counts receivable records, but today we have all sorts of data that are coming into our organizations that we would have never imagined even five years ago. And so our practices need to evolve as well. Because we have so much new data coming into our organizations, really our ideas related to data analysis are expanding. And a lot of this has to do with the increased computational ability that we have. I mean, we can collect data from devices that, again, we would have never thought about 10 years ago. Who would have imagined that wearing something on your wrist would result in literally terabytes of data that might be of use in analysis. The other thing that is changing in the world of data management and analysis is that our work is becoming increasingly outside of traditional environments. So for example, the concept of the embedded librarian is very common. But this is also true for data analysis as well is that it's moving out to the functional units within organizations. And also, as this happens, our ideas related to preservation and particularly the massive amount of data that we're collecting are a very fluid concept as well. Because when we're talking about managing data at a massive scale, the idea of just simply preserving data, preserving everything is not really feasible. And we really have to think about that. In addition to what our regulatory compliance issues may be in preserving data, in some cases we have to preserve data, in some cases we shouldn't be. Thank you very much, Frank. Sue, let me turn to you now. What are your thoughts? Well, thank you. There are new competencies, roles and opportunities in the field of communications and marketing. Some of these have been around for a while but have some new twists to them. I want to direct everybody's attention to a study that has been done at the San Jose School of Information about MLIS skills at work. And as you can see, this study in 2017 and in 2016 has defined the most in-demand skill across all jobs as communication and interpersonal skills. And this study has been done looking at job ads from across the spectrum, taking a snapshot. So they are very important and there's something that all information professionals should aspire to increase their competency in this area. Also, the most frequently listed job duty is collaborating and liaising so that you need to have your communication skills, marketing skills, very top notch in order to meet the demands of positions today. So some of the other in-demand skills that fall into this category are collaboration and teamwork, customer and user service, diversity and sensitivity, and training and instruction. And this goes with face-to-face communication. There's verbal communication, body language, and written communication, which we've always had, longhand electronic chats. But there's now a new language of emoji and we may be expected to interact with others in an electronic environment using these different languages. But social media is changing so rapidly that we need to keep up to date on all the different platforms that are available and what our users and the people in our workforce want. And as you can see on the next slide, that this discipline, this specialization is increasingly complex as information professionals interact with users in both the physical and virtual spaces. Face-to-face interactions rely on body language and tone, in addition to the spoken word, and it may be in very different languages. The increasing use of social media platforms require information professionals to understand which ones are relevant to their users and how to transmit messages. One platform may be limited to a certain number of characters, another may allow graphics and images along with text, and as I mentioned before, some may just use emojis. So our challenges are to understand our users and our people in our workforce to know what they need for interpersonal communications and the way we market to them. And we do need to pay attention to whether it's going to be print, digital, audio, video, which languages we'll use, and whether we're going to be using website, email, social media. As I said, very complex and things that we need to explore individually and in our workplace. So thank you. Thank you so much, Sue and Frank. So I'd like to see if you have any further reflections about these key themes and how they relate to either of your chapters or if there were any observations or comments you would like to make at this time about what you heard today. Well, I jotted down a couple things that Frank said, and it would be fun to discuss them at more length. But he talked about the data that you can get from your wrist, things that we've never even thought of before. And this all plays into communication and marketing. How can we reach people that have the new technologies and how can we use the data that's coming out to be more effective. And he also mentioned embedded librarians. So there are more positions that are using the data and also changing the way we communicate and the way we market to other groups. Thank you, Sue Frank. Did you want to add anything? Yeah, I think what was actually very interesting for me in something that we really didn't discuss a whole lot in the chapter itself. But the nature of work in information technology and in various areas in libraries is changing. And so positions that we used to think that perhaps we didn't really need or weren't necessarily geared toward folks who were great communicators or needed to communicate a lot. That's not really true anymore. It really doesn't matter what position you're in and what type of organization. The need to be able to communicate well is critical for success in any role, whether it's data management, embedded librarianship, what have you. Great. Thank you, Frank and Sue. Let's let's move on to the next question. So I'd like to now direct our attention to today's information landscape. The first edition of the book came out three years ago. And as you know, the field of library and information science is in constant flux. So what are some of the key changes as they relate to your chapter's topic that have occurred since the first edition came out three years ago. So Frank, we'll start with you. Well, I think probably the biggest change has been just the absolute explosion of data, both as a result of the Internet of Things and the ability to collect all types of data from all types of devices. But also what I think is particularly interesting is that a lot of the data that we are collecting now is essentially unstructured. And really what we mean by that is that rather than sort of the traditional data that we might get as a result of feed from some other system or data that we create. So for example, again, a mark record, much of the data that comes in through the Internet of Things and from other types of devices really isn't structured. So for example, just think of a Twitter feed. Well, there are some clearly defined fields within something like that. The actual text itself is not structured. And so the way that we analyze that data is going to be significantly different from what we've done in the past. The other aspect of this, of course, is the increased reliance on analytics to make sense of data because there's so much data we can't do traditional reporting and have that really provide us with information that is going to be useful for decision making in our organizations. Concurrently with that then is that the presentation of data in written form because again of the explosion of the amount of data is less meaningful in many contexts as well. And so there's an increased emphasis on using visualization as a tool for understanding. And it's critical for us as information professionals to be able to work with data in ways that will provide it in visualizations that will help folks make sense of what they are actually experiencing and seeing in their data. And then finally, of course, the focus on security and data protection disaster planning is increasingly critical for all types of organizations and then also compliance with the increasing regulatory nature of how data is used both within the United States and internationally. So there are a lot of different things that are going on in the current environment that are very different from three or five years ago. Thank you very much, Frank. So Sue, what are your thoughts? Well, there are some key changes in marketing and communication. And as I mentioned earlier, it's the increased use of social media that there are so many different ways to communicate with groups through the different platforms. We need to be able to provide information to our users to the workforce and understanding what is their preferred method for getting that information. It's also in promoting our resources and services. Not everyone who comes into our organization uses social media. So there's got to be a balance in understanding your audience and knowing what's going to be best for them. What I see the biggest change, though, in the last three years are social issues and there are many of them. There's homelessness, there is abuse, but one issue that is viewed in every type of organization for both users and employees is drug overdose and the opioid epidemic. And there's so much in the news about what libraries are doing to inform the public, to train their staff, and how this comes into play with both communication and with marketing is your collaborating, your liaison with health and welfare organizations, and your promoting services to those in need. So you're looking at informing the public, informing your employees, and trying to deal with this social issue in a meaningful way. So those are what I see as the biggest changes in our profession. Thank you very much, Sue. Frank and Sue, I wondered if there were any further thoughts that you had on this on this topic about some of the changes that have been happening and you both identified some really important significant changes that are impacting our society and the way that we do our work in organizations. Well, if I may, some things that Frank said really point to the need to communicate within the organization with everyone there. So whatever role you have, talking to the people who are collecting the data with Frank's group, understanding what they have, making our services more in line with what the data shows. So we need to be able to communicate within the organizations and outside the organizations. Thank you, Sue. Frank, did you have anything more? I think my comments would be very similar to that in that, particularly in an interdisciplinary or even a transdisciplinary environment, the need for communication and working across boundaries is increasingly critical to the success of any organization. Thank you, Frank. Thank you, Sue. So now let's direct our attention to the future. What trends or and or emerging issues will impact the field of library information science as it relates to your chapter's topic. So Frank, again, we'll start with you. So I think if we look specifically at the issues related to data management and analysis, clearly the biggest issue right now and in the future is going to be managing the scale of the amount of data that we have, both in terms of just simply storing but also preserving it and making sure that it is available in ways that is actually useful to the people who need that data. But I think another issue that is really critical and very interesting are the increasingly conflicting requirements related to some traditional concepts that we may have and what is expected today. And so I think the best example of this really is the idea that, you know, traditionally we thought that, you know, most things should be preserved. But when you look at new regulations like the GDPR, which is the general data protection rules in the EU. In fact, one of the things that those rules say is that if you have information about a person and that person wants to be forgotten, you must delete that data. And so this really raises some very interesting both technical and philosophical issues related to what does preservation mean in today's world and in the future. Of course, information security is, has been, will be a huge issue related to data analysis and management. Increasingly, as we start collecting more information that can be personally identified, we have to take more consideration into how we're storing that data, are we storing it securely, are we making sure that only folks who should have access to the data do. And that's where really this idea of data governance comes into play is that we have to have a governance model within our organizations that allows us to address all of these different issues. And I think particularly where we need to think about in the future what sort of skills we need to develop. It really is, and obviously I'm somewhat biased, but it's in areas of data science, you know, related to analytics, visualization, statistical methods and machine learning. Traditionally, these things haven't been necessarily the core topics of what we've embraced, but I believe in the future they are going to be critical for us to be good partners with our public as well as the other folks within our organizations to help them address their information needs. Thank you very much, Frank. And Sue, what about you? I think there is going to be more of an emphasis in many larger organizations on focusing on communication and marketing, some new job titles that we are seeing now, but we're going to be more prevalent. Communication specialists and writers getting the word out to individuals about what our organizations are doing. Conflict analysts and those in HR working with the diversity in an organization to make sure that everything runs smoothly. And doing more marketing with smaller budgets in many instances, needing to get the word out to users. So there's going to be more of an emphasis on the need to market our services and resources. And we need to have a very strong understanding of the needs and communication preferences from a wide range of our users and within the workforce. So we need to know what is most effective in face to face in email, electronic, whether some people prefer chat, whether some people prefer Twitter. It's things that I've said before, but we're looking at the very best ways to communicate to make certain that we all get along. And earlier, one of the slides, there is a an increased diversity in our users and in our workforce. So we need to pay attention to generational issues, cultural issues and preferences. So I think those are the key emerging issues in communication and marketing. Thank you, Sue. Frank and Sue, did you have anything more that you'd like to add or comment on? I think the only thing that I would add is, I completely agree with everything that Sue said, we are in fact engaging in multiple efforts in both at the college level and at the university level to figure out what are the most effective communication strategies. Because indeed, there is no one strategy that's going to be successful for all of our audiences. Thank you, Frank. And I think that people moving into the profession, people who are there already, our skills need to be increased. We have to have an understanding of all the many factors that affect the people we serve and the people that we work with. Thank you, Sue. So we've addressed the changes of the past few years and the challenges and opportunities that lie ahead. At the core of the information landscape are the people who work in these organizations providing the services to the communities that they serve. This leads us to focus on today's information professional. So what advice do you have for the new information professional to meet the needs of tomorrow's information landscape? And based on your area of expertise, what are some of the key competencies that information professionals will need to succeed in meeting the needs of the communities and organizations that they serve? So Frank, what do you think? I think obviously when you're talking about data analysis and management, it tends to skew more towards the technical side. And I think that some of the things that folks should be thinking about if they're particularly interested in this particular aspect of library and information science is developing skills related to database. And traditionally we've thought about SQL type databases, but today with unstructured data, we're working with no SQL databases. Of course, we don't have time to go into what the differences between those two are. But also in the world of visualization, I know that many folks are very interested in the commercial product Tableau, but there are other products as well. But just the basic skills in understanding how to create an effective visualization and what really needs to go into that because you can't just go into the data and, you know, put a couple buttons and have it be meaningful. And that's really sort of where this data analysis kind of comes into play. So looking at tools like RapidMiner and Canine that allow you to really do some machine learning to understand what might be hidden in the data that isn't necessarily obvious. And then of course, if you're working with a large amount of data, thinking about some of the tools and techniques related to that such as, you know, Hadoop and Spark. And also some of the things that need to be considered as well is the whole area of security and compliance. This is a huge developing area. And regardless of what type of library or information organization you may be in, this is going to be a key skill, I believe, in the future, as well as disaster recovery and emergency management. In fact, actually with in IFLA, which is the International Federation of Library Associations, there's a new special interest group on libraries and emergency management situations. So clearly the role and the scope of librarianship and information science is rapidly expanding. And that will also require an additional set of skills in order to meet the needs of our publics. Thank you, Frank. Sue, what about you? Well, the amount of skills that professionals need is overwhelming and can almost take your breath away. And as we saw when I first started out, that the number one skill that is requested is the interpersonal communications. And you've got to be able to be a team player, and then you can learn some of these other skills, maybe not as in depth, but as you progress through the organization. But what I wanted to focus on is highlighting your communication and collaboration skills. And to make sure that your resume and any correspondence that you have with a prospective employer needs to be polished and professional. That you need to be able to describe successful collaborative experiences, making certain that you do give specific examples. So I always talk about the bar example where you give background, you give the action that you took, and then the results that came from that. So that you can do this in a classroom setting with group projects, something that you've participated in professionally, but make sure that you let the prospective employer know that you do have these communication and collaborative skills. And you also need to demonstrate your commitment to professional growth. There is so much to be able that needs to be learned as a professional. So participate in activities that demonstrate your dedication to ongoing professional development and be an active member and professional associations so that you can learn what is important what's needed in your organization and be ready to acquire those skills. Thank you Sue, and thank you Sue for highlighting some of the approaches that you might take to demonstrate some of the skills that are needed. Frank, I wonder if you have some suggestions to around what somebody might be able to do to develop some of the kind of more technical skills that you highlighted as being important for information professionals today. Well, I think, and not to be somewhat self serving, but you know, a number of schools of library and information science so for example San Jose State have programs and certificates in these emerging areas related to data science and data analytics. If you're just trying to look at the field and see what I'd be interested in that there are a number of courses available, both from commercial vendors as well as online open source open access types of things that would allow you to do that. And also for many people, I mean, it sounds whatever but I mean just going and getting a book and starting to look there and say, hey, you know, I could learn a lot from this, or at least enough to be able to have intelligent conversations with folks. So that you can at least be part of the conversation, even if you don't want to actually do it yourself. Great. Thank you, Frank. Sue, did you have anything more that you wanted to add? I was going to say, along with what Frank had said about taking areas of specialization, I do think that the one fabulous thing that San Jose State School of Information offers are the one and two unit courses that you can learn a little bit about the topic. I want to see if you're interested but also to give you a head start in different jobs so that you can be ready to move ahead in that area. Wonderful. Thank you. I think Frank Cervone and Sue Almond for joining us today in this webinar on managing data, communications and marketing. I am very grateful to both of them for the insights and the advice that they have shared in this webinar and also for their contribution to information services today and introduction. To the listener, thank you for joining us. I hope you've gained a deeper understanding of the changes and challenges and opportunities within the field of Library and Information Science. For more information, please check out this online supplement materials that are available and thank you again.