The Emerging Technology Collection at Carleton University Library: Supporting Experiential Learning in the University Curriculum
Bibliographic record
Abstract
The Emerging Technology Collection at Carleton University is a successful collaboration between three units on campus: the Library, the Discovery Centre for Undergraduate Research and Engagement, and Information Technology Services. The Emerging Technology Collection began as a pilot project in January 2015 to circulate Raspberry Pis and Arduinos at the request of faculty in the Engineering Department. Due to the success of the pilot project, the collection now provides access to over 70 pieces of technology equipment for loan to support experiential learning for students. Development and implementation of the Collection is discussed. The Emerging Technology Collection has provided a number of academic benefits, such as innovative student projects, outreach and faculty engagement, and community engagement. There have also been benefits for the Library including promotion of the Library collection, continuing education for Library staff, and significant usage of the Emerging Technology Collection. Some of the challenges faced during the development of this collection are analyzed, including the need to register certain products, maintenance and upkeep of the collection, damage and replacement costs, and promoting the use of emerging technology across disciplines. This successful project underscores the value of a shared space where different units on campus can work together to develop and deliver an innovative new service. Finally, this project demonstrates the value of innovation in academic libraries that are responsive to new developments and deliver useful services. Incorporating innovation into the organizational culture of academic libraries can be a challenge, but it is possible when Library leadership actively supports new ideas and services. La collection de technologie émergente à Carleton University est une collaboration réussie entre trois unités sur le campus : la bibliothèque, le centre de découverte pour la recherche et l’engagement au premier cycle ainsi que le service de technologie de l’information. La collection de technologie émergente a vu le jour comme projet pilote en janvier 2015 avec le prêt de Raspberry Pis et d’Arduinos suite à une demande des professeurs du département de génie. Compte tenu du succès de ce projet pilote, la collection comprend maintenant plus de 70 technologies disponibles pour l’emprunt afin d’appuyer l’apprentissage par l’expérience des étudiants. Le développement et la mise en œuvre de la collection sont présentés. La collection de technologie émergente fournit de nombreux bénéfices académiques tels des projets étudiants novateurs, la sensibilisation et l’engagement du corps professoral ainsi que l’engagement de la communauté. La bibliothèque bénéficie également grâce à une promotion de sa collection, la formation continue de son personnel et une utilisation significative de la collection de technologie émergente. Quelques-uns des défis à surmonter au cours du développement de cette collection sont analysés tels le besoin d’enregistrer certains produits, le maintien et l’entretien de la collection, les coûts pour bris et remplacement de produits ainsi que la promotion de l’utilisation de la technologie émergente parmi les disciplines. La réussite de ce projet souligne l’importance d’avoir des espaces partagés où divers services sur le campus peuvent travailler ensemble pour développer et offrir un nouveau service novateur. Enfin, ce projet témoigne l’importance de l’innovation au sein des bibliothèques universitaires qui répondent à de nouveaux développements et qui offrent des services utiles. Incorporer l’innovation dans la culture organisationnelle des bibliothèques universitaires peut être un défi, mais il c’est possible lorsque l’administration de la bibliothèque appuie de nouvelles idées et de nouveaux services.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.011 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.005 | 0.003 |
| Scholarly communication | 0.011 | 0.007 |
| Open science | 0.004 | 0.017 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.024 | 0.008 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".