Searching for "learning outcomes"

Measuring Learning Outcomes of New Library Initiatives

International Conference on Qualitative and Quantitative Methods in Libraries 2018 (QQML2018)

Where: Cultural Centre Of Chania

also live broadcast at

Posted by InforMedia Services on Thursday, May 24, 2018

When: May 24, 12:30AM-2:30PM (local time; 4:40AM-6:30AM, Chicago Central)

Programme QQML2018-23pgopv

Live broadcasts from some of the sessions:

#QQML2018 Sebastian Bock w @Springer Nature about citation #metrics and beyond

Posted by InforMedia Services on Wednesday, May 23, 2018

Here is a link to Sebastian Bock’s presentation:


Posted by InforMedia Services on Wednesday, May 23, 2018

#qqml2018 after two hurricanes presenting

Posted by InforMedia Services on Thursday, May 24, 2018

#qqml2018 Carla Fulgham hashtags

Posted by InforMedia Services on Wednesday, May 23, 2018

Information literacy skills and college students from Jade Geary

Session 1:

Session Title: Measuring Learning Outcomes of New Library Initiatives Coordinator: Professor Plamen Miltenoff, Ph.D., MLIS, St. Cloud State University, USA Contact: Scope & rationale: The advent of new technologies, such as virtual/augmented/mixed reality, and new pedagogical concepts, such as gaming and gamification, steers academic libraries in uncharted territories. There is not yet sufficiently compiled research and, respectively, proof to justify financial and workforce investment in such endeavors. On the other hand, dwindling resources for education presses administration to demand justification for new endeavors. As it has been established already, technology does not teach; teachers do; a growing body of literature questions the impact of educational technology on educational outcomes. This session seeks to bring together presentations and discussion, both qualitative and quantitative research, related to new pedagogical and technological endeavors in academic libraries as part of education on campus. By experimenting with new technologies such as Video 360 degrees and new pedagogical approaches such as gaming and gamification, does the library improve learning? By experimenting with new technologies and pedagogical approaches, does the library help campus faculty to adopt these methods and improve their teaching? How can results be measured, demonstrated?

Conference program

More information and bibliography:

Social Media:




Academic libraries teaching and learning outcomes

Chad, K., & Anderson, H. (2017). The new role of the library in teaching and learning outcomes (p. ). Higher Education Library Technology.
p. 4 “Modern university libraries require remote access for large numbers of concurrent users, with fewer authentication steps and more flexible digital rights management (DRM) to satisfy student demand”. They found the most frequent problem was that core reading list titles were not available to libraries as e-books.
p. 5 Overcoming the “textbook taboo”
In the US, academic software firm bepress notes that, in response to increased student textbook costs: “Educators, institutions, and even state legislators are turning their attention toward Open Educational Resources (OER)” in order to save students money while increasing engagement and retention. As a result bepress has developed its infrastructure to host and share OER within and across institutions.21 The UMass Library Open Education Initiative estimates it has saved the institution over $1.3 million since its inception in 2011. 22 Other textbook initiatives include SUNY Open Textbooks, developed by the State University of New York Libraries, which has already published 18 textbooks, and OpenStax, developed by Rice University.
p.5. sceptics about OER rapid progress still see potential in working with publishers.
Knowledge Unlatched 23 is an example of this kind of collaboration: “We believe that by working together libraries and publishers can create a sustainable route to Open Access for scholarly books.” Groups of libraries contribute to fund publication though a crowdfunding platform. The consortium pays a fixed upfront fee for the publisher to publish the book online under a Creative Commons license.
p.6.Technology: from library systems to educational technology.The rise of the library centric reading list system
big increase in the number of universities in the UK, Australia and New Zealand deploying library reading lists solutions.The online reading list can be seen as a sort of course catalogue that gives the user a (sometimes week-by-week) course/module view on core resources and provides a link to print holdings information or the electronic full text. It differs significantly from the integrated library system (ILS) ‘course reserve’ module, notably by providing access to materials beyond the items in the library catalogue. Titles can be characterised, for example as ‘recommended’ or ‘essential’ reading and citations annotated.
Reading list software brings librarians and academics together into a system where they must cooperate to be effective. Indeed some librarians claim that the reading list system is a key library tool for transforming student learning.
Higher education institutions, particularly those in Australia, New Zealand and some other parts of Europe (including the UK) are more likely to operate a reading list model, supplying students with a (sometimes long) list of recommended titles.
p.8. E-book platforms (discusses only UK)
p.9. Data: library management information to learning analytics
p.10. Leadership
“Strong digital leadership is a key feature of effective educational organisations and its absence can be a significant barrier to progress. The digital agenda is therefore a leadership issue”. 48 (Rebooting learning for the digital age: What next for technology-enhanced higher education? Sarah Davies, Joel Mullan, Paul Feldman. Higher Education Policy Institute (HEPI) Report 93. February 2017. )
A merging of LibTech and EdTech
The LITA discussion is under RE: [lita-l] Anyone Running Multiple Discovery Layers?
from Ken Varnum:

more on academic library in this IMS blog

assessment learning outcomes

The Misguided Drive to Measure ‘Learning Outcomes’

Understanding and learning outcomes

Understanding and learning outcomes

Students will … students will … students will … students will. (Meantime the students’ will becomes defined for them, or ignored, or crushed.) Each of the above statements assume a linear, non-paradoxical, cleanly defined world.
For it turns out that two of the words we must never, ever use are “understand” and “appreciate.” These are vague words, we are told. Instead, we must use specific words like “describe,” “formulate,” “evaluate,” “identify,” and so forth.

Understanding and learning outcomes

Definitions and information on blended learning: outcomes, assessment, etc.

On Tuesday, October 15, 2013, Patrice Torcivia Prusko wrote:

Sloan defines blended as anywhere between 30-79% online, so there is a pretty wide range. (I attached a document with the reference). The following are from a Blended Workshop I attended by Dr. Norman Vaughan

More information on BL:

basic definition :
via YouTube



BL wikis:





Paulo Freire and Critical Pedagogy

Freire’s pedagogical concepts, such as problem posing, dialogue, praxis, conscientiazation and the politics of education, were devel-oped in a pre-Internet era. His work in popular education was deeply interpersonal and involved spending significant time in a community becoming familiar with the culture, linguistic patterns, and lifestyle of the people before ever embarking on teaching.

struggles to employ a critical pedagogy in the increasingly assessment-oriented, outcomes-based environment

While designed to make teaching in the online environment more efficient, these systems confront the critical pedagogue with challenges to create a teaching-learning environment that promotes critical reflection not only on the content of a course but on the very way in which content is delivered.

teaching in cyberspace requires a different teaching paradigm altogether

p. 170 Feenberg (2009) developed the Critical Theory of Technology (CTT),

p. 171 As outlined by CTT, technology creates a cyber culture that redefines human identity and the meaning and means of human interaction (Gomez, 2009). When viewed through this lens, online education is not simply another tool for the promotion of learning, but rather an all-encompassing environment managing and controlling access to information, structuring relationships, and redefining individual identities.

p. 171 While masquerading as efforts to enhance student learning, these industries are clearly profit-oriented. Knowledge has become a commodity, students have become consumers, faculty have become content providers, and schools operate as businesses

p. 172 Like Feenberg (2009), Freire would be concerned with the values and principles embedded in the technology of online learning, as well as the cyber culture it has created.

p. 173 Schools did not venture into online learning because they thought it was a better way to teach, but rather because they saw it as a way to reach unreached student populations with the promise of off-site educational offerings. Only later was attention given to developing online pedagogies.

Whereas education in the United States was originally viewed as a way to prepare students for effective citizenship, now it is seen as a way to develop loyal and capable employees of their corporate overlords

p. 174 A second area of concern is the banking nature of the LMSs. One of the underlying assumptions of an LMS like Blackboard™, Moodle™, or Brightspace™ is that the online platform is a repository of resources for teaching and learning.

Freire vehemently rejected this banking approach to education because it did not recognize or encourage the student’s creative, exploratory, and critical abilities. In the banking model the teacher is regarded as the holder and transmitter of knowledge, which is then imparted to the student. The banking model assumes the student is an empty vessel and does not value or recognize the student’s experiential and cultural knowledge

By contrast Freire argued for a problem-posing, constructivist approach that invites students to critically engage their world and one another. In the critical classroom, the student at times takes on the role of teacher and the teacher becomes a learner, inviting a sharing of power and mutual learning. While this approach can be carried out to an extent online, the LMS is set up to be the primary source of information in a course, and the teacher is assigned as the expert designer of the learning experience, thus limiting the constructivist nature and mutuality of the learning process.

p. 175 A third area of concern is the limited access to online learning to large sectors of society. While e-learning advocates tout the greater access to learning provided by online learning (Goral, 2013; Kashi & Conway, 2010), the digital divide is a reality impacting millions of students.

p. 176 A final area of concern is the disembodied nature of the online learning process. One of the major attractions of online learning to potential students is the freedom from having to be in a classroom in a particular time or place.

p. 177 Embodied learning means students must not only engage the cognitive dimension (thinking and reflection), but also partake in concrete action. This action in reflection, and reflection in action, referred to as praxis, involves acting on and in the world as one is seeking to learn about and transform the world.
To limit education to the transmission and reception of text-based knowledge without action undermines the entire learning process (Escobar et al., 1994).
Freire believed dialogue begins not with what the teacher professes to know, but with the student’s experience and knowledge.

p. 179 For Freire, the building of a learning community is essential to creating meaningful dialogue; this is also true for those who seek to teach effectively online. Palloff and Pratt (2007) contend that all online teaching must begin with building community and stress that a carefully constructed online learning community provides a space for students to test ideas, get feedback, and create a collaborative learning experience.
For Freire, learning was a social and democratic event where authoritarianism and control of the learning process are minimized.
“reading the world,” or conscientization, that is, understanding the larger political context in which experience occurs and knowledge is situated. In the current era of Facebook, Twitter, instant message, and other social media, in-depth discussion and analysis is often absent in favor of brief, often innocuous statements and personal opinions.
Through online academic databases, students have easy access to far more sources of information than previous generations. Furthermore, search engines like Google, Yahoo, and the like bring students in contact with remote sources, organizations, and individuals instantly.

p. 180 the challenge is not only the accessing of information, but also encouraging students to become discerning purveyors of information—to develop “critical digital literacy,” the capacity to effectively and critically navigate the databases and myriads of potential sources (Poore, 2011, p. 15)

more on online teaching in this IMS blog

K12 project based learning literature

Literature on project based learning for K 12

Keywords | search strategy:
project-based learning, kindergarten to high school, online leaching ? Online learning? Methodology? Online platforms.

старо но точно по темата:
Cathy Cavanaugh, & Kara Dawson. (2010). Design of Online Professional Development in Science Content and Pedagogy: A Pilot Study in Florida. Journal of Science Education and Technology, 19(5), 438–446.

flipped classroom зависи от културни особености. това изследване може да важи за Щатите, но не за България:
Raffaghelli, J. (2017). Does Flipped Classroom work? Critical analysis of empirical evidences on its effectiveness for learning. Form@re : Open Journal Per La Formazione in Rete, 17(3).

изследване от Турция
Şahin, S., & Baturay, M. (2016). The effect of 5E-learning model supported with WebQuest media on students’ achievement and satisfaction. E-Learning and Digital Media, 13(3-4), 158–175.

изследване от Гърция|
Georgios FESSAKIS, & Stavroula PRANTSOUDI. (2019). Computer Science Teachers’ Perceptions, Beliefs and Attitudes on Computational Thinking in Greece. Informatics in Education, 18(2), 227–258.

Lee, D., Huh, Y., Lin, C., & Reigeluth, C. (2018). Technology functions for personalized learning in learner-centered schools. Educational Technology Research and Development, 66(5), 1269–1302.

Brookes, T. (2017). Design challenges: Connecting the classroom to the real world. Teaching Science, 63(4), 16–19. Retrieved from

училищен библиотекар да работи с преподавател над учебен план много трудно ще стане в съврменна България, но не е невъзможно:
Boyer, B. (2015). Designer Librarian: Embedded in K12 Online Learning. 59(3), 71–76.
Educause прогнозира нарастваща роля на instructional designer при съставянето на учебни планове: e.g.;;;

Lindsey M Swagerty, & Tara Hodge. (2019). fostering creativity and curiosity: developing safer elementary STEM learning spaces. Technology and Engineering Teacher, 78(8), 20–23. Retrieved from

Tandra L. Tyler-Wood, Deborah Cockerham, & Karen R. Johnson. (2018). Implementing new technologies in a middle school curriculum: a rural perspective. Smart Learning Environments, 5(1), 1–16.

Justin Weidman, & Geoffrey Wright. (2019). promoting construction education in K-12 by using an experiential, student-centered, STEM-infused construction unit. Technology and Engineering Teacher, 79(1), 8–12. Retrieved from

това е за твоя офис за професионално ориентиране:
Destinations Career Academies Offer Support to Schools, Families Disrupted by Coronavirus (p. 68–). (2020). NewsRX LLC.

Schachter, R. (2013). Project-based learning 2.0: technology pushes PBL into fifth gear in K12. 49(12), 60–.

Lee, D., Huh, Y., Lin, C., & Reigeluth, C. (2018). Technology functions for personalized learning in learner-centered schools. Educational Technology Research and Development, 66(5), 1269–1302.

From ResearchGate:

Ching, Y.-H., & Hsu, Y.-C. (2011). Incorporating peer feedback for learning in a project-based online learning environment. ResearchGate.

D’amico, G., & Amissah, P. (2019). Advantages and Challenges of Online Project Based Learning. ResearchGate.
Dewi, U., & Kristanto, A. (2019). Development of Online Project Based Learning Models. ResearchGate.
Handoyono, N. A., & Rabiman, R. (n.d.). (PDF) Improvement of Learning Motivation and Learning Outcomes by Applying The Problem Based-Learning Method. ResearchGate. Retrieved March 22, 2020, from
Kerr, S. (2009). Project based learning online: A case study in a project based online high school. ResearchGate.
Kurubacak, G. (2004). Sharing Power and Culture Through Project-Based Online Learning (PBOL): Designing Online Knowledge Based on Multicultural Education. ResearchGate.
Kurubacak, G. (2007). Promoting Self-Motivated Learning Through Project Based Online Learning. ResearchGate.
Otieno, F. (2019). Developing a Cohesive Active Learning Approach by Integrating Theoretical Case Studies and Practical Problem-Based Learning Principles. ResearchGate.
Tran, T. Q., & Ngoc Tu, T. P. (2019). (PDF) The Important Roles of Project-Based Learning in Teaching English to High School Students. ResearchGate.
Zakaria, A., Salleh, A., Ismail, Mohd. S., & Ghavifekr, S. (2019). (PDF) Cultivating Positive Values via Online Project-Based Module (m-PAT). ResearchGate.

VIA (very important article):
McDougall, J., Readman, M., & Wilkinson, P. (2018). The uses of (digital) literacy. Learning, Media and Technology, 43(3), 263–279.

2020 Immersive Learning Technology

2020 Immersive Learning Technology

2020-Immersion-012420 per Mark Gill’s finding

Technology is rapidly changing how we learn and grow. More and more, tools and platforms that make use of virtual reality (VR), augmented reality (AR), and extended reality (ER)—collectively known as immersive learning technology—are moving from the niche world of Silicon Valley into retail stores, warehouses, factory floors, classrooms as well as corporate education and training programs. The value is clear: these immersive learning tools help companies, training providers, and educators train workers better, faster, and more efficiently. Of course, the impact doesn’t stop at the bottom line. Immersive learning presents an opportunity to reliably train employees for situations that are expensive to support, challenging to replicate, and even dangerous. And it can be done efficiently, safely, and with better learning outcomes.

1 in every 3 small and mid-size businesses in the U.S. is expected to be piloting a VR employee training program by 2021, seeing their new hires reach full productivity 50% faster as a result.1

The worldwide AR and VR market size is forecast to grow nearly 7.7 times between 2018 and 2022.

14 million AR and VR devices are expected to be sold in 2019

By 2023, enterprise VR hardware and software revenue is expected to jump 587% to $5.5 billion, up from an estimated $800 million in 2018.

Virtual Reality VR  A computer-generated experience that simulates reality. VR may include visual, auditory, or tactile experiences.

Augmented Reality AR A live experience of a physical space, where computer-enhanced visualizations, sounds, or tactile experiences overlay the real-world environment.

Mixed Reality MR A blend of virtual experiences and the real world where virtual and augmented experiences are presented simultaneously

Extended Reality ER  An immersive experience involving interactions with the real world, virtual reality, augmented reality, as well as other machines or computers adding content to the experience.

Soft Skills Technical Skills Immersive learning technologies can help people develop human skills, such as empathy, customer service, improving diversity and inclusion, and other areas

Technical Skills.  Immersive learning technologies enable workers to learn through simulated experiences, providing the opportunity for risk-free repetition of complex or dangerous technical tasks.

more on immersive learning in this IMS blog

Teaching and Learning + Student Success

EDUCAUSE Academic Communities: Teaching and Learning + Student Success

Tuesday, February 25, 2020, at 12:00 pm,
Miller Center, MC 205, the SCSU Professional Development Room
(how to get there?  )

You will receive an email from Canvas Catalog when you have been granted access to the event website. This site includes live event login details, program and speaker information, and technical requirements.

My notes from the Adobe Connect webinar

Malcolm Brown (MB) and Kathe Pelletier (KP)campus outcomes



John Martin, UW-Madison: Interesting that “Student Success” = retention. I feel retention = org success.

Cindy Auclair: Cindy Auclair – ASU – Retention is important that goes hand in hand with well-being.

Kathy Fernandes, CSU Chico: Not sure how one would measure Becoming a Citizen? We do have public Debates, Town Hall, etc. to engage with community.

Lisa Durff: I thought of digital citizenship


Jim J – MiraCosta: “as a part of teaching and learning” is a real gray area –

Jim J – MiraCosta: We may measure all of these, but there is very little formality around “teaching and learning”

Lisa Durff: very few measure instructor satisfaction

work together


student success after 2017 shifts from SS and technology to SS and other issues

digital transformation

why tech adoption doesn’t equal digital transformation. article from Forbes. MB: it is not for sale, cannot buy. not a product, but deep and coordinated shifts: culture, workforce, technology.

student success



ask for EDUCAUSE Academic Communities PDF document

Malcolm Brown: 2019 Horizon Report

Malcolm Brown: Transforming Higher Ed blog

Malcolm Brown: EDUCAUSE Student Success

more on Educause in this IMS blog

Learning analytics, student satisfaction, and student performance

Learning analytics, student satisfaction, and student performance at the UK Open University
Rienties and his team linked 151 modules (courses) and 111,256 students with students’ behaviour, satisfaction and performance at the Open University UK, using multiple regression models.

There is little correlation between student course evaluations and student performance

The design of the course matters

Student feedback on the quality of a course is really important but it is more useful as a conversation between students and instructors/designers than as a quantitative ranking of the quality of a course.  In fact using learner satisfaction as a way to rank teaching is highly misleading. Learner satisfaction encompasses a very wide range of factors as well as the teaching of a particular course. 

this research provides quantitative evidence of the importance of learning design in online and distance teaching. Good design leads to better learning outcomes. We need a shift in the power balance between university and college subject experts and learning designers resulting in the latter being treated as at least equals in the teaching process.

more on learning analytics in this IMS blog

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