Session Title: Measuring Learning Outcomes of New Library Initiatives Coordinator: Professor Plamen Miltenoff, Ph.D., MLIS, St. Cloud State University, USA Contact: email@example.com 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?
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?
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.
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
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.
Faced with increasingly complex communication technologies—voice, video, multimedia, animation—university faculty, expert in their own disciplines, find themselves technically perplexed, largely unprepared to build digital courses.
instructional designers, long employed by industry, joined online academic teams, working closely with faculty to upload and integrate interactive and engaging content.
nstructional designers, as part of their skillset, turned to digital authoring systems, software introduced to stimulate engagement, encouraging virtual students to interface actively with digital materials, often by tapping at a keyboard or touching the screen as in a video game. Most authoring software also integrates assessment tools, testing learning outcomes.
With authoring software, instructional designers can steer online students through a mixtape of digital content—videos, graphs, weblinks, PDFs, drag-and-drop activities, PowerPoint slides, quizzes, survey tools and so on. Some of the systems also offer video editing, recording and screen downloading options
As with a pinwheel set in motion, insights from many disciplines—artificial intelligence, cognitive science, linguistics, educational psychology and data analytics—have come together to form a relatively new field known as learning science, propelling advances in a new personalized practice—adaptive learning.
Of the top providers, Coursera, the Wall Street-financed company that grew out of the Stanford breakthrough, is the champion with 37 million learners, followed by edX, an MIT-Harvard joint venture, with 18 million. Launched in 2013, XuetangX, the Chinese platform in third place, claims 18 million.
Former Yale President Rick Levin, who served as Coursera’s CEO for a few years, speaking by phone last week, was optimistic about the role MOOCs will play in the digital economy. “The biggest surprise,” Levin argued, “is how strongly MOOCs have been accepted in the corporate world to up-skill employees, especially as the workforce is being transformed by job displacement. It’s the right time for MOOCs to play a major role.”
In virtual education, pedagogy, not technology, drives the metamorphosis from absence to presence, illusion into reality. Skilled online instruction that introduces peer-to-peer learning, virtual teamwork and other pedagogical innovations stimulate active learning. Online learning is not just another edtech product, but an innovative teaching practice. It’s a mistake to think of digital education merely as a device you switch on and off like a garage door.
The study, “The Potential for Game-based Learning to Improve Outcomes for Nontraditional Students,” is based on research funded by the Bill & Melinda Gates Foundation and includes insights from a survey of 1,700 students, 11 in-person focus groups and interviews with teachers and school leaders. Educators said games could be especially helpful in several areas: auto-assessing whether students can apply what they’ve learned, building employment competencies and improving study skills.
Definition: Muzzy Lane characterizes them as learners who meet two of the following criteria: – returning to school after pausing their education,
– balancing education with work and family responsibilities,
– English as a second language learners, or
– the first members of their families to attend college.
21st-century trends such as makerspaces, flipped learning, genius hour, gamification, and more.
EdLeader21, a national network of Battelle for Kids.has developed a toolkit to guide districts and independent schools in developing their own “portrait of a graduate” as a visioning exercise. In some communities, global citizenship rises to the top of the wish list of desired outcomes. Others emphasize entrepreneurship, civic engagement, or traits like persistence or self-management.
ISTE Standards for Students highlight digital citizenship and computational thinking as key skills that will enable students to thrive as empowered learners. The U.S. Department of Education describes a globally competent student as one who can investigate the world, weigh perspectives, communicate effectively with diverse audiences, and take action.
Frameworks provide mental models, but “don’t usually help educators know what to do differently,” argues technology leadership expert Scott McLeod in his latest book, Harnessing Technology for Deeper Learning. He and co-author Julie Graber outline deliberate shifts that help teachers redesign traditional lessons to emphasize goals such as critical thinking, authenticity, and conceptual understanding.
1. Wondering how to teach and assess 21st-century competencies? The Buck Institute for Education offers a wide range of resources, including the book, PBL for 21st Century Success: Teaching Critical Thinking, Collaboration, Communication, and Creativity (Boss, 2013), and downloadable rubrics for each of the 4Cs.
2. For more strategies about harnessing technology for deeper learning,listen to the EdSurge podcast featuring edtech expert and author Scott McLeod.
3. Eager to see 21st-century learning in action? Getting Smart offers suggestions for using school visits as a springboard for professional learning, including a list of recommended sites. Bob Pearlman, a leader in 21st century learning, offers more recommendations.
United States digital literacy frameworks tend to focus on educational policy details and personal empowerment, the latter encouraging learners to become more effective students, better creators, smarter information consumers, and more influential members of their community.
National policies are vitally important in European digital literacy work, unsurprising for a continent well populated with nation-states and struggling to redefine itself, while still trying to grow economies in the wake of the 2008 financial crisis and subsequent financial pressures
African digital literacy is more business-oriented.
Middle Eastern nations offer yet another variation, with a strong focus on media literacy. As with other regions, this can be a response to countries with strong state influence or control over local media. It can also represent a drive to produce more locally-sourced content, as opposed to consuming material from abroad, which may elicit criticism of neocolonialism or religious challenges.
p. 14 Digital literacy for Humanities: What does it mean to be digitally literate in history, literature, or philosophy? Creativity in these disciplines often involves textuality, given the large role writing plays in them, as, for example, in the Folger Shakespeare Library’s instructor’s guide. In the digital realm, this can include web-based writing through social media, along with the creation of multimedia projects through posters, presentations, and video. Information literacy remains a key part of digital literacy in the humanities. The digital humanities movement has not seen much connection with digital literacy, unfortunately, but their alignment seems likely, given the turn toward using digital technologies to explore humanities questions. That development could then foster a spread of other technologies and approaches to the rest of the humanities, including mapping, data visualization, text mining, web-based digital archives, and “distant reading” (working with very large bodies of texts). The digital humanities’ emphasis on making projects may also increase
Digital Literacy for Business: Digital literacy in this world is focused on manipulation of data, from spreadsheets to more advanced modeling software, leading up to degrees in management information systems. Management classes unsurprisingly focus on how to organize people working on and with digital tools.
Digital Literacy for Computer Science: Naturally, coding appears as a central competency within this discipline. Other aspects of the digital world feature prominently, including hardware and network architecture. Some courses housed within the computer science discipline offer a deeper examination of the impact of computing on society and politics, along with how to use digital tools. Media production plays a minor role here, beyond publications (posters, videos), as many institutions assign multimedia to other departments. Looking forward to a future when automation has become both more widespread and powerful, developing artificial intelligence projects will potentially play a role in computer science literacy.
In traditional instruction, students’ first contact with new ideas happens in class, usually through direct instruction from the professor; after exposure to the basics, students are turned out of the classroom to tackle the most difficult tasks in learning — those that involve application, analysis, synthesis, and creativity — in their individual spaces. Flipped learning reverses this, by moving first contact with new concepts to the individual space and using the newly-expanded time in class for students to pursue difficult, higher-level tasks together, with the instructor as a guide.
Let’s take a look at some of the myths about flipped learning and try to find the facts.
Myth: Flipped learning is predicated on recording videos for students to watch before class.
Fact: Flipped learning does not require video. Although many real-life implementations of flipped learning use video, there’s nothing that says video must be used. In fact, one of the earliest instances of flipped learning — Eric Mazur’s peer instruction concept, used in Harvard physics classes — uses no video but rather an online text outfitted with social annotation software. And one of the most successful public instances of flipped learning, an edX course on numerical methods designed by Lorena Barba of George Washington University, uses precisely one video. Video is simply not necessary for flipped learning, and many alternatives to video can lead to effective flipped learning environments [http://rtalbert.org/flipped-learning-without-video/].
Fact: Flipped learning optimizes face-to-face teaching. Flipped learning may (but does not always) replace lectures in class, but this is not to say that it replaces teaching. Teaching and “telling” are not the same thing.
Myth: Flipped learning has no evidence to back up its effectiveness.
Fact: Flipped learning research is growing at an exponential pace and has been since at least 2014. That research — 131 peer-reviewed articles in the first half of 2017 alone — includes results from primary, secondary, and postsecondary education in nearly every discipline, most showing significant improvements in student learning, motivation, and critical thinking skills.
Myth: Flipped learning is a fad.
Fact: Flipped learning has been with us in the form defined here for nearly 20 years.
Myth: People have been doing flipped learning for centuries.
Fact: Flipped learning is not just a rebranding of old techniques. The basic concept of students doing individually active work to encounter new ideas that are then built upon in class is almost as old as the university itself. So flipped learning is, in a real sense, a modern means of returning higher education to its roots. Even so, flipped learning is different from these time-honored techniques.
Myth: Students and professors prefer lecture over flipped learning.
Fact: Students and professors embrace flipped learning once they understand the benefits. It’s true that professors often enjoy their lectures, and students often enjoy being lectured to. But the question is not who “enjoys” what, but rather what helps students learn the best.They know what the research says about the effectiveness of active learning
Assertion: Flipped learning provides a platform for implementing active learning in a way that works powerfully for students.
The Exposure Approach: we don’t provide a way for participants to determine if they learned anything new or now have the confidence or competence to apply what they learned.
The Exemplar Approach: from ‘show and tell’ for adults to show, tell, do and learn.
The Tutorial Approach: Getting a group that can meet at the same time and place can be challenging. That is why many faculty report a preference for self-paced professional development.build in simple self-assessment checks. We can add prompts that invite people to engage in some sort of follow up activity with a colleague. We can also add an elective option for faculty in a tutorial to actually create or do something with what they learned and then submit it for direct or narrative feedback.
The Course Approach: a non-credit format, these have the benefits of a more structured and lengthy learning experience, even if they are just three to five-week short courses that meet online or in-person once every week or two.involve badges, portfolios, peer assessment, self-assessment, or one-on-one feedback from a facilitator
The Academy Approach: like the course approach, is one that tends to be a deeper and more extended experience. People might gather in a cohort over a year or longer.Assessment through coaching and mentoring, the use of portfolios, peer feedback and much more can be easily incorporated to add a rich assessment element to such longer-term professional development programs.
The Mentoring Approach: The mentors often don’t set specific learning goals with the mentee. Instead, it is often a set of structured meetings, but also someone to whom mentees can turn with questions and tips along the way.
The Coaching Approach: A mentor tends to be a broader type of relationship with a person.A coaching relationship tends to be more focused upon specific goals, tasks or outcomes.
The Peer Approach:This can be done on a 1:1 basis or in small groups, where those who are teaching the same courses are able to compare notes on curricula and teaching models. They might give each other feedback on how to teach certain concepts, how to write syllabi, how to handle certain teaching and learning challenges, and much more. Faculty might sit in on each other’s courses, observe, and give feedback afterward.
The Self-Directed Approach:a self-assessment strategy such as setting goals and creating simple checklists and rubrics to monitor our progress. Or, we invite feedback from colleagues, often in a narrative and/or informal format. We might also create a portfolio of our work, or engage in some sort of learning journal that documents our thoughts, experiments, experiences, and learning along the way.
In 2014, administrators at Central Piedmont Community College (CPCC) in Charlotte, North Carolina, began talks with members of the North Carolina State Board of Community Colleges and North Carolina Community College System (NCCCS) leadership about starting a CBE program.
Building on an existing project at CPCC for identifying the elements of a digital learning environment (DLE), which was itself influenced by the EDUCAUSE publication The Next Generation Digital Learning Environment: A Report on Research,1 the committee reached consensus on a DLE concept and a shared lexicon: the “Digital Learning Environment Operational Definitions,