Searching for "makerspaces"
Library 2.017: Makerspaces
organized in partnership with Heather Moorefield-Lang, who will serve as moderator for the opening panel and as the closing keynote speaker: “There has been a lot of talk about makerspaces in libraries over the past four years. If you are unsure what makerspaces are, think of them as creative locations for tinkering, collaborating, problem solving, and creating in a library or educational space. No matter how many maker learning spaces you may visit, you will quickly notice no two are the same. Each librarian and makerspace delivers their own brand of service to their individual community. Attendees will investigate how librarians with makerspaces can create new partnerships and collaborative efforts in and with their communities, offering further services and methods to meet patron needs.”
Joining Heather for the opening hour will be: Dr. June Abbas, PhD, a Professor in the School of Library and Information Studies (SLIS) at the University of Oklahoma, Norman campus; Leanne Bowler, Associate Professor at the University of Pittsburgh; Kristin Fontichiaro, clinical associate professor at the University of Michigan School Information; Kyungwon Koh, assistant professor at the University of Oklahoma School of Library and Information Studies.
more on Makerspaces and libraries in this IMS blog
Wednesday, December 14, 2017, 1:00pm – 2:30pm, EST
The movement to help support the “maker” culture in libraries has grown and and is creating vibrant groups centered around the library in many communities. Beyond purchasing equipment and the tools necessary to produce objects, what does the library need to do to support these innovation spaces? How do traditional library services and information management support these communities and new tools? This session will explore how some of the most successful makerspaces were created and how they incorporate traditional library services. During this session, speakers from three institutions that have implemented makerspaces will discuss how they integrate traditional services into their maker initiatives. Here’s what they will be talking about:
A Librarian’s Guide to Makerspaces: 16 Resources
Clustered in co-operative workshops called “makerspaces” or “hack(er)spaces,” makers build physical stuff.
- From Stacks to Hacks: Makerspaces and LibraryBox
Space for Creation, Not Just Consumption
- Making Things in Academic Libraries
essentially it’s a place for folks to make things, perhaps writing and illustrating a zine, using the open source Arduino computing platform to program a robot, screenprinting, or creating model houses with a 3D printer. Makerspaces often include tools and equipment that are too expensive or specialized for most people to have in their homes, as well as provide a gathering place for like-minded hobbyists to create and collaborate.”
“Kids gather to make Lego robots; teens create digital music, movies, and games with computers and mixers; and students engineer new projects while adults create prototypes for small business products with laser cutters and 3D printers. Many libraries across the US have developed makerspaces—places to create, build, and craft—and they are experiencing increased visits and demand as a result. For public libraries, they are places to promote community engagement. For academic libraries, they are places where students and faculty feel welcome to do classwork and research.”
- There is a lot on Pinterest on MakerSpaces for Public Libs, but not much for Academic libraries.
- Lib school at Madison had a course on how to do it http://www.slis.wisc.edu/continueed-Makerspace.htm
- Policies, agreement form, reservation form: https://www.valdosta.edu/academics/library/depts/circulation/makerspace.php
- Budgeting http://www.njstatelib.org/NJLibraryMakerspaces
Washington district latest to eliminate librarians
Amelia Harper April 18, 2019
As school districts prioritize their budget needs for the coming year, there is a temptation to cut school librarian positions or reduce them to part-time status as some school districts are doing. The decision in SPS also comes as President Donald Trump, for a third time, has proposed to cut federal funding for the Institute for Museum and Library Services, which provides grants to both public and school libraries.
Research supports the impact that school librarians make on academic achievement, especially with regard to reading and writing scores. For instance, a Pennsylvania study cited in the Spokesman-Review article notes that 1.6% fewer students tested at the below basic level in reading when they had access to full-time librarians. The difference was even greater for minority students and those with disabilities, averaging at about a 5% improvement for those populations. Other research also supports the academic benefit of school librarians and demonstrates how they contribute to learning gains.
But modern school librarians offer so much more. They also teach digital literacy and digital citizenship in a day of easy access to misleading information and fake news. Many oversee makerspaces in libraries and learning centers that have been updated to meet a host of student needs. And they support teachers and administrators by researching information, helping with lesson plans, culling websites to create links that provide the most relevant information, and assisting with technology needs.
more on school librarians in this IMS blog
How Game-Based Learning Empowers Students for the Future
educators’ guide to game-based learning, packed with resources for gaming gurus and greenhorns alike.
How are schools and districts preparing students for future opportunities? What is the impact of game-based learning?
It’s 2019. So Why Do 21st-Century Skills Still Matter?
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.
more on game- based learning in this IMS blog
Tap your community for virtual field trip experiences
Lynne Schrum and Sandi Sumerfield 4/26/2018
Many museums now offer makerspaces and after-school programs, and universities have developed low-cost materials to spark students’ imagination and interest, such as the Carnegie Mellon CREATE Lab
The Smithsonian National Air and Space Museum in Washington, D.C
Art museums throughout the world offer virtual tours sorted by collection, artist or decade.
After one of these rich experiences, students can use free resources, such as Skype in the Classroom, to connect with experts to engage in scholarly dialogue to make their experience more meaningful and academically relevant or to interact with learners in other parts of the world.
more on virtual tours in this IMS blog
more on virtual reality in this IMS blog
more on video 360 in this blog
4 K-12 Ed Tech Trends to Watch in 2018
Analytics, virtual reality, makerspaces and digital citizenship top the minds of education experts for the year.
The EDUCAUSE Learning Initiative has just launched its 2018 Key Issues in Teaching and Learning Survey, so vote today: http://www.tinyurl.com/ki2018.
Each year, the ELI surveys the teaching and learning community in order to discover the key issues and themes in teaching and learning. These top issues provide the thematic foundation or basis for all of our conversations, courses, and publications for the coming year. Longitudinally they also provide the way to track the evolving discourse in the teaching and learning space. More information about this annual survey can be found at https://www.educause.edu/eli/initiatives/key-issues-in-teaching-and-learning.
ACADEMIC TRANSFORMATION (Holistic models supporting student success, leadership competencies for academic transformation, partnerships and collaborations across campus, IT transformation, academic transformation that is broad, strategic, and institutional in scope)
ACCESSIBILITY AND UNIVERSAL DESIGN FOR LEARNING (Supporting and educating the academic community in effective practice; intersections with instructional delivery modes; compliance issues)
ADAPTIVE TEACHING AND LEARNING (Digital courseware; adaptive technology; implications for course design and the instructor’s role; adaptive approaches that are not technology-based; integration with LMS; use of data to improve learner outcomes)
COMPETENCY-BASED EDUCATION AND NEW METHODS FOR THE ASSESSMENT OF STUDENT LEARNING (Developing collaborative cultures of assessment that bring together faculty, instructional designers, accreditation coordinators, and technical support personnel, real world experience credit)
DIGITAL AND INFORMATION LITERACIES (Student and faculty literacies; research skills; data discovery, management, and analysis skills; information visualization skills; partnerships for literacy programs; evaluation of student digital competencies; information evaluation)
EVALUATING TECHNOLOGY-BASED INSTRUCTIONAL INNOVATIONS (Tools and methods to gather data; data analysis techniques; qualitative vs. quantitative data; evaluation project design; using findings to change curricular practice; scholarship of teaching and learning; articulating results to stakeholders; just-in-time evaluation of innovations). here is my bibliographical overview on Big Data (scroll down to “Research literature”: http://blog.stcloudstate.edu/ims/2017/11/07/irdl-proposal/ )
EVOLUTION OF THE TEACHING AND LEARNING SUPPORT PROFESSION (Professional skills for T&L support; increasing emphasis on instructional design; delineating the skills, knowledge, business acumen, and political savvy for success; role of inter-institutional communities of practices and consortia; career-oriented professional development planning)
FACULTY DEVELOPMENT (Incentivizing faculty innovation; new roles for faculty and those who support them; evidence of impact on student learning/engagement of faculty development programs; faculty development intersections with learning analytics; engagement with student success)
GAMIFICATION OF LEARNING (Gamification designs for course activities; adaptive approaches to gamification; alternate reality games; simulations; technological implementation options for faculty)
INSTRUCTIONAL DESIGN (Skills and competencies for designers; integration of technology into the profession; role of data in design; evolution of the design profession (here previous blog postings on this issue: http://blog.stcloudstate.edu/ims/2017/10/04/instructional-design-3/); effective leadership and collaboration with faculty)
INTEGRATED PLANNING AND ADVISING FOR STUDENT SUCCESS (Change management and campus leadership; collaboration across units; integration of technology systems and data; dashboard design; data visualization (here previous blog postings on this issue: http://blog.stcloudstate.edu/ims?s=data+visualization); counseling and coaching advising transformation; student success analytics)
LEARNING ANALYTICS (Leveraging open data standards; privacy and ethics; both faculty and student facing reports; implementing; learning analytics to transform other services; course design implications)
LEARNING SPACE DESIGNS (Makerspaces; funding; faculty development; learning designs across disciplines; supporting integrated campus planning; ROI; accessibility/UDL; rating of classroom designs)
MICRO-CREDENTIALING AND DIGITAL BADGING (Design of badging hierarchies; stackable credentials; certificates; role of open standards; ways to publish digital badges; approaches to meta-data; implications for the transcript; Personalized learning transcripts and blockchain technology (here previous blog postings on this issue: http://blog.stcloudstate.edu/ims?s=blockchain)
MOBILE LEARNING (Curricular use of mobile devices (here previous blog postings on this issue:
MULTI-DIMENSIONAL TECHNOLOGIES (Virtual, augmented, mixed, and immersive reality; video walls; integration with learning spaces; scalability, affordability, and accessibility; use of mobile devices; multi-dimensional printing and artifact creation)
NEXT-GENERATION DIGITAL LEARNING ENVIRONMENTS AND LMS SERVICES (Open standards; learning environments architectures (here previous blog postings on this issue: http://blog.stcloudstate.edu/ims/2017/03/28/digital-learning/; social learning environments; customization and personalization; OER integration; intersections with learning modalities such as adaptive, online, etc.; LMS evaluation, integration and support)
ONLINE AND BLENDED TEACHING AND LEARNING (Flipped course models; leveraging MOOCs in online learning; course development models; intersections with analytics; humanization of online courses; student engagement)
OPEN EDUCATION (Resources, textbooks, content; quality and editorial issues; faculty development; intersections with student success/access; analytics; licensing; affordability; business models; accessibility and sustainability)
PRIVACY AND SECURITY (Formulation of policies on privacy and data protection; increased sharing of data via open standards for internal and external purposes; increased use of cloud-based and third party options; education of faculty, students, and administrators)
WORKING WITH EMERGING LEARNING TECHNOLOGY (Scalability and diffusion; effective piloting practices; investments; faculty development; funding; evaluation methods and rubrics; interoperability; data-driven decision-making)
learning and teaching in this IMS blog
Proposal |Project Title
The 21st Century Skills of the Academic Librarian in Bulgaria
Plamen Miltenoff, PhD, MLIS, http://web.stcloudstate.edu/pmiltenoff/faculty/
My experience and connections with the library organizations and professionals from Moldova, Bulgaria and Austria, as well as my 17+ years working at the St. Cloud State University library provides me with an opportunity for comparison and, consequently, proposal for collaborative practices with Bulgarian academic librarians.
Project Duration: one year
Problem Identification: Through the years, my work with faculty and librarians from Shoumen University (http://shu-bg.net/ ), Plovdiv University (https://uni-plovdiv.bg/), New Bulgarian University (https://nbu.bg/), the American University (https://www.aubg.edu/) and Sofia University (https://www.uni-sofia.bg/) helped me identify differences and similarities in the work of the Bulgarian educational institutions and academia from abroad.
The role of the academic librarian in the educational process is different/limited in Bulgaria compared to the United States. During a collaboration on gamifying library instruction (http://web.stcloudstate.edu/pmiltenoff/bi/), the NBU librarians demonstrated their propensity to shift their campus role close to the campus role of American librarians, yet in general the Bulgarian library guild remains traditional in their view of their responsibilities toward the educational process on campus.
This proposal aims regular discussions among professionals from Bulgarian and American (possibly other nations) librarians to determine the framework regarding librarian’s responsibilities. Are academic librarians faculty members or staff? Do they have teaching or service (or both) responsibilities? What are 20th century academic librarians’ responsibilities are to be preserved? Updated? What are the 21st century responsibilities to be gained? What is the relationship between academic librarians and faculty? What is expected from an academic librarians to ensure learning happens? To benefit faculty’s teaching?
A comparison of academic library structures, job descriptions, models and discourses can lead to deep[er] analysis of existing structures and possible reorganizations to improve the role of the library in particular and the efficiency of the educational institution in general.
Comparisons of topics and syllabi: multiliteraices as successor of information literacy? Is the academic library the hub for technological innovations (e.g makerspaces, 3D printing, virtual reality/augmented reality) and if not, what is the academic library role in the process?
Other relevant topics / issues are expected to transpire during such discourse.
The project is organized in collaboration of synchronous and asynchronous character during the span of one academic year. Three synchronous sessions each semester (six sessions for the entire semester) will provide a forum through e-conferencing tools (e.g. Adobe Connect, WebEx, Skype, Google Hangout etc.) for live discussions and planning. Weekly asynchronous dialog through social media (e.g. blog, Facebook Group, Google Group etc.) will provide the platform/ hub/ forum daily/detailed preparation for the monthly synchronous meetings.
Most valuable feedback through the weekly asynchronous discussions will be voted by participants and three best weekly contributions will be awarded badges. At the end of the academic year, the three contributors with largest collection of badges will be awarded cost for registration fee, travel and lodging to an important European conference regarding libraries and education.
The experience and lessons from the process will be summed up, published and presented at local (Bulgarian), regional (Balkans) and international (European, U.S.) educational conferences and events. Similar cross-cultural experiences and studies will be research and comparison and future collaboration will be sought.
- The use of synchronous tools will provide technological and didactical practice for academic librarians; an experience they later can apply in their service to the campus community.
- Same with the asynchronous tools / social media
- The practice and experience of using social media for institutional purposes can help librarians figure out pertinent outreach to the recent and incoming students (Millennials and Gen Y)
- The use of social media will provide transparency and participatory governing of the process.
The lessons from such endeavor aim to bring closer collaboration and understanding between academic librarians and campus faculty. Such collaboration can be measured, as well as impact of improved teaching and improved learning. The measurements should convince university administration to further support the continues process of cross-cultural collaboration between academic librarians.
NMC/CoSN Horizon Report 2017 K–12 Edition
p. 16 Growing Focus on Measuring Learning
p. 18 Redesigning Learning Spaces
Biophilic Design for Schools : The innate tendency in human beings to focus on life and lifelike processes is biophilia
p. 20 Coding as a Literacy
Significant Challenges Impeding Technology Adoption in K–12 Education
Improving Digital Literacy.
Schools are charged with developing students’ digital citizenship, ensuring mastery of responsible and appropriate technology use, including online etiquette and digital rights and responsibilities in blended and online learning settings. Due to the multitude of elements comprising digital literacy, it is a challenge for schools to implement a comprehensive and cohesive approach to embedding it in curricula.
Rethinking the Roles of Teachers.
Pre-service teacher training programs are also challenged to equip educators with digital and social–emotional competencies, such as the ability to analyze and use student data, amid other professional requirements to ensure classroom readiness.
p. 28 Improving Digital Literacy
Digital literacy spans across subjects and grades, taking a school-wide effort to embed it in curricula. This can ensure that students are empowered to adapt in a quickly changing world
Education Overview: Digital Literacy Has to Encompass More Than Social Use
What Web Literacy Skills are Missing from Learning Standards? Are current learning standards addressing the essential web literacy skills everyone should know?https://medium.com/read-write-participate/what-essential-web-skills-are-missing-from-current-learning-standards-66e1b6e99c72
The American Library Association (ALA) defines digital literacy as “the ability to use information and communication technologies to find, evaluate, create, and communicate or share information, requiring both cognitive and technical skills.” While the ALA’s definition does align to some of the skills in “Participate”, it does not specifically mention the skills related to the “Open Practice.”
The library community’s digital and information literacy standards do not specifically include the coding, revision and remixing of digital content as skills required for creating digital information. Most digital content created for the web is “dynamic,” rather than fixed, and coding and remixing skills are needed to create new content and refresh or repurpose existing content. Leaving out these critical skills ignores the fact that library professionals need to be able to build and contribute online content to the ever-changing Internet.
p. 30 Rethinking the Roles of Teachers
Teachers implementing new games and software learn alongside students, which requires
a degree of risk on the teacher’s part as they try new methods and learn what works
p. 32 Teaching Computational Thinking
p. 36 Sustaining Innovation through Leadership Changes
shift the role of teachers from depositors of knowledge to mentors working alongside students;
p. 38 Important Developments in Educational Technology for K–12 Education
Consumer technologies are tools created for recreational and professional purposes and were not designed, at least initially, for educational use — though they may serve well as learning aids and be quite adaptable for use in schools.
Drones > Real-Time Communication Tools > Robotics > Wearable Technology
Digital strategies are not so much technologies as they are ways of using devices and software to enrich teaching and learning, whether inside or outside the classroom.
> Games and Gamification > Location Intelligence > Makerspaces > Preservation and Conservation Technologies
Enabling technologies are those technologies that have the potential to transform what we expect of our devices and tools. The link to learning in this category is less easy to make, but this group of technologies is where substantive technological innovation begins to be visible. Enabling technologies expand the reach of our tools, making them more capable and useful
Affective Computing > Analytics Technologies > Artificial Intelligence > Dynamic Spectrum and TV White Spaces > Electrovibration > Flexible Displays > Mesh Networks > Mobile Broadband > Natural User Interfaces > Near Field Communication > Next Generation Batteries > Open Hardware > Software-Defined Networking > Speech-to-Speech Translation > Virtual Assistants > Wireless Powe
Internet technologies include techniques and essential infrastructure that help to make the technologies underlying how we interact with the network more transparent, less obtrusive, and easier to use.
Bibliometrics and Citation Technologies > Blockchain > Digital Scholarship Technologies > Internet of Things > Syndication Tools
Learning technologies include both tools and resources developed expressly for the education sector, as well as pathways of development that may include tools adapted from other purposes that are matched with strategies to make them useful for learning.
Adaptive Learning Technologies > Microlearning Technologies > Mobile Learning > Online Learning > Virtual and Remote Laboratories
Social media technologies could have been subsumed under the consumer technology category, but they have become so ever-present and so widely used in every part of society that they have been elevated to their own category.
Crowdsourcing > Online Identity > Social Networks > Virtual Worlds
Visualization technologies run the gamut from simple infographics to complex forms of visual data analysis
3D Printing > GIS/Mapping > Information Visualization > Mixed Reality > Virtual Reality
p. 46 Virtual Reality
p. 48 AI
p. 50 IoT