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universal design

Universal Design for Libraries and Librarians

Instructors: Jessica Olin, Director of the Library, Robert H. Parker Library, Wesley College; and Holly Mabry, Digital Services Librarian, Gardner-Webb University

Offered: April 11 – May 27, 2016
A Moodle based web course with asynchronous weekly content lessons, tutorials, assignments, and groups discussion.

Register Online, page arranged by session date (login required)

Universal Design is the idea of designing products, places, and experiences to make them accessible to as broad a spectrum of people as possible, without requiring special modifications or adaptations. This course will present an overview of universal design as a historical movement, as a philosophy, and as an applicable set of tools. Students will learn about the diversity of experiences and capabilities that people have, including disabilities (e.g. physical, learning, cognitive, resulting from age and/or accident), cultural backgrounds, and other abilities. The class will also give students the opportunity to redesign specific products or environments to make them more universally accessible and usable.

Takeaways
By the end of this class, students will be able to…

  • Articulate the ethical, philosophical, and practical aspects of Universal Design as a method and movement – both in general and as it relates to their specific work and life circumstances
  • Demonstrate the specific pedagogical, ethical, and customer service benefits of using Universal Design principles to develop and recreate library spaces and services in order to make them more broadly accessible
  • Integrate the ideals and practicalities of Universal Design into library spaces and services via a continuous critique and evaluation cycle

 

Here’s the Course Page

Jessica Olin is the Director of the Library, Robert H. Parker Library, Wesley College. Ms. Olin received her MLIS from Simmons College in 2003 and an MAEd, with a concentration in Adult Education, from Touro University International. Her first position in higher education was at Landmark College, a college that is specifically geared to meeting the unique needs of people with learning differences. While at Landmark, Ms. Olin learned about the ethical, theoretical, and practical aspects of universal design. She has since taught an undergraduate course for both the education and the entrepreneurship departments at Hiram College on the subject.

Holly Mabry received her MLIS from UNC-Greensboro in 2009. She is currently the Digital Services Librarian at Gardner-Webb University where she manages the university’s institutional repository, and teaches the library’s for-credit online research skills course. She also works for an international virtual reference service called Chatstaff. Since finishing her MLIS, she has done several presentations at local and national library conferences on implementing universal design in libraries with a focus on accessibility for patrons with disabilities.

Dates:

February 29 – March 31, 2016

Costs:

  • LITA Member: $135
  • ALA Member: $195
  • Non-member: $260

 

Technical Requirements:

Moodle login info will be sent to registrants the week prior to the start date. The Moodle-developed course site will include weekly new content lessons and is composed of self-paced modules with facilitated interaction led by the instructor. Students regularly use the forum and chat room functions to facilitate their class participation. The course web site will be open for 1 week prior to the start date for students to have access to Moodle instructions and set their browser correctly. The course site will remain open for 90 days after the end date for students to refer back to course material.

Registration Information:

Register Online, page arranged by session date (login required)
OR
Mail or fax form to ALA Registration
OR
call 1-800-545-2433 and press 5
OR
email registration@ala.org

tenure and grants

Major US research universities changing tenure decisions due to lack of federal science funding

http://chronicle.com/article/In-an-Era-of-Tighter-Budgets/235814

Large research universities in the US have begun granting tenure to faculty members who have never won a full-sized federal grant, writes Paul Basken for the Chronicle of Higher Education. The author notes that traditionally, winning such a grant was mandatory to be considered for tenure at a major research centre, yet universities are reportedly lifting this requirement as a concession to declining levels of federal funding for science. That said, universities are still hesitant to speak about such hires, as the article notes that “among leaders at a couple of dozen institutions surveyed by The Chronicle, none were willing to identify a single faculty member who had been awarded tenure without first winning a major federal research grant.”

snapchat education

High Schools Experiment With Snapchat to Reach Teens

http://www.usnews.com/education/blogs/high-school-notes/2016/03/14/high-schools-experiment-with-snapchat-to-reach-teens

My note: the US News and World Report is behind times on its reporting, unless this article has been held for a while by their editor: teenagers moved from Snapchat as quickly as they moved away from Facebook to Twitter and from Twitter to Snapchat. The generation, which is running US News and World Report is way too slow to notice the nomadic social media moves of the Millennials.

Here is the January 2016, exchange among faculty on the blend/online education listserv, which could’ve helped the author, Alexandra Pannoni line up with the times:
https://blog.stcloudstate.edu/ims/2016/01/11/social-network-highered/

The cited case from Nebraska, Katelyn Gilroy, a library media specialist, who is using Snapchat or school purposes, can undoubtedly have a niche in education, enticing students to learn about their library, reading, etc.

However, it is questionable to present the media specialist’s case from Nebraska as a blank statement; a case, which can be adopted nationwide. Ms. Pannoni fails to mention that since 15 years ago, when instant messaging was the “snapchat” of the times, U.S. students consider these applications their “virtual mall,” where they like to hang out, but are not keen to consider them for educational purposes. In the same fashion, U.S. students are somehow unique in considering Facebook, later Twitter, then Snapchat and now Kik, Yammer, Celly, or Elgg a domain reserved for their private, extracurricular activities.

More about use of social media in education in this IMS blog:

https://blog.stcloudstate.edu/ims/?s=social+media+education&submit=Search

Millennials lacking skills across board

Shocking data reveals Millennials lacking skills across board

By Meris Stansbury,March 18th, 2016
In 2013, the Program for the International Assessment of Adult Competencies (PIAAC) released the first-ever global data on how the U.S. population aged 16 to 65 compared to other countries in terms of skills in literacy and reading, numeracy, and problem-solving in technology-rich environments (PS-TRE).
Overall, revealed the data, despite having the highest levels of educational attainment of any previous American generation, Millennials, on average, demonstrate relatively weak skills in all skill sets researched compared to their international peers.
In literacy, U.S. millennials scored lower than 15 of the 22 participating countries. Only millennials in Spain and Italy had lower scores.
Our best-educated millennials—those with a master’s or research degree—only scored higher than their peers in Ireland, Poland, and Spain.
“If we expect to have a better educated population and a more competitive workforce, policy makers and other stakeholders will need to shift the conversation from one of educational attainment to one that acknowledges the growing importance of skills and examines these more critically,” writes Kirsch. “How are skills distributed in the population and how do they relate to important social and economic outcomes? How can we ensure that students earning a high school diploma and a postsecondary degree acquire the necessary skills to fully participate in our society?

games and badges in education

U Massachusetts Launches its First Online Badge Program

https://campustechnology.com/articles/2016/03/17/u-massachusetts-launches-its-first-online-badge-program.aspx

By Joshua Bolkan, 03/17/16

The University of Massachusetts’ online consortium, UMassOnline, has launched its first non-credit badge program.

Teaching with Call of Duty, World of Warcraft Subject of New Penn State Course

https://thejournal.com/articles/2016/03/18/teaching-with-call-of-duty-world-of-warcraft-subject-of-new-penn-state-course.aspx

By Dian Schaffhauser, 03/18/16

Gaming 2 Learn,” part of Learning Design & Tech, is being offered online to current and future educators through the university’s World Campus. Instructor Ali Carr-Chellman, who once published an article on the Huffington Post titled, “We Need More Games in Schools,”

Students who participate in the course will do a project in which they pick a commercial game and describe how it integrates with their chosen content area. They also need to watch kids play their favorite games and play alongside them, then reflect on those experiences.

More on gaming in this blog:

https://blog.stcloudstate.edu/ims/?s=gaming&submit=Search

more on badges in this blog:

https://blog.stcloudstate.edu/ims/?s=badges&submit=Search

GIS geospatial

http://bootcamp.uspatial.umn.edu/

More on GIS and geospatial in this blog:
https://blog.stcloudstate.edu/ims/2015/02/04/gis-and-geoweb-technologies/

Summary

U-Spatial is pleased to announce the 2016 University of Minnesota Summer Spatial Boot Camp, an intensive, five-day geospatial workshop held on the University of Minnesota, Twin Cities campus from June 6th to 10th, 2016. Over the course of five days, participants will learn the fundamentals of Remote Sensing, GPS, LiDAR, Cartography, and more. Emphasis is on foundational skills in gathering, creating, managing, analyzing, and communicating spatial data. In addition to short courses, guest speakers will present on applications of geospatial tools and techniques.

Prerequisites

Working knowledge of Geographic Information Systems (GIS) is a prerequisite for admission to the workshop. In particular, familiarity with ArcGIS or comparable software packages is required.

Course Fees

The non-refundable participation fee for the entire workshop is $250.

Accommodation

U-Spatial has reserved a block of single-occupancy rooms in an on-campus dormitory at a rate of $46.95/night.

Timeline

Application opens: February 16, 2016

Application deadline: May 9, 2016*

Notification of acceptance: May 16, 2016

Course fee due: May 31, 2016

Workshop begins: June 6, 2016

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Analyzing and Presenting Spatial Data

http://www.dhtraining.org/hilt2016/course/spatial-data/

David McClureDigital Humanities Research Developer, Center for Interdisciplinary Digital ResearchStanford University Libraries

Description
This course will introduce students to a range of techniques for analyzing and presenting spatial data in the humanities. We’ll start with a survey of popular GUI-based tools (Neatline, Google Fusion Tables, CartoDB, QGIS, etc), exploring both their capabilities and their limitations. Motivated by the gaps in existing software, the last part of the course will consist of a basic introduction to web map programming in the browser, making use of popular open-source libraries like Leaflet, d3, and Turf.js. Along the way, we’ll touch on the basic concepts needed to get up and running with front-end software development – HTML, CSS, Javascript, and more. This course is designed for enthusiastic beginners who are looking to learn about new tools and and get started with the basic skills needed to create custom GIS applications. No previous programming experience is required.

flipped classroom resources

More on flipped classroom in this IMS blog:

https://blog.stcloudstate.edu/ims/?s=flipped&submit=Search

what is it?

  • The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed.
EDUCAUSE Learning Initiative 7 Things You Should Know About Flipped Classrooms – eli7081.pdf. (n.d.). Retrieved March 23, 2016, from https://net.educause.edu/ir/library/pdf/eli7081.pdf
  • Flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional educational arrangement by delivering instructional content, often online, outside of the classroom.

Flipped classroom. (2016, March 22). In Wikipedia, the free encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Flipped_classroom&oldid=711368580

  • In essence, “flipping the classroom” means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.
Flipping the Classroom | Center for Teaching | Vanderbilt University. (n.d.). Retrieved March 23, 2016, from https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

flipped classroom

 

flipped classroom

flipped classroom

The Flipped Class: Overcoming Common Hurdles by Edutopia:
http://www.edutopia.org/blog/flipped-learning-toolkit-common-hurdles-jon-bergmann

platforms like Blackboard and Canvas are playing a bigger role in the flipped learning environment. Other viable options include Google’s Classroom, which “automates” the sharing process but isn’t necessarily an organizational tool.
McCrea, B. (2016). 6 Flipped Learning Technologies To Watch in 2016. THE Journal. Retrieved from https://thejournal.com/articles/2016/03/16/6-flipped-learning-technologies-to-watch-in-2016.aspx

Pros:

  • Helps kids who were absent, stay current.

  • Helps kids who don’t get the lesson the first time in class.

  • Good resource for teacher assistants or student support staff who may not know the curriculum or may not know what to focus on.

  • Can attach Google spreadsheets or other online quizzes to check for comprehension, along with the video link sent to students

Pros and Cons of The Flipped Classroom. (n.d.). Retrieved March 23, 2016, from http://www.teachhub.com/pros-and-cons-flipped-classroom
  • Students have more control
  • It promotes student-centered learning and collaboration
  • Access = easier for parents to see what’s going on
  • It can be more efficient
Acedo, M. (2013, November 27). 10 Pros And Cons Of A Flipped Classroom. Retrieved from http://www.teachthought.com/learning/blended-flipped-learning/10-pros-cons-flipped-classroom/
an example of a positive take:
  • Myth #1 – Proponents of the Flipped Classroom Methodology Dislike Lectures
  • Myth #2 – Flipping Your Class Means Getting Rid of Lecturing
  • Myth #3 – Flipping Your Class Will Mean That Students Will Stop Coming to Class
  • Myth #4 – Flipping Your Class Will Require Lots of Technical Knowledge
  • Myth #5 – Flipping Your Class Will Require Huge Amounts of Time
  • Myth #6 – Students Will Not Like the Flipped Class, and Your Teaching Evaluations Will Suffer
Kim, J. (n.d.). 6 Myths of the Flipped Classroom | Inside Higher Ed. Retrieved March 23, 2016, from https://www.insidehighered.com/blogs/technology-and-learning/6-myths-flipped-classroom

Cons:

  • I have a long way to go in my skill set in making the videos interesting (they, to me anyway, are really boring to watch).
  • I’m not sure how much they (the videos) are being utilized. There are just certain items that are learned better through direct one on one contact.
  • I know as I’m teaching, I get direct feedback from my students by looking at their faces and gauging comprehension. I, as a teacher, don’t get that feedback as I’m designing and creating my videos.”
Pros and Cons of The Flipped Classroom. (n.d.). Retrieved March 23, 2016, from http://www.teachhub.com/pros-and-cons-flipped-classroom
  • It can create or exacerbate a digital divide
  • It relies on preparation and trust
  • Not naturally a test-prep form of learning
  • Time in front of screens–instead of people and places–is increased
Acedo, M. (2013, November 27). 10 Pros And Cons Of A Flipped Classroom. Retrieved from http://www.teachthought.com/learning/blended-flipped-learning/10-pros-cons-flipped-classroom/
an example of negative take:
  • I dislike the idea of giving my students homework.
  • A lecture by video is still a lecture.
  • I want my students to own their learning.
  • My students need to be able to find and critically evaluate their own resources
Wright, S. (2012, October 8). The Flip: End of a Love Affair. Retrieved March 23, 2016, from http://plpnetwork.com/2012/10/08/flip-love-affair/

Research:

Zuber, W. J. (2016). The flipped classroom, a review of the literature. Industrial & Commercial Training, 48(2), 97-103. doi:10.1108/ICT-05-2015-0039 http://www.emeraldinsight.com/doi/full/10.1108/ICT-05-2015-0039

although learning styletheories serve as a justification for different learning activities it does not provide the necessarytheoretical framework as to how the activities need to be structured (Bishop and Verleger, 2013). p. 99

One observation from the literature is there is a lack of consistency of models of the FCM (Davieset al.,2013, p. 565) in addition to a lack of research into student performance, (Findlay-Thompson andMombourquette, 2014, p. 65; Euniceet al., 2013) broader impacts on taking up too much of thestudents’time and studies of broader student demographics. In another literature review of the FCM,Bishop and Verleger concur with the observation that there is a lack of consensus as to the definitionof the method and the theoretical frameworks (Bishop and Verleger, 2013). p. 99

The FCM isheavily reliant on technology and this is an important consideration for all who consideremploying the FCM. p. 101

Flipped Classrooms’ may not have any impact on learning:
https://blog.stcloudstate.edu/ims/2013/10/23/flipped-classrooms-may-not-have-any-impact-on-learning/

Gross, B., Marinari, M., Hoffman, M., DeSimone, K., & Burke, P. (2015). Flipped @ SBU: Student Satisfaction and the College Classroom. Educational Research Quarterly, 39(2), 36-52.
we found that high levels of student engagement and course satisfaction characterised the students in the flipped courses, without any observable reduction in academic performance.

Hotle, S. L., & Garrow, L. A. (2016). Effects of the Traditional and Flipped Classrooms on Undergraduate Student Opinions and Success. Journal Of Professional Issues In Engineering Education & Practice, 142(1), 1-11. doi:10.1061/(ASCE)EI.1943-5541.0000259
It was found that student performance on quizzes was not significantly different across the traditional and flipped classrooms. A key shortcoming noted with the flipped classroom was students’ inability to ask questions during lectures. Students in flipped classrooms were more likely to attend office hours compared to traditional classroom students, but the difference was not statistically significant.

Heyborne, W. H., & Perrett, J. J. (2016). To Flip or Not to Flip? Analysis of a Flipped Classroom Pedagogy in a General Biology Course. Journal Of College Science Teaching, 45(4), 31-37.
Although the outcomes were mixed, regarding the superiority of either pedagogical approach, there does seem to be a trend toward performance gains using the flipped pedagogy. We strongly advocate for a larger multiclass study to further clarify this important pedagogical question.

Tomory, A., & Watson, S. (2015). Flipped Classrooms for Advanced Science Courses. Journal Of Science Education & Technology, 24(6), 875-887. doi:10.1007/s10956-015-9570-8

 

music education intelligence

bibliography on the impact of music on intellectual development.

Does music help learn better? get smarter? advance in life?

keywords: music, education, intelligence.

Misra, S., & Shastri, I. (2015). Pairing Linguistic and Music Intelligence. International Journal Of Multidisciplinary Approach & Studies, 2(5), 32-36.

Costa-Giomi, E. (2015). The Long-Term Effects of Childhood Music Instruction on Intelligence and General Cognitive Abilities. Update: Applications Of Research In Music Education, 33(2), 20-26.

Pelayo, J. M. G., & Galang, E. (2013). Social and Emotional Dynamics of College Students with Musical Intelligence and Musical Training: A Multiple Case Study. Retrieved from http://eric.ed.gov/?id=ED542664
Neves, V., Tarbet, V. (2007). Instrumental Music as Content Literacy Education: An Instructional Framework Based on the Continuous Improvement Process. Retrieved from http://eric.ed.gov/?id=ED499123
Conzelmann, K., & Süß, H. (2015). Auditory intelligence: Theoretical considerations and empirical findings. Learning And Individual Differences, 4027-40. doi:10.1016/j.lindif.2015.03.029

Juchniewicz, J. (2010). The Influence of Social Intelligence on Effective Music Teaching. Journal Of Research In Music Education, 58(3), 276-293.

Silvia, P. J., Thomas, K. S., Nusbaum, E. C., Beaty, R. E., & Hodges, D. A. (2016). How Does Music Training Predict Cognitive Abilities? A Bifactor Approach to Musical Expertise and Intelligence. Psychology Of Aesthetics, Creativity, And The Arts, doi:10.1037/aca0000058

Rickard, N. S., Bambrick, C. J., & Gill, A. (2012). Absence of Widespread Psychosocial and Cognitive Effects of School-Based Music Instruction in 10-13-Year-Old Students. International Journal Of Music Education, 30(1), 57-78.

Munsey, C. (2006). Music lessons may boost IQ and grades. American Psychological Association, 37(6), 13.

Schellenberg, E. G. (2011). Music lessons, emotional intelligence, and IQ. Music Perception, 29(2), 185-194. doi:10.1525/mp.2011.29.2.185

Kaviani, H., Mirbaha, H., Pournaseh, M., & Sagan, O. (2014). Can music lessons increase the performance of preschool children in IQ tests?. Cognitive Processing, 15(1), 77-84. doi:10.1007/s10339-013-0574-0

Degé, F., Kubicek, C., & Schwarzer, G. (2011). Music lessons and intelligence: A relation mediated by executive functions. Music Perception, 29(2), 195-201. doi:10.1525/mp.2011.29.2.195

Sharpe, N. N. (2014). The relationship between music instruction and academic achievement in mathematics. Dissertation Abstracts International Section A, 75. 

keywords: music, education, multimedia.

Crappell, C., Jacklin, B., & Pratt, C. (2015). Using Multimedia To Enhance Lessons And Recitals. American Music Teacher, 64(6), 10-13.

le Roux, I., & Potgieter, H. M. (1998). A Multimedia Approach to Music Education in South Africa.

Ho, W.-C. (2007). Music Students’ Perception of the Use of Multi-Media Technology at the Graduate Level in Hong Kong Higher Education. Asia Pacific Education Review, 8(1), 12–26.
Ho, W. (. (2009). The role of multimedia technology in a Hong Kong higher education music program. Visions Of Research In Music Education, 1337.
Bolden, B. (2013). Learner-Created Podcasts: Students’ Stories with Music. Music Educators Journal, 100(1), 75-80.
Orlova, E. (. (2013). Музыкальное образование и мультимедиа-проекты. Mediamuzyka/Mediamusic, 2
Moškarova, N. (. (2010). Педагогические условия интеграции мультимедийных технологий в процесс профессионального музыкального образования студентов вузов культуры и искусств. Vestnik Čelâbinskoj Gosudarstvennoj Akademii Kul’tury I Iskusstv, 24(4), 121-123.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3drih%26AN%3d2010-16211%26site%3dehost-live%26scope%3dsite
Coutinho, C., & Mota, P. (2011). Web 2.0 Technologies in Music Education in Portugal: Using Podcasts for Learning. Computers In The Schools, 28(1), 56-74. http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/07380569.2011.552043
Pao-Ta, Y., Yen-Shou, L., Hung-Hsu, T., & Yuan-Hou, C. (2010). Using a Multimodal Learning System to Support Music Instruction. Journal Of Educational Technology & Society, 13(3), 151-162.
http://http://www.slideshare.net/khbarker2009/technology-in-the-music-classroom
http://http://www.slideshare.net/ThomasDouglas1960/technology-in-music-art-education
http://http://www.slideshare.net/sspengler/technology-supports-for-the-art-and-music-classroom
http://http://www.slideshare.net/DanMassoth/leveraging-technology-in-a-music-classroom

poems and storytelling

4 Reasons to Start Class With a Poem Each Day

http://www.edutopia.org/blog/start-class-poem-each-day-brett-vogelsinge

I get a few sideways glances and furrowed brows when I explain our daily opening routine for class.

1. Poems Are Short

2. Poems Are Intense

3. Poems Connect (to Other Reading)

4. Poems Inspire (Writing)

More on digital storytelling in this IMS blog:

https://blog.stcloudstate.edu/ims/?s=digital+storytelling&submit=Search

Teaching Culturally Diverse Learners

Strategies for Teaching Culturally Diverse Learners

February 28, 2016 in Volume 6, Dr. Hope J. Hartman

the author explores the importance of understanding the multidimensional of cultural diversity and inclusion and how this understanding can be used by professors and instructors to more effectively develop varied instructional strategies which will allow them to teach with better cultural responsiveness. The author describes a variety of approaches she has used in highly diverse classrooms with undergraduate and graduate teacher education students.

Teaching with cultural responsiveness means applying strategies for culturally responsive teaching in my own courses. Teaching for cultural responsiveness means that students, pre and in-service teachers, should implement culturally responsive teaching strategies with their own preK-12 or higher education students.

Maturity

Both pre and in-service teachers are aware of culturally specific behavioral norms that result in discrepancies between the culture of many black students and the culture of the classroom. To address this gap, my students learn strategies for “culturally responsive social skills instruction” specifically designed for black adolescent males

Intelligence

Learning about this research helps students realize that even when they think that they are being responsive to cultural differences, they might be blinded by a cultural lens of invalid assumptions, causing them to lose sight of important cultural differences that can affect thinking and learning.

Cultural Identity

Everyone should realize that cultural stereotypes affecting identity go beyond race and ethnicity. For many people, their identity as adults is defined by their careers.

Gender identity/sexual orientation

Making LGBTQ resources and discussions a formal part of the curriculum helps to create a safe and accepting environment for the LGBTQ community, including not only people who identify as such, but also their parents, relatives, friends and teachers.

Special needs learners

 

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