According to the Team 5 meeting notes of 9/22/2015, presented to the library administration, under individual updates, e. Pedagogy, Active Learning/Interactivity/Focused Engagement, there are six points, including ‘flipped classroom,’ as proposed by Chris Inkster, but nothing about my proposal, which can be outlined as “changing the pedagogy of library instruction to fit the increased environment of mobile devices.” It makes the absence of my proposal even more bizarre considering that:
– during a meeting of Team 5 on Sept 23, I was questioned about my proposal and i delivered renewed explainations
– the webinar ONLINE GENERATION IS TRANSFORMING LIBRARIES: https://blog.stcloudstate.edu/ims/2015/09/22/online-generation-is-transforming-libraries/, as referred by Chris Inkster, is discussing exactly the need of pedagogical changes proposed by me.
Thus, since past proposals submitted by me were cut/ignored in a similar fashion as well as this one, I am formally entering it in a medium, which will bear the time stamp and the seal, so my proposal is not bastardized in the future and everyone can refer to the original idea, shall misunderstandings occur.
From: Miltenoff, Plamen
Sent: Monday, September 21, 2015 5:33 PM
To: Inkster, Christine D. <cinkster@stcloudstate.edu>; Gruwell, Cindy A. <cagruwell@stcloudstate.edu>; Gorman, Michael S. <msgorman@stcloudstate.edu>; Hubbs, Susan <shubbs@stcloudstate.edu>
Subject: Miller Center 218 – Remodel – TWO Questions
Good evening,
I will pick up from the correspondence below and share my thoughts thereafter.
- Several weeks ago, Cisco announced a technology, which will allow the institutional IT to assign preference of teaching content over personal usage. In my understanding, the news signals that questions about accessibility need to be accordingly rephrased. It also craves transparency on the SCSU IT.
- I have difficulties following Henry May’s ideas because of: 1. Lack of transparency and 2. Lack of didactical understanding.
The quintessential disparity (cart in front of the ox) is that from the emails below, it seems that the technology is driving didactic. If I need to prove that pedagogy drives technology, not vice versa, then there is a profound problem. I will assume that everyone agrees with pedagogy being in the center and technology is serving it. In that sense, this team and any other faculty unit trying to line up their curricular process to Henry’s vision, becomes preposterous; Henry is the one who has to be listening to the faculty and serve them.
Therefore, trying to adjust [long-term]future plans about pedagogy, by asking technology questions first, is in its best limiting. One needs to come up with a didactic frame and ask the responding questions how to furbish such frame with technology. If one assumes, as it is claimed, that this campus is moving to m-learning (mobile learning), BYOD, BYOx or any other fancy acronym, which de facto reflects the preponderance of mobile devices as main gateway to information used by students, then the pedagogy must be [re]designed for m-learning. In that sense, from a pedagogical point of view, I find perplexing focusing on MC 218 and subduing BYOD/x/mobile learning to the pedagogy, which will be exercised in a room ( MC 218). How is it mobile? Using mobile devices in room full with desktops does not make sense to me. Keep teaching a dynamic content such as library instruction in a confined room, also does not make sense to me.
Here is how I see the pedagogical reconsideration of library instruction must be considered.
In April 214, I proposed a plan, adopted from a Chicago librarian:
http://web.stcloudstate.edu/pmiltenoff/bi/
the plan reflects one of numerous possibilities to change the pedagogy of lecturing in a room (MC 218) to hands-on, real-life construct of knowledge by students on their own (constructivism). The pedagogical foundation is based on the use of personal mobile devices (BYOx), which renders the issue of MC 218 accessibility by wi fi as non-significant, since the hit on the wi fi network will be evenly distributed across the entire building.
The example above is only one of many on curriculum that needs to be changed by adopting gaming and gamification techniques:
https://blog.stcloudstate.edu/ims/2015/03/19/recommendations-for-games-and-gaming-at-lrs/
the essence of library instruction needs to change from lecturing to facilitation and consultations of students’ own construct and discovery how the library works and can help them; it needs to be a F2F rehearsal of students-librarian virtual relationship, which later on can guide and help students individually then in groups.
In that sense, MC 218 can/should to be considered a hub for activities, which mostly take place across the library. MC 218 can be the center place, where in-depth exercises are performed. Exercises, which require either: 1. Stronger processing power, 2. Intensive typing, or 3. Larger screens. While it needs to be further surveyed, I believe that MC 218 needs to have prevalent presence of dock-type of stations (recharge, dongles to connect to large screens) and other peripherals which can allow students to connect their laptops, tablets and mobile devices, then desktops.
Thank you.
Plamen
5 Essential Insights About Mobile Learning
http://ww2.kqed.org/mindshift/2014/07/15/5-essential-insights-about-mobile-learning/
1. Set goals and expectations for teaching and learning with mobile devices before worrying about the device itself.
St. Vrain Valley School District in Colorado,
Mooresville Graded School District
Consolidated High School District 230
2. Develop a strong community of support for the initiative early and keep up transparent communication with parents and community members throughout the process.
Forsyth County Schools in Georgia.
3. Think about equity, but don’t let it stop forward motion.
includes both urban and rural areas,
4. Evaluate the effectiveness of a mobile learning initiative based on the goals set at the beginning of the rollout.
5. Some of the biggest lessons learned include giving up control and trusting students.
included students in the discussions
STAY NIMBLE
While these mobile learning pioneers have seen some of the pitfalls and can help districts new to the game avoid the same stumbles, this space is changing quickly and every community’s needs will be different.
“It’s no longer just something you implement; it’s evolving and it’s unique in each location,” Bjerede said. “If you try to be cookie cutter about it you won’t meet the needs of every kid in every classroom.”
The technology will change, students will surprise their teachers and the best advice to district leaders is to stay open to all the possibilities and allow students to take control of the tremendous learning opportunity that having a device at all times could offer them.
=====================================
My note: Kathrina Schwartz offers an opinion, which reflects the second wave (withdrawl) in the 3 steps of innovation
The Struggles and Realities of Student-Driven Learning and BYOD
http://ww2.kqed.org/mindshift/2014/07/07/the-struggles-and-realities-of-student-driven-learning-and-byod/
A 2013 Pew study revealed that only 35 percent of teachers at the lowest income schools allow their students to look up information on their mobile devices, as compared to 52 percent of teachers at wealthier schools.
Many advocates of using mobile technologies say the often cited issues of student distraction are just excuses not to try something new.
“The way you discourage it is engage them in the activity so they don’t even think of sending a text. You’ve got to jump in and play their game or you’re going to lose them.”
Angela Crawford has heard all the arguments of BYOD evangelists, but doesn’t see how they match the reality of her classroom. “BYOD is very problematic in many schools, mine included, because we have a prominent engagement problem,” Crawford said.
Tactics to improve engagement like making work relevant to her students’ lives or letting them use their phones in class to look up information, haven’t worked for Crawford, although she’s tried.
When she first started, Crawford was enthusiastic about jumping into collaborative, project-based learning. “I thought my colleagues were monsters because of how they were teaching,” she said of a school where she previously worked and where teachers lectured all the time. She tried to teach students through projects, but found it was a disaster. To her students’ parents, her efforts to make the classroom “student-centered” looked like she wasn’t teaching. “There is a different perception of what a teacher should be in different cultures,” Crawford said. “And in the African-American community in the South the teacher is supposed to do direct instruction.”
“What works best for each student is really the heart of student-centered learning,” Crawford said. “Sometimes what the student needs best is direct instruction. They need that authoritative, in-control figure who is directing their learning and will get them where they need to go.” Many of Crawford’s students come from homes run by single mothers who rule with an iron hand. She tries to replicate that attitude and presence. “They respond to that; they like it,” Crawford said. “It’s comforting to them.”
Still, Crawford will not be experimenting with a bring-your-own-device program. “My problem with education innovation is we tend to want to take a new technology or a new idea and go forth with it as if it’s the silver bullet,” Crawford said. “What happens is that teachers who teach in my type of environment realize this would be a disaster in my classroom.”
Crawford is skeptical that kids in higher income areas aren’t misusing technology too. Her children attend school in a more affluent district and they tell her that kids are constantly messing around on their devices. They just switch screens when a teacher comes by. They get away with it because their teachers trust them to do their work.
“I think kids in middle class or upper middle class schools are equally distracted as low-income students,” said Bob Lenz, director of innovation at Envision Schools, a small charter network that’s part of the deeper learning movement. “It’s just that because of the privilege of their background the content and the skills that they need to gain in school — they’re coming with a lot of those skills already– so it’s not as urgently needed.”
http://podnetwork.org/event/pod-2013/
Conference program available in PDF and upub format, so I can have it on my laptop and on my mobile device: diminishes the necessity to carry and pull constantly a paper stack.
it is the only conference I know with 6AM yoga. Strong spirit in a strong body. LRS & CETL must find space and instructors an offer mediation + yoga opportunity for SCSU students to disconnect
1:00 – 5:00 PM excursion to Carnegie Mellon – Learning Spaces. LRS interest in Learning Commons.
From the pre-conference workshops, Thurs, Nov 7, 8:30AM – 12:00PM:
Linda Shadiow, Connecting Reflection and Growth: Engaging Faculty Stories.
This workshop seems attractive to me, since it coincides with my firm conviction that SCSU faculty must share “best practices” as part of the effort to engage them into learning new technologies.
Kenyon, Kimberly et al, Risky Business: Strategic Planning and Your Center.
This workshop might be attractive for Lalita and Mark Vargas, since strategic planning is considered right now at LRS and CETL might also benefit from such ideas.
roundtables, Thurs, Nov. 7, 1:30-2:45PM
Measuring the Promise in Learner-Centered Syllabi
Michael Palmer, Laura Alexander, Dorothe Bach, and Adriana Streifer, University of Virginia
Effective Faculty Practices: Student-Centered Pedagogy and Learning Outcomes
Laura Palucki Blake, UCLA
Laura is the assistant director http://gseis.ucla.edu/people/paluckiblake
3 time survey of freshmen. survey also faculty every 3 years. can link this date: faculty practices and student learning
triangulating research findings. student-centered pedagogy. which teaching practices are effective in promoting student-center learning practices.
no statistical differences in terms of student learning outcomes between part-time and full-time faculty. The literature says otherwise, but Laura did not find any statistical difference.
http://ow.ly/i/3EL77
discussions is big, small group work is big with faculty
in terms of discussions, there is huge difference between doing discussion and doing it well.
this is a self-report data, so it can be biased
there are gender differences. women more likely to use class discussions, cooperative learning same, students presentations same. gender discipline holds the gender differences. same also in STEM fields.
students evaluations of each other work. cooperative learning: it is closer gender-wise.
the more student-centered pedagogy, the less disengagement from school work.
understand on a national level what students are exposed to.
lpblake@hmc.edu
http://www.heri.ucla.edu/
wabash national data.
ePublishing: Emerging Scholarship and the Changing Role of CTLs
Laura Cruz, Andrew Adams, and Robert Crow, Western Carolina University
LORs are in Kentucky.
CETL does at least Professional Development, Resources, Eportfolios, LORSs. FLCs
Teaching Times at Penn.
model 2: around instructional technology. More and more CETL into a combined comprehensive center. about 9 are paid by IT and 11 by academic center. because of finances cuts this is the model predicted from the 90s. Why not IT? because ater they say how to use it. and how to use it effective. think outside of technology, technogogy is not the same as technology. Teacher-scholar model: research, service, teaching.
http://ow.ly/i/3EMJl
egallery and other electronic ways to recognize productivity. Stats and survey software does NOT reside with grad studies, but with CETL, so CETL can help faculty from a glimmer of an idea to presentation and publication. Research Support Specialist.
how and where it fits into faculty development. Neutrality. Should CETL be advocates for institutional, organizational change. Do CETL encourage faculty to take innovation and risk (change the culture of higher ed). Tenure and promotion: do we advocate that epub should count, e.g. a blog will count toward tenure.
a national publication: http://www.sparc.arl.org/resources/authors/addendum
we domenstrate that it is good school. scholarship of teaching will be good teaching.
OER? Open educational resources. SHould CETL host and participate in those? Do we participate in creating resources, which are designed to replace texbooks? Caroline has a state-wide grant to support faculty developing learning resources.
open access is controversial. the right to publish and republish. http://www.sparc.arl.org/
40% of all scholarly articles are owned by 3 publishers
Academic Social Media academic.edu and electronic journals.
CETL is the comprehensive center, the hub where people go to, so CETL can direct them to and or get together stakeholder to make things happen.
the lesson from this session for me is that Lalita and Keith Ewing must work much closer.
Evaluating the quality of MOOCs: Is there room for improvement?
Erping Zhu, University of Michigan; Danilo Baylen, University of West Georgia
reflection on “taking” a MOOC and the seven principles. how to design and teach MOOC using the seven principles.
MOOC has a lot of issues; this is not the focus, focus is on the instructional design. Both presenters are instructional designers. Danilo is taking MOOC in library and information science.
Second principle: what is a good graduate education.
about half had completed a course. Atter the 3rd week the motivation is dissipating.
Erping’s experience: Provost makes quick decision. The CETL was charged with MOOC at U of Michigan. Securing Digital Democracy. http://www.mooc-list.com/university-entity/university-michigan
Danilo is a librarian. his MOOC class had a blog, gets a certificate at the end. Different from online class is the badges system to get you involved in the courses. the MOOC instructors also had involved grad students to monitor the others. the production team is not usually as transparent as at Corsera. Sustainability. 10 week module, need to do reflections, feedback from peers. 7 assignments are too much for a full-time professional.
http://www.amazon.com/Library-2-0-Guide-Participatory-Service/dp/1573872970
http://tametheweb.com/category/hyperlibmooc/
http://tametheweb.com/2013/10/20/hyperlibmooc-library-2-013-presentation-links/
1. principle: contact btw faculty and student. Not in a MOOC. video is the only source provides sense of connection. the casual comments the instructor makes addressing the students provides this sense. Quick response. Collaboration and cooperation in MOOC environment and bring it in a F2F and campus teaching. Feedback for quizzes was not helpful to improve, since it i automated. students at the discussion board were the one who helped. from an instructional design point of view, how MOOC design can be improved.
group exercise, we were split in groups and rotated sheet among each other to log in response to 7 sheets of paper. then each group had to choose the best of the logged responses. the responses will be on the POD site.
eri week resources
Per Keith’s request
“Why Students Avoid Risking Engagement with Innovative Instructional Methods
Donna Ellis, University of Waterloo”
Excerpt From: Professional and Organizational Development Network in Higher Education. “POD Network 2013 Conference Program, Pittsburgh PA 11/7 to 11/10.” iBooks.
This material may be protected by copyright.
A quantitative study. The difficulty of group works. Various questions from the audience, the time of class (early Mrng) is it a reason to increase the students disengagement. Students pereceptions .
The teacher did. It explain why the research and this might have increased the negative perception. Summary of key barrierS.
Risk of negative consequneces
preceived lack of control
contravention of perceived norms.
fishbein and Aizen 2010
discussoon . How faculty can design and deliver the course to minimize the barriers. Our table thought that there are a lot of unknown parameters to decide and it is good to hear the instructor nit only the researcher. How to deal with dysfunctional group members behaviors. Reflections from the faculty member how to response to the data? Some of the barriers frustrated him. Outlines for the assignments only part of the things he had done to mitigate. What are we asking students on course evaluations. Since a lot more then only negative feedback. Instructor needes more training in conflict resolution and how to run group work.
http://ow.ly/i/3Fjqt
http://ow.ly/i/3Fjpq
CRLT Players
Friday, Nov 8, 10:30 AM – 12:00 PM
William Penn Ballroom
7 into 15
CRLT Players, University of Michigan”
Excerpt From: Professional and Organizational Development Network in Higher Education. “POD Network 2013 Conference Program, Pittsburgh PA 11/7 to 11/10.” iBooks.
This material may be protected by copyright.
It is a burlesque and theater approach to engage students and faculty into a conversation. 10 plays in 30 min.
Discuses different topics from the plays and seek solutions as a team. How to deal with international students ( Harvard lady said ” safe places” for students) how to deal with technology or the lack of it, missed next one writing this notes and how to reward faculty in innvative things. T. Encoruage innovation, they received a letter from the provost and if they fail, it is not used in their annual evaluation
No videotaping of this performance because the power is in conversation. Is there a franchise, like training people to do that. NSF grant was allowing them but now just pick up the idea. Sell scripts? Can have conversations about strategies how to collaborate with the theater department where to start these short vinniets. If come to campus and bring performance do they do also the follow up.
Is anger or hostility a reaction during after these presentations. How to handle it. Hostility can be productive and make sure that it is told that it is productive. Getting difficult things out there is what the theater is trying to do in a distant way. This is not a morality
how develop the work? How come up with issues. Faculty bring issues, followed by interviews, draft created we heater identifies the problem and address the issue. Preview performances with stakeholders who confirm . There are more then. Sufficient ideas, so the organizers can choose what they see most pertinent
ecrc committee went to their meeting instead of lunch to see if I can particpirate for next year activitities. Ecrc is the acronym for the tech committee. Web site is one takes of this committee. Word press site , how the groups work, how forms work, how to connect with people and most importantly how to start communicating through the web site and cut the listserv. An attempt to centralized all info in the website rather then scattered across universities.
what is BRL? Google apps and Wikipedia as a wiki for another year until figure out if it can be incorporated in the web site. Reconceptualize how do work in the process. To groups in ecrc. Wikpaidea and web page. And then social media with Amy? Ecrc liaison in every POD committee to understand how to set up the committee web presence. Blackboard collaborate to do meetings and this is what liason explain to committee members. Tinyurl.com/ECRC2013
Designing Online Discussions For Student Engagement And Deep Learning
Friday, Nov 8, 2:15 PM – 3:30 PM, Roundtable
Parkview East
Danilo M Baylen, University of West Georgia”
pit must be asynchronous discussion
What is the purpose and format of the discussion. Assessment. How the online discussion is supporting the purpose of the curriculum to the students learning
About five discussions per semester all together. Behaved part of the class culture
Format of the assignment
asynchronous discussion list. Series of questions or a case study. Is the format a sequence of responses or invite a discussions
checklist which stifles a creative discussion or just let it more free
purpose – must be part of the syllabus and it must be clear.
Meeting learning objectives.
duration
interactivity – response to other students. List of 6 different options how they can reply. what format the interactivity takes Is important issue, which has no textbook
assessment- initial posting are critical, since it gives and idea what to work on. How much points as part of the bigger picture. Yet it is the ground work for the assignment, which gets most points.
metacognitive not evaluative , give students examples from the pro regions class what a good discussion is And explain students how to. Evaluate a good discussion entry
how the question is worded and use the threaded discussion for them to reflect how they think, rather then only assess if they read the chapter. The research about online discussion is very different.
What is the baseline.
Online course must must be set up ready before semester starts or not?
reflection for the end of the semester
SteVn brookfields critical questionaire
meet thISTI and qr standards
is reflection on the content or the process
students reflect on their own reflections
what have you learned about yourself as online learner and look for consistencies for both negative and positive reflections
Assess critical thinking
there is a workshop by the presenters instituitions how to organize
more claims then actual evidence so Data is sought to
main issues
programmatic emportfolio. Not student presentation portfolios, but academic portfolio
e portfolio forum
look at image of the green copy:
1. Integration and reflection
2. Social media – in community with other students , faculty, organizations
3. Resume builder
eportfolio is. Prt of the assessment. Conversation on campus. Some depts use exportfolio extensively but not happy. Programmatic academic e portfolio to collect data
use Sakai open portfolio system
12 drepartments and six more second year. to speak the same language, they developed a guideline, conceptual framework ( see snapshot of handout)
Curriculum mapping ( see the grid on the. Handout) took much longer then expected.
the role of CETL. The provost at Kevin’s institution charged CETL to do the portfolio gig.
The big argument of the CETL redirector with the provost is that portfolio not only to collect data for assessment and accreditation but to provide meaningful experience for the students. EDUCAUSE report horizon, learning analytics Scandalous headlines of students suing law schools. bad deductions made on big data. The things that matte for students must be in the portfolio and they get used to use the portfolio. Pre reflection entries by the students, which shorted the advising sessions. The advisor can see ahead of time. The advisers. Will. B the. Focus point, The. Advising portfolio Is becoming
portfolio must be used by faculty not only students.
Whats the by in for students. Presentations portfolio part of. Marketing purposes. Google sites so when students leave the institutions students can ” take” the portfolio with them as we’ll go multimedia. attempts failed because platforms which can be cutozmized we’re not used Digital identity As CETL director not technology expect and how to learn from the faculty and that was very
documenting and learning with eportfolios.
faculty to demonstrate reflections to students and how enter into portfolio. Using rubrics. Faculty are using already tools but connecting with. Reflections.
STAR: Situation , tasks, action, response
Writing skills differentiate, but even good writers got better on reflection
how one polish a portfolio before bringing to an Employer. Student Working with career services to polish and proofread.
How much the university is responsible for an individual portfolio. How many levels of proof reading.
Poor student work reflects a poor faculty attention.
Lorna Kearns, University of Pittsburgh”
Freedom to Breathe: A Discussion about Prioritizing Your Center’s Work
Andy Goodman and Susan Shadle, Boise State University
Connecting, Risking, and Learning: A Panel Conversation about Social Media
Michelle Rodems, University of Louisville. Conference C 9:00 AM – 10:15 AM
The use of social media in higher education
Conference C 9-11:15 AM
Panel of CETL directors and faculty. The guy from Notre dame uses word press the same way I use it. Collect questions and after the 3rd one creates blog entry and answers the next q/ s with the URL to the blog entry NspireD is the name of. The blog
the OHIO state UCAT guy is a twitter guy. Program coordinator who manages wordpress and web site. Intersect with FB and twitter. Platforms are inteGrated, so be did not to know the technicalities. The graduate consultants are setting up. ciirdinator tried to understand how the mesh together. Can be used as conversation starters or to broadcast and share info. Use of hashtags how to use them appropriate in twitter and FB to streamline .
Scsu problem. W don’t build it they will not come. a Tim burton version of the field of dreams.
Rachel CETL assist dir at U of Michigan. She is out there personally likes it. Very static web page. Drupal as a content management system so the blog is part of the web page. So 2 times a week entries. One of the staff people is an editor and writes blog posts, but vetted by a second CETL staff. Auto push for the blog to the twitter. Screencasts for YouTube channel with screencasts. Comments on the blog minimal from faculty and stat. What about students? About 1000 followers on the twitter. What do analytics say. Hits on home page, but no idea how much time reading. The time people spend more time and using the tags . the use of blog is less formal way to share information. recycling in December and August a lot of material.
does anybody subscribe and do you promote RSS
the separate blog for a workshop requires interaction and that is a success
for faculty development U of Michigan is using blog recruited 50 to follow the blog. TSam of 3 using. WordPress For a semester and then survey. Focus group. Huge success, between 6 and 30 comments. Community with no other space on campus
how are u using social media to promote connections. elevate voices of others on campus by interviewing faculty. At U of Michigan there was no interest to learn about what other faculty are doing. So they trashed that initiative but starTed a video narration about faculty who innovate. Videotaped and edited no hi Qual video , tagged and blog posted and this approach created more connection, because it is not text only.
What have been the obstacles and indoor failure and what have you learned?
convincing the administration that CETL than do it and it does not have to be the same quality as the web page and the printed material. Changing the mindset. No assessment, since nothing else was working and they were ready for radical step such as blog
Same with the twitter. Taking the risk to experiment with the hashtags. Tweets can’t be approved. Need to time to build an audience, one month will not have an impact. Start with the. Notion that you are building a reposIvory noT a foRum
one of the panelist has a google spreadsheet which has information of allCETL social media sites There are resources on how to deal with negative outcomes of using social media. Working with librarians, the Norte dame said! they will give you twenty sources. No no, no, he siad, give me your best three.
U of MichiGan more grad studns blog guest posts almost no faculty.
Have you considered giving them more then guest blog, but no facilitator? Let faculty once a semester do a blog post. It is not moderated but more like lead to how to do a good blog. Interview based approach is unique and does not show up somewhere elSe.
Insitutional background important in these decisions.
How often refresh the wordpress page. How often one person is voicing and it takes a log of journalistic skills. Use the draft option to publish when there are several ideas coming at once.
Mindshift of CETL is to decrease the standards. Make it more informal. Blog post can be always fixed later. To avoid faculty false perception that this is not scholarly needs to be references. So causal tone + references.
Blog ” from students perspective” is repurposE
Risking Together: Cultivating Connection and Learning for Faculty Teaching Online
Michaella Thornton, Christopher Grabau, and Jerod Quinn, Saint Louis University
Oliver 9-11:15 AM
Space Matters! and Is There a Simple Formula to Understand and Improve Student Motivation
Kathleen Kane and Leslie A. Lopez, University of Hawaii at Manoa
Riverboat 9:00 AM – 10:15 AM
The Risks and Rewards of Becoming a Campus Change Agent
Dr. Adrianna Kezar, University of Southern California
William Penn Ballroom 10:30 AM – 12:00 PM
Branch campuses, students abroad, to more with less, completion from profit institutions
students work more but this is a good reflection on learning success
provost might ask to consolidate prof development opportunities for faculty and students instead of faculty only.
If administration is genuine understand transparent Administration more about persuading not listening. Respect, not assuming that faculty will not accept it. If faculty will sacrifices what will faculty see the administration sacrifice on their side. Leading from the. Middle , it means collective vision for the future. Multilevel leadershup, top down efforts dont work and bottom top are fragile. Managing up is less preferred then powering up. It is difficult to tell administration that they miss or misunderstand the technology issue.
Four frames. Goal multi frame leadership http://www.tnellen.com/ted/tc/bolman.html. Vey much the same as Jim Collins good to great right people on the bus right trained http://www.afa1976.org/Portals/0/documents/Essentials/Creating%20Organizational%20Learning%20and%20Change.pdf
How to build coalition, different perspectives, aknowledge the inherent conflict.
The Delphi project
It Takes a Campus: Promoting Information Literacy through Collaboration
Karla Fribley and Karen St. Clair, Emerson College
Oakmont 1:45 PM – 3:00 PM
Most of the attendees and both presenters were librarians
The presenters played a scatch to involve the particppaints
deifnition what is IL. https://mobile.twitter.com/search/?q=%23POD13&s=hash
http://ow.ly/i/3G00e/original
Information literacy collaborative work with faculty to design student learning outocmes for information literacy
Guiding principles by backward course design
Where they see students struggle with research
question to students survey, what is most difficult for your and wordle.
http://ow.ly/i/3G0l6/original
self reflection ow.ly/i/3G0UH
Curriculum mapping to identify which courses are the stretigic ones to instill the non credit info litreacy
acrl assessment in action
Risky Business: Supporting Institutional Data Gathering in Faculty Development Centers
Meghan Burke and Tom Pusateri, Kennesaw State University
Oliver 1:45 PM – 3:00 PM Roundtable
Exploring Issues of Perceptual Bias and International Faculty
Shivanthi Anandan, Drexel University.
Heinz 3:15 PM – 4:30 PM Roundtable
Why do we need it and onoy regarding international faculty don’t in Kim Lisa wolf-wendel
susan twombly. Pointers for hiring and retention. Performance is both teaching and living. Sanitary effect. sanitary issues not only pay rate. FLC all tenure track without citizenship they are worried about their tenure. Funding agencies, very few will fund you if you are not a citizenship
Diane Schafer perceptual biases, graffiti. Cathryn Ross
Averting Death by PowerPoint! From Killer Professors to Killer Presenters
Christy Price, Dalton State College
Riverboat 4:45 PM – 6:00 PM
How to create effective mini lectures checklist for acting palnning
engage and leave lecture out. The reason why can’t move away is because some people lecture as performance art
Make lectures mini. How long mini should be. 22 min, the age number of the person.
Emotional appeal, empathy.
Evoke positive emotions with humor. Always mixed method research, since the narrative Berk, r. (2000) and Sousa (2011)
ethical. Obligations and emotional appeal
acknowledge the opposition
enhance memory processing with visuals and multimedia
use guided practice by miniki zing note taking
presentationzen is a book! which need to read http://www.barnesandnoble.com/w/presentation-zen-garr-reynolds/1100391495?ean=9780321525659
Enchanted memory processing by creating mistery
address relevance
http://advanceyourslides.com/2011/01/28/the-5-most-memorable-concepts-from-nancy-duartes-new-book-resonate/
Death by PowerPoint: Nancy Duarte: The secret structure of great talks
http://www.ted.com/talks/nancy_duarte_the_secret_structure_of_great_talks.html
http://www.gobookee.org/get_book.php?u=aHR0cDovL3d3dy5vcGVuaXNibi5jb20vZG93bmxvYWQvMDQ3MDYzMjAxMS5wZGYKVGl0bGU6IFJlc29uYXRlOiBQcmVzZW50IFZpc3VhbCBTdG9yaWVzIFRoYXQgVHJhbnNmb3JtIC4uLg==
Engage faculty by showing. Faculty how their presentation. Is. And how it c can be
process with clickers
Sunday Mrng session
vygotsky zone of NAND the flipped mindset. http://t.co/vCI8TOJ7J2. Cool tweets at #pod13.
Ideas process baudler Boyd stromle 2013
I – identify the issue
D debrief the situation
A analyze what happened
s strategize solutions and Oport unities for growth and future success
