29
Jan
2021
Jan
2021
philosophy meme
categories: academic library
Searching for "psychology"
31
Dec
2020
Dec
2020
brain concepts
categories: learning
++++++++++
A new book by an MIT professor is full of surprising truths about how the brain works.
Posted by EdSurge HigherEd on Thursday, December 24, 2020
a new book called “Grasp: The Science Transforming How We Learn.”
“Our approach to teaching is based on the assumption that the teacher has a pen and the student’s brain is a sheet of paper. That’s actually wrong,”
Forgetting is a key strength of the brain, even though it has to be fought against by teachers, he says. My note: why is this a revelation? My psychology professor in the 80s was drilling in us: one, who does not forget, does not remember.
professors need to space out lessons and reteach important material at intervals, he adds, to get past the tendency to forget. My note: that also has been discussed extensively in the past two decades: e.g. the chunk theory, microlearning etc: https://blog.stcloudstate.edu/ims?s=chunk+theory
++++++++++++++++
more on the brain and education in this IMS blog
https://blog.stcloudstate.edu/ims?s=brain
16
Nov
2020
Nov
2020
toxic positivity
categories: academic library
Is Your School Using Toxic Positivity To Exploit You? The 5 Biggest Red Flags
15
Oct
2020
Oct
2020
Library Instruction Disability Middle Childhood
categories: Digital literacy, information literacy
Library Instruction delivered by Plamen Miltenoff, pmiltenoff@stcloudstate.eduhttps://web.stcloudstate.edu/pmiltenoff/faculty/ CPSY 262 Thursday (2PM) Dr. Rachel Grace, |
Short link to this tutorial:
http://bit.ly/cpsy262
|
My name is Plamen Miltenoff (https://web.stcloudstate.edu/pmiltenoff/faculty/) and I am the InforMedia Specialist with the SCSU Library (https://blog.stcloudstate.edu/ims/free-tech-instruction/).
+++++++++++++++++++++++
LIBRARY INSTRUCTION – Information, Digital and Media Literacy
- How (where from) do you receive your news? Do you think you are able to distinguish real news from fake news?
- Last year, researchers at Oxford University found that 70 countries had political disinformation campaigns over two years.
https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/ - according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.
- Last year, researchers at Oxford University found that 70 countries had political disinformation campaigns over two years.
https://blog.stcloudstate.edu/ims/2020/01/16/fake-news-prevention/
News and Media Literacy (and the lack of) is not very different from Information Literacy
An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy.
How does information literacy help me?
Every day we have questions that need answers. Where do we go? Whom can we trust? How can we find information to help ourselves? How can we help our family and friends? How can we learn about the world and be a better citizen? How can we make our voice heard?
| The content of the tutorial is based on the Information Literacy Competency Standards for Higher Education as approved by the Board of Directors of the Association of College and Research Libraries (ACRL). |  |
The standards are:
Standard 1. The information literate student determines the nature and extent of the
information needed
Standard 2. The information literate student accesses needed information effectively
and efficiently
Standard 3. The information literate student evaluates information and its sources
critically and incorporates selected information into his or her knowledge
base and value system
Standard 4. The information literate student, individually or as a member of a group,
uses information effectively to accomplish a specific purpose
Standard 5. The information literate student understands many of the economic, legal,
and social issues surrounding the use of information and accesses and uses
information ethically and legally
Project Information Literacy
A national, longitudinal research study based in the University of Washington’s iSchool, compiling data on college students habits to seek and use information.
+++++++++++++++++++++++
- Developing Your Research Topic/Question
| Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following: |  |
Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:
- Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
- Be flexible. Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
- Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.
- Getting Ready for Research
Library Resources vs. the Internet
How (where from) do you receive information about your professional interests?
Advantages/disadvantages of using Web Resources
Evaluating Web Resources
- Google or similar; Yahoo, Bing
- Google Scholar
- Reddit, Digg, Quora
- Wikipedia
- Become a member of professional organizations and use their online information
- Use the SCSU library page to online databases
- Building Your List of Keywords
-
- Why Keyword Searching?
Why not just type in a phrase or sentence like you do in Google or Yahoo!?- Because most electronic databases store and retrieve information differently than Internet search engines.
- A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
- Why Keyword Searching?
-
- The bottom line: you get better results in a database by using effective keyword search strategies.
- To develop an effective search strategy, you need to:
- determine the key concepts in your topic and
- develop a good list of keyword synonyms.
-
- Why use synonyms?
Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using. - Consider: Will an author use:
- Hypertension or High Blood Pressure?
- Teach or Instruct?
- Therapy or Treatment?
- Why use synonyms?
Don’t get “keyword lock!” Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.
Keyword worksheet
- Library Resources
How to find the SCSU Library Website
SCSU online databases
-
- SCSU Library Web page
- Basic Research Skills
Locating and Defining a Database
Database Searching Overview:
You can search using the SCSU library online dbases by choosing:
Simple search
Advanced search
- Identifying a Scholarly Source
- Boolean operators
- Databases:
CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition
Psychology:
PsychINFO
General Science
ScienceDirect
Arts & Humanities Citation Index
- How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
- ACCURACY
- Does the author cite reliable sources?
- How does the information compare with that in other works on the topic?
- Can you determine if the information has gone through peer-review?
- Are there factual, spelling, typographical, or grammatical errors?
- AUDIENCE
- Who do you think the authors are trying to reach?
- Is the language, vocabulary, style and tone appropriate for intended audience?
- What are the audience demographics? (age, educational level, etc.)
- Are the authors targeting a particular group or segment of society?
- AUTHORITY
- Who wrote the information found in the article or on the site?
- What are the author’s credentials/qualifications for this particular topic?
- Is the author affiliated with a particular organization or institution?
- What does that affiliation suggest about the author?
- ACCURACY
-
- CURRENCY
-
-
- Is the content current?
- Does the date of the information directly affect the accuracy or usefulness of the information?
-
-
- OBJECTIVITY/BIAS
-
-
- What is the author’s or website’s point of view?
- Is the point of view subtle or explicit?
- Is the information presented as fact or opinion?
- If opinion, is the opinion supported by credible data or informed argument?
- Is the information one-sided?
- Are alternate views represented?
- Does the point of view affect how you view the information?
-
-
- PURPOSE
- What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
- Does the purpose affect how you view the information presented?
- PURPOSE
- InterLibrary Loan
- Copyright and Fair Use
(https://sites.google.com/site/cuin3313/resources/copyright-fair-use-what-is-it-why-should-i-care)
Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals
-
- Plagiarism, academic honesty
- Writing Tips
- Dissemination of Research
++++++++++++++++++++++++++++++++++++++++++++++
Class Assignment:
Research on Disability – Middle Childhood
There are many interactions between childhood development and mental, physical, and socioemotional health – namely including interpersonal relationships and the child’s relationship with education. Using SCSU’s University Library, find a journal article that will help you learn more about a developmental abnormality (a disability) that relates to middle childhood. Make sure your chosen article includes the following:
1) the article focuses on one or includes participants with a disability
2) the population (or part of the population) being studied is within the life stage of middle childhood (defined as ages 6-12)
3) the article is empirical (peer-reviewed)
Use the article to respond to the following questions.
- What is the title of the article?
- In what journal was the article published?
- What was the purpose of the study?
- What were the methods? In particular, who were the participants?
- What were the results?
- What are two important facts/ideas/issues you learned about middle childhood and disability by reading this article?
+++++++++++
Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs
12
Oct
2020
Oct
2020
Stockdale Paradox
categories: academic library, mindfulness
What the Stockdale Paradox Tells Us About Crisis Leadership
https://hbswk.hbs.edu/item/what-the-stockdale-paradox-tells-us-about-crisis-leadership
“I lived on a day-to-day basis. … [M]ost guys thought it was really better for everybody to be an optimist. I wasn’t naturally that way; I knew too much about the politics of Asia when I got shot down. I think there was a lot of damage done by optimists; other writers from other wars share that opinion. The problem is, some people believe what professional optimists are passing out and come unglued when their predictions don’t work out.”
The Stockdale Paradox—have faith, but confront reality—can be seen in slightly different forms in many cultures.
Stockdale himself was a follower of the ancient Greek Stoic philosophers, who were noted for their concern with understanding reality correctly and shaping one’s response to it optimally. The maxim of Epictetus, “What, then, is to be done? To make the best of what is in our power, and take the rest as it naturally happens,” has similarities to both Buddhist doctrine and the Alcoholics Anonymous Serenity Prayer. (“God, grant me the serenity to accept the things I cannot change, courage to change the things I can, and wisdom to know the difference”). Therapy techniques such as radical acceptance similarly emphasize the point of letting go of desires and beliefs about what should be and seeing reality as it is.
In the words of Marsha Linehan, the founder of radical acceptance: “Radical acceptance doesn’t mean you don’t try to change things … You can’t change anything if you don’t accept it, because if you don’t accept it, you’ll try to change something else that you think is reality.”
Research by Leach and others indicates that people who survive disasters are able to regain cognitive function quickly after the event, assess their new environment accurately, and take goal-directed action to survive within it. This is the balance that the Stockdale Paradox facilitates: the realism to let go of intrinsic survival mechanisms and the deep-seated faith to learn the new ones.
the pattern of human response to disasters has been shown to be remarkably consistent across cultures, and for disasters of many different causes, effects, and durations, from earthquakes to shipwrecks to kidnapping.
Advice and exercises for leaders
Begin meetings by having each person introduce themselves by their name, job title, mission, and their immediate tasks
This provides practical information to rescuers, but also has the effect of bringing people back to themselves and helping them begin to focus again.
Angela Duckworth’s concept of grit may be useful here. By grit, Duckworth does not mean endurance for its own sake, but rather commitment to a high-level goal, purpose, or mission—and the ability to assess and revise lower-level goals and tactics as necessary.
One question should be regularly asked at meetings: “What is something that doesn’t fit in, that doesn’t make sense?”
Normalize admitting these mistakes and analyzing them. Discuss weak spots, harm reduction, and damage control—people will sometimes fall when traveling uncertain terrain, so how can they fall without injuring themselves?
Create ways for your team to surface both their deep faith and their real fears.
In mental contrasting, a person:
- Visualizes a goal and its rewards, and then
- Visualizes what obstacles—including their own behavior—stand between them and their goal. (It is important to do it in this order.)
In their paper on the Stockdale Paradox, authors C. W. Von Bergen and Martin S. Bressler point to previous studies that show when people focus on only positive thoughts about the future, “they literally trick their minds into thinking they have already succeeded and, so, do not need actual efforts to attain something perceived as already acquired.
24
Sep
2020
Sep
2020
Library Instruction STEM 199
Library Instruction delivered by Plamen Miltenoff, pmiltenoff@stcloudstate.eduDr. Chris Kvaal, |
Short link to this tutorial: http://bit.ly/scsustem199
 stem199 QR code |
My name is Plamen Miltenoff (https://web.stcloudstate.edu/pmiltenoff/faculty/) and I am the InforMedia Specialist with the SCSU Library (https://blog.stcloudstate.edu/ims/free-tech-instruction/).
+++++++++++++++++++++++
LIBRARY INSTRUCTION – Information, Digital and Media Literacy
- How (where from) do you receive your news? Do you think you are able to distinguish real news from fake news?
- Last year, researchers at Oxford University found that 70 countries had political disinformation campaigns over two years.
https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/ - according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.
- Last year, researchers at Oxford University found that 70 countries had political disinformation campaigns over two years.
https://blog.stcloudstate.edu/ims/2020/01/16/fake-news-prevention/
News and Media Literacy (and the lack of) is not very different from Information Literacy
An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy.
How does information literacy help me?
Every day we have questions that need answers. Where do we go? Whom can we trust? How can we find information to help ourselves? How can we help our family and friends? How can we learn about the world and be a better citizen? How can we make our voice heard?
| The content of the tutorial is based on the Information Literacy Competency Standards for Higher Education as approved by the Board of Directors of the Association of College and Research Libraries (ACRL). | |
The standards are:
Standard 1. The information literate student determines the nature and extent of the
information needed
Standard 2. The information literate student accesses needed information effectively
and efficiently
Standard 3. The information literate student evaluates information and its sources
critically and incorporates selected information into his or her knowledge
base and value system
Standard 4. The information literate student, individually or as a member of a group,
uses information effectively to accomplish a specific purpose
Standard 5. The information literate student understands many of the economic, legal,
and social issues surrounding the use of information and accesses and uses
information ethically and legally
Project Information Literacy
A national, longitudinal research study based in the University of Washington’s iSchool, compiling data on college students habits to seek and use information.
+++++++++++++++++++++++
- Developing Your Research Topic/Question
| Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following: | |
Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:
- Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
- Be flexible. Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
- Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.
- Getting Ready for Research
Library Resources vs. the Internet
How (where from) do you receive information about your professional interests?
Advantages/disadvantages of using Web Resources
Evaluating Web Resources
- Google or similar; Yahoo, Bing
- Google Scholar
- Reddit, Digg, Quora
- Wikipedia
- Become a member of professional organizations and use their online information
- Use the SCSU library page to online databases
- Building Your List of Keywords
-
- Why Keyword Searching?
Why not just type in a phrase or sentence like you do in Google or Yahoo!?- Because most electronic databases store and retrieve information differently than Internet search engines.
- A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
- Why Keyword Searching?
-
- The bottom line: you get better results in a database by using effective keyword search strategies.
- To develop an effective search strategy, you need to:
- determine the key concepts in your topic and
- develop a good list of keyword synonyms.
-
- Why use synonyms?
Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using. - Consider: Will an author use:
- Hypertension or High Blood Pressure?
- Teach or Instruct?
- Therapy or Treatment?
- Why use synonyms?
Don’t get “keyword lock!” Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.
Keyword worksheet
- Library Resources
How to find the SCSU Library Website
SCSU online databases
-
- SCSU Library Web page
- Basic Research Skills
Locating and Defining a Database
Database Searching Overview:
You can search using the SCSU library online dbases by choosing:
Simple search
Advanced search
- Identifying a Scholarly Source
- Boolean operators
- Databases:
CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition
Psychology:
PsychINFO
General Science
ScienceDirect
Arts & Humanities Citation Index
- How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
- ACCURACY
- Does the author cite reliable sources?
- How does the information compare with that in other works on the topic?
- Can you determine if the information has gone through peer-review?
- Are there factual, spelling, typographical, or grammatical errors?
- AUDIENCE
- Who do you think the authors are trying to reach?
- Is the language, vocabulary, style and tone appropriate for intended audience?
- What are the audience demographics? (age, educational level, etc.)
- Are the authors targeting a particular group or segment of society?
- AUTHORITY
- Who wrote the information found in the article or on the site?
- What are the author’s credentials/qualifications for this particular topic?
- Is the author affiliated with a particular organization or institution?
- What does that affiliation suggest about the author?
- ACCURACY
-
- CURRENCY
-
-
- Is the content current?
- Does the date of the information directly affect the accuracy or usefulness of the information?
-
-
- OBJECTIVITY/BIAS
-
-
- What is the author’s or website’s point of view?
- Is the point of view subtle or explicit?
- Is the information presented as fact or opinion?
- If opinion, is the opinion supported by credible data or informed argument?
- Is the information one-sided?
- Are alternate views represented?
- Does the point of view affect how you view the information?
-
-
- PURPOSE
- What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
- Does the purpose affect how you view the information presented?
- PURPOSE
- InterLibrary Loan
- Copyright and Fair Use
(https://sites.google.com/site/cuin3313/resources/copyright-fair-use-what-is-it-why-should-i-care)
Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals
-
- Plagiarism, academic honesty
- Writing Tips
- Dissemination of Research
+++++++++++
Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs
20
Sep
2020
Sep
2020
The Deconstruction of Literature
categories: academic library
Hirsch, D. (1991). The deconstruction of literature : criticism after Auschwitz . Brown University Press.
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/qoo6di/alma990010901510104318
Basement PN98.D43 H57 1991
p. 165 Anti-humanism at the American University
p. 169 Marxism, humanism, and literature in the university
Marx was a student if economic and political forces who believed he was conducting scientific inquiries into social political and economic structures; yes his works, students complain, are not taught at all in the Brown economics and political science departments. Students committed to post modern ways of thinking discover conspiracy in this phenomenon, but it is more likely that the omission is owning to the fact that professional economists do not respect marks as an economist. Those who pursue the study of economics essay science do not consider Marxist economic theories sufficiently scientific, and on the basis of what Dusty a risk of done to the economics of the Soviet union in the peoples Republic of China, which claim to be Marxist states, who can blame the process for being skeptical?
A similar situation exists with regard to Freud. Just as marks is very little taught in political science or economic departments, sort throat is not crowded these days in Department of psychology or psychiatry, and for similar reasons. Though what Freud dead in his own time may have passed for science and though he may have considered himself a scientist, he is not a scientist at all by contemporary standards. If Marxist economics has not produced utopias in Marxist states, so, by the same token, Freudian techniques of analysis have not consistently demonstrated the power to cure the more serious ( or even the most trivial) psychological disorders.
p. 170 If Marxist economics is no longer perceived is a tool that can be used to help solve economic problems, and Freudian analytics techniques are no longer applicable in helping to cure patients with mental disorders, what residue of Marxism and Freudianism remains?
p. 171 though they find an inhospitable climate in the social sciences and in the heart sciences, Marks in Freud have been given a warm home in certain humanities departments committed to postmodern ways of perceiving the world. But they have not found a home there is scientists. They have found a home, rather, as profits, or perhaps more accurately, as gods. And those who espouse Marxian in Freudian views become the “true believers.”
what happens to Marxist and Freudian ideas when they lose their empirical grounding in their power to explain events in the physical world? Free-floating Marxist and Freudian ideas have been fused to established at least one of the foundations of post modernist literature theory and to promulgate an image of the human form it’s a robot controlled by “ideology.”
p. 172. Because ideology works most effectively through its unconscious hold on subjects, it resists being made conscious or explicit. And ideology structures ‘seeing’ in ‘feeling’ before it structures ‘thinking,’ and appears to have no historical or social specificity but to be simply the natural way of perceiving reality.
Other residues of do descientizied Marx and Freud are “the class struggle” in “sublimation.” But the class struggle is Marx conceived it never really took root in American culture.
Even know, empirical sociologists have difficulty in defining what constitutes “a class” in American culture, and in determining where one class ends and another begins.
It is well known that the vast majority of Americans define themselves as middle-class, which then makes it necessary for a sociologist interested in arriving it finally distinctions to divide the middle glass itself into upper, middle, and lower, and so on.
p. 173. Post modern Freudians are forced into similar absurdities. Freud based his theory of sublimation (neurosis-as-the-price-of-culture) on the very rigid Austro-German family, constituted by a strict, punishing, disciplinarian father, a submissive mother, and obedient son, and a subservient daughter. p. 174 Marks in Floyd analyzed Austro-German culture and thought they were analyzing the universe. For them Austro-German culture was universal culture, as it consequently becomes for believing Marxists and Freudians.
p. 179. And what are you, reader?
the humanities are in flux. Liberal democracy, on which the humanities real life for 16 ounce and which day in Torrance sustain, is under attack by ‘humanists”; literary criticism has nothing only become politicized, but politicized against the Vallas of liberal humanism.
p. 190. The Marxist-Gramscian thesis depends on a conspiracy theory according to which the “dominant classes” exert their influence over the “subordinate classes covered” the by means of educational, religious, and other institutions, and ‘ruling groups preempt the high ground of universal morality in truth.” Because the dominant classes dominate the oppressed classes in secrecy, by means of social institutions, de artist must respond to this dominance with symbolic representations.
13
Jul
2020
Jul
2020
hybrid in the fall of 2020
the HyFlex model for the fall… reflects a rift between administrators and professors, who are raising alarms over the health risks of teaching in person, and about the logistical, technical, and pedagogical complications of the model itself. Search HyFlex on Facebook and Twitter and you’ll come across comments like this one: “Whoever the hell thought of this is a bean counter, not an educator, and an idiot.”
Teaching experts and others familiar with hybrid teaching say that HyFlex can work, but it requires effective technology, careful planning, instructional support, and creative course design.
“If HyFlex is part of the plan, it has to be done with will faculty participation,” says Brian Beatty, an associate professor of instructional technologies at San Francisco State, who created the model. “Otherwise, if it’s top down and the administration is saying, We’re doing this, then the faculty are saying, But why are we doing this?”
Much of what bothers professors about the push for HyFlex is that so many details about its mechanics remain ill defined. And assumptions about its value seem rooted in a particular idea of teaching, one where the professor stands at the front of a classroom and lectures.
“We are the ones holding the bag if this does not work, or if it’s chaos,” says Michelle Miller, a psychology professor at Northern Arizona University and author of Minds Online: Teaching Effectively With Technology.
Miller is a fan of the original HyFlex model from San Francisco State, but says that colleges need to be mindful that the conditions under which it’s now being adapted — quickly, at scale, and without giving students much choice — will limit its effectiveness.
To work effectively, she says, hybrid teaching requires a lot of support, such as having teaching assistants help manage the complexities of working simultaneously with two different audiences. Otherwise it risks becoming a “lecture-centric, passive consumption view of learning.” That goes against years of hard work faculty members have been doing to make their classrooms more inclusive, active, and engaged.
To help think through pedagogical challenges, faculty groups are testing out teaching strategies, some departments meet weekly to discuss course design, and a student-leadership team is providing feedback and creating online tools to help their peers learn effectively online. Even so, the process has been challenging and frustrating at times for faculty members. Professors are both looking for templates and wanting to maintain control over their courses, which inevitably creates tension with the administration.
+++++++++++
more on hyflex in this IMS blog
https://blog.stcloudstate.edu/ims?s=hyflex
04
Feb
2020
Feb
2020
Library Instruction Chem 151
categories: academic library, information literacy
Library Instruction delivered by Plamen Miltenoff, pmiltenoff@stcloudstate.eduDr. Kannan Sivaprakasam, |
Short link to this tutorial: http://bit.ly/chem151
|
- Badges for library instruction
Link to the video tutorial regarding microcredentials (badges)
My name is Plamen Miltenoff (https://web.stcloudstate.edu/pmiltenoff/faculty/) and I am the InforMedia Specialist with the SCSU Library (https://blog.stcloudstate.edu/ims/free-tech-instruction/).
Dr. Sivaprakasam and I are developing a microcredentialing system for your class.
The “library” part has several components:
- One badge for your ability to use the databases and find reliable scientific information in your field (required)
submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded - One badge for completing the quiz based on the information from this library instruction (required)
a badge will be issued to you automatically after successful completion of the quizz - One badge for your ability to use social media for a serious, reliable, scientific research (required)
submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded - One badge for using the D2L “embedded librarian” widget to contact the librarian with questions regarding your class research (one of two optional)
A badge will be issued to you after your post with your email or any other contact information is submitted - One badge for helping class peer with his research (one of two optional)
submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded
Collecting two of the required and one of the optional badges let you earn the superbadge “Mastery of Library Instruction.”
The superbadge brings points toward your final grade.
Once you acquire the badges, Dr. Sivaprakasam will reflect your achievement in D2L Grades.
If you are building a LinkedIn portfolio, here are directions to upload your badges in your LinkedIn account using Badgr:
https://community.brightspace.com/s/article/Sharing-Badges-in-Brightspace
Please do remember we are still developing the system and we will appreciate your questions and feedback; do not hesitate to contact us, if any…
+++++++++++++++++++++++
LIBRARY INSTRUCTION – Information, Digital and Media Literacy
- How (where from) do you receive your news? Do you think you are able to distinguish real news from fake news?
- Last year, researchers at Oxford Universityfound that 70 countries had political disinformation campaigns over two years.
https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/ - according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.
- Last year, researchers at Oxford Universityfound that 70 countries had political disinformation campaigns over two years.
https://blog.stcloudstate.edu/ims/2020/01/16/fake-news-prevention/
News and Media Literacy (and the lack of) is not very different from Information Literacy
An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy.
How does information literacy help me?
Every day we have questions that need answers. Where do we go? Whom can we trust? How can we find information to help ourselves? How can we help our family and friends? How can we learn about the world and be a better citizen? How can we make our voice heard?
The content of the tutorial is based on the Information Literacy Competency Standards for Higher Education as approved by the Board of Directors of the Association of College and Research Libraries (ACRL).
The standards are:
Standard 1. The information literate student determines the nature and extent of the
information needed
Standard 2. The information literate student accesses needed information effectively
and efficiently
Standard 3. The information literate student evaluates information and its sources
critically and incorporates selected information into his or her knowledge
base and value system
Standard 4. The information literate student, individually or as a member of a group,
uses information effectively to accomplish a specific purpose
Standard 5. The information literate student understands many of the economic, legal,
and social issues surrounding the use of information and accesses and uses
information ethically and legally
Project Information Literacy
A national, longitudinal research study based in the University of Washington’s iSchool, compiling data on how college students seek and use information.
+++++++++++++++++++++++
- Developing Your Research Topic/Question
Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:
- Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
- Be flexible. Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
- Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.
- Getting Ready for Research
Library Resources vs. the Internet
How (where from) do you receive information about your professional interests?
Advantages/disadvantages of using Web Resources
Evaluating Web Resources
- Google or similar; Yahoo, Bing
- Google Scholar
- Reddit, Digg, Quora
- Wikipedia
- Become a member of professional organizations and use their online information
- Use the SCSU library page to online databases
- Building Your List of Keywords
- Why Keyword Searching?
Why not just type in a phrase or sentence like you do in Google or Yahoo!?- Because most electronic databases store and retrieve information differently than Internet search engines.
- A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
- Why Keyword Searching?
-
- The bottom line: you get better results in a database by using effective keyword search strategies.
- To develop an effective search strategy, you need to:
- determine the key concepts in your topic and
- develop a good list of keyword synonyms.
-
- Why use synonyms?
Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using. - Consider: Will an author use:
- Hypertension or High Blood Pressure?
- Teach or Instruct?
- Therapy or Treatment?
- Why use synonyms?
Don’t get “keyword lock!” Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.
Keyword worksheet
- Library Resources
How to find the SCSU Library Website
SCSU online databases
-
- SCSU Library Web page
- Basic Research Skills
Locating and Defining a Database
Database Searching Overview:
You can search using the SCSU library online dbases by choosing:
Simple search
Advanced search
- Identifying a Scholarly Source
- Boolean operators
- Databases:
CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition
Psychology:
PsychINFO
General Science
ScienceDirect
Arts & Humanities Citation Index
- How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
- ACCURACY
- Does the author cite reliable sources?
- How does the information compare with that in other works on the topic?
- Can you determine if the information has gone through peer-review?
- Are there factual, spelling, typographical, or grammatical errors?
- AUDIENCE
- Who do you think the authors are trying to reach?
- Is the language, vocabulary, style and tone appropriate for intended audience?
- What are the audience demographics? (age, educational level, etc.)
- Are the authors targeting a particular group or segment of society?
- AUTHORITY
- Who wrote the information found in the article or on the site?
- What are the author’s credentials/qualifications for this particular topic?
- Is the author affiliated with a particular organization or institution?
- What does that affiliation suggest about the author?
- ACCURACY
-
- CURRENCY
-
-
- Is the content current?
- Does the date of the information directly affect the accuracy or usefulness of the information?
-
-
- OBJECTIVITY/BIAS
-
-
- What is the author’s or website’s point of view?
- Is the point of view subtle or explicit?
- Is the information presented as fact or opinion?
- If opinion, is the opinion supported by credible data or informed argument?
- Is the information one-sided?
- Are alternate views represented?
- Does the point of view affect how you view the information?
-
-
- PURPOSE
- What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
- Does the purpose affect how you view the information presented?
- PURPOSE
- InterLibrary Loan
- Copyright and Fair Use
Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals- Plagiarism, academic honesty
- Writing Tips
- Dissemination of Research
+++++++++++
Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs
16
Jan
2020
Jan
2020
meditation and stress
categories: contemplative pedagogy
Participating in an eight-week mindfulness meditation program appears to make measurable changes in brain regions associated with memory, sense of self, empathy, and stress. from r/science
a team led by Harvard-affiliated researchers at Massachusetts General Hospital (MGH)
“Although the practice of meditation is associated with a sense of peacefulness and physical relaxation, practitioners have long claimed that meditation also provides cognitive and psychological benefits that persist throughout the day,” says study senior author Sara Lazar of the MGH Psychiatric Neuroimaging Research Program and a Harvard Medical School instructor in psychology
“It is fascinating to see the brain’s plasticity and that, by practicing meditation, we can play an active role in changing the brain and can increase our well-being and quality of life,” says Britta Hölzel, first author of the paper and a research fellow at MGH and Giessen University in Germany.
Amishi Jha, a University of Miami neuroscientist who investigates mindfulness-training’s effects on individuals in high-stress situations, says, “These results shed light on the mechanisms of action of mindfulness-based training.