Searching for "teach"
The scholar-centric nature of the questionnaire ensures that potential changes in research and teaching inform our thinking, not only about academic libraries and scholarly publishing, but about changes in the educational enterprise more broadly.
My note:
By showcasing the diminishing role of physical presence and the increasing research using online methods, this study clearly proves that the 4/5 years debate if the reference librarians must sit on that desk (and answer the most popular question “where is the bathroom”) is futile.
What the study does not show, since it is conducted in its traditional (conservative) form, is that the library is NOT only the traditional library, where faculty and student search for information (being that in its physical appearance or in online access), but the library entails services, very close to the ones offered by IMS.
I see a discrepancy between literature (where libraries compel much more proactive approach regarding services) and the structure of this survey, which focuses on the traditional (conservative) role of the library as a gatekeeper to online resources [only]. Besides entrenching in 90’s practices of information literacy and/or “dressing up” old-fashioned information literacy with the new cloths of “digital literacy”as I witness at my workplace, the faculty must have been surveyed on the skills in metaliteacies, which the library can [must] provide, as per literature.
https://wcetblog.wordpress.com/2016/04/01/teacher-prep-for-de/
It is proposed that a college’s program could fall short in ONE state and lose the right to offer TEACH grants to distance students in ANY state. That might work if every state used the same criteria, but that’s not required. The “Discussion of Costs, Benefits, and Transfers” is a baffling attempt at measuring activity for which there is no good data.
| Proportion of Content
Delivered Online |
Type of Course
|
Typical Description
|
|
0%
|
Traditional
|
Classroom-based teaching with assignments and activities which students pursue independently of each other. |
|
1 to 29%
|
Web Facilitated
|
Web resources and technologies are used to facilitate what is essentially a face-to-face course. May use webpages and course management systems (CMS) to post syllabuses, readings and assignments. |
|
30-79%
|
Blended / Hybrid
|
Course blends online and face-to-face delivery. Substantial parts of the content are delivered online and discussions, team projects and activities and web safaris are used for learning. The number of face-to-face sessions is decreased as the volume of online activity increases. |
|
80+%
|
Online
|
A course where all, or almost all, of the content is delivered online with no or a very small number of face-to-face meetings. |
- Synchronous learning
- Asynchronous learning
Flipped Classroom
Competency-Based Learning
open learning
Flexible learning (badges)
Gamification
Immersive Learning Environments
Adaptive Learning and Assessment
Systems
Simulation
Immersive Tutoring |
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Glossary of Online Learning Terms http://theelearningcoach.com/resources/online-learning-glossary-of-terms/
E-Learning Terms
http://www.bpcc.edu/educationaltechnology/glossary.html
PaGamO Offers Free Gamification for Teachers
https://campustechnology.com/articles/2016/03/29/pagamo-offers-free-gamification-for-teachers.aspx
By Joshua Bolkan, 03/29/16
The first-ever online social gaming platform for education, PaGamO is based on the principles of classic board games like Risk and Settlers of Catan.
Teachers can create assignments, assessments and homework within the platform. Assignments can be delivered to custom groups of students according to their needs, and the platform provides statistics offering insight into student abilities and areas in need of additional work.
more on gamification in education in this blog:
https://blog.stcloudstate.edu/ims/?s=gamification&submit=Search
What Changes When a School Embraces Mindfulness?
http://ww2.kqed.org/mindshift/2016/03/30/what-changes-when-a-school-embraces-mindfulness/
The program is a blend of neuroscience, social and emotional tenets like empathy and perspective taking, and mindfulness, a practice which many schools have already started exploring. Several programs teach mindfulness in schools, including Mindful Schools.
More on mindfulness in education in this IMS blog
https://blog.stcloudstate.edu/ims/?s=mindfulness&submit=Search
https://blog.stcloudstate.edu/ims/?s=contemplative&submit=Search
Five Types of Quizzes That Deepen Engagement with Course Content
By: Maryellen Weimer, PhD, March 30th, 2016
Tropman, E., (2014). In defense of reading quizzes. International Journal of Teaching and Learning in Higher Education, 26 (1), 140-146.
Brame, C. J. and Biel, R., (2015). Test-enhanced learning: The potential for testing to promote greater learning in undergraduate science courses. Cell Biology Education—Life Sciences Education, 14 (Summer), 1-12.
Collaborative quizzing
Quizzing with resources
Quizzing after questioning
Online quizzes completed before class
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Top Five Tips for Creating Training Quizzes
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More on the use of quizzes as a conversation starter and/or training tool (versus assessment tool) in this IMS blog
https://blog.stcloudstate.edu/ims/2012/11/28/quizzes-and-fun-games-gamification/
New technologies for knowledge sharing
https://fcw.com/blogs/lectern/2016/03/kelman-social-intranets.aspx
Steve Kelman Mar 28, 2016 at 4:38 PM
Ines Mergel report from the IBM Center for the Business of Government, called The Social Intranet: Insights on Managing and Sharing Knowledge Internally.
co-locating subject-matter experts
traditional technologies have important limitations
when teaching about efforts many agencies are making to break down functional stovepipes, which often involves having functional experts spend significant time in offsite cross-agency teams with “functionals” from other specialties. This has a number of advantages, but creates risks that employees won’t have anywhere to go to get answers to questions or refresh their knowledge base. My students and I also discussed communities of practice, which allowed employees to ask questions to fellow experts not at the same location.
“social intranet” — a one-stop shop where agency employees can go to find or request information in a number of different ways to help them do their jobs. The social intranet consists of wikis; places for people to go to ask questions or solicit collaboration; publicly available conversation threads; central places for blogs; and opportunities for people to create profiles and (in a professional context) “friend” each other. These elements all appear at one web address, with its common home page, to which an employee can link.
These different features work in different ways. Wikis, for example, allow a group of employees to add knowledge to a text that is then accessible to the whole organization — and to which everyone can edit and add. Other employees can subscribe to the updates. Blogs, on the other hand, allow longer text to provide project updates, comment on industry developments, or introduce new issues more transparently than blast e-mail updates can manage.
Most intranet collaboration platforms do not require an approval chain to publish, which lowers the barriers to quick sharing. And while the personal profiles and “friending” often start by providing occasions for social conversations, the intention is for these to be a gateway to knowledge sharing; Mergel quotes a manager as saying, “The social feeds into the professional.”
Using a Mobile Solution to Empower Students in and out of the Classroom
Date: Tuesday, February 23, 2016. Time: 11:00 AM Pacific Standard Time. Sponsored by: i>clicker
archived webcast here:
http://w.on24.com/r.htm?e=1130110&s=1&k=281F43456B7CB0FF8CFD94D02CBC7DDC&partnerref=theremind
(you need to register. That means, sharing personal data, so fill out cautiously).
REEF polling is a proprietary for i>Clickers.
All other contenstors, TopHat, Turning Technologies etc. have the same scheme
methodology of the chemistry teacher:
flipped classroom active learning
quizzes: may not use external resources, graded on accuracy
questions: may use external sources, graded on participation (chemistry teacher wants students to be active and not penalized for wrong answer).
think: students consider the question. submit an answer individually
pair: instructors shows the results (no answer is given); students form groups to discuss their answers; students must agree on the answer
share: students submit an answer individually; the instructor shows the result (an answer is given)
kate.biberdorf@cm.utexas.edu @FunwithChem
follow up q/s, also standard:
1. what to do, if students don’t have smart phones, 2. CRS integration with CMS 3. data export
More on polling and CRS in the classroom in this blog:
https://blog.stcloudstate.edu/ims/?s=clickers&submit=Search
https://blog.stcloudstate.edu/ims/?s=classroom+response+systems&submit=Search
https://blog.stcloudstate.edu/ims/?s=crs&submit=Search
More on flipped classroom and active learning in this blog:
https://blog.stcloudstate.edu/ims/?s=flipped+classroom&submit=Search
https://blog.stcloudstate.edu/ims/?s=active+learning&submit=Search
resources on student-centered learning and the use of rubrics, multimedia, social media to personalize and engage learners
WHAT:
what is student-centered learning:
Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence [1] by putting responsibility for the learning path in the hands of students.[2][3][4] Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving.[5] Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner’s critical role in constructing meaning from new information and prior experience. https://en.wikipedia.org/wiki/Student-centred_learning
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Student-centered learning moves students from passive receivers of information to active participants in their own discovery process. What students learn, how they learn it and how their learning is assessed are all driven by each individual student’s needs and abilities.
At the system level, this requires implementing curriculum planning practices, pedagogy and assessment methods that support a student-centric approach. In the classroom, teachers craft instruction and apply technology in a way that best serves each student’s learning journey. Technology use is always guided by two primary criteria:
- What’s appropriate for the task at hand?
- How can activities be designed to develop higher-order thinking skills?
http://www.iste.org/standards/essential-conditions/student-centered-learning
Why is it important?
When students take responsibility for their own learning, they become explorers capable of leveraging their curiosity to solve real-world problems. To that end, the ISTE Standards guide teachers toward designing learning experiences that permit student independence and foster lifelong learning.
Technology allows for an unprecedented level of personalized learning, with valuable opportunities to monitor progress and engagement, follow student thinking, and digitally assess competencies. When schools effectively leverage both technology and pedagogy, both students and teachers become empowered to make decisions about their own learning and teaching.
True student-centered learning requires more than just an increase in technology implementation. It represents a shift in the educational culture toward a system that supports technology for standards-based learning and real-world problem solving. As a system transitions to a student-centered approach, educators can more effectively apply technology to improve learning outcomes and help students develop the skills for college and career readiness.
http://www.iste.org/standards/essential-conditions/student-centered-learning
HOW:
student-centered learning is including different methods, such as:
- active learning.
- cooperative learning.
- inductive teaching and learning.
- minimizing or eliminating student resistance to student-centered teaching methods.
- Links to relevant web sites.
The University of Minnesota Cooperative Learning Center.
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-Centered.html
- personalized learning
- anytime anywhere learning
http://edglossary.org/student-centered-learning/
student-centered learning through assessment : create the right rubrics
#2 from http://www.edweek.org/tm/articles/2013/12/24/ctq_powell_strengths.html
Steffens, K. (2014). E-rubrics to facilitate self-regulated learning. Revista De Docencia Universitaria, 12(1), 11-12.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d96263668%26site%3dehost-live%26scope%3dsite
Rejab, M. M., Awang, I. b., Hassan, S. b., & Ahmad, M. b. (2010). Customizable Rubrics Model for Formative Evaluation of Problem-Based Learning Course. Annual International Conference On Infocomm Technologies In Competitive Strategies, 126-131. doi:10.5176/978-981-08-7240-3_I-51
CORLU, M. S. (2013). Insights into STEM Education Praxis: An Assessment Scheme for Course Syllabi.Educational Sciences: Theory & Practice, 13(4), 2477-2485. doi:10.12738/estp.2013.4.1903
Ma, A. W. (2009). A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills. Issues In Informing Science & Information Technology, 665-86.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d44457533%26site%3dehost-live%26scope%3dsite
Klein, G. C., & Carney, J. M. (2014). Comprehensive Approach to the Development of Communication and Critical Thinking: Bookend Courses for Third- and Fourth-Year Chemistry Majors. Journal Of Chemical Education,91(10), 1649-1654. doi:10.1021/ed400595j
Moore, T. J., Guzey, S. S., Roehrig, G. H., Stohlmann, M., Park, M. S., Kim, Y. R., & … Teo, H. J. (2015). Changes in Faculty Members’ Instructional Beliefs while Implementing Model-Eliciting Activities. Journal Of Engineering Education, 104(3), 279-302. doi:10.1002/jee.20081
student-centered learning through engagement and buy-in: engage with multimedia
More on student centered learning in this blog:
https://blog.stcloudstate.edu/ims/?s=student+centered+learning&submit=Search
student-centered learning through engagement and buy-in: engage with social media
#3 from http://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/
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Attard, A., Di lorio Emma, Geven, K., & Santa, R. (2010, October). Student-Centred Learning Toolkit for students, staff and higher education institutions. Education International. Retrieved from
http://pascl.eu/wp-content/uploads/SCL_toolkit_ESU_EI.pdf
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