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Jeff Steely

Studio Classroom: Designing Collaborative Learning Spaces -- Campus Technology - 0 views

campustechnology.com/...aborative-learning-spaces.aspx

teaching and learning studio

shared by Jeff Steely on 20 May 10 - Cached
  • Jeff Steely on 20 May 10
     
    "What does the "classroom of the future" look like? In contrast to the traditional lecture-oriented room, this increasingly popular kind of space, known as a "studio classroom," emphasizes group learning and collaboration. But designers might not always get it right. AV expert Michael Leiboff shares 14 distinct characteristics of a successful studio classroom design."
  • Jeff Steely on 20 May 10
     
    Nothing earth-shatteringly original here, but a good summary of basic ideas for a studio learning environment.
sha towers

The (Social) Reader's Dilemma: Content + Container = Context - The Ubiquitous Librarian... - 0 views

chronicle.com/...emma-content-container-context

higher ed ebooks libraries academic libraries future of libraries

shared by sha towers on 01 May 12 - No Cached
  • “Content, not containers!” This has been a library theme for a while now: unbundling the meat from the sandwich. It’s about the text and/or images, not necessary the printed vessel.  As scholarly material migrates to digital platforms, the focus is on the content, not the boundaries of “journals” or “books.”
  • Yesterday I downloaded The Fourth Paradigm: Data-Intensive Scientific Discovery, which is a free PDF. Thanks Microsoft. I’m reading it on my iPad via my Kindle app and everything is fine, right? No! It’s not a Kindle book. It doesn’t allow me take notes, share passages, or sync across devices. Those might not sound like big deals, but they are—or they have become to me. My reading experience is linked to functionality, not just to the content.   So here is this free book, free content, that is essentially useless to me—to the way I want to use it—to the way I work with information. The content is free, but it’s the container I’m willing to pay for. It’s the container that makes the content valuable.
  • Access is no longer enough. I don’t just want to have the content in a digital format. I need it to live and breed and interact with my other content and with the content of my colleagues. It’s the infrastructure and tools around the content that I am willing to pay for. It’s the platform that will continue to grow and make the content more valuable to me over time. This isn’t about preference, but about performance. It’s about creating context.
  • ...2 more annotations...
  • I want to do stuff with my information, not just read it.
  • Take Facebook—it’s not really about storing your photos, but about commenting, liking, and tagging. It’s the functionality, packaged together with other lifestyle curation tools and processes. It’s about using the container to connect with a community via a very personal context.
Jeff Steely

Critical Assets: Academic Libraries, a View from the Administration Building - 5/1/2010... - 0 views

www.libraryjournal.com/...CA6726948.html

teaching and learning future of libraries administration

shared by Jeff Steely on 03 May 10 - Cached
  • libraries should support learning that involves collaboration—i.e., getting students to spend time talking to one another in spaces in the library."
  • reinvest in a traditional position, the subject librarian
  • help scholars in the prepublication phase
  • ...1 more annotation...
  • not particularly concerned about the expense of maintaining libraries. Funding libraries was perceived as the cost of being part of higher education. CAOs were more interested in outcomes—how much were the libraries being used? How central were they to the mission of the institution? In what ways did they enhance the reputation of the college or university?
Jeff Steely

Academic Commons - 0 views

www.academiccommons.org

education academic learning technology teaching teaching and learning edtech collaboration

shared by Jeff Steely on 21 May 10 - Cached
  • Jeff Steely on 21 May 10
     
    "a community of faculty, academic technologists, librarians, administrators, and other academic professionals interested in two interlocking questions: how do creative uses of new technology and networked information support the current project of liberal education, and, perhaps more interestingly, how do they force us to re-think what it means to be liberally educated?"
sha towers

Being Essential Is Not Enough, Part 2 | Peer to Peer Review - lj.libraryjournal.com - 0 views

www.readability.com/...sfzyke98

libraries entrepreneurial liaisons services essential future of libraries strategic planning higher education

shared by sha towers on 01 Aug 14 - No Cached
  • Solving a problem that already exists for your faculty (such as compliance with a mandate) is more likely to generate support for the library than trying to convince the faculty that they have a problem.
  • Listen also for areas of emphasis that you might not think of as relevant to the library.
  • Sometimes aligning your library with institutional goals and programs means creating new services, and sometimes it means adapting old ones. Since our host institutions are always changing, it always means responding quickly and nimbly to new programs and priority shifts.
  • ...20 more annotations...
  • Instead, she worked with her leadership team to create a two-part document: the first section outlined the library’s significant achievements over the past year, and the second explained what we want to do in the coming year.
  • the message our vice president received was not “Here are all the reasons why you ought to give the library more money.” Instead, it was “Here are some of the most important ways in which the library is moving the university towards its goals, and here are ways in which we could do that even better if we had more resources to work with.”
  • Thus, the message our vice president received was not “Here are all the reasons why you ought to give the library more money.” Instead, it was “Here are some of the most important ways in which the library is moving the university towards its goals, and here are ways in which we could do that even better if we had more resources to work with.”
  • Map your library’s programs and services to the mission of the university and you will be seen as an essential strategic partner, not just another piece of costly infrastructure.
  • Takeaway lesson: Map your library’s programs and services to the mission of the university and you will be seen as an essential strategic partner, not just another piece of costly infrastructure.
  • Solving a problem that already exists for your faculty (such as compliance with a mandate) is more likely to generate support for the library than trying to convince the faculty that they have a problem.
  • offering dedicated collaboration space for use by faculty working in those clusters, reaching out to the clusters with targeted information about existing technology offerings in the libraries, and “providing dedicated subject specialists for each faculty cluster to work across the life-cycle of their research to offer guidance and connections to services
  • Sometimes aligning your library with institutional goals and programs means creating new services, and sometimes it means adapting old ones. Since our host institutions are always changing, it always means responding quickly and nimbly to new programs and priority shifts.
  • It’s not just what your campus leaders and spokespersons say, but how often and in how many contexts they say it that will tip you off to a particularly important or emerging area of institutional focus
  • ask yourself what the library might do differently (or what it might already be doing) that could have an impact on that goal, even if the goal doesn’t seem to be connected directly to library services.
  • ask yourself what the library might do differently (or what it might already be doing) that could have an impact on that goal
  • , even if the goal doesn’t seem to be connected directly to library services.
  • not just what your campus leaders and spokespersons say, but how often and in how many contexts they say it that will tip you off to a particularly important or emerging area of institutional focus
  • Listen also for areas of emphasis that you might not think of as relevant to the library.
  • If the library is doing things that don’t help further the goals and strategies laid out in them, ask yourself why—and unless the answers you come up with are unusually compelling and can be defended (with a straight face) in conversation with your provost or vice president, seriously consider discontinuing them. If your library is doing things that actively undermine those goals and strategies, stop doing those things immediately. As you consider establishing new programs or practices in your library, ask yourself from the very beginning how those new programs or practices will help further the strategic mission of your institution.
  • If the library is doing things that don’t help further the goals and strategies laid out in them, ask yourself why—and unless the answers you come up with are unusually compelling and can be defended (with a straight face) in conversation with your provost or vice president, seriously consider discontinuing them.
  • your library is doing things that actively undermine those goals and strategies, stop doing those things immediately. As you consider establishing new programs or practices in your library, ask yourself from the very beginning how those new programs or practices will help further the strategic mission of your institution.
  • no library that aligns itself to institutional priorities will end up serving all programs and all academic disciplines equally
  • our budgets and programmatic support should not be distributed equally across disciplines, but should reflect the curricular and strategic emphases of our host institutions.
  • means your monitoring of institutional communications for strategic hints will have to be sensitive to nuance
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