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Jeff Steely

Learning Environments: Where Space, Technology, and Culture Converge - 0 views

www.educause.edu/...ELI3021.pdf

teaching and learning learning spaces

shared by Jeff Steely on 13 May 10 - No Cached
  • Jeff Steely on 13 May 10
     
    The introduction of information technologies into higher education added new dimensions to the educational enterprise and led to investigations into how the design of learning spaces affects teaching and learning. The time has come to broaden the scope of that inquiry and consider factors beyond space, including learning culture and the changing roles of instructors, students, and other people involved in teaching and learning. The effort to understand and develop effective learning environments includes more individuals and more roles than have generally been involved in the discussion about teaching and learning, and the factors at issue include, but go beyond, technology.
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.
Jeff Steely

Felix - 0 views

libjournal.uncg.edu/...162

shared by Jeff Steely on 16 Dec 11 - No Cached
    • Jeff Steely
      Jeff Steely on 16 Dec 11
       
      What if we considered library "clients/users/patrons/etc." as "members"? How would we provide services differently? What behaviors do "members" exhibit, what expectations do they have?
  • Service design can enable institutions to respond to these changes and enhance the experience of students and faculty by embedding services within learning spaces – services that promote interaction, provide access to experts, and respond directly to user needs.
  • learning space service design as the process of holistically designing the service interactions among people, information, technology, and space so that services are usable, useful, desirable, and effective
Jeff Steely

Journal of Learning Spaces - 0 views

libjournal.uncg.edu/...jls

learning spaces academic libraries

shared by Jeff Steely on 16 Dec 11 - No Cached
  • Jeff Steely on 16 Dec 11
     
    New journal on learning spaces...
Jeff Steely

Trends in Digital Scholarship Centers (EDUCAUSE Review) | EDUCAUSE.edu - 0 views

www.educause.edu/...ds-digital-scholarship-centers

digital scholarship

shared by Jeff Steely on 18 Jun 14 - No Cached
  • Jeff Steely on 18 Jun 14
     
    "Looking back over the past 18 months, we have four observations. First, we have learned the critical importance of clearly defining the Sherman Centre's scope and purpose for the campus community. Understanding of digital scholarship's boundaries is still relatively low on all of our campuses. Work in the center falls outside traditional norms for how research is done - the norm being that research is a solitary activity, with no "bumping around" required. In terms of libraries, it is definitely outside the norm. Libraries are traditionally very transaction-based: we count the number of people who enter our doors, ask us research help questions, and attend instruction sessions. We have no mental model for tracking activity within a digital scholarship center, which is inherently more relationship-based. Second, we've learned that the relentless demand for physical space on campus creates pressure on our new center. Faculty members and graduate students are always looking for a place to run their experiments and relocate their staff. We often find ourselves having to turn people away when their work is not advancing the digital scholarship agenda. Saying no is not easy, but it must be done to protect the center's integrity. Third, we've learned of the vital need for patience - both individual and organizational. Digital scholarship centers are not created in a day or even in 18 months. Building a good center requires patience on the part of our senior university administrators, faculty, and staff. A digital scholarship program is built on relationships, as well as on the careers of its scholars. Centers evolve as junior faculty members incorporate digital scholarship into their research and then rise to become senior scholars. Finally, we've discovered the strong need for training and mentorship opportunities on our campus. Our graduate students (like any other graduate students) do not enter their programs with deep digital scholarship skills, but they are e
sha towers

At Libraries, Quiet Makes a Comeback - Technology - The Chronicle of Higher Education - 0 views

chronicle.com/...132885

chronicle higher education libraries quiet

shared by sha towers on 20 Jul 12 - No Cached
  • The buzzing of smartphones, the clacking of computer keys, the chatter of study groups: Academic libraries aren't the quiet temples to scholarship they used to be. Personal portable technology takes some of the blame. So does the current pedagogical emphasis on group work. In response to students' devices and habits, many librarie
  • According to Elizabeth Leslie Bagley, director of library services, the students asked for designated quiet zones. "They supported the idea of not having laptops and iPods" in those spaces, she says. "They are pretty vigilant about policing it."
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?
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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