Group items tagged

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.

Abstract: On March 3 and 4, 2010, the ELI community gathered for an online focus session on mobile learning. This white paper is a synthesis of the key ideas, themes, and concepts that emerged from those sessions. The white paper also includes links to relevant focus session materials, recordings, and archives. It represents a harvesting of the key elements that we as a teaching and learning community need to keep in mind as we work to integrate mobile technology into teaching and learning in higher education. It is clear that while the application of mobile technology to learning is just now getting under way, the potential is enormous and we can expect that the rate of development will be very rapid indeed.

I love the final paragraph "Another way of putting that is: Do not spend eight years getting a doctorate with the sole purpose of becoming digital humanist, as you would be better off just learning to code and getting a job as a software engineer. However, if you have already made the unwise choice to enroll in a humanities Ph.D. program, one way to salvage what will otherwise be your eventual entrée onto a jobless hellscape might be to "disrupt" your Eliot (George, T.S., whichever) and start using technology to analyze, distribute, or supplement your research. The worst possible outcome, after all, will be that more than three people read your work."

"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?"

The accumulation of feeds becomes one more thing to check, one more inbox to process. Nobody likes seeing their unread items count spiral out of control, and quickly skimming headlines to catch up doesn't feel like engaged reading. Brett Kelly has recently described why he quit RSS in an effort to read more intentionally: I realized that, for some reason I couldn't quite recall, I felt obligated to stay abreast of new developments in technology and such. That fabricated obligation led me to routinely scan big lists of headlines and, more often than not, mark the whole mess as "read" and go on to something else. Imagine this happening 2-4 times per day and I was spending between 10-30 minutes per day skimming or ignoring stuff that, for the most part, wasn't what I wanted to read. Instead of obsessively checking his RSS feeds, Brett has committed to reading longer material (in his Kindle) and to using Instapaper for managing blog and news posts that he'd like to read. How does he discover those posts, if he's not subscribed to hundreds of feeds every day? Twitter:

""Academic libraries are encountering a critical inflection point. In our case it isn't a single technology that is disrupting our established system, but a barrage of advancements in publishing, pedagogy, and user preferences. The landscape is shifting around us, and the future of scholarship requires us to develop new skills, design new environments, and deliver new service capacities. In short, we need new operating models.""

wondering what we can learn from this area and apply in our current (or future?) student engagement?

concept map for thinking about the various pieces of the liaison librarian role, focusing on visibility, relevance, usefulness, and timeliness. used for conversation with team of librarians to take a higher altitude view of what we're trying to accomplish and then specifically how we go about doing that

"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."

Nothing earth-shatteringly original here, but a good summary of basic ideas for a studio learning environment.