The findings are troubling. College students think of information seeking as a rote process and tend to use the same small set of information resources no matter what question they have: The primary sources they use for course work are course readings and Google. They rely on professors to be "research coaches" for identifying additional sources. They use Google and Wikipedia for research about everyday life topics. They tend not to use library services that require interacting with librarians.
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Information Literacy: A Neglected Core Competency (EDUCAUSE Quarterly) | EDUCAUSE - 0 views
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The Association of American Colleges and Universities identified information literacy as one of the essential learning outcomes that prepare students for 21st century challenges.2 The"2010 Horizon Report," a collaboration between the EDUCAUSE Learning Initiative and the New Media Consortium, indicated that the need for training in the related digital media literacy is a critical challenge in education for the next five years. The Council for Independent Colleges offers annual workshops for chief academic officers, librarians, and faculty on integrating information literacy at their campuses.3
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Researchers at the Information School at the University of Washington released an important and thought-provoking report in late 2009: "Lessons Learned: How College Students Seek Information in the Digital Age."1 The study confirms and expands on the results of other reports. Its particular value is the size of the population studied, the diversity of institutions represented, and the use of both a survey and follow-up interviews for data collection.
Pedagogy and Space: Empirical Research on New Learning Environments (EDUCAUSE Quarterly... - 0 views
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In the new technology-enhanced learning spaces at the University of Minnesota, students outperformed final grade expectations relative to their ACT scores. When instructors adapted their pedagogical approach to the new space by intentionally incorporating more active, student-centered teaching techniques, student learning improved. Students and faculty had positive perceptions of the new learning environments but also had to adjust to the unusual classrooms.
A Post-LMS World (EDUCAUSE Review) | EDUCAUSE - 1 views
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According to Babson Survey Research Group, 65 percent of all reporting higher education institutions said that online learning was a critical part of their long-term strategy, and over 6.1 million students took at least one online course during the fall 2010 term—an increase of 560,000 students over the previous year.
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A post-LMS world does not suggest that the LMS is obsolete but, rather, that the practice of evaluating learning outcomes through a traditional LMS as the sole means for knowledge acquisition is obsolete. The original design of the LMS was transactional and largely administrative in nature, hence the “M” in “LMS.” The function of the traditional LMS is to simplify how learning is scheduled, deployed, and tracked as a means to organize curricula and manage learning materials.
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LMS 3.0 design focuses on four essential applications: learning grids; e-learning intelligence; content clouds; and open architecture.
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An interesting opinion piece on the future of the LMS. Try reading this and replacing "LMS" with "library database" ... what would that look like?
Game Changers: Education and Information Technologies | EDUCAUSE.edu - 0 views
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Find out who is changing the game and what we can learn from their different approaches in Game Changers. Download the entire book or individual chapters and case studies below.
Game Changers: Education and Information Technologies | EDUCAUSE - 0 views
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"Game Changers: Education and Information Technologies is a collection of chapters and case studies contributed by college and university presidents, provosts, faculty, and other stakeholders. Institutions are finding new ways of achieving higher education's mission without being crippled by constraints or overpowered by greater expectations."
7 Things You Should Know About Service Design | EDUCAUSE - 0 views
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PDF or Epub: "Service design is a process that examines the relationship between those who use a service and the service environment. By focusing on and making improvements to the points at which users interact with other people or the environment, service design enables an organization to run smoothly, provide the best service to its users, and reduce the kind of situations that that can generate complaints. It has been effective in traditional customer-centric industries like retail and hospitality and is now seeing use in areas like healthcare, public services, and educational services. Even as it leads to improvements in services and spaces, service design maximizes limited resources and increases accountability, and many of these benefits bear directly on the processes and spaces designed for learning."
Students and Technology Infographic | EDUCAUSE - 0 views
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Some surprises for me: 39% of students wish instructors would use email more?? I've often heard the same from instructors, so... ? 31% of students wish their instructors used e-books 88% of students reported using the institution's library website wait a minute... 48% want to learn programming languages? Who are these people? 73% still think printers are important for academic success ::sigh::
Classroom.NEXT: Engaging Faculty and Students in Learning Space Design | EDUCAUSE - 0 views
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The Center for Excellence in Teaching and Learning at Texas Wesleyan University undertook a project to find out what a classroom would look like if it were designed by faculty and students-and then to build that classroom. The goal was to promote innovation in learning space design and to advance instructors' understanding of how classroom design impacts teaching and learning. Classroom.NEXT initiated a campus-wide dialogue on the design of informal and formal learning spaces, and faculty, students, and administrators identified flexibility and interactivity as key attributes to be promoted in all Texas Wesleyan learning spaces. Collaboration, particularly student-faculty collaboration, was a central component of the success of Classroom.NEXT. Faculty participants commented that they learned as much from their students about learning space design and technology as they did from the research.
Learning Spaces - 1 views
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A sample chapter out of the book, Learning Spaces. This chapter focuses on Virginia Tech's Math Emporium.
Unbundling Higher Education | From the Bell Tower - 0 views
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You can still buy albums, but what Jobs and Apple did was completely unbundle how music is sold. We now buy just those songs we prefer from individual artists, and create our own playlists. Now apply that idea to higher education.
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but for the most part only a single institution can provide the whole bundle. This makes a great deal of sense for accreditation purposes. If your university is accredited, then every course and degree earned from it has the seal of approval. Now a new group of providers are bringing courses to the market, and their goal is to do to higher education what Apple did to music.
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What they all have in common is unbundling. None offers degrees, and even if they did there’s no accreditation to back them up. In time that barrier will likely be eradicated. Recall that for-profit online universities once faced challenges obtaining accreditation in many states, but it is a thing of the past. Their growth was unstoppable, and in time states and accrediting agencies has to capitulate.
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Steven Bell looks at trends in unaccredited education (OER, for-profit) and postulates on what it might mean for academic libraries.
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